EGUSD – Response to Literature Rubric, Grade
| |4 |3 |2 |1 |
| |(Above Grade Level) |(At Grade Level) |(Approaching Grade Level) |(Below Grade Level) |
|Focus/ Setting |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|
| |Purposefully orients the reader by skillfully | |Establishes a situation (real or imagined) |Fails to establish a situation (real or |
| |establishing a vivid situation (real or imagined) and |Orients the reader by establishing a situation |and attempts to introduce characters and/or a |imagined) and does not introduce |
| |introducing characters and/or a narrator |(real or imagined) and introducing characters |narrator |characters and/or a narrator in a relevant|
| | |and/or a narrator | |way |
| |Coherently organizes a clear event sequence that |Organizes a clear event sequence that unfolds |Organizes some sequencing but might confuse |Does not sequence narrative in a logical |
|Organization/ |unfolds naturally |naturally |the reader |order |
|Plot |Skillfully connects a variety of transitional words, |Uses a variety of transitional words, phrases, and |Uses some transitional words, phrases or |Uses few or no transitional words, |
| |phrases, and clauses to manage the sequence of events |clauses to manage the sequence of events |clauses to manage the sequence of events. |phrases, or clauses to manage the sequence|
| |Provides a conclusion that clearly follows from the | | |of events. |
| |narrated experience or events |Provides a conclusion that follows from the |Attempts a conclusion that may or may not |Conclusion is not attempted or discernible|
| | |narrated experience or events |follow the narrated experience or events | |
| |Uses creative descriptions of actions, thoughts, and |Uses pacing and descriptions of actions, thoughts, |Uses minimal or irrelevant descriptions of |Uses little to no description of actions, |
|Narrative Techniques |feelings to develop experiences and events |and feelings to develop experiences and events |actions, thoughts, or feelings to describe |thoughts, or feelings to describe |
| | | |experiences /events |experiences /events |
| | | | | |
| |Uses vivid dialogue to show the response of characters |Uses dialogue to show the response of characters to|Uses dialogue to support plot |Does not use dialogue to support plot |
| |to situations |situations | | |
| | | | |Fails to to use concrete words or sensory |
| |Uses concrete words and sensory details to make |Uses concrete words and phrases, and sensory |Attempts to use concrete words and sensory |details |
| |experiences and events come to life |details to convey experiences and events precisely |details to describe experiences and events | |
| |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 obscure meaning |Demonstrates some grade level appropriate |grade level appropriate conventions, and |
| |spelling) enhance meaning | |conventions, but errors obscure meaning |errors interfere with the meaning |
| | | | |Utilizes incorrect and/or simplistic word |
| |Utilizes precise and sophisticated word choice |Utilizes strong and grade-level appropriate word | |choice |
| | |choice |Utilizes vague or basic word choice | |
|Strand |4th |5th |6th |
|Writing |3. Write narratives to develop real or imagined experiences |3. Write narratives to develop real or imagined experiences or events|3. Write narratives to develop real or imagined experiences or |
| |or events using effective technique, descriptive details, |using effective technique, descriptive details, and clear event |events using effective technique, relevant descriptive details, and |
| |and clear event sequences. |sequences. |well-structured event sequences. |
| |a. Orient the reader by establishing a situation and |a. Orient the reader by establishing a situation and introducing a |a. Engage and orient the reader by establishing a context and |
| |introducing a narrator and/or characters; organize an event |narrator and/or characters; organize an event sequence that unfolds |introducing a narrator and/or characters; organize an event sequence |
| |sequence that unfolds naturally. |naturally. |that unfolds naturally and logically. |
| |b. Use dialogue and description to develop experiences and|b. Use narrative techniques, such as dialogue, description, and |b. Use narrative techniques, such as dialogue, pacing, and |
| |events or show the responses of characters to situations. |pacing, to develop experiences and events or show the responses of |description, to develop experiences, events, and/or characters. |
| |c. Use a variety of transitional words and phrases to |characters to situations. |c. Use a variety of transition words, phrases, and clauses to |
| |manage the sequence of events. |c. Use a variety of transitional words, phrases, and clauses to |convey sequence and signal shifts from one time frame or setting to |
| |d. Use concrete words and phrases and sensory details to |manage the sequence of events. |another. |
| |convey experiences and events precisely. |d. Use concrete words and phrases and sensory details to convey |d. Use precise words and phrases, relevant descriptive details, and|
| |e. Provide a conclusion that follows from the narrated |experiences and events precisely. |sensory language to convey experiences and events. |
| |experiences or event |e. Provide a conclusion that follows from the narrated experiences or|e. Provide a conclusion that follows from the narrated experiences |
| | |events. |or events. |
| |4. Produce clear and coherent writing (including | | |
| |multi-paragraph texts) in which the development and | |4. Produce clear and coherent writing (including multi-paragraph |
| |organization are appropriate to task, purpose, and audience.| |texts) in which the development, organization, and style are |
| | |4. Produce clear and coherent writing (including multi-paragraph |appropriate to task, purpose and audience. |
| | |texts) in which the development and organization are appropriate to | |
| | |task, purpose, and audience. | |
|Language |1. Demonstrate command of the conventions of standard |1. Demonstrate command of the conventions of standard English |1. Demonstrate command of the conventions of standard English |
| |English grammar and usage when writing or speaking. |grammar 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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