ࡱ>  @ bjbj00 /XRbRb:;;;8V;<:h]==X>>>>>>\\\\\\\$>_Ra ]>>>>> ]>>"]RRR>>>\R>\RRV Z@Z>= ;;E KZ \8]0h]WZx4b5O 4bZ,4bZR>>> ] ]::8;?RX::;Florida Treasures Grade 2 Teachers Editions Unit Writing Workshop Anchor Papers: Student Writing Samples Grade 2 Unit 1 Writing: A Personal Narrative Score Point 2 Moving by Troy L. We moved. I had to leeve my frends. Did not want to come out of my room. He got a pool. Marcus did. I didnt want to leeve. We moved from Michgan. but then a nock on the door A boy ask if I liked to swim. He was in a bathing soot. red. I have red bathing soot too. It is hot out. Marcus now my frend. He is good at swiming. FocusThe narrative displays some awareness of the topic but often drifts off-topic and contains many unrelated details. Focus is intermittent and narrative flow is disrupted. OrganizationThe writing does not always conform to an order of events, and due to lack of transitional language the narrative is unclear and choppy. The narrative lacks a sense of wholeness or resolution. SupportAny details provided to support the narrative are basic and word choice is non-specific and immature. Writer does not provide enough details to fully address the topic. ConventionsThere are numerous spelling and grammatical errors. Punctuation and capitalization rules are inconsistently applied. There is a basic understanding of simple sentence structure, though there may be sentence fragments or run-on sentences. What Does a Score Point 1 Paper Look Like? FocusResponse shows no understanding of the topic. Sentences that establish the topic such as I had to leeve (leave) my frends (friends). (I did) Did not want to come out of my room. are not supplied. OrganizationAny writing relevant to the topic is disorganized. There is no apparent order of events. SupportThere is limited detail to support the topic and word choice is noticeably immature for grade level. The score 1 paper does not elaborate with details such as He was in a bathing soot (suit). (It was) red. ConventionsThe writer lacks understanding of sound/symbol relationships at the Grade 2 level. Correct usage of punctuation and capitalization is minimal. Frequency of grammatical and syntactical errors may impede understanding of the narrative. Grade 2 Unit 1 Writing: A Personal Narrative Score Point 4 All About Time by Taj K. I really wanted to learn how to tell the time. But I was having troble. My friends knew how already. It made my feel bad. I just could read the number clock. Not the other kind. How was I going to learn to tell time my own self. I wanted a real watch but got mostly games on my birthday. My brother Kit helped me. Then he drawed a big circul. He made lines on it. He said, here is a half. Here is a courter. He put marks on the circul. I could see how the circul was split up like a clock. We did this every day, I learned slow but I learned. Its grate. I can tell time now. FocusThe writer understands the purpose for writing and mainly focuses on the topic, although some extraneous information is included. OrganizationThere is some apparent organization and the paper displays a noticeable sequence of events. The writer uses a some transitional devices such as time-order words. The paper exhibits a general sense of wholeness. SupportThe writer attempts to support his or her ideas with details in parts of the response. Word choice is generally adequate but may be somewhat limited. ConventionsBasic knowledge of conventions is demonstrated. The writer does not consistently use pronouns correctly and sometimes fails to include full sentences in the narrative. A few common words are misspelled. There is an attempt at a variety of sentence structures. What Does a Score Point 3 Paper Look Like? FocusThe writing is generally focused on the topic with some extraneous information. The paper may lack an introductory sentence such as I really wanted to learn how to tell the time. but on the whole succeeds in presenting and maintaining a unifying idea. OrganizationOrganizational pattern is somewhat undeveloped. Ideas are not always presented in a logical order. The exposition is composed of loosely related details and does not demonstrate the logical sequence of a paper with a score of 4. SupportWord choice is adequate but predictable and at times immature. The writing does not contain many details such as Then he drawed (drew) a big circul (circle). or I could see how the circul (circle) was split up like a clock. ConventionsKnowledge of the conventions is demonstrated, though not consistent. Most commonly-used words are spelled correctly. The writer may have attempted to use a variety of sentence structures, although most are simple constructions. Some errors of syntax occur. Grade 2 Unit 1 Writing: A Personal Narrative Score Point 5 Lost on Ocean Street by Kaylie H. We just moved to a new town. Dad walked me to school in the mornings. One day he said I can go all by myself. I went just the same way he showed me. I past the big store and the playground. Next I turned left like we did before. But then something was wrong. Nothing looked the same to me. I was lost! Then I started to cry because I was getting late for school. A mom with her children stopped. What is wrong she asked. I told her I was lost, I could not find my school. She said she was taking her little boys there and I could come with them. I stopped crying and smiled. Then I wasnt scared any more. I talked to her boys and they were nice too. I thanked her when we got to school. Now I knew how to get there. It was a lucky thing I met that family! FocusThe writer demonstrates an understanding of the purpose for writing. The writing relates directly to the topic, and focus is maintained throughout. OrganizationThe writing demonstrates a planned organizational pattern. Ideas are presented in a logical order, and transitional devices such as time-order words signal the connection between events and between sentences. Writing demonstrates a sense of wholeness. SupportSpecific details support main ideas throughout the response. Word choice is adequate but lacks precision in some areas of the response. Elaborative details are used to good effect. ConventionsFrequently used words are spelled correctly, and grammatical usage is generally correct. The writer uses basic capitalization and punctuation properly, but fails to incorporate quotation marks where needed and does not indent all of the paragraphs. Grade 2 Unit 1 Writing: A Personal Narrative Score Point 6 Team Work by Sophie P. Last spring, I joined a softball team. First, we practiced throwing and catching. It seemed like I was the only one who didnt know how to catch. I was devestated! Next, we practiced batting. I watched as my best friend hit the ball twice. She was like a profeshunal player! Then it was my turn to bat. I couldnt hit the ball. I was so mad at myself! But Coach Paula helped me. She said it takes time. She practiced and practiced with me! Finally, I hit the ball. It sailed out of the park! I was so excited. Without her help, I think I would have quit. FocusThe writer stays on topic throughout and shows a clear understanding of the purpose for writing. OrganizationThe story is told with a clear and logical sequence of events. Time-order words are used appropriately. The story feels complete. SupportThe writer uses first person and vivid, mature word choices to support the genre of personal narrative. ConventionsThe writer follows subject/verb agreement forms as well as spelling, punctuation, and capitalization conventions. The writer successfully varies sentence structure and length, although some punctuation such as exclamation points may be misused or overused. Above-level words may be misspelled. Grade 2 Unit 2 Writing: A How-to Article Score Point 2 Growing Been Seeds by Lisa B. Dig up the grund. Pick a sunny spot. water it. good wether days go look. I put been seeds in the ground. I think you cover them with siol. When they sproot, I add more water. FocusThe writing is related to the topic but wanders off topic enough to no longer show a decisive set of how-to instructions. The changing point of view adds to the nebulous quality of the instruction. OrganizationA logical sequence of events has been attempted but not executed. Tangential instructions impede any clarity of instruction. There is limited use of transitional devices. SupportThe writer does not give the impression of complete knowledge of the subject. Some information seems unsure or out of context. Directions are not as thorough as they could be. Word choice is immature and limited. ConventionsThe writer is inconsistent with following capitalization conventions as well as learned sound/symbol relationships. Some commonly used words are misspelled. There is an attempt at some sentence structure variation, though most sentences are very simple and may contain syntactical errors. What Does a Score Point 1 Paper Look Like? FocusThe writer minimally, if at all, addresses the topic and may include a fair amount of unrelated information. It may not be clear at all what the writer is trying to teach the reader, unlike in the score 2 paper with Growing Been (Bean) Seeds1. Dig up the grund (ground). OrganizationThe paper displays a lack of organization. Any instructions will be hard to determine and will not follow a logical order. Instructions may not be numbered or in any kind of how-to form. The paper feels incomplete. SupportAny development of supporting ideas may be off-topic or in a clich or list form. Such details as Pick a sunny spot. will be missing from a score 1 paper. ConventionsThere are enough errors in spelling, punctuation, and capitalization so as to impede comprehension of the paper. There may be many sentence fragments and the most simple of sentence constructions. Grade 2 Unit 2 Writing: A How-to Article Score Point 4 How to Take Care of a Puppy by Sara R. 1. When you bring your puppy home, have everything redy for it. Puppys need you to take good care of it. Put news paper on the floor in case of axidents. 2. Make sure you buy dog food and bowls for food and water. Ask the purson at the store how much to feed at meals. 3. Show your puppy where to eat and sleep and everything you need it to do. Make the dog very comftable. Also give lots of love! FocusThe purpose and audience for writing is clear. Writing is generally on topic, and focus is maintained consistently. OrganizationAn organizational pattern is evident. The writer has tried to put steps in order with some lapses. The paper demonstrates a sense of completeness. SupportThe writer attempts to support his or her main point with the necessary instructional steps. Details are included in some areas of the instructions. The writer sounds sure of the instructions, and information given is accurate. Word choice is adequate; the writer may choose to use several precise words. ConventionsThe writer does not form plural nouns consistently and some errors occur with pronoun agreement. Some common words are misspelled. Above-level words are also misspelled. In general, knowledge of the conventions of capitalization and punctuation is demonstrated. What Does a Score Point 3 Paper Look Like? FocusThe response is basically focused on the topic with more irrelevant information than seen in a Score Point 4 paper. Steps in the process may not be as clear as in the paper with a Score Point 4, but the writer intermittently succeeds in creating a set of instructions. OrganizationOrganizational pattern is uncertain. Steps are not always in a logical progression. Essential information would not be sequenced as logically as seen in the 3 steps of the Score Point 4 paper. SupportWord choice is usually adequate but may be vague. The writing does not contain many details, such as Put news paper on the floor in case of axidents (accidents). or Ask...how much to feed at meals. ConventionsKnowledge of the conventions of grammar and mechanics is demonstrated. Common words are usually spelled correctly. There is some attempt to use a variety of sentence structures, although most are simple constructions. More errors of syntax occur than in the Score Point 4 paper. Grade 2 Unit 2 Writing: A How-to Article Score Point 5 How to Help Take Care of Wild Birds by Gabriel P. Helping wild birds is a great thing to do. Here is one way to help care for birds and have fun too. 1. Make or buy a bird feeder. Hang the feeder on a tree branch in your yard. Be sure to put the feeder on right. Or else it could fall down. Use wire to fastin it. For some kinds you need a hammer and nail. In that case, get a grownup to help. 2. Fill the feeder with bird seed. You can buy it at most grosery stores. Get a big bag to save money. You will probly use it all up soon. The squirals will eat it too unless you put it where they cant get to it. 3. Always check to see if there is still enough food in there. Birds come to indipend on having the seed in the feeder. If you keep it full, you will be able to watch some pretty birds all year along. FocusThe purpose and audience for writing is clear. Writing is consistently focused on the topic, with little or no irrelevant information. OrganizationA strong organizational pattern is evident. The writer has successfully put steps in order with few or no lapses. A sense of completeness is demonstrated. SupportThe writer successfully supports the main point with the necessary instructional steps. Details are included where appropriate. Word choice is generally adequate, but precision or successful use of precise words may be lacking in some areas of the response. ConventionsThe writer forms plural nouns correctly and maintains the conventions of grammar and syntax. Commonly used words are spelled correctly. Knowledge of conventions of spelling and punctuation is demonstrated. Grade 2 Unit 2 Writing: A How-to Article Score Point 6 How to Grow A Bell Pepper By Ana R. 1. Buy the pepper plant when the weather gets warm. Place it in a sunny spot in your garden. Bell peppers need a lot of sunlite to grow. Give the pepper plant a lot of water. Water it when the soil is nearly dry. Dont water it too much! Pick the bell peppers when they are giant. You can pick them green if you like a lot of flaver. Let them turn red if you like less flaver. FocusThe writer has an immediate sense of purpose and does not stray off topic. There is little or no extraneous information. OrganizationAll of the steps of the How-to are clear and necessary, and in impeccable order. The writing is fluid and the steps are easy to follow. The paper is complete. SupportThe writer develops supporting ideas sufficiently, without wandering off topic. There is a sense of confidence and surety in regards to the information supplied in the paper. ConventionsThe writer shows a definite command of language with few spelling errors on above-level words. Sentences are varied and display proper subject/verb agreement and noun and verb forms. Grammar and punctuation is for the most part correct. Grade 2 Unit 3 Writing: A Persuasive Letter Score Point 2 Dear editor, Electrikitys heats up the air around the erth. It changes our wether. It change where plants go. that makes me sad the plants are importnent. We need to do sumthin about it. Like tern the tv off. My dad uses to much electrikitys. we can make it difrint. Cal O. FocusThe writing has a sense of the topic at hand, but strays frequently and hovers at a fairly superficial level of subject matter. OrganizationThere is little use of transitional devices, and lack of organizational patterns detracts from the persuasiveness of the paper. SupportThe writer makes a small attempt at supporting his or her argument, though in a vague and disconnected way. The writer alternates between a persuasive and a personal tone in a way that weakens the argument. ConventionsFrequent errors occur in basic punctuation, grammar, and spelling. The writer does not fully address the format of a letter and paragraphing. Sentence construction is for the most part simple. What Does a Score Point 1 Paper Look Like? FocusPaper shows minimal understand of the purpose for writing or the topic at hand. Any information relevant to the topic is scattered, and the paper does not seem to be trying to persuade the reader in any way. OrganizationThere is little to no organizational pattern. The writers opinion may not be stated in the paper or may be stated in a confusing way. Sentences such as We need to do sumthin (something) about it. Like tern (turn) the tv (TV) off. may be missing from a Score Point 1 paper. SupportThe writer does not supply support for their argument. Statements such as It changes our wether (weather). It change(s) where plants go. would be absent from a Score Point 1 paper. ConventionsThe paper may be difficult to understand due to errors in spelling, grammar, punctuation, and syntax. There may be many sentence fragments and simple sentence constructions. Grade 2 Unit 3 Writing: A Persuasive Letter Score Point 4 Dear Dr Bond, Would you please come to my second grade class for a visit? I think my class will be very intrested to hear about your job. Taking care of animals is a job lots of us would like to have. Since that is your job too. You could tell us alot about it. This month our teacher Ms Lee has been talking about the work people do. We have learned about the fire fighters. Do you know how they put out fires? Also about working in ofices and for govurment. So far no vetranerian has visited us though. Next month we are learning about other contries. So wont you please pick a day to come to our class? You will have a very good awdians if you come. Sincerely, Tasha Wilson FocusThe response generally demonstrates a sense of purpose and audience. The focus of writing is clear. Some extraneous information may be included. OrganizationThe paper exhibits an organizational pattern, with some lapses. Main ideas and supporting facts and reasons are generally presented in a logical order. SupportThe response includes some reasons and persuasive language in support of the main idea. Word choice is adequate but is repetitious and imprecise in some areas of the response. ConventionsFrequently used words are spelled correctly. The writer uses capitalization and punctuation properly although with some lapses. Some sentence variety is attempted. Fragments occur but do not significantly impede communication. The writer displays a basic understanding of the letter writing format. What Does a Score Point 3 Paper Look Like? FocusThe writing is loosely focused on the topic with extraneous information impeding the flow. The paper lacks a clear topic sentence such as Would you please come to my second grade class for a visit? but intermittently succeeds in sustaining a controlling idea. OrganizationAn organizational pattern has been attempted, but lapses are evident. The progression of ideas is loose. The connection between points is not always evident, and on the whole, the response seems less complete than in the case of a Score Point 4 paper. SupportWord choice is vague and immature. The writer does not consistently couch his or her reasons in firm persuasive language, such as Taking care of animals is a job lots of us would like to have or You will have a very good awdians (audience) if you come. ConventionsA basic knowledge of the conventions is demonstrated. Common words are usually spelled correctly. There has been an attempt to use a variety of sentence structures, although most are simple constructions. Errors of syntax occur more frequently than in the Score Point 4 paper. There may be limited understanding and use of conventions of the letter writing. Grade 2 Unit 3 Writing: A Persuasive Letter Score Point 5 Dear Editor, I would like to suport the plan to build a new playground at our school. There are many kids who use the playground. But ours is old. There arent enough fun things to do either. Need more swings and slides. The climbing struktor is broken too. We should have a good one. And a bigger slide. At the school meeting people talked about whether a new playground is a good idea. Or not. I believe it is because kids need a safe, fun place to play. It is impordant to get fresh air and exercise. Playgrounds are the best places to do that. My Mom and Dad agree with me. I think we should join together to make this happen. Ive even heard that kids can help build playgrounds if grownups help them. I would volontir to help. Sincerely, Pat C. FocusThe writer demonstrates a good sense of purpose and audience. The response is directly related to the topic, and the focus is consistent. OrganizationA clear sense of organization is evident. Main ideas and supporting details are presented in a logical, coherent order. The paper demonstrates a sense of completeness. SupportThe writer uses appropriate facts, reasons, and persuasive language to support main ideas throughout the response. Word choice is adequate if sometimes lacking in specificity. ConventionsFrequently used words are spelled correctly. The writer uses capitalization and punctuation properly. Various sentence structures are employed. Some fragments occur but do not impede communication. The writer has a clear understanding of the conventions of letter writing. Grade 2 Unit 3 Writing: A Persuasive Letter Score Point 6 Dear Editor, Adams Park must stay open. The Parks Department does not have enough money to keep it open. It costs 15,000 per year. The park is closing before Summer. I think our comunity needs a park with a pool. Children must have a place to play. I beleive families need a place to keep cool during hot Summers. The Parks department and our comunity should work together. We need to keep our only park open and aksessible! Please sign the petition to keep Adams Park open! Thank You. Sincerely, Steven J. FocusThe writer is focused exclusively on the topic and does not include any extraneous or unnecessary information. The persuasive tone remains consistent throughout. OrganizationThe argument is presented in a logical and systematic way. Writing is fluid and ideas are clearly organized. The paper is complete. SupportThere is an appropriate development of supporting ideas. The argument presented is persuasive and concise. ConventionsThe writing shows a strong command of language and specificity in word choice. Above-level words may be misspelled. Sentences are varied and are complete, except for any purposeful fragments. Conventions of grammar and punctuation are followed. There are some errors in capitalization. Grade 2 Unit 4 Writing: A Report Score Point 2 The Moon by Caleb B. I can see the man in the moon. it is like a face. The moon gos around earth. It is bright. gets its ligt from the sun. When we look at the moon it has difrent shapes. The moons shapes are called pases. There is cresent and there is full. You cant see a new moon. Galileo made a telescope in the 1600. I write about the moon becuse I like the moon. I like it way better. Than stars and comets. I want a telescope. FocusWriter is somewhat focused on the topic but frequently wanders either towards unnecessary or personal information. Not all details pertain to the moon or facts about the moon. This lends a choppy and uninformative quality to the paper. OrganizationThe paper has no overt sense of structure. The first sentence is not relevant to the topic or the main idea. There are few transitional devices used. The facts presented about the moon become lost due to lack of organization. SupportThe writer includes personal information, which detracts from the authority of the report. There is not enough information given to support the topic. ConventionsWord choice is immature and some commonly used words are misspelled. The writer has a general understanding of the conventions of punctuation and capitalization. Sentence structure is simple and limited. What Does a Score Point 1 Paper Look Like? FocusThe writer does not demonstrate an understanding of the purpose of a report. The topic is hard to determine and most information given seems extraneous or of a tone not appropriate to a report. OrganizationAny writing related to the topic does not appear to have any planned or thought-out pattern of organization. There is little to no movement through the text. SupportThere is no attempt to provide supporting details describing or illuminating the topic. A Score Point 1 paper would be lacking in such supportive details as The moons shapes are called pases (phases). and It is bright. Word choice is generally immature and repetitive. ConventionsThe paper is difficult to read and understand due to repeated misspellings and misuse of capitalization and punctuation. Sentence structure may be very limited. Attempts at more complex structures may be disorganized and incomprehensible. Grade 2 Unit 4 Writing: A Report Score Point 4 Glaciers by Mandy N. Do you know where most of Earths fresh water is? In the glaciers. Rivers of ice. Glaciers move so slowly, you hardly know they move at all. A glacier is really a montain made of ice. This ice is from snow that does not melt. Because of the places where glaciers form are too cold for snow to melt. Sometimes part of a glacier breaks off. It can float in the ocean. They are called icebergs. They are dangerous for ships. Salors have to watch out for icebergs. They could crush a ship. Like in that Titannik movie. Once there was many glaciers, made valleys when they moved. That was in the Ice Age. Now glaciers are just at frozun places like the South pole. I read that glaciers cover six million square miles of the planet. Thats a lot of fresh water! FocusThe response demonstrates an understanding of the purpose for writing. Some loosely related information is included. Overall, focus is maintained. Writer informally returns to original idea at the end. OrganizationThe writing shows some organization but is repetitive and suggests that the writer is relying too heavily on source material. The response includes some transitional devices between ideas. SupportThe writer attempts to supply adequate information with elaborating details in parts of the response. Word choice is usually adequate. ConventionsThe writer generally demonstrates mastery of conventions of spelling and capitalization, although some frequently-used words are misspelled. Sentence fragments are noted. What Does a Score Point 3 Paper Look Like? FocusThe writing is generally focused on the topic with some extraneous information. The paper lacks a unifying sentence such as Do you know where most of Earths fresh water is? but generally maintains focus. OrganizationThere is some evidence of an organizational pattern. Facts and supporting details may be loosely positioned in the writing. Organization is overall weaker than in a Score Point 4 paper. SupportWord choice is adequate but may seem immature or simplistic. Response offers fewer details than does the Score Point 4 paper and would include minimal supporting details, such as A glacier is really a montain (mountain) made of ice. A Score Point 3 paper may not accomplish a sense of wholeness. ConventionsKnowledge of the conventions of spelling and capitalization is demonstrated, with occasional errors. Commonly-used words are generally spelled correctly. The writer attempts to use a variety of sentence structures, although most are simple constructions. Sentence fragments are noted. Grade 2 Unit 4 Writing: A Report Score Point 5 The Welth of Rainforests by Paul Chu The rainforests are important for the earth. That is why we should save them. Lots of rair animals live there. Half of the animals in the world live in these places. Rainforests are found around the world. Also many helpful plants from these places. Rainforests get their name because a lot of rain falls there. The hot wet air is good for many plants and animals. That is why so many kinds can grow well there. It is a very rich envirament for living things. Not just animals and plants benifet from rainforests. People get what they need from these forests too. For example we get medicen from plants. We also get cinamin and fruits like pine apples. The rainforest is only 6% of the earth. But as you can see it is a very important 6%. FocusThe response demonstrates adequate understanding of the purpose for factual writing. Information included is directly related to the topic, and the focus is consistently maintained. OrganizationAn organizational pattern is apparent with some lapses that do not distract too much from the flow. There is evidence of a logical progression of main ideas. A sense of wholeness is evident. SupportThe writer uses verifiable facts to support main ideas throughout the response. Word choice is adequate but sometimes lacks precision. Supporting details give authority to some sections of the writing. ConventionsFrequently used words are usually spelled correctly. Misspellings may be found with above-level words. Conventions such as capitalization and punctuation are generally observed. Sentences are mostly complete and grammatically correct. Grade 2 Unit 4 Writing: A Report Score Point 6 What Causes an Earthquake? by Austin C. Even though we usually cant tell, the Earth is changing all the time. The Earth is very hot inside. The heat needs to be releesed. When the heat leaves Earth it can make the surface of Earth move. An earthquake is caused by how Earths surface moves. The surface is made of plates. They fit together like very big puzzle pieces. Between the plates are faults. They are big cracks in Earths crust. When the plates bump together at the faults, they cause that part of Earth to shake. That is an earthquake. Earthquakes can be big or small dipending on how hard the plates hit each other. When theres an earthquake we can feel how Earth changes. FocusThe writer stays on topic and remains focused and purposeful throughout. OrganizationThe writing is well organized and has a clear introduction, middle, and conclusion. Transitional devices are well employed. The writer successfully returns to the opening idea in the last sentence of the paper. SupportThe writer supports the main idea with appropriate details and includes all the authoritative information necessary for understanding the topic at this level of complexity. Most decisions of word choice are precise and appropriate. ConventionsGrammar, sentence structure, and punctuation and capitalization conventions are generally error-free. There is some misspelling of above-level words. Grade 2 Unit 5 Writing: Realistic Fiction Score Point 2 Fun in the rane by Haley F. They wanted to play. it was a beautiful day. Lets play in the yard! There was a dog barking. The naybers dog. There were no clouds. Go far to the trees. All of Sudden they herd a loud noise. thunder! Run!! Were going to get wet! They run toward garden ched. The rane came down, but they stayed dry. Played Garden Shop. One was gardner and one was custermer. Until mom calls them. FocusThe writer has not made any attempt to identify the story characters or who is speaking. This makes it hard to follow the events. The writer also occasionally strays from the important events and details of the story. OrganizationStory events are more or less told in order, though a lack of detail and absent event information makes the story incomplete and hard to follow. There is a vague sense of beginning, middle, and end. SupportThe story is lacking details as to events, setting, and characters. There is a clear problem, but without richer story elements the problem and solution are weak. ConventionsThere is alternation between verb tenses. The writer is mostly consistent with subject and verb agreement, though inconsistent with capitalization and punctuation. Sentence constructions are simple and there are some sentence fragments. Some frequently-used words are misspelled. What Does a Score Point 1 Paper Look Like? FocusThe writing shows no sense of purpose. There seems to be no attempt to write a story or to establish a problem and solution. The writing may wander far off topic or neglect the establishment of character or sequence of events. OrganizationA Score Point 1 paper would have the barest hints at a beginning, middle, and end, and would not contain much detailed information such as They wanted to playAll of Sudden (sudden) they herd (heard) a loud noise. thunder! (Thunder!)The rane (rain) came down, but they stayed dry. (They played) Played Garden Shop. No transitional devices are used, or they are used ineffectively. SupportThe writing is so disorganized that any details supplied of characters, setting, or events would not be very helpful in illuminating the story. Supporting ideas may appear as a list or be characterized by immature word choice. ConventionsThe many errors in grammar, spelling, punctuation, and capitalization would impede any understanding of the story. Sentence structure may be very simple. Grade 2 Unit 5 Writing: Realistic Fiction Score Point 4 Paper Flowers by Emi H. Sunday Yuki was going to go to Aunt Akis house. It was pretty there. It was in the contry. Aunt Aki had a new baby and a dog. She sent lots of presents to her neeces. But Yukis sister Hana got sick. So they coudlnt go. Yuki felt sad. She felt bord too. Then it started raining. Even worse! Mama said I will show you girls something nice. She had some clam shels in her hand. Those are just ordrany shels Yuki said. Wait and see Mama told Yuki. She put the shels in a bole of water. They waited. Slowly the shels opened. Something was inside them. First they saw something green. Like a string. Then a bright color. The string popped up. A pink flower! Then another flower! It was a garden. It seemed like majic to Yuki and Hana. Yuki forgot all about being bord. The next day Hana felt better and they played on the swing. FocusThe writer understands the purpose for writing the narrative. Some sentences seem loosely related to the main story line. The writer establishes characters and who is speaking. OrganizationSome attempt is made at an organizational pattern. The writer uses a limited number of transitional devices such as time-order words. Story exhibits a general sense of completeness and of problem and solution. SupportThe writer attempts to support his or her ideas with elaborative details in parts of the response. Word choice is generally adequate although sometimes repetitive. ConventionsBasic knowledge of conventions is demonstrated. The writer does not effectively combine sentences in the story. Some common words are misspelled. What Does a Score Point 3 Paper Look Like? FocusThe writing is generally focused on the topic with some extraneous information. The story may lack the kind of sentences that set up the conflict, such as Sunday Yuki was going to Aunt Akis house....so they coudlnt (couldnt) go. On the whole the paper succeeds in presenting and maintaining a unifying idea. OrganizationOrganizational pattern is somewhat undeveloped. Events are not always presented in a chronological order. The story line is composed of loosely related details and would not demonstrate the logical sequence of a Score Point 4 narrative. SupportWord choice is adequate but predictable and at times immature. The narrative does not contain many details such as First they saw something green or a pink flower! ConventionsKnowledge of the conventions is demonstrated. Most frequently-used words are spelled correctly. The writer has made some attempt to work with a variety of sentence structures, although related sentences are not effectively combined. More errors of syntax occur than in the Score Point 4 response. Grade 2 Unit 5 Writing: Realistic Fiction Score Point 5 Leaf Pile by Sam R. One morning Dad said I need help raking the leaves. Joey said, But I dont know how. And the rake is so big. Joey did not want to work in the yard. It was cold outside. He wanted to watch tv. insted. Dad said, I got a small one just for you. They went outside and there were hundrids of red and yellow leaves on the ground. How could Dad and Joey pick them all up? Little by little, Dad told his son. Joey raked and raked. His arms got tired and hurting. They took a break for cookies and milk. They were cookies that the naybor gave them yesterday. They were good. Then they went back to work. By lunch time Joey and Dad had a really big pile. Now for the fun part! Dad said. And Dad jumped right in the pile of leaves! So did Joey. They both laughed and laughed. Joey tossed leaves high in the air. They fell down on him like it was raining. Joey was happy. FocusThe writer understands the purpose for writing a fictional narrative. There is adequate development of the story line and a clear unifying idea. OrganizationThe organizational pattern is sound and exhibits few lapses. The writer uses transitional devices such as time-order words to move the story forward. Response exhibits a sense of wholeness and a movement from problem to solution. SupportThe writer supports events in the story with details in many parts of the response. Word choice is generally adequate although sometimes repetitive. ConventionsBasic knowledge of conventions is demonstrated. The writer effectively combines related sentences in some parts of the story. Most commonly-used words are spelled correctly. Grade 2 Unit 5 Writing: Realistic Fiction Score Point 6 Alex Makes a Discovery by Fernando R. Alex sat in the kitchen snacking on a cookie. The telephone rang. Alex went to answer it. When he got back, the cookie was gone. He thought maybe he left it by the phone. He went to look, but it wasnt there. Alex shrugged his sholders. He took another cookie from the jar. Then he heard his mom calling him. She said, Alex! Can you help me for a minute? He covered his cookie with a napkin and went to help his mom. When he got back, the cookie was gone! But the napkin was still there! Whats going on here? Alex asked. Then he got a fantastick idea. Alex put out another cookie and hid behind the door. He watched a squiril come in through the window and take the cookie! Alex rushed to look out the window. Three squirils were eating cookies on the lawn! Alex decided to close the window. Then he ate a cookie. FocusThe writing is clear and stays on topic. There are no irrelevant details and all of the information provided serves the movement of the story and plot. It is clear that the writer planned out the story elements before writing. OrganizationThe pattern of organization is apparent and very logical. The story has a fluidity and even a measure of suspense due to appropriate sequencing. The paper has a satisfying sense of wholeness. SupportDetails provided supply direct support to the story line and are developed enough to sustain reader interest. ConventionsThe writer successfully uses a variety of sentence structures. There are almost no lapses in correct use of punctuation, word choice, grammar, and capitalization. Above-level words may be misspelled. Grade 2 Unit 6 Writing: A Compare and Contrast Article Score Point 2 On the Road to School by Brandon T. I take the bus to school. but my big brother rides a bike. A bus and a bike are diffrent. Many people ride in a bus. It has a driver that lets you get on and drives you to school. The bus engin and the big wheels gets you there fast. A bike has thinnest wheels. My brother rides a bike. Its green. He rides real fast. Mom makes him ware a helmitt. You need to ware a helmitt. if you are real fast, you dont go as fast. Because there is no engin. You use youre legs. A bus and a bike are diffrent. FocusThe writer for the most part stays on task and on topic. The writing occasionally strays from the topic and does not always make direct comparisons and contrasts. However, the subject matter being compared is clear. OrganizationThe topic-related writing displays minimal organization. There is a small amount of movement in the text and a feeling of blurriness or choppiness to the writing. SupportKey words and phrasing for comparison and contrast are under-utilized. Wording is imprecise and repetitive. Details are given but not developed enough to fully support the topic. ConventionsThe writer inconsistently follows writing conventions such as punctuation, sentence structures, and syntax. Some on-level words are misspelled. Errors do not significantly impede understanding of the paper. What Does a Score Point 1 Paper Look Like? FocusThe writer has minimal understanding of the task at hand and may not address any aspects of comparison and contrast. The writer may describe one object without contrasting it to another, or may describe two separate objects without comparing or contrasting each to the other. OrganizationThere is no sense of organization or pre-planning. There may be a hodge-podge of unrelated information or a flat description of one object with wandering details and extraneous information. SupportWord choice may be immature and repetitive, or inappropriate to the topic. Compare and contrast words and supporting details may be entirely absent. ConventionsFrequent errors in spelling, punctuation, and syntax may obstruct the writers message or understanding of the topic. The writer may attempt more complex sentence structures, though not yet successfully. Grade 2 Unit 6 Writing: A Compare and Contrast Article Score Point 4 Earth and Mars by Gregory J. Some people think there is life on Mars. But Mars is not just like Earth. In some ways they are alike but in some ways they are very different. I would like to visit Mars. Like Earth, Mars has four seasons like our spring summer fall and winter. Days on the two planets are about the same lentgh, 24 hours for Earth and 24 hours and 37 minutes for Mars. Sientists say their axis tilt is almost the same. That means the way we point to the sun. So some people think peopel or animals could live on Mars. Mars is smaller than Earth. Its further from the sun, it looks like rust from where we are. Not like Earth, Mars might not have water. Maybe it did a long time ago. Insted it has a lot of dust covuring it. We cant breath dust. Also, Earth has more oxygen, but Mars has more carbon dioxide. Also Earth has one moon and Mars has two. So there might be life on Mars, but maybe not. All though they are alike in some ways, they are importantly different. FocusThe response demonstrates an understanding of the purpose for writing. Some information not relevant to the comparison/contrast is included. Overall, focus is maintained. OrganizationThe writing shows some appropriate comparison/contrast organization but is repetitive. In some areas, the response includes transitional devices between points. SupportThe paper supplies adequate information with additional details in some areas. Word choice is generally adequate. The writer supplies supporting details, but could be more thorough with them and more systematic with comparing and contrasting. ConventionsThe writer generally demonstrates mastery of conventions, although he or she fails to use serial commas as needed. Some frequently-used words are misspelled. Some errors of syntax are noted. What Does a Score Point 3 Paper Look Like? FocusThe writing is generally focused on the topic, with some extraneous information. The paper lacks a unifying sentence such as In some ways they are alike but in some ways they are very different. but generally maintains focus. OrganizationThere is some evidence of an organizational pattern to support comparison and contrast. Facts and elaborative details may not directly support specific points. Organizational pattern is overall weaker that in a Score Point 4 paper. SupportWord choice is adequate but sometimes vague. The response offers fewer details than in the Score Point 4 paper, such as ...Earth has more oxygen, but Mars has more carbon dioxide. ConventionsKnowledge of the conventions is demonstrated, although the writer fails to consistently indent paragraphs or follow other formatting conventions. Commonly used words are generally spelled correctly. The writer attempts to use a variety of sentence structures, although most are simple constructions. Syntactical errors occur more frequently than in the Score Point 4 paper. Grade 2 Unit 6 Writing: A Compare and Contrast Article Score Point 5 Frogs and Toads by Lilianna K. Frogs and toads may be cusins, but they are not just alike. Here are some ways they are the same and different. Frogs have long webbed feet that help them swim quickly. They can also jump around. They live in water like ponds and lakes mostly. Their skin is smooth and they can be green or brown. Unlike frogs, toads have short back legs. They walk, they also hop but dont jump. Their skin is brown, bumpy, and dry. You find them on land in the contry. But both frogs and toads are able to live on land or in water. Both of them have short bodies. They do not have tails. Frogs and toads both lay eggs. They both can make their voices herd under the water or on land. So though they look alike in many ways, frogs and toads are different animals. They belong to two seperete animal families. Now you can tell them apart when you see them. FocusThe response demonstrates a clear understanding of the purpose for factual writing. Information included is directly related to the points of the comparison/contrast, and the focus is consistently maintained. OrganizationThe appropriate organizational pattern for comparison/contrast is apparent with some lapses. There is evidence of a logical progression of main ideas. SupportThe writer uses facts and relevant details to support main ideas throughout the response. Word choice is adequate but may lack specificity. ConventionsCommonly-used words are usually spelled correctly. Conventions such as capitalization and punctuation are generally observed. Serial commas are used correctly. Adverbial forms are correct. Sentences are mostly complete and grammatical, and sentence combining strategies are used. Grade 2 Unit 6 Writing: A Compare and Contrast Article Score Point 6 Getting Around by Marisa K. Boats and planes are kinds of transportation, but they are different. A boat takes you across water. It floats. You can stand on deck and look down at the sea, lake, or river. Even though most boats are big and heavy, they bob lightly up and down. A plane is also big and heavy. Unlike a boat, it can fly. A plane takes you up in the air to high altitoods. It has wings and engins to help it move through the sky. You can look out the window and see clouds. The ground is far underneath the plane. A plane is much speedier, too. Boats and planes both take you to where you want to go. You use a boat or plane to go across water, but you can only use a plane to go across land. You can compare them to see how you want to get around. FocusThe writer fully understands the topic and stays on track throughout. Pertinent ideas are clearly accessible to the reader. OrganizationThe writer has a clear sense of the logic behind comparison and contrast and organizes the supporting details in a fluid way. Support The writer provides ample support for the comparisons and contrasts using facts and relevant details throughout the response. Word choice is precise and a command of the language is evident. Conventions Commonly-used words are usually spelled correctly. Conventions such as capitalization and punctuation are well observed. Serial commas are used correctly. Adverbial forms are correct. Sentences are mostly complete and grammatical, and sentence combining strategies are used appropriately.     PAGE  Macmillan/McGraw-Hill Page  PAGE 2 of  NUMPAGES 36 Macmillan/McGraw-Hill Page  PAGE 1 of  NUMPAGES 36 +,jklz{    5 qbVGVG;h-~CJOJQJaJh-~hX iCJOJQJaJhX iCJOJQJaJh-~ht CJOJQJaJh=_Mht CJOJQJaJh=_Mht 5CJOJQJaJhh\?5CJ$OJQJaJ$hh\}5CJ$OJQJaJ$hh5CJ$OJQJaJ$hh\}5CJ(OJQJaJ(hU`5CJ(OJQJaJ("hh56CJ(OJQJaJ(hh5CJ(OJQJaJ(-Dkl ~ / ) U !_U$$$$$$$$|$|$|$p$$v $v $v $v 7$8$H$^gdXuS @&^gdU` @&^gdXuS $^a$gdXuS^gdXuS $@&^a$gdXuS5 7 E N X ^ `   J S y E F } ~ . / : ; N ' ( 񲦛{{hbOJQJh5OJQJhX iOJQJh-~OJQJhht OJQJhht 5OJQJhht CJ OJQJaJ haCJOJQJaJhbCJOJQJaJhX iCJOJQJaJh-~CJOJQJaJh-~ht CJOJQJaJ0( * 4 5 U Z [  !-.f+/^_jkp෦wjWIwjhaB*OJQJ^Jph# %h5ht B*OJQJ^JaJph# h5h5OJQJaJ%h5h5B*OJQJ^JaJph# h1B*OJQJ^Jph# h5B*OJQJ^Jph# !hht B*OJQJ^Jph# 'hht 5B*OJQJ\^Jph# )h 5B*CJ$OJQJ\^JaJ$ph# /hh\}5B*CJ$OJQJ\^JaJ$ph# hU`OJQJTUVdemnതteVG7hh\}5CJOJQJaJ$hh\}CJOJQJaJ$hh\}CJOJQJaJhh\?CJOJQJaJhh\}5CJOJQJaJh=_Mh\}5CJ OJQJaJ hh\?5CJ$OJQJaJ$hh\}5CJ$OJQJaJ$hh\}5CJ OJQJaJ h7B*OJQJ^Jph# h5B*OJQJ^Jph# !hht B*OJQJ^Jph# haB*OJQJ^Jph# UyY  59+$R 7$8$H$^gdXuS @&^gdXuS^gdXuS $@&^a$gdXuS $@&^a$gd=_M^gd=_M(FGOPy(-Y` 񾳨ha(OJQJhOJQJh1OJQJhaOJQJhh\?OJQJhh\}OJQJhh\}5OJQJha(CJOJQJaJ$haCJOJQJaJ$hha(CJOJQJaJ$hh\}CJOJQJaJ$1 5:9E+2"#BCOr·ž‚t‚Ӑttfh'wB*OJQJ^Jph# hB*OJQJ^Jph# h%B*OJQJ^Jph# h1B*OJQJ^Jph# !hhSB*OJQJ^Jph# h%OJQJhh\}OJQJ!hh\}B*OJQJ^Jph# 'hh\}5B*OJQJ\^Jph# /hh\}5B*CJ$OJQJ\^JaJ$ph# ($34<=_`abw|}~%`a²²²£uuj^jVjKj^jKhh\?OJQJhOJQJhh\}5OJQJhh\}OJQJhh\?CJOJQJaJh=_Mh\}CJOJQJaJh=_Mh\}5CJOJQJaJhh\}CJOJQJaJhh\?5CJ$OJQJaJ$hh\}5CJ$OJQJaJ$hB*OJQJ^Jph# !hh\}B*OJQJ^Jph# h'wB*OJQJ^Jph# Rabw~" !!!"!,!9!:!!" ^`gdXuS $^a$gdXuS @&^gd1 @&^gdXuS@&gd=_M $@&^a$gdXuS^gdXuSa") !!!!!!"!,!_!!!!!*"M""" #&#f#k#{l`T`l`l`l`lHhht 5OJQJhpCJOJQJaJh'CJOJQJaJh#ht CJOJQJaJh=_Mht CJOJQJaJh=_Mht 5CJOJQJaJhht CJ OJQJaJ h#5CJ$OJQJaJ$hXuSh#OJQJhh#5CJ$OJQJaJ$h1OJQJhXuSOJQJhOJQJhh\}5OJQJhh\}OJQJ"e#f##\$$%&*&8&9&L&W&X&}&&&&'''(j)* & F gdXuS $^a$gdXuS @&^gdXuS^gdXuS ^`gdXuSk#l#######$$A$B$[$\$c$d$$$$$$$%%%&&&&&&8&9&C&D&L&}&ƹ|o|`h#ht CJOJQJaJh.n_5CJOJQJaJh#ht 5CJOJQJaJh=_M5CJOJQJaJhh\?5CJ$OJQJaJ$hh\}5CJ$OJQJaJ$hXuS5CJ$OJQJaJ$hh_SOJQJht OJQJhht 5OJQJh'OJQJh.n_OJQJhht OJQJ$}&~&&&&&&&&&&&&'' ''''''\(]((((((())D)i)j)u)v){)))*ʾ妚厃{{{{s{{ks{{hOcOJQJh1OJQJh POJQJhht OJQJhht 5OJQJh.n_CJOJQJaJh OCJOJQJaJhICJOJQJaJh7CJOJQJaJh#h PCJOJQJaJht CJOJQJaJh#ht CJOJQJaJh PCJOJQJaJ'*w*{********n+s++++++a,b,,,,,,,,---c-d-o-p-ս|n|||nn||`hWVB*OJQJ^Jph# hsQB*OJQJ^Jph# h &B*OJQJ^Jph# h1B*OJQJ^Jph# !hht B*OJQJ^Jph# 'hht 5B*OJQJ\^Jph# /hh\}5B*CJ$OJQJ\^JaJ$ph# hh\}5CJ$OJQJaJ$hht OJQJh1OJQJhIOJQJ ***+,d-5.6.`.n.r....4//(0)0+00E1~233 @&^gdXuS$a$gd=_M $^a$gd=_M 7$8$H$^gdXuS^gdXuSp--- ....4.5.6.7.E.F.N.O.q.r....+000_0`00µ¥¥˜xi]RGRhh\?OJQJhh\}OJQJhh\}5OJQJhh\}CJOJQJaJ$hh\?5CJOJQJaJ$hh\}5CJOJQJaJ$h=_M5CJ$OJQJaJ$hh\?5CJ$OJQJaJ$hXuS5CJ$OJQJaJ$hh\}5CJ$OJQJaJ$hsQB*OJQJ^Jph# !hht B*OJQJ^Jph# hkUB*OJQJ^Jph# 0000E1L11 2 2g2n2}2~22222 3333333333454w4x4}4444444ƻ~p~p~p~p~b~b~h1B*OJQJ^Jph# hsQB*OJQJ^Jph# !hh\}B*OJQJ^Jph# 'hh\}5B*OJQJ\^Jph# /hh\}5B*CJ$OJQJ\^JaJ$ph# hhpOJQJh\}OJQJhhsQOJQJhsQOJQJhh\}5OJQJhh\}OJQJh1OJQJ$3345p6777788j8k8_9`96:7:;;;;7<A=>>E>S> @&^gdXuS^gdXuS 7$8$H$^gdXuS444444T5]5^5`5h5j5k555566;6=6F6H6N6O6p6{6|666~7777777777ݻݻݻݻݭݻݻݭɭݻݻݝ}mh=_Mh\?5CJOJQJaJh=_Mh\}5CJOJQJaJhh\?5CJ$OJQJaJ$hh\}5CJ$OJQJaJ$h1B*OJQJ^Jph# hsQB*OJQJ^Jph# 'hh\}5B*OJQJ\^Jph# !hh\}B*OJQJ^Jph# !hh\?B*OJQJ^Jph# &7/8889995:::;;6;7;;;7<><<<<=A=L=>>>Q>S>m>⻰uhXh1h_S5CJOJQJaJhdI5CJ$OJQJaJ$hhdI5CJ$OJQJaJ$hdIOJQJh\}OJQJhLOJQJh1OJQJhh\?OJQJhh\}OJQJhh\}5OJQJhLCJOJQJaJ$hh\?CJOJQJaJ$hh\}CJOJQJaJ$h=_Mh\}CJOJQJaJS>m>w>x>??h?i???t@"AABBBCCCCCCD$D @&^gdXuS & FgdP= ^gdXuS 8^8`gdP= $^a$gdXuSm>v>w>x>|>>>>>>>??N?g?h????????????r@t@@@!A"A)A*AAAAA6B7BBB񾯾|t||l|th1OJQJhdIOJQJh uOJQJhLOJQJhhdIOJQJhhdI5OJQJh"tCJOJQJaJh"th"tCJOJQJaJhLCJOJQJaJhP= CJOJQJaJh"thwCJOJQJaJh_SCJOJQJaJh"th_SCJOJQJaJ*BBBBBBBBCCCCCCC$C%C(C)C>C]C}C~CCCCCCCDD%Dڽڲڢuiuiuiui]iuiui]iuhlCJOJQJaJhCJOJQJaJh#ht CJOJQJaJh=_MhCJOJQJaJh=_Mht CJOJQJaJh=_Mh\}5CJOJQJaJhXuSh\}OJQJh15CJ$OJQJaJ$hh\?5CJ$OJQJaJ$hh\}5CJ$OJQJaJ$hh\}OJQJhhdIOJQJ$D%DD9EFFF G GGII}JJJJJKLIMJMUMVMcMdM^gd+J 7$8$H$^gdXuS @&^gdXuS^gdXuS%D*D+DDDDDDD6E9E@EAEpEzEEEEEFFFFFF`FeFFFFFF G GGG_G`GGŭńseseh>B*OJQJ^Jph# !hht B*OJQJ^Jph# 'hht 5B*OJQJ\^Jph# )hp5B*CJ$OJQJ\^JaJ$ph# /hh\}5B*CJ$OJQJ\^JaJ$ph# hh\}OJQJhTOJQJh1OJQJhlOJQJhht OJQJhht 5OJQJ&GGGGGGHHHHHHHHHHHHIII I IIWIlIvIIIIIҾ㫞sf\R\f\h1OJQJaJhpOJQJaJhphpOJQJaJhpB*OJQJ^Jph# %h>ht B*OJQJ^JaJph# h>OJQJaJh>h>OJQJaJ%h>h>B*OJQJ^JaJph# 'hht 5B*OJQJ\^Jph# !hht B*OJQJ^Jph# h>B*OJQJ^Jph# h1B*OJQJ^Jph# IIIIII3J{J}J~JJJJJJJ1LULMM:M۹ەuuhYMY>Yhh\?CJOJQJaJ$hw>JCJOJQJaJ$hh\}CJOJQJaJ$h15CJ$OJQJaJ$hh\?5CJ$OJQJaJ$hh\}5CJ$OJQJaJ$h+JOJQJhHfB*OJQJ^Jph# hk[B*OJQJ^Jph# h1B*OJQJ^Jph# 'hht 5B*OJQJ\^Jph# !hht B*OJQJ^Jph# %hpht B*OJQJ^JaJph# :M;MdMiMMMMNGNHNNN+O9OYOdOOOGPHPMPPPPPPMQQQλγΖ~jYY!hh\}B*OJQJ^Jph# 'hh\}5B*OJQJ\^Jph# /hh\}5B*CJ$OJQJ\^JaJ$ph# )hP= 5B*CJ$OJQJ\^JaJ$ph# h1OJQJhr OJQJhw>JOJQJhh\?OJQJhh\}OJQJhh\}5OJQJhh\}CJOJQJaJ$h NCJOJQJaJ$dMMNYOPPQRSLUMUzUUUUUVWlXmXxXyXXXY 7$8$H$^gdXuS 7$8$H$`gd=_M^gdXuS @&^gdXuSQQQQRRRRQSRSSSSSSSSSS(T)T~TTTTTTTKUNU\U]UeUfUhUyUݻݻݭݭɻݜݜݜݭ{k{k^{h15CJ$OJQJaJ$hh\?5CJ$OJQJaJ$hh\}5CJ$OJQJaJ$!hhw>JB*OJQJ^Jph# !hh@B*OJQJ^Jph# hw>JB*OJQJ^Jph# h1B*OJQJ^Jph# 'hh\}5B*OJQJ\^Jph# !hh\}B*OJQJ^Jph# !hh\?B*OJQJ^Jph# #yUzUUUUUVVXXXXXXYYHYIYYYZZQ[[[[[[[οΧyi\iOhdI5CJ$OJQJaJ$h[ 5CJ$OJQJaJ$hhdI5CJ$OJQJaJ$h\}OJQJhr OJQJhh\?OJQJhh\}OJQJh1OJQJhh\}5OJQJhCJOJQJaJ$hh\}CJOJQJaJ$hh\}5CJOJQJaJ$hh\}5CJ$OJQJaJ$!hXuSh\}B*OJQJ^Jph# YYZ[[[[[[\]]]]]]]]^__``` 7$8$H$^gdXuS ^`gdXuS @&^gdXuS^gdXuS[[[[\\ \ \w\x\\\\\ ] ]]]2]3]4]s]]]]]]]]]]]]]M^N^^^^^^׿㤐qqqhr B*OJQJ^Jph# !hhdIB*OJQJ^Jph# 'hhdI5B*OJQJ\^Jph# hwh:xCJOJQJaJh:xCJOJQJaJhP7CJOJQJaJhCJOJQJaJhr CJOJQJaJhwCJOJQJaJh=_Mh:x5CJOJQJaJ(^^^____T_U_______R`S``````````aa+aTaUa\aౡrfZrfrhDCJOJQJaJh#(CJOJQJaJh#ht CJOJQJaJh#ht 5CJOJQJaJhh\?5CJ$OJQJaJ$hh\}5CJ$OJQJaJ$hXuS5CJ$OJQJaJ$h[ B*OJQJ^Jph# 'hhdI5B*OJQJ\^Jph# !hhdIB*OJQJ^Jph# hP7B*OJQJ^Jph# ````bbcydeeeeffghiiiiiikkl 7$8$H$^gdXuS @&^gdXuS^gdXuS $^a$gdXuS\a]aaapaaaaaabbb%b+b,bUb{b|bbbbbbccccccdd+d-dxdyddddddee#e$ewoh#(OJQJh[ OJQJh7OJQJhDOJQJhht OJQJhht 5OJQJhht CJ OJQJaJ hSyCJOJQJaJh#ht CJOJQJaJh,CJOJQJaJh#(CJOJQJaJhDCJOJQJaJhsCJOJQJaJ+$eieneeeef"f#fffffAgBg]g^ggggggggggg5h6hRhԼ{mmmZMh#(h#(OJQJaJ%h#(h#(B*OJQJ^JaJph# ho B*OJQJ^Jph# h[ B*OJQJ^Jph# h#(B*OJQJ^Jph# !hht B*OJQJ^Jph# 'hht 5B*OJQJ\^Jph# /hh\}5B*CJ$OJQJ\^JaJ$ph# !hh\}B*OJQJ^Jph# hht OJQJh[ OJQJh#(OJQJRhShthuhvhhhhhh,i-iiiiiiiiió֟rbRBRBRhh\?5CJ$OJQJaJ$hh\}5CJ$OJQJaJ$hhS5CJ$OJQJaJ$h[ B*OJQJ^Jph# hpmB*OJQJ^Jph# !hht B*OJQJ^Jph# 'hht 5B*OJQJ\^Jph# h#(B*OJQJ^JaJph# %h#(h#(B*OJQJ^JaJph# %h#(ht B*OJQJ^JaJph# h#(h#(OJQJaJhSyOJQJaJiiiiiijjkkkk ll|l}lllllll0m1m|mm￬|maVKVCh;)4OJQJhh\?OJQJhh\}OJQJhh\}5OJQJhh\}CJOJQJaJhSyB*CJOJQJ^Jph# h/B*CJOJQJ^Jph# h;)4B*CJOJQJ^Jph# %hh\}B*CJOJQJ^Jph# !hh\}B*OJQJ^Jph# h=_Mh\}CJOJQJaJh=_Mh@5CJOJQJaJh=_Mh\}5CJOJQJaJlllmnooooopqrs ttt3t?t@t;uv&w'ww $^a$gdXuS 7$8$H$^gdXuS @&^gdXuS^gdXuSmmmmmnnooooooooupwpxpppppp&q)q*q,qrqsqqqqqqr弤tfXXfXfhSyB*OJQJ^Jph# ho B*OJQJ^Jph# hh\?OJQJ!hh\}B*OJQJ^Jph# 'hh\}5B*OJQJ\^Jph# /hh\}5B*CJ$OJQJ\^JaJ$ph# )hP= 5B*CJ$OJQJ\^JaJ$ph# hOJQJhh\}5OJQJhh\}OJQJh;)4OJQJho OJQJ"rr rr%r,r?r@rhrirqrrrrrrrrs/s9s:sssstttt3t?tueVhSyh\}CJOJQJaJhSyh\}5CJOJQJaJhSy5CJOJQJaJhh\?5CJ$OJQJaJ$hh\}5CJ$OJQJaJ$'hh\}5B*OJQJ\^Jph# hReB*OJQJ^Jph# hSyB*OJQJ^Jph# hB*OJQJ^Jph# ho B*OJQJ^Jph# !hh\}B*OJQJ^Jph# ?t@tAtttvvvv&w'w,wwwww&x>x?xRxxxyyyy>z?zlzƶƦƓƃwlalwlYQYlwlwlIlalh"OJQJhOJQJhReOJQJhh\?OJQJhh\}OJQJhh\}5OJQJhh\}5CJ$OJQJaJ$%hh\?B*CJOJQJ^Jph# hReB*CJOJQJ^Jph# hB*CJOJQJ^Jph# %hh\}B*CJOJQJ^Jph# !hh\}B*OJQJ^Jph# )hSyh\}B*CJOJQJ^JaJph# wxyxzzzzzzz{|[}]}}~|JXh ^`gdXuS ^`gdXuS $^a$gdXuS^gd=_M @&^gd @&^gdXuS^gdXuSlzvzwzyzzzzzzzzz{{{{{{{{{|D|H|a|~|||||}Z}[}]}սuuuuuiuiiiiu]iht CJOJQJaJh CJOJQJaJh[CJOJQJaJh#ht CJOJQJaJh#ht 5CJOJQJaJhh5CJ$OJQJaJ$ht 5CJ$OJQJaJ$h#5CJ$OJQJaJ$hh#OJQJhh#5CJ$OJQJaJ$hOJQJhh\}OJQJho OJQJ!]}b}c}}}}}} ~ ~5~~~~~z|-.67HXcdeghŵ{{l`lhmCJOJQJaJh#ht CJOJQJaJhS5CJOJQJaJh#ht 5CJOJQJaJhS5CJ$OJQJaJ$hh\?5CJ$OJQJaJ$hh\}5CJ$OJQJaJ$hh\}OJQJh{IOJQJhEyOJQJhu3OJQJhht OJQJhht 5OJQJ%htuAaڂZ~! މ^gd=_M 7$8$H$^gdXuS @&^gdXuS^gdXuS $^a$gdXuS89FH[^hiy{؂ڂvxWXYZefRbc}~ٵh,OJQJh*OJQJhmOJQJhEyOJQJhht OJQJhht 5OJQJh*CJOJQJaJh,CJOJQJaJh#ht CJOJQJaJh7pCJOJQJaJhmCJOJQJaJ4~…օׅ.3,-@A߇ !().bd±±uukX±%h,ht B*OJQJ^JaJph# hT OJQJaJh,h,OJQJaJ%h,h,B*OJQJ^JaJph# h,B*OJQJ^Jph# hEyB*OJQJ^Jph# !hht B*OJQJ^Jph# 'hht 5B*OJQJ\^Jph# /hh\}5B*CJ$OJQJ\^JaJ$ph# !hh\}B*OJQJ^Jph#  ‰Éˉ̉݉(يڊ໮tdUF:hN0KCJOJQJaJ$hh\}CJOJQJaJ$h=_Mh\}CJOJQJaJh=_Mh\}5CJOJQJaJhN0K5CJ$OJQJaJ$h7p5CJ$OJQJaJ$hh\?5CJ$OJQJaJ$hh\}5CJ$OJQJaJ$h=_M5CJ$OJQJaJ$!hh\}B*OJQJ^Jph# 'hht 5B*OJQJ\^Jph# !hht B*OJQJ^Jph# hT B*OJQJ^Jph# FGݎ'(Sݑ.;qrstu^gd=_M 7$8$H$^gdXuS @&^gdXuS^gdXuS$a$gd=_Mڊۊ}FGLǍ ێݎ'(SX庮xdS!hh\}B*OJQJ^Jph# 'hh\}5B*OJQJ\^Jph# /hh\}5B*CJ$OJQJ\^JaJ$ph# hh@OJQJhN0KOJQJhh\}OJQJhh\}5OJQJhh\}5CJ$OJQJaJ$hN0KCJOJQJaJ$hh\?CJOJQJaJ$hh\}CJOJQJaJ$h{ICJOJQJaJ$?@ABCOY%&r;FGKLXfpquvҭҟҭҭҟҔ҇wgwgZwh7p5CJ$OJQJaJ$hh\?5CJ$OJQJaJ$hh\}5CJ$OJQJaJ$h=_M5CJ$OJQJaJ$hh\}OJQJh{IB*OJQJ^Jph# 'hh\}5B*OJQJ\^Jph# !hh\?B*OJQJ^Jph# !hh\}B*OJQJ^Jph# hN0KB*OJQJ^Jph# hEyB*OJQJ^Jph# "”Ôі /0127ɘ՘ÙLටrf[f[S[f[h~OJQJhh\}OJQJhh\}5OJQJhh\}5CJ$OJQJaJ$h~5CJ$OJQJaJ$h{ICJOJQJaJ$h~CJOJQJaJ$hh\?CJOJQJaJ$hh\}CJOJQJaJ$h=_Mh=_MCJOJQJaJh\}CJOJQJaJh=_Mh\}CJOJQJaJh=_Mh\}5CJOJQJaJ”Ô$y02ɘY?Mdstڜ_ $^a$gdXuS @&^gdXuS <^gdXuS ^`gdXuS^gdXuS$a$gd=_MLMYdǚ#$,->LMdڜ *->^ŝ՝꾮rfZfrfrfrfrfrfrfrfh,CJOJQJaJhiCJOJQJaJh#ht CJOJQJaJh#ht 5CJOJQJaJh#ht 5CJ$OJQJaJ$h7p5CJ$OJQJaJ$hh\?5CJ$OJQJaJ$hh\}5CJ$OJQJaJ$h* eOJQJhEyOJQJhh\}5OJQJhh\}OJQJhh\?OJQJ#__ՠo U01 $^a$gdXuS @&^gd=_M @&^gdXuS^gdXuS ^`gdXuS՝+3?֞מ.0^_fgӠՠء-ƾƳvh#ht 5CJOJQJaJh#5CJ$OJQJaJ$hh\?5CJ$OJQJaJ$hh\}5CJ$OJQJaJ$h=_Mh\}OJQJhEyOJQJhuOJQJhht OJQJhht 5OJQJhiCJOJQJaJh#ht CJOJQJaJ)-./0HIemע'6ģգ -.ǥȥޥߥTU`a/01ξξξξξΠhh\}OJQJhEyOJQJhh{jOJQJh{jOJQJh OJQJhht OJQJhht 5OJQJh#ht CJOJQJaJh CJOJQJaJ=1;<\abSWtv@AHIܩީRT^_`e羭uuuuuui\hdI5CJ$OJQJaJ$hdICJ OJQJaJ hQ@B*OJQJ^Jph# hCB*OJQJ^Jph# hEyB*OJQJ^Jph# h.B*OJQJ^Jph# !hht B*OJQJ^Jph# 'hht 5B*OJQJ\^Jph# )hEy5B*CJ$OJQJ\^JaJ$ph# /hh\}5B*CJ$OJQJ\^JaJ$ph# !1\vAީʫrdܮݮ=8 @&^gdXuS 8 ^gdXuS ^`gdXuS $^a$gdXuS^gdXuS 7$8$H$^gdXuSƪǪϪЪ`a#BCEJKZk۬ⷨ~o`oToToTo`oToTo`ohCJOJQJaJ$hh\?CJOJQJaJ$hh\}CJOJQJaJ$hlhlCJOJQJaJh\}CJOJQJaJhlh\?CJOJQJaJhlh\}CJOJQJaJhlh\}5CJOJQJaJhdIh\}OJQJhh\?5CJ$OJQJaJ$hh\}5CJ$OJQJaJ$h+J5CJ$OJQJaJ$ qrs{ήЮѮڮܮݮ)*=DEJ78CƱDZ05ʾxd'hh\}5B*OJQJ\^Jph# /hh\}5B*CJ$OJQJ\^JaJ$ph# h OJQJh'iOJQJhEyOJQJhh\?OJQJhh\}OJQJhh\}5OJQJhh\}CJ$OJQJaJ$hCJOJQJaJ$hh\}CJOJQJaJ$hlCJOJQJaJ$'0ʹO)Zݺ9 ^`gdXuS $^a$gdXuS^gdXuS 7$8$H$^gdXuS @&^gdXuS5cd&'1DIrsw}ʹشٴBi:HOP^_ghth%_h\}5CJOJQJaJh%_5CJOJQJaJhh\?5CJ$OJQJaJ$hh\}5CJ$OJQJaJ$h=_M5CJ$OJQJaJ$'hh\}5B*OJQJ\^Jph# h'EIB*OJQJ^Jph# h B*OJQJ^Jph# !hh\}B*OJQJ^Jph# *  _`ݺ )*ݼ޼89|}ֻxhYh#ht CJOJQJaJh#ht 5CJOJQJaJh#5CJ$OJQJaJ$hh#5CJ$OJQJaJ$h+JOJQJh OJQJhh\?OJQJhh\}OJQJhh\}5OJQJhh\?CJOJQJaJ$hh\}CJOJQJaJ$h CJOJQJaJh%_h\}CJOJQJaJ9p~U @&^gdXuS ^`gdXuS $^a$gdXuS$a$gd=_M^gdXuS @&^gd+J;^cdehx|}ǾؾhE} !"*岧hh/nOJQJh/nh/nOJQJh/nOJQJhht OJQJhht 5OJQJh#h2lCJOJQJaJh/nCJOJQJaJhMCJOJQJaJh#ht CJOJQJaJh2lCJOJQJaJ3*STU`abjkT⥚~~zkg]W] hjR0JjhjR0JUhjRhKNhjRCJOJQJ^Jh, h,0Jjh,0JUh jh Uhh\}OJQJhhSOJQJh/nOJQJh OJQJhh2lOJQJh2lh2lOJQJhht 5OJQJhht OJQJhh/nOJQJhlMOOJQJ!$ @&^gdXuSh]hgdjR &`#$gdjRh]hgd\} &`#$gd\} ýòýýܮhh\}OJQJh h 0JmHnHu h,0Jjh,0JUhKNhhCJOJQJ^Jh,hjR hjR0JjhjR0JUhU`0JmHnHu- 01h2P:p\}/ =!"#$%8@8 NormalCJmH sH tH DA@D Default Paragraph FontZiZ  Table Normal :V 4 l4a _H(k(No List 4 @4 _Footer  !.)@. _ Page Number4@4 \}Header  !4U@!4 [ Hyperlink >*ph X-Dkl~/)U!_U y Y   59+$Rabw~"!",9:ef\*89LWX} j!"""#$d%5&6&`&n&r&&&&4''(()(+((E)~*+++,-p.////00j0k0_1`16272333374A566E6S6m6w6x677h7i777t8"99:::;;;;;;<$<%<<9=>>> ? ??AA}BBBBBCDIEJEUEVEcEdEEFYGHHIJKLMMMzMMMMMNOlPmPxPyPPPQQRSSSSSSTUUUUUUUUVWWXXXXXXZZ[y\]]]]^^_`aaaaaaccdddefggggghijk lll3l?l@l;mn&o'oopqxrrrrrrrst[u]uuv|wxJxXxhxtxuxxxAyayyyz{Z|~}}}}~! ށFG݆'(S݉.;qrstuŒÌ$y02ɐY?Mdstڔ__՘o U01\vAޡʣrdܦݦ=80ͬO)Zݲ9p~U׻ػٻ00000D0D0D0D0D0D0D0D000000)x0)x0)x0)x0)x0)x0x0x0x0x0x0x00 x0 x0000 x0 x0 x0 0 0 x0 x0 x0 x0x0x0x0x00x00x0x0x00x0x0x0x0x0x0x0x00x0x0fx0f0x0x00x0x0x0x0x 0x 0x 0x 0x 0x00x0x00x0j!0j!0j!x0j!x0j! 0j!x0j!x0j!x0j!x0j!x0j!x0j!x0j!x0j!x0j!0j!0j!x0j!x00+(0+(x0x00+x0+x0+x0+x0+x0+x0+x0+x0+x0+x0+x0+x0+0+0+x0+x0+0+x0+x003x03x00x0606x06x06x06x0606x 0606 0600080808008080x080808080800080808080808080000@0x0@0@0@0@0@000@0@00@0@0@0000x0H0H0H0H00x0H0H0H0H0H000P0P000P0P0P0P0P0P0P0P0P0P0P0P00P000P0P0P0P0P0P00x0X0X0X0X0X00X00X0X000X0X0X0X0`0x0`0`0`0`0`000`0`0`00`0`0`00`0`0h0h0h0x0h0h0h0h0h000h0h00h000x0p0p0p0p0p0p00p0p00p0p0p0x0x0x0x0x0x000x0x0x0x0x0x00x0x00x0x0000x0000000000000x0000000000x00000000000000000x0000000000000000000000000000000x000000000000000000000000000x0000000000000000000000000000@00O@00O@00 O@00@00@0@0@00 O@00,S`  UU5 (  ak#}&*p-047m>B%DGI:MQyU[^\a$eRhimr?tlz]}~ڊL՝-15*cfghjklnpqrtuwxz{}~UR"*3S>$DdMY`lwh_19dimosvy|e 5<>CNQsz|!!!8@0(  B S  ?"'05EL  ? F \ b x ~ z9Dch##&&&&*'2'x'~'((3.;.1 111111122667777;);F;J;[;a;;;;;;;;<<<@@@@fAlA!C*CCClDrD{DDDDDD4E;EKKMMwNN]OfOZPbPTTTT2U:UxUU4Y7Y]YaYYYYYYY>ZDZR`W`bbcccc_ded`jgjl#lllmm+n2nnnnnLsTsttcxgxxxyy}yyyyyyyY_Âւ݂mrփۃ τԄ*1ڎX`FNemҚךjqϛԛ@F¥إЮ֮yıNQ .1kn   4 a d ;>wyC%+&),.lodgLN} v!y!""##$$p%u%&&1(4(((M)P)**++//3 333?4B4M5P5_6`6m6v67777*9-999f;l;;;;;;;<<+<.<<<A=D=>%>u@@ AAAA]CgCVDDjEmEF FFFeGoGHHIIvKKNNOOPPQ QQQRRwT}T UUUUVVW"WWWXXYY+YEYTYXYlZZ[[\\#^&^^^__``aab.b/b=bcccc|ddddeeffgggghh3l5lm:m-o0oooppqqrrVsscufuuuvvhxjxxxxx8y?yIy`yyyyyyyzz{{f|k|}}x),΂`tMP Y\݉.5Wm8;֐ِđǑdf/269՛adbeEHDG69',ֱ 3333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333+,(*66x6|677i7i7}B~BHHSSggyryruuwwzzzz||b}c}}}.~3~).bdGGǒޝߝ;<SWRT`eEJƩǩcdDIrsw}٬٬OO)*89jkûǻֻ׻ٻJN0K=_M OlMO PsQjR_SXuSTkUWV%_.n_x;cOc;Td* eYiX i{j2lpm/n/np7p u'wEySy#'imbw/u\?'i7Q@SCa( N, hP7[7L&OaJU`%I,  >1+p)oKlsaSHfo ~-~5k\} +JVlSRedIs"t* @99ԡ99@UnknownGz Times New Roman5Symbol3& z Arial=" Myriad ProoHelveticaLTStd-BoldTimes New RomanqHelveticaLTStd-RomanTimes New Roman 1hFFF_T_T!4d%%2qP`+#Grade 2 Unit Writing Anchor Papers Carol Alexander paul_rogers   Oh+'0' $0 L X d p|$Grade 2 Unit Writing Anchor Papers Carol Alexander Normal.dot paul_rogers2Microsoft Word 10.0@@ķ@>K@>KG$&VT$mL    3'."System3'kO00@ '-Y@"Arial- &2 1'3 Macmillan/McGraw{.]T%%%\].T8\y 2 1 '3-72 1 '3Hilly%%$8@Times New Roman- 2 1 '3  2 1'3 # 2 1'3Page eoYdY2 2 1'31d2 1'3 of 2dB22 1 '336dd 2 1 '3 [3''@"Myriad Pro-%2 H'3Florida Treasures \[C 2 H'3 @"Myriad Pro--2 s '3Grade 2:D- 2 '3 =-%2 5'3Teachers Edition WC[{[ 2 ,'3s 2 '3 ,2 J'3 Unit Writing WorkshopC\zD([z[C( 2 '3 D2 P Y &'3Anchor Papers: Student Writing SamplesCWCz{D([z[C\ 2 P '3 @"Myriad Pro- 2 '3  2 '3Grade 2 Unit 1r==Rn< 2 v'3 =2 '3Writing: rRnRN 2 '3 =)2 ,'3A Personal Narrative=rS=rrnS 2 '3 2 M '3Score Point 2r=Rn= 2 M '3 = 2 M'3 @"Myriad Pro-2 '3Moving{@ 2 '3 @"Myriad Pro-2 $G '3by Troy L.n1tLn1n1 2 $'3 w 2 P'3 w 2 |'3 X@2 |` #'3We moved. I had to leeve my frends.lu1pv0191p1M27uupu1n2ELu\072 |'3 Did not want to come out of )271N1pM2M1hu1M1E22 '3my rogn1L2 5 '3om. 122  '3He u12  '3got a pool.N1q1702 ( '3 Marcus did.2pMh\180 2 '3 1+2 '3I didnt want to leevep917M2qN1M17uupu2 '3. 022  '3We moved u1pv22 '3from gDL12  '3Michgan. 7ip012  '3but then aM1Nu2p2 '3 nock 2im12 '3onF2 ''3 the door A boy ask if I liked to swim.1Nu2L11n2p\n17D18177mv1M1]712 !'3 He 1u2&2 '3was in a bathing sq\171q1pM72\2  '3oo52 '3t. red. I have red bathing sM01Lv1181ppu1Lv1qM71\2 '3oo2 '3t too.N1M1 2 '3 12 '3It 8M12 w'3is7]2   '3 hot out. 1M1M022 ,'3Marcus :pMh\22 , '3now 2 , '3 my frend. He 2n1ELu01v1&2 ,'3is good at swiming7\22pM2\87 2 , '3.0 2 ,9'3 x@"Myriad Pro- 2 '3 8@"Myriad Pro- 2 !'3Fi2 !q'3ocussZuW8@"Myriad Pro- 2 ! '3q2 ! D'3The narrative displays some awareness of the topic but often drifts cpd*o`BA`B/ad+q/Or/`^O*Ood*`aAdpdOO*n;*Bod+Bnr/Z*rnB*n:Beo*qA/:BP*2 !'3offn:; 2 !k '3-=2 ! '3topicsCnr/Z 2 !T"'3 )C2 "%'3and contains many unrelated details. !`oq*ZnoB`/oO*`o^+noAe/`Bdq*qdC`//P)*M2 "-,'3Focus is intermittent and narrative flow is anZnO*/P*/oCdA/BBdoB+aoq*o`AB`B/`e*:/n*/P+2 # '3disrupted"q/OAnrBdq 2 #/ '3.) 2 #X '3 g- 2 +% '3OrganizationLuju7^jI7su- 2 +% '3p2 +%f C'3The writing does not always conform to an order of events, and due coe*B/B/op*qndO*onB*`/`^O*Zoo:nA*Bn+`o+nAqdA*n;*d`eoBO)+`oq*qod+ 2 U&'3tBq2 U&JD'3o lack of transitional language the narrative is unclear and choppy.n*/`Z^*n:+BB`oO/B/no`/*0aopn`pd*Boe+o`AB`B/`d*/P+noZ/d`A+`or*Zonrr^) 2 U&'3 *)2 U&'3The narrative lacks cpd*o`BA`B/ad*0`Z^O*@2 '#'3a sense of wholeness or resolution..`*OdoPd*n;*on/dodOO*nB+AdOn/nB/no) 2 'U'3 g- 2 ('3Support:luxxsLI- 2 ( '3|2 ( K'3Any details provided to support the narrative are basic and word choice is zo^*qdC`//O+rAn`/qdq*Bn+OnrrnAB*Boe+o`AB`B/`d+`Bd*r`O/Z*`oq+nAq*Zon/Yd*/O+2 )'3nonono 2 )T'3-=+2 )'3specific and immatureOrdZ/:/Z*`oq*/`CnAd 2 )'3.*,2 )'3 Writer does not provi*A/BeA+qndO*onB*rBn`/@2 )#'3de enough details to fully address .qd*donnpo*qdB`//O+Cn*:n//_*`qqBdOO+2 + '3the topic.Bod*Bnr/Z) 2 + '3 f- 2 3, '3ConventionswsujjuI7tuW- 2 3,p '3(2 3,8 '3There are numerous ocodAe*aAd*oneAnoO*U2 3,1'3spelling and grammatical errors. Punctuation and Ord///op+aoq*pA`aB/Z`/*dBAnAO*+jnoZBn`B/oo*`oq+2 ]-S'3capitalization rules are inconsistently applied. There is a basic understanding of Z`r/B`//V`B/no*An/eO*aAd*0oZnoO/OBdoB/^*`rr//dq)+dodAd*/P*`*s`P/Z*noqdAOBaoq/op*n:*2 ]- '3simple :O/r/d*G2 .('3sentence structure, though there may be OdoBdoZd*OCBnZBnAd**Bonopo*BodAe*a^*rd*12 .x'3sentence fragments or runOdpBdpZd*:A`pdoCO*nA+Ano 2 .'3-=2 .O '3on sentencesno+OdoBdoZdO 2 .!'3.) 2 .!'3 g-33''33''33''33''33''33''33''33''33'' 3 3' '  3 3' '  3 3' '  3 3' '  3 3' ' 33''33''33''33''~3~3''}3}3''|3|3''{3{3''z3z3''y3y3''x3x3''w3w3''v3v3''u3u3''t3t3''s3s3''r3r3''q3q3'' p3 p3' ' !!o3!o3'!'!!""n3"n3'"'""##m3#m3'#'##$$l3$l3'$'$$%%k3%k3'%'%%՜.+,0@ hp  The McGraw-Hill CompaniesT_% G$Grade 2 Unit Writing Anchor Papers Florida TreasuresGrade 2 Teachers EditionsUnit Writing Workshop'Anchor Papers: Student Writing SamplesQFocusThe narrative displays some awareness of the topic but often drifts off-toQConventionsThere are numerous spelling and grammatical errors. Punctuation and +What Does a Score Point 1 Paper Look Like?All About Time by Taj K.QFocusThe writer understands the purpose for writing and mainly focuses on the tQConventionsBasic knowledge of conventions is demonstrated. The writer does not Lost on Ocean Street by Kaylie H.QFocusThe writer demonstrates an understanding of the purpose for writing. The wQConventionsFrequently used words are spelled correctly, and grammatical usage i-Grade 2 Unit 1 Writing: A Personal NarrativeQFocusThe writer stays on topic throughout and shows a clear understanding of thQConventionsThe writer follows subject/verb agreement forms as well as spelling,QFocusThe writing is related to the topic but wanders off topic enough to no lonQConventionsThe writer is inconsistent with following capitalization conventionsQFocusThe purpose and audience for writing is clear. Writing is generally on topQConventionsThe writer does not form plural nouns consistently and some errors oQFocusThe purpose and audience for writing is clear. Writing is consistently focQConventionsThe writer forms plural nouns correctly and maintains the conventionQFocusThe writer has an immediate sense of purpose and does not stray off topic.QConventionsThe writer shows a definite command of language with few spelling erQFocusThe writing has a sense of the topic at hand, but strays frequently and hoQConventionsFrequent errors occur in basic punctuation, grammar, and spelling. TQFocusThe response generally demonstrates a sense of purpose and audience. The fQConventionsFrequently used words are spelled correctly. The writer uses capitalQFocusThe writer demonstrates a good sense of purpose and audience. The responseQConventionsFrequently used words are spelled correctly. The writer uses capitalQFocusWriter is somewhat focused on the topic but frequently wanders either towaQConventionsWord choice is immature and some commonly used words are misspelled.QFocusThe response demonstrates an understanding of the purpose for writing. SomQConventionsThe writer generally demonstrates mastery of conventions of spellingQFocusThe response demonstrates adequate understanding of the purpose for factuaQConventionsFrequently used words are usually spelled correctly. Misspellings ma!Grade 2 Unit 4 Writing: A ReportOFocusThe writer stays on topic and remains focused and purposeful throughout.QConventionsGrammar, sentence structure, and punctuation and capitalization convQFocusThe writer has not made any attempt to identify the story characters or whQConventionsThere is alternation between verb tenses. The writer is mostly consiQFocusThe writer understands the purpose for writing the narrative. Some sentencQConventionsBasic knowledge of conventions is demonstrated. The writer does not QFocusThe writer understands the purpose for writing a fictional narrative. TherQConventionsBasic knowledge of conventions is demonstrated. The writer effectiveQFocusThe writing is clear and stays on topic. There are no irrelevant details aQConventionsThe writer successfully uses a variety of sentence structures. ThereQFocusThe writer for the most part stays on task and on topic. The writing occasQConventionsThe writer inconsistently follows writing conventions such as punctuQFocusThe response demonstrates an understanding of the purpose for writing. SomQConventionsThe writer generally demonstrates mastery of conventions, although hQFocusThe response demonstrates a clear understanding of the purpose for factualQConventionsCommonly-used words are usually spelled correctly. Conventions such 7Grade 2 Unit 6 Writing: A Compare and Contrast ArticleQFocusThe writer fully understands the topic and stays on track throughout. PertQConventions Commonly-used words are usually spelled correctly. Conventions such Title HeadingsF  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry Fc1TableLbWordDocument/XSummaryInformation('DocumentSummaryInformation8pCompObjj  FMicrosoft Word Document MSWordDocWord.Document.89q