Ideas: 5
The writer has made a point with the writing. There is no illustration, since this was a letter. The main idea is clear, and presents interesting details. The topic is narrowed and focused. The writer understands the topic well. An argument could be made for scoring the letter a 4. The voice and word choices used in the letter make it seem stronger in ideas than it may be. The teacher will have to monitor ideas in other writing the child creates.
Organization: 4
No title is present, since it was a letter. Letter format is mostly correct. The child has a sense of story, and there is an effective beginning and end to the point of the letter. Transitions are attempted. Key ideas surface and are logically sequenced.
Voice: 4
The child communicates feeling very well. The writing shows the perspective of Mr. Bear. The writer definitely had an idea to communicate in the letter, and was aware of an audience. The topic is treated with humor, making the reader laugh.
Word Choice: 3
The writer has taken no risks to use unusual words. The words are general and ordinary, but used effectively. The child has settled for words and phrases which will do. An image is created in the reader's mind. The piece is not strong enough to be considered a 4 because there are no specific or unusual words attempted.
Sentence Fluency: 4
The writer has used a variety of sentences to express thoughts. Most sentences begin in the same way, but the child has written an unusual third sentence beginning. The child's idea is clearly expressed, and does have some rhythm and flow.
Conventions: 3
The child has used transitional spelling effectively. There are still high frequency words misspelled. Sentences usually begin with capitals, and capitals are used correctly in the letter format. Commas are used correctly in the letter, but most of the end punctuation is omitted. Grammar is standard, and no interpretation is needed to understand the text. Names are capitalized.
Back to Anchor Papers Main Page