9th/10th Grade EGUSD Writing Rubric – CCSS Standard #1



Lancaster School District

7th/8th Grade Writing Rubric – Informational/Explanatory (CCSS Writing #2)

|Criterion |5 – Advanced |4 – Proficient |3 - Basic |2 - Below Basic |1 - Far Below Basic |

| |(above grade level) |(at grade level) | | | |

|Organi- zation/|Skillfully orients reader to topic(s) in |Orients reader to topic(s) in introduction |Partially orients reader to topic(s) in |Inadequately orients reader to topic(s)|Fails to orient reader to topic(s) |

|Structure |introduction and previews what is to follow |and previews what is to follow |introduction and previews what is to |in introduction and/or fails to preview|in introduction or introduction is |

| | | |follow |what is to follow |missing |

| |Thoroughly develops topic(s) with relevant |Develops topic(s) with relevant body | |Inadequately develops topic(s) with | |

|CCSS – W: |body paragraphs |paragraphs |Superficially develops topic(s) with |minimal body paragraphs |Fails to develop topic(s) with body|

|2a |Provides a meaningful and reflective |Provides a conclusion that follows from and|relevant body paragraphs |Provides a sense of closure, but may |paragraphs |

|2c |conclusion that follows from and supports |supports information or explanation |Provides a conclusion which repetitively |weakly articulate significance of the |Provides an inadequate conclusion |

|2f |information or explanation presented |presented |or partially follows from and supports |topic |or omits conclusion |

|4 |Creates cohesion and clarifies relationships | |information or explanation presented | | |

| |through skillful use of transition/linking |Creates cohesion and clarifies |Creates some cohesion and clarifies |Uses limited or inappropriate |Uses few to no transition/linking |

| |words, phrases, and clauses within or between |relationships through transition/linking |relationships through transition/linking |transition/linking words, phrases, and |words, phrases, or clauses |

| |paragraphs |words, phrases, and clauses within or |words, phrases, and clauses within or |clauses | |

| | |between paragraphs |between paragraphs | |Includes little or no discernible |

| |Purposefully and logically uses a variety of |Uses a variety of techniques (e.g., |Uses some techniques (e.g., headings, |Uses few techniques (e.g., headings, |organization of ideas |

| |techniques (e.g., headings, charts) to |headings, charts) to organize ideas, |charts) to adequately organize ideas, |charts) to inadequately organize ideas,| |

| |organize ideas, concepts, and information to |concepts, and information to aid |concepts and information to aid |concepts, and information to aid | |

| |aid comprehension |comprehension |comprehension |comprehension | |

|Develop-ment |Skillfully develops the topic using |Develops the topic using well-chosen facts,|Develops the topic using facts, |Provides minimal and/or irrelevant |Provides inaccurate, little, or no |

| |well-chosen facts, definitions, concrete |definitions, concrete details, quotes, and |definitions, concrete details, quotes, and|evidence to develop the topic |evidence to support topic |

|CCSS -W: |details, quotes, and other information and |other information and examples that are |other information and examples that are | | |

|2 |examples that are pertinent and substantial |relevant and sufficient |limited or superficial | | |

|2b |Effectively integrates and cites credible |Competently integrates and cites credible |Ineffectively integrates and cites sources|Incorrectly integrates/cites sources |Does not use or cite sources |

|9 |sources* |sources | |Shows limited or flawed understanding | |

| |Shows insightful understanding of topic or |Shows competent understanding of topic or |Shows superficial understanding of topic |of topic or text |Shows no and/or inaccurate |

| |text |text |or text | |understanding of topic or text |

|Language |Uses purposeful and varied sentence structure |Uses correct and varied sentence structure |Uses mostly correct and some varied |Uses limited and/or repetitive sentence|Lacks sentence mastery (e.g., |

| |Contains minimal to no errors in |Contains few, minor errors in conventions |sentence structure |structure |fragments/run-ons) |

|CCSS – L:** |conventions(grammar, punctuation, spelling, | |Contains some errors in conventions which |Contains numerous errors in conventions|Contains serious and pervasive |

|1 |capitalization) |Competently uses academic and |may cause confusion |which cause confusion |errors in conventions |

|2 |Strategically uses academic and |domain-specific vocabulary clearly |Usually uses academic and domain-specific |Inadequately uses academic and |Fails to use academic and |

|3 |domain-specific vocabulary clearly appropriate|appropriate for the audience and purpose |vocabulary clearly appropriate for the |domain-specific vocabulary clearly |domain-specific vocabulary clearly |

|4 |for the audience and purpose | |audience and purpose |appropriate for the audience and |appropriate for the audience and |

|CCSS -W: | | | |purpose |purpose |

|4 | | | | | |

*if applicable

**please refer to CCSS Language Progressive Skills, by grade

ELA 7th/8th Rubric Alignment to CCSS

|Strand |7th Grade Standards |8th Grade Standards |

|Writing |Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information |Write informative/explanatory texts, including career development documents (e.g., simple business |

| |through the selection, organization, and analysis of relevant content. |letters and job applications), to examine a topic and convey ideas, concepts, and information through |

| |Introduce a topic or thesis statement clearly, previewing what is to follow; organize ideas, concepts, |the selection, organization, and analysis of relevant content. |

| |and information, |Introduce a topic or thesis statement; clearly, previewing what is to follow; organize ideas, concepts, |

| |Using strategies such as definition, classification, comparison/contrast, and cause/effect; include |and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, |

| |formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding |tables), and multimedia when useful to aiding comprehension. |

| |comprehension. |Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other |

| |Develop the topic with relevant facts, definitions, concrete details, quotations, or other information |information and examples. |

| |and examples. |Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and |

| |Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. |concepts. |

| |Use precise language and domain-specific vocabulary to inform about or explain the topic. |Use precise language and domain-specific vocabulary to inform about or explain the topic. |

| |Establish and maintain a formal style. |Establish and maintain a formal style. |

| |Provide a concluding statement or section that follows from and supports the information or explanation|Provide a concluding statement or section that follows from and supports the information or explanation |

| |presented. |presented. |

| | | |

| |4. Produce clear and coherent writing in which the development, organization, and |4. Produce clear and coherent writing in which the development, organization, and style are |

| |style are appropriate to task, purpose, and audience. (Grade- specific expectations for writing types |appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined |

| |are defined in standards 1–3.) |in standards 1-3). |

| | | |

| |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. |

| |Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a |Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on |

| |time, place, or character and a historical account of the same period as a means of understanding how |themes, patterns of events, or character types from myths, traditional stories, or religious works such |

| |authors of fiction use or alter history”). |as the Bible, including describing how the material is rendered new”). |

| |Apply grade 7 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and |Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and |

| |specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and |specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and |

| |sufficient to support the claims”). |sufficient; recognize when irrelevant evidence is introduced”). |

|Language |1. Demonstrate command of the conventions of standard English grammar and usage when writing or |1. Demonstrate command of the conventions of standard English grammar and usage when writing or |

| |speaking. (1a-1c are more specific to grammar instruction and are, therefore, not written on this |speaking. (1a-1c are more specific to grammar instruction and are, therefore, not written on this |

| |document.) |document.) |

| | | |

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

| |when writing. (Details of 2a and 2b are not written on this document.) |when writing. (Details of 2a-2c are not written on this document.) |

| | | |

| |3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. |3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. |

| |a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness|a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve |

| |and redundancy. |particular effects. |

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