Grade 7: Rubric for an Advertisement (for a New Food Product)
Grade 7: Rubric for A Short Story
|Categories |Level 1 |Level 2 |Level 3 |Level 4 |
|Reasoning |The student: |
|complexity and connection of|expresses only a few simple |expresses a variety of |expresses many |expresses thoroughly |
|ideas |ideas |simple ideas |well-developed ideas |well-developed ideas that |
| | | | |advance the story line |
|connecting ideas to the |connects few ideas to the |connects some supporting |connects many supporting |connects almost all supporting |
|story |story |details to the story |details to the story |details meaningfully and |
| | | | |consistently to the story |
|number and relevance of | includes few supporting |includes some supporting |includes supporting details |includes supporting details |
|supporting details |details and some ideas that |details and some ideas that |that are relevant to the |that are clearly relevant to |
| |are not important or |are important or relevant to|story |the story and further develop |
| |relevant to the story |the story | |the story line |
|Communication |In the student’s story: |
|purpose (to create a short |the purpose is unclear |the purpose is somewhat |the purpose is clear and |the purpose is clear, |
|story) | |clear |effective |effective, and engaging |
|voice |writer’s voice not evident |some evidence of the |clear evidence of the |strong writer’s voice maintains|
| | |writer’s voice |writer’s voice |the reader’s interest |
|word use and vocabulary |the vocabulary is not |there is some effective |much of the vocabulary is |almost all the words are used |
| |effective |vocabulary |used effectively |effectively |
|sentence variety (structure,|there is little sentence |there is some variety in the|a variety of sentences are |a variety of sentences are used|
|type, length) |variety |sentences used |used |effectively |
|Organization |The student’s story: |
|overall structure |has no clear overall |shows some evidence of a |A clear beginning, middle, |Has a beginning, followed by |
|(beginning, middle, end) |structure |beginning, middle, and end |and end |rising action, then the climax |
| | | | |and a resolution |
|paragraph structure |contains little division |contains simple paragraphs |contains well-developed |contains well-developed |
| |into paragraphs | |paragraphs |paragraphs that are closely |
| | | | |linked to each other |
|Conventions |In the student’s story: |
|grammar, spelling, and |there are several major |there are several minor |there are only a few minor |there are practically no errors|
|punctuation |errors or omissions |omissions |omissions | |
|visual presentation (e.g., |presentation seriously |presentation impedes reading|presentation of the text |the visual presentation is |
|indentations, spacing, |impedes reading | |makes it easy to read |clear and enhances the reading |
|margins, font) | | | |of the story |
|Next Steps For Instruction: |
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Adapted for classroom use November 2009
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