Continuum for Information Writing – Fifth Grade S tru cture

Grade 3(1 point)1.5ptsContinuum for Information Writing – Fifth GradeUpdated 10/4/12Grade 4(2 points)2.5ptsGrade 5(3 points)3.5ptsGrade 6(4 points)ScoreStructureOverallLeadTransitionsEndingOrganizationI taught readersinformation about asubject. I explained theinformation and put inideas, observations, andquestions.I wrote a beginning. I gotreaders ready to learn a lotof information about thesubject.I used words to showsequence like before,after, then, later. I alsoused words to show whatdidn’t fit like however andbut.I wrote an ending thatdraws conclusions, asksquestions, or suggestsways readers mightrespond.I grouped my informationinto parts. Each part of ismostly about one thingthat connects to my bigtopic.My writing teaches readersdifferent things about a subject. Iput facts, details, quotes, andideas into each part.I hooked my reader byexplaining why the subjectmatters, telling a surprising fact,or giving a big picture. I letreaders know that I will teachthem different things about asubject.I used words in each section thathelp the reader understand howone piece of informationconnects with others. If thesection is written in sequence, Iused words and phrases such asbefore, later, next, then, after. Ifthe section is organized in kindsor parts then I used words suchas another, also, for example.My ending reminds readers ofmy subject and may suggest afollow-up action, or leave themwith a final insight. I added mythoughts, feelings, and questionsabout the subject at the end.I grouped information intosections and used paragraphsand sometimes chapters toseparate those sections. Eachsection has information that ismostly about the same thing. Imay have used headings and…I taught readers different aspects ofa subject. I used different kinds ofinformation to teach about thesubject. Sometimes I include littleessays, stories, or “how-to” texts insections of my writing.I wrote an introduction that helps thereader get interested in andunderstand the subject. I let thereader know the subtopics that I’llbe developing later.When I wrote about results, I usedwords and phrases likeconsequently, as a result, because ofthis. When I compared information,I used words and phrases such as incontrast, by comparison, especially.In narrative parts, I used phrases thatgo with stories such as before dawn,a little later, three hours later. In thesections that state an opinion, I usedwords such as one reason, but themost important reason, for example,consequently, specifically.In my conclusion I restated the mainpoints and may have offered a finalthought or question for readers toconsider.I organized my writing into asequence of separate sections. I mayhave used headings and subheadingsto highlight those separate sections.MidlevelMidlevelMidlevelMidlevelMidlevelMidlevelMidlevelMidlevelMidlevelMidlevelMidlevelMidlevelMidlevelMidlevelMidlevelI conveyed ideas and information abouta subject. Sometimes I incorporatedessays, explanations, stories, orprocedural passages into my writing.I wrote an introduction that interestsreaders, perhaps with a quote orsignificant fact. I may have included myown ideas about the topic. I let thereader know the subtopics that I’ll bedeveloping later and how my text willunfold.I used transition words to help myreaders understand how different bits ofinformation and different parts of mywriting fit together.I used transitions to help connectideas, information, and examples, andto compare and contrast and implyrelationships such as for instance, inaddition, therefore, such as, because of,as a result, in contrast to, unlike,despite, on the other hand.In my conclusion I restated theimportant ideas and offered a finalinsight or implication for readers toconsider.I use subheadings and/or clearintroductory transitions to separate mysections.(Elaboration and Description are double weighted categories. Whatever score a student would get in these categories is worth double the amount of points. Ex. if a student exceeds expectations in Elaboration, then thatstudent would receive 8 points instead of 4 points. If a student meets standards in Elaboration, then that student would receive 6 points instead of 3 points, and so on.)©Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8,by Lucy Calkins and Colleagues (Heinemann, 2013/2014)For distribution only in TCRWP schoolsDRAFT

Continuum for Information Writing – Fifth Gradesubheadings to tell readers whateach section is about.Updated 10/4/12I wrote each section according to anorganizational plan shaped partly bythe genre of the section.I made deliberate choices about how toorder sections and information withinsections. I chose structures and textfeatures to help me emphasize keypoints.I used transitions, introductions, andtopic sentences to pop out my mainpoints. I wrote multiple paragraphs insome sections.TotalDevelopmentElaborationGrade 3(1 point)I wrote facts, definitions,details, observations aboutmy topic and explainedthem.1.5ptsGrade 4(2 points)I taught my reader differentthings about the subject. I chosethese subtopics because theywere important and interesting. Iincluded different kinds of factsand details like numbers, names,and examples to teach my readerabout the subject.I got my information fromtalking to people, reading booksand from my own knowledgeand observations.I made choices aboutorganization. I might have usedcompare/contrast, cause/effect orpro/con. I may have useddiagrams, charts, headings, boldwords, and definition boxes tohelp me teach my readers.2.5ptsGrade 5(3 points)I explained different aspects of asubject. I included a variety ofinformation like examples, details,dates, and quotes to help me teachthe reader.I used trusted sources and gavecredit when appropriate. I made sureto research any details that seemedimportant to explain to the reader.I might have used differentorganizational structures within mypiece including stories, essays, andhow-to sections.I worked to make my informationunderstandable to readers. To dothis, I may have referred to earlierparts of my text, summarizedbackground information or raisedquestions. I let readers know when Iwas discussing facts and when I wasoffering my own thinking.3.5ptsMidlevelMidlevelMidlevelGrade 6(4 points)I chose a focused subject, included avariety of information and organized mypoints to best inform my readers.I used trusted sources and informationfrom authorities on the topic and gavethe sources credit for important excerptsin the text and in a bibliography.I might have used differentorganizational structures within mypiece including stories, essays, and howtosections.I worked to make my informationunderstandable and interesting. To dothis, I may have referred to earlier partsof my text, summarized backgroundinformation, raised questions,considered possible implications.Score(x2)(Elaboration and Description are double weighted categories. Whatever score a student would get in these categories is worth double the amount of points. Ex. if a student exceeds expectations in Elaboration, then thatstudent would receive 8 points instead of 4 points. If a student meets standards in Elaboration, then that student would receive 6 points instead of 3 points, and so on.)©Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8,by Lucy Calkins and Colleagues (Heinemann, 2013/2014)For distribution only in TCRWP schoolsDRAFT

DescriptionI chose expert words toteach readers a lot aboutthe subject. I taughtinformation in a way tointerest readers. I mayhave used drawings,captions or diagrams.Continuum for Information Writing – Fifth GradeI made deliberate word choicesto teach my reader. I may havedone this by using and repeatingkey words about my topic.When it felt right to do so, Ichose interesting comparisonsand used figurative language toclarify my points.I made choices about whichinformation was best toinclude/not include to help me toteach my reader.I used a teaching tone. To do so,I may have used phrases likethat means..., what that reallymeans is..., let me explain...Updated 10/4/12I made deliberate word choices tohave an effect on my reader. I usedthe vocabulary of experts andexplained the meaning of importantterms.I worked to include the exact phrase,comparison or image to explaininformation and concepts.Not only did I make choices aboutwhich details and facts to include, Ialso made choices about how to givemy information to best teach myreaders. I blended storytelling,summary and other genres as neededand used text features.I used a consistent, inviting teachingtone, and varied my sentences tohelp my reader take in andunderstand the information.MidlevelMidlevelMidlevelI chose my words carefully to explainmy information and ideas and have aneffect on my reader. I incorporateddomain specific vocabulary andexplained these terms to readers.I worked to include exact phrases,comparisons, analogies and/or images toexplain information and concepts andkeep my reader engaged.I chose how to present my informationto clearly convey why and how theinformation supported my points.I supported readers’ learning by shiftingwithin a consistent teaching tone asappropriate, and I used language andsentence structure that matches with myteaching purpose throughout my piece.(x2)TotalLanguage ConventionsSpellingPunctuationGrade 3(1 point)When I wasn’t sure howto spell a word, I usedwhat I know about similarwords or I used tools inthe classroom.I punctuated dialoguecorrectly, with commasand quotation marks.I used punctuation to fixmy run-on sentences.1.5ptsGrade 4(2 points)I used what I know about wordfamilies and spelling rules tohelp me spell and edit. I usedthe word wall and dictionaries tohelp me when needed.When writing long, complexsentences, I used commas tomake them clear and correct.2.5ptsGrade 5(3 points)I used what I know about wordfamilies and spelling rules to helpme spell and edit. I used the wordwall and dictionaries to help mewhen needed.I used commas to set offintroductory parts of sentences. (Asyou might know, ...) I used a varietyof punctuation to fix any run-onsentences. I used punctuation to citemy sources.3.5ptsMidlevelMidlevelMidlevelMidlevelMidlevelMidlevelGrade 6(4 points)I used resources to be sure the words inmy writing are spelled correctly,including technical vocabulary.I used punctuation such as dashes,parentheses, colons, and semi-colons tohelp me include extra information andexplanation in some of my sentencesScoreI wrote in ways that(Elaboration and Description are double weighted categories. Whatever score a student would get in these categories is worth double the amount of points. Ex. if a student exceeds expectations in Elaboration, then thatstudent would receive 8 points instead of 4 points. If a student meets standards in Elaboration, then that student would receive 6 points instead of 3 points, and so on.)©Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8,by Lucy Calkins and Colleagues (Heinemann, 2013/2014)For distribution only in TCRWP schoolsDRAFT

helped readers read withpauses where they areneeded and with emphasison the important parts.Continuum for Information Writing – Fifth GradeUpdated 10/4/12TotalTeachers, when this is totally finished, each category will refer to “the writer” rather than “I”. We are giving out these assessments so they can be used immediately, after giving the on demands, andthey can be used with kids for self-assessment and setting goals. We have created these continua so you will have your own place to pull together scores of student work.Scoring Guide:In each row, circle the descriptor in the column that matches the student work. Scores in the categories of Elaboration and Description are worth double the pointvalue (2, 3, 4, 5, 6, 7,or 8 instead of 1, 1.5, 2, 2.5, 3, 3.5, or 4).Total the number of points, and track students’ progress by seeing when the total points increase.Total score: _______If you want to translate this score into a grade, you can use the provided table to score each studenton a scale from 0 – 4.Number of PointsScaled Score1-11 111.5-16.5 1.517-22 222.5-27.5 2.528-33 333.5-38.5 3.539-44 4(Elaboration and Description are double weighted categories. Whatever score a student would get in these categories is worth double the amount of points. Ex. if a student exceeds expectations in Elaboration, then thatstudent would receive 8 points instead of 4 points. If a student meets standards in Elaboration, then that student would receive 6 points instead of 3 points, and so on.)©Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8,by Lucy Calkins and Colleagues (Heinemann, 2013/2014)For distribution only in TCRWP schoolsDRAFT