Thats a hard one, but I think theres one that reigns over all.It was about two weeks agWe went to Scandia, where we did minutre golf.
My parents were gone, so my babysitter took a friend and I.
It was quite fun, for many reasons.
One, I lost my golfball about three times!
It was a Saturday night.I was with my babysitter, and my sister was at a football game.
So I said Im not going to sit here all night doing nothing!, then we called my friend, Brian, to see if he could come.
He could, so at about six oclock, we headed out into the wild world of flying golfballs.
It was only a about 15 min.drive to Scandia, so we didnt get to bored.
I think we were all exited, because you could just sense it.
When we got there, we all pied out and began our way over to the minutare-golf course.
It was great!
I especially liked how they werent just regular old holes.
They had bumpers, brick walls, you name it!
My favorite of them all was this one that had bumpers on both sides of the fairway, and was a par 6!
We were having a great time.
But you know whenever your having a lot of fun, something goes wrong?
Well, I was the person all the things going wrong happened to!
The thing is, I lost my ball about three times!
One time, on that hole thats my favorite, (theres a pond next to it too) I hit the ball right down the center really hardSsmmmaaccKK!
The ball had curved off course, hit the last bumper, and flew off the hole, into the water.
Sploosh!You know how I said it was hard to think of my best Saturday?
If anyone askes me that again, I think Ill know what to say.
I mean, I got to go with my friends, all the wacky holes, and losing my ball, I dont think this reigns over al lthe othersI know it reigns over all the others.The writer has an interesting beginning, HmmThats a hard one I think theres one that reigns over all.
sequenced with a focus on relevant facts and details.restatement conclusion strategy when he rephrases the beginning line, reigns over all.
sound effects add interest and reveal the writers personality.
The writers voice is expressive Although conventions are not perfect, they show an effort to the use of ellipsis periods, parenthesis.
It was a bright sunny morning
My sisters and I were getting ready to go to
We had just gotten are favorite outfits on.
Then we went downstairs and we all had are absoult favorite cereals.
Miate, we heard our mom and stepdad yelled ARE YOU GIRLS
we yelled back OF COURSE.
They knew we wouldnt miss the zoo for anything.
Next we had to put are delishuse lunchs into are paper bags that we had decorated.
Then our mom and stepdad finally were ready and came downstairs.
We told tem we pack their boring lunchs to.
Finally it was time to go to the zoo.
Are parents told us it were going to the Sacramento zoo.
We finally got to the zoo.
First we saw the tigers, lions, and bears.
My sister thought the bears were scary.
Then we saw so many other animals I cant even remember all their names.
Then we went on a tiger rollercoaster.
We went on it about 4 times.
Then when we were on it for the 3 time my sister screamed so loud that I felt like I was going to die.
Then we had to go home.
On that long ride home our parents knew my sisters and I had had the best time of our lifes.
The The writer clearly states his/her whole paper.
There is an obvious beginning, middle, end and an attempt to show emotion when screamed so loud that I felt like I There was an effort to show voice through the use of humor when she described the To make the voice effective they would need to add meaningful The sentence fluency is adequate with attempts to blend dialogue and sentence length.
(Are you some spelling errors that do not interfere with meaning..
Compass psc rubric
LOUISIANA DEPARTMENT OF UCATION1201 NORTH
BATOOUGE, L WWW.VAIndividual Student Planning: The school counselor engages in broader school improvement efforts and engages with external resources to ensure that the school Professional Practices Rating based upon observations and a collection of evidence from the school counselors work.LOUISIANA DEPARTMENT OF UCATION1201 NORTH
BATOOUGE, L WWW.The individual student planning component consists of school counselors coordinating ongoing activities designed to help inand personal/social development.The school counselor helps students make the transition from school to school, school to work, by working with individuals in small groups or advisement groups.Parents or guardians and other school personnel are often inIndividual or small-group appraisal:interests, skills and achievement.Test information and other data are often used as the basis for helping students develop immeIndividual or small-group advisement: Test score review, interpretation and analysis
Yearly course selection
Test-taking strategies LOUISIANA DEPARTMENT OF UCATION1201 NORTH
BATOOUGE, L WWW.The school counselor uses school and student-level data to identify needs and helps students plan for their future in academics, career choice and The school counselor uses school and student-level data to accurately identify needs and creates differentiated plans with students that maximize LOUISIANA DEPARTMENT OF UCATION1201 NORTH
BATOOUGE, L WWW.ule meetings with parents and secondary students to update IGPs.
Multiple efforts are made tures for the IGP, but actively Recruits participants and offers several sessions and locations for workshops on nancial aid and provides opportunities for LOUISIANA DEPARTMENT OF UCATION1201 NORTH
BATOOUGE, L WWW.School counselors tailor the school counseling program to the unique context and needs of the school.In order to do so, counselors tify and address contextual needs, and remain actively engaged as a professional in the school community.
Specically, school Consultation, Collaboration and Teaming:conducted in the school counseling program as well as responsibilities that need to be fullled as a member of the school staff.LOUISIANA DEPARTMENT OF UCATION1201 NORTH
BATOOUGE, L WWW.neric professional development to staff regarding the school ed by the administration.rates with staff to identify needs and provide targeted on-going The school counselor serves on mittees, district-level subject LOUISIANA DEPARTMENT OF UCATION1201 NORTH
BATOOUGE, L WWW.Punctually attends RTI meetcontributes meaningfully.Serves as student advocate and member of system support cil, SBLC, RTI, SIP, IEP, IAP, etc.Holds leadership position in professional organizations such as LCA, ACA, LSCA, ASCA, regularly.Utilizes research based ndings ing school counseling programs conferences annually.Presents or volunteers at LCA, over last semester.to present at PTA meetings and broader community.LOUISIANA DEPARTMENT OF UCATION1201 NORTH
BATOOUGE, L WWW.ERVICESand concerns.These needs or concerns may stem from a change in circumstances or life crisis and require counseling, consultaHowever, teachers, parents or guardians or others may also refer students for assistance and should clearly understand and feel nature.When longer-term or professional therapeutic services are necessary, the counselor makes appropriate referrals.essary, referrals are made to appropriate community resources.
School counselors can provide a leadership role in the districts with each other.LOUISIANA DEPARTMENT OF UCATION1201 NORTH
BATOOUGE, L WWW
.The school counselor regularly involves relevant stakeholders in the development of counseling There is no referral process in The counselors referral proing responsive services or no There are written procedures in LOUISIANA DEPARTMENT OF UCATION1201 NORTH
BATOOUGE, L WWW.es program that identies early warning signs of a wide array of student issues and assures that all school personnel are delivery of lessons or activities to every student consistent with the school counseling programs statements of philosophy, goals and student competencies.The school counseling curriculum promotes knowledge, attitudes and skills through instruction in three domains: academic achievement, career development and personal/social growth.The counselors responsibilities include
The school counselor conducts planned small group activities outside the classroom to respond to students Parent Workshops and Instruction:LOUISIANA DEPARTMENT OF UCATION1201 NORTH
BATOOUGE, L WWW.School counseling curriculum cal site but may not address all three domains comprehensively.The school counselor assures that all students receive critical elements of school counseling curriculum to support their acquisition of the knowledge, attitudes, and skills to enhance their academic, career, and Few students receive the content titudes and skills to enhance their Many students receive the content of the school counseling curriculum to acquire knowledge, attitudes and skills to enhance ties to engage with the school counseling curriculum to acquire knowledge, attitudes and skills to enhance their academic, career lyzes and adjusts the curriculum based upon measures of success regularly throughout the year.There is no evidence of school counseling curriculum is evaluated annually.utilized regularly.port the program delivery.the program delivery.the program delivery.riculum has been presented to tion, counselors, and the school LOUISIANA DEPARTMENT OF UCATION1201 NORTH
BATOOUGE, L WWW.Plans a lesson within the social studies unit on capitalism in which the counselor teaches a lesson on how the economic principles theyre learning Collaborates with the social studies teacher to plan a unit dents with local entrepreneurs Writes exemplary data-driven V
STATE OF CALIFORNIA DEPARTMENT OF EDUCATION Standards Tests Teacher Guide for the 2007 California Writing Standards Test in Grade FourAvailable on the CDE Web site at Teacher Guide for the 2007 California Writing Standards Test in Grade Four Table of Contents Grade Four Narrative Writing Task Administered Sample Student Work and Teacher Commentaries for Grade Four Narrative Writing Task Administered on March 6 and 7, 2007
Grade Four Narrative Writing Task Administered Sample Student Work and Teacher Commentaries for Grade Four Narrative Writing Task Administered on May 1 and 2, 2007 For more information about the California Writing Standards Tests (CSTs in writing) or the Standardized Testing and Reporting (STAR) Program, consult the California Department of Education (CDE) Web site or contact the Standards and Assessment Division of the CDE at (916) 445-8765 (phone), at (916) 319-0969 (fax), or at STAR@cde.ca.gov ( Teacher Guide for the 2007 California Writing Standards Test in Grade Four We wish to acknowledge the teachers in Californias public schools who continue to promote good student writing in their classrooms.A special thanks goes to the many development of the teacher guides for the California Writing Standards Tests (CSTs in CALIFORNIATANDARDSESTS Teacher Guide for the 2007 California Writing Standards Test in Grade Four Standardized Testing and Reporting (STAR) Programs California Standards Tests (CSTs) to be administered at the elementary and middle grade levels.The California Writing Standards Tests (CSTs) in writing have been administered annually since 2001 in grades four and seven as part of the California English-Language Arts Standards Tests (CSTs in English-language arts).
The CSTs in writing address state Writing Applications content standards for grades four and seven.In grade four, these standards require students to produce four types The CSTs in writing do not assess information reports in grade four or research reports autobiographical narrative.
Writing that would invite personal disclosure is not tested in any genre on the CSTs in writing.It is important to note that when readers score the CSTs in writing, they take into account that student responses are In addition to the CSTs in writing, the 2007 CSTs in English-language arts in grades four and seven contained 75 multiple-choice questions.The writing test in each of This document is the latest in a series of teacher guides for the CSTs in writing in were added to the STAR Programs CSTs in English-language arts.Each guide has featured the writing tasks administered that year, sample student responses, teacher commentaries, and scoring rubrics used to score student responses.
The guides for the 2005, 2006, and 2007 CSTs in writing provide multiple sample student responses at each score point for all writing tasks administered.Teacher guides from previous years are available on the California Department of Education (CDE) Web site at Teacher Guide for the 2007 California Writing Standards Test in Grade Four Writing Tasks and Scoring Rubric The writing tasks for the 2007 CSTs in writing in grade four are shown on pages 5 and tasks and to plan, write, and proofread their work.The estimated administration time was evaluated by one reader and assigned a score ranging from 1 to 4.
Ten percent accurate and reliable.The score from the second reader did not count toward the students writing test score.The score the student received from the doubled to produce the students overall score on the writing test.In 2007, each students result on the grade four writing task was reported as a separate Writing Applications score that could range from 2 to 8.This score was combined with the students multiple-choice score on the CST in English-language arts to determine the students overall English-language arts performance level.The total score possible for the CST in English-language arts was 83 points if students received correctly.It is important to note that the score a student receives on the CST in writing does not equate to a performance level.A student can be said to have achieved at a particular performance level only when that students performance-level result is based on results of the full CST in English-language arts (including the CST in writing).
noted, however, that the type of writing students may be asked to produce can change CALIFORNIATANDARDSESTS Teacher Guide for the 2007 California Writing Standards Test in Grade Four and Teacher Commentaries 31 through 53, along with teacher commentaries.
This guide contains three sample writing tasks administered in grade four in 2007.Three responses for each score point are provided to illustrate the different types of responses that may receive the same score.Accompanying these student responses are teacher commentaries that illuseld tests and operational tests.Although there examples can suggest.Furthermore, responses demonstrate differing combinations of Suggested Uses for This Teacher Guide on the 2007 CST in writing in grade four.Teachers also can use the information provided as guidance in applying the rubric to their students writing.Students can familiarize rubric to score other students writing.These suggested activities can enable teachers Using the Teacher Guide for School District or School Teacher Guide for the 2007 California Writing Standards Test in Grade Four
c writing expectations.This information can inform decisions about areas of focus for the schools existing curricular program.This information can help identify areas Using the Teacher Guide for Classroom Assessments c state content standards that are the focus of the writing tests.This expected of them on the CST in Teacher Guide for the 2007 California Writing Standards Test in Grade Four Grade Four Narrative Writing Task The writing task below was
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