SEA ELA

Residual
Training
(Standard 4)

Curriculum Planning and Development Division

April 2021
 Objectives

Participants will:
• explore the contents of the revised report and narrative writing
rubrics
• explore ways in which the rubrics can be used to guide
instruction in narrative and report writing
• Apply the rubrics to reports and stories
2
Let’s examine the
revised rubric for
report writing.

3
The revised rubric for report writing
• is based on the assessment objectives outlined in the
Assessment for the Secondary Entrance Assessment
2019-2023 and the revised Assessment Framework for
the Secondary Entrance Assessment 2021-2023
• is designed to provide specific feedback to students
• has 6 levels of achievement each assigned to a specific
score
• assesses 4 criteria
4
 Six Achievement Levels (each assigned a score)
 Report Exemplary Proficient
 
Progressing Emerging Makes an Unsatisfactory
  attempt
Rubric  
5 4 3 2 1 0

           
Content
4 Criteria

  Language            
Descriptors
Use
 Organisation            

  Grammar/            
Mechanics
5
 Understanding the Achievement Levels

Proficient: meets
Exemplary: exceeds Progressing: nearly
the minimum
the standard meets the standard
standard

Makes an attempt: Unsatisfactory:

Emerging: below
requires substantial requires
the standard
remediation intervention
6
The Report Rubric

7
 Exemplary Proficient Progressing Emerging Makes an Unsatisfactory
Report attempt
5 4 3 2 1 0
All details are Most details Some details Details are Little evidence Prompt alone
carefully are carefully are relevant to limited but of details is repeated.
selected, selected, genre, relevant to which are  
specific and specific and audience and genre, relevant to Clearly off
relevant to relevant to task. audience and genre, topic.
genre, genre, task. audience and  
audience and audience, and task. No intelligible
task. task.   response

  Sentences are
evident but
Content   main ideas
  and
  Main ideas Main ideas supporting
Main ideas are related to are related to Main ideas details are
are specific to the task and the task and are evident indiscernible.
the task and are developed are developed but partially .
are developed competently satisfactorily related to the
skilfully using relevant through task and
through, details. supporting inadequately
relevant details. developed.
supporting    
details. 8
 Exemplary Proficient Progressing Emerging Makes an Unsatisfactory
5 4 3 2 attempt 0
1

Factual Factual Inconsistent use Limited use of Minimal use of Words and
language language used of factual factual factual language sentences are
used adequately. language. language. and formal tone. indiscernible.
exclusively.          
   
Formal tone Formal tone Formal tone, Limited use of  
used used adequately interrupted by formal tone  
Language throughout in most occasional impedes the  
Use the report. paragraphs. lapses into report.
 
    informality.  
     
Fluent, varied Most sentences Some sentences A combination Fragments and
sentences contribute to contribute to of sentences run-on
enhance the the clarity of the the clarity of the and fragments sentences
clarity of the report. report. impede the impede the
report. clarity of the clarity of the
report. report.

9
 Exemplary Makes an
5 Proficient Progressing Emerging attempt Unsatisfactory
4 3 2 1 0
Clear and detailed Clear introduction, Sufficient Insufficient Introduction is Words are
introduction, body and relevant information attempted, but indiscernible.
body and conclusion. information included in body and final  
conclusion.   included to introduction and paragraphs are Lack of structure.
discern the body. indiscernible.
introduction,    
body and
conclusion.
Transitional words Transitional words  Transitional Little or no use of Irrelevant details
and phrases are and phrases are words and transitional words with no
used to skilfully used to phrases attempt and phrases to transitions to link
link ideas and competently link to link ideas link ideas. ideas.
supporting details ideas and with some    
throughout the supporting details information Disorganized with Information not
report. in most of the sequenced little evidence of organized or
Organisation    report. incorrectly. sequencing of logical.
      information.
Clearly organized Well organized Poorly  
structure with structure with organized with  
logical sequencing logical sequencing lapses in
of all ideas, of most ideas, sequencing
paragraphs and paragraphs and which impede
details. details. clarity of the
report.

10
 Exemplary Proficient Progressing Emerging Makes an Unsatisfactory
5 4 3 2 attempt 0
1

Minor A few errors in Some errors in Many errors in Frequent errors Words and
lapses in grammar, grammar, grammar, in punctuation, sentences are
grammar, spelling and/or punctuation, spelling, capitalisation indiscernible.
spelling or punctuation are spelling and/or punctuation and and spelling
punctuation present but do capitalisation at capitalisation make the report
do not not disrupt the times impede impede almost
detract clarity of the meaning. readability. unintelligible.
from the report.    
Grammar fluency and  
/ clarity of
Mechanics the report.
   

11
Understanding the Report Criteria: Content
Relevant main ideas and supporting details about:
• What happened (from beginning to end)
• Persons involved (first name and surname)
• Location
• Date
• Time

12
Understanding the Criteria: Language Use

• Use of factual language (absence of figurative

language and emotionally charged vocabulary)
• Formal tone (absence of Creole, slang, contractions
etc.)
• Varied sentence types

13
Understanding the Criteria: Organisation
• Introduction, Body, Conclusion
• Paragraphing
• Logical sequence of ideas
• Use of appropriate transitional words/phrases to link
ideas

14
Understanding the Criteria: Grammar and
Mechanics

Accurate use of:

• capitalisation
• parts of speech
• punctuation
• spelling

15
 How to Use the Report Writing Rubric

• This rubric is to be used to grade

students’ final writing products.

• It can also be used to provide

focused feedback to students as
they revise and edit their pieces.
 How to Use the Report Writing Rubric
1. Familiarise yourself with rubric.
2. Carefully read the report.
3. Examine the content of the report. Based on the descriptors outlined in the
rubric, classify the content of the report according to the appropriate band
(i.e. exemplary, proficient, progressing, emerging, makes an attempt or
unsatisfactory).
4. Identify what happened, persons involved, location, time.
5. Examine the use of language in the report and based on the descriptors
outlined in the rubric, classify it according to the appropriate band. If
descriptive/figurative/informal language is present, remind students that this
is not appropriate for report writing.
 How to Use the Report Writing Rubric

6. Assign an appropriate score.

7. Follow in the same manner with Organisation and Grammar and Mechanics.
8. Assign an appropriate score.
9. Find the total out of 20.
10. Use the information gleaned from your analysis of the report to guide your
comments as you assist the students with their revision and editing.
 Let’s apply the
rubric to a report
Read the following report
Task: Write a report on an incident that took place in school during lunchtime.
Include
- Date, time, place were the incident occurred
- Who were the persons involved
- What happened/ how it started
- What happened at the end
 
 4 alter Trise
Pt
25 febury 2013.
de prinspl
san skool.

 on the skulyrd four girls was from the standad Four clas the girls was dendra,
caniece, karshma and stefani., Dey was playin on de skoolyrd an de skoolyrd was
croded with Difernt clas. karshma had de ball. den stefne start run to karshma the
inceedent hapn on san baleek skoolyrd an report on inseedent wich was bitn karshmar
mahardao an stefne ramdas , Dey was karshma Mahadeo and stefne ramdass. dey
wur for gyirlz wur playin baskit ball , then one run an met de oder one an she fall down
an she bawl like a cow and dey run and call amblance fo she an she mudder come quick
like litnin
 4 alter Trise
Pt What score would
25 febury 2013.
de prinspl you assign for
san skool. content?
 
on the skulyrd four girls was from the standad Four clas the girls was dendra,
caniece, karshma and stefani., Dey was playin on de skoolyrd an de skoolyrd was
croded with Difernt clas. karshma had de ball. den stefne start run to karshma the
inceedent hapn on san baleek skoolyrd an report on inseedent wich was bitn karshmar
mahardao an stefne ramdas , Dey was karshma Mahadeo and stefne ramdass. dey
wur for gyirlz wur playin baskit ball , then one run an met de oder one an she fall down
an she bawl like a cow and dey run and call amblance fo she an she mudder come quick
 Content -- Score 2 (Emerging)
• Date: 25 febury 2013

• Place: skoolyrd

• People involved: four students from a Standard 4 class (only two of the full
names are given)

• What happened: With some translation, one can discern that four students
were playing in a school yard with a ball. During the game there was a
collision, a child fell, an ambulance was called and a parent came.
Recommendations for
improvement of content

• Commend the student for the content

that is present
• Ask student to provide the full names
of all who were involved in the incident
• Discuss with student possible relevant
details that can be included
• Guide student on ways to develop
those details
 4 alter Trise
Pt What score would
25 febury 2013.
de prinspl
you assign for
san skool. language use?
 
on the skulyrd four girls was from the standad Four clas the girls was dendra,
caniece, karshma and stefani., Dey was playin on de skoolyrd an de skoolyrd was
croded with Difernt clas. karshma had de ball. den stefne start run to karshma the
inceedent hapn on san baleek skoolyrd an report on inseedent wich was bitn
karshmar mahardao an stefne ramdas , Dey was karshma Mahadeo and stefne
ramdass. dey wur for gyirlz wur playin baskit ball , then one run an met de oder one
an she fall down an she bawl like a cow and dey run and call amblance fo she an she
Language Use -- Score 1 (Makes an attempt)
• Use of creole throughout the piece

• Use of figurative language (she bawl like a cow, mudder come quick
like litnin)

• Use of sentence fragments and run on sentences

Recommendations for
improvement of language use

Reports require the use of Standard

English and formal tone
• Revisit SE structures and help student
differentiate those from the Creole
• Differentiate tone- formal & informal
• Ask student to remove all figures of
speech
• Differentiate sentence from fragment
 4 alter Trise
Pt What score would you
25 febury 2013. assign for organisation?
de prinspl
san skool.
 
on the skulyrd four girls was from the standad Four clas the girls was dendra, caniece, karshma
and stefani., Dey was playin on de skoolyrd an de skoolyrd was croded with Difernt clas. karshma
had de ball. den stefne start run to karshma the inceedent hapn on san baleek skoolyrd an report
on inseedent wich was bitn karshmar mahardao an stefne ramdas , Dey was karshma Mahadeo and
stefne ramdass. dey wur for gyirlz wur playin baskit ball , then one run an met de oder one an she fall
down an she bawl like a cow and dey run and call amblance fo she an she mudder come quick like
litnin
Organisation-- Score 1 (Makes an attempt)
• The entire report is presented in one paragraph

• The report is disorganised --- little evidence of sequencing

Recommendations for
improvement of organisation

• Ask the student to orally state

the events in chronological
order
• Assist the student to write the
events step by step
• Assist student to revise draft or
assign a peer to help him/her
 4 alter Trise
Pt
25 febury 2013. What score would you
de prinspl assign for grammar and
san skool.
mechanics?
 
on the skulyrd four girls was from the standad Four clas the girls was dendra,
caniece, karshma and stefani., Dey was playin on de skoolyrd an de skoolyrd was
croded with Difernt clas. karshma had de ball. den stefne start run to karshma the
inceedent hapn on san baleek skoolyrd an report on inseedent wich was bitn
karshmar mahardao an stefne ramdas , Dey was karshma Mahadeo and stefne
ramdass. dey wur for gyirlz wur playin baskit ball , then one run an met de oder one
an she fall down an she bawl like a cow and dey run and call amblance fo she an she
mudder come quick like litnin
 Grammar/Mechanics– 1 (Makes an attempt)
Multiple errors make the report almost unreadable

Use of parts of speech

Capitalisation
Punctuation
Spelling
Recommendations for improvement in
grammar/mechanics

• Avoid tackling all errors at once

(overwhelming to teacher and student)

• Find the most urgent issue and provide

specific guidance

• In this piece, helping the student to create

simple sentences might be the area of focus.

• Provide help with agreement of subject and

verb in the simple sentence
 In summary :

The writer of this story is With focused attention on

Despite the multiple
emerging in content, but is organization of events and
errors, the report reflects
making an attempt in sentence structure, this
some awareness of report
organisation, language use student’s report can be
structure
and grammar/mechanics. made more intelligible.
Time to standardise. Let’s examine some
reports.
 3 things you learnt

Complete the
2 things that struck
exit slip via the
you
link in the chat
1 thing you do not
understand
Let’s examine the
revised rubric for
narrative writing.

39
 The revised rubric for narrative writing
• Is based on the assessment objectives outlined in the Assessment
Framework

• Is designed to provide specific feedback to students

• Has 6 levels of achievement each assigned to a specific score

• Assesses 4 criteria

40
 Six Achievement Levels (each assigned a score)
 Narrative Exemplary Proficient
 
Progressing Emerging Makes an Unsatisfactory
  attempt
Rubric  
5 4 3 2 1 0

           
Content
4 Criteria

  Language            
Descriptors
Use
 Organisation            

  Grammar/            
Mechanics
41
 Exemplary
Exemplary Proficient
Proficient Progressing
ProgressingEmerging
Emerging Makes
Makes anan attempt
attempt Unsatisfactory
Unsatisfactory
  
55 44 33 22 11 00
The
The story
story isis in
in The
The story
story isis in
in The
The story
story isis in
The in
The story
story Lacks
Lacks Prompt
Prompt alone
alone isis
response
response toto the the response
response toto the the response
response to to the
the
demonstrates
demonstrates an an understanding
understanding of of repeated.
repeated.
writing
writing task
task and and isis writing
writing task
task and and isis writing
writing task
task andand isis
incomplete
incomplete the
the writing
writing task.
task.   
conveyed
conveyed conveyed
conveyed conveyed
conveyed understanding
understanding of of    Clearly
Clearly off
off topic.
topic.
through:
through: through:
through: through:
through: the
the writing
writing task. task. Setting is not   
            evident No
No intelligible
intelligible
Time
Time or or place
place isis  Setting is not response
response
-effectively
-effectively -well-developed
-well-developed -fairly-fairly developed
developed namednamed only. only. evident
established
established setting
setting (time
(time and
and setting
setting (time
(time or
or    
setting
setting (time
(time and
and place)
place) place)
place)  
place)
place)       Character/s
Character/s are are Character/s
Character/s are
are
   -competent
-competent -satisfactory
-satisfactory named
named only. only. presented
presented but
but not
not
-skilful
-skilful development
development of of development
development of of    named.
named.
development
development of of character:
character: physical
physical character:
character: physical
physical Action
Action and/or
and/or   
Content
Content character:
character: physical
physical descriptions,
descriptions, description,
description, action
action dialogue
dialogue (if (if Plot cannot be
descriptions,
descriptions, actions,
actions, dialogue
dialogue or or dialogue
dialogue (any
(any present)
present) do do notnot discerned.
actions
actions and
and (any
(any two).
two). one).
one). develop
develop character.
character.  
dialogue.
dialogue.         
- competent -satisfactory Plot
Plot isis Plot cannot be
-skilful development
- competent of development
-satisfactory of underdeveloped.
underdeveloped. discerned.
development
-skilful of any
development
four elements
of any development
three of     
all
development
elements ofof of anyplot.
four elements elements
any threeof plot.
plot.
all elements of  of plot. elements of plot.
 plot.   
   

42
 Makes an
Exemplary Proficient Progressing Emerging Unsatisfactory
  attempt
5 4 3 2 0
1
Vivid Relevant Limited use of Descriptive No discernible Words and
descriptive and descriptive descriptive or and/or use of sentences are
figurative and/or figurative figurative descriptive or indiscernible.
language figurative language. language and figurative  
establish clarity language   sensory details language  
of narrative facilitate the attempted but and/or sensory  
elements. narrative. usage is often details.  
    inappropriate    
Sensory details or repetitive.  
enhance story. Sensory details Limited use of  
Language Use   facilitate the sensory details.
  narrative.  
   
 

43
 Makes an
Exemplary Proficient Progressing Emerging Unsatisfactory
  attempt
5 4 3 2 0
1
Purposeful Logical Inconsistent Disorganised Sentences are Words are
sequencing of sequencing of sequencing of sequencing of evident but the indiscernible.
plot structure plot structure. plot structure. plot structure. writing Lack of
regardless of       demonstrates structure.
chronological no evidence of
order. sequencing.
 
Skilful use of Logical use of Simplistic use Weak Lack of
transitions and transitions and of transitions transitions structure.
paragraphing paragraphing and paragraphs with limited
add clarity to facilitate the may impede paragraphing
Organisation the plot narrative the flow of the make the
  structure. narrative. narrative
      illogical.
   
 

44
 Makes an
Exemplary
Exemplary Proficient Progressing Emerging Unsatisfactory
  5 attempt
4 3 2 0
1
Minor lapses in AA few
few errors
errors in
in Some errors in Frequent Grammatical Words and
grammar
in grammar or or grammar
grammar or or grammar, errors in and sentences are
spelling or spelling or
spelling or punctuation, grammar, mechanical indiscernible.
punctuation do punctuation
punctuation or or capitalisation punctuation, errors make
not detract
do not capitalisation and spelling at
detract capitalisation capitalisation the story
from the do not
do not impede
impede times impede and spelling almost
fluency and meaning.
meaning. meaning. impede unintelligible.
clarity of the      readability.
writing.
 
 
Grammar/  
Mechanics
 

45
Understanding the Criteria: Content

Character(s) Physical description, action, dialogue

Time

Setting (time and place) Time and place

• Exposition
• Rising Action
• Climax
Plot (sequence of events)
• Falling action
• Resolution 46
Understanding the Criteria: Language Use

• The use of descriptive language

• The use of figurative language
• Sensory appeal

47
Understanding the Criteria: Organisation
• sequencing the plot structure so that it does not
appear to be jumbled to the reader.

• clearly defined paragraphs

• transitions that add clarity to the plot structure

48
Understanding the Criteria: Grammar and
Mechanics
Accurate use of:

• capitalisation
• parts of speech
• punctuation
• spelling

49
 How to Use the Narrative Writing Rubric

• This rubric is to be used to

grade students’ final writing
products.

• It can also be used to

provide focused feedback
to students as they revise
and edit their pieces.
50
 How to Use the Narrative Writing Rubric
1. Familiarise yourself with rubric.

2. Carefully read the story.

3. Examine the content of the story. Based on the descriptors

outlined in the rubric, classify the story’s content according
to the appropriate level of achievement (i.e. exemplary,
proficient, progressing, emerging, makes an attempt or
unsatisfactory).
51
 How to Use the Narrative Writing Rubric
4. Identify the elements of the story and the elements of plot
that may be missing from the piece. This will be used later
for descriptive feedback to the student.

5. Assign an appropriate score for content.

6. Examine the use of language in the story and based on the

descriptors outlined in the rubric, classify it according to
the appropriate level of achievement.
52
 How to Use the Narrative Writing Rubric
7. Identify the descriptive and figurative language that is
present in the story. Where descriptive/figurative language is
missing, give specific suggestions.
8. Assign an appropriate score for language use.
9. Follow in the same manner with organisation and
grammar/mechanics.
10.Assign appropriate scores for organisation and
grammar/mechanics.
11.Find the total score.
12.Ensure that your marking is consistent across pieces. 53
 Let’s apply the
rubric to a story
Read the story, “The Snake
Slayer”

54
 That wonderful, Monday morning the fury of the sun was shinning like sparkles
on the water. The trees and flowers sprung up like a water fountain. sweet music to
my ears, the birds was chirping melodiously
My friend and my best friend Elijah was sitting underneath a big tall cherry tree
in the school yard. Elijah and I were playing a game of marbles pitch. While we were
playing pitch I saw big mapipi that had fallen from the tree. It was big, long and its
colours was black and red. I shouted to Elijah “Snake!, snake”, all of my friends
started screaming like girls and scampering like crazy ants around the school yard.
My heart was beating like hundreds of horses galloping

55
 It was a pure wild confusion in the schoolyard because everybody was screaming
and scampering. Suddenly I saw one of my friends Randy he was running to go out
and get something, I asked him where he was going? And he said “I can't talk right
now”, about 2 minutes later I saw randy coming like a bolt of lightning with a
gigantic piece of wood. I saw him walked to the snake and raise the wood high and
slammed it on its head. The snake head was flat and bleed like the amazon river
rushing to the sea. We were all relieved the snake was dead. From that day on
everyone learned to be cautious where you are.

56
Let’s assess the content:
• Time
• Place
• Characters (physical description, action, dialogue)
• Plot: exposition, rising action, climax, falling action, resolution

Under what Achievement Level does the content fall?

What score would you assign for content and why?

57
 Content – 3
• (Progressing)
Setting was established (time and place)

• Character development was satisfactory.

- Only the snake is briefly described. There were missed opportunities to incorporate
physical descriptions of the human characters.
- Two pieces of dialogue were present, but there were missed opportunities to use
dialogue to reveal other characters’ mood/personality.
- Some description of action was given (of the crowd scampering, Randy’s killing of the
snake). More details could have been added about what the snake was doing to
scare the children; how the narrator responded; the children’s reactions when the
snake died etc.

• Plot development was satisfactory:

- Exposition and rising action are evident.
58
- Climax, falling action and resolution though present, need further development.
 Recommendations for
improvement of content
• Always start with the positive!

• Acknowledge that the student can

use figurative language and has
included some of the elements of the
story

• Provide specific feedback to the

student that builds on his strengths

59
Let’s assess language use in the piece
• Identify the descriptive language used
• Identify the figures of speech used
• To what sense(s) does the story appeal?
Under what Achievement Level does the Language Use fall?

What score would you assign to Language Use and why?

60
 Language Use – 4 (Proficient)
• Basic descriptive language used to describe the setting and
the snake.

• Interesting similes used to give visual images of setting in

particular

• Missed opportunities to appeal to other senses.

61
Recommendations for improvement in
language use
Commend this student for the beautiful
language that is used in this story.

Challenge this student

• to find even more creative adjectives.
• to appeal to another sense.

Advise the student not to force sensory

appeal, but let it emerge naturally from the
scene. For example, the sound of the sound
of chaos in the playground when the snake
was killed could have been described. 62
Let’s assess the organisation of this story

• Check the sequencing of the plot structure.

• Check the paragraphing.
• Observe the transitions used.

Under what Achievement Level does the organisation fall?

What score would you assign to organisation and why?

63
 Organisation– 3 (Progressing)
• Some unrelated ideas are merged in paragraphs

• Faulty indenting of paragraph three

64
Recommendations for improvement in organisation
Remind the student that a new paragraph is
started in a story when:
a new idea is introduced
the setting changes
a new character enters the story
A new person speaks
A new event happens

• Ask the student to review the story and

identify when any of the above occurs.

• Remind the student to be consistent when

starting new paragraphs 65
Let’s assess the grammar and mechanics in
this story
Check for accurate use of:
• Parts of speech
• Capitalisation
• Punctuation
• Spelling

Under what Achievement Level does the organisation fall?

What score would you assign to organisation and why? 66

 Grammar/Mechanics– 3 (Progressing)
The following errors were detected:
• Spelling
• Subject verb agreement
• Tense
• Sentence fragments
• Comma splices
• Missing punctuation
• Incorrect punctuation of dialogue

67
Recommendations for
improvement in
grammar/mechanics
• Avoid tackling all errors at once
(overwhelming to teacher and
student)
• Find the most urgent issue and
provide specific guidance
• In this piece, perhaps the sentence
fragment or comma splice can be
addressed.

68
 In summary :

The writer of this story With supportive and

is progressing in systematic feedback,
Is quite proficient in
content, organisation this writer can be
language use
and encouraged to draft a
grammar/mechanics. more proficient piece.

69
Time to standardise. Let’s examine the
following stories

70
 In summary,

• Use revised rubrics to systematically assess

your students’ written pieces using the
criteria and achievement levels
• Provide specific feedback to your students
using the rubrics
• Familiarise your students with the criteria
and the achievement levels
• As far as possible, acknowledge the positive
aspects of students’ work before moving to
what needs to be adjusted
• Challenge the students to aim for the highest
achievement level in content, language71use,
organisation and grammar/mechanics
 Please click the link in the chat
to indicate:

3 things you learnt

Exit slip
2 things that struck you

1 thing you do not understand

72
We are here to
support you

• Sharda Ramsajan
• sharda.ramsajan@moe.gov.tt

• Bernice Jacobs
• bernice.jacobs@moe.gov.tt

73
74