Annotations for Practice Set of TOP Writing Collections

1. Annotations for Practice Set of TOP Writing Collections Grade 2

2. Student 1, Gr. 2, Intermediate (Higher) • Communicates simple, original messages using high-frequency, familiar English • Undetailed descriptions and narrations • Writing characterized by second language acquisition errors (beauting, coin shiny to him, I going to do is, peoples) • Grasp of basic verbs, basic tenses, and basic grammar features still limited • Way student expresses ideas in English or renders them in writing sometimes interferes with understanding (a young beauting shoes, prake, gesc, evratr, jriv, and the old people how dody and it will be sad if you didy will I tike sad)

3. Student 2, Gr. 2, Advanced • Overall grasp of basic verbs, tenses (simple present, simple past), grammar features, and sentence patterns at second grade level • Sufficient vocabulary and grasp of language structures to narrate in some detail with emerging clarity • Features of second language acquisition present (it turned fun, I have alot of to do, I went China, when I 4 years old), but writing is understandable to those not used to writing of ELLs • Variety of common cohesive devices (and, that time, one time, because, but, when)

4. Student 3, Gr. 2, Advanced High • Nearly comparable to writing of native English-speaking second graders • Use of a variety of cohesive devices • Sustained control of the elements of grade-appropriate writing • Ability to explain in detail about how to round in math (a linguistically demanding task) • Some errors related to second language acquisition, but these rarely interfere with communication (tuggles, really nice with me, at music, on art, do it for you can’t forget)

5. Student 4, Gr. 2, Beginning • Primary language often used to express high-frequency English words (fui, como, muy, rojos ojos) • Primary language phonetics used to spell high-frequency English words (gi for “he,” talmi for “tell me,” bayseco for ”bicycle,” guriap for “hurry up,” gas for “has”) • Writing primarily in present tense • Much writing unclear even to those used to writing of ELLs

6. Student 5, Gr. 2, Advanced (Lower) • Grasp of basic tenses and grammar features at second grade level although there are some errors • Some variety of cohesive devices (and, then, because, now, when) • Enough vocabulary and grasp of language structures to narrate in some detail • Primary language features present (she has 12 yers olde, fell of the airplane, I have skard), but they do not limit understanding of individuals not used to the writing of ELLs

7. Student 6, Gr. 2, Intermediate (Lower) • Ability to communicate original ideas using short, simple sentences • A developing sense of English verbs and tenses but grasp is still limited • Loosely connected text with limited use of cohesive devices • Undetailed descriptions and narrations • Some parts unclear or understandable only to individuals used to this student’s writing (It was also we were star play footdall, I wuz bed bicos I kepon the rost on my hed, he is the kegne of the inene)

8. Student 7, Gr. 2, Beginning • Primary language used to express high-frequency English words (tuvo, y se yama) • Frequent use of primary language phonetics in spelling limit understanding (it for “eat,” alara for “a lot of,” aspero for “hospital,” pari for “party,” adru teng for “another thing,” ai for ”I”) • Third sample shows more primary language phonetics that hinder understanding even for individuals used to writing of ELLs

9. Student 8, Gr. 2, Advanced High • Nearly comparable to the writing of second grade English-speaking peers • Ability to apply, with minimal support, elements of grade-appropriate writing • Occasional difficulty with naturalness of expression (on some eggs you can crak on peoples heads, was the first prestedent in our countre)

10. Student 9, Gr. 2, Advanced (Higher) • Grasp of basic verb tenses, grammar features, and sentence patterns • Narration developed in some detail with emerging clarity and use of complex sentence patterns • Occasional second language acquisition inaccuracies do not interfere with meaning but are not limited to low-frequency words and structures (I lookd the watr, I ran fast the grind, I was too much skard, we went to home, I take him a bath, I miet get kidcked in the leg wheth another kid; switching between pronouns he and she in second sample)

11. Student 10, Gr. 2, Intermediate (Higher) • Communication of simple, original ideas, especially in 1st and 3rd sample • Grasp of basic grammar features still limited (primarily uses present tense to narrate about the past; does not use ‘s’ for possessives – my mom room, my grandpa name, etc.) • Simple sentence structures; limited cohesive devices • Second sample does not go beyond list-like development of memorized phrases • Second language acquisition inaccuracies to express high-frequency English, but these do not hinder meaning for individuals used to writing of ELLs (in for “and,” a for “I,” Read 2 book, a go to my mom room to saw da tv becuse was Dora in da tv)