Grade 1 Revised Developmental Writing Scale (DWS) CCSS Aligned Name:__________________________ Grade:__________ Teacher:________________
Narrative Informative/ Explanatory
Opinion
Choose the section for the text type being scored.
Benchmark
Handwriting Spacing
Spelling
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End Kindergarten/Begin 1
Middle of 1 Grade
Date 2: _________ E M C N
Date 3: _________ E M C N
Date 4: _________ E M C N
Date 5: _________ E M C N
Date 6: _________ E M C N
nd
st
End 1 /Begin 2 Grade
With support, write, tell, and draw about a single event or several loosely linked events in order.(W.K.3)
Recount a single event; include two or more details although may not seem related to specific topic.
Recount two or more appropriately sequenced events including some details regarding what happened. (W.1.3)
Attempt to use temporal words.
Write, tell and draw a reaction to what happened. (W.K.3) Name the topic. (W.K.2) With support, write, tell and draw some information about the topic based on experiences or shared research. (W.K.2, W.K.8)
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Middle of 2 Grade
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End of 2 /Begin 3 Grade Recount a well-‐elaborated event or short sequence of events. (W.2.3)
Attempt some sense of closure.
Use temporal words to signal event order. (W.1.3) Provide a sense of closure. (W.1.3)
Recount two or more appropriately sequenced events including details regarding what happened. Begin to Include some details to describe actions, thoughts, feelings. Use temporal words to signal event order. Provide a sense of closure.
Write the topic. Write some information about the topic based on experiences or shared research.
Write the topic. (W.1.2) Write some facts about the topic based on experiences or shared research. (W.1.2, W.1.8)
Write the topic. Use some facts and definitions based on experiences or shared research to develop points.
Introduce the topic. (W.2.2) Use facts and definitions based on experiences or shared research to develop points. (W.2.2, W.2.8)
Attempt some sense of closure.
Provide some sense of closure. (W.1.2)
Provide some sense of closure.
Write the topic. (W.K.1)
Write the topic.
With support, write, tell and draw the opinion or preference about the topic based on experiences or shared research. (W.K.1, W.K.8)
Write the opinion or preference about the topic based on experiences or shared research.
Introduce the topic and state an opinion. (W.1.1) Supply a reason for the opinion based on experiences or shared research. (W.1.1, W.1.8)
Introduce the topic and state an opinion. Supply reasons for the opinion based on experiences or shared research.
Provide concluding statement/section. (W.2.2) Introduce the topic and state an opinion. (W.2.1) Provide reasons that support the opinion based on experiences or shared research. (W.2.1)
Attempt to use linking words (e.g., because, and, also).
Attempt to use linking words (e.g., because, and, also).
Attempt some sense of closure.
Provide some sense of closure. (W.1.1)
Form letters legibly (may reverse some). Use space between letters/words although it may be inconsistent.
Print legibly.
Print legibly.
Provide concluding statement or section. Print legibly.
Use linking words (e.g., because, and, also) to connect opinion and reasons. (W.2.1) Provide concluding statement/section. (W.2.1) Print legibly.
Use appropriate, consistent Use appropriate, consistent spacing spacing between letters & words. between letters, words, and sentences.
Use appropriate, consistent spacing between letters, words, sentences.
Use appropriate, consistent spacing between letters, words, and sentences.
Spell simple words phonetically, drawing on knowledge of sound-‐ letter relationships (e.g., cat for cat) or osum for awesome). (L.K.2.d) Use conventional spelling for some frequently occurring irregular words (e.g., of, was).
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Most taught sounds represented. (e.g., rit for write/right) Use conventional spelling for some words with common spelling patterns and for frequently occurring irregular words. Capitalize the first word of some sentences, most names of people, and pronoun “I” consis-‐ tently. Use lowercase letters appropriately most of the time. Use end punctuation most of the time.
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. All sounds are represented. (e.g., rite for write/right) (L.1.2.e) Use conventional spelling for words with common spelling patterns (e.g., a_e -‐> bake) and for frequently occurring irregular words. (e.g., because, are, they) (L.1.2.d) Capitalize the first word of sentences, the pronoun “I”, dates and names of people. (L.1.2.a) Use upper-‐ and lowercase letters appropriately. (L.1.1.a)
Use conventional spelling for words with common spelling patterns and begin to generalize learned spelling patterns; (e.g. her → fer (fur))
Generalize learned spelling patterns when writing words; (e.g., seed → neet (neat); boy → boyl (boil)). (L.2.2.d)
Use conventional spelling for frequently occurring irregular words; may consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Capitalize the first word of sentences, the pronoun I, dates, names of people, holidays. Use all upper-‐ and lowercase letters appropriately.
Use conventional spelling for fre-‐ quently occurring irregular words; may consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (L.2.2.e) Capitalize the first word of sentences, the pronoun I, dates, names of people, holidays, product names, and geographic names. (L.2.2.a)
Use end punctuation for sentences. Use commas in dates and to separate single words in a series. (L.1.2.b, L.1.2.c)
Use end punctuation for sentences. Use commas in dates and to separate single words in a series. Use apostrophes to form contractions.
Use end punctuation for sentences. Use commas in dates, to separate single words in a series, in greetings and closings of letters. Use apostrophe to form contractions and frequently occurring possessives. (L.2.2.b & c) Use grade-‐level grammar. (L.2.1.a-‐f)
Capitalize the first word in a sentence, the pronoun “I,” and Capitalization the first letter of own name. Use many lowercase letters. (L.K.2.a) Use some end punctuation correctly. (L.K.2.b) Punctuation
Grammar
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Date 1: _________ E M C N
Use grade-‐level grammar. (K.L.1.b.e) Use grade-‐level grammar. (L.1.1.b-‐j) Use grade-‐level grammar. (L.1.1.b-‐j)
PORTLAND PUBLIC SCHOOLS 2014 (file: DWS 1 letter-‐size.docx)
Use grade-‐level grammar. (L.2.1.a-‐f)
Include details to describe actions, thoughts and feelings. (W.2.3) Use temporal words to signal event order. (W.2.3) Provide a sense of closure. (W.2.3)
The expectation is that not all Conventions of Standard English standards will be represented in student writing at one time. Circle each grammar standard on the chart as student demonstrates evidence of mastery. Language Standards: Language Standards: Conventions of Standard English Conventions of Standard English Kindergarten First Grade K.L.1 Demonstrate command of the 1.L.1 Demonstrate command of the conventions of standard conventions of standard English English grammar and usage grammar and usage when writing or when writing or speaking. speaking. a. Print many upper-‐ and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). f. Produce and expand complete sentences in shared language activities.
a. Print many upper-‐ and lowercase letters. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward). j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
PORTLAND PUBLIC SCHOOLS 2014 (file: DWS 1 letter-‐size.docx)
Language Standards: Conventions of Standard English SCORING Second Grade 2.L.1 Demonstrate command of the Exceed: All of the items in the conventions of standard English appropriate grade level grammar and usage when writing column and all text type or speaking. items and at least half of the other items from the a. Use collective nouns (e.g., end of next grade level group). column b. Form and use frequently Meet: All text type items in occurring irregular plural nouns the appropriate grade (e.g., feet, children, teeth, mice, level column and missing fish). 0 or 1 from other a. Use reflexive pronouns (e.g., categories in that column myself, ourselves). Close to Meeting: Missing 0 or 1 b. Form and use the past tense of from text type items in frequently occurring irregular the appropriate grade verbs (e.g., sat, hid, told). level column and 0 or 1 c. Use adjectives and adverbs, and from the other categories choose between them in that column depending on what is to be Not Y et Meeting: Missing 3 or modified. more in the appropriate d. Produce, expand, and rearrange grade level column complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).