Common Core Writing Rubrics, Grade 3

Transcription

1 Common Core Writing Rubrics, Grade 3 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major writing type described in Writing Standards 1 3: argument, exposition, and narration. Posted with permission from the EGUSD Curriculum and Professional Learning Department.

2 Opinion/Argument (W.1)

3 EGUSD Opinion/Argument Rubric, Grade 3 Focus/ Opinion CCSS*: W 1a W 1 b W 4 Organization W 1a W 1c W 1d W 4 Support/ Evidence RIT 1 W 1b 4 (Above Grade Level) Responds skillfully to all parts of the prompt States an opinion that demonstrates an insightful understanding of topic/text Organizes ideas and information into logical, coherent paragraphs that are clear to the reader Uses linking words and phrases skillfully to connect reasons to opinion Supports opinion skillfully with substantial and relevant facts, details, and/or reasons Provides explanation/analysis of how evidence supports opinion 3 (At Grade Level) Responds to all parts of the prompt States an opinion that demonstrates an understanding of topic/text Organizes ideas and information using a clear topic sentence, details, explanation, and concluding sentence Uses linking words and phrases to connect reasons to opinion Supports opinion with relevant reasons Provides clear explanation of how reasons support opinion 2 (Approaching Grade Level) Responds to most parts of the prompt States an opinion that demonstrates limited understanding of topic/text Organizes ideas and information in an incomplete paragraph structure (e.g., missing conclusion) Uses some linking words to connect reasons to opinion but simplistically or ineffectively Supports opinion with minimal and/or irrelevant reasons Provides some explanation of how reasons support opinion 1 (Below Grade Level) Responds to some or no parts of the prompt Does not state an opinion and/or demonstrates little to no understanding of topic/text Organizes with no evidence of paragraph structure Uses no linking words Does not support opinion with reasons Provides no or inaccurate explanation of how reasons support opinion L 1 L 2 Uses purposeful and varied Demonstrates creativity and flexibility when using conventions (grammar, punctuation, capitalization, and spelling) to enhance meaning Uses precise and sophisticated academic and domain-specific vocabulary appropriate for the audience and purpose Uses correct and varied Demonstrates grade level appropriate conventions; errors are minor and do not obscure meaning Uses academic and domainspecific vocabulary appropriate for the audience and purpose Uses some correct but repetitive Demonstrates some grade level appropriate conventions, but errors may obscure meaning Uses limited academic and/or domain-specific vocabulary for the audience and purpose Uses little to no correct sentence structure Demonstrates limited understanding of grade level appropriate conventions, and errors interfere with the meaning Uses no academic or domain-specific vocabulary *CCSS Common Core State Standards alignment ( W = Writing strand; RIT = Reading-Informational Text; L = strand)

4 CA Common Core State Standards (CCSS) Alignment NOTES: In the left criterion boxes of the rubric, the CCSS-aligned standards have been identified. As a resource for teachers, below are the standards for the current grade (3 rd ) as well as the preceding and subsequent grade. Since the rubric score of 4 represents above grade level work, the 4 th grade standards were referenced. The letter abbreviations are as follows: CCSS = Common Core State Standards W = Writing RIT= Reading Informational Text L= Strand 2nd 3rd 4th (Domain) Writing 1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and also) to connect opinion and reasons, and provide a concluding statement or section. 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented. 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 4. Produce clear and coherent writing (including multiparagraph texts) in which the development and organization are appropriate to task, purpose, and audience. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Reading Informational Text 1. Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

5 Informational/Expository (W.2)

6 EGUSD Informational/Explanatory Text-Based Rubric, Grade 3 Focus/ Information CCSS*: RIT 1 W 2 Organization W 2a W 2c W 2d W 4 Support/ Evidence 4 (Above Grade Level) Responds skillfully to all parts of the prompt Demonstrates a strong understanding of topic/text(s) Organizes ideas and information into logical, coherent paragraphs that are clear to the reader Skillfully groups and structures related information in paragraphs and sections Uses linking words and phrases strategically to connect ideas within categories of information Skillfully uses relevant and substantial text support from the resources with accuracy 3 (At Grade Level) Responds to all parts of the prompt Demonstrates an understanding of topic/text(s) Organizes ideas and information using a clear topic sentence, details, explanation, and concluding sentence Groups related information together Uses effective linking words and phrases to connect ideas Uses relevant and sufficient text support from the resources with accuracy 2 (Approaching Grade Level) Responds to most parts of the prompt Demonstrates limited understanding of topic/text(s) Organizes ideas and information in an incomplete paragraph structure (e.g., missing conclusion) Grouping of ideas lacks cohesion (e.g., list-like, rambling, or repetitive) Attempts to use some simplistic linking words to connect ideas Uses mostly relevant text support but may lack sufficient evidence and/or accurate use 1 (Below Grade Level) Responds to some or no parts of the prompt Demonstrates little to no understanding of topic/text(s) Organizes with no evidence of paragraph structure Does not group related information together Uses no linking words Does not use relevant or sufficient text support from the resources with accuracy RIT 1 W 2b W 8 L 1 L 2 Uses credible and varied sources Develops the topic with facts, definitions, concrete details, quotations, or other information and examples Uses purposeful and varied Demonstrates creativity and flexibility when using conventions (grammar, punctuation, capitalization, and spelling) to enhance readability Utilizes precise and sophisticated word choice Uses credible sources Develops the topic with facts, definitions, and details Uses correct and varied sentence structures Demonstrates grade level appropriate conventions; errors are minor and does not interfere with readability Utilizes strong and grade-level appropriate word choice Uses mostly credible sources Develops the topic with limited facts, definitions, or details Uses some correct sentence structures Demonstrates some grade level appropriate conventions, but errors may interfere with readability Utilizes vague or basic word choice Uses few to no credible sources Uses few to no facts, definitions, or details Uses little to no correct sentence structure Demonstrates limited understanding of grade level appropriate conventions, and errors interfere with the readability Utilizes incorrect and/or simplistic word choice *CCSS Common Core State Standards alignment ( W = Writing strand; RIT = Reading-Informational Text; L = strand)

7 CA Common Core State Standards (CCSS) Alignment NOTES: In the left criterion boxes of the rubric, the CCSS-aligned standards have been identified. As a resource for teachers, below are the standards for the current grade (3 rd ) as well as the preceding and subsequent grade. Since the rubric score of 4 represents above grade level work, the 4 th grade standards were referenced. The letter abbreviations are as follows: CCSS = Common Core State Standards W = Writing RIT= Reading Informational Text L= Strand 2nd 3rd 4th (Domain) Writing 2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. e. Provide a concluding statement or section. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 4. Produce clear and coherent writing (including multiparagraph texts) in which the development and organization are appropriate to task, purpose, and audience. Reading Informational Text 8. Recall information from experiences or gather information from provided sources to answer a question. 1. Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources. 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

8 Narrative (W.3)

9 Focus/ Setting CCSS*: W 3a W 4 Organization/ Plot W 3a W 3c W 3d W 4 Narrative Techinques W 3b 4 (Above Grade Level) Responds skillfully to all parts of the prompt Orients the reader by establishing a vivid situation (real or imagined) and introducing characters and/or a narrator Coherently organizes a clear event sequence that unfolds naturally Skillfully uses temporal words and phrases to signal event order Provides a conclusion that follows from the narrated experience or events Uses creative descriptions of actions, thoughts, and feelings to develop experiences and events Uses vivid dialogue to show the response of characters to situations EGUSD Narrative Rubric, Grade (At Grade Level) (Approaching Grade Level) Responds to all parts of the Responds to most parts of the prompt prompt Establishes a situation (real or Establishes a situation (real or imagined) and introducing imagined) and attempts to characters and/or a narrator introduce characters and/or a narrator Organizes a clear event sequence that unfolds naturally Uses temporal words and phrases to signal event order Provides a sense of closure Uses descriptions of actions, thoughts, and feelings to develop experiences and events Uses dialogue to show the response of characters to situations Organizes some sequencing but might confuse the reader Uses some temporal words and/or phrases to signal event order Attempts a conclusion Uses minimal or irrelevant descriptions of actions, thoughts, or feelings to describe experiences /events Attempts to use dialogue to support plot 1 (Below Grade Level) Responds to some or no parts of the prompt Fails to establish a situation (real or imagined) and does not introduce characters and/or a narrator Does not sequence narrative in a logical order. Narrative is confusing Uses few to no temporal words or phrases to manage the sequence of events. Conclusion is not attempted or discernible Uses little to no description of actions, thoughts, or feelings to describe experiences /events Does not use dialogue to support plot L 1 L 2 Uses purposeful and varied Demonstrates creativity and flexibility when using conventions (grammar, punctuation, capitalization, and spelling) to enhance meaning Utilizes precise and sophisticated word choice Uses correct and varied Demonstrates grade level appropriate conventions; errors are minor and do not obscure meaning Utilizes strong and grade-level appropriate word choice Uses some correct sentence structures Demonstrates some grade level appropriate conventions, but errors may obscure meaning Utilizes vague or basic word choice *CCSS Common Core State Standards alignment ( W = Writing strand; L = strand) Uses little to no correct sentence structure Demonstrates limited understanding of grade level appropriate conventions, and errors interfere with the meaning Utilizes incorrect and/or simplistic word choice

10 CA Common Core State Standards (CCSS) Alignment NOTES: In the left criterion boxes of the rubric, the CCSS-aligned standards have been identified. As a resource for teachers, below are the standards for the current grade (3 rd ) as well as the preceding and subsequent grade. Since the rubric score of 4 represents above grade level work, the 4 th grade standards were referenced. The letter abbreviations are as follows: CCSS = Common Core State Standards W = Writing L= Strand 2nd 3rd 4th (Domain) Writing 3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 4. Produce clear and coherent writing (including multi-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.