Examples of The Standards For Students' Writing: Grade 3

Examples of the Standards
for Students Writing 2008
Narrative Writing
English Language
Arts Grade 3
Contacts
Learner Assessment Achievement Testing Unit
Phone
OR toll-free
FAX
780-427-0010
780-310-0000, then dial or ask for 780-427-0010
780-422-4474
E-mail Addresses
Director
Exam Manager
Examiner
Jo-Anne Hug
Deanna Wiens
Mark Klaassen
Jo-Anne.Hug@gov.ab.ca
Deanna.Wiens@gov.ab.ca
Mark.Klaassen@gov.ab.ca
Other Information
Do you need information on the Achievement Testing Program?
Follow these steps for easy access to our website:
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Type www.education.alberta.ca
Click on the tab labelled Teachers
Scroll down to Additional Programs and Services
Click on Provincial Testing
Scroll down to Achievement Tests and click on it
On the Achievement Tests web page, there is a specific link to Subject Bulletins that provide
students and teachers with information about the achievement tests scheduled for the current
school year. Please share the contents of the Grade 3 English Language Arts Subject Bulletin
particularly the sample questions, writing assignments, and scoring criteriawith your students.
There is a specific link on this web page to Examples of the Standards for Students Writing.
These documents contain examples of student writing that meets or exceeds the acceptable
standard for student achievement on Part A: Writing of the 2007 and 2008 Grade 3 English
Language Arts achievement tests. The Writing Samples link also provides you with stories that
are designed to be used by teachers and students. These samples are intended to be used to
enhance students writing and to assist teachers in assessing student writing relative to the
standards embedded in the scoring criteria in the scoring guides.
Copyright 2008, the Crown in Right of Alberta, as represented by the Minister of Education, Alberta Education,
Learner Assessment, 44 Capital Boulevard, 10044 108 Street NW, Edmonton, Alberta T5J 5E6, and its licensors.
All rights reserved.
Duplication of this document in any manner or its use for purposes other than those authorized and scheduled by
Alberta Education is strictly prohibited.
Table of Contents
Introduction................................................................................................................................... 1
Maintaining Consistent Standards ................................................................................................ 2
Local Marking............................................................................................................................... 3
Scoring Guides.............................................................................................................................. 4
Part A: WritingDescription and Instructions ........................................................................... 9
Narrative Writing Assignment ...................................................................................................... 10
Student Exemplar 3A.................................................................................................................... 11
Rationale for Student Exemplar 3A.............................................................................................. 15
Student Exemplar 3B .................................................................................................................... 16
Rationale for Student Exemplar 3B .............................................................................................. 19
Student Exemplar 3C .................................................................................................................... 20
Rationale for Student Exemplar 3C .............................................................................................. 25
Credit ............................................................................................................................................ 52
Introduction
To provide each paper with the most accurate and impartial judgment possible, use only the
scoring criteria and the standards set by the Exemplars and Rationales. Each student is a person
trying to do his or her very best. All students are completely reliant on your careful, professional
consideration of their work.
Markers are responsible for
reviewing and internalizing the scoring criteria and applying them to student writing
applying the scoring criteria impartially, independently, and consistently to all papers
refraining from marking a response if personal biasessuch as the students handwriting,
development of topic, idiosyncrasies of voice, and/or political or religious preference
interfere with an impartial judgment of the response
ensuring that every paper is scored
fairly
according to the scoring criteria
in accordance with the standards reflected in the Exemplars and Rationales
The scores awarded to student papers must be based solely on the scoring criteria and
reference to the Exemplars and Rationales. Fairness to all students is the most important
requirement of the marking process.
Please feel free to contact one of the Learner Assessment staff members to discuss any questions
or concerns.
Maintaining Consistent Standards

For all achievement test scoring sessions, teacher committees for Exemplar Selection, Exemplar
Validation, and Standards Confirmation are used to establish expectations for student work in
relation to the scoring criteria and to ensure that scoring is consistent within and between
marking sessions. These committees ensure that marks are valid, reliable, and fair measures of
student achievement.
Exemplar Selection Committee
Exemplars are selections of student work, taken from field tests, that best illustrate the scoring
criteria. The Exemplar Selection Committee is composed of experienced teachers from various
regions of the province. Committee members read a large sample of students written responses
to the Achievement Test and select responses that best match the standards established in the
Exemplars and Rationales from the previous marking session. The committee then writes
rationales that explain the relationship between each Exemplar and the scoring criteria in each
scoring category.
Exemplar Validation Committee
The Exemplar Validation Committee is composed of experienced teachers from various
provincial regions, and it reviews and approves the Exemplars and Rationales that have been
prepared for markers. The committee ensures that the Rationales accurately reflect the
descriptors in the Scoring Guide and verifies that appropriate and accurate references have been
made to student work. Committee members also strive to ensure that there is clarity within the
Rationales.
Standards Confirmation Committee
Teachers from throughout the province who serve on the Standards Confirmation Committee
read a large sample of students written responses to confirm the appropriateness of the standards
set by the test when compared with actual student work on the Achievement Test. The
committee ensures that the Exemplars and Rationales are appropriate for central marking, and
committee members also select student responses that are to be used for daily Reliability
Reviews. Once a day, all markers score a copy of the same paper so that inter-rater reliability is
maintained. Reliability Reviews confirm that all markers are consistently awarding scores that
accurately reflect the standards embedded in the scoring criteria.
Committees for Exemplar Selection, Exemplar Validation, and Standards Confirmation
are part of a complex set of processes that have evolved over the years of achievement test
administration. They are crucial to ensuring that standards are consistently and fairly
applied to student work.
Local Marking
Classroom teachers can mark students writing using the scoring guides in this document before
returning the tests to Alberta Education. All papers are marked centrally in Edmonton in July.
To support local marking, Exemplars of students writing and the corresponding Rationales in
this document exemplify the scoring criteria. These exemplars are not to be shared with
students and must be returned to Alberta Education with the tests.
Scores awarded locally can be submitted to Alberta Education and will be used as the first
reading of a students response. Local markers are to use the For Teacher Use Only section on
the back of the Part A: Writing test booklet to record their scores by filling in the appropriate
circles. The School Code and Accommodations Used sections should also be completed. If a
teacher wants to know how locally awarded scores compare with the scores the tests receive
when marked centrally, he or she must also fill in the ID Number. No two teachers from the
same school should use the same ID number. No other marks are to be made on the test booklet
by the teacher.
Tests are to be returned to Alberta Education according to the scheduling information in the
online General Information Bulletin. The tests will then be marked centrally by Alberta
Education as the second reading. Both sets of scores are used when calculating each students
final mark. In the case of a discrepancy between these two sets of scores, papers will be
adjudicated by a third reading, which will determine the final scores that a paper is awarded.
In this way, valid and reliable individual and group results can be reported. Papers that are not
marked locally by teachers will be marked centrally only once.
After central marking has been completed and school reports have been sent to the schools,
teachers who submitted their scores with an ID number will receive a confidential report on their
marking. This report is called the Local Marker Report and includes the locally awarded
scores, third-read scores if applicable, and the final scores assigned.
Teachers may make photocopies of students writing from only the English Language Arts
Part A: Writing tests for inclusion in portfolios of the years work. Copies can be made for
parents who request them.
A total score for a students writing may be calculated by a teacher using the following procedure.
For the Narrative Writing Assignment, assign a score of 1 to 5 for each of content,
organization, sentence structure, vocabulary, and conventions. Then, multiply the scores for
content and organization by two as these categories are worth twice as much as the other
categories. The maximum score possible for Narrative / Essay Writing is 35. The mark for
Part A: Writing is worth 50% of the total mark for the Grade 3 English Language Arts
Achievement Test.
Scoring Guides
Content
Focus
When marking Content appropriate for Grade 3 writing, the marker should
consider how effectively the writer
establishes the relationship between events, actions, and the context (situation)
uses specific details
demonstrates the reader/writer relationship (voice)
Meets the
Standard of Excellence
5
Approaches the
4
Clearly Meets the
Acceptable Standard
3
Does Not Clearly Meet the
Acceptable Standard
2
Clearly Below the
Acceptable Standard
1
Insufficient
INS
Events, actions, and/or ideas are creative and are consistent with the
context established by the writer.
Details are precise and consistently effective.
The writing is confident, holds the readers interest and presents a
well-supported main idea.
Events, actions, and/or ideas are intentionally chosen and are
appropriate for the context established by the writer.
Details are specific and generally effective.
The writing is purposeful, draws the readers interest and presents a
supported main idea.
Events, actions, and/or ideas are generally appropriate for the context
established by the writer.
Details are general and may be predictable, but are appropriate.
The writing is straightforward and generally holds the readers
interest and provides some support for a main idea.
Events, actions, and/or ideas are vague and may not be appropriate for
the context established by the writer.
Details are few and/or may be repetitive.
The writing is ambiguous, it does not hold the readers interest, and
the main idea is superficial.
Events, actions, and/or ideas are undeveloped and/or inappropriate.
Details are scant.
The writing is confusing and/or frustrating for the reader, and a main
idea is lacking.
The marker can discern no evidence of an attempt to fulfill the
assignment, or the writing is so deficient in length that it is not
possible to assess content.
Note: Content and Organization are weighted to be worth twice as much as each of the
other categories.
4
Organization
Focus
When marking Organization appropriate for Grade 3 writing, the marker should
consider how effectively the writer
introduces the response
establishes the connections and/or relationships between events, actions, details,
and/or characters
brings closure to the writing
Meets the
5
Approaches the
4
Clearly Meets the
Acceptable Standard
3
Acceptable Standard
2
Clearly Below the
Acceptable Standard
1
Insufficient
The beginning is purposeful and effectively establishes events,

characters, and/or setting, and provides direction for the writing.
Connections and/or relationships between events, actions, details,
and/or characters are developed and consistently maintained.
The ending ties events and/or actions together.
The beginning clearly establishes events, characters, and/or setting,
and provides direction for the writing.
and/or characters are maintained.
The ending provides an appropriate finish for events and/or actions.
The beginning directly presents information about events, characters,
and/or setting.
and/or characters are generally maintained.
The ending is predictable and/or may be contrived but is connected to
events and/or actions.
The beginning presents information about events, characters, and/or
setting but lacks direction.
and/or characters are unclear or inconsistent.
The ending is predictable and/or contrived.
The beginning provides little information and/or is ineffective.
and/or characters are missing.
The ending, if present, is unconnected to the events and/or actions.
The writing has been awarded an INS for Content.
INS
Note: Content and Organization are weighted to be worth twice as much as each of the
other categories.
5
Sentence Structure
Focus
When marking Sentence Structure appropriate for Grade 3 writing, the marker
should consider how effectively the writer
controls sentence structure
uses different sentence patterns and length
uses a variety of sentence beginnings
Length and complexity of response must be considered.
Meets the
5
Approaches the
4
Clearly Meets the
Acceptable Standard
3
Acceptable Standard
2
Clearly Below the
Acceptable Standard
1
Insufficient
Sentence structure is consistently controlled.

Sentence type and length are varied and effective.
Sentence beginnings are consistently varied.
Sentence structure is controlled.
Sentence type and length are usually varied and effective.
Sentence beginnings are often varied.
Sentence structure is generally controlled but may occasionally
impede the meaning.
Sentences may vary in type and length.
Some variety of sentence beginnings is evident.
Sentence structure is sometimes lacking control, and this often
impedes meaning.
There is little variation in sentence type and/or length.
There is little variety of sentence beginnings.
Thought units are difficult to recognize, and this severely impedes the
meaning.
There is no variation in sentence type and/or length.
There is no variety of sentence beginnings.
INS
Vocabulary
Focus
When marking Vocabulary appropriate for Grade 3 writing, the marker should
consider the extent to which the writer uses
words appropriately
expressions effectively
words and expressions to enhance the writing
Length and complexity of response must be considered.
Meets the
5
Approaches the
4
Clearly Meets the
Acceptable Standard
3
Acceptable Standard
2
Clearly Below the
Acceptable Standard
1
Insufficient
Well-chosen words are used effectively.

Expressions are consistently precise and effective.
Words and expressions are used to create vivid images and enhance
the writing.
Well-chosen words are often used.
Expressions are usually specific and effective.
Words and expressions are descriptive and often enhance the writing.
Words chosen tend to be common or ordinary.
Expressions are usually more general than specific.
Words and expressions sometimes enhance the writing.
Words used indicate a lack of vocabulary.
Expressions are simple and/or ineffective.
Words and expressions are basic and may detract from the writing.
Words chosen are sometimes inappropriate or misused.
Expressions are vague.
Words and expressions are simple and/or ineffective.
INS
Conventions
Focus
When marking Conventions appropriate for Grade 3 writing, the marker should
consider the extent to which the writer has control of
end punctuation and capitalization
spelling
usage and clarity through grammar
Proportion of error to length and complexity of response must be considered.
Meets the
5
Approaches the
4
Clearly Meets the
Acceptable Standard
3
Acceptable Standard
2
Clearly Below the
Acceptable Standard
1
Insufficient
End punctuation and capitalization are correct.

Most words, familiar and unfamiliar, are spelled correctly; spelling
errors are understandable slips.
Errors that are present do not affect the clarity or effectiveness of
communication.
End punctuation and capitalization are essentially correct.
Familiar words are spelled correctly; spelling errors are slips;
unfamiliar words may be spelled phonetically.
Errors that are present rarely affect the clarity of communication.
Conventional end punctuation and capitalization are usually correct.
Many familiar words are spelled correctly; errors suggest uneven
control of spelling rules; unfamiliar words are generally spelled
phonetically.
Errors are sometimes intrusive and may affect the clarity of
communication.
End punctuation and capitalization, when present, are inconsistent.
Many familiar words are misspelled and/or spelled phonetically.
Errors interfere with the clarity of communication.
There is little, if any, evidence that the writer understands correct use
of end punctuation and capitalization.
Words may be difficult to discern and are generally spelled
phonetically.
Communication is not clear.
INS
Grade 3 Achievement Test
English Language Arts

Part A: Writing
Description
For this test, you will have 10 minutes for discussion, 10 minutes for planning, and 50
minutes to complete your writing. You may take up to 30 extra minutes to complete the
test, if you need it.
Instructions
Follow along as your teacher reads the story starter aloud.
Talk with your classmates about the picture or think about it by yourself.
Plan your writing on page 2 in whatever way you choose (web, list, pictures, etc.)
Print or write your best story as neatly as you can. Begin on page 3.
When you have finished, check your work carefully and correct any mistakes.
You may use a published dictionary and a thesaurus.
You do not have to fill all the pages with writing. If you need more pages, your
teacher can staple extra pages to the last lined page of your booklet.
Additional Instructions for Students Using Word Processors

Format your work using an easy-to-read 12-point or larger font such as Times.
Double-space your work.
Staple your printed work to the page indicated for word-processed work.
2008
Narrative Writing Assignment

Look carefully at the picture. Using the picture, write a story about what you think
happens.
When writing your story, be sure to
use the picture

consider your audience
focus on your purpose
organize your ideas
use vocabulary that is interesting and descriptive
Illustration by K. Dyble Thompson. From Because Brian Hugged His Mother. By David L. Rice.
Nevada City: Dawn Publications, 1999. Reproduced with permission from K. Dyble Thompson and
Dawn Publications.
10
Student Exemplar 3A
Do your planning on this page.
11
Student Exemplar 3A
12
Student Exemplar 3A
13
Student Exemplar 3A
14
Rationale for Student Exemplar 3A

Title of Paper: Aminls Here and Tere
Score
Reporting Category
Content
Events, actions and ideas are generally appropriate for the context established by
the writer (Kate arrives at school and finds the animals out of their cage, she puts the
animals back in the cage with the help of Zack, and the teacher thanks them).
Details are general and may be predictable but are appropriate (wering my blue
drese and red sirte, have a idea, and in 10 minits).
The writing is straightforward and generally holds the readers interest.

Organization
The beginning directly presents information about events, characters, and setting
(It was a day like any other, I was geting redee to go to school with my big broher
Zack).
Connections and relationships between events, actions, details, and characters are
unclear (At last the school bus and Lets ask Mom and Dad and in 10 minits all the
aminlse were in tere cage).
The ending is predictable but connected to the events (We told miss Anne wate had
hpind and She gave us a candy).
Sentence Structure
Sentence structure is generally controlled but may occasionally impede the meaning
(At last the school bus).
Sentences may vary in type and length (Weres Miss Anne? and We told Miss
Anne wate had hpind and she thank me an Zack).
Some variety of sentence beginnings is evident (But when we got, Zack I have a
idea, and Hawe are we).
Vocabulary
3
3
3
Words chosen are ordinary (animals, other, and gave).

Expressions are usually more general than specific (like any other and At last).
Words and expressions sometimes enhance the writing (I yelled and
whispered).
Conventions
3
3
Errors are sometimes intrusive and may affect the clarity of communication.
Many familiar words are spelled correctly; errors suggest uneven control of
spelling rules; unfamiliar words are generally spelled phonetically (aminls for
animals, minits for minutes, and hpind for happened).
15
Student Exemplar 3B
16
Student Exemplar 3B
17
Student Exemplar 3B
18
Rationale for Student Exemplar 3B

Title of Paper: the Annaversery Gift
Score
Reporting Category
3
3
3
3
3
3
3
3
3
3
3
3
Content
Events, actions, and ideas are generally appropriate for the context established by
the writer (the twins decide to buy their parents many animals for their anniversary, but
their parents just want gifts that are created by the twins, the twins remember this for
next time).
Details are general and may be predictable, but are appropriate (they were both
twins, found a baby puppy, and Their pearants were lucky).
The writing is straightforward and generally holds the readers interest and provides
some support for the main idea (finding an anniversary gift for their parents).
Organization
The beginning directly presents information about events, characters, and setting
(June 22 was Leo and Patunas Mom and Dads Annaversry).
generally maintained (got to the pet store, they buy all the animals, and they
alway rememberd what to give to their awsome pearants).
The ending is predictable but it is connected to events and actions (To make things
with love and care. Not to buy things).
Sentence Structure
Sentence structure is generally controlled but may occasionally impede the meaning.
Sentences may vary in type and length (But when the got home they rememberd
when their mom told them last year just to make them something and The were verry
dissappointed).
Some variety of sentence beginnings is evident (Leo and Patuna and That
afternoon).
Vocabulary
Words chosen tend to be common and ordinary (found, make, and something).
Expressions are usually more general than specific (remembered when and sraight
to work).
Words and expressions sometimes enhance the writing (their pearants would be
delightful).
Conventions
Many familiar words are spelled correctly; errors suggest uneven control of spelling
rules; unfamiliar words are generally spelled phonetically (Annaversry for
anniversary, yusuly for usually, and Forard for forward).
Errors are sometimes intrusive and may affect the clarity of communication
(misspelled words in some sentences).
19
Student Exemplar 3C
20
Student Exemplar 3C
21
Student Exemplar 3C
22
Student Exemplar 3C
23
Student Exemplar 3C
24
Rationale for Student Exemplar 3C

Title of Paper: Pet Day at School
Score
Reporting Category
4
3
3
4
4
4
3
3
4
4
4
Content
Events, actions, and ideas are intentionally chosen and are appropriate for the
context established by the writer (a pet day is announced, Timmy and Flora are looking
for a perfect pet in the barn and then in the pet store, they cant decide what pet to
bring, so they do not bring a pet to school).
Details are general and may be predictable, but are appropriate (looking for a
perfact pet, they couldnt decide, and the only thing they thought of was a rat and
a cat).
The writing is straightforward and generally holds the readers interest.
Organization
The beginning directly presents information about events (Wednesday it would be
pet day), characters (Timmy and Flora), and setting (school, in a barn, and pet
store).
generally maintained (the children realize there will be a problem with each kind of
pet they think of bringing, so they decide not to bring a pet and they are happy with
their decision).
The ending provides an appropriate finish for events and actions (Timmy and Flora
were glad they had no pet).
Sentence Structure
Sentence type and length are usually varied and effective (On Tuesday they woke
up and It was Wednesday and they had no pet, but when they).
Sentence beginnings are often varied (Interestingly, Seeing they couldnt, and
When school was).
Vocabulary
Words chosen tend to be common and ordinary (anounced, running, and
scipping).
Expressions are usually more general than specific (ok and surrly they would
find).
Words and expressions sometimes enhance the writing (but supriseingly they
didnt and like a wild zoo).
Conventions
Familiar words are spelled correctly; unfamiliar words are spelled phonetically
(perfact for perfect and surrly for surely).
25
Student Exemplar 4A
26
Student Exemplar 4A
27
Student Exemplar 4A
28
Student Exemplar 4A
29

Title of Paper: Animals Takeover
Score
Reporting Category
Content
Events, actions, and ideas are intentionally chosen and are appropriate for the context
established by the writer (students bring pets to the classroom, animals create havoc, the
teacher faints, animals are returned to cages, and the teacher resumes teaching).
Details are specific and generally effective (When we got to school I tied Chloe up to my
chair and When the kids came in animals were everywear!).
The writing is purposeful, draws the readers interest, and presents a supported main idea.
Organization
The beginning directly presents information about events, characters, and setting (four
students bring their pets to school and tie them to desks and chairs before going outside to
play).
maintained (bunnies are eating the lunches, so Sarah tries to stop them, and the birds are
getting attacked by lizards, so Carly tries to stop them).
The ending provides an appropriate finish for events and actions (specific treats were used
to lure each animal into its cage; the teacher resumes teaching).
Sentence Structure
Sentence type and length are usually varied and effective (After learning about the
animals all the kids went out to play and While the kids played the animals started bitting
at there leashes, tugging there leashes and picking at there locks for there cages and pens).
Sentence beginnings are often varied (When Dorian and After awhile).
Vocabulary
4
4
Well-chosen words are often used (spare desk, leashes, tugging, and water bottles).
Expressions are usually specific and effective (fell right over and In five seconds).
Words and expressions are descriptive and often enhance the writing (The bunnies were
eating the kids lunches, the cats were getting chased by the dogs, the birds were getting
attacted by the lizzards and the fish were swimming in the water bottles!).
4
4
Conventions
Familiar words are spelled correctly; spelling errors are slips (are for our, wear
for where, and smiff for sniff); unfamiliar words may be spelled phonetically
(trieng for trying).
30
Student Exemplar 4B
31
Student Exemplar 4B
32
Student Exemplar 4B
33
Student Exemplar 4B
34
Student Exemplar 4B
35
Student Exemplar 4B
36

Title of Paper: The desastor
Score
Reporting Category
Content
Events (the whole schools classroom pets are in our classroom, I let them out,
and Susan put all the animals back), actions (Susan took all the classroom pets
out of there cages and She asked all the teachers if they wanted there pets) and
ideas are intentionally chosen and are appropriate for the context established by
the writer.
Details are specific and generally effective (He couldnt yell it out because his
mouth was covered by Susans hand and In a flash, Susan was out the door).
The writing is purposeful, draws the readers interest, and presents a supported
main idea.
Organization
The beginning is purposeful and effectively establishes events (animals out of

cages), characters (Susan, Robert, and the animals), and setting (Mrs. Martins
classroom), and provides direction (the animals have escaped) for the writing.
maintained (Susan admits to releasing the pets, Robert tries to tell the teacher, Susan
recaptures the pets and sells them in a fundraising event).
The ending provides an appropriate finish for events and actions (So Susan put all
the animals back in there cages and sold them to rase money for Zanya Perou).
Sentence Structure
4
4
4

Sentence type and length are usually varied and effective (Robert looked
shocked and Wait theres more, Im going to kidnap one of the cats).
Sentence beginnings are often varied (Ha, ha, ha and In a flash).
Vocabulary
4
4
4
Well-chosen words are often used (reply, shocked, kidnap, and pleded).
Expressions are usually specific and effective (you seriose and In a flash).
Words and expressions are descriptive and often enhance the writing (Animals
hoped, jumped, crawled and flew around and Im going to set things strate).
Conventions
4
4
Familiar words are spelled correctly; spelling errors are slips (hoped for
hopped, your write for youre right, and there for their; unfamiliar words
may be spelled phonetically (strate for straight).
37
Student Exemplar 5A
38
Student Exemplar 5A
39
Student Exemplar 5A
40
Student Exemplar 5A
41
Student Exemplar 5A
42

Title: Trouble with the bunny
Score
Reporting Category
Content
Events, actions, and ideas are creative and are consistent with the context established
by the writer (Molly feeds the bunnies and leaves the cage door open, the bunny
escapes, Molly and Jack lure the bunny back, the children dont tell anyone what
happened).
Details are precise and consistently effective (whispered about what they were going
to do, started to feed the bunnys, sat down in their desks and tapped their heads,
and we will follow the footprints).
The writing is confident, holds the readers interest and presents a well-supported
main idea.
Organization
The beginning is purposeful and effectively establishes events, characters, and

setting, and provides direction for the writing (Inside one of the only cathloic schools
in the town two kids whispered about what they were going to do for recess).
Connections and relationships between events (fed the bunnies, bunny escapes, gets
the bunny back), actions (raced to the cage, well be in big trouble, and will
follow the footprints), and characters (Jack, who was a great problem solver and
Molly, who was very forgetful) are developed and consistently maintained.
The ending provides an appropriate finish for events (they never told their parents
or their teacher about that problem they had with the bunny Sam).
Sentence Structure
5
5
Sentence beginnings are consistently varied (Throughout a small town and

Wait!).
Sentence type and length are varied and effective (Oh No! Ok that works for me
Jack responed, and They walked outside and poured some paint on the ground).
Vocabulary
Well-chosen words are used effectively (very forgetful, Unforchunutly, and

responed).
Expressions are consistently precise and effective (sang like angels, wasnt quick
enough, and Pacing back and forth).
Words and expressions are used to create vivid images and enhance the writing (the
smell of flowers difted through the air and On the tops of trees).
Conventions
5
5
5

Most words, familiar and unfamiliar, are spelled correctly.
Errors that are present do not affect the clarity or effectiveness of communication.
43
Student Exemplar 5B
44
Student Exemplar 5B
45
Student Exemplar 5B
46
Student Exemplar 5B
47
Student Exemplar 5B
48
Student Exemplar 5B
49
Student Exemplar 5B
50

Title of Paper: Wolfgang, Amedause and Mozart
Reporting Category
Score
5
5
5
5
5
5
5
5
5
5
5
5
5
Content
Events, actions, and ideas are creative and are consistent with the context established
by the writer (getting ready for a pet day at school, bringing pets to school, losing the
guinea pig, and discovering the guinea pig is hiding in order to have piglets).
Details are precise and consistently effective (carrier broke the night before, overfed guina pig, and terrified at what they saw).
The writing is confident, holds the readers interest and presents a well-supported
main idea.
Organization
The beginning is purposeful and effectively establishes events, characters, and setting,
and provides direction for the writing (Lizzie jumped like a dart out of bed, before
Lizzie could remind Alex about Pet Day, and before they could enjoy pet day, they
had to have a bowl).
Connections and relationships between events (takes pets to school, guinea pig is
missing during music, and then children discover why guinea pig is missing), details
(started to shake her brother and a little 30 seat bus), and characters (down to her
brother Alexs room and Mom already got Mozarts pet carrier ready) are developed
and consistently maintained.
The ending ties events and actions together (Maybe she wasnt over fed and she
had ... and Ammy was just hidding in a spot to have piglets!).
Sentence Structure
Sentence type and length are varied and effective (Alex who was still tired, slowly
opend one eye and How were they supposed to keep track of all their pets and not go
home with somone elses pet?).
Sentence beginnings are consistently varied (But before Lizzie, They both had,
and As Alex and Lizzie).
Vocabulary
Well-chosen words are used effectively (yanked, squirmed, and over-fed).
Expressions are consistently precise and effective (slowly opend one eye, the class
scurried, and sigh of releif).
Words and expressions are used to create vivid images and enhance the writing
(squirmed into his new slacks and a little 30 seat bus would be crowded).
Conventions
Most words are spelled correctly.
Errors that are present do not affect the clarity or effectiveness of communication.
51
Credit
Illustration by K. Dyble Thompson. From Because Brian Hugged His Mother. By David L.
Rice. Nevada City: Dawn Publications, 1999. Reproduced with permission from K. Dyble
Thompson and Dawn Publications.
52

Examples of The Standards For Students' Writing: Grade 3

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Examples of The Standards For Students' Writing: Grade 3

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Examples of the Standards

for Students Writing 2008

Maintaining Consistent Standards

The beginning is purposeful and effectively establishes events,

Sentence structure is consistently controlled.

Well-chosen words are used effectively.

End punctuation and capitalization are correct.

Grade 3 Achievement Test

English Language Arts

Additional Instructions for Students Using Word Processors

Narrative Writing Assignment

When writing your story, be sure to

use the picture

Rationale for Student Exemplar 3A

The writing is straightforward and generally holds the readers interest.

Words chosen are ordinary (animals, other, and gave).

Conventional end punctuation and capitalization are usually correct.

Rationale for Student Exemplar 3B

Rationale for Student Exemplar 3C

Rationale for Student Exemplar 4A

Sentence structure is controlled.

Rationale for Student Exemplar 4B

The beginning is purposeful and effectively establishes events (animals out of

Sentence structure is controlled.

End punctuation and capitalization are essentially correct.

Errors that are present rarely affect the clarity of communication.

Rationale for Student Exemplar 5A

The beginning is purposeful and effectively establishes events, characters, and

Sentence structure is consistently controlled.

Sentence beginnings are consistently varied (Throughout a small town and

Well-chosen words are used effectively (very forgetful, Unforchunutly, and

End punctuation and capitalization are correct.

Rationale for Student Exemplar 5B

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