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Grade 5 Writing Samples


Overall Level


Linguistic Vocabulary: (1)

Uses a few utility words (she, ice cream) and descriptive words (spriz [surprised], sad) related to familiar objects and personal experience.

Linguistic Grammar: (1)

Writes familiar nouns (ice cream), verbs in present tense (is, drop), plurals (no evidence) and prepositions (no evidence).

Linguistic Syntax: (1)

Writes to complete patterned sentences (She is …).

Strategic: (1)

Copies words and writes sight words from memory (She, was, so).

Socio-Linguistic: (1)

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

Discourse: (1)

Connects words using “and” in simple sentences.

Editing: (1)

Forms words with attention to line, direction and spacing. Spells sight words accurately (she, the).


Overall Level 

Linguistic Vocabulary: (2)

Uses utility words (ice cream, mom, fall), descriptive words (not happy) and subject-specific words (no evidence) related to familiar actions and topics.

Linguistic Grammar: (2)

Uses nouns, verbs in simple present tense (like, eat, buy, drop), past tense (was), continuous tense (was crying), pronouns (she, her), prepositions (to, for), articles (a, the), adjectives (very) and adverbs (down).

Linguistic Syntax: (2)

Level 2: Writes simple detailed sentences (She very like to eat ice cream.), but there is no evidence of compound sentences.
Approaching Level 3: Attempts complex sentences (Then the ice cream that she had [adjective clause] drop on the floor.) with agreement errors.

Strategic: (2)

Spells words that reflect learner’s pronunciation (shok [shock]), capitalizes beginning of sentences (Ariel, She) and puts periods (.) at the end of sentences.

Socio-Linguistic: (2)

Produces familiar words, phrases and sentences (Ariel is a girl.).

Discourse: (2)

Connects ideas with conjunctions (that), time markers (Today) and sequence markers (Then, After).

Editing: (2)

Edits for basic punctuation (,), (.) and spelling of sight words (ice cream, she).



Overall Level 

Linguistic Vocabulary: (3)

Uses more utility words (people, English, snow, here), descriptive words (always, green, one, white), subject-specific words (different, pets, rules) and academic words (no evidence) related to curricular concepts.

Linguistic Grammar: (2)

Level 2: Writes nouns (pets, rules), verbs in present tense (has, is, are, speak), past tense (was, came, allowed), continuous tense, pronouns (I, My), prepositions (of, to, in), articles (the), adjectives (too much) and adverbs (no evidence).
Level 3: Writes a range of grammatical structures demonstrating some control over word order, plurals, tense and subject–verb agreement.
Linguistic Syntax: (2)
Level 2: Writes detailed sentences (My house was small but here is big.) and compound sentences (Here has Halloween and Christmas but in [Country A] has no Halloween and Christmas.).
Level 3: Writes complex sentences and simple paragraphs.

Strategic: (3)

Uses words with similar sounds and sentence frames to write ideas (There are …, There is …).

Socio-Linguistic: (3)

Writes text using new words, models and templates to answer questions and write a personal response. (Writes paragraph comparing two things in response to prompt.)
Discourse: (2)

Level 2: Connects ideas in simple sentences with familiar conjunctions (or, but, and), time markers (no evidence) and sequence markers (no evidence).
Level 3: Connects ideas in related sentences using conjunctions and time and sequence markers.

Editing: (3)

Edits for end of sentence punctuation (.), commas in a list (,), simple tenses and regular spelling (everything).



Overall Level 


Linguistic Vocabulary: (4)
Uses a range of utility words (city, village, clothes, zoo, houses, trash can), descriptive words (very nice, honest, dirty, torn, good, black, some, three different, morden [modern] (new), small round, big square, everywhere, local), subject-specific words (population, language, rubbish, democracy, elections, president, vice president, Prime Minister, governors, chairman, mayor) and academic words (add, comparing) with increased understanding of curricular concepts.

Linguistic Grammar: (4)
Uses a range of grammatical structures demonstrating more control of word order (I am going to tell you about my last country and different stuff about the new country that I met.), plurals (people, parents, children, clothes), tense (is, are, used, will be wearing, kept, thrown) and subject–verb agreement (In my village we have many small houses but in [Country A] houses are big.).

Linguistic Syntax: (4)
Writes complex sentences in paragraphs (Comparing these two places is kind of weird because one country is filled with my people and the other country is filled with many different people.).

Strategic: (5)
Spells irregularly spelled words (languages, premier, mayor).

Socio-Linguistic: (4)

Creates text for specific purposes with minimal support. (Writes a comparison using topic sentence, body paragraphs and concluding sentence.)
Discourse: (4)
Connects sentences in a cohesive paragraph using conjunctions (which, and, but, because), time markers (while) and sequence markers (First, Secondly).

Editing: (4)

Edits for placement of apostrophes and quotation marks (no evidence), a variety of tenses (is filled, learn, is thrown) and common irregularly spelled words (ancient, senators).



Overall Level 

Linguistic Vocabulary: (5)
Uses a broad range of words (values, clean, trendy, population, roam, governors, alderman), a variety of word forms (honest/dishonest, other/another) and words with multiple meanings (free, lot, space).
Linguistic Grammar: (5)

Writes a variety of grammatical structures such as embedded pronouns (they, this), irregular plurals (children, people), a variety of word forms (difference/different) and verb tenses (I’m going, is/was, comes, speak, has/had/have, thrown, care, filled).
Linguistic Syntax: (5)

Writes complex sentences and cohesive paragraphs (I think because it was hard to get the things we needed people sometimes had to lie or steal.).

Strategic: (5)
Uses circumlocution to explain ideas (children wore dirty clothes and even torn clothes) meaning poor and without means to wash or repair clothes. Adds description to writing (My village was crowded with many small, round houses.).

Socio-Linguistic: (5)

Writes narrative text with culturally appropriate form and style. (Uses topic sentence, body text and concluding sentence in response to prompt.)

Discourse: (4)
Connects ideas with cohesive devices (that, because, while, but, where, so) and some transition words (First, Secondly, Also, Next, Well, Comparing).
Editing: (5)

Edits for common punctuation (comma after “next,” comma after “here,” commas in list: president, vice president, senators, governors and local chairman), capital on French, subject–verb agreement (animals are), tense (feel/felt) and sequence of ideas (people, houses, environment, government).