Writing Rubrics and Checklists Narrative Analytic Rubric Writing Portfolio Collection Rubric Business Letter Rubric Writing Evaluation Rubric Research Papers Rubric Writing Assessment Rubric Student
Writing Assessment Checklist Observing and
Reporting: Expository Writing Rubric Painting a
Picture with Words: Descriptive Writing Rubric Telling a Story: Narrative Writing Rubric Daily Journal Writing Rubric Constructing and Argument: Persuasive Writing
Rubric Journal Checklist Compare / Contrast Essay Checklist Body
Paragraph Evaluation Checklist Technical Writing
Rubric Written Report Checklist Biography Rubric
|
Apprentice
|
Basic |
Learned
|
Exemplary
|
General Competence |
Some evidence of
achievement. Developing writer. |
Adequate
achievement. Competent writer. |
Commendable
achievement and writer. |
Exceptional
achievement. Exceptional writer. |
Focus/ Organization |
Topic may not be
clear. Few events are logical. May be no attempt to limit topic. Much
digression or over-elaborations with significant interference with reader
understanding |
Topic clear. Most
events are logical. Some digression causing slight reader confusion. Most
transitions are logical, but may be repetitive. Clear sense of beginning and
end. |
Topic clear.
Events are logical. Possible slight digression without significant distraction
to reader. Most transitions smooth and logical. Clear sense of beginning and
end. |
Topic clear.
Events are logical. No digressions. Varied transitions. Transitions smooth and
logical. Clear sense of beginning and end. |
Development |
Minimal
development of elements of narrative. Minimal or no detail. Detail used is
uneven and unclear. Simple sentence patterns. Very simplistic vocabulary.
Detail may be irrelevant or confusing |
Most elements of
narrative are present. Some elaboration may be less even and lack depth. Some
details are vivid or specific, although one or two may lack direct relevance.
Supporting details begin to be more specific than general
statements. |
Elements of
narrative are well-elaborated. Most elaboration is even and appropriate. Some
varied sentence patterns used. Vocabulary appropriate. Some details are more
specific than general statements. A few details may lack
specificity. |
Elements of
narrative are well-elaborated (plot, setting, characters). Elaboration even and
appropriate. Sentence patterns varied and complex. Sentence patterns varied and
complex. Diction appropriate. Detail vivid and specific. |
Mechanics |
Many minor
errors. Many major errors. Many errors cause reader confusion and interference
with understanding. |
A few minor
errors. One or two major errors. No more than five combined errors (major and
minor). Errors do not cause significant reader confusion. |
A few minor
errors. One or two major errors. No more than five combined errors (major and
minor). Errors do not cause significant reader confusion. |
One or two minor
errors. No major errors. |
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Top
Apprentice
|
Basic |
Learned
|
Exemplary
|
Topics, ideas, or
plans may often not be clear. Use of supporting details or events may not be
logical. May be digressions or overelaborations that significantly Interfere
with reader understanding. Typically little sense of beginnings or endings. Few
transitions. Minimal use of supportive detail; detail may be irrelevant or
confusing. Many mechanical errors that interfere with understanding |
Controlling
topics, ideas, or overall plans always present but do not always focus the
writing. Endings may sometimes be awkward or abrupt. Transitions are typically
logical but may on occasion lack depth and/or direct relevance. |
Generally well
organized according to definite plans. Topics or ideas generally clear.
Typically clear beginnings and ends. Most transitions smooth and logical.
Details generally varied and vivid; metaphors may sometimes be appropriate.
Most details consistent with overall plans. In each composition, at least one
point is fully elaborated (6-9 clauses.) Mechanical errors do not confuse
reader, but in each composition there may be several minor errors or one or two
major errors. |
Unified, focused
compositions. Topic or ideas consistently clear, no digressions. Typically
clear beginnings, middles, and ends. Transitions typically smooth and logical.
Details varied and vivid. Details consistently support logic or idea. Points
are often extensively elaborated (8-10 clauses). Mechanical errors are minor
and infrequent. |
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Apprentice
|
Basic |
Learned
|
Exemplary
|
No concept of
business letter form. Lack of necessary information. Ideas unorganized.
Sentence fragments and run-ons; few complete sentences. Language inappropriate
to business letter. Frequent usage errors (such as: agreement, pronoun misuse,
tense). Incorrect use of capitalization, punctuation, and spelling
conventions. |
Little concept of
business letter form. Lack of necessary information. Ideas not sufficiently
organized and/or communicated. Sentence fragments and run-ons; few complete
sentences. Language inappropriate to business letter. Frequent usage errors
(such as: agreement, pronoun misuse, tense). Incorrect use of capitalization,
punctuation, and spelling conventions |
Business letter
form maintained. Necessary information presented. Ideas sufficiently organized
and communicated. Minimal number of sentence fragments or run-ons. Appropriate
business letter language. Only occasional usage errors (such as agreement,
pronoun misuse, tense). |
Business letter
form maintained. Necessary information presented. Ideas well organized and
communicated clearly and concisely. Command of sentence structure. Excellent
business letter language. Correct usage. Correct capitalization, punctuation,
and spelling. |
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|
Apprentice
|
Basic |
Learned
|
Exemplary
|
Writing Process |
* Little evidence
of plan/focus. * Little evidence of revision. * Little attempt at
editing. |
* Some evidence
of plan/focus. * Some evidence of revision. * Some attempt at
editing. |
* Much evidence
of plan/focus. * Much evidence of revision. * Much attempt at
editing |
* Plan improves
overall quality of work. * Revisions improve overall quality of work. *
Effective editing |
Storyline-Development of Focus/ Theme |
* Many ideas do
not relate to theme. * Details are missing or lacking direction. *
Topic is insufficiently developed. |
* Develops ideas
that usually relate to the focus/theme. * Events are covered with some
detail. * Deals with the topic in an ordinary and functional
fashion. |
* Develops ideas
so that they relate to the focus/theme. * Events are covered with
sufficient detail. * Deals with the topic in an interesting and creative
fashion. |
* Develops ideas
clearly relating to the focus/theme. * Events are covered with exceptional
detail. * Deals with the topic in a unique and creative
fashion. |
Organization |
* Ineffective
opening doesn't catch the reader's interest. * Sequence of events is
confusing. * Transitions are unclear. * Has some sense of conclusions.
* Beginning to use paragraphs. |
* Acceptable
opening attempts to catch the reader's interest. * Follows some sequence of
events. * Some transitions exist between events. * Has a conclusion.
* Occasionally uses paragraphs correctly. |
* Effective
opening catches the readers interest. * Follows a sequence of events.
* Transitions exist between events. * Has an effective conclusion.
* Generally uses paragraphs correctly. |
* Exceptional
opening catches the reader's interest. * Clearly follows sequence of
events. * Exceptional transitions between events. * Has an exceptional
conclusion. * Consistently uses paragraphs correctly |
Word Choices/
Styles |
* Attempts to
include appropriate vocabulary. * Little evidence of imagery and mood.
* Uses simple and/or run-on sentence structures repeatedly. |
* Occasionally
uses descriptive/ appropriate vocabulary. * Attempts to create imagery and
mood. * Uses well developed simple and compound sentence
structures. |
* Generally uses
descriptive/ appropriate vocabulary. * Creates imagery and mood. *
Attempts to use complex sentence structures. |
* Consistently
uses descriptive/ appropriate vocabulary. * Creates imagery and mood in a
variety of ways. * Uses complex sentence structures. |
Mechanics/ Grammar/ Word Usage (verb tense, subject/verb, noun/
pronoun, agreement, etc.) |
* Many errors in
capitalization * Many errors/omissions in punctuation. * Word usage is
unclear and inaccurate * Spells commonly used words
incorrectly. |
* Errors in
capitalization don't affect readability. * Errors in punctuation don't affect
readability. * Few errors in work usage * Spells commonly used words
correctly. |
* Generally uses
correct capitalization. * Consistently uses correct punctuation. * Word
usage is generally clear and accurate. * Spells many difficult words
accurately. |
* Consistently
uses correct capitalization * Consistently uses correct punctuation. *
Word usage is consistently clear and concise * Superior
spelling. |
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Apprentice
|
Basic |
Learned
|
Exemplary
|
* Limited
awareness of audience and/or purpose * Minimal idea development, limited
and/or unrelated details * Few references * Random or weak organization
* Incorrect or lack of topic and/or transition sentences. * Incorrect
and/or ineffective wording and/or sentence structure * Errors in grammar
and format (e.g., spelling, punctuation, capitalization, headings) |
* An attempt to
establish and maintain purpose and communicate with the audience *
Unelaborated idea development; unelaborated and/or repetitious details *
Some references * Lapses in focus and/or coherence * Simplistic and/or
awkward sentence structure * Simplistic and/or imprecise language. *
Some errors in grammar and/or format that do not interfere with
communication |
* Focused on a
purpose; evidence of voice and/or suitable tone * Depth of idea development
supported by elaborated, relevant details * Use of references indicate
ample research * Logical organization * Controlled and varied sentence
structure * Acceptable, effective language * Few errors in grammar or
format relative to length and complexity |
* Establishes and
maintains clear focus; evidence of distinctive voice and/or appropriate tone
* Depth and complexity of ideas supported by rich, engaging, and or
pertinent details; evidence of analysis, reflection and insight. * Use of
references indicate substantial research * Careful and/or suitable
organization * Variety of sentence structure and length * Precise
and/or rich language * Control of surface features |
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Top
|
Apprentice
|
Basic |
Learned
|
Exemplary
|
Focus * Demonstrates awareness of audience and
task *Establishes and maintains a clear purpose * Sustains a single
point of view * Exhibits clarity of ideas |
Confused
Focus |
Vague
focus |
Clear
focus |
Sharp, distinct
focus |
Content * Information and details are specific to topic
* Information and details are relevant to focus * Ideas are fully
developed |
Superficial
content |
Content limited
to a listing, repetition or mere sequence of ideas |
Specific and
illustrative content |
Substantial, and
illustrative content; sophisticated ideas that are particularly well
developed |
Organization * Logical order or sequence is maintained
* Paragraphs deal with one subject * Logical transitions are made
within sentences and between paragraphs * Introduction and conclusion are
evident |
Confused
organization |
Inconsistent
organization |
Logical and
appropriate organization |
Obviously
controlled and/or subtle organization |
Style * Precise language * Effective word choice
* Voice, tone, originality of language * Variety of sentence
structures, types, and lengths |
Lack of sentence
and word choice variety |
Limited sentence
variety and word choice |
Precision and
variety in sentence structure and work choice |
Writers
voice apparent in tone, sentence structure, and word choice |
Conventions * Mechanics, spelling, *
capitalization, punctuation * Usage (eg., pronoun references, subject-verb
agreement) * Sentence completeness |
Mechanical and
usage errors that seriously interfere with the writer's purpose |
Repeated
weaknesses in mechanics and usage |
Some mechanical
and usage errors |
Few mechanical
and usage errors |
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|
Question
|
Yes |
No |
Examples/Comments |
Content |
Are the details specific and
supportive of the topic?
Are the ideas fully
developed?
Does the information support
the topic and focus on the theme? |
|
|
|
Focus |
Was there a specific audience?
Were all the ideas clear?
Does the writing sustain a
single point of view? |
|
|
|
Organization |
Is there a definite sequence?
Does each paragraph deal with
one another?
Does logical sentence order
and do transitions exist between paragraphs or ideas?
Are the introductions and
conclusions clear? |
|
|
|
Style |
Is the word choice effective
and appropriate?
Does the structure
vary? |
|
|
|
Conventions |
Are spelling, punctuation and
capitalization correct?
Is the usage correct?
Are all sentences
complete? |
|
|
|
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Top
Expository writing is
meant to inform firstbut often to entertain as well. The skillful
expository writer draws on information form his or her own experience, and from
other sources, toobooks, films, interviews, etc.integrating,
synthesizing and making connections that might not be apparent to everyone, and
then reshaping the whole to give it meaning and relevance for a particular
audience. Thus, an expository essay on the life of the sea slug written for
curious first graders will be transformed totally when reworked into an essay
for experienced marine biologists.
From the most
successful expository writing, the reader learns something new and has no
trouble paying attention. Basic information (the who, what, when, where, why or
how of the subject) is enlivened by fitting examples or anecdotes. The writer
shows enough knowledge of the topic to choose information in an order that
makes it both knowledgeable and confident. This encourages a kind of trust on
the part of the reader, who feels in good hands taking the writers word
of how things are.
Apprentice
|
Basic |
Learned
|
Exemplary
|
Idea
development impedes progress. Student needs a great deal of
assistance. |
Misses even high
points. Baffling/befogging information. Repetition to fill space. Stays on the
surface. Frugal development. Restricted flow of information. Trivia overload.
Leaves reader in the dark. Limited knowledge of topic. Details
questionable/missing. Unsupported statements. Meager. Skimpy. Flimsy. Shallow.
Adequate achievement. Competent writer. |
Solid
and trustworthy, but general. Misses the nuances. Competently presented. Leaves
reader hungry for juicy tidbits. Not fully sifted--some sand with the pearls.
Leaves some questions for another day. Hits the high points. Development
sparing to modest. Overview. Matter-of-fact. Doesn't dig. Ground-level
perspective. Functionally informative. Clear, but simple. Reaffirms what reader
know/suspected. Garden-variety information. Answers basic questions. Typical
textbook. Commendable achievement. Commendable writer. |
Ferrets out the
curious, the remarkable, the little known. Renders the mysterious familiar.
Bursting with details. Bits of the surprising, the unexpected. Takes the reader
by the hand. A well of good information. Creative examples. Tells enough, tells
what matters. An insider's perspective. Anticipates reader's questions. Dots
the i's, crosses the t's with flair. Sweeps away the cobwebs. Keeps it lively.
Abundant detail. Beyond Obvious. Exceptional achievement. Exceptional
writer. |
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Top
Apprentice |
Basic |
Learned |
Exemplary |
Unable to begin. The paint is dry and the paintbrush is
broken. |
Details blurry or
lost. Paints outside the lines. Insubstantial. Obfuscated. Seen through the
fog. Abstract. Bodiless. Misses even the obvious. Out of focus. Faint,
colorless. Holes in the canvas. Nebulous. Unanswered questions. Reader
struggles for clues. Imprecise. Feeble. Clouded. Fuzzy. Misty. Adequate
achievement. Competent writer. |
The
quick once-over. Broad brushstrokes--sweeping details. Hints at critical
details. Never gets too close. A light sketch. Shows the man in the coat--but
not the tarnish on the buttons. Coming into focus. General. Panoramic. Mix of
critical and trivial. Just out of reach. The big picture. Generic. Partly in
shadow. Partly illuminated. Notices the obvious. Readily foretold. Commendable
achievement. Commendable writer. |
Tangible--reach
and touch it. Etched with sure strokes. Seen through a discerning eye.
Irrefutable. Lives and breathes. Fine brush strokes. Doesn't miss a trick. What
matters most. Distinct. Attentive to telling details. Captures the
quintessential. True to the original. Graphic. "You had to be there" moments.
Precise. Selective. In focus. Notices everything. |
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Apprentice
|
Basic |
Learned
|
Exemplary
|
Unable to begin a story. Has trouble getting beyond the pre-writing
phase of the writing process. |
No "glue" to hold
it all together. No real storyline yet. Details wander in search of a plot.
Significant intermingles with trivial. Many unanswered questions. Conflict or
question not defined yet. Little or no sense of time or place. No sense of
closure. No real lead to set up what follows. Tough to stage. Characters do not
think or feel yet. Reader asks, "Why are you telling me this?" Doesn't go
anywhere. Random sequencing. Not much happens. List of events. |
Familiar plotline. Reader can foretell events. Reader craves
embellishment. Link to conflict sometimes fuzzy. Pithy, telling events mix
non-essentials. Characters live and breathe, but lack depth. Skeletal outline.
A beginning of sorts. Minimal foreshadowing. Some important questions answered.
Barebones sketch. Evolving sense of plot. Emerging sense of time and place.
Reaches closure. Plot unfolds logically, but mechanically. |
Graceful ending
lays the conflict to rest. Reader wonders what will happen. A tale you can
retell. Events foreshadow one another. A lead sets up the story. Clear sense of
time and place. Conflict resolution, change discovery. Well-developed plot with
depth. Intricate framework. Reader gains something from the telling. Characters
who learn or grow. Strategic, purposeful sequence. Events matter. Notable
turning point. |
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Top
Apprentice
|
Basic |
Learned
|
Exemplary
|
Could
not or would not write anything on the paper. |
Needs
substantial help to complete the task. Unable or unwilling to write own
sentences. Copies dictated sentences to own paper. Needs help with writing or
spelling words. |
Completes the task, but may need prompts to complete the
task. |
Works
independently. Free writes continuously. Develops thoughts and ideas while
expanding on the topic of the day. |
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In persuasive writing,
the writer crafts an argument, using a combination of logic, wit, winning
rhetoric, and skillfully presented evidence. The purpose is to influence the
readers thinking, and sometimes to change the reader's mind about
something or prompt some action.
Constructing a sound
argument, the sort that can make a believer even out off a skeptic, demands
both rational thought and creative presentation of ideas. First, the writer
must sift and weigh all the available information (including what comes from
experience), separate out what is inconsequential or insupportable or
misleading, and use what remains to build a defensible position. The writing
must then make that position crystal clear and defend it with grace and gusto,
marshalling the best evidence at hand and sometimes, if its useful,
exposing the weakness of opposing views.
Good persuasive
writing is clear, compelling, well-supported, opinionated without relying
solely on opinion, and livelysince readers who drift off to sleep are
rarely convinced of anything. Writers who know an issue inside and out and who
can anticipate and field opposing viewpoints without becoming rattled or cranky
stand the best chance to succeed.
Apprentice
|
Basic |
Learned
|
Exemplary
|
Writer restates the point of the argument but makes no attempt to
express opinion or compel the audience. |
Fuzzy thinking
dominates. Weak, questionable evidence. Reader resists budging. Appeals to
feelings. Position weak/unclear/shifting. Easy to refute. Exaggeration in lieu
of logic. Ignores/glosses over facts. Repetition in lieu of real strength.
Unsure of ground. Giant leaps of faith required. Minimal content. Unsupported
statements |
Some
chinks in foundation. Few surprises. Predictable, well-worn arguments. Nudges
reader gently. Relies on good will of audience. Overlooks key evidence. Basic
position easily inferred. Credible but limited support. Acceptable, knowledge
as evidence. Relies on common sense. Fact/opinion sometimes overlap.
Non-probing. Holds one position throughout. Mix of rational and muddled
thinking. |
Weak
counterpoints exposed. Digs for truth. Propels reader in one direction. Sound
reasoning. Clear position. Opinions thoughtfully supported. Credible evidence
probing, penetrating. Telling evidence. Avoids exaggeration. Provable
statements. Compelling arguments, Fact/opinion distinguished. Conclusions
well-grounded. Displays evidence to advantage. Believable. Defensible.
Convincing. Tough to refute. |
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Rating Scale: 1 = never, 2 =
rarely, 3 = about half the time, 4 = usually, 5 = always or almost
always
|
1 |
2 |
3 |
4 |
5 |
Is the journal
used regularly? |
|
|
|
|
|
Is the writing
fluent? |
|
|
|
|
|
Is there detail
and elaboration? |
|
|
|
|
|
Is there
variety? |
|
|
|
|
|
Is there an
attempt to use known conventions to communicate effectively? |
|
|
|
|
|
Is there evidence
that the Writer is Willing to Take Risks and Try Out New Ideas? |
|
|
|
|
|
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Rating Scale: 1 = very weak, 2 =
weak, 3 = okay, 4 = very good, 5 = super
Criteria
|
1 |
2 |
3 |
4 |
5 |
Comments
|
Opening catches
readers interests. |
|
|
|
|
|
|
Thesis states topics and the
main idea. |
|
|
|
|
|
|
Features or subjects are
discussed in the same order. |
|
|
|
|
|
|
Order in which features are
discussed is logical. |
|
|
|
|
|
|
Specific examples are used to
support ideas. |
|
|
|
|
|
|
Wording and ideas are fresh
and interesting. |
|
|
|
|
|
|
Compare/contrast clue words
are used. |
|
|
|
|
|
|
Grammar |
|
|
|
|
|
|
Spelling |
|
|
|
|
|
|
Capitalization |
|
|
|
|
|
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Use this checklist to evaluate a
body paragraph of an essay, but not for an introduction or summary
paragraph.
Checklist
|
0 |
1 |
2 |
Comments
|
1. Starts with a
transition. |
|
|
|
|
2. First sentence contains
appropriate idea from thesis. |
|
|
|
|
3. Contains one to three
explanatory sentences. |
|
|
|
|
4. Contains two to four
sentences about specific details. |
|
|
|
|
5. Details are colourful,
interesting and appropriate. |
|
|
|
|
6. Ends with a good closing
sentence. |
|
|
|
|
7. Contains no run-ons or
sentence fragments. |
|
|
|
|
8. Is free of errors in
agreement. - Subject/verb - singular or plural - Pronoun selection
correct (singular or plural) - Pronoun selection correct (subject or
object) |
|
|
|
|
9. Is free of punctuation
errors. |
|
|
|
|
10. Is free of spelling
errors. |
|
|
|
|
11. Handwriting is easy to
read. |
|
|
|
|
What are the strongest
points of this paragraph?
What should the writer
do to make this paragraph better? Back To Top
|
Apprentice
|
Basic |
Learned
|
Exemplary
|
Organization/
Format |
Little evidence
of a cohesive plan. Little or no description or detail. Ideas seem scrambled,
jumbled, or disconnected. |
Some evidence of
a cohesive plan. Some effort on description and detail. Ideas are developing,
but not quite clear. |
Organizes
material in an appropriate manner, but may lack some clarity or consistency.
Presents basic information but may have extraneous material. |
Organizes
material in a clear, appropriate, and precise manner. |
Content |
Little evidence
of appropriate content. |
Material is
appropriate, but may lack a clear connection to the purpose. |
Material is
clear, relevant, and accurate, but may be lacking conciseness. |
Material content
is clear, relevant, accurate, and concise. |
Writing
Conventions |
Little or no
evidence of correct writing. Poor conventions seriously limit the paper's
readability. |
Some evidence of
correct writing. Poor conventions limit the papers readability, but not
seriously |
Minor errors are
present, but they do not detract from the readability of the paper. |
Enhances the
readability of the paper. |
Research and
Interpret Data/ Information |
Incorrectly
interprets data or information with little or no analysis or conclusion. Little
or no evidence of research presented. |
Correctly
interprets data or information but provides little or no evidence of analysis
or conclusion. Research is limited. |
Correctly
interprets data or information, but analysis or conclusion may not be supported
by research. |
Correct
interpretation of data or information. Analysis and conclusion are based on
research. |
Appropriate
Vocabulary |
Inappropriate
vocabulary and use occurs. |
Some
inappropriate vocabulary present, or limited use of appropriate
vocabulary. |
Articulates
appropriate vocabulary but is still limited somewhat. |
Articulates
appropriate vocabulary and terms associated with the subject
matter. |
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Top
Conventions
|
Fluency
|
Organization |
Capitalization |
Word Choice
|
Ideas |
* My paragraphs
are sound.
* Each of my paragraphs has
one main idea.
* I have used correct
grammar.
* I have used correct
punctuation.
* Periods are at the ends of
my sentences.
* I have quotation marks
around dialogue.
* My spelling is correct.
* My handwriting is legible.
* My printouts contain no
typos.
|
* My sentences
begin in different ways.
* My sentences build upon the
ones before it.
* My sentences are different
lengths.
* The meaning of each of my
sentences is clear.
* My sentences flow and use
correct grammar.
* There are no run-ons.
* My sentences are
complete. |
* My report is
sequenced in order.
* My introduction is exciting
and inviting.
* My ideas flow and are well
connected.
* I have a satisfying
conclusion. |
* I have
capitalized the first word in every sentence.
* I have capitalized people
and pet names.
* I have capitalized months
and days.
* I have capitalized cities,
provinces, and places.
* I have capitalized titles
of books, movies, etcetera. |
* Every word
seems just right.
* I used a lot of describing
words (adjectives and adverbs).
* My words paint pictures in
the readers mind.
* I use strong verbs like
darted and exclaimed.
* I used synonyms to add
variety. |
* I used
brainstorming or a story map to create and organize ideas.
* My ideas are written in my
own words.
* My report is clear and
focused. I stay on target.
* I understand my topic.
* My details give the reader
important information.
* My ideas relate to one
another.
* I have listened to
suggestions from the teacher or peer writers. |
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Top
|
Apprentice
|
Basic |
Learned
|
Exemplary
|
Reasoning |
* Has little to
no ideas what reading materials would be useful and can only proceed with a lot
of help from group members.
* Makes notes that are
irrelevant to the historic persons character (e.g. Champlains
mother avoided eating meat.)
* Uses adjectives that are
inconsistent with the character (e.g., Samuel de Champlain was
unadventurous)
* The examples dont
support the adjectives chosen (e.g., Champlain was bold because he never
saw his wife.) |
* Has a
suggestion for one research source but otherwise still needs help from the
group in choosing.
* Makes some notes that are
relevant to the historic persons character.
* Uses adjectives that are
mostly consistent with the character.
* Some examples support the
adjectives chosen. |
* Has a good idea
of what sources are appropriate and is able to get them on his/her own.
* Most notes are relevant to
the historic persons character.
* Uses adjectives that are
all consistent with the character.
* All examples support the
adjectives chosen. |
* Has a good idea
of what books are appropriate and can suggest a variety of other resources for
group members.
* All notes are relevant to
the historic persons character.
* Uses adjectives that are
all consistent with the character.
* All examples support the
adjective chosen and reveal insight into the character (e.g., Champlain
was self-absorbed. He always put exploration and settlement ahead of his
personal life. In the end Champlains many trips led to a static marriage
with Helene Boulle.) |
Communication |
* Has trouble
describing examples used to support the adjectives (e.g., Champlain was
fearless because there was that time that he fought off those Indians in that
place and that kind of meant he was serious about the whole thing.)
* Jot notes dont make
sense or dont communicate a coherent idea (e.g., Champlain big,
Habitation with Helene.)
* Often interrupts group
discussions with irrelevant statements.
* Makes irrelevant comments
that dont help the group move forward. |
* Describes
simple examples with little detail.
* Uses very short, basic
sentences that dont vary in structure to describe the example (e.g.,
Champlain was strong because he fought Indians. Champlain was brave
because he could stand the cold.)
* Some jot notes communicate
a coherent idea (e.g., Champlain Habitation.)
* Occasionally interrupts
group discussions with irrelevant statements.
* Makes some irrelevant
comments. |
* Describes some
examples with detail and clarity.
* Occasionally varies
sentence types to describe the example (e.g., Champlain, who was not only
smart, was also quite strong. While many of the crew couldnt rig a boom
without help, Champlain could do it by himself.)
* Most jot notes communicate
a coherent idea.
* Doesnt interrupt
group discussions and lets people speak.
* Makes only relevant
comments. |
* Describes all
examples with detail and clarity.
* Uses a variety of complete
sentence types throughout description of examples.
* All jot notes communicate a
coherent idea.
* Facilitates group
discussion and encourages others to speak.
* Makes only relevant
comments and helps others focus their comments. |
Organization
of Ideas |
* Doesnt
keep track of what examples came from what source
* Adjectives arent in
any order of importance. |
* Has some idea
of which source the example came from
* The order of some
adjectives show a logical building of importance. |
* Is able to
match sources with examples.
* All adjectives are in order
of importance to the character of the historic figure. |
* Is able to
provide detailed notes on the source for each example.
* All adjectives are in order
of importance to the character of the historic figure. |
Application of
Language Conventions |
* Uses words that
arent adjectives to describe the persons character (e.g.,
Champlain was always fighting.)
* Most adjectives are spelled
incorrectly.
* Examples barely make sense
due to several major errors or word omissions.
* Requires a lot of help from
group members and teachers when spelling simple and common
words. |
* Uses very
simple adjectives (e.g., Champlain was strong, smart, cool.)
* Some adjectives are spelled
incorrectly.
* Examples make sense but
contain numerous errors.
* Requires some help from
group members spelling simple and common words. |
* Uses some
simple adjectives and some that are more complex (e.g., Champlain was
strong and conscientious.)
* Adjectives are spelled
correctly.
* Examples contain a few
minor errors.
* Requires no help from group
members when it comes to spelling and grammar. |
* Uses complex
adjectives to accurately describe the persons character.
* Adjectives are spelled
correctly.
* Examples contain no errors
or omissions.
* Requires no help from group
members and help others with spelling and grammar. |
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