Ideas: 4
The writer has made a point. There is an effective illustration which enhances the writing. The main idea is clear and stays on topic. Details are present, but not developed.
Organization: 3
No title is present. The child has a sense of story, and there is a limited beginning. There is no ending. There is a sequence to thoughts, but no transitions. The piece is very short, so it is difficult to sense transition.
Voice: 3
The child communicates predictable feeling (liking snakes and mice), but the reasons given for liking mice are unusual. No reason is given for liking snakes. The writing shows energy and enthusiasm. Treatment of topic is predictable. There is an awareness that someone else will read it and there is a limited connection between the reader and writer.
Word Choice: 3
The writer has taken no risks to use unusual words. The words are general and ordinary, but used correctly. The child has settled for words and phrases which will do.
Sentence Fluency: 3
The writer has used a run-on sentence. If separated by the reader, the sentences are compound. An argument could be made for scoring the piece a 2, because of lack of clear understanding of sentence structure. However, it may be that conventions are the problem. The piece is very short and the teacher will need to monitor other pieces to be sure of the child's level of sentence fluency.
Conventions: 2
The writer still spells high frequency words incorrectly. There are only high frequency words used in the piece. Capitals and lower case letters are used interchangeably. Spacing is used between words. There is a period only at the end of the run-on sentence. Grammar is standard, and no interpretation is needed to understand the text.
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