EGUSD – Response to Literature Rubric, Grade



Argumentative Essay Rubric

| |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 |

|Opinion |States an argument/claim/opinion that demonstrates |States an argument/claim/ opinion that |States an argument/claim/ opinion that |Does not state an opinion and/or |

|CCSS*: |an insightful understanding of topic/text each |demonstrates an understanding of topic/text |demonstrates limited understanding of |demonstrates little to no understanding of |

|W – 1a | | |topic/text |topic/text |

|W – 1b | | | | |

|W - 4 | | | | |

| |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, |

|CCSS: |insightful conclusion |Uses linking words, phrases, and clauses |Uses some linking words, phrases, or clauses to|body, or conclusion |

|W – 1a |Uses a variety of linking words, phrases, and |appropriately to connect reasons to argument/ |connect reasons to argument/ claim/opinion but |Uses no linking words, phrases, or clauses |

|W – 1c |clauses skillfully to connect reasons to argument/ |claim/opinion |simplistically | |

|W – 1d |claim/opinion | | | |

|W – 4 |Outline/editing sheet reflect writing process | | | |

| |Supports opinion skillfully with substantial and |Supports opinion with sufficient and relevant |Supports opinion with limited and/or |Does not support opinion with evidence |

|Support/ Evidence |relevant evidence |evidence |superficial evidence |and/or evidence is irrelevant or inaccurate|

| |Three clear reasons/Two pieces of evidence for each | | | |

|CCSS: |reason |Provides clear explanation/analysis of how | |Provides no or inaccurate |

|RIT – 1 | |evidence supports claim(s) |Provides some explanation/analysis of how |explanation/analysis of how evidence |

|W – 1b | | |evidence supports claim(s) |supports claim(s) |

|W – 9b |Provides insightful explanation/analysis of how | | | |

| |evidence supports claim(s) | | | |

| |Cites sources correctly | | | |

| |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 |structure |Demonstrates limited understanding of grade|

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

|CCSS: |and spelling) enhance meaning |obscure meaning |conventions, but errors obscure meaning |interfere with the meaning |

|L – 1 |Uses precise and sophisticated academic and | | |Uses no academic or domain-specific |

|L – 2 |domain-specific vocabulary appropriate for the |Uses academic and domain-specific vocabulary | |vocabulary |

| |audience and purpose |appropriate for the audience and purpose |Uses limited academic and/or domain-specific | |

| |Formal tone | |vocabulary for the audience and purpose | |

*CCSS – Common Core State Standards alignment (“W” = Writing strand; “RIT”=Reading – Informational Text; “L”= Language strand)

CA Common Core State Standards (CCSS) Alignment

NOTES: In the left criterion boxes of the rubric, the CCSS-aligned standards have been identified. As a resource for teachers, below are the standards for the current grade (5th) as well as the preceding and subsequent grade. Since the rubric score of “4” represents “above grade level” work, the 6th grade standards were referenced.

The letter abbreviations are as follows: CCSS = Common Core State Standards W = Writing RIT= Reading – Informational Text L=Language

|Strand |5th |6th |7th |

|Writing |1. Write opinion pieces on topics or texts, supporting a |1. Write arguments to support claims with clear reasons and relevant |1. Write arguments to support claims with clear reasons and relevant|

| |point of view with reasons and information. |evidence. |evidence. |

| |Introduce a topic or text clearly, state an opinion, and |a. Introduce claim(s) and organize the reasons and evidence clearly. |a. Introduce claim(s)…and organize the reasons and evidence |

| |create an organizational structure in which ideas are |b. Support claim(s) with clear reasons and relevant evidence, using |logically. |

| |logically grouped to support the writer’s purpose. |credible sources and demonstrating an understanding of the topic or |b. Support claim(s)…with logical reasons and relevant evidence, |

| |Provide logically ordered reasons that are supported by |text. |using credible sources and demonstrating an understanding of the |

| |facts and details. |c. Use words, phrases, and clauses to clarify the relationships among|topic or text. |

| |Link opinion and reasons using words, phrases, and clauses |claims(s) and reasons. |c. Use words, phrases, and clauses to create cohesion and clarify |

| |(e.g., consequently, specifically). |d. Establish and maintain a formal style. |the relationships among claims(s) and reasons. |

| |Provide a concluding statement or section related to the |e. Provide a concluding statement or section that follows from the |d. Establish and maintain a formal style. |

| |opinion presented. |argument presented. |e. Provide a concluding statement or section that follows from the |

| | | |argument presented. |

| |4. Produce clear and coherent writing (including | | |

| |multi-paragraph texts) in which the development and |4. Produce clear and coherent writing in which the development, |4. Produce clear and coherent writing in which the development, |

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

| | | |audience. |

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

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

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

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

|Reading-Informationa|1. Quote accurately from a text when explaining what the |1. Cite textual evidence to support analysis of what the text says |1. Cite several pieces of textual evidence to support analysis of |

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

| |text. | |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 |

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

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

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

| |writing. | | |

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