CONNECTING WATERS
WRITING PROMPTS/RUBRICS
GRADES
1st – 12th
March 2007
PURPOSE: To provide a Writing
Benchmark Assessment for Connecting Waters.
The Writing Benchmark Assessment is to be given 4 times per year.
ASSESSMENT DATES: September
November
January
February
RATIONALE: The goal is for
Connecting Waters students to be able to write proficiently based on the
QUESTION – ANSWERS
Q. How often are the writing prompts given?
A.
The writing
prompts are given 4 times per year at the same time the Benchmark Assessments
are given. The writing prompts area part
of the Benchmark Assessment. The writing
samples will also become a part of your portfolio.
A. The writing prompt is given as an
assessment. The student needs to be able to write to a specific writing prompt
according to all writing standards such as ESLR #1, Be An Effective
Communicator, 4th/7th grade California STAR Writing
Assessment, California High School Exit Exam, etc. The students need to be able to apply the
writing standards/writing process proficiently.
A.
Writing
should be done every day. The writing
process has many components/standards that students need to practice and apply
on a daily basis.
Q.
Do
sources/bibliographies need to be noted during a writing prompt assessment?
A.
No. During
the writing prompt assessment a student will not have the opportunity to use
research material. The only time a student would name a
source during a writing assessment is when
the student is doing a Response to Literature.
A. No.
We want to see if the student can apply what he/she has learned about
the writing process. Can he/she pre
write, map, etc?
Q. Can I use my own prompt if I do not feel
the prompt is appropriate for my student?
A. No, the standards are progressive and so is
the writing process. As you practice
the writing process the standards will be incorporated in your instruction.
Q. What writing curriculum should I use to
help my student be ready for the writing prompt?
Q. If we’ve never done any writing before,
should my student work on their grade level prompts or should we start at the
lower grade levels.
beginning.
GENERAL DIRECTIONS FOR WRITING
ASSESSMENT
PREPARATION:
0. Have the student label the paper with
his/her name and date.
0.
Explain to the student that they have 45-60 minutes to
complete the Writing Assessment.
EVALUATION:
1.
Use the “Four Point Rubric” found in the back of the
booklet.
2.
Use the Writing Traits Rubric to score the traits of
the paper and use the Writing Conventions Rubric to score the conventions of
the paper.
3.
Each student will be scored on the same rubric for all
four benchmarks. This way you can see
progression/growth.
4.
Each benchmark will be assigned a different color code
to score the rubric.
Benchmark #1 September Green
Benchmark #2 November Blue
Benchmark #3 January Red
Benchmark #4 February Black
5.
After scoring use areas of writing strengths to
motivate and encourage more writing and use areas of weakness for your focus in
writing instruction.
6.
Put writing sample in portfolio.
PROMPTS:
Prompts vary from grade levels. Writing prompts have been aligned with the
writing strategies and writing applications of the
For the STAR, 4th/7th
Grade Writing Exams, and the California High School Exit Exam parents need to
prepare their students for the following writing applications: Narrative, Expository, Response to
Literature, and Persuasive Composition.
FIRST GRADE
WRITING
Page 1 Standards
Summary
Page 2
Writing Prompts
Page 3 Writing
Samples
NOTE:
At
this level parents may read the writing prompts to the student.
Writing samples contain common errors.
Benchmark Assessment Standards
Benchmark
Assessment #1 September
CONVENTIONS:
6.5 I
remember to begin my sentence with a capital letter. I can use correct punctuation at the end of
my sentence.
6.5 I know when to use a capital letter.
TRAITS:
None
assessed on Benchmark #1
Benchmark
Assessment #2 November
CONVENTIONS:
0.0 I can write in complete sentences.
0.4 I know how to use a period, an exclamation
point, and a question mark.
TRAITS:
1.0 I can write a story about something
that has happened to me.
Benchmark
Assessment #3 January
CONVENTIONS:
6.5
I can
spell three and four letter, short vowel words.
TRAITS:
2.0 I know the plot, setting and character of
a story. I know how to write a beginning, middle, and end of a story.
Benchmark
Assessment #4 February
CONVENTIONS:
0.0 I know what a noun is and how to use
it. Dog – Dogs
0.0 I can use contractions in my
writing. I can use pronouns in my
writing.
0.0 I know the different types of
sentences. Questions and exclamatory.
TRAITS:
2.2 I can write about real and made up
people and events.
GRADE 1 – WRITING PROMPTS
BENCHMARK #1
NARRATIVE WRITING
PURPOSE:
Think about an activity you enjoy doing on a warm, sunny day.
AUDIENCE: Your friend
WRITING
DIRECTIONS: Draw a picture to tell a
story about an activity you enjoy doing on a warm, sunny day. Then write about
the picture.
BENCHMARK #2
NARRATIVE
PURPOSE:
Think about one thing you like to do on the weekends.
AUDIENCE: Your family
WRITING
DIRECTIONS: On a sheet of paper, draw a
picture that tells a story about you doing a weekend activity. Then write words or sentences telling about
the picture.
BENCHMARK #
3
EXPOSITORY/DESCRIPTIVE
PURPOSE:
Think about your favorite animal.
Share some sense words with your parent that describes how the animal
looks, feels, smells, and sounds.
AUDIENCE: Your friend
WRITING
DIRECTIONS: On a sheet of paper draw the
animal you would like to describe. Then
write a description of how the animal looks feels, smells, and sounds.
BENCHMARK #4
NARRATIVE
PURPOSE:
To tell about someone who found a lost kitten.
AUDIENCE: Your family
WRITING DIRECTIONS: Write a make believe story about a character
who found a lost kitten. Before writing
think about who will be in the story, where the story takes place, etc.
FIRST GRADE WRITING SAMPLES
THE FOLLOWING EXAMPLES ARE SAMPLES OF WHAT A FIRST GRADE WRITING SHOULD
LOOK LIKE.
WRITING SAMPLES CONTAIN COMMON ERRORS OF A FIRST GRADER.
EACH SAMPLE IS MATCHED TO THE BENCHMARK STANDARDS. THEMES MAY BE DIFFERENT BUT STANDARDS ARE THE
SAME.
BENCHMARK #1 WRITING
SAMPLE
I’m in Casa Bonita. Ther are cliff Divers. The divers dive backwards. I got wet Wen The
divers dived. The Divers thing is kind
of like a show. I ate French fries and Honey.
We ate in a cave. Ther are places That are scary! It is fun! I went this year. Ther are coins That you put in a game and you
plat it. I did it when we wer leaving we wint ther two times.
BENCHMARK #2 WRITING
SAMPLE
This last weekend I went to a Halloween party. My friend Tommy invited me. I make my own cookie. When They had a piñata I broke her head off.
We Read some Books. At first we ate
food. We decorated pumpkins. The party was a Black and orange party.
BENCHMARK #3 WRITING
SAMPLE
I got a favirit animal. It is a
dog. Because I like the way thay
bark. I got a dog from my dad. My dogs name is Spot. He is big.
Spot likes to run fast. I like
his fur. I like my dog Spot.
BENCHMARK #4 WRITING
SAMPLE
If you did not here about this I fond a lost kitten. Ther was this kitten in the street. I couldn’t go into the street so I called
it. I calld him Snappy. I like Snappy. I took him hom and mad him a bed.
SECOND GRADE
WRITING
Page 1 Standard
Summary
Page 2 Writing
Prompts
Page 3 Writing
Samples
Note:
Student will read writing prompts by
themselves.
Writing samples contain common errors a
second grader would make.
Benchmark Assessment Standards
Benchmark #1 September
CONVENTIONS:
0.0 I
can write complete sentences using correct punctuation.
TRAITS:
1.3 I
can write on one topic at a time.
Benchmark #2 November
CONVENTIONS:
1.3 I
know how to use nouns and verbs when writing.
1.4 I
know how to use commas correctly.
1.6 I
know when to capitalize.
1.7 I
know how to spell irregular words.
TRAITS:
None assessed on Benchmark #2
Benchmark #3 January
CONVENTIONS:
1.8 I
know how to use spelling patterns when I write.
TRAITS:
0.3
I can improve something I have written.
Benchmark #4 February
CONVENTIONS:
1.5 I
know how to use quotation marks correctly.
TRAITS:
1.0 I
can write a story that makes sense and has details.
GRADE 2 – WRITING PROMPTS
BENCHMARK #1
NARRATIVE
PURPOSE: Think of writing a
story about a magic pair of shoes.
AUDIENCE: Your friend
WRITING DIRECTIONS: Write a make believe story about a person who
finds a pair of magic shoes. Make an
idea web before you begin writing your story.
BENCHMARK #2
EXPOSITORY
PURPOSE: To describe your
bedroom.
AUDIENCE: Your friends
WRITING DIRECTIONS: Write a paragraph that describes your
bedroom. Include descriptive words and details. Plan your description before
you begin.
BENCHMARK #3
FRIENDLY LETTER
PURPOSE: To tell what you do on
a specific holiday.
AUDIENCE: Your friend
WRITING DIRECTIONS: Write a letter to a friend telling what you
enjoy doing on your favorite holiday.
Include details. Make a web
before you begin to write.
BENCHMARK #4
NARRATIVE
PURPOSE: To tell about kindness
WRITING DIRECTIONS: Write a personal narrative about a time you
went out of your way to be kind to someone in your family. Make a planning chart before you write.
SECOND GRADE WRITING SAMPLES
THE FOLLOWING EXAMPLES ARE SAMPLES OF
WHAT A SECOND GRADE WRITING SHOULD LOOK LIKE.
EACH SAMPLE IS MATCHED TO THE BENCHMARK
STANDARDS. THEMES MAY BE DIFFERENT BUT
STANDARDS ARE THE SAME.
BENCHMARK #1 WRITING SAMPLE
Boom!!! The truck slammed. Bang!!!
The car door slamed as we got out of the van. Buses lined up on the side walk. The screeches of the buses got annoying. Screch!!!
We walked and walked and walked.
Then I found them. A pair of
shos. I picked them up and put them
on. Wow!!! I jumped as hi as the building. The shos took me down the road. I saw a parade. I jumped onto a flote and I was shot from a
cannon. I love my magic shos.
BENCHMARK #2 WRITING SAMPLE
Ashes filled the air when I was around
the camp fire. Crackle, crackle, it
went. Ashes flew up in to the air and
once they got too high and it got too cold. And the disappeared. At first they were red and burning hot. I roasded hot dogs and marshmelos and I like
mine burnt because it gives it more taste some time. I like to peel the burnt stuff off of the
marshmelos because there is melty stuff in side. I make s’mores out of it because it is
sguishier so it is easier to sguish it.
It tastes better. When you put
wter on the fire it goes sizl sizl and it sparks. Oh Yeah! Here is some thing really funny. My hair
still smells like smoke. I love campfires.
BENCHMARK #3 WRITING SAMPLE
Dear John,
On Christmas vacation I played with my
German Shepard Brandy. I sprade water at
her. I wrestled her and I played soccer with her. We set down together, we
telled jokes to each other, we played and played intell I had to go intothe
house and eat lunch.
How was your Christmas vacation? Write me back tomorrow.
Your friend,
Tom
BENCHMARK #4 WRITING SAMPLE
One day I was being nice to my little
brothr. I was doing back-hand springs
and he wanted to learn how. I took my
time and learned my brothr how to do a back hand spring. Wow! He landed it the first tim. He was getting so excited. Finally he did one on his owe. I love my brothr.
THIRD GRADE
WRITING
Page 1 Standard
Summary
Page 2 Writing
Prompts
Page 3 Writing
Samples
Note:
Students will read prompts by
themselves.
Writing Samples have common errors for a
third grade student.
Writing samples are only a piece of the
writing. The authentic writing of the
student will be multiple paragraphs.
Benchmark Assessment Standards
Benchmark Assessment #1 September
CONVENTIONS:
1.1 I know how to write
asking and telling sentences.
TRAITS:
1.1 I can write a paragraph
with a topic sentence and details.
Benchmark Assessment #2 November
CONVENTIONS:
1.3 I can use verbs
correctly in past, present, and future tense.
1.4 I use subjects and verbs
correctly in my writing.
1.7 I can capitalize
properly.
Benchmark Assessment #3 January
CONVENTIONS:
1.5 I punctuate dates, city
and state, and titles of books correctly.
1.6 I use commas correctly.
1.8 I can correctly spell
one syllable words that have blends, contractions, compound words, and
homophones.
TRAITS:
2.1 I can write a story with
actions, plot, details, and a reason for importance about myself.
Benchmark Assessment #4 February
CONVENTIONS:
1.2 I
can find and use subjects, verbs, pronouns, adjectives and articles correctly.
TRAITS:
0.0 I can write detailed
description of people, places, things, or experiences.
GRADE 3 – WRITING PROMPTS
BENCHMARK #1
NARRATIVE
PURPOSE:
You are writing an imaginary story about someone who meets a famous
person.
AUDIENCE: Your friend
WRITING
DIRECTIONS: Write a short story about a
person who meets a famous person. Use
details to create a setting and events.
Write your ideas on a sheet of paper before you begin your story.
BENCHMARK #2
EXPOSITORY
PURPOSE:
You are thinking about your neighborhood.
AUDIENCE: Your friends
WRITING
DIRECTIONS: Write a description of your
neighborhood. Use sensory language to help create a picture in you r reader’s
mind. Make a web to help organize your details before you begin writing.
BENCHMARK #3
PERSUASIVE
PURPOSE:
You are thinking about why you should receive an allowance.
AUDIENCE: Your parent
WRITING
DIRECTIONS: Write a persuasive essay to
convince your parent to give you an allowance. Make a web to plan reasons that
will persuade your parent to agree with you.
BENCHMARK #4
FRIENDLY LETTER
PURPOSE:
You are thinking about a gift you have just received.
AUDIENCE: Your friend
WRITING
DIRECTIONS: Write a letter to a friend
describing a gift someone gave to you.
Explain why the gift is special. Plan your letter before you begin to
write.
THIRD GRADE WRITING SAMPLES
THE FOLLOWING EXAMPLES ARE SAMPLES OF
WHAT A THIRD GRADE WRITING SHOULD LOOK LIKE.
THE WRITING SAMPLES ARE JUST A PORTION
OF THE WRITING AND ACTUAL STUDENT WRITNG WILL BE MULTIPLE PARAGRAPHS AT THIS
GRADE LEVEL.
EACH SAMPLE IS MATCHED TO THE BENCHMARK
STANDARDS. THEMES MAY BE DIFFERENT BUT
STANDARDS ARE THE SAME.
BENCHMARK #1 WRITING SAMPLE
Flying through the air on my bike was a
very exciting moment. But it wasn’t as
exciting as when I met President Bush.
It was a Wednesday and my family was celebrating my dad’s birthday.
There was a nock on the door. I went to
open the door. When I opened the door
there stood President Bush. Wow!!! The
President was standing at my door. I invited
him in. He had a present for my
dad. My dad opened the present. It was a
picture of the President.
My dad said “Thank you” and then I
walked the President to the door.
BENCHMARK #2 WRITING SAMPLE
This is what my neighborhood looks
like. I live in a blue and white
house. Next door to me is my friend
Mike. Me and Mike like to play
together.
After school me and Mike walk home. We
stop by the store that is a blok away from my house. Then we walk home past the park. We sometimes
stop and play at the park.
I like my neighborhood.
BENCHMARK #3 WRITING SAMPLE
Chores! Chores! Chores! Chores are
boring! Scrubbing toilets, cleaning sinks, and washing bathtubs take up a lot
of my time and are not fun at all.
If I have to do chores I think I should
get an allowance. If I am doing a job
then I think I should get paid. Besides
who else are you going to get to clean our toilets?
All chores are boring but if you pay me
an allowance they wouldn’t be as boring because I would know that in the end I
am being paid;
BENCHMARK #4 WRITING SAMPLE
Dear Tommy,
Guess what! I just got a great gift from my Grandma. You
will never belive what it is. It is a
motorized skateboard. Cool!
It is red and blue with fire stripes on
top. The motor is really easy to start
and it feels like I am flying when I ride it.
I can’t wait for you to see it.
Your Friend,
Mike
FOURTH GRADE
WRITING
Page 1 Standard
Summary
Page 2 Writing
Prompts
Page 3 Writing
Samples
Note:
Students will read prompts by
themselves.
Writing samples are only a piece of the
writing. The authentic writing of the
student will be multiple paragraphs.
Benchmark Assessment Standards
Benchmark Assessment #1 September
CONVENTIONS:
None assessed on Benchmark #1
TRAITS:
1.10 I know how to correct any
mistakes in my writing.
2.5 I can retell and explain a past
experience. I know how to develop a
story so that the reader can
experience using details that include seeing, hearing, smelling, and feeling.
Benchmark Assessment
#2 November
CONVENTIONS:
None assessed on
Benchmark #2
TRAITS:
None assessed on Benchmark #2
Benchmark Assessment #3 January
CONVENTIONS:
1.4 I
know how to use parentheses, commas in quotations, and apostrophes in
contractions.
TRAITS:
0.3 I can write an
introduction, a body with details, and a closing paragraph.
0.0 I know how to
develop a question on a topic or idea and include facts.
Benchmark Assessment #4 February
CONVENTIONS:
1.2 I can combine short,
related sentencesm, with appositives, participial
phrases, adjectives,
adverbs, and prepositional phrases.
0.0 I know how to use
punctuation to identify titles of documents.
GRADE 4 – WRITING PROMPTS
BENCHMARK #1
NARRATIVE
PURPOSE:
You are thinking of a memorable event in your life that changed you in
some way.
AUDIENCE: Your friend
WRITING
DIRECTIONS: Write a paragraph paper
describing a time in your life that changed the way you think or feel Include
an introduction, supporting paragraph and conclusion. Use an idea web to plan your narrative.
BENCHMARK #2
RESPONSE TO LITERATURE
PURPOSE:
You have read a story about Martin Luther King, Jr. You are thinking about
how Dr. King’s message of peace affects you.
AUDIENCE: Your family
WRITING
DIRECTIONS: Write a response to
literature essay explaining what you learned about Dr. King and how it applies
to you. Use a graphic organizer to plan
your response.
BENCHMARK #3
EXPOSITORY
PURPOSE:
You are thinking of a place you know well. You want your reader to experience this place
as if he or she were there.
AUDIENCE: Your friends
WRITING
DIRECTIONS: Write an essay that
describes a place you know well. Use exact,
vivid words to create a picture of the place in the reader’s mind. Make an idea web to plan your description.
BENCHMARK #4
EXPOSITORY
PURPOSE: Think about what you do to get ready for
school
AUDIENCE: Your parent
WRITING
DIRECTIONS: Write instructions that tell
how to get ready for school. Include
steps you do and what you need to get ready for school. Plan you instructions before you begin to
write.
FOURTH GRADE WRITING SAMPLES
THE FOLLOWING EXAMPLES ARE SAMPLES OF WHAT A FOURTH GRADE WRITING
SHOULD LOOK LIKE.
THE WRITING SAMPLES ARE JUST A PORTION OF THE WRITING AND ACTUAL
STUDENT WRITNG WILL BE MULTIPLE PARAGRAPHS AT THIS GRADE LEVEL.
EACH SAMPLE IS MATCHED TO THE BENCHMARK STANDARDS. THEMES MAY BE DIFFERENT BUT STANDARDS ARE THE
SAME.
BENCHMARK #1 WRITING
SAMPLE
I will always love my grandparent’s beach house. The way the waves role
over the gooey sand, and the way the sand weaves in between your toes. The way we pick up barnacle covered rocks and
watch the sand crabs scurry away, and how we did for clams and end up knee deep
in the never ending sand.
BENCHMARK #2 WRITING
SAMPLE
Martin Luther King Jr. is a nice man.
He was very helpful to all kinds of people. When I read the story about him I began to
admire him and how he helped people.
Reading the story gave me inspiration to help others like Martin Luther
King helped people.
BENCHMARK #3 WRITING
SAMPLE
We go to a sand bar a couple of houses down where we collect sea shells
and sand dollars. We fly over the bar, our
feet touching every grain of sand, leaving a sign that we were there. Gathering
shells and dollars in our pockets, we head back to the place we love with all
our hearts.
BENCHMARK #4 WRITING
SAMPLE
My school is my home so getting ready for school is easier for me than
for someone who goes to traditional school.
First, I get up and get dressed. Then I go into the kitchen. When I am in the kitchen I eat my breakfast
and visit with my mom.
Next, my mom tells me to get my books from my room and bring them into
the kitchen. I go to my room and get my books.
Last, my mom sits down with me and gives me my daily lessons.
FIFTH GRADE
WRITING
Page 1 Standard
Summary
Page 2 Writing
Prompts
Page 3 Writing
Samples
Note:
Students will read writing prompts by
themselves.
Writing samples are only a piece of the
writing. The authentic writing of the
student will be multiple paragraphs.
Benchmark Assessment Standards
Benchmark Assessment #1 September
CONVENTIONS:
0.3 I can use a colon to
separate hours and minutes and to start a lot, use quotation marks around what someone is saying, titles of poems,
songs, and the title of short
stories.
TRAITS:
1.1
Write a
story with more than one paragraph and that has a plot that is well developed,
a setting and an ending.
Benchmark Assessment #2 November
CONVENTIONS:
None assessed on Benchmark #2
TRAITS:
2.1
I can write
stories and description that have a plot, point of view, and place where it
occurs and where or what the problem is.
Benchmark Assessment #3 January
CONVENTIONS:
1.1
I can point
out and correctly use prepositional phrases appositives, dependent and
independent clauses, and conjunction to correct ideas.
TRAITS:
1.2
I can write
response to literature.
Benchmark Assessment #4 February
CONVENTIONS:
None assessed on Benchmark #4
TRAITS:
2.1 I can write a research
report about important issues.
2.1 I can write a letter or essay
to convince someone about my idea.
GRADE 5 – WRITING PROMPTS
BENCHMARK #1
NARRATIVE
PURPOSE:
You are thinking about a short adventure story.
AUDIENCE: Your friend
WRITING
DIRECTIONS: Write a short adventure
story about a character that has landed on a deserted island. Include setting,
characters, and conflict/problem. Use a
graphic organizer to plan your story.
BENCHMARK #2
NARRATIVE
PURPOSE:
You are thinking about a time when you had to deal with disappointment.
AUDIENCE: Your friends
WRITING
DIRECTIONS: Think about a time when
things didn’t turn out the way you wanted.
Write a personal narrative about how you felt and how you overcame your
disappointment. Use a sequence of events chart to plan your narrative.
BENCHMARK #3
RESPONSE TO LITERATURE
PURPOSE:
Read a short story
AUDIENCE: Your family
WRITING
DIRECTINS: After reading the short story
write a response to the story and describe how the story made you feel.
BENCHMARK #4
PERSUASIVE
PURPOSE:
Your parents have decided to extend your school day by one hour. You are taking a position on this.
AUDIENCE: Your parents
WRITING DIRECTIONS: Think of the advantages and disadvantages of
being in school for an extra hour. Write
a persuasive essay either supporting or opposing the decision. Give support.
FIFTH GRADE WRITING SAMPLES
THE FOLLOWING EXAMPLES ARE SAMPLES OF WHAT A FIFTH GRADE WRITING SHOULD
LOOK LIKE.
EACH SAMPLE IS MATCHED TO THE BENCHMARK STANDARDS. THEMES MAY BE DIFFERENT BUT STANDARDS ARE THE
SAME.
BENCHMARK #1 WRITING
SAMPLE
It all started on a hot sunny day.
I didn’t think anything was going to happen, but boy was I wrong!
“Want to go for a bike ride?” my friend Lisa asked me.
We had just gotten to a really cool camp ground. It had a swimming
pool, but the part that I liked the most was the cabins. They were surrounded by tall trees. There was a little trail that I thought would
be a perfect place to run away to and have a great time. I asked Lisa if she wanted to go on the
trail.
“Sure!”
BENCHMARK #2 WRITING
SAMPLE
“What?”! What?! I can’t hear you.”
My music was blaring too loudly.
“Let me turn it down!” “Joe, this
the second time I’ve told you to turn your music down!”
That’s my mom. She is ALWAYS
telling me to turn my music down. I
somehow have to convince her that I should be able to play my music as loud as
I want in my room.
BENCHMARK #3 WRITING
SAMPLE
I enjoyed reading about Duke Ellington.
Duke Ellington was a Jazz singer.
He sang songs that he wrote. He
had a difficult life. As I was reading about him I felt that I knew how he felt
growing up. My life growing up hasn’t
been very easy either.
BENCHMARK #4 WRITING
SAMPLE
What! Go to school and extra
hour. I am not for this decision. There are several reasons why I do not want
to go to school an extra hour.
First, I would never have time to do my extra activities if I have to
go to school an extra hour. I feel that
my extra activities are enriching my life.
I enjoy paper and pencil learning but I much more enjoy first had
experience. That is what I get with my extra activities.
Sixth Grade
Writing
Page 1 Standards
Summary
Page 2 Writing
Prompts
Page 3 Writing
Samples
Note:
Students will read writing prompts by
themselves.
Writing samples are only a piece of the
writing. The authentic writing of the
student will be multiple paragraphs.
Benchmark Assessment Standards
Benchmark Assessment #1 September
CONVENTIONS:
None assessed on Benchmark #1
TRAITS:
1.6 I can us the revision
process to improve the ideas and paragraphs in a
composition.
Benchmark Assessment #2 November
CONVENTIONS:
0.0 I can write simple,
compound and compound complex sentences.
I can use words correctly to
express my idea.
0.0 I can use indefinite
pronouns and present, past, and future perfect verb tenses in a sentence.
TRAITS:
1.0 I can write a narrative.
Benchmark Assessment #3 January
CONVENTIONS:
None assessed on Benchmark #2
TRAITS:
1.0 I can write a
composition
1.0 I can respond to
Literature
1.0 I can write a persuasive
essay
Benchmark Assessment #4 February
CONVENTIONS:
None are assessed on Benchmark #4
TRAITS:
1.2 I can write an
expository composition with more than one paragraph.
2.3 I can write a research
report
GRADE 6 – WRITING PROMPTS
BENCHMARK #1
NARRATIVE
PURPOSE:
You are remembering a time in your life when you had to overcome an
obstacle to achieve a goal.
AUDIENCE: Your friend
WRITING
DIRECTIONS: Write a personal narrative
that tells about a goal you reached.
Include the challenges and obstacles you faced. Use a graphic organizer to plan your
narrative. Go back and reread to show
editing process.
BENCHMARK #2
NARRATIVE
PURPOSE: You have discovered a time
machine in your backyard. The machine can travel forward or backward in time.
AUDIENCE: Publisher of Adventure Magazine.
WRITING
DIRECTIONS: Write a short adventure
story around a character traveling in time.
Describe the setting and develop a plot with a problem/conflict. Use a story events sequence chart to plan
your story.
BENCHMARK #3
PERSUASIVE
PURPOSE:
Your parents have just told you that you will not be able to do any
extra activities such as sports, gymnastics, piano, etc.
AUDIENCE: Your family
WRITING
DIRECTIONS: Write a persuasive essay
either supporting the importance of the extra activities or supporting the
decision to cancel them. Use logical reasons and specific examples to support
your opinion. Use a graphic organizer to plan your essay.
BENCHMARK #4
EXPOSITORY
PURPOSE:
You are thinking about what makes a person a good friend.
WRITING
DIRECTIONS: Consider the special and
unique qualities of a person you consider to be a good friend. Write a personal essay that explains what you
admire most about your friend. Use a graphic organizer to plan your essay.
SIXTH GRADE WRITING PROMPTS
THE FOLLOWING EXAMPLES ARE SAMPLES OF
WHAT A SIXTH GRADE WRITING SHOULD LOOK LIKE.
Writing samples are only a piece of the
writing. The authentic writing of the
student will be multiple paragraphs.
EACH SAMPLE IS MATCHED TO THE BENCHMARK
STANDARDS. THEMES MAY BE DIFFERENT BUT
STANDARDS ARE THE SAME.
BENCHMARK #1 WRITING SAMPLE
Our relationship was much like a
tranquil volcano. Everything was fine on the outside, but there was always an
underlying current of the disaster that was waiting to happen. To the outsider, we were inseparable. What they didn’t know was that in three years
of friendship, she hadn’t invited me over once.
I was always the one doing the inviting.
BENCHMARK #2 WRITING SAMPLE
One thing that changed my life forever
would have to be the day I found the Time Machine. I went inside the machine and turned it
on. It was summer, and like most summers
it was starting out to be pretty uneventful.
It all started about
That’s when and where the adventure
began.
BENCHMARK #3 WRITING SAMPLE
Right now I want you to pretend you are
in a store. As you walk around, you see
that some products are very expensive.
Some of these products we need to survive a daily life. We spend valuable money on these necessities.
There are other necessities of life that
are even more life sustaining. I am talking about soccer. My parent just told me that I am not going to
be able to play soccer this year because we didn’t have money for extra
curricular activities.
BENCHMARK #4 WRITING SAMPLE
It was a gorgeous morning that first day
of sixth grade. With the sun happily
peeking over the slight wind, my new dress shone with radiance. My heart was pounding deep inside my check as
I walked into class. I poked my head nervously through the door and surveyed
the chaotic scene that lay before me.
Kids were rushing about, kids I’d never seen before.
Then I saw my best friend Anna, with her
long blonde hair set back in a headband, her tall athletic frame standing at
attention. I could tell right away that
she was a true friend and had all the qualities of a best friend.
SEVENTH/EIGHTH GRADE
WRITING
Page 1 Standards
Summary
Page 2 Writing
Prompts
Page 3 Writing
Samples
Note:
Students will read writing prompts by
themselves.
Writing samples are only a piece of the
writing. The authentic writing of the
student will be multiple paragraphs.
Benchmark Assessment Standards
Benchmark Assessment #1 September
CONVENTIONS:
1.2 I
can reproduce sentences that apply the same rules of grammar.
TRAITS:
2.5 I
can write a summary of something I have read.
1.0 I
am able to write biographies, short stories or narratives.
Benchmark Assessment #2 November
CONVENTIONS:
1.2 I
can correctly use; quotation marks commas at the end of a dependent clause and
all the rules of English in
writing.
1.4 I
am able to edit written work.
TRAITS:
1.0 I
can write made up stories or true stories about my own life.
1.0 I
am able to respond well to something read.
0.0 I
am able to create well organized bodies of writing that include a clear
introduction, body, and
conclusion.
Benchmark Assessment #3 January
CONVENTIONS:
0.0 I
can write an organized essay using the 6 traits components.
TRAITS:
2.2 I
can write a response to literature.
2.4 I
can write a clear opinion on a given topic and persuade others through writing.
Benchmark Assessment #4 February
CONVENTIONS:
None assessed on Benchmark #4
TRAITS:
1.0 I
am able to write research reports.
GRADE 7/8 – WRITING PROMPTS
BENCHMARK #1
NARRATIVE
PURPOSE:
You have just been hired for a summer job.
AUDIENCE: Your friend
WRITING
DIRECTIONS: Write a fictional narrative
about a job you were just hired for.
Include the challenges and obstacles you faced getting the job. Use a graphic organizer to plan your
narrative.
BENCHMARK #2
PERSUASIVE
PURPOSE:
Think about who you admire and who you would like to see on a postage
stamp.
AUDIENCE: US Postal Service
WRITING
DIRECTIONS: The U.S. Postal Service has
honored many individuals from presidents, to singers, to characters, by placing
their portraits on a stamp. Write a
persuasive essay about whom you would nominate to honor with a stamp. Persuade the reader to your side. Use a graphic organizer plan your essay.
BENCHMARK #3
RESPONSE TO LITERATURE
PURPOSE:
Read the story _______________.
AUDIENCE: Your friends
WRITING
DIRECTIONS: After reading the story
consider the similarities and differences between the characters in the
story. Write an essay that compares and
contrasts the two characters. Use a Venn
diagram to organize your essay.
BENCHMARK #4
EXPOSITORY
PURPOSE:
You are thinking about what makes a person a good friend.
AUDIENCE: Judges in an essay contest.
WRITING
DIRECTIONS: Consider the special and
unique qualities of a person who you consider to be a good friend. Write a personal essay that explains what you
admire most about your friend. Use a
graphic organizer to plan your essay.
SEVENTH/EIGHTH GRADE WRITING SAMPLES
THE FOLLOWING EXAMPLES ARE SAMPLES OF
WHAT A SEVENTH/EIGHTH GRADE WRITING SHOULD LOOK LIKE.
Writing samples are only a piece of the
writing. The authentic writing of the
student will be multiple paragraphs.
EACH SAMPLE IS MATCHED TO THE BENCHMARK
STANDARDS. THEMES MAY BE DIFFERENT BUT
STANDARDS ARE THE SAME.
BENCHMARK #1 WRITING SAMPLE
I can’t remember the first time I
climbed that tree, or even any time that I wasn’t able to. It was a mulberry tree, growing between my
house and the Smith’s house. Actually,
it was a little closer to theirs.
Climbing that tree was just as exciting
as my first summer job. I was working as
a stock boy at a local supermarket.
BENCHMARK #2 WRITING SAMPLE
You all know Bill Gates. When you hear
that name you think “Billionaire” or “Lucky,” but you haven’t really looked
deep enough. Bill is more than a rich, lucky businessman. He has worked very hard to get where he is
today. When he was in college, he thought long and hard about a problem. And then he thought of how to fix it.
That is why I admire Bill Gates.
BENCHMARK #3 WRITING SAMPLE
Simon Wilken was snacking down on a plum
with great gusto. He kept a heavy supply
of them in his room. Some of the plums
he ate weren’t finished; they littered the carpet under his king size bed.
Simon’s favorite fruit and vegetable were part of his everyday like. His parents thought good nutrition was
important so they owned a fruit and vegetable store and literally stuffed their
son until he burst.
After reading the story about Simon
Wilken I began to analyze my own eating habits.
Was I on the same road as Simon or did I catch myself in time to stop
the destruction.
BENCHMARK #4 WRITING SAMPLE
Our relationship was much like a
tranquil volcano. Everything was fine on
the outside, but there was always an underlying current of the disaster waiting
to happen.
Even though our relationship was
troubled at times I knew that Pam was my very best friend. She understood me even before I understood
myself at times.
NINTH/TENTH
GRADE
Page 1 Standards
Summary
Page 2 Writing
Prompts
Page 3 Writing
Samples
Note:
Students will read writing prompts by
themselves.
Writing samples are only a piece of the
writing. The authentic writing of the
student will be multiple paragraphs.
Benchmark Assessment Standards
Benchmark Assessment #1 September
CONVENTIONS:
0.0 I will identify and correctly
apply rules of grammar.
0.0 I will write sentences
correctly.
0.0 I can demonstrate
understanding correct writing rules.
TRAITS:
0.0 I can make my writing
clear and descriptive.
2.1
I can write
about another person, yourself or a short story.
Benchmark Assessment #2 November
CONVENTIONS:
None assessed on Benchmark #2
TRAITS:
2.1 After reading a piece of
literature, I can write my feelings about he piece of literature.
Benchmark Assessment #3 January
CONVENTIONS:
None assessed on Benchmark #3
TRAITS:
2.1 I can write a
composition that will explain a topic in detail.
Benchmark Assessment #4 February
CONVENTIONS:
None assessed on Benchmark #4
TRAITS:
2.1 I can write a
composition that will persuade or convince someone of something.
GRADE 9/10 – WRITING PROMPTS
BENCHMARK #1
NARRATIVE
PURPOSE:
To write a short story.
AUDIENCE: Your friend
WRITING
DIRECTIONS: Pretend that you woke up one
morning and you were a tiny rain drop in a storm. For that one day you get to go where a raindrop
goes. Think about what you would do
during your day as a raindrop. Use a graphic organizer to plan your story.
BENCHMARK #2
PERSUASIVE
PURPOSE:
Your parents are thinking about keeping you in school all year.
AUDIENCE: Your parents
WRITING DIRECTIONS: Your parents are thinking of keeping you in
school 12 months a year without breaks except weekends. Think about the effects
of 12 months of school. Do you agree or
disagree. Write an essay in which you
persuade the reader why this is or is not a good idea. Defend your position
with specific reasons supported by several examples. Use a graphic organizer to plan your essay.
BENCHMARK #3
RESPONSE TO LITERATURE
PURPOSE:
Read the story _____________________.
AUDIENCE: Your friends
WRITING DIRECTIONS: After reading the story consider the
similarities and differences between the characters in the story. Write an essay that compares and contrasts
the characters. Use a Venn diagram to
organize your essay.
BENCHMARK #4
EXPOSITORY
PURPOSE: You are thinking about what makes you a happy
person.
AUDIENCE: Judges in an essay contest.
WRITING
DIRECTIONS: Consider the special and
unique qualities you have. Write a personal essay that explains what you admire
most about you. Use a graphic organizer
to plan you essay.
NINTH AND TENTH WRITING SAMPLES
THE FOLLOWING EXAMPLES ARE SAMPLES OF WHAT
A NINTH/TENTH GRADE WRITING SHOULD LOOK LIKE.
Writing samples are only a piece of the writing. The authentic writing of the student will be
multiple paragraphs.
EACH SAMPLE IS MATCHED TO THE BENCHMARK
STANDARDS. THEMES MAY BE DIFFERENT BUT
STANDARDS ARE THE SAME.
BENCHMARK #1 WRITING SAMPLE
I remember walking through shopping centers
while my mom looked for shoes. I always
wished I would grow another inch or two so my feet could fit into the wonderful
“big person’s shoes.” My mother would
look over several kinds, then, after choosing her favorite, ask the clerk for
the left shoe. I longed for the day when I could try them on, just like she did.
BENCHMARK #2 WRITING SAMPLE
Education is a key element in developing
the skill necessary for a successful like. Too often student are more involved
earning a paycheck than spending time on their academic studies. Students need to realize that their highschool
classes will prepare them for a brighter future.
BENCHMARK #3 WRITING SAMPLE
After reading one of my father’s favorite
books the memory of my father was ever so present. The smell of old, dusty books reminds me of
my father. An avid collector, he had
many books, most of which went unread.
He owned books on everything from medicine
to
BENCHMARK #4 WRITING SAMPLE
I am a dynamic figure, often seen scaling
walls and crushing ice. I have been known to remodel trains stations on my
lunch breaks, making them more efficient in the area of heat retention. I translate ethnic slurs for Cuban refugees. I write award winning papers. I manage time
efficiently. Occasionally, I tread water for three days in a row. I believe these qualities make me a good
person.
ELEVENTH/TWELFTH
GRADES
WRITING
Page 1 Standards
Summary
Page 2 Writing Prompts
Page 3 Writing Samples
Note:
Students
will read writing prompts by themselves.
Writing samples are only a piece of the
writing. The authentic writing of the
student will be multiple paragraphs.
Benchmark Assessment Standards
Benchmark Assessment #1 September
CONVENTIONS:
1.1
Demonstrate
control of grammar, diction, and paragraph and sentence structure and an
understanding of English usage.
1.1
Produce legible work that shows accurate spelling and correct
punctuation
and capitalization.
TRAITS:
1.0
Write response to literature
Benchmark Assessment #2 November
CONVENTIONS:
None assessed on Benchmark #2
TRAITS:
1.0
Write fictional, autobiographical, or biographical narratives.
Benchmark Assessment #3 January
CONVENTIONS:
None assessed on Benchmark #3
TRAITS:
1.0
Write historical investigation reports.
Benchmark Assessment #4 February
CONVENTIONS:
None assessed on Benchmark #4
TRAITS:
1.0
Write reflective compositions.
GRADE 11/12
– WRITING PROMPTS
BENCHMARK #1
NARRATIVE
PURPOSE: To write a short story
AUDIENCE: Your friend
WRITING DIRECTIONS:
Write a fictional story about you being the first person in outer
space. Add specific scenes, incidents
and places. Describe with concrete details using sight, sounds, and smells.
BENCHMARK #2
NARRATIVE
PURPOSE:
You are thinking about a time when you had to deal with disappointment.
AUDIENCE: Your parents
WRITING
DIRECTIONS: Think about a time when
things didn’t turn out the way you wanted.
Write a personal narrative about how you felt and how you overcame your
disappointment. Use a sequence of events
chart to plan your narrative.
BENCHMARK #3
RESPONSE TO LITERATURE
PURPOSE:
Read a selection of American Literature
AUDIENCE: Your friends
WRITING
DIRECTIONS: After reading the selection consider
the similarities and difference between the characters in the selection. Write
an essay that compares and contrasts the two characters. Use a Venn diagram to
organize your essay.
BENCHMARK #4
EXPOSITORY
PURPOSE: Think about what qualities the
President of the
AUDIENCE: Your friends
WRITING
DIRECTIONS: Consider the special and
unique qualities a person needs in order to be the President of the
ELEVENTH/TWELFTH WRITING PROMPTS
THE FOLLOWING
EXAMPLES ARE SAMPLES OF WHAT AN ELEVENTH/TWELFTH GRADE WRITING SAMPLE SHOULD
LOOK LIKE.
EACH SAMPLE IS
MATCHED TO THE BENCHMARK STANDARD.
THEMES MAY BE DIFFERENT BUT STANDARDS ARE THE SAME.
BENCHMARK #1 WRITING SAMPLE
Having already stretched
and run a fourth of my distance, I arrived at my favorite spot and halted. It
was the beginning of fall, the leaves of maple tress swirled down around me,
crunching under my weight as I strode toward a gigantic tree trunk. Sitting,
just taking in my surroundings, I notice dusk turning to dark and decided to
start home.
BENCHMARK #2 WRITING SAMPLE
Strolling past rows
and rows of books, I remember how, after the cancer struck, my dad came less
and less to the library and read fewer and fewer books. They became just part of the scenery,
collecting only dust and memories.
Near the end, perhaps
knowing he would never get to read them all, he gave almost all of the books
away, keeping only a few and treating them with an almost holy reverence, as if
any crease or mar would destroy them totally. Gone was the man who would brush
aside a huge coffee stain replaced by one who would fly into terrible rages at
a bent corner or creased spine.
BENCHMARK #3 WRITING SAMPLE
For conservative
Shakespeare lovers the sound of Romero and Juliet undated for the 1990’s is
enough to evoke cries of blasphemy. Admittedly, the thought of the Bard’s
timeless story of two young friends being updated for an age group that doesn’t
have the attention span to read a Dr. Pepper label, much less deal with iambic
pentameter, is frightening. However,
director Baz Luhrmann manages to pull off an adaptation of the classic that
neither waters down the brilliance of Shakespeare nor bores the average modern
day audience.
BENCHMARK #4 WRITING SAMPLE
I’ve never understood
why so many of my friends were in such a hurry to grow up. When I look around at the adults I know,
growing up doesn’t seem like much fun.
But, when I do grow up I plan on making it fun and become the President
of the
To become President
of the
RUBRICS
CONVENTIONS, TRAITS, and
RUBRIC SCORING GUIDE FOR PARAGRAPH,
REPORT AND ESSAY WRITING
DIRECTIONS FOR USING
WRITING RUBRICS
PURPOSE: To provide a visual assessment/chart to guide
writing instruction and to show growth over time.
0. You will need one Rubric for
each student.
0. You will use the same rubric
throughout the entire year. Each Benchmark/Writing
Prompt Assessment will be assigned a color for coding.
0. After each Benchmark
Assessment/Writing prompt analyze the student’s paper.
0. Record on Rubric using the
number scale.
You will use the
Rubric information in two ways:
The idea is to see a
progression on the rubric for left to right.
Below is a reminder
of Benchmark Assessment Dates and Color Code to be used with each assessment.
Benchmark #1 September Green
Benchmark #2 November Blue
Benchmark #3 January Red
Benchmark #4 February Black
16 Point Grading Scale
Students can earn a maximum
of 16 points – four points Organization, four points Content, four points for
Style, and four points for Grammar / Mechanics. Each trait is scored
separately.
Look at the descriptors
across the skill levels and place a checkmark on the line in front of the
descriptor in the appropriate column.
The level (Advanced,
Proficient, Basic, Below Basic) that contains the most checkmarks determines
the number of points the writer receives for that trait. For example, the
Organization trait consists of five areas to be judged (excluding the plan). If
a piece of writing earns four checkmarks in the Proficient column and one check
mark in the Basic column, the score for the Organization trait would be three
points.
Students do not receive on
point for each checkmark; they receive the score for the column where they
earned the most checkmarks. For example, a writer who received five checkmarks
in the Advanced column for the Organization trait would receive four points for
that trait.
Student Information Page
Space on the Student
information Page is provided to list the scores again. The continuum (the line
with arrows) should be marked with an X. Use the comments space to identify
strengths in the student’s writing. Make specific suggestions for the next
teaching steps or instructional focus in the Plan for improvement.
Rubric
Scoring Guide for Paragraph, Report and Essay Writing
|
|
Advanced (4 points) |
Proficient (3 points) |
Basic (2 points) |
Below Basic (1 point) |
Score |
|
Organization |
___
In-depth organization of information ___ Strong topic
sentences ___
Reasons, details, facts that support topic ___ Transitions
sound natural so the writing flows ___
Effective or elaborate examples ___ Strong
conclusion (if appropriate) |
___
Well organized ___
Topic sentence is
obvious
___ Reasons, details, facts
included
___ Transitions fits the
purpose ___ Good examples ___ Solid conclusion (if
appropriate)
|
___
Not well organized ___ Topic
sentence is attempted ___
Reasons, details, facts are confusing ___
Transitions are ordinary ___ Few examples ___
Weak conclusion (if appropriate) |
___
Not organized ___
Topic sentence is missing ___ Reasons,
details, facts are unclear or not related ___
No transitions ___ No
examples ___ No
conclusion (when necessary) |
|
|
Content |
___
Quality and quantity of information educates or entertains the reader ___
Highly interesting examples bring the writing to life ___
Fully developed writing |
___
All information relates to the topic ___
Examples help the reader understand the topic ___
Clearly addresses the topic |
___
Information wanders from the topic ___
Few Examples ___ Accurate, but
the topic is not developed |
___
Not enough information
___ Examples are inaccurate, confusing or left out ___
The topic is not developed |
|
|
Style |
___
A variety of sentence types ___ Rich vocabulary or figurative language ___ Writing style reflects purpose |
___ At least two sentence types ___ Accurate vocabulary ___ Writing style fits purpose |
___
Simple sentences ___ Basic
vocabulary ___ Writing style
fits purpose but needs improvement |
___
Many fragment or run- on sentences ___ Repeated
vocabulary ___ No clear writing
style |
|
|
Grammar / Mechanics |
___
Very few errors in CUPS* |
___
Some errors in CUPS, but they do not interfere with reading or understanding the writing |
___
Several errors in CUPS that slows down the reader |
___
Filled with errors in CUPS and interferes with the reading |
|
*CUPS = CAPITALIZAION – USAGE –
PUNCTUATION – SPELLING Total Score
(16 possible)
Organizing Information
and Ideas When
♦ Listening
♦ Speaking
♦ Writing
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