Fish Died:

In 2004 I remember my sister and I had a fish named bubbles.

Then one day I remember my mom told us that he swam away
somewhere. It was a tragic event for my sister and I.
Got two teeth pulled:
In first grade in 2009, I got two of my teeth pulled. I remember
how the numbed my mouth then pulled them right out. After my mom
get me ice cream and the ice cream felt hot and it was very
uncomfortable to eat. It was bad at the time.
Had My Golden Birthday:
In 2010 I had my golden birthday. I was born on the 8th in June
turning 8. I was in second grade and I remember Brian Urlacher came
to talk to my class then the school had early dismissal because it was
too hot out. I remember the principle on the intercom saying Due to
the weather we are having an early dismissal. It was the best day.
First year going to camp:
In 2012 it was my first year going to my overnight camp, Agawak.
I knew Ava, Maddie and Carly going in. When the told us our cabins I
was split up from them. So I remember making new friends, so now in
our cabin we are all combined together. It was a great experience.
Got my braces on:
In 2014 I got my braces on. In my mouth I tasted that horrible sur
stuff and my braces scraped up my whole entire mouth. I couldnt eat
normal food for days. All I ate was ice cream and milkshakes. It was
awful.
Got my braces off:
This year in 2016, I got my braces off. I had my braces on for two
years and I wanted them off so bad. They pulled out my brackets and it
felt relieving. My teeth felt so weird but at the same time it was the
best feeling ever to know I dont have my braces on anymore.

W.8.3: Write narratives to develop real or imagined experiences or

events using effective technique, relevant descriptive details, and
well-structured event sequences:
Not Yet Meeting

Approaching
Standard

Meeting Standard

Exceeding Standard

Struggled to
orient the reader.
Struggled to use
dialogue or
description to
develop
experiences,
events or
characters. Used
transitions to
manage the
sequence of
events. Struggled
to convey
experiences and
events. Did not
provide a
conclusion.

Oriented the
reader by
establishing a
context and
introducing a
narrator and/or
characters. Used
dialogue,
description, and
pacing to develop
experiences,
events, and/or
characters. Used a
variety of
transitions shift
from one time
frame or setting to
another. Used
descriptions and
sensory words to
convey
experiences or
events. Provided a
conclusion that
somewhat follows
from the events.

Engaged and
oriented the reader
by establishing a
context and point of
view and introducing
a narrator and/or
characters. Used
dialogue, pacing,
description, and
reflection to develop
experiences, events,
and/or characters.
Used a variety of
transitions and
phrases to shift from
one time frame or
setting to another
and show the
relationships
between experiences
and events. Used
descriptions and
sensory words to
convey experiences,
action, or events.
Provided a
conclusion that
follows from the
events.

Engaged and oriented

the reader by setting
out a problem,
situation, or
observation,
establishing one or
multiple point(s) of
view, and introducing
a narrator and/or
characters. Used
dialogue, pacing,
description, reflection,
and multiple plotlines
to develop
experiences, events,
and/or characters.
Used a variety of
transitions and
phrases to build upon
each experience and
create a coherent
whole. Used
descriptions and
sensory words to
convey experiences,
action, or events.
Provided a conclusion
that follows from and
reflects on the events.

Comments: Would love to see more description and sensory details to really describe each
event.

W.8.4: Produce writing where the development, organization, and

style are appropriate to task, purpose, and audience:
Not Yet Meeting
Struggled to
produce writing
where the
development,
organization, or
style was

Approaching
Standard
Produced writing
where the
development,
organization, or style
was somewhat
appropriate to task,

Meeting
Standard
Produced writing
where the
development,
organization, and
style are
appropriate to

Exceeding
Standard
Produced writing
where the
development,
organization, and
style are best suited
to task, purpose, and

appropriate to task,
purpose, or
audience.

purpose, or
audience.

task, purpose, and

audience.

audience.