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Student writing sample:
Theres a fish inside the bowl swimming. It’s orange and yellow with long fins.
The sign says no fishing. The fish really likes that sign.
Next, a big cat comes along. It is a black and white cat with a stripped tail. It wants to eat the fish because cats love eating fish. The cat looked in the bowl and then put its paw into the bowl. The fish had no place to hide so the cat took the fish!
The cat ate the fish, then left. Now the bowl is empty. I’m sad about the fish because I liked the fish.
Level 4: Uses a range of words including synonyms (big, sad, love) and words with multiple meanings (tail, place, left) related to curricular concepts.
Level 5: Uses a broad range of words including utility, descriptive, subject-specific and academic related to curricular concepts.
Demonstrates control of word order (It’s orange and yellow with long fins.), plurals (cats), tense (says, took, ate, liked) and subject–verb agreement (It is, the bowl is).
Writes a variety of sentence types and detailed paragraphs (The cat looked in the bowl and then put its paw into the bowl.).
Spells challenging words (sign, stripped, empty).
Creates appropriate texts demonstrating a sense of topic, purpose, style and register (The fish really likes that sign.).
Level 4: Connects ideas in sentences using a range of conjunctions (and, because, so), time markers (then, now) and sequence markers (next, along).
Level 5: Produces sequenced and organized texts using a variety of cohesive devices effectively.
Edits for punctuation (,), (!), (.), tense (swimming, comes, wants to eat) and regular spelling (inside, black, white, hide, about, because).
Level 5: Edits sentences for regular punctuation, a variety of tenses and common irregularly spelled words.
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