ERIC ED377521: 4th Grade Writing Benchmark Pieces.

43 Pages·1994·1.1 MB·English

by  ERIC

DOCUMENT RESUME
CS 214 699
ED 377 521
4th Grade Writing Benchmark Pieces.
TITLE
INSTITUTION
Vermont State Dept. of Education, Montpelier.
PUB DATE
94
45p.; For related documents, see CS 214 698-700.
NOTE
Guides
PUB TYPE
Non-Classroom Use (055)
MF01/PCO2 Plus Postage.
EDRS PRICE
*Evaluation Methods; *Grade 4; Intermediate Grades;
DESCRIPTORS
Portfolio Assessment; Student Evaluation; *Student
Writing Models; *Writing (Composition); *Writing
Evaluation
*Vermont
IDENTIFIERS
ABSTRACT
The writing samples presented in this paper were
selected from the portfolios of fourth-grade Vermont students as
examples of the various points in Vermont's newly revised analytic
writing assessment guide. The benchmark writing pieces in the paper,
when used with the analytic assessment guide that begins the paper,
are guideposts for assessing student work. The paper presents four
benchmark pieces for each of the five "dimensions" of writing:
purpose, organization, details, voice or tone, and
grammar/usage/mechanics. Each benchmark piece is accompanied by a
chart indicating whether the piece extensively, frequently,
sometimes, or rarely incorporates the five dimensions of writing. A
student writing sample forms the cover pages for the paper.
(RS)
************************************************************.e.::*%:.:...
Reproductions supplied by EDRS are the best that can be made
from the original document.
********************************************************************
I
4th Grade
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I
4th Grade Writing Benchmark Pieces
Introduction
T
he writing samples that follow were selected from the portfolios
of fourth grade Vermont students as examples of the various
points on Vermont's newly-revised analytic writing assessment
guide. These benchmark writing pieces, when used with the
analytic assessment guide, are guideposts for assessing student work.
The Vermont Department of Education expresses its deep gratitude to the
anonymous student authors of the following pieces, and to their teachers
and parents for granting us permission to publish these works.
The Department also wishes to recognize the considerable efforts of its
writing network leaders and especially to thank those network leaders
who served on the 1994 benchmarking committees:
Eighth Grade
Fourth Grade
Andrew Green
Betty Boudreau
Hasse Halley
Susan Collins
Nioka Houston
Gordon Korstange
Irina Markova
Jeanne Korstange
Joyce Roof
Shayne Trubisz
Joan Simmons
Ann Rex
Mimi Brailsford
Susan Biggam
Geof Hewitt
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4th Grade Writing Benchmark Pieces
Table of Contents
4th Grade Writing Benchmark Pieces
Benchmarks for "Purpose"
Fuzzy Shadow
5
Printers
7
The Seaturtle King
9
Christmas in Italy
10
Benchmarks for "Organization"
Grandfather's Boat
13
Sugar
15
The Most Money I've Ever Found
16
18 Elf
Benchmarks for "Details"
Reading
22
We Became Friends
23
The Wilderness
24
Macaroni and Cheese
26
Benchmarks for "Voice or Tone"
28 Riboflavin
Rhythum and Shoes
29
The Great Closet Discovery
30
The Box
32
Benchmarks for
"Grammar/Usage/Mechanics"
Oldest Brother
35
37
Mr. Botts
Rhythem and Shoes
38
The Rage of Clue
39
8
3
4th Grade Writing Benchmark Pieces
0
Purpose
In assessing,
...how adequately intent and
consider...
focus arc established and
maintained (success in this
criterion should not depend on
the reader's knowledge of the
writing assignment: the
writing should stand on its
own)
Ask how consistently,
intent is established and
to length and
relative
maintained within a given
piece of writing
complexity...
Extensively
Establishes and maintains a
clear purpose and focus.
Frequently
Establishes a purpose and
focus.
Yes
Is author's focus clear
within the writing?
No
1
Sometimes
Attempts to establish a
purpose; focus of writing is
not fully clear.
Rarely
Purpose and focus not
apparent.
4
4th Grade Writing Benchmark Pieces
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Fuzzy shadow
P- It's possible to figure out that this is about a horse, but it is very confusing. Not an
apparent focus to the piece.
0- Not easily followed. Sentences and images are not clearly related to each other. Use of
"Hey" seems to signal a jump, but it doesn't help the reader.
G/U/M Some errors, but they do not distract the reader.
Fuzzy Shadow
Voice or Tone
Details
G/U/M
Organization
Purpose
Extensively
V
Frequently
V
V
Sometimes
Purpose and
Rarely
focus not
apparent
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4th Grade Writing Benchmark Pieces
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