4 Advanced

Planning
(7.3.1.a.i.)

Narrative Techniques
(7.3.1.a.iii.
7.3.1.a.vii.)

Point of View
(7.3.1.a.vi.)

Cohesion
(7.3.1.a.v.iii.)

Revision (7.3.3.e.v.)

The student uses a variety of

planning strategies to generate and
organize ideas (such as
brainstorming, mapping, graphic
organizers)
The student uses a wide variety of
narrative appropriate features
(engaging plot, dialogue, stanza
breaks) to develop and organize
texts. Along with appropriately using
narrative techniques
such as dialogue, pacing, and
description, to develop experiences,
events, and/or characters.
The student engages the reader by
establishing point of view and
introducing a narrator and/or
characters; organize an event
sequence that unfolds naturally and
logically. The student stays in the
same point of view throughout the
whole narrative.
The student uses a variety of
transition words, phrases, and clauses
to convey sequence and signal
shifts from one time frame or setting
to another. The student remains on
topic in all aspects of the story.
Students used guidance and peers
and myself to develop and
strengthen writing as needed by
revising, editing, rewriting, or trying
a new approach. The process of
thorough revision and reflection is
evident in rough drafts.

3 Proficient

2 Partially Proficient

1 Unsatisfactory

The student uses a couple of

planning strategies to generate and
organize ideas (such as
brainstorming, mapping, graphic
organizers)

The student uses a planning

strategy to generate and
organize ideas (such as
brainstorming, mapping,
graphic organizers)

The student uses little to no

planning strategies to
generate and organize ideas

The student uses a variety of

narrative appropriate features to
develop and organize texts. Along
with appropriately using narrative
techniques, such as dialogue,
pacing, and description, to develop
experiences, events, and/or
characters.

The student uses narrative

features to develop and
organize texts. but may not
appropriately use some
narrative techniques, such as
dialogue, pacing, and
description, to develop
experiences, events, and/or
characters.

The student lacks

appropriate narrative
features leaving the narrative
underdeveloped.

The student establishes a

point of view and introduces a
narrator and/or characters;.
The student stays in the same
point of view throughout some
of the narrative.

The student either may make

an attempt at establishing a
point of view, but the
student doesn't stay in that
point of view enough in the
narrative for the reader to
know what it is.

The student uses transition

words, phrases, and clauses to
convey sequence, The student
remains on topic in some
aspects of the story.

The student uses little to no

transition words, phrases,
and clauses to convey
sequence, The student does
not stay on topic.

Students used guidance and

peers to develop and
strengthen writing as needed
by revising, editing,. The
process of revision and
reflection is unclear in rough
drafts.

Students do not used

guidance and peers to
develop and strengthen
writing as needed by
revising, editing,. The
process of revision and
reflection is missing.

The student engages the reader by

establishing point of view and
introducing a narrator and/or
characters; organize an event
sequence that unfolds logically. The
student stays in the same point of
view throughout the nearly the
whole narrative.
The student uses transition words,
phrases, and clauses to convey
sequence and signal shifts from
one time frame or setting to another.
The student remains on topic in
most aspects of the story.
Students used guidance and peers to
develop and strengthen writing as
needed by revising, editing,
rewriting, or trying a new approach.
The process of revision and
reflection is evident in rough drafts.