wme V0. = Teather Charce pre assestnentName: Kindergarten 1s Grade 1 25 Grade 2 35 Grade 3 Score (1 POINT) PTS (2 POINTS) PTS (3 POINTS) PTs: {4 POINTS) ‘STRUI Oem lem aoe preset wit. | Thewnterwratea poem wid. | The wrnerwite apoem | evel tevel | witvan advanced 25 | ERE ter rez vi rm ot ioe Trardisasgil nem nocpecren vi fest fee eats emphases 2 CE Me new otc wm | trewmer cee 7] aud foe tar campers [| haa: || re wer hoes secne Tn othe pape SS vw | thewner anor wnnea NA bn | rhe warts mate tert | poor tevel_| sonenin ther poem oR Student used an advanced structure appropriately.DEVE! comparisons repetition metaphor precise words comparisons repetition metaphor show, not tell sensory words sound words precise words comparisons repetition metaphor show, not tell sensory words sound words Elaboration® | iter not present Mid- | The writer attempts to \The writer tried to bring his ‘The writer brings his level | use sensory details, poem to life with sensory | level with sensory 2 5 figurative language, details, figurative language, igurative es and/or precise word and/or precise word choice. anguage, and/or precise choice although it may word choice which rot add to the meaning, enhances the meaning of the poem conveyed in the poem Craft* | ltemnot present id. | Thewriterused3 ofthe | Mid- | The writer used 4 or more level_| of the following: Item not present words. To spell a word, | used what knew about spel aatterns (tion, ef ly, etc). spelled all of the word wall words correctly and used she word wall to help me figure out how to spell other words, The writer used what she knew about word families rules to help and edit ‘The writer got help from others to check her spelling. Punctuation Item not present Mid Level When i used words such as can’t and don’t, | put in the apostrophe. Mid Level The weiter wrote in ways that helped readers read with expression, reading some part quickly, some slowly, some parts in one sort of voice and others in another,noe IDF. S04 /TEP one re astetinant w On : Grete: pol wtg9- Pya o P Treg Her aut find Me coma es F Luin! pe Treg Hef “Then: tey' 'pplast Vike eed. pis? ¢ 4 Trey hop id with [ots 9 joy Trey emp ome [ and they. 9? Bol The got) her SP fore be Ho! ne they yg? fer done They 50 GU! BL Bere Lite BIS’ = Breetne Lhe 15”pre assesment vme__0.F._ Fo cus cuaont:soute®) one Cad tas Ane c a Ret LS Kindergarten 15 Grade 25 35 Grade 3 Score (2 POINT) PTS: (2 POINTS) PTs. PTS: (4 POINTS) STRUCTURE Overall | itemnot present Mid- | The writer wrote a poem. | Mid Mid- | The writer write a poem level level level | with an advanced structure (Le, haiku or concrete} Lead Item not present id. | The writer begins the level | poem with words. Transitions | Item not present Mid- | The writer attemptsto | mid- ‘Mid- | The writer uses level | use line breaks level level | intentional line breaks to create emphasis, Ending | temnot present Mid- | The writer ends the Mid ig level | poem with words. level level Mig did not write a | Mid fevel | poem, level Organization Student used an advanced structure appropriately 3DEVELOPMENT Elaboration* | item not present Mid- | Thewriterattemptsto | Mid- Mid- | The writer brings his level | use sensory details, level level_| poem to life with sensory figurative language, details, figurative and/or precise word language, and/or precise choice although it may word choice which not add to the meaning ‘enhances the meaning of the poem. conveyed in the poem, Craft* Item not present ‘The writer used less than | Mid- ‘The writer used 4 or more 3 of the following level of the following: precise words precise words precise words @ comparisons © comparisons 1 cxmpartons @ repetition repetition repetition @ metaphor metaphor @ ‘metaphor show, not tell show, not tell © show, not tell sensory words sensory words sound words © sound words LANGUAGE CONVENTIONS Spelling _| lter not present Thewriterusedallshe | mid- | ~o spella ‘The writer used what she knew about words and level | 1 knew, knew about word families chunks of words (at, op, pattephs (tion, er, and spelling rules to help It, ete) to help her spell. her spell and edit. | spflled all of the word wall ‘The writer spelled all the wor ‘The writer got help from word wall words right the’ others to check her and used the word wall to figure spelling help her spell other words. words. Punctuation | !tem not present ‘The writer used a capital | mid Mid- | The writer wrote in ways letter for names, Level Level | that helped readers read with expression, reading ‘some part quic slowly, some parts in one sort of voice and others in another.wane JC. FL - one fare assetiment Theyo wake Jd Lott shay On th e cate hat Wat dod the bot oh wo twoHny Coll,Name: Date: pre asse Siren Kindergarten 15 Grade 25 Grade 2 35 Grade3 Score (1 POINT) PTs: (2 POINTS) PTs. (3 POINTS) PTS: (4PoInTs) STRUCTURE Overall | ttemnot present Mid mia. Mid- | The writer write a poem level level level_| with an advanced structure (Le. haiku or 2 concrete) | axa Item not present Mid: Mis Mid hose specifi | ea fem not present i id= ide chose specific level level level language. 2 | Transitions | Item not present mid: Mid: Mid: level level level 2 L Endinj Item not present id: Mid mia: ‘ level level level 2 Organization | Item not present id. | The writer did not write a | Mia: mi level | poem, level level Student used an advanced structure appropriately.Elaboration® || tem not present mid. wi |The writer ied to bring his | id ] The writer brings his level fevet | poem tote with sensory. | level | poem tof with sensory details, iguatve language, deta, figurative and/or precise word choice language, ana/or precise | 2 word choke which trhuances the mearing conveyedin the poem Craft® || Rem not present wa wid. | Thewriterused3 ofthe | wid- | The witer used or more level level | folowing teve_| ofthe folowing @ precise words @ precise words comparisons © comparisons © comparisons 2 repetition @ repetition @ repetition metaphor @ metaphor @ metaphor show, notte Sho, rote Show, not tell e @ sensory words @ sensory words © sound wores © sound words © Sound words LANGUAGE CONVENTIONS 1 item not present twa | The writer used al she To spell word used what | Md. ] The writer used what she Tevet” | brew about words and Krew about speling, | evet_| knew about word ames chants of words at 0 patterns (toner, etc) ae speing ues t help it etc) tohelp her sp her spell and edit 2 S spaled al of the word wall ‘ The writer spelled athe words correctly and used “The writer got help fom word wall werd eight the word walt help me others to check her and used the word walto figure out how to spel ther speling help her spell other wor wor Punctuation || tem ot present The writer used a capital {| when tused words suchas | oad. | The writer wrote in wave letter for names, tevet eartand dont iputinthe | tevel | thathelpedreadersread |, S| ‘apostrophe, with expression, reading some part quickh slowly, some parts in one sort of voice and others in another.