Organization

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Conventions
Ideas/Development - Organization

Score from the bottom up. *Note: The scoring procedure for this trait is different from the other traits in that it is holistic within a stage. Within a stage, the awarding of a substage score is based upon the number of subtraits attained, in any order, e.g., 3.2 means any 2 of the total substages were observed.

P5

Indicates paragraph breaks by indenting or spacing; may attempt paragraphing of dialogue.
There are few run-on or fragmented sentences.
Internal punctuation is attempted (i.e. commas, quotation marks).
Most words are spelled conventionally.

P4

Appropriate capialization is usually present (i.e. proper nouns, titles, and beginning of sentences).
End punctuation is usually correct.
May attempt various punctuation (?!, " " ') but is not always correct.
May have run-on sentences or fragmented sentences.
Transitional spelling: looks more like standard spelling, but the child is uncertain of when to use some of the standard spelling features. Transitional spellers have not yet integrated all the features of standard spelling, i.e. Can I go see a movee with my fren susi sed her mom sed oka win we go.

P3

Few word spacing errors.
End punctuation, if present, is usually a period, but not always appropriately placed.
Few word omissions.
Capitalization is attempted (i.e. beginning of sentences, word I).
Letter name spelling: the phonemes of a word are represented by letters of the alphabet. The letters used show a relationship to the sound heard in the word, i.e. I haD a Apl for snaK (I had an apple for snack).

P2

Early phonemic spelling: One or two phonemes in a word are represented with the rest perhaps omitted altogether or a random string of letters supplied, may be evidence of letter-name strategy, i.e. I lk tz, (I like the zoo).
Shows letter sequences. Some spacing between words. Paper has recognizable letters, although some irregularity in formation.
Demonstrates left-to-right sequence of letters.
Mixes upper and lower-case letters.

P1

Prephonemic spelling: forms letters, but no match between letters and phonemes in words, i.e. scoz (candy). The child recognizes that in some way letters represent language.
Indicates preference for upper case forms.
Demonstrates left-to-right concept, when writing.
Demonstrates top-bottom concept, when writing.
Scribble writing.

* NOTE - Student work must include attempt to write to be scored for conventions.

Conventions Ideas/Development - Organization
	Score from the bottom up. *Note: The scoring procedure for this trait is different from the other traits in that it is holistic within a stage. Within a stage, the awarding of a substage score is based upon the number of subtraits attained, in any order, e.g., 3.2 means any 2 of the total substages were observed.
P5	Indicates paragraph breaks by indenting or spacing; may attempt paragraphing of dialogue. There are few run-on or fragmented sentences. Internal punctuation is attempted (i.e. commas, quotation marks). Most words are spelled conventionally.

P4	Appropriate capialization is usually present (i.e. proper nouns, titles, and beginning of sentences). End punctuation is usually correct. May attempt various punctuation (?!, " " ') but is not always correct. May have run-on sentences or fragmented sentences. Transitional spelling: looks more like standard spelling, but the child is uncertain of when to use some of the standard spelling features. Transitional spellers have not yet integrated all the features of standard spelling, i.e. Can I go see a movee with my fren susi sed her mom sed oka win we go.

P3	Few word spacing errors. End punctuation, if present, is usually a period, but not always appropriately placed. Few word omissions. Capitalization is attempted (i.e. beginning of sentences, word I). Letter name spelling: the phonemes of a word are represented by letters of the alphabet. The letters used show a relationship to the sound heard in the word, i.e. I haD a Apl for snaK (I had an apple for snack).

P2	Early phonemic spelling: One or two phonemes in a word are represented with the rest perhaps omitted altogether or a random string of letters supplied, may be evidence of letter-name strategy, i.e. I lk tz, (I like the zoo). Shows letter sequences. Some spacing between words. Paper has recognizable letters, although some irregularity in formation. Demonstrates left-to-right sequence of letters. Mixes upper and lower-case letters.

P1	Prephonemic spelling: forms letters, but no match between letters and phonemes in words, i.e. scoz (candy). The child recognizes that in some way letters represent language. Indicates preference for upper case forms. Demonstrates left-to-right concept, when writing. Demonstrates top-bottom concept, when writing. Scribble writing.
	* NOTE - Student work must include attempt to write to be scored for conventions.