Provincial Literacy Assessment At Grade 2 · The Provincial Literacy Assessment at Grade 2 is compulsory for all students presently enrolled in the second grade in New Brunswick schools

Provincial Literacy Assessment At Grade 2

Information Bulletin November 23, 2010

Department of Education and Early Childhood Development Assessment and Evaluation Branch

P. O. Box 6000 Fredericton, NB

E3B 5H1 (506) 453-2744

Assessment and Evaluation Branch NB Department of Education - 2010

PROVINCIAL LITERACY ASSESSMENT AT GRADE 2

MAY-JUNE 2010

TABLE OF CONTENTS Overview ....................................................................................................................................................... 1 Background ................................................................................................................................................... 1 Assessment Description…………………………………………………………….……………………… 1 Accommodations and Exemptions ................................................................................................................ 3 Reporting of Results ...................................................................................................................................... 4 Findings ......................................................................................................................................................... 4 Appendix A: Reading Achievement Standards – End of Grade Two…………………………….……..7 Writing Achievement Standards – End of Grade Two……………………………………8 AA Exemplar: My Chickins…………………………………………………………….10 AA Exemplar: My dog Lucky…………………………………………………………..13 SA Exemplar: How to Plant a Flower………………………………………………….16 SA Exemplar: Going Fishing with Daddy and Grampy……………………………….20

Assessment and Evaluation Branch 1 NB Department of Education – 2010

PROVINCIAL LITERACY ASSESSMENT AT GRADE 2 MAY 26 to JUNE 2, 2011

OVERVIEW

The Department of Education administers a comprehensive Provincial Assessment Program to monitor overall student achievement at particular points in the system. This provides important feedback at provincial and local levels about students' knowledge and skills.

Background The Provincial Literacy Assessment at Grade 2 was first administered in May 2003. It comprises three components: reading comprehension, reading records and writing. As a measurement of the Department of Education’s commitment to early literacy, the assessment serves both as an indicator of individual student performance in reading and writing, and as a broad system measure of literacy achievement after three years of schooling. Assessment Description Students will be tested in English. The Provincial Literacy Assessment at Grade 2 will be administered from May 26 to June 2, 2011. The assessment components will include writing and reading comprehension components. The assessment will take place over four sessions of approximately 45 minutes each, two sessions per component*.

*A student may be provided extra time to complete the Reading and/or Writing component(s): up to 100%

*A student may be provided

of the specified time per component. An accommodation form is not required.

extended time to complete the Reading and/or Writing component(s): more than 100% of the specified time per component. An accommodation form is required (please refer to the Protocols for Accommodations and Exemptions 2010 at the following website: https://portal.nbed.nb.ca/tr/AaE/Pages/default.aspx ). Reading Comprehension The grade 2 reading comprehension component will consist of approximately six to eight reading passages and approximately 35 to 40 multiple-choice questions from nationally normed standardized achievement tests. Students will bubble their answers directly in their test booklets. Classroom teachers will administer the reading component on a flexible schedule within the assigned dates of May 26 to June 2. The reading comprehension component will take approximately two sessions of 45 minutes. At the discretion of the teacher, these sessions may be subdivided into sessions of shorter length.

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No portion of the reading comprehension component, other than instructions, may be read or explained to any student. Dictionaries may not be used for the reading component. Passages may not be read to any student. The reading comprehension assessment will be scored electronically. Reading Records Teachers will complete reading records to determine each child’s independent reading level. To complete running reading records, teachers assess how students process print by listening to them read orally. The Atlantic Canada Reading Assessment Resource provides books for completing reading records. The texts used for reading records should not have been seen previously by students. At the conclusion of the assessment period, teachers will indicate each student’s independent reading level on the front of the appropriate test booklet. Writing

The guidelines for writing are as follows:

• The writing component will take approximately 90 minutes to complete. At the discretion of the teacher, these sessions may be subdivided into sessions of shorter length. This will not be a closely timed test. Writing is to be completed in the booklet. Computer generated copies are acceptable and must be attached with a single staple inside the writing section of the booklet and identified by student name, litho#, and school name.

• Students may write a story, a description, a retelling (recount) of a personal experience or event, an information text or a persuasive piece. They are not to submit a poem, questions and answers, or a research report using research materials as these types of writing are more difficult to assess with this assessment format.

The writing is intended to reflect the student’s ability to write independently. Students should apply the strategies that they have learned and which were modeled throughout the year. They are expected to do their own individual brainstorming and select/use the normal classroom writing tools such as thesaurus, dictionary, word walls, and student-selected graphic organizers, etc. without prompting. Also, any edits or revisions will be initiated and completed by students with no teacher or student conferencing. Students may use a computer or word processor (e.g. DANA, NEO), but the spellcheck and autocorrect options must be disabled. Classroom teachers are not required to assess the student writing pieces before returning them to the Department of Education. Writing achievement will be scored by New Brunswick teachers at the summer provincial marking sessions in June and July. As the Atlantic Provinces work together under CAMET (Council of Atlantic Ministers of Education and Training), the following achievement levels have been used for scoring by the Department of Education s since January 2007:

• SA - Strong Achievement • AA - Appropriate Achievement • BAA – Below Appropriate Achievement


Samples of student writing, as well as the Grade Two Writing Achievement Standards, are included in Appendix A. For reference purposes, titles have been added to student writing which did not have titles; these titles are in quotation marks. In order for a piece of writing to be scored as appropriate or strong, it must demonstrate the level of performance described for all of the five traits within the level. A student may exceed the performance described for one or more of the traits described under appropriate performance and still achieve appropriate performance as an overall assessment of his or her writing. Accommodations and Exemptions The Provincial Literacy Assessment at Grade 2 is compulsory for all students presently enrolled in the second grade in New Brunswick schools. The assessment is meant to be as inclusive as possible. As these assessments are meant to be as inclusive as possible, a host of accommodations are provided for students. Accommodations fall into two broad categories: universal and justified. Accommodations should be fully explored before an exemption is considered. A recommendation for exempting an individual student or modification to administrative procedures should be provided using the appropriate form and bearing the required signature(s). Please refer to the document Provincial Assessment Program Protocols for Accommodations and Exemptions(2010) at the following website: https://portal.nbed.nb.ca/tr/AaE/Pages/default.aspx . Assessment Procedures The Provincial Literacy Assessment at Grade 2 will be administered between May 26 and June 2, 2011. The principal of each elementary school is responsible for the security of the assessment materials sent to his/her school and for ensuring that there is no unauthorized reproduction of these materials. The NB Provincial Assessments Checklist describes step by step the responsibilities of administrators and teachers administering the assessments. The Administration of Provincial Assessments Protocols and Procedures and Provincial Assessment Program Protocols for Accommodations and Exemptions (2010) are available on the Assessment and Evaluation section of the portal at https://portal.nbed.nb.ca/tr/AaE/Pages/default.aspx. Any person administering the assessment must read the Protocols and Procedures and the Protocols for Accommodations and Exemptions documents carefully prior to the administration date. These documents clarify how the assessment is to be administered. A checklist is provided with the Packing / Return Packing Slip to assist the principal in preparing materials for return to the Department of Education. This checklist must be signed by the principal and by all teachers administering the assessments.




Reporting of Results All parts of the assessment will be scored by the Department of Education. Districts and schools will be provided provincial, district and school level information. Student writing will be assessed at a provincial marking session. Scoring will take place in late June. Experienced educators, primarily practising teachers, will be invited to score student work according to the Provincial Writing Achievement Standards – Grade 2. Marking sessions will be organized and supervised by the Assessment and Evaluation Branch. Early in the new school year, results will be reported. Districts and schools will be provided with provincial, district and school level information regarding reading comprehension and writing performance scores. The schools will be provided with reports including reading comprehension and writing assessment results listed by class, by student along with writing assessment results by trait.

The reading comprehension component for students in the English program consists of questions from nationally normed standardized achievement tests. To complete running records, teachers assessed how students processed print by listening to them read orally. The writing task involved students producing a single short piece of writing over approximately four sessions. Findings 2010

• Approximately 5020 students participated in the Provincial Literacy Assessment at Grade 2, May June 2010.

• Results for English reading comprehension showed that 84% of students met the provincial

reading standard for grade 2, including 28% who demonstrated strong performance. These results are up from 82% and 23% respectively in 2009.

• From the reading record analyses, 77.6% of students were reading at grade level with 42.5% reading above M level. These results are up from 2009 when 75.4% were reading at grade level with 38.2% reading above M level.

• In writing, 71% met the provincial writing standard for Grade 2, including 11% who

demonstrated strong performance. These results are up from 60% and 7% respectively in 2009. • Girls outperformed boys in reading comprehension: 88% of females met the standard (including

32% strong performance) compared to 79% of males who met the standard (including 24% strong performance).

• Results in writing were stronger for Grade 2 girls than boys, with 78% of females meeting the

writing standard (including 14% strong performance) compared to 64% of males meeting the writing standard (including 7% strong performance).



APPENDIX A

Assessment and Evaluation Branch 7 NB Department of Education - 2010

Reading Achievement Standards – Grade Two

Appropriate Achievement Text Complexity Students read independently and understand a variety of fiction and nonfiction texts that include: • a variety of sentences with descriptive language • a varying number of lines of text per page; text is consistently organized

in paragraphs • a standard sized font with still some additional spacing between lines to

support reading • illustrations/photographs that offer minimal word-solving support • language is familiar but with more uncommonly used-words and

phrases than in earlier levels; some book language is beyond expressive language

Strong Achievement Text Complexity Students read independently and understand a variety of fiction and nonfiction texts that include: • a greater number of complex sentences providing more specific details

to the reader • a varying number of lines of text per page; text is consistently organized

in paragraphs • a standard-sized font with narrow word spacing. • illustrations/photographs that offer minimal, if any, word-solving

support; text carries more of the meaning • some figurative language and more sophisticated vocabulary with more

complex language structures Fiction - multiple events related to a single plot with an easily recognized beginning, middle and ending; sometimes arranged in short chapters - plot is generally predictable - characters develop through dialogue and/or predictable events and actions, that require the reader to infer meaning

Fiction - multiple events related to a complex plot; arranged in chapters that require sustained reading over a period of time

- plot is expanded and requires some interpretation - character development is a central focus; subtleties in characters’

actions are important to understanding - a familiar theme which introduces more complex issues (loneliness,

fairness) Nonfiction - subheadings , pictures, captions and basic diagrams which support

meaning - ideas are explicit; usually written in short paragraphs with a clear

topic sentence - basic vocabulary with a few unknown words supported by context clues

Nonfiction - contain subheadings, illustrations, charts and more detailed diagrams

to augment comprehension - ideas are explored in greater depth and with more details - sophisticated and subject-specific vocabulary is introduced

Comprehension and Word-Solving Strategies Students • monitor reading and self- correct when reading does not make sense,

sound right and look right; employ “fix-up” strategies (e.g., reread, read on)

• combine context clues, word/language structure (syntax), and phonics to decode unknown words

• read an increasing variety of words with automaticity • read passages smoothly with appropriate phrasing and expression;

hesitation may occur with unfamiliar words

Comprehension and Word-Solving Strategies Students • monitor reading and self- correct when reading does not make sense,

sound right and look right; employ “fix-up” strategies (e.g., reread, read on)

• combine context clues, word/language structure, and phonics to decode new or difficult words

• read an increasing variety of words with automaticity • read passage smoothly and in phrases with expression (fluency);

hesitation may occur with unfamiliar words Comprehension Responses Students • answer many literal questions or comprehension tasks that are text

specific • retell a text including many of the story elements or main points; may

require verbal prompts or graphic organizers • use text features (e.g., title, table of contents, index, captions, labels) to

gain additional information from the text; may require prompting • explain the meaning of words from a text, using background knowledge

and obvious context clues • make simple inferences about a character’s feelings or actions, giving

some general supporting details in their rationale • respond accurately to questions involving sequence of events when order

of events is significant to the meaning of the text • make obvious predictions, interpretations or comparisons from textual

information • make text-to-self, text-to-text and text-to-world connections • draw obvious conclusions about a significant event in a story • express preferences for and opinions about texts

Comprehension Responses Students • answer almost all literal questions or comprehension tasks that are text

specific • retell a text, with detail, including most of the story elements or main

points; may require minimal verbal prompts or graphic organizers • use text features (e.g., title, table of contents, index, captions, labels) to

gain additional information from the text • explain the meaning of words from a text, using context clues and

background knowledge • make simple inferences about a character’s feelings or actions, giving

relevant details in their rationale • respond accurately to questions involving sequence of events when order

of events is significant to the meaning of the text; able to articulate cause and effect • make solid predictions, interpretations or comparisons from textual

information • make text-to-self, text-to-text and text-to-world connections • draw reasonable conclusions about a significant event in a story justify preferences for and opinions about texts


Writing Achievement Standards – Grade 2

Appropriate Achievement Strong Achievement

Students Students

Content overall topic, degree of focus, and related details

• choose a general topic; communicate message

predominantly through written words • include ideas/events (may not be explicitly stated),

usually based on personal experiences, simple opinions or basic information

• include some supporting details to expand upon the ideas/events; may have some “gaps” or irrelevant information

• choose and expand upon a general topic; usually able to sustain focus

• include a series of ideas/events, usually based on personal experiences, opinions or background information; these key ideas/events may be stated explicitly as connecting sentences

• include supporting details to expand the ideas/events; most are relevant and support the writer’s intent

Organization structure and form, dependent on purpose and audience

• decide upon a general purpose

• include a simple beginning that identifies the topic • present ideas/events in a basic sequence • link ideas with simple connecting words (e.g., and, then,

so)

• attempt a conclusion but may be abrupt See Text Forms for elements of narrative and information texts.

• decide upon a general purpose • introduce topic with an attempt to engage or

orient the reader • present ideas/events in an appropriate

sequence • link ideas in a variety of ways (first, next,

finally, because), creating some flow to the writing

• include an apparent conclusion; often simply restating purpose, feeling or opinion

See Text Forms for elements of narrative and information texts.

Word Choice vocabulary, language, and phrasing

• make many ordinary word choices, possibly some repetition

• may include a few descriptive words or phrases

• add to ordinary word choices with a few interesting words or phrases

• include a few interesting descriptive words (e.g., adjectives, active verbs)

Sentence Structure variety and complexity of sentences

• use mostly simple and compound sentence structures; many are complete

• include a few longer sentences and/or sentences which begin in different ways (e.g., nouns, pronouns, phrases)

• attempt a few complex structures with use of phrases; most sentences are complete

• include some sentences that vary in length and beginnings (e.g., nouns, pronouns, phrases)

Conventions spelling, punctuation, capitalization, and usage (grammar).

• use correct end punctuation (e.g., periods, question marks, exclamation marks) in many sentences

• use capital letters for proper nouns (e.g., people, days of the week, months, familiar place names), first word in sentences, and pronoun “I” in many cases; may capitalize some words unnecessarily

• spell many high-frequency words correctly; attempt to spell longer, more complex words using phonetic approximations

• use many basic pronouns and verbs correctly; may make some errors (e.g., She maked a cake.)

• use mostly correct end punctuation (e.g., periods, question marks, exclamation marks)

• begin to use commas, apostrophes and quotation marks but not always correctly

• use capital letters for proper names (e.g., people, days of the week, months, familiar place names), first word in sentences, and pronoun “I” in most cases, may capitalize a few words unnecessarily

• spell most high-frequency words correctly; spell longer, more complex words using phonetic approximations

• use simple grammatical structures correctly (i.e., use most basic pronouns and verbs correctly)


Text Forms: Grade 2

The following describes the specific elements of common text forms at the end of grade two. Refer to the Organization Trait to distinguish between appropriate and strong achievement. Form: Persuasive Purpose: to convince someone to do something or to think in a particular way Opening statement - states an opinion or request (I don’t think we should have homework) Arguments and Reasons –provides two or three arguments that might have supporting statements (I think…because…); often based on personal opinion or promises rather than facts (I’ll clean my room if…) Conclusion – concludes abruptly or with a personal statement (I need… I want…) Special Features - simple connecting words (so, because) - present tense - first person singular or plural (I, we)

Form: Descriptive Report Purpose: to describe a topic Introduction - identifies topic (Rattlesnakes are dangerous creatures; Penguins live in the Antarctic.) Description of Topic - includes details related to main topic (appearance, behaviour, food) and may include personal comments (Cats are cute.) Conclusion – may omit or may conclude abruptly (Now you know about cats!) Special Features - may include a title or illustrations - simple connecting words (and, they have, it is) - present tense

Form: Explanatory Report Purpose: to tell how/why something came to be or to explain how something works Statement or definition - identifies topic with a statement or question Explanation or how or why –attempts personal observations (Thunder is the sound of lightning.) or cause and effect (Tornados are made when hot and cold chase each other.) Summary – may omit or may include a personal comment (Weather is awesome.) Special Features - may include a title or illustrations - simple connecting words (so, because, when) - present tense

Form: Instructions/Procedures Purpose: to tell how to do something Goal or aim - identifies by title (Apple Pie) or opening statement Materials/ingredients - may list materials Method/process - includes some steps in order (First we roll the dough…) with some details Conclusion or Evaluation – may omit or may include a personal closing statement (It tastes fantastic.) Special Features - may include illustrations, diagrams or labels - numbered-steps or simple connecting words to show

sequence (first, next, then) - present tense - may be written in second person (You …)

Form: Recount Purpose: to tell about past events (personal or others’ experiences) Orientation – identifies when, where, who, and what Key Events in Time Order - has 2 or 3 events in sequence with some supporting details Concluding Statement - concludes with last event (I went home) or evaluative comment (That was a good day!) Special Features - may include a title - simple connecting words (then, so, first) - past tense - first (I or We) or third person (She or They)

action verbs

Form: Narrative Purpose: to entertain with an imaginative experience Orientation (time, place and characters) – introduces characters with little context (One night my friend Bob had a sleepover..) Problem – establishes a problem at the beginning (We heard a freaky noise.) Events – focuses on action loosely related to problem Resolution – may conclude abruptly with a final event Special Features - may include a title or illustrations - simple connecting words related to time

(then, so) - past tense - usually first (I, we) or third person

(he, she, they) action verbs


Rationale for Assessment of Writing

My Chickins - Appropriate Achievement

Content • The writer titled the work “My Chickins” and has provided a report that maintains a consistent theme as

identified in the title. • Details appear to be based on personal experience: (“I have some pet chickins.”, “Now I only have 6

chickins instead of 7…”) The information about the chickens is basic- where they live: ( “in the shed”), what they like: (”to sleep,

peack at echother, eat and run”) and we are given their names. The writer has included some personal information with the explanation of why (“they are special to me”) and (“something vary sad”).

• The writer has included some supporting details which expand on certain ideas. For example, included in the description of the chickens, the writer tells us they are: (“orang with a red thing on top of there head,s”). We are given details as to where the shed is located: (“…in my back yard by my tree hose”)

Organization • The writer’s purpose is to describe to us, his chickens. • The beginning is simple: (“I have some pet chickens”) and introduces the topic- chickens. • The writer has included elements of a descriptive report by telling us about the appearance of the chickens,

what they like to do and where they live. Personal comments such as: (“They are spiechel to me”) and (“I love my chickens”) are also appropriate elements.

• The writer uses simple connecting words (“and, because”) • A conclusion is evident but abrupt: (“I love my chickens and that’s all I got to say adout that”)

Word Choice • Words chosen for this piece are mostly ordinary. For example: (on top, thing, like eat run love) • It appears that the author has chosen some word phrases that are common to his vocabulary and tend to

make the piece more interesting to the reader. For example: (“orang with a red thing on top…”, “They remind me adout…”, “6 chickins in sted of 7”, “something vary sad to say…” and “ to say adout that”)

Sentence Structure • The writer uses mostly simple and compound sentences. Some examples include: (“I have some pet

chickens.”, “I have had them for one year and two months.”, “ Ohw well I better get to the ending.”, “They are spiechel to me because they remind me adout my old chickens that ran away.”)

• There are a few complex sentences in this piece of writing. For example: (“…live in a shed in my back yard by my tree hose.”)

• The writer has used personal voice to begin sentences in an interesting way. Examples include: (“Ohw I almost forgot…”, Ohw well…” and “Naw I only have…”)

Conventions • The writer has correctly used a period as the end punctuation throughout the piece missing only one at the

end of the sentence (“Ohw well I better get to the ending”.) • Commas are used to separate the names of the chickens and to separate the things they like to do: (…sleep,

peack at echother, eat, and run) • Capitalization has been used correctly for most proper nouns (names of the chickens and the month of

May) missing only the capitalization of the T in Thursday. The pronoun “I” is consistently capitalized and each sentence begins with a capital letter.

• High frequency words have been spelled correctly throughout the piece and phonetic approximations are used for more complex words. Examples of these include: (chickins / chickens, orang / orange, echother / each other and spiechel / special)

• Basic pronouns are used correctly in agreement with the corresponding verbs: (I have… They are…)


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My dog Lucky - Appropriate Achievement Content

• The writer has a general topic and provides information that describes his dog Lucky. • Details support the writers aim to give us a good description of the dog. The information about Lucky

is basic- what he looks like, something he has done, what he likes, where he came from and why he is called Lucky. The writer has included some opinions: (“…he is very cute; He is funny…; I was lucky….”)

The writer has also included some personal information with the explanation of why he is called Lucky.

• Supporting details expand on certain ideas. For example, included in the description of the dog, the writer tells us he is: (“yellow on the top and white on the bottom”) rather than simply saying he is yellow and white. We are given details about where he came from: (“I didn’t go to the pet shop to get him, …”) and how long he has had him: (”I have had him for three years.”)

Organization

• The writer’s purpose is to describe to us, his dog, Lucky. • The beginning is simple. The writer’s first sentence is incomplete but gives us the topic of his piece of

writing: (“My dog Lucky”. ) • Ideas are presented in basic sequence: What he looks like, what he is like, what he likes to do, where

he came from and why he is called Lucky. The details relate to the main topic, Lucky. • The writer uses simple connecting words: (“and, because”) • A conclusion is evident but abrupt: (“I like Lucky soooo much.”)

Word Choice • Words chosen for this piece are mostly ordinary. For example: ( top, bottom, cute, funny, jumped and

like • The writer uses color words to describe the dog” (yellow, white)

Sentence Structure

• The writer uses mostly simple and compound sentences. Some examples include: (“And he is very cute.”, “I have had him for three year’s.”, “We call him Lucky because I was lucky to have him.”)

• There are a few longer sentences included in this piece. For example: (“He is funny because one time I had a dog treat and he jumped on me and he got the dog treat.” “I didn’t go to the pet shop to get him, some won gave him to me.”)

Conventions

• The writer has correctly uses a period as the end punctuation throughout the piece. A comma is used correctly to separate the things Lucky likes to do:( “Also he like’s to eat, sleep and some time’s play.”)

• Capitalization has been used correctly for the proper noun, Lucky. The pronoun “I” is consistently capitalized and each sentence begins with a capital letter.

• High frequency words have been spelled correctly throughout the piece. The writer uses very few longer words. Those he/she does use are spelled correctly: (bottom and treat)

• Basic pronouns I, we and he are used correctly in agreement with the corresponding verbs I had… we call… he is…)


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How to Plant a Flower – Strong Achievement Content

• Writer has chosen to explain how to plant a flower and titled the piece accordingly. This focus is sustained throughout.

• The piece includes a series of steps based on personal experience and prior knowledge. The steps are stated explicitly.

• Supporting details such as: (“Make shore that you water your seeds ones or twise a week. …put some holes in the soil with your figers”) help to expand the ideas. Most details support the writer’s intent to guide us through the process of planting a flower.

Organization

• The purpose of the piece is to walk the reader through the steps to plant a flower. • The writer introduces the piece with the introductory sentence: (“Do you want to plant a fantastic

gorgeous flower?”) This question immediately engages the reader. • The writer sequences the steps starting with: (“find a good place to plant your flower”) and ending

with: (“water your seeds ones or twise a week.”) • Flow is created with the use of such linking words as: ( first, second, next, third, and after) • The writer concludes with: (“Injoy your flower!!!”)

Word Choice • The writer has used some interesting words and phrases such as (fantastic, gorgeous, holes in the soil

with your figers, injoy your flower) • He/she also uses technical language associated with gardening: (plant, seeds, watering can, gardening

glofs, soil)

Sentence Structure • The writer attempts a few complex sentences with the use of phrases. Some examples are: (“Well if

you do here are the steps to do it…Make shore that you water your seed sones or twise a week.”) • Sentences vary in length with some very short: (Cover the seeds up with the soil. Then water the

seeds.) and some long: (Next you need to get a watering can and fill it up with water . It mite take one or two weeks for your flower to grow.) The writer has used a good variation in sentence beginnings, including : (Well, First, Second, Third, Then After, Cover and Make)

Conventions • The writer ends each sentence with the proper punctuation, including, periods, a question mark and an

exclamation mark. • Obvious absence of commas: (After that you….. First you….) • The first word in each sentence begins with a capital letter and the words in the title have been

capitalized. The pronoun “I” has not been used in the piece. • Most high frequency words are spelled correctly and more complex words are spelled with phonemic

approximations: (shore/sure, glofs/gloves, figers/fingers, mite/might, Injoy/enjoy). • Grammatical structures are used correctly with pronoun/ verb agreement.


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Going Fishing with Daddy and Grampy – Strong Achievement Content

• Writer has chosen to describe an upcoming fishing trip with his dad and grampy. This focus is sustained throughout.

• A series of events tells us what they will do to prepare: (“…we pack food and clothes…, put the four wheelers and dirt bike on the trucks…,”), what they’ll do when they get there: (“…put the boat in the water…bait on my fishing rod…start fishing…,”) and preparations for the trip home: (“…jump on our atv’s…drive to the truck…”)

• Supporting details such as: (for three days; on July 12th

• the writer’s intent to describe the fishing trip.

; takes an hour; secret fishing spot; probably fall asleep; Grampy will drive) help to expand the ideas. Most details support

Organization

• The purpose of the piece is to describe what the fishing trip will be like. • The writer introduces the piece with the introductory sentence: (“Every year my grampy goes

fishing”) and engages the reader by giving us a little bit of background about his grampy’s previous trips before going into the details of the upcoming trip.

• The writer sequences the events starting with the preparations and ending with the drive home. • Ideas are linked in a variety of ways. For example: (“Before we leave…, Then we put…,By the

time…,Once the boat is…,When were done…”). This creates a nice flow to the piece of writing. • The writer concludes with: (“When we get home it will be time for bed. I will dream about catching a

million fish.”) This ending reflects a feeling of contentment. Word Choice

• The writer has used some interesting words and phrases such as: (lukewarm, probably, hit the road, secret fishing spot, fast as a bolt)

• He/she also uses technical language associated with fishing: (bate, flinging, cast, rod, reel, trout and chub)

Sentence Structure

• The writer effectively uses some complex sentences that help to give the piece flow. Some examples are: (On July 12th

• Sentences vary in length with some very short: (They stay for three days. Then we hit the road. The water is lukewarm.) and some long: (One time my grampy thout he cought a big huge trout, but it was just a little chub. By the time we get there it will be time for lunch.) The writer has used a good variation in sentence beginnings including nouns: (The water…, Once the boat…, My Grampy), pronouns: (I, we, he, it) and phrases: (Every year…, Before we leave…, When we get there…)

me and my dad are going with him. Once the boat is in the water, we’ll drive it to the secret fishing spot. When you feel a tug reel it in.)

Conventions

• The writer ends each sentence with a period. • The author is beginning to use some apostrophes and commas: ( “I’ll, Once the boat is in the water,

we’ll, …big huge trout, but, …our atv’s, and drive…”). • The first word in each sentence begins with a capital letter and the proper nouns, Haistings Lake and

July are capitalized. The pronoun “I” is always capitalized. • All high frequency words are spelled correctly and more complex words are spelled with phonemic

approximations: ( cought/cought, bate/bait, thout/thought) • Grammatical structures are used correctly with pronoun/ verb agreement.


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Documents

Provincial Literacy Assessment At Grade 2 · The Provincial Literacy Assessment at Grade 2 is compulsory for all students presently enrolled in the second grade in New Brunswick schools