Section 9 Writing Short Compositions

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Section 9 Writing Short Compositions
California English Language Development Test
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Writing Short Composition Administration
Procedures
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Short Composition Prompts
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Slide. Binder Section 9, page 9-9.
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Scoring RubricScore Point 0

• Content may or may not be related to the prompt.
• Response consists of a few isolated words with no
  comprehensible phrases.
• Subject and predicate may or may not be present.
• Grammar and syntax contain errors that distort
  meaning.
• Vocabulary is severely limited (student uses
  random words).
• Spelling and mechanics errors interfere with
  comprehensibility.

5
Anchor Sample 3Score Point 0
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Slide. Binder Section 9, page 9-15 Sample 3
Grades 6-8.
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Scoring RubricScore Point 1

• Content is somewhat related to the prompt.
• Response is mostly incomprehensible with some
  recognizable phrases.
• Subject or predicate may be recognizable.
• Grammar and syntax often interfere with meaning.
• Vocabulary is basic (in early stages of
  development mostly basic).
• Spelling and mechanics errors make response
  difficult to comprehend, but at least one word is
  spelled correctly (other than a, I, or the).

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Anchor Sample 5Score Point 1
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Slide. Binder Section 9, page 9-16 Sample 5 Grade
2.
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Scoring RubricScore Point 2

• Content is clearly related to the prompt.
• Response is mostly comprehensible but may also
  contain fragments or run-ons.
• Subject and predicate are evident in at least one
  sentence with capitalization at the beginning of
  the sentence and punctuation at the end of the
  sentence.
• Grammar and syntax contain numerous errors,
  sometimes interfering with meaning.
• Vocabulary is vague or general (primarily uses
  words such as fun, nice, cool, good).
• Spelling and mechanics errors may interfere with
  meaning.

9
Anchor Sample 10Score Point 2
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Slide. Binder Section 9, page 9-17 Sample 10
Grades 3-5.
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Scoring Rubric Score Point 3

• Content reasonably addresses the prompt.
• Response is mostly comprehensible and
  recognizable as a paragraph contains logical
  sequencing.
• Subject and predicate are in correct word order,
  as well as capitalization at the beginning of the
  sentence and punctuation at the end of the
  sentence. Response contains three or more
  complete simple or compound sentences, although
  there may be some fragments or run-ons. At least
  one sentence for grade 2 two sentences for
  grades 3-5 three sentences for grades 6-12
  contains a subject and predicate in correct word
  order, as well as capitalization at the beginning
  of the sentence and punctuation at the end of the
  sentence.
• Grammar and syntax contain few errors that
  occasionally interfere with meaning.
• Vocabulary adequately addresses the prompt.
• Spelling and capitalization errors occasionally
  interfere with meaning.

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Anchor Sample 15Score Point 3
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Slide. Binder Section 9, page 9-19 Sample 15
Grades 6-8.
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Scoring Rubric Score Point 4

• Content fully addresses the prompt.
• Response is in paragraph form with sentences that
  support the topic sentence and may contain a
  concluding sentence. Response is written in
  Standard English and contains well-organized
  events or ideas as well as a few effective
  details and transitional devices.
• Subject and predicate are in correct word order,
  as well as capitalization at the beginning of the
  sentence and punctuation at the end of the
  sentence. Response contains at least three
  complete sentences, one or more of which is
  syntactically complex (multiple subjects/objects,
  use of infinitive or gerund as an object,
  compound/complex sentence structure,
  prepositional phrases, relative clauses). At
  least three sentences contain a subject and
  predicate in correct word order, as well as
  capitalization at the beginning of the sentence
  and punctuation at the end of the sentence.
• Grammar and syntax contain minimal errors that do
  not interfere with meaning.
• Vocabulary is precise and may include idioms or
  figurative language.
• Spelling and mechanics errors are minimal and do
  not interfere with meaning.

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Anchor Sample 20Score Point 4
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Slide. Binder Section 9, page 9-22 Sample 20
Grades 9-12.
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Scoring Practice Procedure
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Short Composition Scoring Practice

• Sample 29
• A 0
• B 1
• C 2
• D 3
• E 4

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Slide. Binder Section 9, page 9-27 Sample 29
Grade 2.
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Short Composition Scoring Practice

• Sample 42
• A 0
• B 1
• C 2
• D 3
• E 4

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Slide. Binder Section 9, page 9-32 Sample 42
Grade 2.
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Short Composition Scoring Practice

• Sample 47
• A 0
• B 1
• C 2
• D 3
• E 4

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Slide. Binder Section 9, page 9-34 Sample 47
Grades 3-5.
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Short Composition Scoring Practice

• Sample 52
• A 0
• B 1
• C 2
• D 3
• E 4

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Slide. Binder Section 9, page 9-36 Sample 52
Grades 3-5.
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Short Composition Scoring Practice

• Sample 55
• A 0
• B 1
• C 2
• D 3
• E 4

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Slide. Binder Section 9, page 9-37 Sample 55
Grades 3-5.
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Short Composition Scoring Practice

• Sample 75
• A 0
• B 1
• C 2
• D 3
• E 4

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Slide. Binder Section 9, page 9-44 Sample 75
Grades 6-8.
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Short Composition Scoring Practice

• Sample 78
• A 0
• B 1
• C 2
• D 3
• E 4

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Slide. Binder Section 9, page 9-45 Sample 78
Grades 6-8.
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Short Composition Scoring Practice

• Sample 81
• A 0
• B 1
• C 2
• D 3
• E 4

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Slide. Binder Section 9, page 9-46 Sample 81
Grades 6-8.
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Short Composition Scoring Practice

• Sample 98
• A 0
• B 1
• C 2
• D 3
• E 4

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Slide. Binder Section 9, page 9-54 Sample 98
Grades 9-12.
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Short Composition Scoring Practice

• Sample 99
• A 0
• B 1
• C 2
• D 3
• E 4

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Slide. Binder Section 9, page 9-54 Sample 99
Grades 9-12.