Writing Rubric: Common Core Standards, Grades 6-12: English Language Arts Type: Narrative Pre-Novice Novice Semi-Pro Pro Effectively engages and orients the reader by establishing a context and introducing a narrator and/or characters: organize an event sequence that unfolds naturally and logically. Does not succeed in engaging the reader; is vague and/or disorienting Makes some noticeable attempt to engage the reader by establishing a setting, characters, and/or situation Makes contact with the reader by establishing at least two of the following: character, setting, situation. Writing an introduction Limited but noticeable use of more than one narrative technique, such as dialogue, pacing, description, characterization, conflict Good start toward use of more than one narrative technique, such as dialogue, pacing, description, characterization, conflict No or little use of narrative techniques such as dialogue, description, pacing, characterization,conflict Engaging use of such narrative techniques as dialogue, pacing, description, characterization, conflict Using narrative technique Sequencing and transitioning All or mostly simple sentences with no or very few transition words and conjunctions used No paragraphing Uses a variety of transitional devices (words, punctuation, phrases, clauses, paragraphs, section division) to convey shifts in time and space Uses only the most basic transitional devices (words, punctuation, phrases, clauses, paragraphs) to convey shifts in time and space Uses some transitional devices (words, punctuation, phrases, clauses, paragraphs, section divisions) to convey shifts in time and space Word choice does not show effort at being interesting and precise. Strong use of words that are interesting, lively, precise, accurate, striking, dramatic to create characters, setting, and conflict Glimmers of use of words that are interesting, lively, precise, accurate, striking, dramatic to create characters, setting, and conflict Good start at using words that are interesting, lively, precise, accurate, striking, dramatic to create characters, setting, and conflict Vocabulary Overall tone is too informal, including some or all of: “texting” abbreviations, slang, messiness, errors in spelling, punctuation, grammar Attempt at formal writing style, but needs more proofreading and/or care in presentation Good attempt at blendinig formal English conventions (spelling, grammar, punctuation, capitalization) with dialect to capture the speech of the characters Excellent blend of formal English conventions (spelling, grammar, punctuation, capitalization) with dialect to capture the speech of the characters. Using formal writing tone Writing a conclusion No or very sketchy conclusion Some attempt at a conclusion that leaves the reader with a sense of closure Good start toward a strong conclusion that leaves the reader with a sense of closure Strong conclusion that rewards the reader for having read the story. Developed by Amy Benjamin in accordance with the Common Core State Standards for Literacy in English Language Arts and Social Studies, Science, Technical Subjects, www.amybenjamin.com

Writing Rubric: Common Core Standards, Grades 6-12: English Language Arts and Literacy for History, Social Studies, Science, and Technical Subjects Type: Explanatory Pre-Novice Novice Semi-Pro Pro Effectively does NEITHER of the following: Clarifies the topic; Previews how it will be developed Effectively does ONE of the following: Clarifies the topic; Previews how it will be developed Effectively does BOTH of the following: Clarifies the topic; Previews how it will be developed Effectively does BOTH of the following: Clarifies the topic; Previews how it will be developed with headings and sub-headings Writing an introduction Explaining the information No or few relevant facts, definitions, concrete details, quotations, examples Some relevant facts, definitions concrete details quotations, examples Good start toward presenting relevant facts, definitions, concrete details, quotations, examples Thorough presentation of facts, including graphics such as well- explained charts, tables, and/or other visuals Expressing relationships between ideas All or mostly simple sentences with no or very few transition words and conjunctions used No paragraphing Establishes clear and effective organization through: paragraphing, sectioning, complex sentences, transitions and other linking devices A few organizational structures and transitional words Transitions from paragraph to paragraph, but needs more internal transition and linkage within paragraphs Using Tier II and III vocabulary Sufficient, appropriate use of Tier II and III language throughout No Tier II or III vocabulary used A few Tier II and II vocabulary used Tier II and III vocabulary is evident, but there are several instances where Tier II vocabulary should be used instead of Tier I Overall tone is too informal, including some or all of: “texting” abbreviations, slang, messiness, errors in spelling, punctuation, grammar; no attempt to use dialect to cap- ture the speech of characters Attempt at formal writing style, but needs more proofreading and/or care in presentation; attempt at using dialect to capture the speech of characters Good attempt at formal writing style and proofreading, but a few glaring errors indicate that more careful proofreading is needed Formal writing tone used throughout; Few or no glaring errors in spelling, grammar, punctuation, capitalization; obvious care in presentation Language tone Some attempt at a conclusion that leaves the reader with a sense of closure Strong conclusion that clearly summarizes the information and explains its importance Writing a conclusion Good start toward a strong conclusion that explains the importance of the information No or very sketchy conclusion Developed by Amy Benjamin in accordance with the Common Core State Standards for Literacy in English Language Arts and Social Studies, Science, Technical Subjects, www.amybenjamin.co

Writing Rubric: Common Core Standards, Grades 6-12: English Language Arts and Literacy for History, Social Studies, Science, and Technical Subjects Type: Argumentation Pre-Novice Novice Semi-Pro Pro Effectively does NONE of the following: States importance of issue Makes a claim Acknowledges opposing claim Effectively does ONE of the following: States importance of issue Makes a claim Acknowledges opposing claim(s) Effectively does TWO of the following: States importance of issue Makes a claim Acknowledges opposing claim(s) Effectively does ALL of the following: States importance of issue Makes a claim Acknowledges opposing claim(s) Writing an introduction Mentions, but does not develop, sufficient evidence; Does not attend to opposing claim(s) Develops claims and opposing claims thoroughly and fairly with evidence: facts, stats, reasons, examples, anecdotes Developing an argument No relevant facts, statistics, reasons, or evidence. Good start toward developing claims and opposing claims; Includes some substantial evidence All or mostly simple sentences with no or very few transition words and conjunctions used No paragraphing Establishes clear and effective organization through: paragraphing, sectioning, complex sentences, transitions and other linking devices Expressing relationships between ideas A few organizational structures and transitional words Transitions from paragraph to paragraph, but needs more internal transition and linkage within paragraphs Using Tier II and II Vocabulary No Tier II or III vocabulary used A few Tier II and II vocabulary used Tier II and III vocabulary are evident, but there are several instances where Tier II vocabulary should be used instead of Tier I Sufficient, appropriate use of Tier II and III language throughout Using formal writing tone Overall tone is too informal, including some or all of: “texting” abbreviations, slang, messiness, errors in spelling, punctuation, grammar Attempt at formal writing style, but needs more proofreading and/or care in presentation Good attempt at formal writing style and proofreading, but a few glaring errors indicate that more careful proofreading is needed Formal writing tone used throughout; Few or no glaring errors in spelling, grammar, punctuation, capitalization; obvious care in presentation Writing a conclusion no conclusion Good start toward a strong conclusion that follows from the evidence and makes an impact on the reader Sketchy conclusion that just restates the claim and/or the issue; does not make an impact on the reader Strong conclusion that follows from the evidence presented and makes an impact on the reader Developed by Amy Benjamin in accordance with the Common Core State Standards for Literacy in English Language Arts and Social Studies, Science, Technical Subjects, www.amybenjamin.com