The New Jersey Assessment of Skills and Knowledge language arts literacy grade 3 and grade 4 guide to criterion based holistic scoring a writing and reading handbook which is relevant to all the parents students and private tutors at all three Math Genie abacus math for kids schools in New Jersey in the United States of America, carries on to state the following, quote “May display (a) pattern(s) of errors in usage. May demonstrate little variety in syntax structure and/or rhetorical modes. There may be errors in sentence construction. May display (a) pattern(s) of errors in mechanics. This response is focused on the sharing of a bedroom with an older sister for a brief period of time. The organization of ideas adheres to the structure of the prompt, which compensates for the writer’s sparing use of transitions. |
Some details are given a little elaboration [I had to share because I had the biggest room besides my mom and dad’s room], but the sentence structure displays little syntactical variety [We had to share a bunk bed and she got the top. She used to move around all the time and the bed would shake and squeak], and the writing overall displays a partial command of written language. Score Point 3. This response provides a personal narrative focused on the time the narrator had to share a day and a donut with a cousin. Although the writer uses transitions to connect ideas [When my cousin came], the word choice is simple and results in repetitive language [when I was breaking the donut she said she wanted to break the donut because I might break myself the big piece] that interferes with the progression of ideas. In addition, the summary at the end introduces the idea that the entire narrative was a dream, an idea that is abrupt and inconsistent with the response generally.
This lapse in organization indicates a partial command of written language. This response is focused on having to share the computer with an older sister. Although the student provides a clear opening and develops an organized response with a lively voice, the key ideas adhere to the structure of the prompt and are only minimally elaborated [The problem is that my older sister Farzeen, is alway on the computer and never gives me a chance. She’s usually talking to her friends, playing games, etc.], and the writing ends without a clear closing [First I go on, then Farzeen, I go on, Farzeen and, so on]. In spite of the generally controlled and varied sentence structures, the writing lacks the development needed to achieve a higher score” end quote.
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