Writing Rubric: Paragraphs
Assessment Rubrics for TRANSITIONS
| |Beginning –1 |Developing –2 |Competent –3 |Exceptional –4 |
| |(0 – 59) |(60-74) |(75-89) |(90 – 100) |
|Listening/Observing |Identifies main ideas in slow speech with |Identifies the main ideas in conversations |Follows (attends to) and identifies the gist |Demonstrates comprehension of conversation |
| |ample opportunity for clarification, |on a variety of topics. Some repetition or |of face-to-face conversations on a variety of |at normal speed, including reduced speech, |
| |rephrasing and repetition. |rephrasing may be required. |everyday subjects spoken at normal speed and |phrasal verbs, idioms, slang, humor, similes,|
| | | |using common patterns of reduced speech, |metaphors, etc. |
| | | |phrasal verbs, idioms and slang |Acknowledges conversational amenities in a |
| |Acknowledges basic conversation strategies: |Acknowledges most conversational amenities |Acknowledges most conversational amenities |variety of situations (i.e. gender, age |
| |greeting and closing, clarification, some | |(e.g. turn-taking, not interrupting, etc.) |levels, social vs. work, etc.) |
| |turn taking | |Analyzes interpersonal non-verbal behavior |Analyzes and interprets nonverbal |
| |Identifies some main aspects of American |Recognizes some non-verbal behavior and |with some misinterpretation |interpersonal behavior |
| |non-verbal behavior (e.g., common gestures, |expressions; incomplete analysis |Identifies information and shows some ability |Monitors and adjusts listening strategies to |
| |eye contact, personal space) |Identifies information in face-to-face and |to adjust listening strategies (use of prior |maximize comprehension in a variety of |
| |Identifies information in slow, face-to-face |telephone/taped conversation & lecture; |knowledge, listen for the gist, use |listening contexts |
| |conversation with the opportunity for |Uses some listening strategies |organizational patterns & assoc., find |Applies critical thinking skills (recognize |
| |clarification; listening strategies limited |Distinguishes fact from opinion; evaluates |listening clues) in a variety of listening |loaded language, distinguish fact from |
| |Distinguishes between fact and opinion in |sources with guidance |contexts |opinion, identify inferences, evaluate |
| |conversation or lecture | |Distinguishes fact from opinion; evaluates |sources) to determine the usefulness, bias |
| | | |sources; determines the usefulness, bias &/or |&/or accuracy of information heard |
| |Extracts elemental meaning from speech |Deduces possible meaning of unfamiliar |accuracy of information heard |Extracts meaning from complex grammar speech |
| |patterns: most common suffixes (e.g. -ed, |words through suffixes and word order in | |patterns, using some extensive vocabulary |
| |-ing); understanding dependent mainly upon |sentence; repetition may be required |Uses some critical thinking skills to analyze |(e.g., conditionals, subordinate clauses, |
| |familiarity with the vocabulary and simple, | |the information in a listening situation |compound-complex sentences, etc.) in a |
| |familiar sentence patterns | | |variety of contexts |
| | | | | |
|Speaking |Presents incomplete oral summary; sources of |Summarizes main ideas from a variety of |Summarizes orally and clarifies information |Presents a clear, complete oral summary; |
| |information may not be cited |sources; missing supporting information; |received from a variety of sources |sources cited and well synthesized |
| | |sources not clearly synthesized or not cited| | |
| |Shows little evidence of persuasive |Shows some nonverbal and oral strategies to |Demonstrates ability to persuade and influence| |
| |strategies; difference of opinion |persuade/influence in informal conversation |in social or academic setting |Demonstrates effective and fluent use of |
| |categorical, perhaps confrontational or |Presents an oral summary covering basic |Uses appropriate organizational pattern (e.g. |persuasive techniques to influence listeners |
| |evasive |points but not following a clearly defined |chronological, topical, problem-solution, |Chooses appropriate organizational pattern |
| |Difficult to understand and follow ideas in |organizational pattern or a pattern |etc.) for intended audience to make an oral |for oral presentation; use clear transitions |
| |oral presentation; no clear organizational |inappropriate to the topic or the audience |presentation on a chosen topic |from one sub-topic to the next and present a |
| |pattern |Speaks clearly so that most Americans will |Pronunciation (including stress, rhythm and |strong conclusion |
| | |understand, in spite of some pronunciation, |intonation) may be slightly accented but does |Pronunciation (including stress, rhythm and |
| | |stress, rhythm or intonation problems |not hinder comprehension |intonation) is very fluent and easy to |
| | |The grammar/word choice errors in speech are| |understand |
| |Pronunciation strongly inhibits |not major, but they do require occasional |Grammar & word choice accurate and appropriate| |
| |comprehension. |listener request for clarification |to purpose and audience; errors do not affect |Very few and minor errors in grammar, |
| | | |overall comprehension |sentence word order and word choice. |
| | | | |Comprehension is not impacted. |
| |Many mistakes in word choice and | | | |
| |grammar/sentence word order contribute to a | | | |
| |serious communication problem. | | | |
|Reading |Little comprehension of detailed information |Incomplete comprehension of detailed |Nearly complete comprehension of detailed |Shows full and complete comprehension of |
| |from printed sources, such as forms, |information from printed sources (forms, |information from printed sources |detailed information from printed sources |
| |telephone directories, etc. |telephone book, etc) | | |
| | | | | |
| | | |Nearly complete comprehension of authentic |Demonstrates complete comprehension of |
| |Little comprehension of authentic prose |Incomplete comprehension of authentic prose |prose material |authentic prose materials |
| |material |material |Student’s inferences from, conclusions about, |Student’s inferences from, conclusions and |
| |Student’s inferences from, conclusions & |Inferences from, conclusions & predictions |and interpretations of written material show |predictions about, and interpretations of |
| |predictions about, & interpretations of |about, and interpretations of written |nearly complete comprehension |written material demonstrate full and |
| |written material show little comprehension. |material show incomplete comprehension | |complete comprehension |
| | | |Demonstrates the use of skimming and scanning |Demonstrates ability to monitor comprehension|
| | |Demonstrates the use of some reading |and varying reading strategies in working with|and apply appropriate reading strategies in |
| |Demonstrates little ability to monitor |strategies (e.g., ignore an unfamiliar word,|different texts or other written materials. |working with difficult text |
| |comprehension or apply different reading |visualize, read ahead to connect | | |
| |strategies |information, think of an example, etc.) to |Shows some analysis and application of text |Analyzes the context text structure |
| | |comprehend difficult text |structure to understand unfamiliar material |(description, sequence, comparison-contrast, |
| | |When shown the method of organization of | |case-effect, and problem-solution) to |
| | |text material, the student can apply that | |understand unfamiliar written material |
| |Demonstrates difficulty in understanding or |knowledge to better look for and understand | | |
| |making use of text structure to locate or |unfamiliar material | | |
| |understand unfamiliar material | | | |
| | | | | |
|Writing |Writing lacks clear organization and has |Writing is organized but has many |Writing is organized and shows appropriate use|Writing is well-organized & shows |
| |significant errors in grammar |grammatical errors |of details, voc., grammar, & transitions |sophisticated use of details, vocabulary, |
| |Writing shows no awareness of audience |Vocabulary and details are limited, and |Content and language are appropriate for |grammar, transitions |
| |Ideas are undeveloped |transitions are used inappropriately |intended audience |*Content and language show clear awareness of|
| |Many sentences are incomplete and incorrectly|Content and language show some awareness of |Ideas are adequately developed |intended audience |
| |punctuated |intended audience |Most sentences are complete and correctly |Ideas are fully developed |
| |Overall meaning unclear |Ideas are poorly developed |punctuated |Sentences are complete and correctly |
| | |Some sentences are incomplete &/or | |punctuated |
| | |incorrectly punctuated | | |
| | | | | |
| | | | | |
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