A+ Spanish Mentor Texts for Writing - PROGRAM SAMPLER

Emerging: 1 Developing: 2 Proficient: 3 Beyond: 4 Content • Writing prompt is not addressed or content is irrelevant. • Does not include details or descriptions. • Writing prompt is partially addressed. • Includes limited details and descriptions. • Writing prompt is addressed. • Includes enough relevant descriptions and details. • Writing prompt is fully and skillfully addressed. • Includes many relevant and vivid descriptions and details. Organization • No organizational structure. • No sequence of events. • Attempts to follow the three-part structure of personal narratives with limited success. • Some events are sequenced. • Follows the three-part structure of personal narratives. • Clear sequence of events. • Follows the three-part structure of personal narrative effectively. • Clear and effective sequence of events. Genre and Writer’s Craft • Includes just one element of personal narratives. • Not written in the first- person point of view. • Includes two or three elements of personal narratives. • Partially written in the first-person point of view. • Includes all of the elements of personal narratives. • Written in the first- person point of view. Uses some words and verbs to show first- person point of view. • Includes all of the elements of personal narratives effectively. • Written in the first- person point of view. Uses a variety of words and verbs to show first-person point of view. Language Use: vocabulary and conventions • Very limited and/or inaccurate vocabulary. • Many errors in the language point covered. • Repetitive vocabulary. Some inaccuracies. • Some errors in the language point covered. • Somewhat varied and accurate vocabulary. • Very few errors in the language point covered. • Effective, accurate, and varied vocabulary. • No errors in the language point covered. day 4 w ritinG • Review the genre and writer’s craft with the class. Students may use Hoja 2 to review. • Read the writing prompt aloud and clarify the task. • Assign Hoja 3 and assist students as they write their drafts. day 5 r eviSinG and e ditinG • Have students review the vocabulary and language point on Hoja 1 . • Assign Hoja 4 . Review the checklist with students. Assist them as necessary in their reviewing and editing processes. • If appropriate, you may want to have partners do a peer review of each other’s personal narratives. day 6 P ubliShinG and / or P reSentinG • If time allows, organize a storytelling session and invite students to share their personal narratives. At the end of the session, encourage students to compare and contrast their experiences. • Assign the following reflection questions: ¿Qué te resultó más fácil al escribir tu relato? ¿Y qué fue más difícil? ¿Por qué? • Once they have finished, have students put away their work in their Writing Folders. w ritinG r ubric : P erSonal n arrative 57 Narrative: Personal Narrative 3