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NAU ESE 625 - Scoring guides

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80Several scoring guides for six trait writing are on-line. This one comes from the Virtual Charter School.http://vcs.usd458.k12.ks.us/parents/6-trait/scoringguideNorthwest Regional Laboratories provides materials and training for 6+1 trait writing.http://www.nwrel.org/assessment/department.asp?d=16-Trait Scoring GuideIdeas and ContentOrganization Voice Word Choice SentenceFluencyConventions5Focused, Clear, and SpecificMy writing is full of details that keep the reader'sattention and show what is really important about my topic.Clear and CompellingDirectionI've chosen an order that works well and makes the reader want to find out what's coming next.ReallyIndividual andPowerfulMy paper has lots of personality. It soundsdifferent from the way anyone else writes.ExtremelyClear,Visual and AccurateI picked just the right words.Varied and NaturalMy sentences are clear and delightful to read aloud.Mostly CorrectThere are a few errors in my paper. It wouldn't take long to get this ready to publish.3Some Really Good Parts, Some Not There YetThe reader usually knows what I mean. I need to tell just a little more about what is important.Some Really Smooth Parts, Others Need WorkThe order of ideas or events makes sense most of the time.IndividualityFades In and OutWhat I truly think and feel shows up sometimes.Correct But Not StrikingThe words in my paper get the message across, but they don't captureanyone'simaginationor attention.Routine and FunctionalSomesentence are choppy or awkward, but most are clear.About Halfway HomeA number of mistakes in my paper need to be cleaned up before I am ready to publish.1Just Beginning to Figure Out What I Want to SayWhen someone else reads my paper, it will be hard for them to understandwhat I mean.Not Shaped YetThe order in my paper is jumbled and confused. I'm feeling dizzy!Not Yet MeI'm not comfortablesharing what I truly think and feel yet.Confusing,MisusedWords, and PhrasesMy reader often asks, "What did you mean by this?"Needs WorkThere isn't enough"sentencesense" yet. This paper is difficult to read aloud, even with practice.Editing Not Under ControlIt would take a first reading to decode, and then a second reading to get the meaning of my paper.More lesson plans than you can imagine - http://www.kent.k12.wa.us/staff/ljancola/6Trait/lessons.htmSome simple ones to start - http://www.olympus.net/personal/skoehler/6trait/The Virtual Charter School program also provides a scoring rubric for students that is excellent.81Student Rubric and guide to revisingDirections: For each comment you agree with, put an X in the blank. Use this list as a guide to revise your paper on the six traits on which it will be scored.IDEAS AND CONTENT( ) My paper has a clear purpose or makes a point.( ) I use clear, relevant details and examples.( ) I stick to the main idea (or ideas and leave out details that do not matter.( ) I have thought about my topic carefully and feel as if I know what I'm talking about.ORGANIZATION( ) The way I've started my paper is effective; it would make the reader want to keep reading.( ) I've told things in an order that makes sense and makes it easy to follow what I'm saying.( ) The details in my paper go together or lead up to some bigger idea, main point, or conclusion.( ) My paper ends well; it doesn't just stop suddenly, but it doesn't drag on too long either.VOICE( ) I've written in a way that shows how I really think and feel about this topic.( ) I like what I've written; it's fun to read.( ) I've put something of myself into this paper and it sounds like me - not someone else.( ) I've given some thought to what the reader will think and feel when reading this.WORD CHOICE( ) It's easy to picture what I'm talking about; the words paint a picture in the reader's mind.( ) I wasn't satisfied with words / phrases I've heard many times before; I tried to find my own way to say things.( ) My writing sounds natural; it sounds like me.( ) Sometimes I've tried saying something in a new or different way; I've had fun with the language.SENTENCES( ) My sentences make sense; the meaning of each one is clear, and there are no words left out.( ) My sentences have variety; some are longer than others and they do not all begin the same way.( ) I've read my paper over and like the way it sounds; it's smooth and easy to read.CONVENTIONS( ) I've proofread my paper and corrected any errors in spelling, punctuation, or grammar.( ) My paragraphs begin in the right spots.( ) I've used capital letters to begin sentences and on all proper nouns (names of persons, places or things).( ) Correct spelling, grammar, capitalization, punctuation and paragraphing make my paper EASY to read.Enriching and supporting improvement:• Provide guidance on topic selection• Remember that students often have too many ideas and then not any. Help them learn to jot ideas down as they come and to "tee" off others' ideas to regain fluency• Use post-it notes to jot down ideas and to organize them.... and colors can distinguish steps in the writing process• Help the student organize ideas - and ask for input to increase the repertoire. Here are two ideas82+ Use the senses - colors, food, games + Use movement to describe steps - like Twister Focus issues ADD is estimated to affect 17 million Americans, including an estimated 4 to 12 percent of the school-age population. Statistics suggest that only one out of every three people who have an attention disorder get help. Have difficulty paying attention to details. Easily dis tracted by all events that are occurring at the same time.Difficult and unpleasant to stay on task long enough to finish their schoolwork and takes high energy to force self to comply.Put off things that require a sustained mental effort.Prone to make careless mistakes.Disorganized, losing track of books and assignments Appears not to listen when spoken to.Often fails to follow through on tasks.Definition: Students who have executive function issues can fade in and out of attention, and have difficulty deciding what is important when many things occur at once. For most, everything has equal call on their attention and each gets only momentary perusal with little information stored for recall.Attention Deficit Disorder is about focus.Attention Deficit is real, and all of us have times when this occurs.The ADD student feels this way all the time.What is it like to have ADD - by Edward M. Hallowell, M.D. Copyright (C) 1992


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