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Student writing sample:
Once upon a time there was a fish that lived in a bowl. The bowl was small and dirty. It had a signe that said “No Fishing”. The fish felt safe with that signe.
The fishes familie also had a cat. The cat was always trying to get the fish. He waited quietly to see if the familie was watching. He was a super smart cat and he watched then creept up to the bowl. Next, he slowly put his paw in and tried to catch the fish. The fish looked at the sign. The cat could not read.
Since the cat was hungry he ate the fish. The cat smiled at the familie but the familie did not smile at the cat. They were very mad. So they sent the cat out!
Uses a broad range of words, including utility words (bowl, paw, hungry), descriptive words (small, dirty,
super smart), subject-specific words (safe, sent … out) and academic words related to curricular concepts.
Writes a range of grammatical structures demonstrating more control of word order (The fishes family also had a
cat.), plurals (no evidence), tense (lived, felt, tried to catch, trying) and
subject–verb agreement (the cat was, They were).
Uses a variety of sentence types (He waited quietly to see if the family was watching.) and adds detail to paragraphs.
Level 4: Spells according to pronunciation (signe [sign], familie [family], creept [crept]).
Level 5: Spells challenging words.
Creates appropriate texts demonstrating a sense of topic, purpose, style and register (The fish looked at the sign.
The cat could not read.).
Uses a variety of cohesive devices (Once upon a time, always, next, then, since, but, so).
Level 4: Edits for common punctuation (“ ”), (!), (.), tense
(watched, put, smiled) and regular spelling (slowly, smiled).
Level 5: Edits sentences for regular punctuation, a variety of tenses and common irregularly spelled words.
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