Marissa Grier 6-Trait Assessment The ideas of the story are a little vague. Amber read a fictional M.I.R.P.

book and was responding to the book in her journal. I give Amber a score developing (3) for ideas because she attempted to make a point and the meaning of the general idea was understandable. She wrote her own idea and did not copy it out of the book. Her whole story was about how a little boy and his friends thought that they may be fish, and Amber explains that perfectly in one sentence. I could not give Amber a higher score, however, because the writing does not have any details and the main idea is not clear from this one sentence. Organization in this piece of writing was difficult to score. I ended up giving Amber a score of developing (3) for organization because she did attempt at sequencing her sentence. It makes sense in the order that it is in. There are also limited transitions present. The use of the compound sentences in the sentence does help it transition, however. I could not give her a score below developing because there are distinct words on the page that have a definite meaning. Sequencing is also evident in her writing. I could not give Amber a higher score, however, because there was no clear beginning and ending, sequencing is not yet developed, and there are no key ideas surfacing yet. It was difficult to determine how much voice was in Ambers writing sample when she was only able to write one sentence. However, I decided to give her a score of emerging (2) on voice. The writing sample looked different than most of the other students writing in the classroom, even though they all read the same book. The audience is fuzzy, though, and could be anyone. I could not give her a score below emerging because she did have a clear response to the task that she was given. Also, she was aware that there would be an audience. Otherwise, she may not have bothered to write as nicely, capitalize the first letter of her sentence, or add punctuation at the end. She also wrote her name and the date at the top of her paper, knowing that her teacher would read it and expect to see them there. I could not give her a score above emerging because there were not moments of individual sparkle in her writing piece. Also, there are no predictable feelings that are expressed by the writer. Word choice in this writing piece was very limited since there was only one sentence. I gave Amber a score of developing (3) for word choice. The words are general or ordinary words in the sentence that she wrote, and she settled for the word that will do. I could not give her a score below developing because she was able to master a phrase, and I feel that the sentence that she wrote was more advanced that just functional language and recognizable words. Amber actually wrote a compound sentence expressing what she had read in her story. I could not give her a score above developing because she did not experiment with new and different words and used very little descriptive words to create images for the readers. For sentence fluency, I give Amber a score of capable (4) for her writing sample. Although she only wrote one sentence, it is compound. The sentence also has rhythm and flows nicely. I could not give her a score below capable because she wrote a compound sentence instead of a simple sentence. I also felt like the reader would not have to reread the sentence to follow the meaning because the sentence made sense. I could not give Amber a score above capable, though, because the sentence structure was not creative and did not have any texture to clarify the important ideas.

Lastly, I gave Amber a score of developing (3) for conventions. She uses a little bit of phonetic spelling and transitional spelling in her sentence, but the words that she spells transitionally are more frequent words. Her spelling of high frequency words is still spotty. She also uses a capital letter at the beginning of her sentence and a punctuation mark at the end of her sentence. I could not give her a score below developing because Amber does not use semi-phonetic language at all in her sentence. The punctuation is not random and the sentence only has one capitalized letter at the beginning of the sentence. All other letters are lowercase letters, which is exactly how they are supposed to be. I could not give Amber a score above developing because her spelling of high frequency words is not usually correct and no other punctuation was attempted.