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WRITING PORTFOLIO GUIDE:Grade 1 Informational WritingConnecticut State Department of Education
Writing Portfolio Guide: Grade 1 Informational WritingCONNECTICUT STATEDEPARTMENT OF EDUCATIONDr. Dianna R. Wentzell, CommissionerPerformance OfficeAjit Gopalakrishnan,Chief Performance OfficerAbe Krisst,Bureau ChiefDr. Cristi Alberino,Smarter BalancedEnglish Language Arts Education ConsultantDeirdre Ducharme,Smarter BalancedEnglish Language Arts Education ConsultantAcademic OfficeJoanne R. White,English Language Arts/LiteracyEducation ConsultantiSTATE OF CONNECTICUTDannel P. Malloy, GovernorSTATE BOARD OF EDUCATIONAllan B. Taylor, ChairpersonErin D. BenhamErik M. ClemonsWilliam P. DavenportDonald R. HarrisTerry H. JonesEstela LópezMaria I. MojicaMalia K. SieveJoseph J. VrabelyStephen P. WrightMark E. Ojakian (ex officio)Robert J. Trefry (ex officio)Dr. Dianna R. Wentzell, SecretaryThe Connecticut State Department of Education is committed to a policy of equal opportunity/affirmative action for all qualifiedpersons. The Connecticut State Department of Education does not discriminate in any employment practice, educationprogram, or educational activity on the basis of race, color, religious creed, sex, age, national origin, ancestry, maritalstatus, sexual orientation, gender identity or expression, disability (including, but not limited to, intellectual disability,past or present history of mental disorder, physical disability or learning disability), genetic information, or any otherbasis prohibited by Connecticut state and/or federal nondiscrimination laws. The Connecticut State Department ofEducation does not unlawfully discriminate in employment and licensing against qualified persons with a prior criminalconviction. Inquiries regarding the Connecticut State Department of Education’s nondiscrimination policies should be directedto: Levy Gillespie, Equal Employment Opportunity Director/Americans with Disabilities Act Coordinator, Connecticut StateDepartment of Education, 450 Columbus Boulevard, Suite 607, Hartford, CT 06103-1841, 860-807-2071, Levy.Gillespie@ct.gov.
Writing Portfolio Guide: Grade 1 Informational WritingiiCONNECTICUT STATE DEPARTMENT OF EDUCATIONWRITING ADVISORY COMMITTEEAndrew DeaconK-5 District Literacy SpecialistTorrington Public SchoolsAdrienne DunnGrade 5 TeacherWeston Intermediate SchoolWeston Public SchoolsBrandy GadouryAssistant PrincipalMemorial SchoolEast Hampton Public SchoolsRita GregoryKindergarten TeacherBooth Free SchoolRegional School District 12Gina KimberGrade 3 TeacherAnnie Fisher STEM Magnet SchoolHartford Public SchoolsTina ManusGeneral EducationDepartment HeadWright Technical High SchoolConnecticut TechnicalEducation and Career SystemHolly MillerK–8 District Language ArtsCoordinatorLedyard Public SchoolsPaula TaltyLecturerEducational Leadership,Policy & InstructionalTechnologyCentral ConnecticutState UniversityCarly Weiland-QuirosTEAM Field Staff andProfessional Learning SpecialistEdAdvanceCraig WisniewskiInstructional CoachMartin Kellogg Middle SchoolNewington Public SchoolsSPECIAL ACKNOWLEDGEMENTSThe Connecticut State Department of Education is especially appreciative to the Granby, Griswold, Hartford,New Haven, Norwich, Old Saybrook, Rocky Hill, Simsbury, Thompson, and Waterbury school districts forcontributing to the development of the writing portfolio resources for early elementary educators.
1WRITING PORTFOLIO GUIDE:Grade 1 Informational WritingTo develop and promote effective writingassessment resources that align to theConnecticut Core Standards, the ConnecticutState Department of Education (CSDE) developedtraining materials to support classroom teachers’instruction of writing throughout the year.This particular Grade 1 guide includes a gradeappropriate text and an evidence-based writingprompt that was administered to over 130 firstgrade students representing a range of writingabilities from across Connecticut. The CSDE collectedand scored their responses with guidance from theWriting Assessment Advisory Committee.These materials can be used for classroom-, building-,or district-level training to support evidence-basedstudent writing.BackgroundDuring the fall and early winter of 2017, Englishlanguage arts consultants from the CSDE visitedseven Grade 1 classrooms in Connecticut in whichthe mentor text, Same, Same But Different, writtenby Jenny Sue Kostecki-Shaw, was read aloud tostudents. Following the reading, the class was askedto write a paper about a close friend or someonethey know well. Students were directed to providedetails, drawing comparisons to the person theychose. The students were instructed to providespecific examples and were reminded to make surethat their writing had an introduction, body, andconclusion.Student responses were scored across three writingdimensions (Organization/Purpose, Evidence/Elaboration, and Conventions) using Connecticutdeveloped scoring rubrics aligned to the SmarterBalanced ELA Performance Task Writing Rubrics andthe Connecticut Core Standards (CCS) for Grade 1.The collection represents a range in both depthand abilities. Examining student responses acrossthe three dimensions for writing provides teacherswith a closer look at individual and group strengthsand weaknesses in writing. In particular, this writingprompt calls for students to use evidence-basedexamples in their written response. By looking moreclosely at the three scoring dimensions, teachers canprovide students with specific tools and instructionneeded to meet the grade-level expectations set inthe standards.The scoring rubrics were meant to be general andcan be used with a variety of writing assignmentsacross content areas and purposes. They can be usedin part to focus on one particular dimension, suchas using Evidence/Elaboration, or in their entiretyto identify students’ strengths and weaknesses inwriting.Student ExemplarsThe exemplar set for Grade 1 informational writingcontains a stimulus, an item stem, scoring rubrics,a Smarter Balanced Performance Task ConventionsScoring Chart, writing anchor papers, and a studentfriendly rubric.Directions for using this ELA/Literacy guide:1. Start by reading the stimulus and theaccompanying item stem.2. Examine the specific rubrics for eachdimension and score point.3. Read through the condition code documentto better understand how to score unusualresponses.4. Read the student’s response each time anew rubric is used.This document contains materials that are copyrighted by the Connecticut State Department of Education.Do not post publicly and do not reproduce for commercial purposes.
Writing Portfolio Guide: Grade 1 Informational Writing2Writing Portfolio Guide GlossarySource: informational or research-based texts from various academic disciplines for students to use asevidence or support in their writing.Item Stem/Your Assignment: a paragraph prompting the student to create a focused written response.Anchor Papers: examples of student responses and scoring comments ordered from high to low by scorepoint. In this set of anchor papers, each student response received three annotated scores: a score forOrganization/Purpose, a score for Evidence/Elaboration, and a score for Conventions.Scoring Rubrics: a description of the item expectations that includes a description of response characteristicstypically exhibited at each score point to ensure consistent scoring.Scores with Plus or MinusWithin a score point there are varying levels, from the low end of the point indicated by a minus sign, to thevery high end of a score point, indicated by a plus sign. This allows us to differentiate when hand scoringbetween those students who are either barely within a score point and those that are close to the next scorepoint. This additional information is beneficial when learning to score a paper and when determining nextsteps in instruction based on students’ strengths and weaknesses.Grade 1 Informational WritingSource: Kostecki-Shaw, J. (2011). Same, Same But Different. Henry Holt and Company, New York, NY.Item Stem/Your Assignment: Write a paper about how you are same, same but different from someone youknow. Give examples of how you are the same. Give examples of how you are different. Provide details. Makesure that your writing has an introduction, body, and conclusion.StandardsThe Connecticut Core Standards for English Language Arts and Literacy in History/Social Studies, Science,and Technical Subjects (CCS ELA) are grounded in evidence and designed to ensure that all students have theacademic knowledge and skills they need to succeed after high school. The CCS ELA standards progressiondocuments provide a view of learning expectations by strand and by grade level, and can be useful inunderstanding why the standards are sequenced the way they are across a number of grade levels. TheCCS ELA K–5 writing standards progression provides a more comprehensive identification of the skills andexpectations at each grade level in the writing strand, and were designed to support organizing curriculumand classroom instruction. To access the learning progression documents, visit www.ctcorestandards.org.
Writing Portfolio Guide: Grade 1 Informational Writing3Grade 1 Informational Writing Scoring RubricsGrade 1 Informational Writing re432The response isclearly organized andconsistently focused.The response:The response isadequately organizedand generally focused.The response:The response issomewhat organizedand is unevenlyfocused. The response: clearly introduces atopic adequately namesa topic names a topic, but itis weak uses a structurethat matches thepurpose incorporates astructure provides a clearclosure provides a sense ofclosure January 20, 20171The response lacksorganization and/orfocus. The response: names an uncleartopic or does notname a topicbegins to showemerging structure uses a random orunclear structureprovides a weakclosure provides no closure
Writing Portfolio Guide: Grade 1 Informational Writing4Grade 1 Informational Writing re432The response provideseffective elaborationof the support/evidence for the topic.The response:The response providesadequate elaborationof the support/evidence for the topic.The response:The response providessome elaboration ofthe support/evidencefor the topic. Theresponse: effectivelysupports the topicusing relevantinformation andfacts adequatelysupports the topicusing informationand facts effectively usesvocabulary/languageappropriate tothe task (may mixprecise and moregeneral language) adequately usesvocabulary/languageappropriate tothe task (may mixgeneral languagewith some preciselanguage)January 20, 2017 providesinformation orfacts that areinsufficientlyconnected to thetopicuses somevocabulary/languageappropriate to thetask (simplisticlanguage used)1The response doesnot provide relevantelaboration of thesupport/evidencefor the topic. Theresponse: provides noinformation or factsto support the topic uses vague, unclear,or confusingvocabulary/language
Writing Portfolio Guide: Grade 1 Informational Writing5Grade 1 Informational Writing Rubric:CONVENTIONSConventionsScore210The response demonstratesan adequate command ofconventions. The responsedemonstrates:The response demonstratesa partial command ofconventions. The responsedemonstrates:The response demonstrateslittle or no command ofconventions. The responsedemonstrates: adequate use of correctsentence formation,punctuation, capitalization,grammar usage, and spellinglimited use of correctsentence formation,punctuation, capitalization,grammar usage, and spellinginfrequent use of correctsentence formation,punctuation, capitalization,grammar usage, and spellingJanuary 20, 2017CONVENTIONSHolistic Scoring: Variety: A range of errors includes sentence formation, punctuation, capitalization, grammar usage, and spelling. Severity: Basic errors are more heavily weighted than higher-level errors. Density: The proportion of errors to the amount of writing done well. This includes the ratio of errors to thelength of the piece.
Writing Portfolio Guide: Grade 1 Informational Writing6Smarter Balanced — Conventions Chart — April 2014Grades K–1SpellingCapitalizationPunctuationGrammar Usage Use regular pluralnouns correctly byadding /s/ or /es/(e.g., dog, dogs;wish, wishes).Capitalize: the first word in asentence. the pronoun I. names of people. days of the week. months of the year.Use end punctuationfor sentences.Nouns: Correctly usesingular andplural nouns withmatching verbsin basic sentences(e.g., He hops; Wehop). Use conventionalspelling for wordswith commonspelling patternsand for frequentlyoccurring irregularwords.Use commas in dates. to separate singlewords in a series.Verbs: Correctly use verbsto convey a senseof past, present,and future (e.g.,Yesterday I walkedhome; Today I walkhome; Tomorrow Iwill walk home).Pronoun: Correctly usecommon personal,possessive, and indefinite pronouns(e.g., I, me, my;they, them, their;anyone, everything).Determiners: Correctly usedeterminers (e.g.,articles, demonstratives).Conjunctions: Correctly usefrequentlyoccurringconjunctions(e.g., and, so, but,because).SentenceCompletionN/A
Writing Portfolio Guide: Grade 1 Informational Writing7Smarter Balanced Condition Code CategoriesFor the purposes of scoring open-ended responses on the summative test, including Performance Tasks,Smarter Balanced applies the following Condition Code Categories to capture those responses that do not fulfillthe expectation of the test item. In some cases, a student may not provide a response, while another case mayinclude a response unrelated to the question or topic being assessed. These codes allow the handscorer tocategorize the type of response and provide more information than merely scoring it a zero.ConditionCodesBSmarter Balanced Condition Code CategoryUpdated April 25, 2017BlankNo response providedIInsufficienta.Student has not provided a meaningful response. Some examples: b.Random keystrokes/handstrokesUndecipherable textI hate this testI don’t know, IDKI don’t careI like pizza! (in response to a reading passage about helicopters)Response consists entirely of profanityFor ELA Full Writes, use “I” code (Insufficient) for responses described above and also if: student’s original work is insufficient to determine whether he or she is able to organize, citeevidence/elaborate, and use conventions as defined in the rubrics; or response is too brief to determine whether it is on purpose or on topic.LNon-Scorable LanguageELA/literacy: Language other than English and/or Mathematics: Language other than English or SpanishTOff Topic for ELA Full Writes OnlyDefinition: A writing sample will be judged off topic when the response is unrelated to the task orthe sources, or shows no evidence that the student has read the task or the sources (especially forinformative/explanatory and opinion/argumentative). Off-topic responses are generally substantial responses.MOff Purpose for ELA Full Writes OnlyDefinition: A writing sample will be judged off purpose when the student has clearly not written tothe purpose designated in the task. An off-purpose response addresses the topic of the task, but not the purpose of the task. Note that students may use narrative techniques in an explanatory essay or use argumentative/persuasive techniques to explain, for example, and still be on purpose. Off-purpose responses are generally developed responses (essays, poems, etc.) clearly notwritten to the designated purpose.
Writing Portfolio Guide: Grade 1 Informational Writing8Grade 1 Anchor SetsGRADE 1P-1Organization/Purpose(1-4 Points)Evidence/Elaboration(1-4 Points)Conventions(0-2 Points)4 4 24 : T he student clearly names atopic and uses an appropriatestructure for the purpose. Thestudent provides a basic closure.The choice of a transitionalphrase helps move the responseforward (And another reasonis.).4 : T he student effectively supportsthe topic with varied andrelevant information whileincorporating vocabulary thatis both precise and general(flexible/chapter books/takes careof me).“Do you have a friend? I do, I love Mia because she’s sonice. We’re the same because we speak Spanish. We’redifferent because Mia has one parent, I have two. Andanother reason is we are flexible. And I know how to readchapter books. She can’t read chapter books. We both liketo read. We both like to read so much.My best friend Mia always take care of me. And that’s howI loved, loved, loved my best friend, and there you go.”2: A lthough there are misspelledwords, the student shows astrong phonetic understanding.Many of the vocabulary wordsused are above grade level. Thispaper demonstrates an adequatecontrol of conventions.
Writing Portfolio Guide: Grade 1 Informational WritingGRADE 1P-29Organization/Purpose(1-4 Points)Evidence/Elaboration(1-4 Points)Conventions(0-2 Points)4-404-: T he student clearly namesa topic and provides a listlike response that attemptsto sustain the writing. It alsoincludes a sense of closure.4: T he student uses appropriatelanguage and integrates multipleexamples (We both speak Hindi;Arohi has lighter skin than me;Arohi has six cousins and I havenineteen cousins).“My friend is Arohi. We both have black hair and we bothspeak Hindi, but Arohi has lighter skin than me and she isborn from India and I am born from Pennsylvania. She hasshort hair and I have long hair. Arohi has six cousins and Ihave nineteen cousins. Arohi like TV and I like roller skatingand dancing. She like cocoa bars and I like bubblegum. Herbirthday is October 18 and mine is February 17.”0: T his response includesinconsistent spelling andpunctuation. There are multipleerrors in grammar usage (Arhoilike TV; she like coco bars).
Writing Portfolio Guide: Grade 1 Informational WritingGRADE 1P-310Organization/Purpose(1-4 Points)Evidence/Elaboration(1-4 Points)Conventions(0-2 Points)4204: T he student clearly names a topicand provides a sense of closure.2: T he response includes detailsthat are awkwardly written and,at times, ineffective. Some detailsare random and unconnected.0: T he response containsinconsistent spelling andpunctuation. Capitalization israndom. This paper demonstratesa lack of control of conventions.“My best friend is A’mya. Because we sit together at thecafeteria. And we eat salad, me and A’mya. A’mya loveto be my friend. A’mya is taller than me because she isseven. I like to be A’mya friend. And, I got a dog. And,A’mya got a cat. Me and A’mya is happy.”
Writing Portfolio Guide: Grade 1 Informational WritingGRADE 1P-411Organization/Purpose(1-4 Points)Evidence/Elaboration(1-4 Points)Conventions(0-2 Points)3 3 1 3 : T he student provides a topic,but is missing an ending.However, the structure is clearand focused throughout.3 : T his response integrates specificdetails (strawberries vs. apples)to elaborate on the evidenceprovided.“Maddie is the same as me because she is in myclass. Maddie is also the same as me becauseshe sits at the same table as me. We are differentbecause Maddie likes fruit and I don’t. I like applesand Maddie likes strawberries. Me and Maddie alsoboth have a brother. We are also different becausewe do not have the same hair color.”1 : T his response contains issueswith spelling and capitalization.Overall, there is a limited controlof conventions.
Writing Portfolio Guide: Grade 1 Informational WritingGRADE 1P-512Organization/Purpose(1-4 Points)Evidence/Elaboration(1-4 Points)Conventions(0-2 Points)3413: T his response is focused, butis missing an opening andconclusion.4: T he specific examples the studentincorporated in this response(bed vs. mattress; tea party set vs.big princess doll) follow the toneof the book.“Ms. Fedorko likes to sleep on a bed. I like to sleep ona mattress. Same, same but different. Scarlett likesto play with a tea party set. I like to play with a bigprincess doll. Same, same but different. Ms. Fedorkolikes to read anywhere. I like to read in comfy spots.”1: T he student incorporatesphonetic spelling for out-ofgrade level words (matche/mattress, enewhere/anywhere,cunfy/comfy) though punctuationis inconsistent.
Writing Portfolio Guide: Grade 1 Informational WritingGRADE 1P-613Organization/Purpose(1-4 Points)Evidence/Elaboration(1-4 Points)Conventions(0-2 Points)3303: T he response includes a cleartopic and the student attemptsto provide an ending (But we areboth best friends).3: T he student provides severalexamples/details, but presentsthem in a list-like fashion (hassmall eyes/I have big eyes; lightskin/dark skin; born from China/born from India).“My friend Ashley is same and different. Ashly hassmall eyes, I have big eyes. She has light skin, Ihave dark skin. But, our kindergarten teacher is thesame. She is born from China. I am born from India.But, we are both best friends.”0: T here is irregular punctuation,and random capitalizationthroughout. In a short amount ofwriting, there are also grammarusage and spelling errors, placingthis response in the score point 0category.
Writing Portfolio Guide: Grade 1 Informational WritingGRADE 1P-714Organization/Purpose(1-4 Points)Evidence/Elaboration(1-4 Points)Conventions(0-2 Points)33-1-3: T his response is organized andclear, but it is missing a closing.3-: T he details are a mixture ofgeneral (play outside; on the samestreet) and specific (Reganae,Delliah).1-: T his response includes subject/verb agreement issues, spellingissues, backward “s.”“My best friend is Reganae. We are friends becauseshe sit next to me at lunch. My other friend nameis Delliah. We are friends because she play with meoutside. Me and my friends are different becausewe don’t live in the same street.”
Writing Portfolio Guide: Grade 1 Informational WritingGRADE 1P-815Organization/Purpose(1-4 Points)Evidence/Elaboration(1-4 Points)Conventions(0-2 Points)2 4-22 : T his response is missing anintroduction to the topic andis missing a conclusion. Thestructure is clear, though verylist-like.4-: T he student uses strongelaboration with relevant andspecific details, along withspecific word choice (gymnastics,snow pants, magenta).2: T his response demonstrates aclear and adequate commandof conventions. The responseincludes above grade vocabulary(gymnastics, magenta), much ofwhich is spelled correctly.“Sadie and I both wear glasses. Sadie and I have different hair. Sadie has orange hair and I havebrown hair. Sadie and I both like climbing trees. My favorite fruit is an apple and Sadie’s is anorange. Sadie and me both have curly hair. Sadie lives in Kay Street and I live on Farm View Lane.Me and Sadie have the same snow pants; hers are bigger and mine are smaller. Sadie and I bothlike gymnastics. Sadie and I both like playing games together. But, she likes tag and I like hide andseek. Sadie and me both like swimming in the pool. Sadie and me both like kittens. Sadie and meboth like flowers. Sadie and me both like princesses. Me and Sadie both like magenta.”
Writing Portfolio Guide: Grade 1 Informational WritingGRADE 1P-916Organization/Purpose(1-4 Points)Evidence/Elaboration(1-4 Points)Conventions(0-2 Points)2302: T he student adequately namesa topic and shows a basic focus;however, there is no closure.3-: T he student supports the topicand uses vocabulary that isappropriate (vegan, short sleeves).“Annie is my friend. Annie is a vegan. I am a half vegan.I like clothes. Annie likes clothes, too. I like dresses.Annie likes short sleeves. I have glasses. Annie does nothave glasses. I love mom. Annie loves mom.”0: T his response containsinconsistent use of capital letters.There are spelling, lettering, andpunctuation issues.
Writing Portfolio Guide: Grade 1 Informational WritingGRADE 1P-1017Organization/Purpose(1-4 Points)Evidence/Elaboration(1-4 Points)Conventions(0-2 Points)2302: T his response is missing theintroduction of a topic, as wellas lacking a conclusion. Thestructure is weak and uneven.3: T he student uses strongelaboration with relevant andspecific details. The responseincludes high-level vocabulary(complement).0: T his response lacks appropriatecapitalization, punctuation,and spelling, and does notdemonstrate phonetic awareness.“So my friend Harper has a dog, but I don’t because I have a fish. Harper like Epic, but I don’t.So we are the same by we use to have the same teacher. We both complement each other.Harper likes strawberry and so do I. Harper also like me. I like chocolate cake. Harper likesvanilla, but I do not. Harper likes Ms. Klebrat and so do I and she has brown hair and so do I.Harper likes rainbows and so do I.”
Writing Portfolio Guide: Grade 1 Informational WritingGRADE 1P-1118Organization/Purpose(1-4 Points)Evidence/Elaboration(1-4 Points)Conventions(0-2 Points)23-02: T he student adequately namesa topic and incorporates somestructure, but the organizationis uneven. The response isunfocused and is missing aconclusion.3-: T he student incorporatesadequate elaboration andvocabulary (We both like dog,and she has two dog).“Maddie is my friend. We are the same because weboth like dog and she has two dog. We are differentbecause she like fish and I don’t. We are the samebecause we sit at the same table.”0: T his response meets the criteriaof errors in variety, severity,and density. There is a lack ofpunctuation and letter formation,with some letters writtenbackwards. The amount of errorsin relation to the amount ofwriting places this response inthe score point 0 category.
Writing Portfolio Guide: Grade 1 Informational WritingGRADE 1P-1219Organization/Purpose(1-4 Points)Evidence/Elaboration(1-4 Points)Conventions(0-2 Points)1 21-1 : T he student does not introducethe topic and is missing aconclusion. The ideas areneither connected nordeveloped.”Sana’ah we like to play on the monkey bars. We is six.We like to play. We like to on slide. We like to run.We like to talk about thing.”2: T he student minimally integrateslist-like details (we like to play; weare six; we like to run; we like totalk).1-: T his response lacks appropriatepunctuation and spelling.
Writing Portfolio Guide: Grade 1 Informational WritingGRADE 1P-1320Organization/Purpose(1-4 Points)Evidence/Elaboration(1-4 Points)Conventions(0-2 Points)11 01: T he student doesn’t introducethe topic and provides no closureor visible structure. The writingveers off the topic in that thereare no comparisons betweensimilarities and differences.“William is my best friend because he is fun to playwith and he lives close to my house.”1 : T he student provides vagueinformation (fun to play with;lives close), and no informationon how they are the same ordifferent. The response containssimplistic and vague language.0: T his response lacks appropriatecapitalization, punctuation,and spelling, and does notdemonstrate phonetic awareness.
Writing Portfolio Guide: Grade 1 Informational WritingGRADE 1P-1421Organization/Purpose(1-4 Points)Evidence/Elaboration(1-4 Points)Conventions(0-2 Points)110 hen dictated, this undeveloped1: Wresponse provides anintroduction (Kyron is mybest friend), but is missing aconclusion.“Kayron is my best friend. We like football.”1: T his response contains a minimalintegration of detail to supportthe student’s friendship withKayron (We like football).0: T his response shows nocommand of conventions.
Writing Portfolio Guide: Grade 1 Informational Writing22The following optional First Grade Writer’s Checklist can be used or modified by the teacher to meetthe appropriate writing objectives to assist classroom instruction.First Grade Informational Writer’s ChecklistI wrote a sentence to introduce themain idea.I included several details or factsfrom the text to support the mainidea.Details or facts are explained incomplete sentences for eachexample provided.I wrote a conclusion or ending thatconnects to the main idea.My writing is complete.I double-checked my writing forcomplete sentences, neatness,correct spelling, and punctuation.I tried my best!
Jan 20, 2017 · The Connecticut State Department of Education does not discriminate in any employment practice, education program, or educational activity on the basis of . . The exemplar set for Grade 1 informational writing contains a stimulus, an item stem, scoring
