Dr.

Hartman,

I had a blast completing this assignment with my students! I struggled a little in writing up these notes
because my assigning/assessing process was actually an assigning/teaching/writing/assessing process,
and different from any of the examples provided. Because of the age of my students (and the fact that
wed never studied plot before), assigning the project meant teaching multiple lessons on story
elements, then working with them daily to create their stories. I felt all this was fairly essential to
explaining the how of the assignment, but I wasnt sure what level of detail to when it came to
teaching and writing. Hopefully, I found a decent balance between providing way more detail than
anyone wanted to read (my initial tendency) and not fully explaining the process that let to part of my
graded assessment. Also, because my rubric was in my student handout and not changed significantly
from Phase I, I didnt include it twice, just under the Assigning section of Phase II. I hope thats ok!

I did give my students helpful feedback, encouragement, and comments all throughout the process, so
when it came time to assess, I wasnt positive how best to represent that. Ultimately, I decided to give
each student an oral quiz to check his understanding of story elements (the first several items on
student As rubric and the first one on student Bs). I based my comments in the rubric off this
assessment and an overall look at his engagement with the process.

I had decided before assigning the project that I was not going to assess student B in any official, graded
way, because of his age and my main goal of including him in a project in which hed have fun writing
and creating art. Ultimately, I think we were successful, though completing the assignment with the two
of them in the month timeframe I had was more difficult than I originally thought. It was challenging to
make sure they both had the personal attention they wanted/needed to complete the project, and the
next time I attempt something large-scale with them, I will definitely allow more time.

I would love feedback both on the structure of this Phase writeup and my assessment and comments. I
remained very aware that Im working with young children whose primary need from writing
experiences at this point is fun and encouragement to write more in the future. As a result, I was
definitely less critical than I would be with older students. However, I would love to know whether you
think the grades and comments for the book sections of the rubric were appropriate/helpful/fair, as well
as any other changes you think might make the assignment more effective. One other question I have is
about student anonymity. As I was uploading both book recordings to YouTube, I realized both students
used their names (even though I coded them Student A and B in my writeup below). Im not concerned
because I know other students (or pretend students) in sample WADs are identified by first and last
name, but I was trying to follow the guidelines for research with study participants. Can you let me know
how I should approach this in the future?

Thank you so much, and I hope you enjoy what weve created!

Taylor Jackson
Taylor Jackson
Dr. Hartman
ENED 683
8 November 2017

Writing Assignment Design Phase II:

Assigning and Assessing the Picture Book Project

Assignment Design (Phase I)

Objectives
Guide my two students (grade 2 and pre-K) in learning about plot and story elements, working through a
writing process, and creating an illustrated short story (picture book) with a defined basic plot structure.

Rationale/Overview

As a child, I loved creating story worlds, but I never really wrote fiction because I couldnt seem to
structure a plot on my own and was never formally taught how to do it. This is a valuable skill for young
writers, both in terms of writing ability and confidence-building. In my initial research, I was inspired by
the idea of having students first read picture books that exemplify certain basic story elements
(characters, setting, plot, sensory details, etc.), learning the terms associated with these elements, and
discussing them as a group to better understand them. The things they learn in these activities will
inspire their final products, and will be assessed, along with their writing process, in the final grade, as
applicable.

Overview

I plan to give a series of short lessons (no longer than 30 minutes each) over several weeks to complete
the assignment. Well start with reading picture books, and practicing retelling them, both to get in the
habit of telling stories aloud and to further explore the creation of plot. We will then practice narrating
picture books without words, allowing students to create a narrative and use the literary terms we
learned to discuss the stories. Next, we will spend some time exploring process writing - freewriting,
coming up with original ideas, organizing a plot structure, choosing a style for illustrations, discussing
our work in a writing group, and revising. We will work as a writing group, sharing ideas and
encouragement throughout the process. I plan to model writing along with my students, and offer
suggestions and help when needed. Finally, both students will create finished picture books, which will
be recorded and shared in video format.

Context

Ill be doing this creative writing assignment in a combined homeschool classroom with two male
students, though my rubric and handout are crafted for my older student (age 7, 2nd grade). For my
younger student (age 4, pre-K), I have a more basic set of goals, and I will differentiate the assignment
by helping with reading and writing (as he is not yet reading or writing on his own) and asking him much
more basic questions in group discussion. I will assign his project orally, without a handout, and while
Ive created a rubric, he will not receive it or be graded officially.

We read and discuss picture books continually, and I have helped both students write very short stories
before, but this will be our first experience with process writing, structuring a plot, editing our work, and
using formal language to discuss stories. With that in mind, I used backward design in creating the
assignment, attempting to discern individual concepts and skills that would be needed to create a final
product and body of knowledge, then designing activities and steps to get our group to those end goals.

Goals/Common Core Standards (ELA Grade 2)

Reading Literature:
CCSS.ELA-Literacy.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.

CCSS.ELA-Literacy.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central
message, lesson, or moral.

CCSS.ELA-Literacy.RL.2.3
Describe how characters in a story respond to major events and challenges.

CCSS.ELA-Literacy.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story
and the ending concludes the action.

CCSS.ELA-Literacy.RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice
for each character when reading dialogue aloud.

CCSS.ELA-Literacy.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.

Writing:
CCSS.ELA-Literacy.W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of events, include
details to describe actions, thoughts, and feelings, use temporal words to signal event order, and
provide a sense of closure.

CCSS.ELA-Literacy.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by
revising and editing.
Goals
I created the I Can goals and rubric included in the handout (below) with my second-grader in mind,
integrating Common Core Standards and some concepts from class, like a writing group and process
writing. I do think my youngest student (whos in Pre-K) will be able to follow along, and have fun being
a part of the group and creating a story, but for him, my goals are much simpler.

Pre-K Goals:

o Begin to have a basic understanding of story elements like plot, characters, and setting
o Learn to share ideas and narrated writing in a writing group
o Work through process writing activities to narrate and revise a coherent story
o Narrate and illustrate a short picture book
o Have fun with writing

Resources/Works Cited

Crumb, Shutta. Wordless Picture Books. Reading Rockets,

http://www.readingrockets.org/article/story-skeletons-teaching-plot-structure-picture-books.

English Language Arts Standards Reading Literature Grade 2. Common Core Standards Initiative,
2017, http://www.corestandards.org/ELA-Literacy/RL/2/.

Fink, Laura Storm. Lesson Plan: Using Picture Books to Teach Plot Development and Conflict
Resolution. NCTE, http://www.readwritethink.org/classroom-resources/lesson-plans/using-picture-
books-teach-b-803.html?tab=1#tabs.

Henry, Laurie et al. Creative Writing Through Wordless Picture Books. 14 April 2003. EBSCOhost,
http://files.eric.ed.gov/fulltext/ED477997.pdf.

Picture Books that Illustrate Well-Developed Characters. NCTE/IRA, 2007,

http://www.readwritethink.org/files/resources/lesson_images/lesson101/101BookList.pdf.

Reese, Colleen. Story Development Using Wordless Picture Books. The Reading Teacher, vol. 50, no. 2,
October 1996, pp. 172-173. EBSCOhost, http://eds.b.ebscohost.com.ezproxy.gardner-
webb.edu/eds/pdfviewer/pdfviewer?vid=9&sid=99541c86-a332-4902-82d7-
cd3e98c3487f%40sessionmgr120.

Phase II: Assigning, Learning, Writing, and Assessing

Assigning
The assignment worksheet/schedule below was handed out on October 9th, though at that point, we
had already started going through the plot lessons because I knew it would take several weeks to
complete all the planned lessons and activities. We discussed the expectations for the assignment, and
my students were excited about creating stories. For the purposes of anonymity and clarity, student A is
my seven-year-old second-grader, and the student who received the main handout. Student B is a four-
year-old preschooler and for him, my goals were much more modest for both his understanding and his
creation of a finished product. To assign the project for him, I simply told him what wed we be doing.
I did not share the separate, Pre-K Rubric with him, though I did create it for my own benefit.

Student Handout (Second Grade Student A)

Creating a Picture Book

Goals: What are we going to do in this assignment?

o Were going to read picture books together to learn to identify and understand story elements,
or parts that make up these stories.
o Well practice retelling the plots of picture books with words, then well do the same thing with
some books that dont have any words in them at all!
o Well work through a process to come up with ideas for creating our own stories, using the story
elements we learned about earlier.
o Well work together in a writing group to revise, or make changes to our work, so that we have
a plot that makes sense and details that help tell our story.
o Well plan what types of illustrations we want to create for our story, and what words and
pictures we want on each page of our finished book.
o Well create final products - our own picture books.
o Well have fun with writing!

Rationale: Why are we doing this?

Do you like to read picture books? I do, too! Stories can give us information, make us laugh, help us
understand our feelings, and connect us to each other. Being able to tell and learn from stories is an
important part of being a human being! Have you ever thought about how an author creates a book like
the ones we read together? Different authors may do things a little differently, but every author follows
some kind of process - a series of steps to get to a goal. We are going to learn about the different steps
in process writing by working through them together to become authors ourselves, creating our own
picture books. Writing and creating art arent just important parts of school theyre great ways to
express ourselvesand were going to have a lot of fun on this adventure!

Requirements: What will my story include?

o Your finished story will include an organized plot. (Your plot can be structured like one of the
ones well study, or it can be a little different, but it must tell a story that will make sense to
your readers.)
 o You will create a setting, both in your writing, and in the illustrations in your book. Where does
your story take place? What is it like there?
o You will develop a character (or characters) and use details in your story to tell us things about
the character. Who are they? What are they doing? What do they want?
o You will include sensory details in your story, to help your readers experience what is happening
(through sight, sound, smell, taste, and touch).
o You will create illustrations of some kind to go along with the plot of your story (drawing,
painting, collage, photography, etc). We will spend some time later discussing reasons why you
might choose one style of illustrations over another.
o You will create a final version of your book, with words and illustrations. Your final story will
need to be at least ten pages long, and we will create them on heavy paper.

Schedule: When will we do all this?

*Note: Every part of this project will be done together, as a class. I just want you to have an idea of
where were going throughout the process!

Day 1-2 Read several picture books together. After each book, well take turns retelling the plots, or
what happened in each story. We will talk as we go along about terms for plot and story elements -
characters, point of view, setting, theme, problem and solution, rising/falling action, cause and effect,
climax, resolution, etc. Well also talk about and model some ways (like webs and timelines) to map out
the plots.

Day 3-4- Read wordless picture books and narrate plots. Well also identify terms we talked about in
earlier lessons, map out our plots, and discuss the stories together.

Day 5 Listing and talking Well come up with a few possible ideas for our own short stories, share
them, and discuss them as a writing group.

Day 6 Freewriting Well pick one or two of those ideas from Day 5 and write a little about them.
Then, well talk about what we wrote as a group.

Day 7 More freewriting about ideas, and well each pick a topic to write on.

Day 8 Mapping plot of story Well use clusters, webs, storyboards, telling the story aloud, and start
to decide what will actually happen in all the parts of our stories.

Day 9 Finalize skeleton (or plot structure) of story. Begin talking about illustration styles - painting,
pencil drawing, collage, photography, mixed media, etc.

Day 10 Talk about different illustration styles Well each choose a style for our story. Art
creation/freewriting activity while drawing/painting/creating an illustration, generate words and
phrases to provide descriptive details for setting, characters, action, etc.

Day 11 Art creation/freewriting activity while drawing/painting/creating an illustration, generate

words and phrases to provide descriptive details for setting, characters, action, etc.
Day 12-13 Start writing a first draft, just getting our ideas on paper, and sharing them. Over these
three (or more) days, well be writing, illustrating adding to the story, and revising (Well look over what
weve written and see if there are changes we want to make.)

Day 14-15 Over these two (or more) days, well create storyboards, planning what words and images
we want to have on each page.

Day 16-20 Over these last five (or more) days, well create final copies of our books, with illustrations,
and share our books with family and friends.

Rubric: How will I be graded?

33-28 points A
27-22 points B
21-17 points C
16-12 points D
0-11 points F

Standard:
Rocked it! (3 pts) Did it! (2 points) Needs work/Did not
What I Can Do: attempt it (0-1 point)
Ask and answer such
questions as who,
what, where, when,
why, and how to
demonstrate
understanding of key
details in a text.

Use information gained

from the illustrations
and words in a print or
digital text to
demonstrate
understanding of its
characters, setting, or
plot.

I can ask questions

about characters,
setting, events, and
illustrations to
understand and tell
what happened in a
story.
Recount stories,
including fables and
folktales from diverse
cultures, and
determine their central
message, lesson, or
moral.

I can retell the plots of

stories and explain
their main ideas.
Describe how
characters in a story
respond to major
events and challenges.

I can describe what

characters do when
faced with conflicts.
Describe the overall
structure of a story,
including describing
how the beginning
introduces the story
and the ending
concludes the action.

I can talk about the

events and plot
structure of a story.
Acknowledge
differences in the
points of view of
characters, including by
speaking in a different
voice for each
character when
reading dialogue aloud.

I can understand and

talk about characters
points of view.
With guidance and
support from adults
and peers, focus on a
topic and strengthen
writing as needed by
revising and editing.

I can work through a

writing process to
freewrite, discuss, map
out, and revise my
work.
I can actively
participate in a writing
group, sharing ideas
and giving positive
feedback to peers.
Write narratives in
which they recount a
well-elaborated event
or short sequence of
events, include details
to describe actions,
thoughts, and feelings,
use temporal words to
signal event order, and
provide a sense of
closure.

I can create a short

story in which plot,
characters, and setting
are well-organized and
clearly developed.
I can use vivid, sensory
details in writing to
show a picture of the
character/s, setting,
and actions Im
describing.
I can create
illustrations that help
tell my story.
I can create a final
picture book copy that
is neatly written.
Pre-K Rubric (no points, just high fives!)

Standard:
Rocked it! Did it! Needs work/
What I Can Do: Did not attempt it
I can ask questions
about characters,
setting, events, and
illustrations to
understand and tell
what happened in a
story.
I can work through a
writing process to
create a story
I can share ideas and
tell stories in a writing
group, and share
helpful ideas with
others in the group.
I can create
illustrations that help
tell my story.
I can narrate a final
story that makes
sense.
I can have fun with
writing!

Learning Activities
Over several days, we introduced story terms like conflict, resolution, rising action, sensory
details, characters, setting, and plot while reading picture books from home and the library. After
each book, I asked questions about the structure of the story, and asked them to retell the plot in their
own words. We also read Once Upon an Alphabet, a collection of 26 short stories (one for each letter). I
asked student B to name each letter and the sound it makes, and after each story, student A identified
story elements like conflict, resolution, characters, setting, and point of view, when applicable. (Student
B answered questions about what the story was about when it was his turn.) I found that doing this 26
times in a row (though each story is very short sometimes only a few sentences) reinforced the idea
of plot structure and showed them a story doesnt have to be complicated to make sense and be fun.

One activity that was especially helpful in learning about plot was inspired by lesson plans I found in two
different secondary sources. We used picture books without words to explore plot, and each of my
students took turns narrating to the group what was happening on each page. (Books we used: Annos
Journey by Mitsumasa Anno, A Ball For Daisy by Chris Raschka, Flotsam and Tuesday by David Wiesner,
and two books that arent wordless but have minimal alphabetic text: Du Iz Tak? by Carlson Ellis and Line
135 by Germano Zullo.) I found that both students initially struggled to tell what was happening in the
stories (student A moreso, probably because hes used to reading words, while student B isnt reading
yet and is more accustomed to providing his own explanations for pictures). I asked questions at times,
to help empower them to create more detail in their storytelling. The following two conversations took
place during our wordless picture book study, and illustrate the kind of work we did to explore creating
details with words:

(Student A from Tuesday)

A A man is eating a sandwich and watching the frogs.

M (me) Remember, I cant see the pictures, so you have to tell me what Im supposed to be seeing.
Is the man outside with the frogs?

A A man is sitting at his table in the kitchen, eating a late-night snack. Hes having a sandwich and
looking out the window at the frogs flying on lily pads in his yard.

M There you go! I can see that much better.

A Hes wearing a plaid bathrobe and he looks really confused about the frogs.

M I think Id be confused, too, if frogs were flying by my window on lily pads.

A I think I would love it!

(Student B, from Flotsam)

B The little boy finally gets the pictures from the store [after being developed] and sees them.

M How does he look in that last picture?

B Surprised!

M What do you think hes surprised about?

B Whatever is in the picture.

M Yeah! So what do you think he sees in the picture thats so surprising?

B (turns page) Its a robot fish!

M What does it look like?

B Its a bunch of red fish swimming together and one of them is a robot fish.

M How can you tell its a robot fish?

B It has gears and a winder-upper!

M So, remember we talked about how some stories are realistic because they could really happen. Do
you think this is a realistic story?

B No! Its definitely a pretend story because there arent really robot fish!

M But its pretty fun to imagine there might be, right?

Writing Process
We began writing and drawing ideas and short parts of drafts, while continuing to observe and discuss
plot elements in stories we read. Both students picked topics, and we did freedrawing activities,
allowing the students to visually represent their characters and settings to help in creating their worlds
and hopefully, inspiring some of the language of their stories.

We worked together as a Writing Group most days, and I found that both students responded well to
having an opportunity to share thoughts about each others work (and having the experience of
answering questions about their own work.) We went back through Student As freewrites/freedraws
from his original topic, identifying characters and conflict was there a conflict? Would he be able to
fully tell his story in only ten-ish pages? Ultimately, he decided on his own to change his topic to one
that was a little simpler and, as he said, made more sense (and we talked about his original topic
might be something he could extend later if hes working on a longer piece).

He freewrote and drew to come up with his new topic, main character, setting, and story arc. Over
several days, he created artwork and narrated what parts of the story hed want on each page. We used
the drawn pages as storyboards, helping see where hed like to add to the story. Finally, he wrote in the
words, revising them the next day to add more of the details hed had in his original drafts but hadnt
wanted to write in the first time. We recorded him reading his story and showing the illustrations.
(Student As recording cut out him reading the title, Undercover Bear, but it was our best take for sure,
so we went with it!)

Student Bs process was a bit simpler. He didnt have a formal handout, just the goals listed below. He
painted during his freedrawing periods, often telling the parts of his story aloud as he painted. I wrote
down notes on what he said, and read those notes, with him interjecting new details and changes, as a
group. On some of our writing days, student B acted out his story for the group. We compiled his
paintings into a short book, showing parts from his overall story, which he titled The Northern Lights
Campout. I planned to record him telling/acting out his story, but on the big morning, my silliest and
most outgoing student got a bit of stage fright! Instead, I read the story captions I had written down
from his earlier narration, while he pointed out the details in his paintings.

Final Products
Student As Picture Book Recording: https://www.youtube.com/watch?v=Q23Dety9dgg

Student Bs Picture Book Recording: https://www.youtube.com/watch?v=7LSRRR1rrh0

Assessment
I felt it was important to assess the process of learning about story and the writing process, as well as
the final product. To assess the parts of the rubric that wouldnt be present in their picture books, I gave
each student an oral quiz. First, we read several stories together (The Snowy Day, The Very Hungry
Caterpillar, Bringing the Rain to Kapiti Plain, and Llama Llama Red Pajama some favorites of theirs but
not among the stories we discussed in the earlier plot lesson reading activities). Then, I asked each of
them questions about the plots and story elements. I was impressed it had been a few weeks since
wed done similar activities, but both students were quite successful in retelling plots, and student A was
able to use examples from stories to answer questions and illustrate terms like rising action, resolution,
etc.

Student A received an A (32 points) for this assignment. I actually handwrote his comments in his
original rubric in multicolored pencils, and read them to him as he followed along. (For legibility and
ease of sharing, I retyped the comments, as they were shared aloud with him, below.) I wasnt sure how
Student A would take to receiving less than a perfect score, but he seemed encouraged by the
comments (especially the note about working on sensory details and the special note about voice),
smiling throughout and adding his opinions. His overall assessment of the project was, I cant believe I
wrote a whole book! So awesome! He also asked if we can do another book project, because hed like
to write more books about Bear as a scientist in different fields.

Student Bs rubric is graded in high fives, not points, and he received a whole lot of high fives! I did read
him his comments (included in the second rubric below) as well, and despite his reluctance to share on
camera, he seemed pleased with himself and his final story. Overall, I think it was a positive experience
for him, and Im looking forward to encouraging his love of stories in the future.

Second Grade Rubric (Student A)

33-28 points A
27-22 points B
21-17 points C
16-12 points D
0-11 points F

Final Grade: A 32 points!

Standard:
Rocked it! (3 pts) Did it! (2 points) Needs work/Did not
What I Can Do: attempt it (0-1 point)
Ask and answer such You asked good questions
questions as who, and answered them
what, where, when, clearly in our test. I could
why, and how to tell you understood the
demonstrate stories we read, and you
understanding of key were able to retell them.
details in a text. (For example, you retold
the plot very clearly, and
Use information noticed details that
gained from the allowed you to specifically
illustrations and words identify the setting of
in a print or digital text Peters neighborhood and
to demonstrate apartment in The Snowy
understanding of its Day.) Great job!
characters, setting, or
plot.

I can ask questions

about characters,
setting, events, and
illustrations to
understand and tell
what happened in a
story.
Recount stories, Weve studied stories and
including fables and fables from a lot of
folktales from diverse different cultures this
cultures, and year, and in this
determine their assessment, you did a
central message, great job explaining what
lesson, or moral. happened in Bringing the
Rain to Kapiti Plain, as
I can retell the plots of well as its importance as a
stories and explain legend/folktale.
their main ideas. Awesome!
Describe how In our assessment, you
characters in a story fully described the conflict
respond to major in Llama Llama Red
events and challenges. Pajama, as well as how
both characters
I can describe what responded to it. The way
characters do when you told the story with
faced with conflicts. emotion showed your
understanding and helped
others understand it as
well!
Describe the overall
structure of a story, You clearly identified and
including describing explained
how the beginning exposition/introduction,
introduces the story rising action, climax,
and the ending falling action, and
concludes the action. resolution in a lot of
 stories weve read
I can talk about the (especially The Very
events and plot Hungry Caterpillar and
structure of a story. Llama Llama in our quiz).
Acknowledge You can describe different
differences in the points of view, and you
points of view of can really show them
characters, including through the way you
by speaking in a read! Your character
different voice for voices in Llama Llama
each character when were super fun, and really
reading dialogue enhanced the emotion
aloud. and tone of the story. I
loved it!
I can understand and
talk about characters
points of view.
With guidance and This was a big project, and
support from adults I know it took longer than
and peers, focus on a any writing assignment
topic and strengthen weve ever done, didnt
writing as needed by it? You worked at it
revising and editing. diligently, came up with
great ideas in writing and
I can work through a drawing, and made
writing process to changes when you
freewrite, discuss, needed to. You seemed to
map out, and revise enjoy the process! Im so
my work. proud of you!
I can actively I could tell you enjoyed
participate in a sharing your work in our
writing group, sharing group, because you did it
ideas and giving with enthusiasm! I really
positive feedback to appreciated the
peers. encouragement you gave
to [student B]. The way
you included him and
gave helpful responses to
his writing and paintings
really seemed to help him
enjoy this project!
Write narratives in Im especially proud of
which they recount a your work to make your
well-elaborated event plot make sense! When
or short sequence of you realized your original
events, include details idea wasnt going to be
to describe actions, very clearly organized
thoughts, and feelings, (and might be a little too
use temporal words to long for this piece), you
signal event order, and made changes on your
provide a sense of own. I was very impressed
closure. with your willingness to
revise and your
I can create a short understanding of how to
story in which plot, make your new story
characters, and make sense. It is well-
setting are well- organized, has a great
organized and clearly main character, and a
developed. clear setting.
I can use vivid, When I looked at the
sensory details in first version of your
writing to show a book, I noticed there
picture of the werent many of
character/s, setting, these sensory details,
and actions Im but you revised it, and
describing. I was excited to see
the things you added
(like crunchy red
leaves and can you
get these boulders off
me please?) Could
you tell how much
more complete the
story felt, and how
much the reader will
be able to feel and
see your setting and
action? I think you
could have added a
few more of these
details, so this is
something well keep
working on together,
but overall, Im very
happy with what you
came up with!
I can create Your illustrations and
illustrations that help captions provided details
tell my story. and humor that really
made your story fun to
read and look at! I could
tell you were really
inspired by the process of
drawing them. Great job!
 I can create a final You put a lot of effort into
picture book copy making sure your final
that is neatly written. copy looked greatand it
showed! We will keep
working on spelling and
capitalization together,
but overall, Im so
impressed with your
work!

**[Student A], I want to make a special big deal of one more thing you did so well (which wasnt even a
requirement in the assignment)! Your main character, Liam the Bear Ornithologist, had a great voice and
personality, and that made your story so fun to read and hear! I especially loved the way you used
capital letters for EMPHASIS, and the way Liam the Bear spoke directly to the reader in ways that were
funny and relatable (like, you may have noticed that Im a bear well, lets find out! maybe not
cause SNAKE! wait insect home! and yes, TADA!) Way to go!

Pre-K Rubric (Student B) - No points, just high fives!

Final grade: All the high fives!

Standard:
Rocked it! Did it! Needs work/
What I Can Do: Did not attempt it
I can ask questions You did a great job
about characters, asking questions and
setting, events, and retelling what
illustrations to happened in our
understand and tell stories, especially
what happened in a Llama Llama Red
story. Pajama, The Very
Hungry Caterpillar, and
Flotsam, that silly
underwater story). I
can tell you really
understood and
enjoyed the stories we
read together!
I can work through a I know creating this
writing process to story was a lot of work,
create a story. wasnt it? Im so proud
of you for working hard
through the process to
make a great picture
book!
I can share ideas and I could tell you had fun
tell stories in a writing hearing [student A]s
group, and share story and sharing your
helpful ideas with thoughts about it.
others in the group. Thanks for being a
good listener, and
thanks for sharing your
story with the group so
enthusiastically!
I can create I loved all the detail
illustrations that help and action that you put
tell my story. into your paintings, and
I think they really
helped tell your
camping and stargazing
story! All the colors in
your constellation and
Northern Lights
pictures made me feel
like I was out there
looking at the Alaska
sky with you guys!
I can narrate a final Your story is great! The
story that makes plot makes sense, and I
sense. especially love the
dialogue the way
your characters talk to
each other! The things
you, Husky, and Red
Panda said to each
other really made the
story come to life, and I
had a lot of fun reading
it and watching you act
it out earlier!
I can have fun with Did you have fun? It
writing! sure seems like you
did! And I had so much
fun all throughout the
processespecially
listening to your final
story! GREAT job! HIGH
FIVES!