EGUSD – Response to Literature Rubric, Grade



Informative/Explanatory Grade: 5

| |4 |3 |2 |1 |

| |(Above Grade Level) |(At Grade Level) |(Approaching Grade Level) |(Below Grade Level) |

|Focus/ |Responds skillfully to all parts of the prompt |Responds to all parts of the prompt |Responds to most parts of the prompt |Responds to some or no parts of the prompt|

|Information |Demonstrates a strong understanding of topic/text(s) |Demonstrates an understanding of topic/text(s) |Demonstrates limited understanding of |Demonstrates little to no understanding of|

| | | |topic/text(s) |topic/text(s) |

| |Organizes ideas and information into purposeful, |Organizes ideas and information into logical |Organizes ideas and information in an attempted |Does not organize ideas and information |

|Organization |coherent paragraphs that include an elaborated |introductory, body, and concluding paragraphs |paragraph structure that includes a sense of |coherently due to lack of paragraph |

| |introduction with clear thesis, structured body, and | |introduction, body and conclusion |structure and/or a missing introduction, |

| |insightful conclusion | | |body, or conclusion |

| | | |Grouping of ideas lacks cohesion (e.g., |Does not group related information |

| |Logically groups related information into paragraphs or|Groups related information into paragraphs or |list-like, rambling, or repetitive) |together |

| |sections, including formatting |sections, including formatting (e.g., headings) |Attempts to use some simplistic linking words to | |

| |Uses varied transitions and syntax to link the major |Uses linking words and phrases appropriately to |connect ideas |Uses no linking words |

| |sections of text, create cohesion, and clarify |connect ideas within and across categories of | | |

| |relationship among complex ideas and concepts |information | | |

|Support/ Evidence |Skillfully uses relevant and substantial text support |Uses relevant and sufficient text support from |Uses mostly relevant text support but may lack |Does not use relevant or sufficient text |

| |from the resources with accuracy |the resources with accuracy |sufficient evidence and/or accurate use |support from the resources with accuracy |

| |Uses credible and varied sources |Uses credible sources |Uses mostly credible sources |Uses few to no credible sources |

| | | | |Does not support opinion with facts, |

| |Develops the topic with well-integrated facts, |Develops the topic with facts, definitions, |Develops the topic with limited facts, |details, and/or reasons |

| |definitions, concrete details, quotations, or other |concrete details, quotations, or other |definitions, concrete details, quotations, or | |

| |information and examples |information and examples |other information and examples | |

| |Uses purposeful and varied sentence structures |Uses correct and varied sentence structures |Uses some repetitive yet correct sentence |Does not demonstrate sentence mastery |

|Language |Demonstrates creativity and flexibility when using |Demonstrates grade level appropriate conventions;|structure |Demonstrates limited understanding of |

| |conventions (grammar, punctuation, capitalization, and |errors are minor and do not interfere with the |Demonstrates some grade level appropriate |grade level conventions, and errors |

| |spelling) enhance meaning/readability |readability |conventions, but errors may interfere with the |interfere with the readability |

| |Utilizes precise and domain-specific vocabulary |Utilizes precise language and domain-specific |readability |Does not utilize precise language or |

| |accurately throughout student writing |vocabulary |Utilizes some precise language and/or |domain-specific vocabulary |

| | | |domain-specific vocabulary but minimally and/or | |

| | | |inaccurately | |

Informative/Explanatory Grade: 5

|Strand |4th |5th |6th |

|Writing |2. Write informative/explanatory texts to examine a topic |2. Write informative/explanatory texts to examine a topic and convey |2. Write informative/explanatory texts to examine a topic and convey |

| |and convey ideas and information clearly. |ideas and information clearly. |ideas, concepts, and information through the selection, organization, |

| |a. Introduce a topic clearly and group related information |a. Introduce a topic clearly, provide a general observation and focus, |and analysis of relevant content. |

| |in paragraphs and sections; include formatting (e.g., |and group related information logically; include formatting (e.g., |a. Introduce a topic or thesis statement; organize ideas, concepts, |

| |headings), illustrations, and multimedia when useful to |headings), illustrations, and multimedia when useful to aiding |and information, using strategies such as definition, classification, |

| |aiding comprehension. |comprehension. |comparison/contrast, and cause/effect; include formatting (e.g., |

| |b. Develop the topic with facts, definitions, concrete |b. Develop the topic with facts, definitions, concrete details, |headings), graphics (e.g., charts, tables), and multimedia when useful|

| |details, quotations, or other information and examples |quotations, or other information and examples related to the topic. |to aiding comprehension. |

| |related to the topic. |c. Link ideas within and across categories of information using words, |b. Develop the topic with relevant facts, definitions, concrete |

| |c. Link ideas within categories of information using words |phrases, and clauses (e.g., in contrast, especially). |details, quotations, or other information and examples. |

| |and phrases (e.g., another, for example, also, because). |d. Use precise language and domain-specific vocabulary to inform about |c. Use appropriate transitions to clarify the relationships among |

| |d. Use precise language and domain-specific vocabulary to |or explain the topic. e. Provide a concluding statement or section |ideas and concepts. |

| |inform about or explain the topic. e. Provide a concluding |related to the information or explanation presented. |d. Use precise language and domain-specific vocabulary to inform about|

| |statement or section related to the information or | |or explain the topic. |

| |explanation presented. | |e. Establish and maintain a formal style. |

| | | |f. Provide a concluding statement or section that follows from the |

| | | |information or explanation presented. |

| | |4. Produce clear and coherent writing (including multi-paragraph | |

| |4. Produce clear and coherent writing (including |texts) in which the development and organization are appropriate to |4. Produce clear and coherent writing in which the development, |

| |multi-paragraph texts) in which the development and |task, purpose, and audience. |organization, and style are appropriate to task, purpose and audience.|

| |organization are appropriate to task, purpose, and audience.| | |

| | | | |

| |8. Recall relevant information from experiences or gather |8. Recall relevant information from experiences or gather relevant |8. Gather relevant information from multiple print and digital |

| |relevant information from print and digital sources; take |information from print and digital sources; summarize or paraphrase |sources; assess the credibility of each source; and quote or |

| |notes, paraphrase, and categorize information, and provide a|information in notes and finished work, and provide a list of sources. |paraphrase the data and conclusions of others while avoiding |

| |list of sources. | |plagiarism and providing basic bibliographic information for sources. |

| | | | |

| | |9. Draw evidence from literary or informational texts to support |9. Draw evidence from literary or informational texts to support |

| |9. Draw evidence from literary or informational texts to |analysis, reflection, and research. |analysis, reflection, and research. |

| |support analysis, reflection, and research. | | |

|Reading-Information|1. Refer to details and examples in a text when explaining |1. Quote accurately from a text when explaining what the text says |1. Cite textual evidence to support analysis of what the text says |

|al Text |what the text says explicitly and when drawing inferences |explicitly and when drawing inferences from the text. |explicitly as well as inferences drawn from the text. |

| |from the text. | | |

|Language |1. Demonstrate command of the conventions of standard |1. Demonstrate command of the conventions of standard English grammar |1. Demonstrate command of the conventions of standard English grammar |

| |English grammar and usage when writing or speaking. |and usage when writing or speaking. |and usage when writing or speaking. |

| | | | |

| |2. Demonstrate command of the conventions of standard | | |

| |English capitalization, punctuation, and spelling when |2. Demonstrate command of the conventions of standard English |2. Demonstrate command of the conventions of standard English |

| |writing. |capitalization, punctuation, and spelling when writing. |capitalization, punctuation, and spelling when writing. |

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