Annotations for Practice Set of TOP Writing Collections

1
Annotations for Practice Set of TOP Writing
Collections

• Grade 2

2
Student 1, Gr. 2, Intermediate (Higher)

• Communicates simple, original messages using
  high-frequency, familiar English
• Undetailed descriptions and narrations
• Writing characterized by second language
  acquisition errors (beauting, coin shiny to him,
  I going to do is, peoples)
• Grasp of basic verbs, basic tenses, and basic
  grammar features still limited
• Way student expresses ideas in English or renders
  them in writing sometimes interferes with
  understanding (a young beauting shoes, prake,
  gesc, evratr, jriv, and the old people how dody
  and it will be sad if you didy will I tike sad)

3
Student 2, Gr. 2, Advanced

• Overall grasp of basic verbs, tenses (simple
  present, simple past), grammar features, and
  sentence patterns at second grade level
• Sufficient vocabulary and grasp of language
  structures to narrate in some detail with
  emerging clarity
• Features of second language acquisition present
  (it turned fun, I have alot of to do, I went
  China, when I 4 years old), but writing is
  understandable to those not used to writing of
  ELLs
• Variety of common cohesive devices (and, that
  time, one time, because, but, when)

4
Student 3, Gr. 2, Advanced High

• Nearly comparable to writing of native
• English-speaking second graders
• Use of a variety of cohesive devices
• Sustained control of the elements of
• grade-appropriate writing
• Ability to explain in detail about how to round
  in math (a linguistically demanding task)
• Some errors related to second language
  acquisition, but these rarely interfere with
  communication (tuggles, really nice with me, at
  music, on art, do it for you cant forget)

5
Student 4, Gr. 2, Beginning

• Primary language often used to express
• high-frequency English words (fui, como, muy,
  rojos ojos)
• Primary language phonetics used to spell
• high-frequency English words (gi for he,
  talmi for tell me, bayseco for bicycle,
  guriap for hurry up, gas for has)
• Writing primarily in present tense
• Much writing unclear even to those used to
  writing of ELLs

6
Student 5, Gr. 2, Advanced (Lower)

• Grasp of basic tenses and grammar features at
  second grade level although there are some errors
• Some variety of cohesive devices (and,
• then, because, now, when)
• Enough vocabulary and grasp of language
  structures to narrate in some detail
• Primary language features present (she has 12
  yers olde, fell of the airplane, I have skard),
  but they do not limit understanding of
  individuals not used to the writing of ELLs

7
Student 6, Gr. 2, Intermediate (Lower)

• Ability to communicate original ideas using
  short, simple sentences
• A developing sense of English verbs
• and tenses but grasp is still limited
• Loosely connected text with limited use
• of cohesive devices
• Undetailed descriptions and narrations
• Some parts unclear or understandable only to
  individuals used to this students writing (It
  was also we were star play footdall, I wuz bed
  bicos I kepon the rost on my hed, he is the kegne
  of the inene)

8
Student 7, Gr. 2, Beginning

• Primary language used to express high-frequency
  English words (tuvo, y se yama)
• Frequent use of primary language phonetics in
  spelling limit understanding (it for eat, alara
  for a lot of, aspero for hospital, pari for
  party, adru teng for another thing, ai for
  I)
• Third sample shows more primary language
  phonetics that hinder understanding even for
  individuals used to writing of ELLs

9
Student 8, Gr. 2, Advanced High

• Nearly comparable to the writing of second grade
  English-speaking peers
• Ability to apply, with minimal support, elements
  of grade-appropriate writing
• Occasional difficulty with naturalness of
  expression (on some eggs you can crak on peoples
  heads, was the first prestedent in our countre)

10
Student 9, Gr. 2, Advanced (Higher)

• Grasp of basic verb tenses, grammar
• features, and sentence patterns
• Narration developed in some detail with emerging
  clarity and use of complex sentence patterns
• Occasional second language acquisition
  inaccuracies do not interfere with meaning but
  are not limited to low-frequency words and
  structures (I lookd the watr, I ran fast the
  grind, I was too much skard, we went to home, I
  take
• him a bath, I miet get kidcked in the leg
  wheth another kid switching between pronouns he
• and she in second sample)

11
Student 10, Gr. 2, Intermediate (Higher)

• Communication of simple, original ideas,
  especially in 1st and 3rd sample
• Grasp of basic grammar features still limited
  (primarily uses present tense to narrate about
  the past does not use s for possessives my
  mom room, my grandpa name, etc.)
• Simple sentence structures limited cohesive
  devices
• Second sample does not go beyond list-like
  development of memorized phrases
• Second language acquisition inaccuracies to
  express high-frequency English, but these do not
  hinder meaning for individuals used to writing of
  ELLs (in for and, a for I, Read 2 book, a go
  to my mom room to saw da tv becuse was Dora in da
  tv)