EGUSD – Response to Literature Rubric, Grade
| |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 opinion/argument/claim that demonstrates an |States an opinion that demonstrates an |States an opinion that demonstrates limited |Does not state an opinion and/or |
| |insightful understanding of topic/text |understanding of topic/text |understanding of topic/text |demonstrates little to no understanding of|
| | | | |topic/text |
| |Organizes ideas and information into purposeful, |Organizes ideas and information into logical |Organizes ideas and information in an |Does not organize ideas and information |
|Organization |coherent paragraphs that include an elaborated |introductory, body, and concluding paragraphs |attempted paragraph structure that includes a |coherently due to lack of paragraph |
| |introduction with clear thesis, structured body, and | |sense of introduction, body and conclusion |structure and/or a missing introduction, |
| |insightful conclusion | |Uses some linking words, phrases, or clauses |body, or conclusion |
| | | |to connect reasons to opinion but |Uses no linking words, phrases, or clauses|
| |Uses a variety of linking words, phrases, and clauses |Uses linking words, phrases, and clauses |simplistically | |
| |skillfully to connect reasons to opinion/argument/ |appropriately to connect reasons to opinion | | |
| |claim | | | |
| |Supports opinion skillfully with substantial and |Supports opinion with sufficient and relevant |Supports opinion with minimal and/or |Does not support opinion with evidence |
|Support/ Evidence |relevant evidence |evidence |irrelevant facts, details, and/or reasons |and/or evidence is irrelevant or |
| | | |Provides some explanation/ analysis of how |inaccurate |
| |Provides insightful explanation/analysis of how |Provides clear explanation/ analysis of how |evidence supports opinion |Provides no or inaccurate |
| |evidence supports opinion |evidence supports opinion | |explanation/analysis of how evidence |
| | | | |supports opinion |
| |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) to enhance meaning |Uses academic and domain-specific vocabulary |conventions, but errors obscure meaning |errors interfere with the meaning |
| |Uses precise and sophisticated academic and |appropriate for the audience and purpose |Uses limited academic and/or domain-specific |Uses no academic or domain-specific |
| |domain-specific vocabulary appropriate for the audience| |vocabulary for the audience and purpose |vocabulary |
| |and purpose | | | |
|Strand |4th |5th |6th |
|Writing |1. Write opinion pieces on topics or texts, supporting a |1. Write opinion pieces on topics or texts, supporting a point of |1. Write arguments to support claims with clear reasons and relevant|
| |point of view with reasons and information. |view with reasons and information. |evidence. |
| |Introduce a topic or text clearly, state an opinion, and |Introduce a topic or text clearly, state an opinion, and create an |a. Introduce claim(s) and organize the reasons and evidence clearly.|
| |create an organizational structure in which related ideas |organizational structure in which ideas are logically grouped to |b. Support claim(s) with clear reasons and relevant evidence, using |
| |are grouped to support the writer’s purpose. |support the writer’s purpose. |credible sources and demonstrating an understanding of the topic or |
| |Provide reasons that are supported by facts and details. |Provide logically ordered reasons that are supported by facts and |text. |
| |Link opinion and reasons using words and phrases (e.g., for |details. |c. Use words, phrases, and clauses to clarify the relationships |
| |instance, in order to, in addition). |Link opinion and reasons using words, phrases, and clauses (e.g., |among claims(s) and reasons. |
| |Provide a concluding statement or section related to the |consequently, specifically). |d. Establish and maintain a formal style. |
| |opinion presented. |Provide a concluding statement or section related to the opinion |e. Provide a concluding statement or section that follows from the |
| | |presented. |argument presented. |
| |4. Produce clear and coherent writing (including | | |
| |multi-paragraph texts) in which the development and | | |
| |organization are appropriate to task, purpose, and audience.| |4. Produce clear and coherent writing in which the development, |
| | |4. Produce clear and coherent writing (including multi-paragraph |organization, and style are appropriate to task, purpose and |
| |9. Draw evidence from literary or informational texts to |texts) in which the development and organization are appropriate to |audience. |
| |support analysis, reflection, and research. |task, purpose, and audience. | |
| | | | |
| | |9. Draw evidence from literary or informational texts to support |9. Draw evidence from literary or informational texts to support |
| | |analysis, reflection, and research. |analysis, reflection, and research. |
|Reading-Informationa|1. Refer to details and examples in a text when explaining |1. Quote accurately from a text when explaining what the text says |1. Cite textual evidence to support analysis of what the text says |
|l Text |what the text says explicitly and when drawing inferences |explicitly and when drawing inferences from the text. |explicitly as well as inferences drawn from the text. |
| |from the text. | | |
|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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