Writing Assessment Packet Instructions/Prompt Page (Grade 4 Fall 2005)

Writing Assessment Packet Instructions/Prompt Page (Grade 4 Fall 2005)

NEBRASKA

NARRATIVE WRITING ASSESSMENT

2005

GRADE 4

STUDENT INSTRUCTIONS FOR WRITING

For the next two days, you will use your time in class to write on one topic. Today you will read the topic, think of some ideas, and write a first draft. You will have 40 minutes. Use your time wisely in order to complete your first draft today. You will use your own paper or paper given to you by your teacher to write your first draft.

Your teacher will collect your notes and your first draft before you leave today. Tomorrow your papers will be returned to you, and you will have another 40 minutes to revise, edit, and prepare your final copy. You may not bring any notes or additional drafts completed outside of this classroom.

You will write the final copy in this booklet. Your final copy must be written in pencil or blue or black ink. If your final copy is more than two pages long, please ask your teacher for a piece of them paper. Have your teacher staple it to this booklet. Dictionaries and thesauruses are available in the room, and you may use them whenever you wish.

Do not talk with anyone else during these sessions so that everyone can concentrate. If you finish early, sit quietly while others finish their writing.

Now, please look at the topic below. Listen carefully as I read it. Then begin working.

Think about a time when you did something that made you feel good about yourself. It could be a time when you learned something new, a time when you helped someone, a time when you won an award or received a special recognition, or some other event that made you feel this way.

Write a story about what happened so that the reader can understand why this event made you feel good about yourself.

Nebraska

Statewide Writing Assessment

2005

Grade 4

ANCHOR PAPER FOR A SCORE OF 1

I got frist place in the 100 meter das and in the 200 metr dash I got third place. I had at the trake met. The track met was at the fremot midden school. I did the high jump, long jump, 100 meter dash, 200 meter dash, and 400 meter dash.

Rationale for Scoring:

·  Creates no understanding of the events of the story; lacks supporting details

·  Structural development does not include a beginning, middle, or end;; sequencing is random; transitions are missing

·  Conveys no sense of the person behind the words; lifeless and/or mechanical

·  Language is neither specific nor precise

·  Sentences almost never vary in length or structure; uses phrasing that is choppy, incomplete or awkward

·  Paragraphing is missing; errors in usage distract the reader

Nebraska

Statewide Writing Assessment

2005

Grade 4

ANCHOR PAPER FOR A SCORE OF 2

First time I rode my bike I thought I would not be able to do it. I had no training wheels it was hard. I got a lot of brises that hurt and I skinned my knee really bad.

I kept trying and I finally got it. I was so proud of myself.

Rationale for Scoring:

·  Creates a limited understanding of the events of the story; contains limited unrelated details

·  Structural development of a beginning, middle and end is incomplete; transitions are weak

·  Uses vivid words or phrases occasionally; uses language that is sometimes specific

·  Conveys a limited sense of the person behind the words; is occasionally expressive

·  Uses sentences that seldom vary in structure or length

·  Paragraphing is weak; error in grammar, usage, punctuation, spelling may distract the reader

Nebraska

Statewide Writing Assessment

2005

Grade 4

ANCHOR PAPER FOR A SCORE OF 3

The first time I caught a frog was when my Grandpa and I went camp0ong in the mountains. We were just done eating a very apatizing meal for dinner. We both walked up to the creek to wash our faces off.

I suddenly heard a ribit, ribit, then something jumped on the top of my head. I was terrified! I stated to scream, and hitting my head over, and over. When I stopped I felt something slimy on top of my hands “It was a frog!” I said in a squeling voice. “It was a froms,” I said dreamily. I couldn’t believe I actually was holding a frog.

That day I was so prould of my self that I even gave her a name. I called her “Samanatha”. From that day on I have learned to love frogs!

Rationale for Scoring:

·  Creates a general understanding of the event of the story; narrative is acceptable if not distinctive

·  Structural development includes a functional beginning, middle and end; sequencing is logical

·  Conveys general sense of the person behind the words; occasionally individualistic or expressive

·  Language is usually specific and precise

·  Sentences vary somewhat in length, structure; phrasing usually sounds natural and conveys meaning

·  Attempts at paragraphing are mostly successful; few errors in grammar, usage, punctuation

Writing Assessment Packet Instructions/Prompt Page (Grade 4 Fall 2005)

Nebraska

Statewide Writing Assessment

2005

Grade 4

ANCHOR PAPER FOR A SCORE OF 4

I’ll never forget when I played in the Fremont country Club Golf Tournament. I’ll never forget it because it was a fun golf tournament. I had some bad holes a I had some good holes. There was three age groups. There was a nine and under age group, a ten and eleven age group, and a twelve and above age group. I was in the nine and under group.

Another kid named Conner tied me with a thirty-one. To break the tie we had to do a sudden death. A sudden death is when you play another hole until somebody wins. The first hole was a par three. My first shot went on the green and then I two putted for a par. He hit his first shot in the sand trap. Then he hit it over the green. The he got lucky and chipped it in. So that ment we had to play another hole.

We both were doing all right and ended on the green in three. He was farther out so he putted first and tapped it in for a five. I hit my first put to hard so I had some work left to tie him. I barely ended up with a six because I barely hit it hard enough.

This next hole would be the last hole, We both played horrible that hole. He was on the green putting for nine, and I was putting for a six. After he two putted for a ten U three putted for an eight. Whew! I was just so happy that I won!

Then we walked back where we ate lunch and where they gave out awards. I got a trophy, a Tiger woods bobble head, and four golf balls. I felt very proud of myself!

Rationale for Scoring:

·  Creates clear understanding of the events of the story; contains relevant details

·  Structural development includes an effective beginning, middle, and end; contains relevant details

·  Conveys strong sense of the person behind the words; is engaging throughout

·  Language is specific and precise; is appropriate for purpose and audience

·  Sentences in length and structure; phrasing sounds natural and conveys meaning

·  Paragraphing is sound; punctuation, usage, grammar and spelling are generally correct

Writing Assessment Packet Instructions/Prompt Page (Grade 4 Fall 2005)

CHARACTERISTICS

OF THE

PERSONAL NARRATIVE

Purpose

ê To tell a story about something that really happened

Organizational Pattern

ê Generally chronological in terms of the story’s timeline with a clear beginning, middle and end

ê Sometimes flashbacks may be used

ê Ending that helps the reader understand how the incident resolved itself

Story Elements

ê Specific details that make the story seem real or come to life. These details may include

o  Character

o  Setting

o  Incidents/happening

ê Writer may use the first person point of view as the narrator OR tell the story from the third person point of view