Writing+Prompt



= **Writing Prompt** =

An effective writing program includes pre-writing activities to "get the writing juices flowing!" The use of a Story Map and a Writing Prompt are sure to encourage hesitant writers to pick up a pencil and start writing. I created a Story Map and a Writing Prompt below for the book, //A Bargain for Frances//by Russell Hoban. These activities would be suitable for 2nd-4th graders who are between Beginning to Intermediate language proficiency levels. At the bottom of the page you will see a rubric I created taken from the **//Writing Rubric of the WIDA Consortium Grades 1-12//**. Enjoy!










 * || === Story Writing : //A Bargain for Francis Rubric// ===

Student Name: ________________________________________ || ||

Reference (rubric) //Writing rubric for the WIDA consortium: Grades 1-12//. (n.d.). Retrieved from http://www.wida.us/standards/RG_Speaking%20Writing%20Rubrics.pdf
 * CATEGORY || Linguistic Complexity || Vocabulary Usage || Language Control || ||
 * Reaching 6 || A variety of sentence lengths of varying linguistic complexity in a single tightly organized paragraph or in well-organized extended text; tight cohesion and organization || Consistent use of just the right word in just the right place; precise Vocabulary Usage in general, specific or technical language. || Has reached comparability to that of English proficient peers functioning at the “proficient” level in state-wide assessments. || ||
 * Bridging 5 || A variety of sentence lengths of varying linguistic complexity in a single organized paragraph or in extended text; cohesion and organization || Usage of technical language related to the content area; evident facility with needed vocabulary. || Approaching comparability to that of English proficient peers; errors don’t impede comprehensibility. || ||
 * Expanding 4 || A variety of sentence lengths of varying linguistic complexity; emerging cohesion used to provide detail and clarity. || Usage of specific and some technical language related to the content area; lack of needed vocabulary may be occasionally evident. || Generally comprehensible at all times, errors don’t impede the overall meaning; such errors may reflect first language interference. || ||
 * Developing 3 || Simple and expanded sentences that show emerging complexity used to provide detail. || Usage of general and some specific language related to the content area; lack of needed vocabulary may be evident. || Generally comprehensible when writing in sentences; comprehensibility may from time to time be impeded by errors when attempting to produce more complex text. || ||
 * Beginning 2 || Phrases and short sentences; varying amount of text may be copied or adapted; some attempt at organization may be evidenced. || Usage of general language related to the content area; lack of vocabulary may be evident. || Generally comprehensible when text is adapted from model or source text, or when original text is limited to simple text; comprehensibility may be often impeded by errors. || ||
 * Entering 1 || Single words, set phrases or chunks of simple language; varying amounts of text may be copied or adapted; adapted text contains original language. || Usage of highest frequency vocabulary from school setting and content areas. || Generally comprehensible when text is copied or adapted from model or source text; comprehensibility may be significantly impeded in original text. || ||

Contact Me!

Robbin Meric Graduate Student at Middle Tennessee State University in Curriculum and Instruction with a Concentration in ESL Email me at: rmericesl@gmail.com