Grade 3 - Benchmark
November Expectation
Title: “It’s Horrible”
“It’s Horrible! Why do I have to start a new school this is just Unfair!” It was winter in
Febuary Kasie was waiting for the school bus to pick her up and drop Kasie off at Noth
Side School. Out in the distance Kasie could hear the kids singing The Weels on the bus
go round and round and when the bust came to a complete stop all the kids stoped singing
and stared at her “Who’s that?” a kid whisperd in the bakground. Kasie walked up she
could see all the eyes looking at her and Kasie saw a boy whipering “she’s ugly and is
that a boy or a girl?” When Kasie arrived at Nort Side School a girl wisperd in Kasie’s
ear saying “stay away from the bullys Jack pete and Robert Sanders. “Ring ring ring!”
Time for recess every one” the teachers called Two strange boys came up to Kasie “want
to play with us?” said the strange boys “Sure” But What should we play?” “How about
Doggeball?” the 2 boys suggjested “OK!” So the 2 boys playing against Kasie “ready set
go!” Kasie didn’t like this game at all because she kept on getting hit by the ball. Tears
were swelling up in her eyes she tryed to suck it up but she just couldn’t the boys kept on
teasing her calling her crybaby or about her name. Because Kasie is actully a boys name
and a girls name but the boys don’t realize it. The next day came “ring-ring’ring!” went
the recess bell again. Kasie ran away be hind the play scape from the 2 bullys and she
thought that she wouldn’t get seen but as she was running she didn’t know that the 2 boys
were there to scare her so she ran tords there and... “BOO!” “Aaaaaa aaa aaa!” Kasie
yelled she ran like a jet plane to some place where she could not be seen but the boys
sneacked to her and Jack put his hand on Kasies mouth so that Kasie’s scream wouldn’t
be heard And Robert hold her still so the teachers couldn’t see her moveing or creaming
for help. Then recess was over “See you tomarrow Cry baby!” Robert said. The next
day at recess Kasie tried to keep on running in different directions so kasie could get the
two bullys confused. But that really just made that worse because the two bullys got
acouple more kids helping to chase Kasie but in a few minutes “line Up!” the teachers
yelled in all directions of the play ground. And then the next day came but good thing is
that it is problem solving day and the two bullys Robert Sanders and Jack Pete were in
her class so our teacher could have a talk with them and maybe even have our teacher call
there parents that would be quite interesting to watch. She raised her hand “Yes Kasie?”
the teacher said. “OMI have a problem!” “OK then lets hear it!” “My problem is these
two kids who are a little bit bigger than I am always at recess they always hurt me and to
me I think they are bullys.” When she was done
Writing is focused,
purpose is clear
Writing has structure and
organization
● Point of view is consistent
● Small experiences convey a meaningful message
● Purpose is stated - stay away from bullies
● Includes a sophisticated beginning that sets the tone and engages the
reader, shows solid exposition, and the writer seems to be on the way to a
satisfying ending
● Story events flow logically through the narrative
● Uses transition words to show the passage of time
● Creates rising tension
Writing includes relevant details
and precise language
● Begins with a main character in the midst of an action
● Clear examples of show-don't-tell to elaborate that are woven through
the text
● Uses both inner and outer dialogue to reveal character traits
● Balances action, dialogue, description
● Small moment is developed with specific details that support the
purpose of the story
● Uses specific and interesting word choice - "tears well up in eyes" "out in
the distance"
Writing has clear and varied
sentence structure
● Shows voice throughout the piece
● Varied sentence lengths with appropriate transitions words that add to
the fluency of the story
Note: Spelling, grammar and editing skills are important factors in determining EOY
standard in writing, but are not commented on in the chart above. Teachers assess
progress based on the specific skills that have been taught at this point in the year and
indicate student achievement in the “Language and Word Study” section of the report
card.