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 Grade 1 Writing Samples
Overall Level


she is crem

she is

She trow iscrem

Linguistic Vocabulary: (1)

Uses utility words (she, ice cream).

Linguistic Grammar: (1)

Level 1: Writes nouns and verbs in present tense (trow [throw]). Some evidence of Level 3: Writes pronouns (she).

Linguistic Syntax: (1)

Writes simple phrases and patterned sentences with support(She trow [throw] iscrem).

Strategic: (-)

Copies words with increasing accuracy (only one word spelled with accuracy – she).

Socio-Linguistic: (-)

Copies patterned sentences with little understanding of purpose of writing (not observed in this sample).

Discourse: (1)

Connects two or more words (iscrem [ice cream]).

Editing: (-)

Edits sight words for spelling with direct support (not yet).

Overall Level 

She was eat ice-crem
She drob the ice-crem
She is crid
Linguistic Vocabulary: (1)

Level 1: Uses a few utility words (eat, ice cream, dropped, cried) and descriptive words (no evidence) related to familiar objects and personal experiences. 

Level 2: Uses some utility, descriptive and subject specific words related to familiar objects, actions and topics.

Linguistic Grammar: (2)

Uses past tense (was, cried). There are tense errors and omissions (was eat(ing), drop(ped), she is cried = she cried or she was crying).

Linguistic Syntax: (2)

Writes simple sentences (She dropped the ice-cream.)independently.

Strategic: (2)

Spells familiar words (she, was, eat, ice, is).

Socio-Linguistic: (2)

Completes patterned sentences with some understanding of purpose (she is, she was, she is).

Discourse: (1)

Level 1: Connects two or more words to create sentences and phrases (was eating ice cream). 
Level 2: Connects words in simple sentences with "and" and "then."

Editing: (1)

Level 1: Edits for sight words with support (She was eat, the, is). 
Approaching Level 2: Edits capitals at the beginning of sentences.

Overall Level 


There are 3 kids. It raining to much. One kid, he jump in the fall down water. He have boots. The other another kid she haveumbrella. She not get wet. She is so happy she stay under theumbrella 

Another kid is sad. She don’t have coat for rain and she don’t have boots.

Linguistic Vocabulary: (2)

Level 2: Writes some utility words (kids, boots, umbrella), descriptive words (wet, happy, sad) and subject-specific words related to familiar objects, actions and topics. 
Level 3: Writes more utility, descriptive and subject specific words related to curricular concepts.

Linguistic Grammar: (3)

Level 3: Writes nouns (kid, umbrella), verbs in continuous tense (raining), prepositions (in, under, for), pronouns (he, she) and articles (the).

Linguistic Syntax: (4)
Writes simple detailed sentences (One kid, he jump in the fall down water.).

Strategic: (3)

Level 3: Invents spelling that reflects learner's own pronunciation.
Level 4: Spells words according to pronunciation and knowledge of common spelling patterns (another, coat, rain, don’t, boots).

Socio-Linguistic: (3)

Uses appropriate template for writing. (Connected sentences to respond to picture prompt.)

Discourse: (2)

Level 2: Connects words in simple sentences with "and" and "then." 
Level 3: Connects ideas in short related sentences with conjunctions and time markers.

Editing: (3)

Uses capitals (There, It, She), end of sentence punctuation (.)and regular spelling (much, have, stay).

Overall Level 


Mr. Parson an 2 students.wen after school to get bus, O no, theymizt the bus Mr. Parson yell to the bus driver and Oto yell too.But he no here the yell.

She cri because she miss the bus.

Linguistic Vocabulary: (3)
Level 3: Uses more utility words (yell, here, miss), descriptive words (bus driver, yell) and subject-specific words (no evidence) related to curricular concepts. 
Level 4: Uses a range of words including synonyms and words with multiple meanings related to curricular concepts.

Linguistic Grammar: (3)
Level 3: Writes nouns (student, school, bus), verb in irregular past tense (wen [went]), prepositions (after, to), pronouns(they, he) and articles (the). 
Level 4: Demonstrates control of word order, plurals, tense and subject–verb agreement.

Linguistic Syntax: (4)
Writes complex sentences (Mr. Parsons and 2 students went after school to get bus.) in simple paragraphs.

Strategic: (3)
Level 3: Spells words that reflect learner's own pronunciation(O/Oh, mist/missed, cri/cry). Level 4: Spells words according to pronunciation and knowledge of common spelling patterns.

Socio-Linguistic: (4)

Completes writing plan template with some support.(Responds to prompt and follows story plan; beginning, middle and end.)

Discourse: (4)
Uses conjunctions to connect ideas in a paragraph (and, but, because).

Editing: (3)

Level 3: Edits for capitals (Mr. Parsons, She), end of sentence punctuation (.), commas in a list (no evidence) and regular spelling (too, no, the, bus). Level 4: Edits sentences for common punctuation, simple tenses and regular spelling.

Overall Level 

Mr. Parsons, Jordan and Amir went after school to get thebus. They were late because they were at choir. They hurried tocatch the bus. Oh, no! said Amir. We missed the bus. When Mr. Parsons yelled to the bus driver, the bus was too loud. So the bus driver didn’t hear them calling. The little girl cried becauseshe was sad that she missed the bus.
Linguistic Vocabulary: (4)
Level 4: Uses a range of words (school, bus, Oh no, bus driver, loud, little girl, sad) and synonyms (yelled/calling). 
Level 5: Uses a broad range of words including utility, descriptive, subject-specific and academic related to curricular concepts.
Linguistic Grammar: (4)

Level 4: Demonstrates control of word order (We missed the bus.), plurals (no evidence), tense (went, get, catch) and subject–verb agreement (she was). 
Level 5: Writes a range of grammatical structures demonstrating more control of word order, plurals, tense and subject–verb agreement.

Linguistic Syntax: (4)

Level 4: Writes complex and compound sentences (They were late because they were at choir.). 
Level 5: Writes a variety of sentence types and detailed paragraphs.

Strategic: (5)
Spells challenging words (choir, hurried, cried).

Socio-Linguistic: (5)

Creates appropriate texts demonstrating a sense of topic, purpose, style and register. (Writes a cohesive story in sequence with supporting detail appropriate to picture prompt.)

Discourse: (5)
Uses cohesive devices effectively (after, when, so, that).
Editing: (5)

Edits for punctuation (,), (!), (.), tense (was, didn’t, missed)and commonly misspelled words (hear, too).