Vocabulary Story Grading Rubric - Ms. Conn
Vocabulary Story Grading Rubric
|Quality |Exceeding the Standards (Level | Meeting the Standards (Level |Approaching the Standards |Attempting the Standards (Level|
| |4: |3: |(Level 2: |1: 10 points) |
| |40 points) |30 points) |20 points) | |
|Meaning: The story exhibits sound |-Reveals great understanding in|-Conveys an appropriate |-Conveys a basic understanding |-Conveys a confused or |
|understanding and appropriateness |an in-depth, creative story. |understanding of the task. |of the task. |inaccurate understanding of the|
|to the topic chosen. |-Shows outstanding |-Reveals a creative story that |-Reveals a creative story that |task. |
| |thoughtfulness and support of |displays |displays some thoughtfulness. |-Does not reveal a thoughtful, |
| |the assigned task. |thoughtfulness. |-Uses at least half of the |creative story. |
| |-Uses all vocabulary words |-Uses most vocabulary words |vocabulary words correctly from|--Uses less than half of the |
| |correctly from the assigned |correctly from the assigned |the assigned list in a story |vocabulary words correctly from|
| |list in a story that makes |list in a story that makes |that makes sense. |the assigned list in a story |
| |sense. |sense. | |that makes sense. |
|Development: The ideas are |-Develops ideas clearly and |-Develops some ideas more fully|-Develops ideas briefly. |-Ideas are incomplete and/or |
|elaborated using plentiful details |fully. |than others. |-Includes few specific and |largely undeveloped. |
|showing that the vocabulary words |-Includes a wide range of |-Includes specific and relevant|relevant details. |-Includes few or no specific |
|are used in relevant context. |relevant and specific details. |details. | |and relevant details. |
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|Organization: | | | | |
|The extent to which the story |-Maintains a clear and |-Maintains a clear and |-Maintains a clear and |-Lacks an appropriate focus but|
|exhibits direction, shape and |appropriate focus. |appropriate focus. |appropriate focus. |may suggest some organization. |
|coherence. |-Exhibits a logical and |-Exhibits a logical and |-May lack internal consistency.|-Suggests focus but lacks |
| |coherent structure through |coherent structure through the | |organization. |
| |skillful use of appropriate |use of appropriate devices and | | |
| |devices and transitions. |transitions. | | |
|Language Use: The extent to which |-Stylistically sophisticated |-Uses vocabulary appropriately,|-Uses vocabulary in basic |-Uses vocabulary and other |
|the story reveals an awareness of |use of vocabulary, sentences |with purpose and awareness of |sentences, with some awareness |language that’s imprecise or |
|purpose through effective use of |structure and variety. |audience. |of purpose and audience. |unsuitable for the story. |
|words, sentence structure, and |-Uses precise and engaging |-Exhibits an attempt to use |-Occasionally exhibits |-Uses language that may be |
|sentence variety. |language. |sophisticated language. |effective language. |incoherent or inappropriate. |
|Conventions: |-Demonstrate control of the |-Demonstrate control of |-Demonstrate partial control of|-Demonstrate a lack of control,|
|The extent to which the story |conventions with essentially no|conventions, exhibiting |the conventions, exhibiting |exhibiting frequent errors that|
|exhibits conventional spelling, |errors, even with sophisticated|occasional errors only when |occasional errors that do not |make comprehension difficult or|
|punctuation, paragraphing, |language. |using sophisticated language. |hinder comprehension. |impossible. |
|capitalization, grammar and usage. | | | | |
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