The document provides information about formative assessment measures for beginning writers. It discusses the Common Core State Standards requirements for different genres and text types in grades K-2. It then presents examples of typical writing from beginning writers in different genres like narratives, informational texts, arguments, and poetry. Finally, it introduces the Developmental Writing Scale for Beginning Writers, which is a 14-level scale describing the development of writing skills in early writers.

1. Formative Assessment of Beginning
Writers: First Author Writing Measures
Kathleen S. Cali, M.A.
EnCompass Resources for Learning
kcali@encompassresources.org
Janet M. Sturm, Ph.D, CCC-SLP
Central Michigan University
sturm1j@cmich.edu
Presentation for the New York State Reading Association
Syracuse, New York
November 9, 2014

2. Ya cain’t fatten a hawg by puttin’
it on the scale ever’ day.
-North Carolina proverb

3. Assessment Instruction≠

4. Formative
Assessment
High-Quality
Instruction

6. Common Core State Standards
• Grade 4: Production and Distribution of
Writing:
–“Produce clear and coherent writing in
which the development and organization
are appropriate to the task, purpose, and
audience”

7. Common Core State Standards
• K-2: Text Types and Purposes:
W1-3. “Use a combination of drawing, dictating, and writing
to compose…”
(1) opinion pieces,
(2) informative/explanatory,
(3) narrative
• K-2: Production and Distribution of Writing:
W4. (Begins in grade 3)
W5.
• Add details (elaboration)
• Focus on a topic (cohesion and coherence)

8. Different Genres/ Different Text Types
I cach frogs with my cosin. I cote a tod in
my gradma's pool. I got a cup and cote
him. I keep him for a wile and then I put
hem back in the pool. I cote a frog at my
other grandmas house with my cosin. He
was sticky on his back we put him in a cool
wipe thing. He looked like a lafe.
Little egg's hach in to tadpol's. The
tadpol's groe back lag's. Thin they groe
font lag's. The taol gits smolr Thairis yor
frog.
There once was a wide-math frog. He saw
a bird. He said…Whort do you like to eat?
The bird said…I like to eat worms. And
then the wide-math frog hoped to a
cradile. The wide math frog said to the
cradile What do you like to eat? The
cradile said I like to eat wide math frogs.
Then the wide math frog made his math
small and jumed into the pond and he
made a big Splash!
You can tell the deffrent of a toad and a
frog because a toad has brown skin and a
frog has green skin. A toad has bumpy skin
very bumpy skin. I like frogs the best
because green is beateter then brown.
Toads are aguley to me. Frogs are prettyer
then a toad. I wish that frogs and toad
could go to scool like us.

9. Text Type Diversity Measure (Cali & Sturm, 2010)
Text Type Genre Function
Emergent Emergent Graphic expression using drawings, pencil marks, scribbles,
a string of letters, or letter-like forms.
Label Describe elements of a drawing.
Argument Opinion Express an opinion about a thing or event.
Persuasive Explain reasons for an opinion.
Argument Use evidence to support reasons.
Informative Description Describe a specific thing or entity.
Report Describe a group or category of things.
Procedure Explain how an event happens.
Explanation Explain why an event happened or happens.
Narrative Recount Recount a past event.
Plan Plan a future event.
Story Create an imaginary event.
Poetry Poetry Use carefully chosen words to create meaning or share
emotion (May employ word order, connotation, imagery,

10. Emergent Genres
Genre Typically Developing Beginning Writer
Emergent OIXHFUTYYIDBON
Label A DRAGIN
Me at HRHe. On BRtDoY. APRIL25
Me And My Daddy R Play with
Mounika.
© Sturm (2010)

11. Narrative Genres
Genre Typically Developing Writer
Recount On monday my frid came over my house. We
played and we had fun. She lath. She what
houm I clin up my mas
Plan The egg ra going to hatch. It will be fn.
I am going to hav some new ketes. Thar
mother is namd Prashes. My dad and mom
prdet that sh is going to hav 7.
© Sturm (2010)

12. Narrative Genres
Genre Typically Developing Writer
Story The lost Girl. Once upon atime there was a girl and her
name was Stacy. Once when Stacy's mother took her to
the toy store her mother told her to hold her hand so
she wouldn't get lost. When her mother was paying for
the toy's Stacy saw what she realy wanted but it was a
little far away but she realy wanted it badly so she let go
of her mothers hand and went to get it then her was
done. Her mother thought Stacy was behind her so she
kept going. When Stacy came back she didn't see her
mother. Stacy started to cry. Then a lady that worked
there said to Stacy don't cry.
© Sturm (2010)

13. Informational Text Types
Genre Typically Developing Writer
Procedure Little egg's hach in to tadpol's. The tadpol's groe back
lag's. Thin they groe font lag's. The taol gits smolr
Thairis yor frog.
Did you know that a a pond at night there is a lif saicl.
First the watre plants grow with sun, watre and soil.
Then the bugs eat the watre plants. Nixct the frogs,
todes and trdls eat the bugs. Last the rakcons eat's
frogs and todes when the racoons die thay tren into
soil and it all hapis agin.
© Sturm (2010)

14. Informational Text Types
Genre Typically Developing Writer
Description I have a dog named nutmeg. Nutmeg jumps
on her fence a lot. My dog runs fast. My
dog is specail to me. My dog wondreds
aornd. My dog is a shatepnad. My dog is
two years old. I love my dog.
Report Bird's Birr's are pretty and colr fol.
There fer is sauf. They pataks ther safe
with ther beck. They eat worm's And
bug's. They live in a bird house. in a tree
The is lets of cise of bird's in the wode
© Sturm (2010)

15. Argument Text Types
Genre
Opinion I do not like school. I am glad we got 5 mor days in
school. onley I like part of the school.
I love to watch the garbageman to pick up our trash
can to. I don’t watch the garman out to my window
to. I love to watch the recycling person to get my
recycling from my house to.
© Sturm (2010)

16. Argument Text TypesGenre Writing Sample
Persuasion
=
Claim
+
Reason(s)
I LIKE LA BKSISN
I can not go at scheol because is halodays.
Argument
=
Statement
+
Reason (s)
+
Evidence
My Mom. My mom is nice. She is prety,
frindly and cute! She is speshl! She is speshl
becauase she takes care of me and my
family! My mom takes me plases. She cooks
me and my family brekfest and diner. I love
my mom very very very much!!
© Sturm (2010)

17. Poetic Text Types
Genre Typically Developing
Writer
Writer with Developmental
Disabilities
Poetry Pumpkins
Orange, round
Carve, seeds, slimy
Light, glow
Jack-O-Lantern
Eagle
Big special
Fly glide attack
Good exciting wondering thankful
Bird
© Sturm (2010)

18. Developmental Writing Scale for Beginning Writers
(Sturm, Cali, Nelson, & Staskowski, 2012)
Level Description
1 Drawing only
2 Scribble writing which may include letter-like forms but with the majority of
shapes not recognizable as letters
3 Some recognizable letters in strings but not grouped into words
4 Strings of letters grouped into “words” (i.e., with spaces between at least two
groups of letters) but with no intelligible words
5 Strings of letters grouped into “words,” with only one possible real word (i.e.,
two or more letters in length) set apart, written repeatedly (e.g., dog, dog, dog),
or embedded in a string of letters
6 Two to three different intelligible words embedded in strings, separated by
spaces, or in a list format
7 More than three different intelligible words in a list format
8 More than three different intelligible words, with at least two of them in a
partially formed sentence (i.e., grammatically related parts of a phrase, clause or
sentence)

19. Developmental Writing Scale for Beginning Writers
(Sturm, Cali, Nelson, & Staskowski, 2012)
Level Description
9 One to two complete sentences with a subject phrase and a verb phrase
10 A minimum of three sentences, but with no coherent topic (i.e., most sentences
are not related)
11 Organized writing with three or more sentences on a coherent topic but with
limited cohesion between sentences (i.e., sentences can be reordered without
changing meaning)
12 Organized writing with a coherent topic (i.e., on a consistent theme) and use of
cohesive devices (e.g., pronoun or synonym replacement, logical connectors,
subordinating conjunctions, conclusions that refer to prior content) across three or
more sentences, so that sentences cannot be reordered without changing meaning
13 Organized writing with a coherent main topic and 2 cohesive subsections (sub-
topics or story parts) with at least two sentences elaborating the meaning of each
14 Organized writing with a coherent main topic and at least 3 cohesive subsections
(sub-topics or story parts) with at least two sentences elaborating the meaning of
each

20. Drawing vs. Scribbling
Level 1: Drawing Level 2: Scribbling
© Sturm (2010)

21. Scribbling vs. Letters
Level 2: Scribble writing which may
include letter-like forms but with the
majority of shapes not recognizable as
letters
Level 3: Some recognizable letters in
strings but not grouped into words
© Sturm (2010)
IflQHE
ImaBPNBA
IMgIetovefletrp
AMASTR

22. Letter vs. Word
Level 3: Some recognizable
letters in strings but not
grouped into words
Level 4: Strings of letters
grouped into “words” but no
intelligible words
IflQHE
ImaBPNBA
IMgIetovefletrp
AMASTR
iLCR6a ILKVKC CPRSB WRKe
BRKe
© Sturm (2010)

23. Concept of "Intelligible" Word
Level 4: Strings of letters
grouped into “words” but
no intelligible words
Level 5: Strings of letters grouped
into “words,” with only one
possible real word (i.e., two or
more letters in length) set apart,
written repeatedly (e.g., dog, dog,
dog), or embedded in a string of
letters
iLCR6a ILKVKC CPRSB WRKe
BRKe
IMPlCOTheC
fIWATMIWI SWTPTSZ
iYEMGTTOWEFCHP WTMrCS
© Sturm (2010)

24. Concept of Graphic Word
© Sturm (2010)
Level 5: Strings of letters
grouped into “words,” with
only one possible real word
(i.e., two or more letters in
length) set apart, written
repeatedly (e.g., dog, dog,
dog), or embedded in a string
of letters
Level 6: Two to three different
intelligible words embedded in
strings, separated by spaces,
or in a list format
IMPlCOTheC
fIWATMIWI SWTPTSZ
iYEMGTTOWEFCHP WTMrCS
A DRAGIN
I am Wetsyo typs yosick tnos
tiso hoc gstwi/s ot ptsw ostlw
sth ep ost wtye my wtyp p p
pswyo gfrn kwispsi wituti tsw
ipsw tsp PSPSW SiSw

25. Concept of Sentence:
Related Words
Level 6: Two to three different
intelligible words embedded in
strings, separated by spaces,
or in a list format
Level 7: More than three
different intelligible words in
a list format
A DRAGIN
I am Wetsyo typs yosick tnos tiso hoc
gstwi/s ot ptsw ostlw sth ep ost wtye
my wtyp p p pswyo gfrn kwispsi wituti
tsw ipsw tsp PSPSW SiSw
A ERO AND A. FIRE ERO
AND A. LITE ERO AND. A
ICE ERO.
© Sturm (2010)

26. Concept of Sentence:
Related Words and Phrases
Level 7: More than three
different intelligible words in
a list format
Level 8: More than three
different intelligible words,
with at least two of them in a
partially formed sentence
(i.e., grammatically related
parts of a phrase, clause or
sentence)
A ERO AND A. FIRE ERO AND A. LITE
ERO AND. A ICE ERO.
A ERO AND A. FIRE ERO AND A. LITE ERO
AND. A ICE ERO.
We weto on the FeL Soes on the Bus
Me an Melinda R lsneine to Sistr Socnr
© Sturm (2010)

27. Concept of Sentence:
Complete Sentence
Level 8: More than three
different intelligible words, with
at least two of them in a
partially formed sentence (i.e.,
grammatically related parts of a
phrase, clause or sentence)
Level 9: One to two complete
sentences with a subject phrase
and a verb phrase
I see a pre tno Nointon. Hnhot a
Hchqqr to see.
We r K YN ON tHE BES AT THE V
TPB
We gt a pla gnd. We like it.
I have a cr it is fast is fun.
The sol BUS IS DRIFINg tothaFiol
Dtrir.
© Sturm (2010)

28. Concept of Paragraph:
Lack of Cohesion
Level 9: One to two complete
sentences with a subject
phrase and a verb phrase
Level 10: A minimum of three
sentences, but with no
coherent topic (i.e., most
sentences are not related)
I have a cr it is fast is fun.
We gt a pla gnd. We like it.
My Favorite Field Day Event. Is
the Sak raes and the ball raes
And the Skip around the Con
game and pop the balon game
and hippde hoppde game and
the jump rop gam the end.
I play a game. I went to my fnid house. I went
to get a egg to eat. I went to chansh on Sun
day. I kiss my momer sun day. I can walk my
dog. I sat in my house. I went to the saing in
ring.
I love Easter I love to find color-full eggs! But I
don’t like the weather in April. It is cloudy rainy
gray days. There’s a lot of things I like about
school. I like special in the morning. My favorite
special is PE! We will get to go look for eggs! I
like to do kwl cartes. My favori thing to do is go
outside. I also love righting.
© Sturm (2010)

29. Concept of Paragraph:
Limited Cohesion
Level 10: A minimum of three
sentences, but with no
coherent topic (i.e., most
sentences are not related)
Level 11: Organized writing
with three or more sentences
on a coherent topic but with
limited cohesion between
sentences (i.e., sentences can
be reordered without
changing meaning)
I play a game. I went to my fnid house. I went to get a
egg to eat. I went to chansh on Sun day. I kiss my
momer sun day. I can walk my dog. I sat in my house. I
went to the saing in ring.
At home I played in my room. I ate at home too. I did
not come t school. I play my game. I rod the bus to
school.
I like the Eastas bne. He com into are hs. We like
the Eastas bne. We will have fun. He bz as gnz. I
am hbe it is Eastas.
Wan is Erteday? We live on Erte! The Erte is
sasol. We tie to cep the Erte clinn but eavbte
tos out tas.
I want to Go to the zoo I want to See the liyns I
want to see the Tigrs.
© Sturm (2010)

30. Concept of Paragraph: Coherence
Level 11: Organized writing
with three or more sentences
on a coherent topic but with
limited cohesion between
sentences (i.e., sentences can
be reordered without
changing meaning)
Level 12: Organized writing with a
coherent topic (i.e., on a
consistent theme)
and use of cohesive devices (e.g.,
pronoun or synonym replacement,
logical connectors, subordinating
conjunctions, conclusions that
refer to prior content) across
three or more sentences, so that
sentences cannot be reordered
without changing meaning
I like the Eastas bne. He com into are hs. We like the
Eastas bne. We will have fun. He bz as gnz. I am hbe it
is Eastas.
Wan is Erteday? We live on Erte! The Erte is sasol. We
tie to cep the Erte clinn but eavbte tos out tas.
I want to Go to the zoo I want to See the liyns I want to
see the Tigrs.
On Monday my frid came over my house. We played
and we had fun. She lath. She what houm I clin up my
mast.
I went to the gym of pokemon. I got difrent pokeballs.
And I beet the gym.
Last Monday I took my dog to the vet. First he got his
nells clipt. Next he got his shots. When we got in the
room he barked alout. He was scared. Finily it was
over. When it was over he got a treet!

31. Level 13: Organized writing with a coherent main topic and 2
cohesive subsections (sub-topics or story parts) with at least two
sentences elaborating the meaning of each
When I went to my gromo’s I went swimming. I fond a see tertel I
capt it for two day’s then I let it at the seket day it was rel cut. I went
feshing for two day and the seket moning I cot a catfish. I askd my
daddy if I cud eat it for dener he sed it was to smol to eat it my papa
sede to let it go so I can cache it nekstime and let it git biger and see
if we can eat it nekstime if I can eat it I will eat it I will prdly ask for
sakes decause I love it so much.
© Sturm (2010)
Concept of Paragraph: Elaboration

32. Level 13: Organized writing with a coherent main topic and 2
cohesive subsections (sub-topics or story parts) with at least two
sentences elaborating the meaning of each
When I went to my gromo’s I went swimming. I fond a see tertel I capt it for two day’s
then I let it at the seket day it was rel cut.
I went feshing for two day and the seket moning I cot a catfish. I askd my daddy if I cud
eat it for dener he sed it was to smol to eat it my papa sede to let it go so I can cache it
nekstime and let it git biger and see if we can eat it
nekstime if I can eat it I will eat it I will prdly ask for sakes decause I love it so much.
© Sturm (2010)
Concept of Paragraph: Elaboration

33. Level 14: Organized writing with a coherent main topic and at
least 3 cohesive subsections (sub-topics or story parts) with at
least two sentences elaborating the meaning of each
This sumer Im going to Cala-fornya. And Im going there in a air plane. Every summe I go there. I
hope its my best time there. I only bine on a air plane two times. That’s why my favorite time of the
year is July or June I forgot. So that my favorite time of the year. There both in summer. Ill see my
aunt deedee uncle bill cousin jake and cousin abby. And my moms sister is my aunt dee dee and her
brother is uncle bill. And cousin abby and cousin abby and cousin Jake and cousin are sisters and
brothers. And abby is a grown up Jake is a teenager. And I went to abby’s gragurashun. I have not
seen them senc last summer. Thay give me lots of toys when Im there. They have a swimming pool.
And wondy they gave me a water gun so I played wit it in the swimming pool! Me and Jodie and
marle give them email online to show them how exited we are. And we are getin lots of e-mail
back. And Im sher she is exited to.
© Sturm (2010)
Concept about Paragraph: Elaboration

34. Level 14: Organized writing with a coherent main topic and at
least 3 cohesive subsections (sub-topics or story parts) with at
least two sentences elaborating the meaning of each
This sumer Im going to Cala-fornya. And Im going there in a air plane. Every summe I go there. I
hope its my best time there. I only bine on a air plane two times. That’s why my favorite time of the
year is July or June I forgot. So that my favorite time of the year. There both in summer.
Ill see my aunt deedee uncle bill cousin jake and cousin abby. And my moms sister is my aunt dee
dee and her brother is uncle bill. And cousin abby and cousin abby and cousin Jake and cousin are
sisters and brothers. And abby is a grown up Jake is a teenager. And I went to abby’s gragurashun. I
have not seen them senc last summer.
Thay give me lots of toys when Im there. They have a swimming pool. And wondy they gave me a
water gun so I played wit it in the swimming pool!
Me and Jodie and marle give them email online to show them how exited we are. And we are getin
lots of e-mail back. And Im sher she is exited to.
© Sturm (2010)
Concept about Paragraph: Elaboration

35. Formative Assessment
• Formative Assessment:
– To measure growth over time in writing products
– To inform instruction
– provide information about effectiveness/efficacy
of instruction
• Self-Evaluation
– Student can see growth over time

36. DWS Level: 6 TTDM: Emergent/ Label

37. DWS Level: 6 TTDM: Emergent/ Label
I can put spaces
between the
words in my
sentence.
I can use the
word wall to spell
the words “we”
and “are.”
I can use
the word
“went” to
write a
personal
narrative.

39. DWS Level: 1
TTDM: Emergent

41. DWS Level: 3
TTDM: Emergent

43. DWS Level: 6
TTDM: Label

45. DWS Level: 9
TTDM: Plan

47. DWS Level: 8
TTDM: Emergent

49. DWS Level: 8/9
TTDM: Plan

51. DWS Level: 9
TTDM: Label

52. Developmental Writing Scale
Ally: Kindergarten
1
3
6
9
8 8
9
0
1
2
3
4
5
6
7
8
9
10
Sample 1 Sample 2 Sample 3 Sample 4 Sample 5 Sample 6 Sample 7
DWS
DWS

53. Text Type Diversity Measure
Ally: Kindergarten
42%
29%
29%
Genre
Emergent
Label
Plan

54. I can use the word wall
to spell “my”, “have”
and “going” correctly.
I can stretch out the
sounds in words when I
write.
I can use the word
“because” to explain
why I want to be an art
teacher.
Learning Targets: Ally, Grade K
I want to be a rt tech r.
(Level 9, Plan)
aN oil picha aNml.
We hv FD DouN.
(Level 8, Emergent)
I haf up KTPL.
I amGo I To FED M KTPL.
I anGO To PLa WiT M
KTPL. (Level 9, Plan)
I am sik.
I am GT BNs.
I HusL BR
(Level 9, Label)

55. Formative Assessment: Nicholas, Grade 1

56. DWS Level: 9
TTDM: Opinion
Formative Assessment: Nicholas, Grade 1

58. DWS Level: 11
TTDM: Report

60. DWS Level: 9
TTDM: Personal Narrative

62. DWS Level: 9
TTDM: Plan

64. DWS Level: 11
TTDM: Personal narrative

65. Developmental Writing Scale
Nicholas: Grade 1
9
11
9 9
11
0
2
4
6
8
10
12
Sample 1 Sample 2 Sample 3 Sample 4 Sample 5
DWS
DWS

66. Text Type Diversity Measure
Nicholas: Grade 1
Argument,
20%
Informational,
20%
Narrative, 60%
Text Types Argument
Informational
Narrative

67. Text Type Diversity Measure
Nicholas: Grade 1
Opinion, 20%
Report, 20%Personal
Narrative, 40%
Plan, 20%
Genre Opinion
Report
Personal
Narrative
Plan

68. I can add a conclusion
paragraph that explains
how I felt about what
happened. (Genre)
I can add more details
about what happened
during my personal
narrative. (Genre)
I can use word families
to spell “went” and
“bent” correctly. (SLP --
Conventions)
Learning Targets: Nicholas, Grade 1

70. I can use adjectives to
write a descriptive
sentence. (Report)
I can use the plural “being”
verb “are” correctly in a
sentence. (Report)
I can use the word “when”
to write an explanation
sentence. (Explanation)
I can use the word wall to
spell words correctly.
(Conventions)
Learning Targets: Report to Explanation

71. Different Genres
I cach frogs with my cosin. I cote a tod in
my gradma's pool. I got a cup and cote
him. I keep him for a wile and then I put
hem back in the pool. I cote a frog at my
other grandmas house with my cosin. He
was sticky on his back we put him in a cool
wipe thing. He looked like a lafe.
Little egg's hach in to tadpol's. The
tadpol's groe back lag's. Thin they groe
font lag's. The taol gits smolr Thairis yor
frog.
There once was a wide-math frog. He saw
a bird. He said…Whort do you like to eat?
The bird said…I like to eat worms. And
then the wide-math frog hoped to a
cradile. The wide math frog said to the
cradile What do you like to eat? The
cradile said I like to eat wide math frogs.
Then the wide math frog made his math
small and jumed into the pond and he
made a big Splash!
You can tell the deffrent of a toad and a
frog because a toad has brown skin and a
frog has green skin. A toad has bumpy skin
very bumpy skin. I like frogs the best
because green is beateter then brown.
Toads are aguley to me. Frogs are prettyer
then a toad. I wish that frogs and toad
could go to scool like us.

72. Different Genres
I cach frogs with my cosin. I cote a tod in my
gradma's pool. I got a cup and cote him. I
keep him for a wile and then I put hem back
in the pool. I cote a frog at my other
grandmas house with my cosin. He was
sticky on his back we put him in a cool wipe
thing. He looked like a lafe.
Little egg's hach in to tadpol's. The
tadpol's groe back lag's. Thin they groe
font lag's. The taol gits smolr Thairis yor
frog.
There once was a wide-math frog. He saw a
bird. He said…Whort do you like to eat? The
bird said…I like to eat worms. And then the
wide-math frog hoped to a cradile. The wide
math frog said to the cradile What do you
like to eat? The cradile said I like to eat wide
math frogs. Then the wide math frog made
his math small and jumed into the pond and
he made a big Splash!
You can tell the deffrent of a toad and a
frog because a toad has brown skin and
a frog has green skin. A toad has bumpy
skin very bumpy skin. I like frogs the
best because green is beateter then
brown. Toads are aguley to me. Frogs
are prettyer then a toad. I wish that
frogs and toad could go to scool like us.
TTDM: Personal narrative
DWS: 13
TTDM: Procedure
DWS: 12
TTDM: Story
DWS: 12
TTDM: Report/Opinion
DWS: 13/12/11

74. Range of Beginning Writers
Writing Sample D Writing Sample E
The little red hen
Eone bay the littleredhen feond some seeds she
ast hre fres if they cuod help hreplant thee’s
seed’s not I siad the ca t not I siad the dog not I
siad the pig then I’ll do it my self and she did
who will helq me thresh the weat not I siad
thepig not I siad the cat and not I siad the dog
then I’ll do it my Sllef and she did who will hlep
me gringdd The weat not I siad the dog not I siad
the Cat and not I siad the pig then I’ll do it my slf
and she did who will help me daokc the floru not I
siad the cat not I siad the pig not I siad the bog
then I’ll do it my self. and she did who will helq
me eat the bred I will Siad the cat I wil siad the
dog I wil Siad the pig no siad the little red hen
the end

75. Range of Beginning Writers
Writing
Sample F
Writing Sample G Writing
Sample H
I like dogs bakus thay
cas cat and I am glad
thay cas cat bekus I
not like cat.
first in the mon cris cam to my hose
and his cosin and the un peole was
about to fight. Then my sisosy sad
how tim I wot to be on and I sade cris
time. and the grrl came over and she
aks somewon to play with her and my
brth play with her. and the boy said
want me to poch you in the mof. and
we got in to aight and me and my
brother fight then I stek my metr
fefeg at him then he tod my mom.
and my sisare woz his frid no moer.
and my siste and lokey fod a bid and
lokey got it. and lokey clad the tree
and got the berd and smos my sigas
nast
I do not like school. I
am glad we got 5 mor
days in school. onley I
like part of the school.

76. First Author Writing Measures Website
• https://firstauthoronline.com/measures/index
.php

77. References
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