Adapted from Kentucky Marker Papers Revised June, 2004
SHORT STORY AMPLIFIED CONTINUUM Early Beginning Skills Beginning Skills Developing Skills Higher Developing Skills Competent Skills Proficient Skills Topic and Purpose Draws/writes a fictional entry by experimenting with marks on a page (writing requires translation ) Writes a fictional story or a part of a story using some conventions of print (writing may require translation.) Writes a fictional story using some of the following story elements: character, setting, problem, and solution. (story elements may not be developed) Creates a fictional story with the following story elements: character, setting, and plot with a problem and solution Creates a focused, fictional story with the following story elements: character, setting, a developed plot with problem/solutionfor a clear purpose to entertain, to amuse, to touch readers heart, to scare, to teach a lesson, etc. Creates a focused, fictional story using the story elements: character, setting, a developed plot with problem, climax, and solutionfor a clear and maintained purpose to entertain, to amuse, to touch readers heart, to scare, to teach a lesson, etc. Voice Begins to use individual voice through dialogue, thoughts, insights, word choice, descriptive/figurative language, sentence structure, etc. Uses some individual voice through dialogue, thoughts, insights, word choice, descriptive/figurative language, sentence structure, etc. Uses more individual voice through dialogue, thoughts, insights, word choice, descriptive/figurative language, sentence structure, etc. Uses individual voice throughout the piece through dialogue, thoughts, insights, word choice, descriptive/figurative language, sentence structure, etc. Title Writes a title that labels the event (When Jack and Tim Went to a Haunted House) Writes a title that labels the event and attempts to create reader interest (The Haunted House) Writes a title creates reader interest and relates to the narrowed topic (Trapped in the Haunted House) Writes a title that creates reader interest and captures the essence of the piece (No One Leaves This House) Ideas and Details Uses symbols, letter- like marks to represent words Draws picture to communicate ideas Uses print including word attempts, sight words, other known words, or phrases to attempt to relate a story Draws picture to support print Creates a story line with a series of undeveloped events Creates story line and develops some events with specific details, but may leave some gaps or confusion for the reader. Creates story line and develops most events with relevant, specific details that support the purpose, yet may leave some minor gaps or confusion for the reader. Creates clear story line and develops events with elaborated and relevant details that support the purpose and leave no gaps or confusion for the reader Characters Uses marks on a page and pictures to tell about a character Uses picture or a few words to develop a character Creates and attempts to develop a character ( character is identified and/or given a name; attempted development may not be meaningful to story) Creates and meaningfully develops character(s) in one or two of the following ways: thoughts, actions, spoken words, description, or background information Creates and meaningfully develops character in two or three of the following ways: thoughts, spoken words, body language, actions, description, or background information Creates and meaningfully develops character in a variety of the following ways: thoughts, spoken words, body language, actions, description, or background information Weaves character development meaningfully into the story line Setting Uses picture or a few words to indicate a setting Identifies the setting for the story Attempts to develop the setting with description or details Develops setting with relevant details and description Develops setting with relevant details and description that are woven into the story line Plot with Problem/ Solution Uses picture or a few words to indicate a problem/solution Attempts to create a plot with a problem and solution (Problem is undeveloped; may not be important to the plot. Solution is undeveloped; problem is solved instantly or not solved at all.) Creates a plot with a problem and solution (Problem is important to the plot; problem is resolved; writer attempts satisfactory conclusion.) Creates a plot with a developed problem and a satisfactory solution (Problem or conflict is developed and vital to the plot; character struggles to solve the problem; problem is resolved satisfactorily.) Creates the plot with a well-developed problem, a climax, and a satisfactory solution (Problem or conflict is developed and vital to the plot. The character may struggle to resolve the problem, which leads to a climax and a satisfactory resolution.) Dialogue Uses pictures or speech bubbles to represent spoken words Begins to use dialogue Uses some dialogue Attempts to use dialogue to develop the character Uses some dialogue to develop the character(s) or move the plot Uses relevant dialogue effectively to develop the character(s) or move the plot. Bradley/Webb/Willis JCPS Gheens Academy Adapted from Kentucky Marker Papers Revised June, 2004 SHORT STORY AMPLIFIED CONTINUUM Early Beginning Skills Beginning Skills Developing Skills Higher Developing Skills Competent Skills Proficient Skills Logical order Shows evidence of directionality (top to bottom, left to right) Demonstrates directionality in print Begins to demonstrate a story line with pictures and/or print Places some events in logical order Places most events and details in logical order Places events and supporting details in logical order Places events and supporting details in a meaningful order that maintains coherence and unity (arrangement is tight; no gaps, no confusion) Employs literary devises, such as foreshadowing, flashback, etc. Lead Writes a beginning for the story Attempts an engaging lead that begins the story Writes an engaging lead that provides a logical beginning for the story Writes an engaging lead that provides a meaningful beginning for the story and the necessary context for the reader Conclusion Writes an ending for the story (ending may be abrupt) Attempts to write a conclusion that satisfactorily ends the story Writes a conclusion that effectively ends the story Writes a conclusion that enhances and effectively ends the story Transitions Begins to use transitions between events Uses some transitions between events and/or details Uses more transitions between events and supporting details Uses a variety of transitions between events and supporting details that guide the reader through the story Paragraphs Attempts to use paragraphs to organize the story Uses some paragraphs to organize the story Uses most paragraphs correctly to organize the story Uses paragraphs correctly and effectively throughout to organize the story Sentences Uses some letters, strings of random letters, and /or unrelated words to resemble a sentence Uses word attempts, sight words, other known words, or phrases to represent a sentence or two Writes some complete sentences Writes many complete sentences Begins to write sentences of various lengths and/or structures Writes mostly complete sentences Writes some sentences of various lengths and structures Writes complete sentences consistently Writes sentences of various lengths and structures throughout the piece Language Labels pictures or produces simple text using symbols or letter- like marks Uses word attempts, sight words, or other known words, to communicate about the story Begins to use a variety of words Begins to use descriptive language Uses some variety of words Uses some descriptive or figurative language to create a picture in the readers mind Begins to use strong verbs or concrete nouns Uses more variety of words including some strong verbs or concrete nouns Uses more descriptive or figurative language effectively to create a picture in the readers mind Uses a variety of words, including strong verbs and concrete nouns, throughout the piece Uses effective descriptive or figurative language, as appropriate, throughout Correctness Uses scribbles, letter- like marks, and/or strings of random letters Uses some spaces between words Uses one or two letters, or other inventions to represent words Begins to show sound letter correspondence Attempts to use capitals Attempts to use end punctuation Attempts additional punctuation Uses spaces between words Uses sight words as well as inventions Inventions show some understanding of sound/letter correspondence Uses some capital letters correctly Uses some end punctuation correctly Uses some additional punctuation correctly Shows some evidence of correct word usage Uses more correct spelling, less invention Inventions show understanding of sound/letter correspondence Often uses capital letters correctly Often uses end punctuation correctly Often uses additional punctuation correctly Often demonstrates correct word usage Generally uses correct spelling Generally uses capital letters correctly Generally uses end punctuation correctly Generally uses additional punctuation correctly Generally shows correct word usage Makes few or no errors in spelling Makes few or no errors in capitalization Makes few or no errors in punctuation Makes few or no errors in word usage