Mini Lesson Plan

Analysis of Student Writing: Scoring and Feedback Form

Refer to the rubric on next page as needed. Fill out the chart with the student’s grade level, a score for each feature, and an explanation for the score.

Rubric Score and Rationale

Grade level of student sample: 1st grade

FEATURE: SCORE: BRIEF EXPLANATION: (bulleted list)

IDEAS 3  Uses some descriptive language

 Details generally support main idea  Communicates some interesting ideas

ORGANIZATION 3  Sequencing is attempted

 Evidence of logical sequencing  Somewhat interesting hook and conclusion

EXPRESSION 3  Basic sentence structure

 Uses sentence variety at times  Expresses voice at times

CONVENTIONS 2  Difficulty with grammar, spelling, capitalization, punctuation

LEGIBILITY 3  Readable with some spacing/formation errors

Feedback for the Writer:

Compliment 1:

I love how the beginning starts on your paper.

Compliment 2:

Great job having a clear focus on the main idea of your story.

Editing: Punctuations throughout story & Spelling errors: Bares, dares, kost, alls.

Revision: Fix punctuations and spelling errors.

Basic Writing Rubric

Feature 4: Strong 3: Developing 2: Emerging 1: Beginning

Ideas  Establishes a clear focus start to finish

 Uses descriptive language to paint a picture

 Provides relevant, interesting information

 Communicates creative ideas to support topic

 Develops a focus, but deviates at times

 Uses some descriptive language

 Details generally support main idea

 Communicates some interesting ideas

 Attempts focus  Ideas not fully developed

 Lacks focus and development

Organization  Establishes a strong beginning, middle, and end

 Demonstrates an orderly flow of ideas

 Strong hook and satisfying conclusion

 Uses multiple developmentally appropriate transitions

 Attempts an introduction and ending

 Evidence of logical sequencing  Somewhat interesting hook and

conclusion  Uses occasional transitions

 Some evidence of a beginning, middle, and end

 Sequencing is attempted  Lacks interesting hook,

conclusion, and transitions

 Little or no organization  Relies on single idea

Expression  Uses effective language  Uses high-level vocabulary  Uses sentence variety

throughout  Expresses his/her unique

voice throughout

 Chooses diverse words at times  Uses descriptive words  Uses sentence variety at times  Expresses voice at times

 Limited word choice  Basic sentence structure  Little to no evidence of voice

 No sense of sentence structure

Conventions  Few or no errors in grammar, spelling, capitalization, punctuation

 Some errors in grammar, spelling, capitalization, punctuation

 Difficulty with grammar, spelling, capitalization, punctuation

 Little or no evidence of correct grammar, spelling, capitalization or punctuation

Legibility  Easy to read  Properly spaced  Proper letter formation

 Readable with some spacing/formation errors

 Difficult to read due to spacing/ letter formation

 No evidence of spacing/proper letter formation

Modified from Cox, Janelle. "Writing Rubrics." ThoughtCo, Feb. 19, 2020, thoughtco.com/writing-rubric-2081370.