Writers’ Workshop Assessment Rubric



Wachusett Regional School District

[pic]

Assessing Writers' Workshop: Grades K-8

Table of Contents

Introduction…………………………………………………………………………………….3

Year-End Writing Benchmarks K-2……………………………………………………………4

Year-End Writing Benchmark 3-5……………………………………………………………..5

Year-End Writing Benchmarks 6-8……………………………………………………………6

Writing Benchmark Assessment Rubrics……………………………………………………...7

Using the Benchmarks and Assessment Rubrics for Writing

During each unit of study, students generate writing within a specific genre. As they write, teachers provide instruction and intervention to support development of their writing. Specifically, teachers support students around six key traits of proficient writing. These traits include the following:

• Ideas/Content

• Organization

• Voice

• Word choice

• Sentence fluency

• Conventions

By the end of the year, students should be able to demonstrate each of these six traits in their writing. The year-end benchmarks describe what constitutes proficiency for each trait by grade level.

The Writing Benchmark Assessment Rubrics enable teachers to identify student strengths and weaknesses throughout the year within three major genres (two in Kindergarten) and plan appropriate instruction to elevate the student to the proficient level.

| |Ideas |Organization |Voice |Word Choice |Sentence |Conventions |

| |Content | | | |Fluency | |

|Primary | | | | | | |

| | | | | | | |

|Grades | | | | | | |

| | | | | | | |

| | | | | | | |

| |Tells a story or makes|Incorporates an |Writes with expression|Uses favorite words |Writes with both |Demonstrates transitional |

|1 |a point |appropriate title |and sense of the |correctly |simple and compound |spelling on less frequent |

| |Illustrates to enhance|Includes transitions |writer as an |Experiments with new |sentences |words (MONSTUR, HUMUN, |

| |the writing |Develops a beginning |individual |and different words |Writes some complex |CLOSSED, etc.) |

| |Remains generally on |and ending |Demonstrates evidence |Uses some descriptive |sentences |Spells high frequency words |

| |topic |Writes with some |of Individual point of|words to create images|Varies sentence |correctly |

| | |logical sequencing |view | |beginnings |Uses capitals at the |

| | |Allows key ideas to |Writes to convey a | |Includes sections of |beginning of sentences |

| | |surface |story or idea to the | |writing that have |Ends with punctuation that |

| | | |reader | |rhythm and flow |is correct (.!?) and other |

| | | | | | |punctuation is attempted |

| | | | | | |(such as commas) |

| |Incorporates ideas |Incorporates |Uses voice that |Uses interesting |Uses correct and |Uses correct punctuation and|

|2 |that are easy to |beginning, middle, and|“sounds like the |details and words |creative sentence |grammar |

| |follow |end |writer” |Uses high frequency |structure |Spells high frequency |

| |Presents a |Attracts the reader in|Writes with evident |sight words with |Uses simple sentences |correctly |

| |fresh/original idea |the opening |point of view |correct spelling |and some complex |Uses capitals for obvious |

| |Focuses topic |Develops an effective |Writes with a clear |Creates vivid images |sentences |proper nouns, as well as |

| |Uses interesting, |ending |sense of audience |in a natural way | |sentence beginnings |

| |important supporting |Writes in a way that | |Avoids repetition, | |Shows control over standard |

| |details |is easy to follow | |clichés, or vague | |grammar |

| |Demonstrates |Writes mostly in | |language | | |

| |understanding of topic|logical format | | | | |

| | |Uses some transitions | | | | |

| | |to connect ideas | | | | |

| |Ideas |Organization |Voice |Word Choice |Sentence |Conventions |

| |Content | | | |Fluency | |

|Upper | | | | | | |

| | | | | | | |

|Elementary | | | | | | |

| | | | | | | |

|Grades | | | | | | |

| | | | | | | |

| |Creates a piece of |Establishes clear |Writes with personal |Writes with some rich |Uses sentences that |Composes a 4-paragraph|

|4 |writing with |purpose of piece for |perspective, using |language (e.g., |vary in length |piece using standard |

| |sufficient details to |reader |language and details |figurative language, |Uses purposeful |English conventions |

| |support a topic within|Focuses on one topic |to connect with the |interesting |sentence beginnings |effectively |

| |a paragraph |Transitions ideas |audience |vocabulary, and | |Demonstrates accurate |

| | |smoothly from one | |sensory details) | |grade-level spelling, |

| | |paragraph to another | | | |capitalization, and |

| | | | | | |punctuation |

| |Creates a piece of |Establishes clear |Writes with unique |Writes with rich |Expresses ideas |Composes a |

|5 |writing which includes|purpose and focus for |perspective using |language throughout |smoothly throughout |multi-paragraph piece |

| |sufficient details to |reader |topic, details, and |language (e.g., |entire piece |using standard English|

| |support topic |Transitions ideas |language that strongly|figurative language, |Includes varying |conventions |

| |throughout |smoothly from one |connects with audience|interesting |sentence length and |effectively |

| | |paragraph to another | |vocabulary, and |structure | |

| | | | |sensory details) | | |

| |Ideas |Organization |Voice |Word Choice |Sentence |Conventions |

| |Content | | | |Fluency | |

|Middle | | | | | | |

| | | | | | | |

|School | | | | | | |

| | | | | | | |

|Grades | | | | | | |

| | | | | | | |

| |Elaborates with |Maintains focus on |Shows awareness of |Integrates engaging |Writes with engaging |Uses and edits |

|7 |details using a |central topic |audience |word choices |sentence structure |conventions including |

| |variety of |Develops well |Writing is engaging | | |end marks, quotations,|

| |genre-specific |organized idea |and expressive | | |semi-colons, commas, |

| |techniques |Uses paragraph |Non-narrative writing | | |and ellipses |

| |Considers audience and|structure that |shows commitment/ | | | |

| |purpose to engage |includes clear lead, |understanding of | | | |

| |reader and enhance |details, and |topic | | | |

| |clarity |conclusion to | | | | |

| | |summarize the piece | | | | |

| |Creates a clear thesis|Includes effective |Crafts with emerging |Uses vivid word choice|Varies complex and |Uses and edits |

|8 |statement |introduction and |tone and mood |and vocabulary |simple sentences |conventions including |

| |Supports with specific|thoughtful transitions| |supported by use of | |end marks, quotations,|

| |details and relevant |Uses logical sequence | |dictionary and | |semi-colons, commas, |

| |evidence |Incorporates a | |thesaurus that goes | |and ellipses |

| | |conclusion that ties | |beyond the student’s | | |

| | |up loose ends | |spoken language | | |

Writing Benchmark Assessment Rubric

Grade: Kindergarten Unit of Study: Personal Narrative

|Assessed Qualities of Writing|4 |3 |2 |1 |

| |Writes sentences that convey a |Writes words or phrases that |Uses pictures or letters to |Uses scribbles or random letters|

|Ideas |message about experiences, |convey a message |convey a message |to convey a message |

| |stories, people, objects, or | | | |

| |events | | | |

| |Writes in form other than a list| | | |

| |Uses a detailed picture to |Uses a picture that relates to |Includes some pictures that |Includes a title and pictures |

|Organization |enhance the text |text |connect to text |Unable to use oral language to |

| |Connects oral story to their |Uses oral language to convey |Uses oral language to convey |convey story |

| |writing |story in general sequence |some of their story | |

| |Approximates spelling, including|Approximates spelling using |Demonstrates some sound-letter |Demonstrates no evidence of |

| |most obvious sounds in words |first and last sounds of words |matches (phonetic spelling) |sound-letter matches |

|Conventions |Writes CVC words and |Some CVC words and |Capitalizes and punctuates |Demonstrates little or no |

| |high-frequency words with |high-frequency words are spelled|randomly |evidence of punctuation and |

| |correct spelling most of the |correctly | |capitalization |

| |time |Punctuates and capitalizes | | |

| |Capitalizes and punctuates |correctly some of the time | | |

| |accurately | | | |

| |Demonstrates superior |Demonstrates understanding of |Demonstrates a limited |Demonstrates little or no |

|Understanding this Form of |understanding of how to write a |how to write a personal |understanding of how to write a |evidence for understanding of |

|Writing: Personal Narrative |personal narrative |narrative |personal narrative |how to write a personal |

| | | | |narrative |

| |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, |Makes very few (or no) attempts |

|Use of the Writing Process |drafting, revising, and editing |drafting, revising, and/or |revise, or edit first draft; but|to plan, revise, or edit first |

| |that significantly improves |editing that contributes to |this work does not contribute to|draft of writing. |

| |quality of the final work. |overall quality of the final |the overall quality of the | |

| | |work. |piece. | |

Writing Benchmark Assessment Rubric

Grade: Kindergarten Unit of Study: All-About Books

|Assessed Qualities of Writing|4 |3 |2 |1 |

| |Chooses a topic on which he/she |Draws and uses words to support |Draws or uses words to support |Draws about one topic |

|Ideas |is an expert |one topic |one topic | |

| |Stays on topic | | | |

| |Includes title, table of |Includes title and 1-2 |Includes title and 1 additional |Includes a title and pictures |

|Organization |contents, and 1-2 additional |additional elements of |element of nonfiction | |

| |elements of nonfiction |nonfiction | | |

| | | | | |

| |Uses some descriptive language |Uses some descriptive language |Uses words relevant to topic |Uses terminology that is not |

| |and some relevant terminology |or relevant terminology | |relevant to topic |

|Word Choice | | | | |

| | | | | |

| |Demonstrates thorough |Demonstrates adequate |Demonstrates limited |Demonstrates little or no |

|Understanding this Form of |understanding of how to write |understanding of how to write |understanding of how to write |understanding of how to write |

|Writing: All-About Books |about a topic they know well in |about a topic they know well in |about a topic they know well in |about a topic they know well in |

| |an “all-about” format |an “all-about” format |an “all-about” format |an “all-about” format |

| |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, |Makes very few (or no) attempts |

|Use of the Writing Process |drafting, revising, and editing |drafting, revising, and/or |revise, or edit first draft; but|to plan, revise, or edit first |

| |that significantly improves |editing that contributes to |this work does not contribute to|draft of writing. |

| |quality of the final work. |overall quality of the final |the overall quality of the | |

| | |work. |piece. | |

Writing Benchmark Assessment Rubric

Grade: One Unit of Study: Personal Narrative

|Assessed Qualities of Writing|4 |3 |2 |1 |

| |Writes about one clear and |Writes about one focused, |Writes about a clear idea but |Writes about an unclear or |

|Ideas |focused central idea |central idea |may deviate slightly off topic |under-developed idea |

| |Develops the setting, |Describes the setting, |Describes the setting, |Lists the setting, characters, |

| |characters, objects, and events |characters, objects, and events |characters, objects, and events |objects, and events without |

| |with many interesting details |with some relevant details |with limited details |including details |

| |Uses a sequence and structure |Develops a sequence and |Develops a sequence and |Demonstrates little or no |

|Organization |that are easy to follow |structure |structure that may be confusing |evidence of a sequence or |

| |Develops a well-planned |Develops a beginning, middle, |at times |structure. Ideas may listed in |

| |beginning, middle, and end that |and end |Attempts to develop a beginning,|random order. |

| |are well thought out and rich in|Includes well thought out |middle, and end but parts may be|Demonstrates little or no |

| |detail |opening and closing |confusing or missing |evidence of a beginning, middle,|

| | | | |and end |

| | | | |Writing may be very difficult to|

| | | | |follow |

| |Spells all high-frequency words |Spells high frequency words |Spells some high frequency words|Writing includes many spelling |

| |and most less frequent words |correctly and uses |correctly and attempts |errors that interfere with |

|Conventions |correctly |grade-appropriate transitional |grade-appropriate transitional |meaning. |

| |Demonstrates exceptional control|spellings for less frequent |spellings for some less frequent|Demonstrates little or no |

| |of capitalization and |words |words |control of capitalization and |

| |punctuation |Demonstrates grade-appropriate |Demonstrates some control of |spelling. Errors interfere with|

| | |control of capitalization and |grade-appropriate capitalization|meaning. |

| | |punctuation |and punctuation. Errors | |

| | | |generally do not interfere with | |

| | | |meaning. | |

|Understanding this Form of |Demonstrates superior |Demonstrates understanding of |Demonstrates a limited |Demonstrates little or no |

|Writing: Personal Narrative |understanding of how to write a |how to write a personal |understanding of how to write a |evidence for understanding of |

| |personal narrative |narrative |personal narrative |how to write a personal |

| | | | |narrative |

Writing Benchmark Assessment Rubric

Grade: One Unit of Study: All-About/Expository

|Assessed Qualities of Writing|4 |3 |2 |1 |

| |Includes title and table of |Includes title and table of |Includes some evidence of a |Includes some evidence of a |

|Organization |contents and 3 to 4 additional |contents and 1 to 2 additional |title and table of contents and |title but no additional |

| |elements of nonfiction (e.g., |elements of nonfiction (e.g., |1 additional element of |elements of nonfiction (e.g., |

| |captions, labels, diagrams, |captions, labels, diagrams, |nonfiction (e.g., captions, |captions, labels, diagrams, |

| |maps, fun facts) |maps, fun facts) |labels, diagrams, maps, fun |maps, fun facts) |

| | | |facts) | |

| |Includes precise descriptive |Attempts to use descriptive |May occasionally use descriptive|Includes little or no evidence |

|Word Choice |action words, adjectives, and |action words, adjectives, and |action words, adjectives, and |of descriptive word use |

| |adverbs to clarify details for |adverbs to clarify details for |adverbs to clarify details for |Includes little or no evidence |

| |the reader |the reader |the reader |of vocabulary relevant to the |

| |Uses vocabulary relevant to the |Attempts to use vocabulary |May occasionally use vocabulary |topic |

| |topic |relevant to the topic |relevant to the topic | |

| |Clearly states ideas and stays |Stays generally on topic |Demonstrates limited ability to |Demonstrates little or no |

| |on topic |throughout the text |stay on topic throughout the |ability to stay on topic |

|Ideas |Selects a topic for which he/she|Selects a topic for which he/she|text |throughout the text |

| |is an “expert” |knows a lot about |Selects a topic for which he/she|Selects a topic for which he/she|

| |Focuses on one idea throughout |Focuses on one idea throughout |has limited knowledge |has little or no knowledge |

| |the text that is informative for|the text |Maintains limited focus on one |Maintains little or no focus |

| |the reader | |central idea throughout the text|throughout the text |

| |Demonstrates thorough |Demonstrates adequate |Demonstrates limited |Demonstrates little or no |

|Understanding this Form of |understanding of how to write |understanding of how to write |understanding of how to write |understanding of how to write |

|Writing: All-About/Expository|about a topic they know well in |about a topic they know well in |about a topic they know well in |about a topic they know well in |

| |an “all-about” format |an “all-about” format |an “all-about” format |an “all-about” format |

| |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, |Makes very few (or no) attempts |

|Use of the Writing Process |drafting, revising, and editing |drafting, revising, and/or |revise, or edit first draft; but|to plan, revise, or edit first |

| |that significantly improves |editing that contributes to |this work does not contribute to|draft of writing. |

| |quality of the final work. |overall quality of the final |the overall quality of the | |

| | |work. |piece. | |

Writing Benchmark Assessment Rubric

Grade: One Unit of Study: Poetry

|Assessed Qualities of Writing|4 |3 |2 |1 |

| |Writes with an appeal to |Writes with an appeal to one or |Writes with limited appeal to |Writes with little or no appeal |

|Word Choice |multiple senses, when |two senses, when appropriate |senses |to senses |

| |appropriate |Uses some new, unique, and |Uses limited new, unique, and |Demonstrates little or no use of|

| |Consistently uses many new, |interesting adjectives and verbs|interesting adjectives and verbs|new, unique, and interesting |

| |unique, and interesting |throughout the poem |throughout the poem |adjectives and verbs throughout |

| |adjectives and verbs throughout | | |the poem |

| |the poem | | | |

| |Writes about topic that is |Writes about topic that is |Writes about topic with limited |Writes about topic with little |

|Ideas |completely clear, focused, and |adequately clear, focused, and |clarity, focus, and organization|or no clarity, focus, and |

| |well organized |organized | |organization |

| | | | | |

| |Writes sentences that include |Writes sentences that include an|Writes sentences that include a |Writes sentences that include |

| |evoke a high level of connection|adequate level of connection and|limited level of connection and |little or no connection and |

|Sentence Fluency |and engagement |engagement |engagement |engagement |

| |Writes with effective rhythm and|Writes with some rhythm and flow|Writes with limited rhythm and |Writes with little or no rhythm |

| |flow | |flow |and flow |

| |Demonstrates thorough |Demonstrates adequate |Demonstrates limited |Demonstrates little or no |

|Understanding this Form of |understanding of what a poem is |understanding of what a poem is |understanding of what a poem is |understanding of what a poem or |

|Writing: |and all of it’s characteristics |and most of it’s characteristics|and few of it’s characteristics |it’s characteristics |

|Poetry | | | | |

| |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, |Makes very few (or no) attempts |

|Use of the Writing Process |drafting, revising, and editing |drafting, revising, and/or |revise, or edit first draft; but|to plan, revise, or edit first |

| |that significantly improves |editing that contributes to |this work does not contribute to|draft of writing. |

| |quality of the final work. |overall quality of the final |the overall quality of the | |

| | |work. |piece. | |

Writing Benchmark Assessment Rubric

Grade: Two Unit of Study: Personal Narrative

|Assessed Qualities of Writing |4 |3 |2 |1 |

| |Writes about one clear, |Writes about one focused, |Writes about a clear idea with |Writes about an under-developed|

|Ideas |focused, and original central |original central idea |limited sensory details |idea |

| |idea |Describes the setting, |May deviate slightly off topic |Describes the setting, |

| |Develops the setting, |characters, objects, and events|Describes the setting, |characters, objects, and events|

| |characters, objects, and events|with relevant details |characters, objects, and events|without including details |

| |with interesting, well-chosen | |with limited or irrelevant | |

| |details | |details | |

| |Uses a sequence and structure |Develops a sequence and |Develops a sequence and |Demonstrates little or no |

|Organization |that are easy to follow |structure |structure that is confusing |evidence of a sequence or |

| |Develops a beginning, middle, |Develops a beginning, middle, |Develops a beginning, middle, |structure |

| |and end that are well thought |and end |and end in which parts are |Demonstrates little or no |

| |out and rich in detail |Includes well thought out |confusing or missing |evidence of a beginning, |

| |Incorporates voice |opening and closing | |middle, and end |

| | | | |Includes writing that is very |

| | | | |difficult to follow |

| |Uses exceptionally descriptive |Uses descriptive language and |Uses limited, common, or |Uses vocabulary that is |

| |language |precise words to enhance |repetitive language with little|extremely limited or confusing |

|Word Choice/Conventions |Word choice is precise |writing |variety or description |Writes with significant errors |

| |Writes in a way that allows the|Writes in a way that makes the |Writes with frequent errors in |in spelling, capitalization, |

| |reader to visualize the story |story clear to the reader |spelling, capitalization, |punctuation, and grammar |

| |Writes with exceptionally |Demonstrates grade level |punctuation, and grammar | |

| |strong spelling, |control of spelling, |Some grade-level high-frequency| |

| |capitalization, punctuation, |capitalization, punctuation, |words are spelled correctly | |

| |and grammar |and grammar | | |

| |Demonstrates superior |Demonstrates understanding of |Demonstrates a limited |Demonstrates little or no |

|Understanding this Form of |understanding of how to write a|how to write a personal |understanding of how to write a|evidence for understanding of |

|Writing: Personal Narrative |personal narrative |narrative |personal narrative |how to write a personal |

| | | | |narrative |

| |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, |Makes very few (or no) attempts|

|Use of the Writing Process |drafting, revising, and editing|drafting, revising, and/or |revise, or edit first draft; |to plan, revise, or edit first |

| |that significantly improves |editing that contributes to |but this work does not |draft of writing. |

| |quality of the final work. |overall quality of the final |contribute to the overall | |

| | |work. |quality of the piece. | |

Writing Benchmark Assessment Rubric

Grade: Two Unit of Study: All-About/Expository

|Assessed Qualities of Writing|4 |3 |2 |1 |

| |Includes evidence of a table of |Includes evidence of a title, |Includes a simple title |Includes incomplete, inaccurate,|

|Organization |contents and a thoughtful, |table of contents, and 3-4 |Reflects confusion or lack of |or no evidence of a title, table|

| |creative title |appropriate pictures with |appropriate information in a |of contents, pictures, or |

| |Includes 5 or more appropriate |captions or labeled diagrams |table of contents |diagrams |

| |pictures with captions or | |Incorporates 1-2 pictures with | |

| |labeled diagrams | |captions or labeled diagrams | |

| |Uses numerous above-grade-level |Uses numerous grade-level |Uses some descriptive verbs, |Demonstrates little or no |

|Word Choice |descriptive verbs, nouns, and |descriptive verbs, nouns, and |nouns, and adjectives to clarify|evidence of descriptive verbs, |

| |adjectives to clarify the topic |adjectives to clarify the topic |the topic |nouns, and adjectives to clarify|

| |Uses many transitional words to |Uses some transitional words to |Makes an attempt to use some |the topic |

| |enhance meaning |enhance meaning |transitional words to enhance |Includes little or no evidence |

| | | |meaning, although some may not |of transitional words to enhance|

| | | |be used appropriately |meaning |

| |Selects a clear, relevant topic |Selects a clear, relevant topic |Selects a topic that is vague or|Selects a topic that is unclear |

| |he/she understands |he/she understands |somewhat lacking in clarity |Demonstrates little or no |

|Ideas |Uses supportive details that |Adequately uses supportive |Uses some supportive details, |evidence of supportive details |

| |make the writing easy to follow |details that make the writing |although they don’t necessarily | |

| | |easy to follow |make the writing easy to follow | |

| |Demonstrates thorough |Demonstrates adequate |Demonstrates limited |Demonstrates little or no |

|Understanding this Form of |understanding of how to write |understanding of how to write |understanding of how to write |understanding of how to write |

|Writing: All-About/Expository|about a topic they know well in |about a topic they know well in |about a topic they know well in |about a topic they know well in |

| |an “all-about” format |an “all-about” format |an “all-about” format |an “all-about” format |

| |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, |Makes very few (or no) attempts |

|Use of the Writing Process |drafting, revising, and editing |drafting, revising, and/or |revise, or edit first draft; but|to plan, revise, or edit first |

| |that significantly improves |editing that contributes to |this work does not contribute to|draft of writing. |

| |quality of the final work. |overall quality of the final |the overall quality of the | |

| | |work. |piece. | |

Writing Benchmark Assessment Rubric

Grade: Two Unit of Study: Poetry

|Assessed Qualities of Writing|4 |3 |2 |1 |

| |Writes with an appeal to |Writes with an appeal to one or |Writes with limited appeal to |Writes with little or no appeal |

|Word Choice |multiple senses, when |two senses, when appropriate |senses |to senses |

| |appropriate |Uses some new, unique, and |Uses limited new, unique, and |Demonstrates little or no use of|

| |Consistently uses many new, |interesting adjectives and verbs|interesting adjectives and verbs|new, unique, and interesting |

| |unique, and interesting |throughout the poem |throughout the poem |adjectives and verbs throughout |

| |adjectives and verbs throughout | | |the poem |

| |the poem | | | |

| |Writes about topic that is |Writes about topic that is |Writes about topic with limited |Writes about topic with little |

|Ideas |completely clear, focused, and |adequately clear, focused, and |clarity, focus, and organization|or no clarity, focus, and |

| |well organized |organized | |organization |

| | | | | |

| |Writes sentences that include |Writes sentences that include an|Writes sentences that include a |Writes sentences that include |

| |evoke a high level of connection|adequate level of connection and|limited level of connection and |little or no connection and |

|Sentence Fluency |and engagement |engagement |engagement |engagement |

| |Writes with effective rhythm and|Writes with some rhythm and flow|Writes with limited rhythm and |Writes with little or no rhythm |

| |flow | |flow |and flow |

| |Demonstrates thorough |Demonstrates adequate |Demonstrates limited |Demonstrates little or no |

|Understanding this Form of |understanding of what a poem is |understanding of what a poem is |understanding of what a poem is |understanding of what a poem or |

|Writing: |and all of it’s characteristics |and most of it’s characteristics|and few of it’s characteristics |it’s characteristics |

|Poetry | | | | |

| |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, |Makes very few (or no) attempts |

|Use of the Writing Process |drafting, revising, and editing |drafting, revising, and/or |revise, or edit first draft; but|to plan, revise, or edit first |

| |that significantly improves |editing that contributes to |this work does not contribute to|draft of writing. |

| |quality of the final work. |overall quality of the final |the overall quality of the | |

| | |work. |piece. | |

Writing Benchmark Assessment Rubric

Grade: Three Unit of Study: Personal Narrative

|Assessed Qualities of |4 |3 |2 |1 |

|Writing | | | | |

| |Writes about a very clear, focused |Writes about a central idea |Writes about an unclear central idea|Writes without a central idea |

|Ideas |central idea |Develops ideas with appropriate |Develops ideas weakly with few |Develops ideas without detail or |

| |Develops ideas with well chosen |details and memorable insights |appropriate details and memorable |memorable insights |

| |details and memorable insights | |insights | |

| |Writes with a highly logical |Writes with a logical sequence of |Writes with a minimally developed |Writes without a developed sequence |

|Organization |sequence of events or time order |events or time order |sequence of events or time order |of events or time order |

| |Engages the reader creatively |Engages the reader |Writes with minimal engagement |Writes with little or no engagement |

| |Relates significant events in a |Relates significant events in |Demonstrates minimal relation of |Demonstrates little or no relation |

| |sophisticated manner and moves to a |adequately and moves to a conclusion|events and attempts to move to a |of events and fails to move to a |

| |powerful conclusion | |conclusion |conclusion |

| |Writes with exceptional voice for |Writes with appropriate voice for |Writes with limited voice and shows |Writes with little or no voice and |

| |intended audience and purpose |audience and purpose |minimal awareness of audience and |shows lack of awareness for audience|

|Voice |Writes with a high level of |Writes with some expression, |purpose |and purpose |

| |expression, engagement, and |engagement, and sincerity |Writes with limited expression, |Writes without expression, |

| |sincerity | |engagement, and sincerity |engagement, and sincerity |

|Understanding this |Demonstrates a clear ability to |Demonstrates an adequate |Demonstrates minimal understanding |Demonstrates little or no |

|Form of Writing: |convey the significance of the |understanding that personal |that personal narrative conveys the |understanding that personal |

|Personal Narrative |writer’s life through the personal |narrative conveys the significance |significance of the writer’s life |narrative conveys the significance |

| |narrative |of the writer’s life | |of the writer’s life |

|Use of the Writing |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, revise,|Makes very few (or no) attempts to |

|Process |drafting, revising, and editing that|drafting, revising, and/or editing |or edit first draft; but this work |plan, revise, or edit first draft of|

| |significantly improves quality of |that contributes to overall quality |does not contribute to the overall |writing. |

| |the final work. |of the final work. |quality of the piece. | |

Writing Benchmark Assessment Rubric

Grade: Three Unit of Study: Nonfiction

|Assessed Qualities of |4 |3 |2 |1 |

|Writing | | | | |

| |Writes with a high level of clarity |Writes about a clear, manageable |Writes about a fairly broad topic |Writes about a broad topic |

|Ideas |about a manageable topic |topic |Addresses content that is general |Addresses content that is unclear |

| |Writes with anticipation of reader's|Attempts to address reader's |and vague |and vague |

| |interest |interest |Incorporates some irrelevant detail |Incorporates mostly irrelevant |

| |Incorporates relevant and elaborate |Incorporates relevant detail | |detail |

| |detail | | | |

| |Writes with exceptional clarity and |Writes with clear, consistent |Writes with limited clarity and |Writes little or no organization |

|Organization |consistent organization |organization |inconsistent organization |Lacks an introduction and conclusion|

| |Engages the reader with an |Develops an adequate introduction |Develops a weak introduction and/or | |

| |interesting and compelling |and conclusion |conclusion |Demonstrates little or no evidence |

| |introduction and conclusion |Connects writing with some |Connects writing with weak or |of transitions to connect writing |

| |Connects writing with sophisticated |transitions |limited transitions | |

| |transitions throughout | | | |

| |Uses extensive content-specific |Uses an appropriate amount of |Uses some content-specific |Uses very few content-specific |

| |vocabulary throughout |content-specific vocabulary |vocabulary |vocabulary words |

|Word Choice | |throughout | | |

| | | | | |

|Understanding this |Organizes and conveys factual |Organizes and conveys factual |Organizes and conveys factual |Organizes and conveys factual |

|Form of Writing: |information in a compelling manner |information with the audience and |information with limited attention |information with little or no |

|Nonfiction |with the audience and purpose in |purpose in mind |to audience and purpose |attention to audience and purpose |

| |mind | | | |

|Use of the Writing |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, revise,|Makes very few (or no) attempts to |

|Process |drafting, revising, and editing that|drafting, revising, and/or editing |or edit first draft; but this work |plan, revise, or edit first draft of|

| |significantly improves quality of |that contributes to overall quality |does not contribute to the overall |writing. |

| |the final work. |of the final work. |quality of the piece. | |

Writing Benchmark Assessment Rubric

Grade: Three Unit of Study: Poetry

|Assessed Qualities of |4 |3 |2 |1 |

|Writing | | | | |

| |Selects topic that engages and |Selects topic that engages and helps|Selects topic that provides limited |Selects topic that offer little or |

|Ideas |clearly provides a new perspective |the reader see a new perspective |engagement and insight into a new |no engagement or insight into a new |

| |for the reader |Selects topic that has meaning |perspective |perspective |

| |Selects topic that has significant | |Selects basic ideas for topic |Selects topic that lacks focus |

| |meaning to the writer | | | |

| |Uses an organizational structure |Uses an organizational structure |Uses an organizational structure |Lacks an organizational structure |

|Organization |that effectively conveys the central|that conveys the central idea or |that is limited in conveying the |that conveys the central idea or |

| |idea or theme of the poem |theme of the poem |central idea or theme of the poem |theme of the poem |

| |Effectively uses poetic patterns |Uses poetic patterns including |Incorporates limited use of poetic |Incorporates little or no use of |

| |including repetition and rhythm |repetition and rhythm |patterns such as repetition and |poetic patterns such as repetition |

| |Effectively uses spacing and line |Uses spacing and line breaks to |rhythm |and rhythm |

| |breaks to communicate the meaning of|communicate the meaning of the poem |Incorporates limited use of spacing |Incorporates little or no use |

| |the poem | |and line breaks to communicate the |spacing and line breaks to |

| | | |meaning of the poem |communicate the meaning of the poem |

| |Writes with significant detail and |Writes with adequate detail and |Writes with minimal detail and |Writes with little or no detail and |

| |language to strongly connect with |language to connect with the reader |language |language |

|Voice and Word Choice |the reader |Creates adequate sensory images that|Creates limited sensory images that |Writes with little or no sensory |

| |Creates vivid sensory images that |contribute to the meaning of the |contribute to the meaning of the |imaging |

| |contribute significantly to the |poem |poem |Writes with little or no use of |

| |meaning of the poem |Writes with adequate use of |Writes with limited use of |figurative language |

| |Writes with effective use of |figurative language, including |figurative language that support the| |

| |figurative language, including |similes, metaphors, and |meaning of the poem | |

| |similes, metaphors, and |personification, that support the | | |

| |personification, that support the |meaning of the poem | | |

| |meaning of the poem | | | |

|Understanding this |Demonstrates a clear understanding |Demonstrates an adequate |Demonstrates limited understanding |Demonstrates little or no |

|Form of Writing: |of the use of poetry as a unique way|understanding of the use of poetry |of the use of poetry as a unique way|understanding of the use of poetry |

|Poetry |to communicate and describe |as a unique way to communicate and |to communicate and describe |as a unique way to communicate and |

| |feelings, sensory images, and ideas |describe feelings, sensory images, |feelings, sensory images, and ideas |describe feelings, sensory images, |

| |Demonstrates a clear use of poetic |and ideas |Demonstrates limited use of poetic |and ideas |

| |language and specific word choice to|Demonstrates an adequate use of |language and specific word choice to|Demonstrates little or no use of |

| |convey meaning |poetic language and specific word |convey meaning |poetic language and specific word |

| | |choice to convey meaning | |choice to convey meaning |

|Use of the Writing |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, revise,|Makes very few (or no) attempts to |

|Process |drafting, revising, and editing that|drafting, revising, and/or editing |or edit first draft; but this work |plan, revise, or edit first draft of|

| |significantly improves quality of |that contributes to overall quality |does not contribute to the overall |writing. |

| |the final work. |of the final work. |quality of the piece. | |

Writing Benchmark Assessment Rubric

Grade: Four Unit of Study: Personal Narrative

|Assessed Qualities of |4 |3 |2 |1 |

|Writing | | | | |

| |Includes clearly presented central |Includes central idea with mostly |Includes central idea with limited |Includes central idea with limited |

|Ideas |idea with highly relevant facts, |relevant facts, supporting details, |facts, supporting details, and/or |facts, supporting details, and/or |

| |supporting details, and/or |and/or explanations |explanations |explanations |

| |explanations |Establishes an idea/plot and setting|Establishes a weak idea/plot and |Establishes a weak idea/plot and |

| |Establishes an intricately developed|Provides some insight into why |setting |setting |

| |idea/plot and setting |events/experiences were memorable |Provides little insight into why |Provides little insight into why |

| |Provides in-depth insight (implied | |events/experiences were memorable |events/experiences were memorable |

| |and/or stated) into why | | | |

| |events/experiences were memorable | | | |

| |Provides highly organized structure,|Provides generally well- organized |Provides somewhat disorganized |Provides highly disorganized |

|Organization |including paragraphs |structure, including paragraphs |structure with limited evidence of |structure and lacks evidence of |

| |Engages reader creatively |Engages reader adequately |paragraphing |paragraphing |

| |Relates significant events adeptly |Relates significant events and moves|Writes with limited engagement |Writes without engagement |

| |and moves to a strong, clear |to a clear conclusion |Provides minimally developed |Provides confusing or lacking |

| |conclusion | |sequence of events and weak |sequence of events and fails to |

| | | |conclusion |conclude |

| |Writes almost completely without |Writes with few convention errors |Writes with frequent convention |Writes with substantial error making|

| |error, making the piece easy to read|that do not interfere with meaning |errors that confuse the reader |the piece difficult to follow |

|Conventions |and understand |Includes accurate spelling of |Includes some spelling errors in |Includes numerous spelling errors in|

| |Includes accurate spelling of |grade-appropriate vocabulary |grade-appropriate vocabulary that |grade-appropriate vocabulary that |

| |grade-level and rich, unexpected |throughout the piece |should reflect self-correction |should reflect self-correction |

| |vocabulary throughout the piece | | | |

|Understanding this |Writes extensively about |Writes about memorable "small |Writes about "small moments" that |Writes without illustrating "small |

|Form of Writing: |memorable/significant "small |moments" that convey personal |are somewhat unrelated or |moments" that reflect the experience|

|Personal Narrative |moments" that convey personal |thoughts and feelings |disconnected |of the author |

| |thoughts and feelings |Adequately develops setting and |Develops setting has limited |Fails to develop setting that |

| |Thoroughly develops setting and |establishes relevance to experiences|relevance to experiences of the |relates to experiences of the writer|

| |strongly establishes relevance to |of the writer |writer |Reveals little or no detail about |

| |experiences of the writer |Generally reveals important details |Reveals limited detail about the |the author |

| |Reveals significant details about |about the author |author | |

| |the author through personal | | | |

| |reflection | | | |

|Use of the Writing |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, revise,|Makes very few (or no) attempts to |

|Process |drafting, revising, and editing that|drafting, revising, and/or editing |or edit first draft; but this work |plan, revise, or edit first draft of|

| |significantly improves quality of |that contributes to overall quality |does not contribute to the overall |writing. |

| |the final work. |of the final work. |quality of the piece. | |

Writing Benchmark Assessment Rubric

Grade: Four Unit of Study: Nonfiction/Expository/Feature Article

|Assessed Qualities of |4 |3 |2 |1 |

|Writing | | | | |

| |Engages the reader with a clear |Engages the reader with a purpose |Writes with limited engagement and |Writes with little or no engagement |

|Ideas |purpose |Narrows topic to an broad, yet |purpose |and purpose |

| |Narrows topic to manageable focus |manageable focus |Writes with an overly broad and |Writes without defining a clear |

| |Includes numerous facts, statistics,|Includes adequate facts, statistics,|somewhat unmanageable focus |focus/topic |

| |examples that are clearly related to|examples that are related to the |Includes weak facts, statistics, and|Excludes facts, statistics, and |

| |the topic and purpose |topic and purpose |examples |examples |

| |Thoroughly reveals writer's point of|Adequately reveals writer's point of|Occasionally reveals writer's point |Writes without revealing author's |

|Voice |view throughout |view |of view |point of view |

| |Presents clear sense of audience |Presents a sense of audience |Presents limited sense of audience |Presents little or no sense of |

| | | | |audience |

| |Effectively chooses words that |Chooses words that convey intended |Chooses words that vaguely convey |Chooses words fail to convey |

| |convey intended message in a precise|message while drawing some interest |intended message |intended message |

|Word Choice |and interesting way |from the reader |Incorporates limited number of words|Incorporates little or no vocabulary|

| |Incorporates words that are highly |Incorporates words that are mostly |specific to the topic/content |specific to the topic/content |

| |specific to the topic/content |specific to the topic/content |Uses dull verbs, nouns, and |Uses repetitive verbs, nouns, and |

| |Uses precise and creative verbs, |Uses adequate verbs, nouns, and |adjectives that deliver a confusing |adjectives that fail to deliver a |

| |nouns, and adjectives that deliver a|adjectives that deliver a clear |message |message to the reader |

| |clear message |message | | |

|Understanding this |Clearly focuses on specific |Focuses primarily on specific |Focuses generally on specific |Writes without clear or definable |

|Form of Writing: |aspect(s) of a topic |aspect(s) of a topic |aspect(s) of a topic, yet may |focus |

|Nonfiction/ |Reveals and supports writer's point |Reveals writer's point of view with |include some extraneous information |Writes without expressing author's |

|Expository/ |of view with substantial evidence |adequate evidence or factual |Writes without clearly revealing |point of view |

|Feature Article |or factual information |information |author's point of view |Fails to include research |

| |Includes extensive, accurate |Includes accurate research |Includes research that reveals | |

| |research | |misconceptions, partial | |

| | | |understanding, or irrelevant | |

| | | |information | |

|Use of the Writing |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, revise,|Makes very few (or no) attempts to |

|Process |drafting, revising, and editing that|drafting, revising, and/or editing |or edit first draft; but this work |plan, revise, or edit first draft of|

| |significantly improves quality of |that contributes to overall quality |does not contribute to the overall |writing. |

| |the final work. |of the final work. |quality of the piece. | |

Writing Benchmark Assessment Rubric

Grade: Four Unit of Study: Poetry

|Assessed Qualities of |4 |3 |2 |1 |

|Writing | | | | |

| |Selects topic that engages and |Selects topic that engages and helps|Selects topic that provides limited |Selects topic that offer little or |

|Ideas |clearly provides a new perspective |the reader see a new perspective |engagement and insight into a new |no engagement or insight into a new |

| |for the reader |Selects topic that has meaning |perspective |perspective |

| |Selects topic that has significant | |Selects basic ideas for topic |Selects topic that lacks focus |

| |meaning to the writer | | | |

| |Uses an organizational structure |Uses an organizational structure |Uses an organizational structure |Lacks an organizational structure |

|Organization |that effectively conveys the central|that conveys the central idea or |that is limited in conveying the |that conveys the central idea or |

| |idea or theme of the poem |theme of the poem |central idea or theme of the poem |theme of the poem |

| |Effectively uses poetic patterns |Uses poetic patterns including |Incorporates limited use of poetic |Incorporates little or no use of |

| |including repetition and rhythm |repetition and rhythm |patterns such as repetition and |poetic patterns such as repetition |

| |Effectively uses spacing and line |Uses spacing and line breaks to |rhythm |and rhythm |

| |breaks to communicate the meaning of|communicate the meaning of the poem |Incorporates limited use of spacing |Incorporates little or no use |

| |the poem | |and line breaks to communicate the |spacing and line breaks to |

| | | |meaning of the poem |communicate the meaning of the poem |

| |Writes with significant detail and |Writes with adequate detail and |Writes with minimal detail and |Writes with little or no detail and |

| |language to strongly connect with |language to connect with the reader |language |language |

|Voice and Word Choice |the reader |Creates adequate sensory images that|Creates limited sensory images that |Writes with little or no sensory |

| |Creates vivid sensory images that |contribute to the meaning of the |contribute to the meaning of the |imaging |

| |contribute significantly to the |poem |poem |Writes with little or no use of |

| |meaning of the poem |Writes with adequate use of |Writes with limited use of |figurative language |

| |Writes with effective use of |figurative language, including |figurative language that support the| |

| |figurative language, including |similes, metaphors, and |meaning of the poem | |

| |similes, metaphors, and |personification, that support the | | |

| |personification, that support the |meaning of the poem | | |

| |meaning of the poem | | | |

|Understanding this |Demonstrates a clear understanding |Demonstrates an adequate |Demonstrates limited understanding |Demonstrates little or no |

|Form of Writing: |of the use of poetry as a unique way|understanding of the use of poetry |of the use of poetry as a unique way|understanding of the use of poetry |

|Poetry |to communicate and describe |as a unique way to communicate and |to communicate and describe |as a unique way to communicate and |

| |feelings, sensory images, and ideas |describe feelings, sensory images, |feelings, sensory images, and ideas |describe feelings, sensory images, |

| |Demonstrates a clear use of poetic |and ideas |Demonstrates limited use of poetic |and ideas |

| |language and specific word choice to|Demonstrates an adequate use of |language and specific word choice to|Demonstrates little or no use of |

| |convey meaning |poetic language and specific word |convey meaning |poetic language and specific word |

| | |choice to convey meaning | |choice to convey meaning |

|Use of the Writing |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, revise,|Makes very few (or no) attempts to |

|Process |drafting, revising, and editing that|drafting, revising, and/or editing |or edit first draft; but this work |plan, revise, or edit first draft of|

| |significantly improves quality of |that contributes to overall quality |does not contribute to the overall |writing. |

| |the final work. |of the final work. |quality of the piece. | |

Writing Benchmark Assessment Rubric

Grade: Five Unit of Study: Personal Narrative

|Assessed Qualities of |4 |3 |2 |1 |

|Writing | | | | |

| |Organizes with a sophisticated |Organizes with a clear structure |Organizes with an inconsistent |Organizes without a clear structure |

|Organization |structure that includes paragraphs |that includes paragraphs and |structure and focus with few |and focus |

| |and effective transitional |adequate transitional words/phrases |paragraphs and transitional |Provides weak sequences that fail to|

| |words/phrases |Develops sequence of significant |words/phrases |engage or conclude |

| |Develops thorough sequence of |events or time order that engages |Provides minimal sequence of | |

| |significant events or time order |the reader and moves to a conclusion|significant events or time order | |

| |that strongly engages the reader and| |that fails to engage the reader | |

| |moves to a powerful conclusion | |and/or reach a conclusion | |

| |Writes with voice that is |Writes with voice |Writes with inconsistent or weak |Writes little or no voice |

|Voice |well-matched to the topic, purpose, |Shows an awareness of audience |voice |Shows little or no awareness of |

| |and audience |Writes with some expression and |Shows limited awareness of audience |audience |

| |Writes with exceptional expression |engagement |Writes with limited expression and |Writes without expression and |

| |and engagement | |engagement |engagement |

| |Writes with few (if any) errors, |Writes with some errors that do not |Writes with frequent errors that |Writes with a high level of error |

| |making the writing very fluid and |interfere with meaning |cause confusion for the reader |that makes it difficult for the |

|Conventions |easy to understand | | |reader to follow the writing |

| | | | | |

|Understanding this |Demonstrates a clear ability to |Demonstrates an adequate |Demonstrates minimal understanding |Demonstrates little or no |

|Form of Writing: |convey the significance of the |understanding that personal |that personal narrative conveys the |understanding that personal |

|Personal Narrative |writer’s life through the personal |narrative conveys the significance |significance of the writer’s life |narrative conveys the significance |

| |narrative |of the writer’s life | |of the writer’s life |

|Use of the Writing |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, revise,|Makes very few (or no) attempts to |

|Process |drafting, revising, and editing that|drafting, revising, and/or editing |or edit first draft; but this work |plan, revise, or edit first draft of|

| |significantly improves quality of |that contributes to overall quality |does not contribute to the overall |writing. |

| |the final work. |of the final work. |quality of the piece. | |

Writing Benchmark Assessment Rubric

Grade: Five Unit of Study: Persuasive Essay

|Assessed Qualities of |4 |3 |2 |1 |

|Writing | | | | |

| |States clear position and maintains |States position and maintains focus |Implies position and generally |Implies position weakly and |

|Ideas/ |focus |Supports position with a reasonable |maintains focus |struggles to maintain focus |

|Organization |Supports position with substantial, |amount of relevant evidence and |Supports position with a minimal |Supports position with little or no |

| |relevant evidence and detail |detail |amount of relevant evidence and |relevant evidence and detail |

| |Clearly anticipates and addresses |Addresses reader concerns and |detail |Writes with little or no mention of |

| |reader concerns and |counter-arguments |Mentions reader concerns and |reader concerns and |

| |counter-arguments |Organizes clearly with use of |counter-arguments but they are not |counter-arguments |

| |Organizes clearly with use of highly|transitional words and expressions |adequately addressed |Writes with lack of organization |

| |effective transitional sentences and|that engage the reader and move the |Writes with organization hampered by|that interferes with meaning |

| |expressions that strongly engage the|piece to a conclusion |weak transitions |Fails to engage the reader |

| |reader and move the piece to a | |Develops a conclusion that lacks | |

| |powerful conclusion | |engagement | |

| |Writes with precise, effective |Writes with mostly correct spelling,|Writes with spelling, |Writes with numerous spelling, |

|Conventions |spelling, capitalization, |capitalization, paragraphing, and |capitalization, paragraphing, and |capitalization, paragraphing, and |

| |paragraphing, and grammar that make |grammar |grammar errors that slow the reader |grammar errors that make the writing|

| |the piece easy to understand |Minimizes errors such that the |or cause confusion |difficult to follow |

| | |writing is not difficult to read or | | |

| | |understand | | |

| |Writes with strong persuasive tone |Writes with persuasive tone and has |Writes with weak persuasive tone and|Writes with little or no persuasive |

| |and has a strong sense of audience |a sense of audience |has a minimal sense of audience |tone without a sense of audience |

|Voice |Clearly reveals author’s convictions|Reveals author’s convictions about |Reveals minimal information about |Reveals little or no information |

| |about the topic through the writer’s|the topic through the writer’s |the author’s convictions through the|about the author’s convictions |

| |unique voice |unique voice |writer’s unique voice |through the writer’s unique voice |

|Understanding this |Includes strong arguments that |Includes arguments that effectively |Includes weak arguments that reflect|Fails to offer arguments that |

|Form of Writing: |effectively attempt to change the |attempt to change the perspective of|a minimal attempt to change the |attempt to change the perspective of|

|Persuasive Essay |perspective of the reader |the reader |perspective of the reader |the reader |

| |Clearly states position and supports|States position and supports it with|Vaguely states position and supports|Demonstrates lack of position and/or|

| |it with relevant and compelling |relevant facts |it with few relevant facts |relevant supporting facts |

| |facts | | | |

|Use of the Writing |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, revise,|Makes very few (or no) attempts to |

|Process |drafting, revising, and editing that|drafting, revising, and/or editing |or edit first draft; but this work |plan, revise, or edit first draft of|

| |significantly improves quality of |that contributes to overall quality |does not contribute to the overall |writing. |

| |the final work. |of the final work. |quality of the piece. | |

Writing Benchmark Assessment Rubric

Grade: Five Unit of Study: Poetry

|Assessed Qualities of |4 |3 |2 |1 |

|Writing | | | | |

| |Effectively chooses vivid words that|Chooses words that demonstrate some |Chooses words that demonstrate |Chooses words that demonstrate |

|Voice |demonstrate a clear understanding of|understanding of figurative language|limited understanding of figurative |little or no understanding of |

| |figurative language (imagery, |(imagery, simile, metaphor, |language (imagery, simile, metaphor,|figurative language (imagery, |

| |simile, metaphor, personification, |personification, etc.) |personification, etc.) |simile, metaphor, personification, |

| |etc.) that convey emotion and | | |etc.) |

| |meaning | | | |

| |Effectively incorporates poetic |Demonstrates some use of poetic |Demonstrates limited use of poetic |Demonstrates little or no use of |

|Word Choice |elements such as alliteration, |elements such as alliteration, |elements such as alliteration, |poetic elements such as |

| |onomatopoeia, rhyme, rhythm, and |onomatopoeia, rhyme, rhythm, and |onomatopoeia, rhyme, rhythm, and |alliteration, onomatopoeia, rhyme, |

| |repetition |repetition |repetition |rhythm, and repetition |

| |Organizes with a sophisticated |Organizes with a clear structure |Organizes with an inconsistent |Organizes without structure or use |

| |structure that includes the unique |that includes the unique graphic |structure and minimal use of graphic|of graphic features |

|Organization |graphic features of poetry |features of poetry, including line |features | |

| |including, line breaks, white space,|breaks, white space, and stanzas | | |

| |and stanzas that communicate meaning|that communicate meaning and tone | | |

| |and tone | | | |

|Understanding this |Demonstrates a clear understanding |Demonstrates adequate understanding |Demonstrates a limited understanding|Demonstrates little or no |

|Form of Writing: |of poetry as a unique way to |of poetry as a unique way to |of poetry as a unique way to |understanding of poetry as a unique |

|Poetry |communicate and describe feelings, |communicate and describe feelings, |communicate and describe feelings, |way to communicate and describe |

| |ideas, or stories |ideas, or stories |ideas, or stories |feelings, ideas, or stories |

|Use of the Writing |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, revise,|Makes very few (or no) attempts to |

|Process |drafting, revising, and editing that|drafting, revising, and/or editing |or edit first draft; but this work |plan, revise, or edit first draft of|

| |significantly improves quality of |that contributes to overall quality |does not contribute to the overall |writing. |

| |the final work. |of the final work. |quality of the piece. | |

Writing Benchmark Assessment Rubric

Grade: Six Unit of Study: Personal Narrative

|Assessed Qualities of |4 |3 |2 |1 |

|Writing | | | | |

| |Includes a clearly presented central|Includes a central idea with |Includes a central idea with limited|Lacks a central idea but may include|

|Ideas |idea with relevant facts, supporting|relevant facts, supporting details, |facts, supporting details, and/or |marginally related facts, supporting|

| |details, and/or explanations |and/or explanations |explanations |details, and/or explanations |

| |Establishes well developed |Establishes characters, point of |Attempts to establish characters, |Demonstrates little or no |

| |characters, point of view, and |view, and setting |point of view, and setting |development of characters, point of |

| |setting |Uses sensory details |Reveals limited information about |view, and setting |

| |Uses multiple sensory details |Reveals important information about |self or life |Reveals little or no information |

| |Effectively reveals important |self or life | |about self or life |

| |information about self or life in a | | | |

| |creative way | | | |

| |Demonstrates voice that is |Writes with voice |Writes with inconsistent or weak |Writes with inconsistent or weak |

|Voice |appropriate to the topic, purpose, |Shows an awareness of audience |voice |voice |

| |and audience |Writes in a somewhat engaging manner|Shows limited awareness of the |Shows limited awareness of the |

| |Writing is exceptionally expressive |Uses some narrative devices |audience |audience |

| |and engaging | |Writes in a somewhat engaging manner|Writes in a somewhat engaging manner|

| |Uses a range of narrative devices | |Uses limited narrative devices |Uses limited narrative devices |

| |(e.g., dialogue, suspense) | | | |

| |Writes with very clear and organized|Writes with organized structure, |Writes with weak organizational |Writes with no clear structure, |

| |structure, including paragraphs and |including paragraphs and adequate |structure with inconsistent focus |focus, or paragraphs |

|Organization |effective transitional words/phrases|transitional words/phrases |and few paragraphs |Develops weak sequences that fail to|

| |Develops thorough sequence of |Develops sequence of events or time |Develops minimum sequence of events |engage the reader and conclude |

| |significant events or time order |order that strongly engages the |or time order that fails to engage |Demonstrates no evidence for use of |

| |that strongly engages the reader and|reader and has a conclusion |the reader and/or conclude |different time structures |

| |moves to a powerful conclusion |Demonstrates evidence of attempts to|Demonstrates minimal understanding |Communicates no overarching meaning|

| |Experiments effectively with |use different time structures |of use of different time structures |of memoir in ending |

| |different time structures |Communicates hint of overarching |Communicates little hint of | |

| |Clearly communicates the |meaning of memoir in ending |overarching meaning of memoir in | |

| |overarching meaning of memoir in | |ending | |

| |ending | | | |

|Understanding this |Demonstrates a clear ability to |Demonstrates an adequate |Demonstrates minimal understanding |Demonstrates little or no |

|Form of Writing: |convey the significance of the |understanding that memoirs or |that memoirs or personal narrative |understanding that memoirs or |

|Personal Narrative |writer’s life or experience through |personal narrative convey the |convey the significance of the |personal narrative convey the |

| |the memoir or personal narrative |significance of the writer’s life or|writer’s life or experience |significance of the writer’s life or|

| | |experience | |experience |

|Use of the Writing |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, revise,|Makes very few (or no) attempts to |

|Process |drafting, revising, and editing that|drafting, revising, and/or editing |or edit first draft; but this work |plan, revise, or edit first draft of|

| |significantly improves quality of |that contributes to overall quality |does not contribute to the overall |writing. |

| |the final work. |of the final work. |quality of the piece. | |

Writing Benchmark Assessment Rubric

Grade: Six Unit of Study: Persuasive Essay

|Assessed Qualities of |4 |3 |2 |1 |

|Writing | | | | |

| |States position with high level of |States position and remains on topic|Implies position and remains |Vaguely implies position and |

|Ideas |clarity and remains on topic |Supports position with a reasonable |generally on topic |deviates from topic |

| |Supports position with substantial |amount of relevant evidence and |Supports position with a minimal |Supports position with little or no |

| |relevant evidence and detail |detail |amount of evidence and detail |evidence and detail |

| |Clearly anticipates and addresses |Addresses reader concerns and |Mentions reader concerns and |Demonstrates little or no mention of|

| |reader concerns and |counter-arguments |counter-arguments but does not |reader concerns and |

| |counter-arguments |Includes adequate facts, statistics,|adequately address them |counter-arguments |

| |Includes numerous facts, statistics,|quotes from experts, and examples |Includes minimal facts, statistics, |Includes little or no facts, |

| |quotes from experts, and examples |(where appropriate) |quotes from experts, and examples |statistics, quotes from experts, and|

| |(where appropriate) | | |examples |

| |Writes with clear organization and |Writes with organization and uses |Demonstrates organization that is |Demonstrates little or no evidence |

|Organization |uses transitional sentences or |transitional words or expressions |hampered by weak transitions |of organization in a manner that |

| |expressions |Utilizes an organizational pattern |Demonstrates a weak attempt at an |interferes with meaning |

| |Utilizes an organizational pattern |that engages the reader and moves to|organizational pattern that lacks an|Demonstrates little or no |

| |that strongly engages the reader and|a conclusion |engaging lead and conclusion |organizational pattern |

| |moves to a powerful conclusion |Presents details and information | |Demonstrates little or no evidence |

| |Presents details and information in |Includes a lead | |of a lead or conclusion |

| |a precise, logical order | | | |

| |Engages the reader with a strong | | | |

| |lead | | | |

| |Writes with a strong persuasive tone|Writes with a persuasive tone and |Writes with weak persuasive tone and|Writes without persuasive tone and |

| |and has clear sense of audience |has a sense of audience |has a minimal sense of audience |has little or no sense of audience |

|Voice and Word Choice |Writes with well-crafted sentences |Uses adequate verbs, nouns, and |Uses limited word choice |Uses dull , repetitive word choice |

| |that express the writer’s |adjectives |Produces an unclear message for the |Writes without producing a message |

| |convictions |Produces a message for the reader |reader |for the reader |

| |Uses precise and creative verbs, | | | |

| |nouns, and adjectives | | | |

| |Produces a clear message for the | | | |

| |reader | | | |

|Understanding this |Demonstrates a clear understanding |Demonstrates an adequate |Demonstrates an minimal |Demonstrates little or no |

|Form of Writing: |that persuasive writing produces a |understanding that persuasive |understanding that persuasive |understanding that persuasive |

|Persuasive Essay |compelling message that attempts to |writing produces a message that |writing produces a message that |writing produces a message that |

| |convince the reader to adopt a |attempts to convince the reader to |attempts to convince the reader to |attempts to convince the reader to |

| |particular perspective |adopt a particular perspective |adopt a particular perspective |adopt a particular perspective |

|Use of the Writing |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, revise,|Makes very few (or no) attempts to |

|Process |drafting, revising, and editing that|drafting, revising, and/or editing |or edit first draft; but this work |plan, revise, or edit first draft of|

| |significantly improves quality of |that contributes to overall quality |does not contribute to the overall |writing. |

| |the final work. |of the final work. |quality of the piece. | |

Writing Benchmark Assessment Rubric

Grade: Six Unit of Study: Poetry

|Assessed Qualities of |4 |3 |2 |1 |

|Writing | | | | |

| |Writes with unique, highly detailed |Writes with adequately detailed |Writes with limited imagery |Writes with little or no imagery |

|Voice |imagery that evokes sensory imaging |imagery |Attempts to use some limited poetic |Writes with little or no use of |

| |Adeptly uses a range of poetic |Adequately uses some poetic devices |devices (repetition, refrain, |poetic devices (repetition, refrain,|

| |devices (repetition, refrain, |(repetition, refrain, rhythm, etc.) |rhythm, etc.) |rhythm, etc.) |

| |rhythm, etc.) | | | |

| |Uses sophisticated word choice which|Uses adequate word choice which |Uses limited word choice which evoke|Uses repetitive word choice which |

|Word Choice |evoke imagery and emotion in a |evoke some imagery and emotion |minimal imagery and emotion |evoke little or no imagery and |

| |highly effective manner |Writes in a way that clarifies |Writes without fully clarifying |emotion |

| |Writes in a way that clarifies |meaning and minimizes extraneous |meaning and incorporates some |Writes without clarifying meaning |

| |meaning and avoids extraneous |words/phrases |extraneous words/phrases |and incorporates a considerable |

| |words/phrases | | |amount of extraneous words/phrases |

| |Writes a strong, engaging ending |Writes an ending that provides |Writes an ending that provides |Writes without and ending that |

| |that effectively provides closure to|closure to the piece |limited closure to the piece |provides closure to the piece |

|Organization |the piece |Selects a poetic form appropriate to|Selects a poetic form that does not |Selects a poetic form that does |

| |Selects a poetic form that lends to |the meaning and purpose of the piece|entirely lend to the meaning and |match the meaning and purpose of the|

| |the meaning and purpose of the piece| |purpose of the piece |piece |

|Understanding this |Demonstrates extensive evidence of |Demonstrates adequate evidence of |Demonstrates limited evidence of |Demonstrates little or no evidence |

|Form of Writing: |understanding that poetry is a |understanding that poetry is a |understanding that poetry is a |of understanding that poetry is a |

|Poetry |unique way to communicate and |unique way to communicate and |unique way to communicate and |unique way to communicate and |

| |describe feelings, sensory images, |describe feelings, sensory images, |describe feelings, sensory images, |describe feelings, sensory images, |

| |ideas, or stories |ideas, or stories |ideas, or stories |ideas, or stories |

|Use of the Writing |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, revise,|Makes very few (or no) attempts to |

|Process |drafting, revising, and editing that|drafting, revising, and/or editing |or edit first draft; but this work |plan, revise, or edit first draft of|

| |significantly improves quality of |that contributes to overall quality |does not contribute to the overall |writing. |

| |the final work. |of the final work. |quality of the piece. | |

Writing Benchmark Assessment Rubric

Grade: Seven Unit of Study: Personal Narrative

|Assessed Qualities of |4 |3 |2 |1 |

|Writing | | | | |

| |Reveals compelling idea about self |Reveals important idea about self or|Reveals general information about |Reveals little or no information |

|Ideas |or life |life |self or life |about self or life |

| |Writes an ending that effectively |Writes an ending that adequately |Writes an ending but communicates |Fails to include a central idea |

| |communicates the larger meaning of |communicates the larger meaning of |little about the larger meaning of |supported by details |

| |the narrative |the narrative |the narrative | |

| |Includes a clearly presented central|Includes a central idea with |Includes a vague central idea with | |

| |idea with numerous supporting |supporting details |minimal supporting details | |

| |details | | | |

| |Writes with highly detailed imagery |Writes with adequate imagery that |Writes with minimal imagery that |Writes with a lack imagery that |

|Voice |that enables the reader to clearly |enables the reader to understand the|makes it challenging for the reader |prevents the reader from |

| |understand the feelings of the |feelings of the writer or other |to understand the feelings of the |understanding the feelings of the |

| |writer or other people in the |people in the narrative |writer or other people in the |writer or other people in the |

| |narrative |Uses some narrative devices (i.e., |narrative |narrative |

| |Uses a range of narrative devices |dialogue, suspense) |Demonstrates minimal use of |Demonstrates little or no use of |

| |(i.e., dialogue, suspense) | |narrative devices (i.e., dialogue, |narrative devices (i.e., dialogue, |

| | | |suspense) |suspense) |

| |Uses sophisticated literary language|Uses precise verbs, nouns, and |Uses limited descriptive language |Demonstrates little or no use of |

| |(powerful nouns, and verbs) that |adjectives that begin to create | |descriptive language |

|Word Choice |create sensory images |sensory images | | |

| | | | | |

|Understanding this |Demonstrates a clear ability to |Demonstrates an adequate ability to |Demonstrates minimal ability to |Demonstrates little or no ability to|

|Form of Writing: |convey the significance of the |convey the significance of the |convey the significance of the |convey the significance of the |

|Personal Narrative |writer’s life or experience through |writer’s life or the personal |writer’s life or the personal |writer’s life or the personal |

| |the personal narrative |narrative |narrative |narrative |

|Use of the Writing |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, revise,|Makes very few (or no) attempts to |

|Process |drafting, revising, and editing that|drafting, revising, and/or editing |or edit first draft; but this work |plan, revise, or edit first draft of|

| |significantly improves quality of |that contributes to overall quality |does not contribute to the overall |writing. |

| |the final work. |of the final work. |quality of the piece. | |

Writing Benchmark Assessment Rubric

Grade: Seven Unit of Study: Persuasive Essay/Nonfiction

|Assessed Qualities of |4 |3 |2 |1 |

|Writing | | | | |

| |Writes in a way that significantly |Writes in a way that helps the |Writes in a way that provides |Writes in a way that does not help |

|Ideas |helps the reader think in new ways |reader think in new ways about a |minimal help to the reader to think |the reader think in new ways about a|

| |about a topic |topic |in new ways about a topic |topic |

| |Includes numerous facts, figures, |Includes adequate facts, figures, |Includes few facts, figures, |Includes facts, figures, graphics, |

| |graphics, and examples to illustrate|graphics, and examples to illustrate|graphics, and examples to illustrate|and examples to illustrate details |

| |details and develop the topic (where|details and develop the topic |details and develop the topic |and develop the topic |

| |appropriate) | | | |

| |Reveals the author’s specific |Reveals the author’s general beliefs|Vaguely reveals the author’s general|Reveals little or nothing about the |

|Voice |beliefs about the topic through the |about the topic through the writer’s|beliefs about the topic with minimal|author’s general beliefs and fails |

| |writer’s unique voice |unique voice |evidence of the writer’s voice |to present evidence of the writer’s |

| |Writes nonfiction with a high level |Writes nonfiction with a adequate |Writes nonfiction with a minimal |voice |

| |of attention to the audience and |level of attention to the audience |level of attention to the audience |Writes nonfiction with little or no |

| |their background knowledge |and their background knowledge |and their background knowledge |attention to the audience and their |

| | | | |background knowledge |

| |Writes an engaging lead and |Writes a lead and generally orients |Writes a lead and vaguely orients |Writes without evidence of a lead |

| |effectively orients the reader to |the reader to the topic in the |the reader to the topic in the |that orients the reader to the topic|

|Organization |the topic in the introduction |introduction |introduction |Presents detail and information |

| |Presents numerous details and |Presents details and information in |Presents detail and information with|without logical order |

| |significant information in highly |logical order |some evidence of logical order | |

| |logical order | | | |

|Understanding this |Includes compelling argument (in a |Includes adequate argument (in a |Includes minimal argument (in a |Includes little or no argument (in a|

|Form of Writing: |persuasive piece) that effectively |persuasive piece) that challenges |persuasive piece) that attempts to |persuasive piece) that challenges |

|Persuasive Essay/ |challenges the reader’s perspective |the reader’s perspective |challenge the reader’s perspective |the reader’s perspective |

|Nonfiction |Includes compelling evidence (in a |Includes adequate evidence (in a |Includes minimal evidence (in a |Includes little or no evidence (in a|

| |nonfiction piece) that effectively |nonfiction piece) that informs the |nonfiction piece) that attempts to |nonfiction piece) that informs the |

| |informs the reader’s perspective |reader’s perspective |inform the reader’s perspective |reader’s perspective |

|Use of the Writing |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, revise,|Makes very few (or no) attempts to |

|Process |drafting, revising, and editing that|drafting, revising, and/or editing |or edit first draft; but this work |plan, revise, or edit first draft of|

| |significantly improves quality of |that contributes to overall quality |does not contribute to the overall |writing. |

| |the final work. |of the final work. |quality of the piece. | |

Writing Benchmark Assessment Rubric

Grade: Seven Unit of Study: Poetry

|Assessed Qualities of |4 |3 |2 |1 |

|Writing | | | | |

| |Writes with unique, highly detailed |Writes with adequately detailed |Writes with limited imagery |Writes with little or no imagery |

|Voice |imagery that evokes sensory imaging |imagery |Attempts to use some limited poetic |Writes with little or no use of |

| |Adeptly uses a range of poetic |Adequately uses some poetic devices |devices (repetition, refrain, |poetic devices (repetition, refrain,|

| |devices (repetition, refrain, |(repetition, refrain, rhythm, etc.) |rhythm, etc.) |rhythm, etc.) |

| |rhythm, etc.) | | | |

| |Uses sophisticated word choice which|Uses adequate word choice which |Uses limited word choice which evoke|Uses repetitive word choice which |

|Word Choice |evoke imagery and emotion in a |evoke some imagery and emotion |minimal imagery and emotion |evoke little or no imagery and |

| |highly effective manner |Writes in a way that clarifies |Writes without fully clarifying |emotion |

| |Writes in a way that clarifies |meaning and minimizes extraneous |meaning and incorporates some |Writes without clarifying meaning |

| |meaning and avoids extraneous |words/phrases |extraneous words/phrases |and incorporates a considerable |

| |words/phrases | | |amount of extraneous words/phrases |

| |Writes a strong, engaging ending |Writes an ending that provides |Writes an ending that provides |Writes without and ending that |

| |that effectively provides closure to|closure to the piece |limited closure to the piece |provides closure to the piece |

|Organization |the piece |Selects a poetic form appropriate to|Selects a poetic form that does not |Selects a poetic form that does |

| |Selects a poetic form that lends to |the meaning and purpose of the piece|entirely lend to the meaning and |match the meaning and purpose of the|

| |the meaning and purpose of the piece| |purpose of the piece |piece |

|Understanding this |Demonstrates extensive evidence of |Demonstrates adequate evidence of |Demonstrates limited evidence of |Demonstrates little or no evidence |

|Form of Writing: |understanding that poetry is a |understanding that poetry is a |understanding that poetry is a |of understanding that poetry is a |

|Poetry |unique way to communicate and |unique way to communicate and |unique way to communicate and |unique way to communicate and |

| |describe feelings, sensory images, |describe feelings, sensory images, |describe feelings, sensory images, |describe feelings, sensory images, |

| |ideas, or stories |ideas, or stories |ideas, or stories |ideas, or stories |

|Use of the Writing |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, revise,|Makes very few (or no) attempts to |

|Process |drafting, revising, and editing that|drafting, revising, and/or editing |or edit first draft; but this work |plan, revise, or edit first draft of|

| |significantly improves quality of |that contributes to overall quality |does not contribute to the overall |writing. |

| |the final work. |of the final work. |quality of the piece. | |

Writing Benchmark Assessment Rubric

Grade: Eight Unit of Study: Personal Narrative or Memoir

|Assessed Qualities of |4 |3 |2 |1 |

|Writing | | | | |

| |Includes a clearly presented central|Includes a central idea with |Includes a central idea with limited|Lacks a central idea but may include|

|Ideas |idea with relevant facts, supporting|relevant facts, supporting details, |facts, supporting details, and/or |marginally related facts, supporting|

| |details, and/or explanations |and/or explanations |explanations |details, and/or explanations |

| |Establishes well developed |Establishes characters, point of |Attempts to establish characters, |Demonstrates little or no |

| |characters, point of view, and |view, and setting |point of view, and setting |development of characters, point of |

| |setting |Uses sensory details |Reveals limited information about |view, and setting |

| |Uses multiple sensory details |Reveals important information about |self or life |Reveals little or no information |

| |Effectively reveals important |self or life | |about self or life |

| |information about self or life in a | | | |

| |creative way | | | |

| |Demonstrates voice that is |Writes with voice |Writes with inconsistent or weak |Writes with inconsistent or weak |

|Voice |appropriate to the topic, purpose, |Shows an awareness of audience |voice |voice |

| |and audience |Writes in a somewhat engaging manner|Shows limited awareness of the |Shows limited awareness of the |

| |Writing is exceptionally expressive |Uses some narrative devices |audience |audience |

| |and engaging | |Writes in a somewhat engaging manner|Writes in a somewhat engaging manner|

| |Uses a range of narrative devices | |Uses limited narrative devices |Uses limited narrative devices |

| |(e.g., dialogue, suspense) | | | |

| |Writes with very clear and organized|Writes with organized structure, |Writes with weak organizational |Writes with no clear structure, |

| |structure, including paragraphs and |including paragraphs and adequate |structure with inconsistent focus |focus, or paragraphs |

|Organization |effective transitional words/phrases|transitional words/phrases |and few paragraphs |Develops weak sequences that fail to|

| |Develops thorough sequence of |Develops sequence of events or time |Develops minimum sequence of events |engage the reader and conclude |

| |significant events or time order |order that strongly engages the |or time order that fails to engage |Demonstrates no evidence for use of |

| |that strongly engages the reader and|reader and has a conclusion |the reader and/or conclude |different time structures |

| |moves to a powerful conclusion |Demonstrates evidence of attempts to|Demonstrates minimal understanding |Communicates no overarching meaning|

| |Experiments effectively with |use different time structures |of use of different time structures |of memoir in ending |

| |different time structures |Communicates hint of overarching |Communicates little hint of | |

| |Clearly communicates the |meaning of memoir in ending |overarching meaning of memoir in | |

| |overarching meaning of memoir in | |ending | |

| |ending | | | |

|Understanding this |Demonstrates a clear ability to |Demonstrates an adequate |Demonstrates minimal understanding |Demonstrates little or no |

|Form of Writing: |convey the significance of the |understanding that memoirs or |that memoirs or personal narrative |understanding that memoirs or |

|Personal Narrative or |writer’s life or experience through |personal narrative convey the |convey the significance of the |personal narrative convey the |

|Memoir |the memoir or personal narrative |significance of the writer’s life or|writer’s life or experience |significance of the writer’s life or|

| | |experience | |experience |

|Use of the Writing |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, revise,|Makes very few (or no) attempts to |

|Process |drafting, revising, and editing that|drafting, revising, and/or editing |or edit first draft; but this work |plan, revise, or edit first draft of|

| |significantly improves quality of |that contributes to overall quality |does not contribute to the overall |writing. |

| |the final work. |of the final work. |quality of the piece. | |

Writing Benchmark Assessment Rubric

Grade: Eight Unit of Study: Forms of Nonfiction (e.g., news article)

|Assessed Qualities of |4 |3 |2 |1 |

|Writing | | | | |

| |Uses vivid, strong, and creative |Uses ordinary word choice |Uses dull word choice |Uses dull, repetitive words |

|Word Choice |word choice | | | |

| |Uses new vocabulary specific to the | | | |

| |topic | | | |

| |Engages the reader with a clear |Engages the reader with a thesis or |Attempts to engage the reader with a|Demonstrates little or no ability |

|Ideas |thesis or purpose |purpose |thesis or purpose |to engage the reader with a thesis |

| |Writes with extensive evidence and |Writes with relevant evidence and |Includes irrelevant or weak evidence|or purpose |

| |strong details to support the thesis|details support the thesis or |and details to support the thesis |Includes little or no evidence and |

| |or purpose, including statistics, |purpose |or purpose |details to support the thesis or |

| |quotes, examples, and/or anecdotes, |Includes relevant facts | |purpose |

| |where appropriate | | | |

| |Writes with highly effective |Writes with mostly correct spelling,|Writes with spelling, |Writes with numerous spelling, |

| |spelling, capitalization, |capitalization, punctuation, and |capitalization, punctuation, and |capitalization, punctuation, and |

|Conventions |punctuation, and grammar that make |grammar |grammatical errors that cause |grammatical errors that make the |

| |the paper easy to read and |Demonstrates minimal errors that do |confusion and slow the reader down |writing difficult to follow |

| |understand |not make the writing difficult to | | |

| |Uses a variety of writing convention|read or understand | | |

| |tools such as italics to emphasize, | | | |

| |or parentheses to explain further, | | | |

| |where appropriate | | | |

|Understanding this |Demonstrates that a feature article |Demonstrates that a feature article |Demonstrates some evidence of a lead|Demonstrates little or no evidence |

|Form of Writing: Forms|begins with a catchy lead paragraph,|begins with a lead paragraph, |paragraph, more detailed information|of a lead paragraph, detailed |

|of Nonfiction |followed by rich detail and |followed by more detailed |in subsequent paragraphs, or a |information in subsequent |

| |information in subsequent |information in subsequent |conclusion |paragraphs, or a conclusion |

|Example: News/Feature |paragraphs, and a conclusion that |paragraphs, and a conclusion |Incorporates minimal research |Incorporates little or no research |

|Article |provides clarity on the main ideas |Incorporates research |Demonstrates a lack of focus |Demonstrates little or no focus |

| |Demonstrates a high level of |Focuses on one aspect of a topic |Organizes article somewhat |Organizes article ineffectively |

| |research |Organizes effectively |ineffectively | |

| |Focuses on one aspect of a topic | | | |

| |Organizes in a highly effective | | | |

| |manner | | | |

|Use of the Writing |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, revise,|Makes very few (or no) attempts to |

|Process |drafting, revising, and editing that|drafting, revising, and/or editing |or edit first draft; but this work |plan, revise, or edit first draft of|

| |significantly improves quality of |that contributes to overall quality |does not contribute to the overall |writing. |

| |the final work. |of the final work. |quality of the piece. | |

Writing Benchmark Assessment Rubric

Grade: Eight Unit of Study: Poetry

|Assessed Qualities of |4 |3 |2 |1 |

|Writing | | | | |

| |Uses vivid and concise language to |Uses some vivid and concise language|Uses limited vivid and concise |Uses little or no vivid and concise |

|Word Choice |evoke imagery and feeling |to evoke imagery and feeling |language to evoke imagery and |language to evoke imagery and |

| | | |feeling |feeling |

| |Effectively utilizes figurative |Uses some effective figurative |Demonstrates limited effective use |Demonstrates little or no effective |

|Voice |language to convey mood and tone |language to convey mood and tone |of figurative language to convey |use of figurative language to convey|

| |Effectively uses sound devices |Uses some effective sound devices |mood and tone |mood and tone |

| |(onomatopoeia, rhyme, repetition, |(onomatopoeia, rhyme, repetition, |Uses limited sound devices |Writes with little or no use of |

| |alliteration) to create rhythm and |alliteration) to create rhythm and |(onomatopoeia, rhyme, repetition, |sound devices (onomatopoeia, rhyme, |

| |flow |flow |alliteration) to create rhythm and |repetition, alliteration) to create |

| | | |flow |rhythm and flow |

| |Understands and deliberately uses |Demonstrates some understanding and |Demonstrates limited understanding |Demonstrates little or no |

| |line breaks and white space for |use of line breaks and white space |and use of line breaks and white |understanding and use of line breaks|

|Organization |effective pause and emphasis |for effective pause and emphasis |space for pause and emphasis |and white space for pause and |

| | | | |emphasis |

|Understanding this |Demonstrates obvious understanding |Demonstrates working knowledge of |Demonstrates a basic understanding |Demonstrates little or no |

|Form of Writing: |of poetry as a unique way to |poetry as a unique way to |of poetry as a unique way to |understanding of poetry as a unique |

|Poetry |communicate and describe feelings, |communicate and describe feelings, |communicate and describe feelings, |way to communicate and describe |

| |sensory images, ideas, or stories in|sensory images, ideas, or stories in|sensory images, ideas, or stories in|feelings, sensory images, ideas, or |

| |a concise way |a concise way |a concise way |stories in a concise way |

|Use of the Writing |Includes evidence of planning, |Includes evidence of planning, |Makes some attempts to plan, revise,|Makes very few (or no) attempts to |

|Process |drafting, revising, and editing that|drafting, revising, and/or editing |or edit first draft; but this work |plan, revise, or edit first draft of|

| |significantly improves quality of |that contributes to overall quality |does not contribute to the overall |writing. |

| |the final work. |of the final work. |quality of the piece. | |

-----------------------

[pic]

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download