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Ideas/Development Organization - Conventions
	Score from the bottom up. Each substage assumes proficiency of skills for the preceding substage.
		Evidence of Controlling Idea and Development
P4	.3	Main idea controls/shapes the development of the purpose, The student begins to focus the topic and the purpose through use of selective details. There is some elaboration (depth of detail ) of the content with illustrative examples.
	.2	Main idea controls/shapes the development of the purpose, with supporting details.
	.1	Main idea begins to control/shape development of purpose with limited details on the topic, (no longer a list).
		Thought Units with or without Pictures
P3	.4	Related ideas support topic, details are listed or sequenced.
	.3	More than one thought unit. Ideas usually on topic with a few unrelated ideas.
	.2	One or more thought units (phrases, sentences). Ideas are simple, scattered, or repeated.
	.1	Idea(s) expressed in simple sentences or phrases.
		Writing as Labeling Pictures
P2	.3	Simple sentence or phrase attached to a picture as labeling (i.e. i lk mi dg = I like my dog or ths is mi dg = This is my dog).
	.2	One or more thought units attached to picture as labeling (i.e. mi dg = my dog).
	.1	Word(s) attached to picture as labeling (i.e. dg = dog).
		Writing, if Present, Random
P1	.6	Random word(s) no apparent tie to pictures.
	.5	Recognizable letter(s).
	.4	More than one idea and/or details expressed in picture.
	.3	Recognizable simple picture.
	.2	Recognizable shape(s).
	.1	Scribble writing or unrecognizable picture.