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Grade 4 Writing Samples
 
 
 
Grade

4

Overall Level

1

Linguistic Vocabulary: (1)

Uses a few utility words (fish, cat) and descriptive words (no evidence) related to familiar topics and personal experiences.

Linguistic Grammar: (-)

Uses nouns (fish, cat), verbs in present tense (si [is], eat, sweme [swim]), plurals (no evidence) and prepositions (no evidence) with usage errors and omissions.

Linguistic Syntax: (1)

Writes to complete patterned sentences (The fish is … [The fish is…]).

Strategic: (-)

Uses familiar strategies such as copying sight words and phrases, spelling sight words from memory (fish, eat), and spelling from charts, lists and other visuals.

Socio-Linguistic: (1)

Writes words and phrases to express ideas, thoughts, feelings and needs with support. (Writes response to picture prompt.)

Discourse: (-)

Connects using “and” (no evidence) and produces simple sentences.

Editing: (-)

Forms letters and numbers with attention to spacing, line and direction, and spells sight words accurately.


Grade
 
4

Overall Level 

2

Linguistic Vocabulary: (2)

Uses some utility words (home, people, here), descriptive words (old, clean, bigger, ver [very] bad) and subject-specific words (more, less) related to familiar objects, actions and topics.

Linguistic Grammar: (2)

Level 2: Writes nouns (baik [bike], snow, people), verbs in present tense (is, wack [walk], drain [ride], like), past and continuous tenses (no evidence), pronouns (my, its, I), prepositions (in, of), articles (the, a), adjectives (hotter, very nice, cold) and adverbs with word choice and word placement errors.
Approaching Level 3: Writes a range of grammatical structures demonstrating some control of word order, plurals, tense and subject–verb agreement.

Linguistic Syntax: (2)

Writes simple detailed sentences (My old home is not nice like here.) and compound sentences (The same thing as here and my old home is the food.).

Strategic: (2)

Spells unfamiliar words that reflect learner’s own pronunciation (crimails [criminals]), capitalizes beginning of sentences (In, Here) and puts periods (.) at the end of sentences.

Socio-Linguistic: (2)

Uses familiar words and phrases. Uses sentence frames (My old home …, Here is …) to write ideas.

Discourse: (1)

Level 1: Connects using “and” and produces simple sentences.
Level 2: Connects ideas in simple sentences using conjunctions (and, or, because), time markers (no evidence) and sequence markers (no evidence).

Editing: (2)

Edits for basic punctuation (.) and spelling of familiar words and sight words (than, here, more, there).


Grade 

4

Overall Level 

3

Linguistic Vocabulary: (3)

Uses more utility words (house, places, skin, hairs [hair]), descriptive words (blacks, white, comfortable, space, bigger, tall), subject-specific words (country, independent, vactions [vacation], polluted) and academic words (different, appeaince [appearance]) related to curricular concepts.

Linguistic Grammar: (3)

Writes a range of grammatical structures demonstrating some control of word order agreement (There is polluted and doesn’t have much space.), plurals (places, lots, people), tense (is, are) and subject–verb agreement (people are).
 
Linguistic Syntax: (3)
 
Writes complex sentences in simple paragraphs (Here has snow, in my country none.).

Strategic: (3)

Writes complex sentences in simple paragraphs (Here has snow, in my country none.).

Socio-Linguistic: (3)

Level 3: Uses sentence frames to write ideas (Here ...).
Produces text using a writing template to write a personal response (I was living …).
 
Discourse: (2)
 
Level 2: Connects ideas in simple sentences using familiar conjunctions (and, because, but), time markers and sequence markers.
Level 3: Connects ideas in related sentences using conjunctions, time markers and sequence markers.

Editing: (3)

Edits for end punctuation (.), commas in a list, simple tenses (aren’t, can go site seeing, think) and regular spelling (because, people, small).


Grade 

4

Overall Level 

4


Linguistic Vocabulary: (4)
 
Uses a range of utility words (people, way, trains), descriptive words (smaller, bigger, rainy, hot, only), subject-specific words (weather, seasons, museums) and academic words (different, less, size) with increased understanding of curricular concepts.

Linguistic Grammar: (3)
 
Level 3: Writes a range of grammatical structures demonstrating some control of word order (Here [there] is snow and [it’s] cold.), plurals (two small museums, many trains), tense (has, doesn’t have, see, carry) and subject–verb agreement ([Country A] is …, Those are …). Misuse of preposition “at.”
Level 4: Writes a range of grammatical structures demonstrating more control of word order, plurals, tense and subject–verb agreement.

Linguistic Syntax: (4)
 
Writes a variety of simple sentences ([Country A] has less than one million people.) and compound sentences ([Country A] is very different to [Country B] but they are the same in some ways.) in a logical sequence in detailed paragraphs.

Strategic: (4)
 
Uses familiar vocabulary (way, many), known phrases (same stuff) and common expressions (all of the time).

Socio-Linguistic: (4)

Writes text for specific purpose with minimal support. (Uses paragraph format in writing, including the use of a topic sentence, body information and a concluding sentence.)
 
Discourse: (3)
 
Level 3: Writes related sentences using conjunctions (and, or, but), time markers and sequence markers (first, second).
Level 4: Connects sentences into a cohesive paragraph using conjunctions, time markers and sequence markers.

Editing: (3)

Level 3: Edits for end punctuation (.), commas in a list (no evidence), simple tenses (is/has) and regular spelling (seasons, everywhere, about).
Level 4: Edits sentences for placement of apostrophes and quotation marks, a variety of tenses and common irregularly spelled words.


Grade 

4

Overall Level 

5

Linguistic Vocabulary: (5)
 
Uses a broad range of word forms (different, differences) and words with multiple meanings (ways, like, just, so, papers).
 
Linguistic Grammar: (4)

Level 4: Uses a range of grammatical structures and demonstrates more control of word order (even though these two places are different), plurals (places, people, seasons, families, kids), tense (are, knew, was, have, are called, has) and subject–verb agreement (Families may have …, The things that are the same are …).
Approaching Level 5: Writes grammatical structures such as embedded pronouns, irregular plurals, word forms and a variety of verb tenses with increasing accuracy.
 
Linguistic Syntax: (5)

Writes complex connected sentences in cohesive, well-developed text with supporting detail (My village had only 20,000 people living there while this city has one million people.).

Strategic: (5)
 
Uses a variety of strategies to make word choices (as, which) to confirm spelling (population, strangers) and to improve punctuation (there’s, It’s, different).

Socio-Linguistic: (5)

Produces texts with knowledge of culturally appropriate forms and styles independently. (Writes a descriptive paragraph using a topic sentence, body with detail and a concluding sentence.)

Discourse: (4)
 
Level 4: Connects sentences into a cohesive paragraph using conjunctions (but, and, because, or), time markers (no evidence) and sequence markers (first, next, another, Finally). 
Approaching Level 5: Connects ideas in a three-paragraph narrative using a variety of cohesive devices and some transition words.
 
Editing: (5)

Edits paragraphs for common punctuation (,), (!), capitals (The, Here), subject–verb agreement (There are, there is), tense (I have lived) and sequence of ideas.