Elementary Education: Content Area Exercises (0012)

Sample Response That Received a Score of 5:

1. It seems to me that the student who wrote these stories has an understanding of sequencing events. In each of these paragraphs, he/she has put all of the events in chronological order, using good transition words. Secondly, this student has control over the concept of presenting the main idea of the story in the first few sentences. In each of these stories, it is clear to the reader what the topic is going to be. The student also understands the concept of creating a new paragraph to start a new idea or thought. For example, in his/her "Bank Robbing" story, a new paragraph was started for the events of the new day. This student also understands the concept of supporting the main idea throughout the story. In each of his/her stories, the main topic is stated and most of the sentences afterwards pertain to that main topic. Finally, this student matches these events that he/she is writing about with his feelings. For example, when the room was dark, he/she was "scared". When the robber stole money, it was a terrible night.
2. One suggestion I would make to the teacher to develop this student's writing would be to encourage the increase of his vocabulary. This could be done by way of a brainstorming activity with the entire class. As a class, you could come up with many words that are "describing" words that will eventually be used to create an exciting story. Secondly, I think the teacher should encourage the identification of characters. For instance, in the Bank Robbing story, "they" was used but "they" is not identified. We do not know who saw the license plate. Finally, I think the teacher should encourage this student to clarify his thoughts. In the story about his Bad day he mentions that his "sister comes some times" — we do not know if that is bad or not, or when he is referring to. This could be done by talking about his story out loud before it is written.

Sample Response That Received a Score of 2:

The students are capable of writing complete sentences, use of punctuation marks, sequence, recall, and cause and effect. The teacher could assist these students by teaching subject-verb agreement or writing complete sentences. There should also be instruction on spelling of words, and paragraph structure. During daily writing practice, the teacher should assist students in the formation of letters. As this task has been achieved, he/she should then move on to one syllable words and use pictures to incorporate with learning. Following the identification and comprehension of one syllable words, the teacher should then create sentences. The Rebus Story is a creative way of teaching sentence structure and story writing.

In expression of thoughts or feelings, the teacher should read stories or show pictures which express emotions. For example, stories that relate happiness, sadness, fear, or anger would help children to improve expression.