7th/8th Grade Blaine School District Writing Rubric – Informational/Explanatory Criterion 5 – Advanced 4 – Proficient 3 - Basic 2 - Below Basic 1 - Far Below Basic (above grade level) (at grade level) Focus  Insightfully addresses all aspects of  Competently addresses all aspects  Superficially addresses all aspects  Partially addresses all aspects  Minimally addresses all the prompt of the prompt of the prompt of the prompt aspects of the prompt CCSS -W:  Introduces topic(s) in a sophisticated  Introduces topic(s) in a clear thesis  Introduces topic(s) in a thesis  Introduces superficial or flawed  Fails to introduce a relevant  2a thesis statement statement statement topic(s) in a weak thesis topic(s) and/or lacks a  4 statement thesis statement Organi-  Skillfully orients reader to topic(s) in  Orients reader to topic(s) in  Partially orients reader to topic(s)  Inadequately orients reader to  Fails to orient reader to zation/ introduction and previews what is to introduction and previews what is in introduction and previews what topic(s) in introduction and/or topic(s) in introduction or Structure follow to follow is to follow fails to preview what is to introduction is missing follow  Thoroughly develops topic(s) with  Develops topic(s) with relevant  Superficially develops topic(s)  Inadequately develops topic(s)  Fails to develop topic(s) CCSS – W: relevant body paragraphs body paragraphs with relevant body paragraphs with minimal body paragraphs with body paragraphs  2a  Provides a meaningful and reflective  Provides a conclusion that follows  Provides a conclusion which  Provides a sense of closure, but  Provides an inadequate  2c conclusion that follows from and from and supports information or repetitively or partially follows may weakly articulate conclusion or omits  2f supports information or explanation explanation presented from and supports information or significance of the topic conclusion  4 presented explanation presented  Creates cohesion and clarifies  Creates cohesion and clarifies  Creates some cohesion and  Uses limited or inappropriate  Uses few to no relationships through skillful use of relationships through clarifies relationships through transition/linking words, transition/linking words, transition/linking words, phrases, and transition/linking words, phrases, transition/linking words, phrases, phrases, and clauses phrases, or clauses clauses within or between paragraphs and clauses within or between and clauses within or between paragraphs paragraphs  Uses few techniques (e.g.,  Includes little or no  Purposefully and logically uses a  Uses a variety of techniques (e.g.,  Uses some techniques (e.g., headings, charts) to discernible organization of variety of techniques (e.g., headings, headings, charts) to organize ideas, headings, charts) to adequately inadequately organize ideas, ideas charts) to organize ideas, concepts, concepts, and information to aid organize ideas, concepts and concepts, and information to and information to aid comprehension comprehension information to aid comprehension aid comprehension Develop-  Skillfully develops the topic using  Develops the topic using well-  Develops the topic using facts,  Provides minimal and/or  Provides inaccurate, little, or ment well-chosen facts, definitions, chosen facts, definitions, concrete definitions, concrete details, irrelevant evidence to develop no evidence to support concrete details, quotes, and other details, quotes, and other quotes, and other information and the topic topic CCSS -W: information and examples that are information and examples that are examples that are limited or  2 pertinent and substantial relevant and sufficient superficial  2b  Effectively integrates and cites  Competently integrates and cites  Ineffectively integrates and cites  Incorrectly integrates/cites  Does not use or cite sources  9 credible sources* credible sources sources sources  Shows insightful understanding of  Shows competent understanding of  Shows superficial understanding  Shows limited or flawed  Shows no and/or inaccurate topic or text topic or text of topic or text understanding of topic or text understanding of topic or text

Language  Uses purposeful and varied sentence  Uses correct and varied sentence  Uses mostly correct and some  Uses limited and/or repetitive  Lacks sentence mastery structure structure varied sentence structure sentence structure (e.g., fragments/run-ons) CCSS – L:**  Contains minimal to no errors in  Contains few, minor errors in  Contains some errors in  Contains numerous errors in  Contains serious and  1 conventions(grammar, punctuation, conventions conventions which may cause conventions which cause pervasive errors in  2 spelling, capitalization) confusion confusion conventions  3  Strategically uses academic and  Competently uses academic and  Usually uses academic and  Inadequately uses academic and  Fails to use academic and  4 domain-specific vocabulary clearly domain-specific vocabulary clearly domain-specific vocabulary domain-specific vocabulary domain-specific vocabulary CCSS -W: appropriate for the audience and appropriate for the audience and clearly appropriate for the clearly appropriate for the clearly appropriate for the  4 purpose purpose audience and purpose audience and purpose audience and purpose

*if applicable **please refer to CCSS Language Progressive Skills, by grade Document Source: Elk Grove Unified School District, Elk Grove, CA ELA 7th/8th Rubric Alignment to CCSS Strand 7th Grade Standards 8th Grade Standards

1. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and 1. Write informative/explanatory texts, including career development documents (e.g., information through the selection, organization, and analysis of relevant content. simple business letters and job applications), to examine a topic and convey ideas, a. Introduce a topic or thesis statement clearly, previewing what is to follow; organize concepts, and information through the selection, organization, and analysis of relevant ideas, concepts, and information, content. b. Using strategies such as definition, classification, comparison/contrast, and a. Introduce a topic or thesis statement; clearly, previewing what is to follow; cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and organize ideas, concepts, and information into broader categories; include formatting multimedia when useful to aiding comprehension. (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding c. Develop the topic with relevant facts, definitions, concrete details, quotations, or comprehension. other information and examples. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, d. Use appropriate transitions to create cohesion and clarify the relationships among quotations, or other information and examples. ideas and concepts. c. Use appropriate and varied transitions to create cohesion and clarify the e. Use precise language and domain-specific vocabulary to inform about or explain relationships among ideas and concepts. the topic. d. Use precise language and domain-specific vocabulary to inform about or explain the f. Establish and maintain a formal style. topic.

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t information or explanation presented. f. Provide a concluding statement or section that follows from and supports the i

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W 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade- specific expectations for writing 4. Produce clear and coherent writing in which the development, organization, and style are types are defined in standards 1–3.) appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3). 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 9. Draw evidence from literary or informational texts to support analysis, reflection, and a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a research. fictional portrayal of a time, place, or character and a historical account of the same a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of period as a means of understanding how authors of fiction use or alter history”). fiction draws on themes, patterns of events, or character types from myths, b. Apply grade 7 Reading standards to literary nonfiction (e.g., “Trace and evaluate traditional stories, or religious works such as the Bible, including describing how the the argument and specific claims in a text, assessing whether the reasoning is sound material is rendered new”). and the evidence is relevant and sufficient to support the claims”). b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”). 1. Demonstrate command of the conventions of standard English grammar 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (1a-1c are more specific to grammar and usage when writing or speaking. (1a-1c are more specific to grammar instruction and are, therefore, not written on this document.) instruction and are, therefore, not written on this document.) e

g 2. Demonstrate command of the conventions of standard English 2. Demonstrate command of the conventions of standard English a

u capitalization, punctuation, and spelling when writing. (Details of 2a and 2b capitalization, punctuation, and spelling when writing. (Details of 2a-2c are g

n are not written on this document.) not written on this document.) a L 3. Use knowledge of language and its conventions when writing, speaking, 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. reading, or listening. a. Choose language that expresses ideas precisely and concisely, a. Use verbs in the active and passive voice and in the conditional and recognizing and eliminating wordiness and redundancy. subjunctive mood to achieve particular effects.

Document Source: Elk Grove Unified School District, Elk Grove, CA