Grade 6 First Prompt
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1 Grade 6 First Prompt Narrative Writing an Autobiographical Incident English/Language Arts Content Standards: 1.0 Writing Strategies 2.0 Writing Applications (Genres and Their Characteristics) 2.1 Write narratives: a. Establish and develop a plot and setting and present a point of view that is appropriate to the stories. b. Include sensory details and concrete language to develop plot and character. c. Use a range of narrative devices (e.g., dialogue; suspense, naming of specific narrative action, including movement, gestures, and expressions). Writing Situation Learning a new skill is sometimes proof that we are growing up. When we learn how to do something new, we feel proud of our accomplishment. (Allow an opportunity for discussion.) Directions for Writing Choose one skill that you ve learned or mastered. Write about what the skill was and what steps you needed to take in order to learn this skill. Be sure to tell your readers where you were, who helped you, and how you felt while you were working on acquiring this new skill. Also, tell how you felt after you accomplished this. Now that you look back on that time, how was that learning important in your life? Writing and Convention Standards For this task, students will write a personal narrative that will: a. relate ideas, observations and recollections of learning a new skill. b. be clearly and logically organized. c. have a strong lead and conclusion. d. have a consistent first-person point of view. e. include sensory details and concrete language to develop the narrative line and show the narrator s feelings. f. have effective transitions to unify and connect important ideas. g. demonstrate grade-level appropriate sentence structure, grammar, punctuation, capitalization, and spelling. Resources: Reading/Language Arts Framework for California Public Schools, p. 148 Write Source 2000: Lesson Plans and Assessments, pp. 2-5 Program Guide, pp Write Source 2000, pp
2 Grade 6 First Prompt Rubric Narrative Writing an Autobiographical Incident 4 Fully addresses the prompt. Is clearly organized in a logical sequence that establishes and develops a plot and setting and is written from a 1 st person point of view. Is a multi-paragraph composition with an introduction that recalls an incident of learning a new skill, supporting details that explain the necessary steps involved, and a concluding paragraph that summarizes important ideas and details and links to the purpose of the composition. Contains effective transitions and conjunctions to connect and unify the important ideas. Has complete, coherent sentences that use a variety of patterns that include compound and complex sentences, using the active voice. Has effectiveness and variety of word choice. Contains well-chosen sensory details and concrete language to describe the setting, persons involved, and events. Has grade-level appropriate spelling, capitalization, and punctuation; contains few, if any, errors that do not interfere with understanding the writing. Has fluid legible handwriting. 3 Responds to the prompt. Is organized in a logical sequence, is written from a 1 st person point of view, and may develop a plot and setting. Is a multi-paragraph composition with an introduction that recalls an incident of learning a new skill, some details that explain the steps involved, and a conclusion. Contains transitions and conjunctions to connect ideas. Has mainly complete sentences that use more than one pattern that include compound and complex sentences and may use the active voice. Has some variety in word choice. Has some expressive language with sensory details that describe the setting, characters, and events. Has mainly grade-level appropriate spelling, grammar, capitalization, and punctuation; contains some errors that do not interfere with understanding the writing. Has legible handwriting.
3 2 Attempts to respond to the prompt. May lack organization and may be written from 1 st and/or 3 rd person point of view. May lack proper paragraphing and/or details. May contain few transitions and conjunctions to connect ideas. May have incomplete or incoherent sentences that may use only one pattern; the active voice is not present. May have little or no variety in word choice. May contain little descriptive language or few details to describe the setting, characters, and/or elements. May contain many errors in spelling, grammar, capitalization, and/or punctuation that may interfere with understanding the writing. Has handwriting that is difficult to read. 1 May not respond to the prompt. (May be off topic.) Lacks organization. Lacks paragraphs and/or does not include details. Contains no transitions and/or conjunctions to connect ideas. Has mainly incomplete or incoherent sentences. Contains mainly basic sight words with no descriptive language. May contain frequent and numerous errors in spelling, grammar, capitalization, and punctuation that interfere with the understanding of the writing. Handwriting may be mostly illegible. BP Blank Paper
4 Grade 6 First Prompt Student Page Narrative Writing an Autobiographical Incident Writing Situation Learning a new skill is sometimes proof that we are growing up. When we learn how to do something new, we feel proud of our accomplishment. Directions for Writing Choose one skill that you ve learned or mastered. Write about what the skill was and what steps you needed to take in order to learn this skill. Be sure to tell your readers where you were, who helped you, and how you felt while you were working on acquiring this new skill. Also, tell how you felt after you accomplished this. Now that you look back on that time, how was that learning important in your life? Writing and Convention Standards For this task, you will write a personal narrative that will: a. relate ideas, observations and recollections of learning a new skill. b. be clearly and logically organized. c. have a strong lead and conclusion. d. have a consistent first-person point of view. e. include sensory details and concrete language to develop the narrative line and show the narrator s feelings. f. have effective transitions to unify and connect important ideas. g. demonstrate grade-level appropriate sentence structure, grammar, punctuation, capitalization, and spelling.
5 District Writing Sample Scoring Rationale First Prompt, Grade 6 Narrative Writing an Autobiographical Incident Rubric Score Point: 4 anchor Characteristics that make the paper an anchor 4: a. Fully addresses the prompt. b. Has appropriate grammar, spelling, capitalization, and punctuation. c. Strong lead. d. Contains well-chosen sensory details. e. Needs more sentence variety. Additional instructional steps for the writer s growth would include: a. Instructing the student on using semicolons. b. Showing the student how to write compound sentences. Teacher Notes:
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9 District Writing Sample Scoring Rationale First Prompt, Grade 6 Narrative Writing an Autobiographical Incident Rubric Score Point: 4 low Characteristics that make the paper a low 4: a. Fully addresses prompt and steps involved. b. Contains a variety of sentence patterns using the active voice. c. Well-organized in a logical sequence with a strong lead and conclusion. d. Has grade-level appropriate grammar, spelling, capitalization, and punctuation. e. Contains effective transitions. f. Good variety of sentence patterns/good sentence structure. g. Lacks well-chosen sensory details. Additional instructional steps for the writer s growth would include: a. Modeling how to improve word choice variety. b. Instructing the student on how to add sensory details to his/her writing. Teacher Notes:
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12 District Writing Sample Scoring Rationale First Prompt, Grade 6 Narrative Writing an Autobiographical Incident Rubric Score Point: 3 high Characteristics that make the paper a high 3: a. Strong on expressive language and describing setting and events. b. Uses a variety of sentence patterns including complex sentences. c. Connects ideas well using transitions and conjunctions. d. Has mainly grade appropriate grammar, spelling, capitalization, and punctuation. e. Contains expressive language and variety of word choice. f. Lacks variety in sentence structure. g. Has some incomplete and run on sentences. Additional instructional steps for the writer s growth would include: a. Modeling how to avoid run-on and/or incomplete sentences. b. Conferencing with the student on increasing the variety of sentence structure while in first person point of view (i.e., beginning many sentences with I.) Teacher Notes:
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15 District Writing Sample Scoring Rationale First Prompt, Grade 6 Narrative Writing an Autobiographical Incident Rubric Score Point: 3 anchor Characteristics that make the paper an anchor 3: a. Responds to prompt in 1 st person point of view thoroughly explaining steps involved. Has a detailed explanation. b. Has clear organization using appropriate transitions. c. Has grade level appropriate grammar, punctuation, capitalization and spelling. d. Has complete sentences developing a plot and setting. e. Has clear, concise organization making it easy to follow. f. Uses complete sentences without a variety of sentence structure or patterns. g. Lacks descriptive language and sensory details. Additional instructional steps for the writer s growth would include: a. Demonstrating how to use descriptive language /word choice to improve writing. b. Conferencing with the student on increasing the variety of sentence structure and patterns. Teacher Notes:
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17 District Writing Sample Scoring Rationale First Prompt, Grade 6 Narrative Writing an Autobiographical Incident Rubric Score Point: 3 low Characteristics that make the paper a low 3: a. Contains a functional lead and conclusion. b. Has complete sentences that develop the plot and setting. c. Responds to the prompt in the 1 st person point of view. d. Consists of mainly appropriate grade-level grammar, punctuation, capitalization, and spelling. e. Requires more variety in sentence structure and patterns. f. Lacks effective use of transitions and conjunctions. g. Lacks the use of sensory details. Has little description. Additional instructional steps for the writer s growth would include: a. Coaching the student on how to write complex sentences to increase sentence variety. b. Modeling how to include transitions and conjunctions to connect ideas. c. Showing how to improve the variety in word choice. Teacher Notes:
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19 District Writing Sample Scoring Rationale First Prompt, Grade 6 Narrative Writing an Autobiographical Incident Rubric Score Point: 2 high Characteristics that make the paper a high 2: a. Addresses the prompt fully. b. Includes more than one sentence pattern. c. Contains little descriptive language. d. Errors in grammar, capitalization, and punctuation. e. Moves beyond the simple sentence. f. Consists of just one paragraph. g. Attempts to use dialogue. Additional instructional steps for the writer s growth would include: a. Demonstrating for the student how to begin a sentence with a dependent clause. b. Instructing the student on the rules for paragraphing. c. Teaching how to use dialogue to develop plot. Teacher Notes:
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22 District Writing Sample Scoring Rationale First Prompt, Grade 6 Narrative Writing an Autobiographical Incident Rubric Score Point: 2 anchor Characteristics that make the paper an anchor 2: a. Strays from the prompt. b. Lacks organization. c. Attempts to use transitions. d. Has little or no variety in word choice. e. Uses simple sentences correctly. f. Uses grade-level appropriate sight words. g. Contains no conclusion. Additional instructional steps for the writer s growth would include: a. Modeling for the student how to use transitions and conjunctions to create variety of sentence structure. b. Instructing the student on the rules for paragraphing. c. Teaching the student basic spelling rules and patterns to increase his/her personal dictionary. d. Demonstrating how to develop a conclusion. Teacher Notes:
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24 District Writing Sample Scoring Rationale First Prompt, Grade 6 Narrative Writing an Autobiographical Incident Rubric Score Point: 2 low Characteristics that make the paper a low 2: a. Attempts to respond to prompt. b. Consists of a beginning, middle, and end. c. Uses an active voice. d. Lacks descriptive language and detail. e. Contains weak sentence structure. f. Has little or no variety in word choice. g. Includes many run-on sentences. Additional instructional steps for the writer s growth would include: a. Modeling correcting and editing of run on sentences. b. Demonstrating how to add descriptive details to his/her writing to add interest. c. Teaching the student how to write compound sentences. Teacher Notes:
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26 District Writing Sample Scoring Rationale First Prompt, Grade 6 Narrative Writing an Autobiographical Incident Rubric Score Point: 1 high Characteristics that make the paper a high 1: a. Responds to prompt. b. Is organized in a logical sequence. c. Contains basically sight words. d. Includes many errors in the sentence structure. e. Has numerous spelling errors that interfere with the understanding of the writing. f. Does not contain multiple paragraphs. Additional instructional steps for the writer s growth would include: a. Instructing the student on how to use proper paragraphing and demonstrating a multiple paragraph essay. b. Modeling how to create simple compound sentences. c. Conferencing with the student to discover more details about the incident and then showing the student how to add those details to his/her writing. Teacher Notes:
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28 District Writing Sample Scoring Rationale First Prompt, Grade 6 Narrative Writing an Autobiographical Incident Rubric Score Point: 1 anchor Characteristics that make the paper an anchor 1: a. Responds to prompt. b. Has a beginning, middle, and end. c. Creates a definite setting. d. Includes no punctuation which leads to one long run-on sentence. e. Contains mainly basic sight words. f. Contains frequent and numerous errors in spelling, grammar, capitalization, and punctuation. Additional instructional steps for the writer s growth would include: a. Teaching the student the elements and structure of a sentence. b. Instructing the student on the rules for using a period and capitalizing the beginning of the next sentence, and then modeling how to apply those rules when writing. c. Practicing the spelling of basic sight words. Teacher Notes:
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30 District Writing Sample Scoring Rationale First Prompt, Grade 6 Narrative Writing an Autobiographical Incident Rubric Score Point: 1 low Characteristics that make the paper a low 1: a. Stays on topic. b. Has a beginning, middle, end attempts to tell a story but all in one sentence. c. Handwriting is mostly illegible, it interferes with comprehension. d. Contains no transitions and/or conjunctions to connect ideas. e. Frequent and numerous misspelled words that interfere with meaning. f. Numerous errors in grammar, capitalization, and punctuation. Additional instructional steps for the writer s growth would include: a. Practicing correct handwriting. b. Teaching the student the elements and structure of a sentence. Teacher Notes:
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