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  

st

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)      

nd

Middle  of  2  Grade  

nd

rd

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    

st

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).    

DWS 1 letter-size

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.

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