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Student Name Overall: I wrote a story of an important moment. It read like a story, even though it might be a true account. Lead: I wrote a beginning in which I not only showed what was happening and where, but also gave some clues to what would later become a problem for the main character. Transitions: I used transitional phrases to show passage of time in complicated ways, perhaps by showing things happening at the same time( Meanwhile, at the same time) or flashback and (early that morning, three hours later). Ending: I wrote an ending that connected to the main part of the story. The character said, did, or realized something at the end that came from what happened in the story. I gave readers a sense of closure. Organization: I used paragraphs to separate different parts or time of the story and to show when a new character was speaking. Some parts of the story were longer and more developed than others. Elaboration: I developed characters, setting, and plot throughout my story, especially the heart of the story. To do this, I used a blend of description, action, dialogue, and thinking. Craft: I showed why characters did what they did by including their thinking and their responses to what happened. I slowed down the heart of the story. I made less important parts shorter an less detailed and blended storytelling and summary as needed. I included precise details and used figurative language so that readers could picture the setting, characters, and events. I used some objects or actions as symbols to bring forth my meaning. I varied my sentences to create the pace and tone of my narrative. Spelling: I used what I knew about word families and spelling rules to help me spell and edit. I used the word wall and dictionaries when needed. Punctuation: I used commas to set off introductory parts of sentences, such as One day at the park, I went on the slide; I also used commas to show talking directly to someone, such as Are you mad, Mom?
Grade-5-Unit-1-Bend-1-Spanish-6_24_14.docx