ACADEMIC ENGLISH MASTERY PROGRAM …

LOS ANGELES UNIFIED SCHOOL DISTRICT LOS ANGELES UNIFIED SCHOOL DISTRICT

ACADEMIC ENGLISH MASTERY PROGRAM

The Academic English Mastery Program will feature an essay contest that showcases our students’ written work. This year’s Essay Contest has been designed in honor of Black History Month. Students who participate will examine the quality of resilience and how this has helped African American Achievers overcome obstacles and achieve their dreams. Each AEMP school is invited to conduct a Written Word Essay Contest between January 30, 2013 and February 19, 2013. Schools will send 1st place winning entries from K-1, 2-3, & 4-6 to the AEMP office. From the pool of 1st Place Winners the AEMP Program will select a Grand Prize Winner for each grade-level span. Current Prizes include (Ipad mini, 200.00 gift certificate, etc…) Grand Prize winners and their parents will also be honored at the COBA Conference on March 1, 2014 at the Sheraton Gateway (LAX).

W r i t t e n W o r dW r i t t e n W o r d Essay Contest

Absolute Absolute Final Due Date to tFinal Due Date to t urn in winning entries: February 19, 2014, no exceptions (we need a week to urn in winning entries: February 19, 2014, no exceptions (we need a week to notify families)!notify families)! Send winning entries via Send winning entries via fax: 213fax: 213 -- 241241 -- 8495 or 8495 or school mailschool mail to AEMP Office, 333to AEMP Office, 333 S. S. Beaudry Ave. 25Beaudry Ave. 25 thth Floor, Los Ange Floor, Los Ange les, CAles, CA 90017 90017

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Writing Task: Students will write an informational report about an African American Achiever who overcame obstacles. Students will be given the option of producing the report as an essay or as a digital presentation. Please consult the Written Word Essay Contest Guide and Packet for more information.

“A people's relationship to their heritage is the same as the relationship of a child to

its mother.” -John Henrik Clarke

Informative/ExplanatoryTextBasedRubric,GradeK 4

(AboveGradeLevel)3

(AtGradeLevel)2

(ApproachingGradeLevel)1

(BelowGradeLevel)Focus/Opinion

CCSS:W‐2

Respondstostatementsrelatedtotheprompt

Respondstostatements,phrases,and/ordrawing(s)relatedtotheprompt

Respondswithmoststatements,phrases,and/ordrawing(s)relatedtotheprompt

Respondswithsomeornostatements,phrases,and/ordrawing(s)relatedtotheprompt

Organization

CCSS:W‐2

IdentifiestopicinintroductorysentenceSuppliessomefactsaboutthetopic

IdentifiestopicaboutwhichtheyarewritingSuppliessomeinformationaboutthetopic

Identifiestopicaboutwhichtheyarewritinginastudent‐dictatedphraseorsentenceAttemptstosupplysomeinformationbutmaybeunrelatedtotopic

Identifiestopicindrawing(s)ornotatallSuppliesnoinformationabouttopic

LanguageConventionsofGrammarandUsage

CCSS:L–1a

PrintsallupperandlowercaseletterscorrectlyDemonstratesmasteryofproperspacingbetweenallwordsandwordplacementonthelines

PrintsmanyupperandlowercaseletterscorrectlyDemonstratesproficiencyofproperspacingbetweenmostwordsandwordplacementonlines

PrintssomeupperandlowercaseletterscorrectlyDemonstratessomeproficiencyofproperspacingbetweenwordsandwordplacementonthelines

PrintsfewupperandlowercaseletterscorrectlyDemonstrateslittletonoproficiencyofproperspacingbetweenwordsandwordplacementonthelines

Language

Conventionsof

Capitalization,Punctuation,andSpelling

CCSS:

L–2,a‐d

Capitalizescorrectlyandconsistentlywithnoerrors:firstwordinasentence,“I”,andpropernounsUsesendpunctuationcorrectlyUsesconventionalspellingforwordswithcommonspellingpatternsSpellsirregularand/orhigh‐frequencywordscorrectly

Capitalizescorrectlyandconsistentlywithminorerror:firstwordinasentenceandthepronoun“I”UsesendpunctuationWriteslettersformostconsonantandshort‐vowelsoundsSpellssimplewordsphonetically

Capitalizescorrectlyandconsistentlywithsomeerrors:firstwordinasentenceandthepronoun“I”UsesendpunctuationincorrectlyInconsistentlywriteslettersforconsonantandshort‐vowelsoundsSpellssomesimplewordsphonetically

CapitalizesincorrectlywithmanyerrorsDoesnotuseendpunctuationWritesletterswithlittletonosound/spellingcorrespondenceofconsonantsandshortvowelsSpellsfewtonosimplewordsphonetically

Informative/ExplanatoryTextBasedRubric,Grade1 4

(AboveGradeLevel)3

(AtGradeLevel)2



CCSS:W‐2

RespondsskillfullywithallstatementsrelatedtothepromptDemonstratesastrongunderstandingoftopic/text

RespondswithallstatementsrelatedtothepromptDemonstratesanunderstandingoftopic/text

RespondswithmoststatementsrelatedtothepromptDemonstrateslimitedunderstandingofthetopic/text

RespondswithlittleornostatementsrelatedtothepromptDemonstrateslittleornounderstandingofthetext/topic

Organization

CCSS:W‐2

Organizesideasandinformationintoparagraphstructureusingacleartopicsentence,factsanddefinitions,andconcludingsentenceUseslinkingwordstoconnectideas

Organizesideasandinformationintoparagraphstructureusingacleartopicsentence,facts,andasenseofclosure

Organizesideasandinformationinanincompleteparagraphstructure(e.g.,missingsenseofclosure)

Organizeswithnoevidenceofparagraphstructure

Support/Evidence

CCSS:W‐2

Developsthetopicskillfullywithfactsanddefinitions

Developsthetopicwithfacts Developsthetopicwithlimitedfacts

Usesfewtonofacts

Language

ConventionsofGrammarand

Usage

CCSS:L–1b,c,j

Usescommon,proper,possessive,andcollectivenounscorrectlyUsesverbtensesandpluralnounscorrectly,includingirregularformsProduces,expands,andrearrangessimpleandcompoundsentences

Usescommon,proper,andpossessivenounscorrectlyUsessingularandpluralnounswithcorrectlymatchingverbsProducescorrectsimpleandcompoundsentences

Usessomecommon,proper,andpossessivenounscorrectlyUsessomesingularandpluralnounswithcorrectlymatchingverbsProducesmostlycorrectsimpleandcompoundsentences

Usesfewcommon,proper,andpossessivenounscorrectlyUsesfewsingularandpluralnounswithcorrectlymatchingverbsProducesmostlyincorrectsimpleandcompoundsentences

Language

ConventionsofCapitalization,Punctuation,andSpelling

CCSS:L–2a‐e

Capitalizescorrectlyandconsistentlywithnoerrors:firstwordinasentence,“I”,propernouns,andtitlesUsescommas,apostrophes,andendpunctuationcorrectlyallthetimeAppliesconventionalspellingforwordswithcommonspellingpatternsandirregularsightwordsSpellswithlearnedspellingpatternswithuntaughtwords

Capitalizescorrectlyandconsistentlywithminorerror:firstwordinasentence,“I”,propernouns,andtitlesUsescommasinaseriesandwithaconjunctioncorrectly;usesendpunctuationcorrectlyAppliesconventionalspellingforwordswithcommonspellingpatternsandfrequentlyoccurringirregularwordsSpellsuntaughtwordsphonetically

Capitalizescorrectlyandconsistentlywithsomeerrors:firstwordinasentence,“I”,propernouns,andtitlesUsescommas,apostrophes,andendpunctuationcorrectlysomeofthetimeAppliesconventionalspellingformostconsonantandshort‐vowelsoundsSpellssimplewordsphonetically

CapitalizesincorrectlywithmanyerrorsUsescommas,apostrophes,andendpunctuationincorrectlyornotatallApplieslittletonosound/spellingcorrespondenceofconsonantsandshortvowelsSpellsfewtonosimplewordsphonetically


(AboveGradeLevel)3

(AtGradeLevel)2



CCSS:W‐2

RespondsskillfullytoallpartsofthepromptDemonstratesastrongunderstandingoftopic/text(s)

RespondstoallpartsofthepromptDemonstratesanunderstandingoftopic/texts

RespondstomostpartsofthepromptDemonstrateslimitedunderstandingoftopic/text(s)

RespondstosomeornopartsofthepromptDoesnotdemonstrateunderstandingoftopic/text

Organization

CCSS:W–2W‐4

Organizesideasandinformationintoparagraphstructureusingacleartopicsentence,facts/definitionsgroupedbyrelatedinformation,andconcludingsentenceUseseffectivelinkingwordsandphrasestoconnectideas

Organizesideasandinformationintoparagraphstructureusingacleartopicsentence,facts/definitions,andconcludingsentenceUseseffectivelinkingwordstoconnectideas

Organizesideasandinformationinanincompleteparagraphstructure(e.g.,missingconclusion)Attemptstousesomesimplisticlikingwordstoconnectideas

OrganizeswithnoevidenceofparagraphstructureUsesnolinkingwords

Support/Evidence

CCSS:RIT–1W‐2

Developsthetopicskillfullywithfacts,definitions,anddetails

Developsthetopicwithfactsanddefinitions

Developsthetopicwithlimitedfactsanddefinitions

Usesfewtonofactsordefinitions

LanguageConventionsofGrammarand

Usage

CCSS:L–1eL–1g

Usesverbtensesandpluralnounscorrectly,includingirregularformsProducescorrectsimple,compound,andcomplexsentences

Usesverbtensesandpluralnounscorrectly,includingsomeirregularforms(e.g.,is/was;child/children)Producescorrectsimpleandcompoundsentences

UsessomeregularverbtensesandcommonpluralnounscorrectlyProducesmostlycorrectandcompletesentences

UsesverbtensesandpluralnounsincorrectlyProducesmostlyincorrectsentences

Language

ConventionsofCapitalization,Punctuation,andSpelling

CCSS:L‐2

Capitalizescorrectlyandconsistentlywithnoerrors:firstwordinasentence,“I”,andpropernouns,andtitlesUsescommas,apostrophes,andendpunctuationcorrectlyallthetimeAppliesabovegrade‐levelspellingrulesandpatternscorrectly,includingirregularhigh‐frequencywords;noerrors

Capitalizescorrectlyandconsistentlywithminorerror:firstwordinasentence,“I”,propernouns,andtitlesUsescommas,apostrophes,andendpunctuationcorrectlymostofthetimeAppliesgrade‐levelspellingrulesandpatternscorrectly(referencecoresound/spellingresources);fewtonoerrors

Capitalizescorrectlyandconsistentlywithsomeerrors:firstwordinasentence,“I”,propernouns,andtitlesUsescommas,apostrophes,andendpunctuationcorrectlysomeofthetimeAppliessomegrade‐levelspellingrulesandpatternscorrectly;someerrorsandphoneticspellinginterferewithreadability

CapitalizesincorrectlywithmanyerrorsUsescommas,apostrophes,andendpunctuationincorrectlyornotatallMisappliesgrade‐levelspellingrulesthroughphoneticspelling;excessiveerrorsinterferewithreadability


(AboveGradeLevel)3

(AtGradeLevel)2



CCSS:RIT–1W‐2




RespondstosomeornopartsofthepromptDemonstrateslittletonounderstandingoftopic/text(s)

Organization

CCSS:W–2aW–2cW–2dW‐4

Organizesideasandinformationintological,coherentparagraphsthatarecleartothereaderSkillfullygroupsandstructuresrelatedinformationinparagraphsandsectionsUseslinkingwordsandphrasesstrategicallytoconnectideaswithincategoriesofinformation

Organizesideasandinformationusingacleartopicsentence,details,explanation,andconcludingsentenceGroupsrelatedinformationtogetherUseseffectivelinkingwordsandphrasestoconnectideas

Organizesideasandinformationinanincompleteparagraphstructure(e.g.,missingconclusion)Groupingofideaslackcohesion(e.g.,list‐like,rambling,orrepetitive)Attemptstousesomesimplisticlikingwordstoconnectideas

OrganizeswithnoevidenceofparagraphstructureDoesnotgrouprelatedinformationtogetherUsesnolinkingwords

Support/Evidence

CCSS:RIT–1W–2bW‐8

SkillfullyusesrelevantandsubstantialtextsupportfromtheresourceswithaccuracyUsescredibleandvariedsourcesDevelopsthetopicwithfacts,definitions,concretedetails,quotations,orotherinformationandexamples

UsesrelevantandsufficienttextsupportfromtheresourceswithaccuracyUsescrediblesourcesDevelopsthetopicwithfacts,definitions,anddetails

Usesmostlyrelevanttextsupportbutmaylacksufficientevidenceand/oraccurateuseUsesmostlycrediblesourcesDevelopsthetopicwithlimitedfacts,definitions,ordetails

DoesnotuserelevantorsufficienttextsupportfromtheresourceswithaccuracyUsesfewtonocrediblesourcesUsesfewtonofacts,definitions,ordetails

Language

CCSS:L–1L‐2

UsespurposefulandvariedsentencestructuresDemonstratescreativityandflexibilitywhenusingconventions(grammar,punctuation,capitalization,andspelling)toenhancereadabilityUtilizespreciseandsophisticatedwordchoice

UsescorrectandvariedsentencestructuresDemonstratesgradelevelappropriateconventions;errorsareminoranddoesnotinterferewithreadabilityUtilizesstrongandgrade‐levelappropriatewordchoice

UsessomecorrectsentencestructuresDemonstratessomegradelevelappropriateconventions,buterrorsmayinterferewithreadabilityUtilizesvagueorbasicwordchoice

UseslittletonocorrectsentencestructuresDemonstrateslimitedunderstandingofgradelevelappropriateconventions,anderrorsinterferewiththereadabilityUtilizesincorrectand/orsimplisticwordchoice


(AboveGradeLevel)3

(AtGradeLevel)2



CCSS:RIT–1W‐2





Organization

CCSS:W–2aW–2cW–2eW‐4

Organizesideasandinformationintological,coherentparagraphsthatincludeanelaboratedintroductionwithclearthesis,structuredbody,andinsightfulconclusionLogicallygroupsrelatedinformationinparagraphsorsections,includingformattingUseslinkingwords,phrases,andclausesskillfullytoconnectideaswithincategoriesofinformation

Organizesideasandinformationintologicalintroductory,body,andconcludingparagraphsGroupsrelatedinformationintoparagraphsorsections,includingformatting(e.g.,headings)Useslinkingwordsandphrasesappropriatelytoconnectideaswithincategoriesofinformation

Organizesideasandinformationinanattemptedparagraphstructurethatincludesasenseofintroduction,body,andconclusionGroupingofideaslackscohesion(e.g.,list‐like,rambling,orrepetitive)Attemptstousesomesimplisticlikingwordstoconnectideas

Doesnotorganizeideasandinformationcoherentlyduetolackofparagraphstructureand/oramissingintroduction,body,orconclusionDoesnotgrouprelatedinformationtogetherUsesnolinkingwords

Support/Evidence

CCSS:RIT–1W–2bW–8W–9b

SkillfullyusesrelevantandsubstantialtextsupportfromtheresourceswithaccuracyUsescredibleandvariedsourcesDevelopsthetopicwithwellintegratedfacts,definitions,concretedetails,quotations,orotherinformationandexamples

UsesrelevantandsufficienttextsupportfromtheresourceswithaccuracyUsescrediblesourcesDevelopsthetopicwithfacts,definitions,concretedetails,quotations,orotherinformationandexamples

Usesmostlyrelevanttextsupportbutmaylacksufficientevidenceand/oraccurateuseUsesmostlycrediblesourcesDevelopsthetopicwithlimitedfacts,definitions,concretedetails,quotations,orotherinformationandexamples

DoesnotuserelevantorsufficienttextsupportfromtheresourceswithaccuracyUsesfewtonocrediblesourcesDoesnotsupportopinionwithfacts,details,and/orreasons

Language

CCSS:L–1L–2W–2d

UsespurposefulandvariedsentencestructuresDemonstratescreativityandflexibilitywhenusingconventions(grammar,punctuation,capitalization,andspelling)toenhancereadabilityUtilizespreciseanddomain‐specificvocabularyaccuratelythroughoutstudentwriting

UsescorrectandvariedsentencestructuresDemonstratesgradelevelappropriateconventions;errorsareminoranddoesnotinterferewiththereadabilityUtilizespreciselanguageanddomain‐specificvocabulary

UsessomerepetitiveyetcorrectsentencestructureDemonstratessomegradelevelappropriateconventions,buterrorsmayinterferewiththereadabilityUtilizessomepreciselanguageand/ordomain‐specificvocabularybutminimallyand/orinaccurately

DoesnotdemonstratesentencemasteryDemonstrateslimitedunderstandingofgradelevelconventions,anderrorsinterferewiththereadabilityDoesnotutilizepreciselanguageordomain‐specificvocabulary


(AboveGradeLevel)3

(AtGradeLevel)2



CCSS:RIT–1W‐2





Organization


Organizesideasandinformationintopurposeful,coherentparagraphsthatincludeanelaboratedintroductionwithclearthesis,structuredbody,andinsightfulconclusionLogicallygroupsrelatedinformationintoparagraphsorsections,includingformattingUsesvariedtransitionsandsyntaxtolinkthemajorsectionsoftext,createcohesion,andclarifyrelationshipamongcomplexideasandconcepts

Organizesideasandinformationintologicalintroductory,body,andconcludingparagraphsGroupsrelatedinformationintoparagraphsorsections,includingformatting(e.g.,headings)Useslinkingwordsandphrasesappropriatelytoconnectideaswithinandacrosscategoriesofinformation

Organizesideasandinformationinanattemptedparagraphstructurethatincludesasenseofintroduction,body,andconclusionGroupingofideaslackscohesion(e.g.,list‐like,rambling,orrepetitive)Attemptstousesomesimplisticlikingwordstoconnectideas

Doesnotorganizeideasandinformationcoherentlyduetolackofparagraphstructureand/oramissingintroduction,body,orconclusionDoesnotgrouprelatedinformationtogetherUsesnolinkingwords

Support/Evidence





DoesnotuserelevantorsufficienttextsupportfromtheresourceswithaccuracyUsesfewtonocrediblesourcesDoesnotsupportclaimwithfacts,details,and/orreasons

Language


UsespurposefulandvariedsentencestructuresDemonstratescreativityandflexibilitywhenusingconventions(grammar,punctuation,capitalization,andspelling)toenhancereadabilityUtilizespreciseanddomain‐specificvocabularyaccuratelythroughoutstudentwriting





(AboveGradeLevel)3

(AtGradeLevel)2



CCSS:RIT–1W‐2





Organization


Organizesideasandinformationintopurposeful,coherentparagraphsthatincludeanelaboratedintroductionwithclearthesis,structuredbody,andinsightfulconclusionLogicallygroupsrelatedinformationintoparagraphsorsections,includingformattingUsesvariedtransitionsandsyntaxtolinkthemajorsectionsoftext,createcohesion,andclarifyrelationshipamongcomplexideasandconcepts

Organizesideasandinformationintologicalintroductory,body,andconcludingparagraphsGroupsrelatedinformationintoparagraphsorsections,includingformatting(e.g.,headings)Usesvariedtransitionsandsyntaxtolinkthemajorsectionsoftext,createcohesion,andclarifyrelationshipsamongcomplexideasandconcepts

Organizesideasandinformationinanattemptedparagraphstructurethatincludesasenseofintroduction,body,andconclusionGroupingofideaslackscohesion(e.g.,list‐like,rambling,orrepetitive)Usessomesimplistictransitionstoconnectideas

Doesnotorganizeideasandinformationcoherentlyduetolackofparagraphstructureand/oramissingintroduction,body,orconclusionDoesnotgrouprelatedinformationtogetherUsesnotransitionstoconnectideas

Support/Evidence





DoesnotuserelevantorsufficienttextsupportfromtheresourceswithaccuracyUsesfewtonocrediblesourcesDoesnotsupportclaimwithfacts,details,and/orreasons

Language


UsespurposefulandvariedsentencestructuresDemonstratescreativityandflexibilitywhenusingconventions(grammar,punctuation,capitalization,andspelling)toenhancemeaning/readabilityUtilizespreciseanddomain‐specificvocabularyaccuratelythroughoutstudentwriting




Scoring Rubric adapted from English-Language Arts (Writing) CCSS Standards Please staple this Rubric to the outside of the students essay folder.

Academic English Mastery Program

AEMP WRITTEN WORD ESSAY CONTEST SCORING RUBRIC

The exemplary AEMP first place Written Word essay discusses an African American Achiever, the obstacles they faced, overcame, and the life lessons that can be applied. The essay should exemplify informative writing that conducts research about an African American Achiever who overcame obstacles in order to achieve his or her goal. It receives the highest total score for its grade level span using the following rubric: KINDERGARTEN SCORING RUBRIC

CCSS.ELA-Literacy.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic

Focus-Responds to all statements related to the prompt

Organization-Identifies topic in introductory sentence - Supplies some facts about the topic - Provides some sense of closure

Language Conventions of Grammar and Usage-Prints all upper and lower case letters correctly -Demonstrates mastery of proper spacing between all words and word placement on the lines

Language Conventions of Capitalization, Punctuation, and Spelling-Uses end punctuation correctly -Uses conventional spelling for words with common spelling patterns -Spells irregular and/or high-frequency words correctly

Aspects From the Writing Task Are Clearly Addressed:

Identifies an African-American Achiever and addresses obstacles that they overcame.

Includes relevant information as to how the Achiever overcame these obstacles.

Outlines life lessons from the Achiever’s story that can be applied to their own life.

TOTAL SCORE _____________

Scores for each item above are assigned the numeric value that corresponds to the descriptors below and tallied for a total score. When considering scoring, consider pacing relative to CCSS and the Informative/Explanatory Writing Rubric.

1- Never evident 3-Frequently evident 2- Seldom evident 4-Consistently evident




The exemplary AEMP first place Written Word essay discusses an African American Achiever, the obstacles they faced, overcame, and the life lessons that can be applied. The essay should exemplify informative writing that conducts research about an African American Achiever who overcame obstacles in order to achieve his or her goal. It receives the highest total score for its grade level span using the following rubric: FIRST GRADE SCORING RUBRIC

CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure

Focus-Responds skillfully with all statements related to the prompt -Demonstrates a strong understanding of topic/text

Organization-Organizes ideas and information into paragraph structure using a clear topic sentence, facts and definitions, and concluding sentence -Uses linking words to connect ideas

Support / Evidence-Develops the topic skillfully with facts and definitions

Language Conventions of Grammar and Usage-Uses common, proper, possessive and collective nouns correctly -Uses verb tenses and plural nouns correctly, including irregular forms -Produces, expands, and rearranges simple and compound sentences

Language Conventions of Capitalization, Punctuation, and Spelling-Capitalizes correctly and consistently with no errors: first word in a sentence, “I”, proper nouns, and titles -Uses commas, apostrophes, and end punctuation correctly all the time -Applies conventional spelling for words with common spelling patterns and irregular sight words -Spells with learned spelling patterns with untaught words


Identifies an African-American Achiever and addresses obstacles that they overcame.









The exemplary AEMP first place Written Word essay discusses an African American Achiever, the obstacles they faced, overcame, and the life lessons that can be applied. The essay should exemplify informative writing that conducts research about an African American Achiever who overcame obstacles in order to achieve his or her goal. It receives the highest total score for its grade level span using the following rubric: SECOND GRADE SCORING RUBRIC

CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section

Focus-Responds skillfully to all parts of the prompt. Demonstrates a strong understanding of topic/texts -Demonstrates a strong understanding of topic/text(s)

Organization-Organizes ideas and information into paragraph structure using a clear topic sentence, facts/definitions grouped by related information, and concluding sentence -Uses effective linking words and phrases to connect ideas

Support / Evidence-Develops the topic skillfully with facts, definitions, and details

Language and Conventions of Grammar and Usage-Uses verb tenses and plural nouns correctly, including irregular forms -Produces correct simple, compound, and complex sentences

Language Conventions of Capitalization, Punctuation, and Spelling-Capitalizes correctly and consistently with no errors: first word in a sentence “I”, and proper nouns, and titles -Uses commas, apostrophes, and end punctuation correctly all the time -Applies above grade-level spelling rules and patterns correctly, including high-frequency words; no errors


Identifies an African-American Achiever and addresses the obstacles that they overcame.

Includes relevant information as to how the Achiever overcame the obstacles.





Scoring Rubric adapted from the Smarter Balanced Assessment Consortium Informative-Explanatory Writing Rubric Please staple this Rubric to the outside of the students essay folder.



The exemplary AEMP first place Written Word essay discusses an African American Achiever, the obstacles they faced, overcame, and the life lessons that can be applied. The essay should exemplify informative writing that conducts research about an African American Achiever who overcame obstacles in order to achieve his or her goal. It receives the highest total score for its grade level span using the following rubric: THIRD GRADE SCORING RUBRIC

CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly

Focus-Responds skillfully to all parts of the prompt -demonstrates a strong understanding of topic/text

Organization-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

Support/ Evidence-Skillfully uses relevant and substantial text support from resources with accuracy: -uses credible and varied sources -develops the topic with facts, definitions, concrete details, quotations, or other information and examples

Language-Uses purposeful and varied sentence structures -demonstrates creativity and flexibility when using conventions (grammar, punctuation, capitalization, and spelling) to enhance readability -utilizes precise and sophisticated word choice Aspects From the Writing Task Are Clearly Addressed:

Identifies an African American Achiever and addresses the obstacles that they overcame


Outlines life lessons from the Achiever’s story that can be applied to their own life. TOTAL SCORE _____________

Scores for each item above are assigned the numeric value that corresponds to the descriptors below and tallied for a total score. When considering scoring, consider pacing relative to CCSS and the SBAC Informative-Explanatory Writing Rubric.





The exemplary AEMP first place Written Word essay discusses an African American Achiever, the obstacles they faced, overcame, and the life lessons that can be applied. The essay should exemplify informative writing that conducts research about an African American Achiever who overcame obstacles in order to achieve his or her goal. It receives the highest total score for its grade level span using the following rubric: FOURTH GRADE SCORING RUBRIC


Focus-Responds skillfully to all parts of the prompt -demonstrates a strong understanding of topic/text (s)

Organization-Organizes ideas and information into logical, coherent paragraphs that include an elaborated introduction with a clear thesis, structured body, and insightful conclusion -logically groups related information in paragraphs or sections, including formatting -uses linking words, phrases, and clauses skillfully to connect ideas within categories of information

Support/ Evidence-Skillfully uses relevant and substantial text support from resources with accuracy: -uses credible and varied sources -develops the topic with well-integrated facts, definitions, concrete details, quotations, or other information and examples

Language-Uses purposeful and varied sentence structures -demonstrates creativity and flexibility when using conventions (grammar, punctuation, capitalization, and spelling) to enhance readability -utilizes precise and domain-specific vocabulary accurately throughout student writing Aspects From the Writing Task Are Clearly Addressed:









The exemplary AEMP first place Written Word essay discusses an African American Achiever, the obstacles they faced, overcame, and the life lessons that can be applied. The essay should exemplify informative writing that conducts research about an African American Achiever who overcame obstacles in order to achieve his or her goal. It receives the highest total score for its grade level span using the following rubric: FIFTH GRADE SCORING RUBRIC



Organization-Organizes ideas and information into logical, coherent paragraphs that include an elaborated introduction with a clear thesis, structured body, and insightful conclusion -logically groups related information in paragraphs or sections, including formatting -uses varied transitions and syntax to link the major sections of text, create cohesion, and clarify relationship among complex ideas and concepts











The exemplary AEMP first place Written Word essay discusses an African American Achiever, the obstacles they faced, overcame, and the life lessons that can be applied. The essay should exemplify informative writing that conducts research about an African American Achiever who overcame obstacles in order to achieve his or her goal. It receives the highest total score for its grade level span using the following rubric: SIXTH GRADE SCORING RUBRIC



Organization-Organizes ideas and information into purposeful, coherent paragraphs that include an elaborated introduction with a clear thesis, structured body, and insightful conclusion -logically groups related information in paragraphs or sections, including formatting -uses varied transitions and syntax to link the major sections of text, create cohesion, and clarify relationship among complex ideas and concepts








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ACADEMIC ENGLISH MASTERY PROGRAM …