ࡱ> |Kq`  NbjbjqPqP x~::VEFFFZZΰ&('bfb$bqssssssh\>sFbYY'bbbswcececebfFqcebqceceat0 F͢z ~Tmc|՟J\ 0ΰ5d$͢F͢HbbcebbbbbssYe bbbΰbbbbZZZdhvfZZZvZZZ  Stage : One Idea DevelopmentUses pictures to write Begins to use random marks to tell about a pictureOrganization No organization present VoicePicture conveys feelings Word ChoiceNot evident Sentence FluencyNot evident ConventionsNot evident   Model:  Stage : Two Idea DevelopmentUses pictures to write Uses random marks to tell about pictures drawn Begins to choose own topic Organization No organization present VoicePicture conveys feelings Tells about a picture Word ChoiceNot evident Sentence FluencyNot evident ConventionsNot evident    Model:  Stage : Three Idea DevelopmentUses pictures to write Begins to choose own topic Organization Writes in a random way on paper VoiceTells about the picture Begins to use pictures to communicate feelings (vivid colors, BIG letters or shapes, bold lines) Word ChoiceWrites random strings of letters Sentence FluencyNot evidentConventionsNot evident  Model:    MPPPOPTTXX  Stage : Four Idea DevelopmentTells about picture with connected thoughts and related ideas Begins to add more details to pictures Frequently chooses own ideas Organization Writes strings of letters that correlate with picture Begins to use finger spaces Begins to write left to right VoiceFrequently uses pictures to communicate feelings (vivid colors, BIG letters, shapes, bold lines, characters with expressive faces) Word ChoiceBegins to use known words with strings of letters Begins to label drawings with lettersSentence FluencyGroups a few letters together to make wordsConventions Begins to use initial consonant sounds  Model: P ILTOEPZ  EMBED Word.Picture.8  Stage: Five Idea DevelopmentDraws detailed pictures Tells about pictures with connected and related ideas Consistently chooses own topicOrganization Begins to group a few words together to make simple sentences that correlate with the picture Continues to use finger spaces between words Begins to write left to right and top to bottom Begins to write two sentencesVoiceConsistently uses pictures to communicate feelings (vivid colors, BIG letters, shapes, bold lines, characters with expressive faces)Word ChoiceWrites words, labels or phrases to support picturesSentence FluencyUses a few known words Begins to use repetitive sentence patternsConventionsUses initial consonant sounds Begins to use final consonant sounds Begins to use correct spelling for some high frequency words Model: pzz i lik PZZ i lik HZ i lik PRE  Stage: Six Idea DevelopmentStays on topic (sentences match picture) Begins to emphasize writing more than drawing Chooses own topicOrganization Groups a few words together to make simple sentences that correlate with the picture Frequently uses finger spaces between words Frequently writes left to right and top to bottom Begins to wrap text Writes two or more sencencesVoiceBegins to use print size or repetition to show feelings Begins to write personal ideas and feelingsWord ChoiceBegins to use high frequency wordsSentence FluencyWrites simple sentences Uses repetitive sentence patterns ConventionsBegins to use a capital letter at the beginning of a sentence Begins to use capital letters for I and names Begins to use a period at the end of a piece Begins to use correct spelling for high frequency words Uses correct initial consonants Frequently uses final consonants Begins to use middle vowel sounds in wordsModel: PEZA iZ GOD PEZA iZ mi Favrit FiNG to Et I like PEZA.   Stage: Eight Idea DevelopmentBegins to group related ideas  Organization Writes four or more sentence about a topic Begins to use a hook when appropriate Begins to use a topic sentence VoiceConsistently uses print size, repetition, and punctuation to show feelings Frequently uses descriptive language to express feelings Word Choice Frequently uses word walls, environmental text, and word books Frequently uses relevant descriptive words/sensory details to make a topic or message clear to the reader Sentence FluencyBegins to write compound sentencesConventionsConsistently uses correct initial and final consonants in words Frequently uses middle vowel sounds in words Begins to use blends/digraphs in words Uses capital letters at the beginning of a sentence and for I and names Uses a period at the end of a piece and at the end of most sentences Begins to use question marks and exclamation points Frequently uses capital and lower case letters appropriately Begins to use correct grammar (subject/verb agreement, tense, pronouns) Frequently spells words correctly   Stage: Seven Idea DevelopmentFrequently emphasizes writing more than drawingOrganization Writes three or more sentences about a topic Consistently uses finger spaces between words Consistently writes left to write and top to bottom Wraps textVoice Frequently uses print size and repetition to show feelings Begins to use descriptive language to express feelingsWord ChoiceContinues to use high frequency words Begins to use word walls, environmental text, and word books Begins to use relevant sensory details and descriptive words to make a topic or message clear to the reader Sentence FluencyWrites simple sentencesConventionsFrequently uses capital letters at the beginning of a sentence and for I and names Frequently uses a period at the end of a piece and at the end of most sentences Consistently uses finger spaces between words Consistently writes left to right and top to bottom Wraps text Continues to spell some high frequency words correctly Frequently uses correct initial and final consonants in words Frequently uses middle vowel sounds in words Frequently writes capital and lower case letters appropriately  Stage: Nine Idea DevelopmentBegins to group ideas in a single paragraph Organization Writes four or more sentences that support main idea Frequently uses a hook when appropriate Frequently uses topic sentences Begins to use a concluding sentenceVoiceConsistently uses descriptive language to express feelings Begins to show feelings through writingWord Choice Consistently uses sensory details and descriptive words to make a topic or message clear to the reader Sentence FluencyBegins to use varied sentence starters Begins to use varied sentence structures (simple, compound, complex) Writes compound sentencesConventionsRepresents all sounds in words Frequently uses blends/diagraphs in words Begins to indent Begins to use capital letters for months, days, titles (Mr., Mrs. Etc.), book titles Uses ending punctuation appropriately (period, question mark, exclamation point) Begins to use commas appropriately Frequently uses correct grammar (subject/verb agreement, tense, pronouns) Begins to revise by adding ideas Begins to proofread Consistently spells words correctly Consistently uses resources for spelling   Stage: Ten Idea DevelopmentBegins to write a simple paragraph with a clear topic sentence and supporting detailsOrganization Begins to include a beginning, middle, and end when writing a narrative story Continues to use a topic sentence Continues to use a hook when appropriate Frequently uses a concluding sentence VoiceBegins to use a variety of voices (eg. humorous, sad, angry) Begins to express a point of view Frequently shows feelings through writingWord ChoiceConsistently uses relevant sensory details and descriptive attributes to make a topic or message clear to the readerSentence FluencyFrequently uses varied sentence structure (simple, compound, complex) Frequently uses varied sentence starters ConventionsConsistently capitalizes months, days, titles (Mr., Mrs. Etc.), book titles Frequently uses commas appropriately Uses correct grammar (nouns, verbs, adjectives, pronouns) Begins to revise by adding and/or deleting ideas Frequently proofreads Frequently indents at the beginning of a piece Consistently uses resources for spelling   Stage: Eleven Idea DevelopmentBegins to stay on topic in longer pieces of writing Frequently writes a simple paragraph with a clear topic sentence, supporting sentences, and a concluding sentenceOrganization Frequently includes a beginning, middle, and end when writing a narrative story Begins to use transition words and time orienters to connect ideas Consistently uses a topic sentence Consistently uses hooks when appropriate Consistently uses a concluding sentence VoiceFrequently uses a variety of voices (e.g. humorous, sad, angry) Frequently expresses point of view Consistently shows feelings through writingWord ChoiceUses relevant sensory details and descriptive attributes to make a topic or message clear to the reader Sentence FluencyConsistently uses varied sentence structure (simple, compound, complex) Consistently uses varied sentence starters ConventionsConsistently uses commas appropriately Begins to use quotation marks and apostrophes when appropriate Frequently revises by adding or deleting ideas Uses correct grammar (nouns, verbs, adjectives, pronouns, adverbs) Consistently uses resources for spelling Consistently proofreads Consistently indents   Stage: Twelve Idea DevelopmentFrequently stays on the topic in longer pieces of writing Consistently writes a paragraph with a clear topic sentence, supporting details, and a concluding sentence Organization Uses hooks when appropriate Frequently uses transitional words and time orienters to connect ideas VoiceConsistently uses a variety of voices (eg. humorous, sad, angry, serious) Consistently expresses point of viewWord ChoiceUses relevant sensory details and descriptive attributes to make a topic or message clearSentence FluencyConsistently uses varied sentence starters Consistently uses varied sentence structures (simple, compound, complex)ConventionsFrequently uses commas, quotation marks, and apostrophes appropriately Revises by adding/deleting ideas Consistently uses resources for spelling Uses correct grammar Consistently proofreads  Stage: Thirteen Idea DevelopmentConsistently stays on topic for longer pieces Begins to write more than one paragraph that includes a clear topic sentence, supporting sentences and a concluding sentence Organization Consistently uses transitional words and/or time orienters to connect ideas Begins to use a variety of hooks in a one or two sentence introduction VoiceBegins to use correct tone for purpose and audience Word ChoiceBegins to use resources in order to select specific nouns, strong verbs, and descriptive attributesSentence FluencyBegins to vary rhythm by using simple, compound and/ or complex sentences Uses varied sentence starters ConventionsConsistently uses commas, quotation marks, and apostrophes appropriately Revises by adding, deleting and/or moving, and changing ideas Uses resources for spelling Uses correct grammar   Stage: Fourteen Idea DevelopmentBegins to support topic with details and examples from text Begins to maintain focus when writing multi- paragraphs that include a topic sentence, supporting sentences, and a concluding sentenceOrganization  Frequently uses a variety of hooks in a one or two sentence introduction Consistently uses a variety of transitional words and time orienters to connect ideas VoiceFrequently uses correct tone for purpose and audience Word ChoiceBegins to use figurative language (similes, metaphors, analogies) when appropriate Frequently uses specific nouns, strong verbs, and descriptive attributes Sentence FluencyFrequently varies rhythm by using simple, compound, and/or complex sentencesConventionsContinues to use the conventions from previous stages Uses resources for spelling  Stage: Fifteen Idea DevelopmentConsistently supports topic with details and examples from text Frequently maintains focus when writing mult-paragraphs that include a topic sentence, supporting sentences, and a concluding sentenceOrganization Begins to elaborate details using descriptions, connections, and observations to create a clear message VoiceConsistently uses correct tone for purpose and audience Word ChoiceConsistently uses strong verbs, specific nouns, and descriptive attributes Frequently uses figurative language (similes, metaphors, analogies) when appropriate Sentence FluencyConsistently varies rhythm by using simple, compound, and complex sentence ConventionsContinues to use the conventions from previous stages Consistently uses resources for spelling   EMBED Word.Picture.8  Stage: Sixteen Idea DevelopmentBegins to integrate information from more than one resource to support and develop ideas Begins to write well-developed, related multi-paragraphs that includes a topic sentence, supporting sentences, and a concluding sentence Organization Frequently elaborates details using descriptions, connections, and observations to create a clear message Presents ideas in logical order Begins to use transitions to connect paragraphs Begins to effectively use an introduction that invites the readers interest Begins to write an ending/conclusion that summarize the messageVoiceMaintains voice to support form and audienceWord ChoiceConsistently uses figurative language and imagerySentence FluencyBegins to vary sentence structure for effect Begins to use language patterns (alliteration, rhymes, onomatopoeia) Begins to use transitions to connect paragraphsConventionsUses quotation marks when writing dialogue Continues to use the conventions from previous stages Consistently uses resources for spelling   Stage: Seventeen Idea DevelopmentIntegrates information from more than one resource to support and develop ideas Writes well-developed, related multi-paragraphs Organization Effectively uses an introduction that invites the readers interest Presents ideas in logical order Consistently uses transitions to connect paragraphs Elaborates details using descriptions, connections, and observations to create a clear message Consistently writes an ending/conclusion that summarizes the messageVoiceMaintains voice to support form and audience Word ChoiceConsistently uses figurative language and imagery Sentence FluencyFrequently varies sentence structure for effect Frequently uses language patterns (alliteration, rhymes, onomatopoeia) ConventionsConsistently uses quotation marks when writing dialogue Continues to use the conventions from previous stages Consistently uses resources for spelling   Stage: Eighteen Idea DevelopmentBegins to write a cohesive multi-paragraph paper in which the topic is focused and developed Begins to use well chosen, effective support such as details, examples, analogies, or information from research Organization Begins to include and connect descriptions and detail to make a topic interesting VoiceBegins to present a clear point of view Begins to create text that is expressive and individualistic Word ChoiceBegins to use precise words to create vivid images Begins to use extended metaphors Sentence FluencyUses creative sentence structure Selects language patterns that enhance their writing (alliteration, rhyme, onomatopoeia) ConventionsBegins to use complex forms of punctuation (hyphens, ellipses, dashes, colon, semi-colon, etc.) Continues to use the conventions from previous stages Consistently uses resources for spelling   Stage: Nineteen Idea DevelopmentWrites a cohesive multi-paragraph paper in which the topic is focused and developed Uses well chosen, effective support such as details, examples, analogies, or information from research Organization  Includes and connects descriptions and details to make a topic interesting VoicePresents a clear point of view Creates text that is expressive and individualistic Word ChoiceUses precise words to create vivid images Uses extended metaphors Sentence Fluency Uses creative sentence structure Selects language patterns that enhance their writing (alliteration, rhyme, onomatopoeia) ConventionsUses complex forms of punctuation (hyphens, ellipses, dashes, colon, semi-colon, etc.) Continues to use the conventions from previous stages Consistently uses resources for spelling   Stage: Twenty Idea DevelopmentConsistently writes a cohesive multi-paragraph paper in which the topic is focused and developed Consistently uses well chosen, effective support such as details, examples, analogies, or information from research Organization Consistently Includes and connects descriptions and details to make a topic interesting and help the reader to follow a line of thought VoiceConsistently presents a clear point of view Consistently creates text that is 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