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Grade 6 Writing Samples


Overall Level


Linguistic Vocabulary: (1)

Uses a few utility words (to [two], girl) and descriptive words (wet, sad) related to familiar topics and familiar experiences.

Linguistic Grammar: (-)

Writes familiar nouns (mane [men], rain), verbs in present tense (no evidence), plurals (no evidence) and prepositions (in, undr [under]) with usage errors and omissions.

Linguistic Syntax: (1)

Writes to complete simple patterned sentences (Fun in watr [water].).

Strategic: (1)

Copies words and phrases, and spells sight words (it, wet, no).

Socio-Linguistic: (1)

Writes in words and phrases to express ideas (to mane rain [Two men are in the rain]).

Discourse: (-)

Connects words using “and”  (no evidence).

Editing: (1)

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


Overall Level 

Linguistic Vocabulary: (2)

Uses some utility words (bulding [building], snow, tree, flower), descriptive words (big, tall, small, much, green, many) and subject-specific words (no evidence) related to familiar objects, actions and topics.

Linguistic Grammar: (1)

Level 1: Writes nouns (snow), verbs in present tense (have), plurals (peple [people]) and prepositions (from) with usage errors and omissions.
Level 2: Writes nouns, verbs in present, past and continuous tenses, pronouns, prepositions, adjectives and adverbs with word-choice and word-placement errors.

Linguistic Syntax: (2)

Writes simple detailed sentences and compound sentences (A have many building B not have many bulding [building].).

Strategic: (2)

Spells words that reflect learner’s own pronunciation (peple [people], bulding [building]). Capitalizes beginning of sentences (Different) and uses periods (.) at the end of sentences.

Socio-Linguistic: (2)

Uses familiar words, phrases and sentence frames (A have many …, B have …).

Discourse: (1)

Level 1: Connects words using “and” (and).
Level 2: Connects ideas in simple sentences using familiar conjunctions (and, but), and time and sequence markers (no evidence).

Editing: (2)

Edits for basic punctuation and spelling of familiar sight words (no, have).



Overall Level 

Linguistic Vocabulary: (3)

Uses more utility words (home, village, animals, trees, apartments, grasses, air), descriptive words (same, different, bigger, clean, many, more), subject-specific words (biological, languages) and academic words (alike) related to curricular content.

Linguistic Grammar: (2)

Level 2: Writes nouns (things), verbs in present (have, is, think), past (found) and continuous tenses (no evidence), pronouns (my, I, their, they, it), prepositions (in, out), articles (the), adjectives (clean, many) and adverbs (mainly).
Level 3: Uses a range of grammatical structures that demonstrate some control of word order, plurals, tenses and subject–verb agreement.
Linguistic Syntax: (2)
Level 2: Writes simple detailed and compound sentences (In B people mainly speak _______ but in A there are many different languages.).
Level 3: Writes complex sentences (no evidence) and simple paragraphs. (Writes response in a simple paragraph.)

Strategic: (3)

Spells familiar words and uses sentence frames to write ideas (A has many schools but B has 2 schools.).

Socio-Linguistic: (3)

Uses writing plan template to write a personal response. (Follows paragraph format with topic sentence, body text and concluding sentence.)
Discourse: (3)

Connects ideas in related sentences using conjunctions (and, but), time markers (now) and sequence markers (another).

Editing: (3)

Edits sentences for end punctuation (.), commas in a list (houses, trees, apartments), simple tense (are, is, has) and regular spelling (things, different).



Overall Level 


Linguistic Vocabulary: (4)
Uses a range of utility words (city, parks, schools, houses, trains, buses, metro), descriptive words (straight, angle, many, alone, different, everywhere, yellow), subject-specific words (shape, joined, same, different, language) and academic words with increased understanding of curricular concepts.

Linguistic Grammar: (4)
Uses a range of grammatical structures demonstrating more control of word order (same as, are different, not so many, most), plurals (things, towns, people, places, buses), tenses (are prepared, can be prepared, have to) and subject–verb agreement (There are some things, we have).

Linguistic Syntax: (4)
Writes a variety of complex and compound sentences (The weather is good so we can go outside lots of the time.) and writes ideas in logical sequence and detailed paragraphs.

Strategic: (4)
Uses familiar vocabulary, known phrases (in my city, all of the houses), common expressions (goes home, nighttime, far away) and cognates.

Socio-Linguistic: (4)

Produces texts for specific purposes. (Writes a comparative essay that includes an introductory paragraph, body paragraphs and a concluding paragraph in response to prompt.)
Discourse: (4)
Connects sentences into a cohesive paragraph using conjunctions (and, but, or, because), time markers (late, in the morning, at night, sometimes) and sequence markers (first, second, thirdly, then).

Editing: (3)

Level 3: Edits sentences for end punctuation (.), commas in a list (parks, schools, and houses) simple tenses (buy, works, walk, take, comes, found) and regular spelling (people, between, friends, speak).
Level 4: Edits sentences for apostrophes (no evidence), quotation marks (no evidence), a variety of tenses (no evidence) and common irregularly spelled words.



Overall Level 

Linguistic Vocabulary: (5)
Uses a broad range of words (same/similar, friend/friendship, attached/unattached), including words with multiple meanings (play, blocks, shape, cargo, runs).
Linguistic Grammar: (5)
Writes grammatical structures, such as embedded pronouns (they, that, ones), irregular plurals (people), a variety of word forms (different, differences, difference), a variety of tenses (are, will talk, had, were, has, have, hang, look, organized, taught, run, go, runs, speaks, have to make) with increasing accuracy.
Linguistic Syntax: (5)

Writes connected complex sentences and cohesive texts with supporting detail (More people use cars here to get around because the metro and bus system don’t go to as many places or run all day and all night.).

Strategic: (5)
Uses a variety of strategies, such as circumlocution (attached in rows = townhouse or row house, more people from different countries = multicultural or diverse) to add descriptions to writing and make better word choices.

Socio-Linguistic: (5)

Produces expository text using appropriate form and style in response to prompt.  (Writes an essay that includes an introductory paragraph, detailed body paragraphs and a concluding paragraph.)

Discourse: (5)
Connects ideas in a three-paragraph expository composition using a variety of cohesive devices (then, but, also, as well, although, or, whereas) and some transition words (first, next, while, another, for example, last, finally, even though).
Editing: (5)

Edits paragraphs for common punctuation (mom’s), subject–verb agreement (The houses are …, There is a busy metro …), tense and sequence of ideas (things, houses, transportation, friends).