CORRECTION GUIDE

WRITING QUESTIONS

2nd YEAR OF
PRIMARY EDUCATION
Specific guidelines for each stage of
assessed education

Guidelines for the correction of

2nd grade writing test of
elementary education
 THE WRITING TEST OF 2ND GRADE OF ELEMENTARY SCHOOL

° At this stage of education, students answer 4 (four) questions of

written requests for specific tasks, from which the evaluation will be made
domain of the written code. They are: questions 21, 22, 23 and 24.

° In question 21, the student should write the name of the presented figure.
task evaluates writing from a spelling perspective.

° Na questão22, o aluno deverá reproduzir, por escrito, a palavra que foi ditada
for him. This task also evaluates writing from a spelling perspective.

° In question 23, the student must write a sentence describing the action that
it occurs in a scene (image) presented to him. This task assesses the
spelling and the syntactic structuring of a sentence, the written comprehension of a
non-verbal element and the segmentation of writing.

° In question 24, the student must produce a narrative based on a situation.

pre-determined (a motivation). This task assesses the student's writing in 6
(six) linguistic-textual aspects.
 THE WRITING TEST OF THE 2ND YEAR OF ELEMENTARY SCHOOL

° For the orthographic analysis of the student's writing, present in the correction of the 3 (three)
questions, five (5) writing hypotheses based on Ferreiro will be adopted
Teberosky*, here referred to as levels, namely:

° ORTHOGRAPHIC
° ALPHABETICAL
° SYLLABIC-ALPHABETIC
° SYLLABIC
° PRE-SYLLABIC

FERREIRO, Emilia; TEBEROSKY,[Link]ênese da língua escrita. 4. ed. Porto Alegre: Editora Artes Médicas, 1991.
 Level Description Writing examples

At this level, the learner understands that

SWORD, WATCH, MILK
each sound represents a letter, being able to
ORTHOGRAPHIC FAZENDA, GAVETA, GATO,
write the word obeying the principles of
HOUSE
spelling (that is, WITHOUT DEVIATIONS in writing).

At this level, the learner understands that

FALL (sword), WATCH
each sound represents a letter, but with SOME
ALPHABETICAL (watch) LEITI (milk)
DEVIATION in writing, demonstrating that he still
FARM
does not master the principles of spelling.

At this level, the writing of the literate includes GAVTA. (drawer), ICOV
SYLLABIC-
syllables represented by a single letter and (brush), CADRA (chair)
ALPHABETICAL
other syllables with more than one letter. REOGO (watch)

AEA (drawer), GVT (drawer)

At this level, the writing of the literacy student begins to
SYLLABIC IOA (escova), KDA (cadeira),
represent a letter for each syllable.
EOO (watch)

At this level, the writing of the literacy learner does not

PRE-SYLLABIC presents the relationship between spelling (letter) and phoneme PBVAYO (cat), OKPIL (house)
(som).
Let's get to know what we
intends to evaluate with each one
of the three writing questions of
2nd year test
 ATTENTION!

Check your markings first

to save each correction.
 QUESTION 21
WORD WRITING WITH THE SUPPORT OF IMAGE

° Question 21 will be the first question to be graded.

° In this question, an image was presented that the student needs to name.

° If the written word does not match the naming of the image, only
the answer that has a close relationship with the figure will be valid
presented, that is, belonging to the same semantic field, according to
list for each image.

° The images presented and the accepted nominations are:

 QUESTION 21
WORD WRITING WITH THE SUPPORT OF IMAGE

DAD

° If the student does not write the expected word,

only the following will be considered for analysis
seguintes palavras:ESPÁTULA, FERRAMENTA.

CANUDOS

° If the student does not write the expected word,

only the following will be considered for analysis
seguintes palavras:CANUDO, CANUDINHO,
CANUDINHOS.
 QUESTÃO 21
WORD WRITING WITH IMAGE SUPPORT

BELT

° If the student does not write the expected word, they will be
considered for analysis ONLY the following
palavras:CORREIA, CORRIÃO.

HAT

° NO OTHER WORDS WILL BE ACCEPTED FOR

NAME THIS IMAGE.
 QUESTION 21
WRITING OF WORD WITH THE SUPPORT OF IMAGE

BOAT

° If the student does not write the expected word, there will be
considered for analysis ONLY the following
palavras:BOTINA, SAPATO, GALOCHA,
FOOTWEAR.

° The writing produced by the student must receive one of the 5 (five)
following concepts, classified according to writing level:
Concept Description

The student wrote the word correctly, setting up a writing

A ORTHOGRAPHIC. Only the expected word or one of the variables will be accepted.
previously listed.

The student wrote the word with deviations that still allow for the configuration of the writing.

B as ALPHABETICAL. Examples: KANUDO (straw); SINTO, SINTU or CINTU (belt);

XAPEL ou CHAPEL (chapéu); BUTA (bota); BÁ (pá).

The student wrote the word with deviations that classify their writing as
C SYLLABIC-ALPHABETIC. Examples:XPEU (chapéu); KNUDU (canudo); BTA (bota);
Belt

The student wrote the word with deviations that classify their writing as
SYLLABIC. In this case, the presented writing compromises reading, not being
possível a compreensão da palavrasem conhecer a imagem. Contudo, a escrita
D produced by the student shows a connection with the sounds of the word, that is, with the
sound pattern of the letters. Examples: AUO (straw), BA / OU / BT (boot), XPU (hat)
CNT (cinto).

This concept will be attributed to pre-syllabic writing, that is, the student
random letters to represent the word OR produced
E drawings/doodles OR wrote another word that does not have a close relationship with the
image/word (probably reproduced from memory). Examples: ATC (hat);
DK (belt).
 THE WRITING TEST OF 2ND GRADE OF ELEMENTARY

° At this stage of education, students answer 4 (four) questions of

written requests for specific tasks, from which the evaluation will be made
domain of the written code. They are: questions 21, 22, 23 and 24.

° In question 21, the student should write the name of the presented figure.
task evaluates writing from a spelling perspective.

° Na questão22, o aluno deverá reproduzir, por escrito, a palavra que foi ditada
for him. This task also evaluates writing from a spelling perspective.

° In question 23, the student must write a sentence describing the action that
it occurs in a scene (image) presented to him. This task assesses the
spelling and the syntactic structuring of a sentence, the written comprehension of a
non-verbal element and the segmentation of writing.

° In question 24, the student must produce a narrative based on a situation.

pre-determined (a motivation). This task assesses the student's writing in 6
(six) linguistic-textual aspects.
 QUESTION 22
WRITING OF DICTATED WORD

° Question 22 will be the second question to be graded.

° In this question, the student has to write the word that was dictated by you,
as presented in the Applicant's Notebook.

° For the evaluation of writing, ONLY the dictated word will be considered.

° According to the notebook model, one of the words may be dictated to

follow

SALIVA JAPAN hat

VISIT ROCKET
° The writing produced by the student will receive one of the 5 (five) following concepts.
classified according to the level of writing:

Concept Description
The student wrote the word correctly, configuring a writing.
A ORTHOGRAPHIC.
The student wrote the word with deviations that still allow for configuring the writing.

B [Link]: VIZITA (visit); FOGUETI or FUGUETI (rocket);

ÇALIVA (saliva); GORO (gorro); JAPAOM (Japão).
The student wrote the word with deviations that classify their writing as
C SYLLABIC-ALPHABETIC. Examples:SLIVA (saliva); VSITA (visita); FOGTI (foguete);
JPAO (Japão); ORRO (gorro).
The student wrote the word with deviations that classify their writing as
SYLLABIC. In this case, the presented writing compromises the reading, not being
possible to understand without knowing the word. However, the produced writing
D the student shows a relationship with the sounds of the word, that is, with the sound pattern
the letters. Examples: JO or JPA (Japan); SLA (saliva); ORO or GR (hat); FGT or
OEE (foguete); VST (visita).

This concept will be attributed to pre-syllabic level writing, that is, the student
wrote: random letters to represent the word OR produced
E drawings/scribbles OR wrote another word that does not have a close relationship with the
word (probably reproduced from memory). Examples: BTLE (rocket).
 ATTENTION!
° THE word different from the one that was dictated WILL NOT BE ACCEPTED.

° In the case of word repetition, consider the one that is written.

correctly or with fewer deviations. The word that is also accepted will be
written outside the space allocated for the response.

° It doesn't matter the handwriting style used by the student (cursive, print, stick or
mista).

° Graphic accentuation will NOT be considered for evaluation purposes.

° The segmentation of the writing WILL NOT BE EVALUATED in this question, as long as
the student has presented ONLY scattered letters throughout the attempt to
compose the word. If it occurs, it must be analyzed whether the occurrence constitutes
a pre-syllabic writing.
 QUESTION 23
WRITING A PHRASE WITH SCENE SUPPORT

° Question 23 will be the third question to be graded.

° In this question, the student must write a sentence describing the action.
presented in a scene. It will also be valid if the student writes a text.

° In this question, the student's writing will be evaluated in 3 (three) distinct aspects,
given that the concept assigned to each of them will be independent, that is,
não existe correlação que exija a atribuição de um mesmo conceito a todos,
because each aspect observes the student's writing from a specific perspective.
These aspects will be presented on the portal as sub-issues, identified
as follows: 23.1, 23.2, and 23.3.

° In addition to the spelling aspects, the issue will evaluate the syntactic structure of the
phrase, the student's understanding of the scene and the segmentation of it
writing.

° According to the notebook model, one of the scenes may be presented.

next
 QUESTION 23
WRITING A PHRASE WITH THE SUPPORT OF A SCENE

SCENE 1

SCENE 2
SCENE 3
 QUESTION 23
ESCRITA DE FRASE COM O APOIO DE CENA

SCENE 4

CENA 5
 QUESTION 23
WRITING OF PHRASE WITH THE SUPPORT OF SCENE

QUESTION 23.1

° The form available on the launch portal will present the

option 23.1, in which the first evaluation of the produced writing will be carried out by the
student for this question.

° In this option, the aspect to be evaluated is that of PLAUSIBILITY WITH THE

IMAGE. This aspect assesses the coherence of the sentence with the presented scene.
observing the student's written comprehension in relation to the non-verbal element.

° When necessary, the description of the concept will present example sentences.
However, other sentences may be considered for correction, as long as
fits the description of the referred concept.

° In this assessment, the student's writing must receive one of the 3 (three) concepts.
continue
Concept Description

The student wrote a sentence (or a text) PLAUSIBLE with the scene.
Examples:

CENA 1– O MENINO E O CACHORRO COBRINDO (ou TAMPANDO) O ROSTO; O MENINO

PLAYING WITH THE DOG; THE BOY AND THE DOG.

SCENE 2 – THE LITTLE BIRD FEEDING THE CHICKS (or GIVING FOOD TO THE
A PUPPIES); THE LITTLE BIRDS EATING.

SCENE 3 - THE BOY PLAYING FLUTE FOR THE CAT; THE BOY AND THE CAT.

SCENE 4 - THE GIRL HOLDING THE CHICKS; THE GIRL AND THE CHICKS.

SCENE 5 - THE FROG RUNNING AWAY FROM THE BOY; THE FROG JUMPING; THE BOY TRYING
CATCH THE FROG.
 ATTENTION!

° For the assignment of the concept 'A', plausible considerations can be taken into account.
sentence structures (with the presence of a verb) or nominal phrases (that...
do not express action or something similar, since they do not present
verbs), as long as they are coherently related to the image.

° The evaluation of this aspect does not consider whether the sentence has or does not have,
spelling deviations, segmentation, or any other related nature
linguistic. It is observed, ONLY, the consistency of the description made.

° Dialectal (regional) variations, such as 'girl', will be considered valid.

"guria" to "girl", for example.
Concept Description
The student wrote a sentence with LITTLE PLAUSIBILITY in relation to the scene. Examples:

SCENE 1 - THE BOY AND THE DOG WITH FEAR.

SCENE 2 - THE LITTLE BIRDS WITH HUNGER.

B SCENE 3 - THE STILL CAT.

SCENE 4 - THE GIRL IS WEARING A DRESS.

SCENE 5 – THE FROG IN THE RIVER.

The student presented incoherent writing with the scene presented, configuring escape.
C TO THE THEME (probably reproduced from memory). Example:I LIKE TO STUDY (for
the DINNER 3).

IMPORTANT!

° The variations will also be considered valid for the assignment of these concepts.
dialects (regional), such as 'garota' and 'guria' for 'girl', for example.
 QUESTION 23
WRITING OF PHRASE WITH THE SUPPORT OF SCENE

QUESTION 23.2

° Option 23.2, available in the entry form on the portal,

corresponds to the correction of the writing produced by the student regarding the aspect
SPELLING, in which the structuring of the sentence will also be observed
elaborate.

° For this correction, the evaluative parameter will be the 5 (five) levels adopted.
in questions 21 and 22, but from the perspective of a sentence and not just of one.
single word. It will also be observed whether the sentence presents structure that
describe an action, that is, with SUBJECT and PREDICATE.

° In this assessment, the student's writing will receive one of the 5 (five) grades.
to follow
Concept Description
The student wrote the sentence ORTHOGRAPHICALLY, that is, presented sentence structure.
Subject and Predicate (verb and complement or just verb). Examples:

SCENE 1 - THE DOG AND THE BOY HIDE THEIR FACES.

SCENE 2 - THE LITTLE BIRD IS EATING.

A
SCENE 3 – THE BOY PLAYS THE FLUTE.

SCENE 4 - THE GIRL HOLDS THE CHICKS.

SCENE 5 - THE FROG JUMPS INTO THE WATER.

O aluno escreveu a frasecom desviosque ainda permitem configurar a escrita como

ALPHABETICAL. Examples:

SCENE 1 - THE DOG AND THE KITTEN HIDE THEIR FACES.

SCENE 2 – AT THE PASSARIM IS EATING.

B
SCENE 3 – ABOUT THE BOY TOKA FLALTA.

SCENE 4 - THE GIRL SMOKES THE CIGAR.

SCENE 5 - IN THE PULANAGUA SOAP.

Concept Description
The student wrote the sentence with deviations that still allow configuring the writing.
syllabic-alphabetic. Examples:

SCENE 1 - A MISTAKE FOLLOWED BY A STUPIDITY.

SCENE 2 - THE MINUTE STONE IN THE AVENUE.

C
SCENE 3 - ABOUT MENN BAT IN PNLAS.

DINNER 4 - A MINNA MAKES BLAS.

DINNER 5 - THE BRICK OMELET WITH THE BLA.

The student wrote the sentence with deviations that still allow for configuring the writing.
asSyllabic. Examples:

SCENE 1 - THE CCHRR AND THE MNN ESCNDM THE RST.

DINNER 2– THE AARNH AND CMND.

D
PRICE 3 - THE MANY TC FLA.

DINNER 4 - TO THE USA AND THE PNTNHS.

DINNER 5 - TO THE AG.

Concept Descrição

Esse conceito será atribuído à escrita em nívelPRÉ-SILÁBICO, ou seja, o aluno

wrote: random letters to describe the scene OR produced drawings/doodles
E OU wrote another sentence that doesn't closely relate to the scene (probably
reproduced from memory). Examples: A IOTS EKABU (for SCENE 1).

ATTENTION!

° In the correction of the aspect ORTHOGRAPHY (23.2), the NOMINAL PHRASE (that is,
that does not present a verb, lacking SUBJECT and PREDICATE) writing
THE ORTHOGRAPHIC METHOD must receive the concept B. If there are deviations
orthographic errors that do not fit into this concept, correct the writing
usually assigning the concepts C, D, or E.
 ATTENTION!
° In the case of repetition of words/phrases, consider the one that is written.
correctly or with fewer deviations. The sentence that is also accepted is the one that is
written outside the space allocated for the answer.

° Diminutives, augmentatives, and plurals will be accepted, as long as they are

dictionary entries. In case of doubt, consult the Caldas Aulete dictionary:
[Link]

° It doesn't matter the type of letters used by the student (cursive, print, stick or
mista)

° Graphic accentuation, agreement, and direction of writing (from top to bottom,

from left to right and with respect to the margins, as long as it forms a
Sentence sequence) WILL not be observed for assessment purposes in this task.

° The segmentation of the writing will be evaluated ONLY on 23.3.

 QUESTION 23
WRITING OF PHRASE WITH THE SUPPORT OF SCENE

QUESTION 23.3

° Option 23.3, available in the entry form on the portal,

corresponds to the correction regarding the SEGMENTATION of writing
produced by the student.

° This aspect evaluates the student's understanding of recognition.

the alignment of writing, as well as the unity of words in sentences.

° For this correction, the evaluative parameter will be the deviations of

hiposegmentação and hipersegmentação, as defined:
 QUESTION 23
WRITING A PHRASE WITH THE SUPPORT OF A SCENE

Level Description

It happens when the person learning to read combines one word with another in
Get a bottle for the baby.
HIPOSSEGMENTATIONgave the bottle to the baby); 'Fábio was happy) (Fábio was
happy); "Up there on that hill,..." (Up there on that...
morrow,...).

It occurs when the learner separates letter or syllable from one

same word. Examples: "to where" (aonde); "in go" (embora);
HYPERSEGMENTATION{"da quela":"of that","que remos":"that we want","na mora":"in love"}
{"com migo":"with me","a migo":"to my friend","chapeu zinho":"little hat"}

(little red riding hood)

 QUESTION 23
SENTENCE WRITING WITH THE SUPPORT OF SCENE

° In this assessment, the student's writing should receive one of the 2 (two)
the following concepts:

Concept Description

The student adequately segmented the words. Example:

A THE BOY PLAYS WITH THE PANS.

THE BOY AND THE PANS.

The student does NOT segment the words properly. Example:

B THE BOY PLAYS WITH THE POTS.

OMENINOBRINCA WITH THE PANELS.
I wash the pans.
 ATTENTION!
° In this aspect, sentence structures can be considered (with presence
from verbs) or nominal phrases (that do not express action or something similar,
once they do not present verbs), that are RELATED, OR NOT,
WITH THE IMAGE, as the focus of this aspect is recognition of the
alignment of writing and the unit word in a sentence sequence.

° The assessment of this aspect does not consider that the sentence has deviations.
orthographic errors within the words used.
 QUESTION 24
NARRATIVE PRODUCTION BASED ON A SITUATION

° Question 24 will be the fourth question to be graded.

° In this question, the student should write a narrative text sequence with
based on a predetermined motivating situation.

° In this question, the student's writing will be assessed on 6 (six) distinct aspects.
since the concept attributed to each of them will be independent, that is, not
there is a correlation that requires the assignment of the same concept to all, as
each aspect observes the student's writing from a specific perspective. These
aspectos serão apresentados no portal como subquestões, identificadas da
following form: 24.1, 24.2, 24.3, 24.4, 24.5 and 24.6.

° In addition to the orthographic and syntactic aspects, the issue will assess coherence.
narrated (or reported) facts, the understanding of the narrative textual type, the
punctuation, textual cohesion, and the segmentation of words and sentences.
 QUESTION 24
NARRATIVE PRODUCTION BASED ON A SITUATION

° Next, the motivating situation presented for the production of the narrative:
 ATTENTION!
° Before proceeding to the evaluation of the 6 (six) aspects listed for the
evaluation of the student's text, you should observe if the writing is
at a higher level the SYLLABIC or PRE-SYLLABIC. For that, the environment
The correction digital will request the indication of marking YESorNO.

° If you signal the YES option, that is, that the text is at level
syllabic or pre-syllabic, the form will not open the following options for the
marking of concepts for the 6 (six) aspects and you must conclude the
correction of the referred student on this point.

° Once the optionNO is indicated, that is, signaling that the student's writing
it is at syllabic-alphabetic, alphabetic or orthographic level, the
the form will open giving access to the sub-questions (24.1, 24.2, 24.3, 24.4, 24.5
for you to proceed with the correction of this student's test.
 QUESTION 24
NARRATIVE PRODUCTION BASED ON A SITUATION

QUESTION 24.1

° Option 24.1, available in the registration form on the portal, is the

first option for correcting the narrative produced by the student.

° In this option, the aspect to be evaluated is the ADEQUACY TO THE PROPOSAL.

This aspect evaluates textual coherence, that is, whether the student understands the
proposal for written production, developing the theme.

° The narrative (or account) should refer to the organization of a picnic promoted
through the school during a field trip, allowing the student to create various
events during this situation, as long as they are plausible.

° In this assessment, the student's writing will receive one of 3 (three) concepts.
follow
Concept Description

A The student wrote a COHERENT story with the proposed situation.

The student wrote a story with LITTLE PLAUSIBILITY in

regarding the proposed situation. That is, the student develops the theme in a way
B tangential (makes a partial/superficial approach to the topic), presenting
few references to the motivating situation.

The student wrote a text that is NOT COHERENT with the situation.
C proposal, that is, ESCAPE FROM THE THEME (addressing something completely different
of the proposed).

ATTENTION!
° THE DEPARTURE FROM THE THEME does not prevent the evaluation of the text in other aspects, one
since the student produced a narrative sequence through which they can be
observed the dominance of other aspects.
 QUESTION 24
NARRATIVE PRODUCTION BASED ON A SITUATION

QUESTION 24.2

° In this second option for correcting the narrative production, the aspect to be
evaluated is the domain of the narrative textual structure, that is, textual atypology
from which the student must develop the proposed theme.

° Textual typology refers to the way the text can present itself, aiming to
respond to the intended communication.

° The textual typology evaluated in this question is the narrative (fictional), being
It is possible for the student to present sequences of narrative (fictional or personal).
 QUESTION 24
NARRATIVE PRODUCTION BASED ON A SITUATION

QUESTION 24.2
° The narrative text must present:

° narrator - that one tells the story (it can be a character that participates directly or
indirectly from the story or someone outside of it, an observer.

° place/space – the place where the story unfolds (the student can assume the
picnic as a place, but this needs to be outlined by him.)

° time - the moment in which the story takes place (as is the case of the
place/space, the time has already been informed in the proposal and the student may not determine it
explicitly, but this will be accepted, as long as your narrative has a
temporal sequence, which can be indicated by the verbs used.

° characters practicing action/actions - who participates in the story (the situation)

suggests adopting a narrator-character who can be the only character
identifiable in history, but other characters can also be mentioned.

° enredo –situação inicial(introdução/contextualização e conflito gerador – aceitável

references to the motivating situation or start the text as if it were a continuation
action), central situation (climax) and outcome (conclusion).
 QUESTION 24
NARRATIVE PRODUCTION BASED ON A SITUATION

° In this assessment, the student's writing should receive one of the 4 (four)
the following concepts:

Concept Description
The student wrote a text that PRESENTS ALL the constitutive elements of
A uma narrativa:narrador, lugar/espaço, tempo, personagens praticando ação/ações e
enredo (situação inicial, situação central e desfecho).

The student wrote a text with the absence of 1 (ONE) or MORE constitutive elements of a
B narrativa:narrador, lugar, tempo, personagens praticando ação e enredo (situação inicial,
central situation and conclusion.

The student ONLY listed (described) aspects related to a character or fact(s).

Example:
C
JOÃO IS HAPPY. JOÃO WENT OUT WITH SCHOOL. JOÃO IS FRIENDS WITH MARIA.
The student wrote a text that does not qualify as a narrative, that is, it does not
D met the textual typology, creating another textual structure, such as a note, recipe,
poem or list of words, for example.
 QUESTION 24
NARRATIVE PRODUCTION BASED ON A SITUATION

QUESTION 24.3

° In question 24.3, the mastery of linguistic mechanisms is evaluated.

of the student: ORTHOGRAPHY. It is also observed the structuring
morphosyntactic of the text.

° For this correction, the levels of writing ORTHOGRAPHIC, ALPHABETICAL and

SYLLABIC-ALPHABETIC will be considered as evaluation parameters,
from the perspective of a text and not just a single word or phrase.

° In this evaluation, the student's writing will receive one of the 3 (three) grades.
next:
 QUESTION 24
NARRATIVE PRODUCTION BASED ON A SITUATION

Concept Description

A The student wrote a text with a spelling level.

The student wrote text with deviations that still allow for its configuration.
B written as ALPHABETICAL.

The student wrote text with deviations that still allow for its configuration.
C written as SYLLABIC-ALPHABETIC, making it possible to understand the
text without greater cooperation.
 QUESTION 24
NARRATIVE PRODUCTION BASED ON A SITUATION

QUESTION 24.4

° In question 24.4, the aspect evaluated is the mastery of the signs of

Punctuation, a linguistic resource used to assign expressiveness to
what was written (intonation and pauses, for example).

° At this stage of schooling, the use of the following signs will be assessed.
punctuation: period, exclamation, question mark, and dash.

° In this assessment, the student's writing should receive one of the 4 (four)
following concepts:
 QUESTION 24
NARRATIVE PRODUCTION BASED ON A SITUATION

Concept Description

The student scored appropriately in the instances when they used the signs of
A punctuation in your text.

The student pointed out inadequately most of the times he used it.
B the punctuation marks in your text.

C The student used ONLY 1 (ONE) point to complete the text.

The student did NOT use any punctuation marks.

D
 QUESTION 24
NARRATIVE PRODUCTION BASED ON A SITUATION

QUESTION 24.5

° In this question, the aspect evaluated is TEXTUAL COHESION, which is the mastery
linguistic mechanisms necessary for the construction of the narrative,
that is, the connection, link and harmony between the linguistic elements of a
text (the transition of ideas between sentences and paragraphs).

° At this stage of education, mastery of complex structures is not expected.

planned for mastery in subsequent stages, but the student's knowledge
about the need to interconnect the parts of your text linearly, from
linguistic point of view.

° In this assessment, the student's writing will receive one of the 4 (four) concepts.
next:
 QUESTION 24
NARRATIVE PRODUCTION BASED ON A SITUATION

Concept Description

The student produced text articulating ideas through the use of

connections, substitutions and/or linguistic marks. It is also noteworthy that
A The presence of one (1) deviation will allow the evaluation of the text with this concept.
as long as there is no recurrence.

The student produced a text articulating the ideas with some flaws in the use
B two connectives.

The student produced a text with many mistakes in the use of connectives.
C in relation to the text as a whole, compromising the understanding of the text.

The student produced text without articulation between its parts, configuring
D a list of loose words and/or phrases.
 QUESTION 24
NARRATIVE PRODUCTION BASED ON A SITUATION

QUESTION 24.6

° In option 24.6, the SEGMENTATION of the produced writing must be observed.

by the student.

° This aspect evaluates the student's understanding of recognition of the

alignment of writing, as well as unity of words in sentences.

° For this correction, the deviations of sub-segmentation must be considered.

hypersegmentation as parameters for correction:
 QUESTION 24
NARRATIVE PRODUCTION BASED ON A SITUATION

Level Description

It occurs when the literacy learner combines a word in the

another in a sentence or text. Examples: "Edeua
HIPOSSEGMENTATION bottle for the baby" (And gave the bottle to the baby);
Fábio is happy; Up there
up on that hill,...

It occurs when the person learning to read separates a letter or syllable from

a same word. Examples: "to where" (aonde); "in

HYPERSEGMENTATION bora” (embora); “da quela” (daquela); “que remos”
(queremos); “na mora” (namora); “com migo” (comigo); “a
{"migo":"friend","chapeu zinho":"little hat"}
 QUESTION 24
NARRATIVE PRODUCTION BASED ON A SITUATION

° In this question, as it is a more extensive textual sample, the writing of

the student will receive one of the 3 (three) concepts below:

Concept Description

A The student appropriately segmented all the words of the text.

The student showed few segmentation deviations in relation to the text.

B as a whole.

C The student showed segmentation deviations throughout the entire text.