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After the student composes, teachers work one-on-one using the prompt “Tell me your story.”","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What criteria determine the Organization/Purpose score?",{"text":68,"@type":64},"Scores consider whether the narrative’s plot is sustained and complete, whether setting and narrator/characters are established, whether transitions clarify relationships, and whether events follow a natural beginning-to-end sequence.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the rubric assess under Development/Elaboration?",{"text":72,"@type":64},"It evaluates how thoroughly the narrative uses relevant details, dialogue, and/or description, including clear development of experiences, characters, setting, and/or events, and effective use of sensory, concrete, and figurative 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District, Adapted from Smarter Balanced\u003Cbr>Writing will be based on a combination of drawings, writing, and dictation.\u003Cbr>When the student is finished composing, teachers will work with students one-on-one with the following verbal prompt: “Tell me your story.”\u003Cbr>The teacher will write what the child says on a post it and stick it to the paper. |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| Score | 4 Advanced | 3 Consistent | 2 Developing | 1 Emerging | No Score |\n| Organization/Purpose | The organization of the narrative, real or imagined, is fully sustained and the focus is clear and maintained throughout:\u003Cbr>• an effective plot helps to create a sense of completeness, including multiple connected thoughts\u003Cbr>• effectively establishes a setting and a narrator and/or characters\u003Cbr>• consistent use of transitional strategies to clarify the relationships between and among ideas\u003Cbr>• natural, logical sequence of events from beginning to end.\u003Cbr>• Does not depend on\u003Cbr>teacher dictation | The organization of the narrative, real or imagined, is adequately sustained, and the focus is adequate and generally maintained:\u003Cbr>• an evident plot helps to create a sense of completeness, some ideas may be loosely connected, but there should be at least two complete thoughts.\u003Cbr>• adequately establishes a setting, narrator and/or characters\u003Cbr>• adequate sequence of events from beginning to end\u003Cbr>• May depend on teacher dictation, yet includes discernable writing by the student. | The organization of the narrative, real or imagined, is somewhat sustained and may have an uneven focus:\u003Cbr>• there may be an inconsistent plot, ideas may not be connected, should include a complete thought\u003Cbr>• unevenly or minimally establishes a setting, narrator and/or characters.\u003Cbr>• weak or uneven sequence of events\u003Cbr>• Depends on teacher dictation and pictures for meaning | The organization of the narrative, real or imagined, may be maintained but may provide little or no focus:\u003Cbr>• there is little or no discernible plot ~~or~~\u003Cbr>• may be brief or thereis little to no attempt to establish a setting, narrator, and/or characters\u003Cbr>• little or no organization of an event sequence;\u003Cbr>~~•~~ Depends on teacher dictation for meaning | • Insufficient\u003Cbr>• In a\u003Cbr>language other than English\u003Cbr>• Off-topic\u003Cbr>• Off-purpose |\n\n\n| 4-Point\u003Cbr>Narrative\u003Cbr>Performance Task Writing Rubric (Grades 1 & 2)\u003Cbr>Kimberly School District, Adapted from Smarter Balanced\u003Cbr>Writing will be based on a combination of drawings, writing, and dictation.\u003Cbr>When the student is finished composing, teachers will work with students one-on-one with the following verbal prompt: “Tell me your story.”\u003Cbr>The teacher will write what the child says on a post it and stick it to the paper. |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| Score | 4 Advanced | 3 Consistent | 2 Developing | 1 Emerging | No Score |\n| Development/Elaboration | The narrative, real or imagined, provides thorough, effective elaboration using relevant details, and/or dialogue, and/or description:\u003Cbr>• Experiences, characters, setting and/or events are clearly developed\u003Cbr>• narrative techniques that advance the story or illustrate the experience\u003Cbr>• Effective use of sensory, concrete, and/or figurative language that clearly advances the purpose | The narrative, real or imagined, provides adequate elaboration using details, and/or dialogue, and/or descriptions:\u003Cbr>• Experiences, characters, setting, and/or events are adequately developed\u003Cbr>• narrative techniques that generally advance the story or illustrate the experience\u003Cbr>• Adequate use of sensory, concrete, and/or figurative language that generally advances the purpose | The narrative, real or imagined, provides cursory elaboration using partial and uneven details, and/or dialogue, and/or descriptions:\u003Cbr>• Experiences, characters, setting and/or events ar","cbCaiuiYbQtMHAhp","https://ap.wps.com/l/cbCaiuiYbQtMHAhp","pdf",69872,"English","# Score Levels (4-Point)\n## Organization/Purpose\n## Development/Elaboration","[{\"question\":\"How do students produce writing in this narrative performance task?\",\"answer\":\"Writing is based on a combination of drawings, writing, and dictation. After the student composes, teachers work one-on-one using the prompt “Tell me your story.”\"},{\"question\":\"What criteria determine the Organization/Purpose score?\",\"answer\":\"Scores consider whether the narrative’s plot is sustained and complete, whether setting and narrator/characters are established, whether transitions clarify relationships, and whether events follow a natural beginning-to-end sequence.\"},{\"question\":\"What does the rubric assess under Development/Elaboration?\",\"answer\":\"It evaluates how thoroughly the narrative uses relevant details, dialogue, and/or description, including clear development of experiences, characters, setting, and/or events, and effective use of sensory, concrete, and figurative language.\"}]","Narrative Rubric kinder - 4-Point Narrative Performance Task Writing Rubric (Kindergarten) | PDF",1791066811]