SAMPLE #1: Opinion Writing Rubric, Grades 4-9 Avon Public Schools, CT

Transcription

1 SAMPLE #1: Opinion Writing Rubric, Grades 4-9 Avon Public Schools, CT Criteria 1 Beginning 2 Developing 3 Proficient 4 - Advanced Ideas and Content Did I convey a clear message and stay on topic? My topic is not clearly stated OR my topic is stated, but the main ideas are underdeveloped. The arguments I present to support my opinion/claim are not convincing or logical. My topic is stated and I present main ideas to support the topic. Some of the arguments I have presented are convincing and logical but they do not fully support my opinion/claim. My topic and main ideas are clearly stated. All of my arguments are convincing, logical, and fully support my opinion/claim. My topic is presented in a clear, focused manner that demonstrates knowledge and understanding. My arguments are so powerful they influence the audience to reconsider or accept my opinion/claim. Organization Is my writing easy to follow? My writing is missing an introduction, transitions, and/or a conclusion that makes it hard to follow. My writing has an introduction, transitions between main idea paragraphs and conclusion, but some may be less developed. My introduction, transitions between main idea paragraphs and conclusion are developed and appropriate for my topic and purpose. My introduction draws in the audience, my transitions are smooth, and my conclusion reemphasizes my message. Word Choice Are my words and phrases carefully chosen to express my message? I often use incorrect and/or inappropriate words which make my meaning unclear. My verbs and modifiers are boring and/or missing. I sometimes choose inaccurate words that make my meaning unclear. I choose the same verbs and modifiers repeatedly. I choose accurate words to convey my meaning. I use a variety of verbs and modifiers. My word choice is focused and intentional; I choose precise, accurate words. I choose powerful verbs and vivid modifiers. Sentence Fluency Does my writing flow and have rhythm when it is read? My sentences are sometimes full statements and sometimes incomplete thoughts. I have not yet created flow and rhythm in my writing. My sentences are repetitive and/or include run- ons. The flow and rhythm of my writing is present but inconsistent. My sentences are varied and complete. There is a consistent flow and rhythm to my writing. My sentences are varied and skillfully crafted which creates an intended flow and rhythm to my writing. Voice Is my writing engaging and appropriate for my audience and message? My writing still needs more of my personality/ voice. My writing is beginning to show personality. My voice is present but inappropriate for my topic, purpose, and audience. My writing shows personality. My voice is appropriate for my topic, purpose, and audience. My writing is lively, expressive, and engaging. My voice shows control of my topic, purpose, and audience.

2 Conventions Does my writing follow the rules? My writing has numerous errors that make it difficult to understand. My writing has errors that may interfere with the reader s understanding. My writing is consistent with the standard conventions of writing (spelling, punctuation, and grammar). A few errors may exist, but they do not interfere with the reader s understanding. My writing shows a strong understanding of the standard conventions of writing.

3 SAMPLE #2: Math Problem Solving Rubric, Grades PK- 2 Newport News, VA Novice 1 Emerging 2 Proficient - 3 Exemplary - 4 Learning Goal I understand the I have a plan to solve this I use pictures, numbers, or words to show and explain my thinking.

4 SAMPLE #3: Math Problem Solving Rubric, Grades PK- 2 Newport News, VA Learning Goal I understand the Novice 1 Emerging - 2 Proficient - 3 Exemplary - 4 I read the problem but did not understand what it was asking. tried to figure out what was important. identified what was important. identified what was important and the idea behind it. I have a plan to solve this I selected a strategy to solve the problem, but it didn t work, so I didn t finish. I selected a strategy to solve the problem, but needed assistance to get unstuck. I came up with a strategy, used it on my own, and it worked. Through lots of revision, I came up with a strategy that worked or I came up with another way of solving it. I use mathematical language (numbers, symbols, vocabulary, and representations) to show my thinking. I used mathematical language, but it didn t help me solve the I used accurate mathematical language but had minor errors. I used accurate mathematical language to solve the problem correctly. I used efficient and/or sophisticated mathematical language to solve the problem correctly.

5 I explain how my answer makes sense for this I examine someone else s answer to see if it makes sense for this I explained my answer, but it didn t make sense. I explained my thinking by restating the steps I took for this I justified why my answer makes sense for this I justified why my answer makes sense for this problem and made connections to other types of problems (within and beyond math).