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Student writing sample:
the fish is swimming slowly in his clear fish bowl. He’s a pretty fish with long fins. There was also a sine that says “no fishing”. The fish really liked that sine!
one day a cat crawled into the house because he saw the bowl in the window. He lived down the street. When the mom left the house, he sneeked in. He creeped up to the bowl. The cat outside the fish bowl wants to take the fish out so he can eat it. Cats love fish!
Now the fish from the fish bowl is gone because the cat has goten it and ate it. After, the cat crawled back out of the house. His tummy was fat with the fish in it!
Uses a range of words including synonyms (crawled/creeped) and words with multiple meanings (clear, sine [sign], down, bowl) related to curricular concepts.
Writes a range of grammatical structures demonstrating some control of word order (The cat outside the fish bowl wants to take the fish out so he can eat it.), plurals (cats), tense (is swimming, saw, is gone, ate, was) and subject–verb agreement (the cat has).
Writes complex sentences (When the mom left the house, he sneeked in.) and simple paragraphs.
Spells words according to pronunciation (sine [sign], goten [gotten]) and knowledge of common spelling patterns (really, tummy, crawled).
Creates texts on specific topics using templates as a guide. (Writes narrative story in response to prompt.)
Uses conjunctions (because, and, with), time markers (one day) and sequence markers (now, after).
Edits for common punctuation (’), (“ ”), (!), (.), simple tenses and regular spelling (slowly, because, window).
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