LANGUAGE ARTS SCORING RUBRIC - 6TH Name:

The following rubric is for scoring formative and summative work in language arts. The type of assessment is circled along with a brief explanation of that assessment. These rubrices will be used in helping determine

PROFICENCY SCORING CHART:4 surpasses expected GLE proficency; goes well above and beyond3 student considered proficent in specific GLE2 student working toward proficency in specific GLE1 student does not meet proficency in specific GLE

TYPE OF ASSESSMENTformative (practice) work summative (project/test) work

ASSIGNMENT:Standard 1:

S1:B1:6th:

4 3 2 1S1:B2:6th:

4 3 2 1S1:B3:6th:

4 3 2 1Standard 2:

S2:B1:6th:

4 3 2 1S2:B2:6th:

4 3 2 1S2:B3:6th:

4 3 2 1S2:B4:6th: Define and explain specific literary devices used in text discussed by class.

4 3 2 1Standard 3:

S3:B1:6th:

4 3 2 1S3:B2:6th: Synthesize prewriting and reorganize details into a first draft for revision.

4 3 2 1S3:B3:6th:

4 3 2 1Standard 4:

a student's proficiency score at the end of each trimester; the scoring chart is shown below:

The student will apply the general skills and strategies of the reading processAccess prior knowledge to establish a purpose (e.g.: academic versus entertainment) for a specific genre or text structure (e.g.: KWL chart, pre-journal or pre-test, predictions) with modeling.

Demonstrate use of context clues, word analysis and use of reference materials to extend understanding of word meanings.

Compare and contrast, summarize, classify, connect, and critique text(s) and textual elements to formulate conclusions, opinions and personal responses with grade level text.

The student will comprehend what is read.

Define, explain, describe, and summarize plot, setting, theme, character, and conflict in grade level text.

Use context clues, vocabulary and visual aids to make connections and determine main ideas in nonfiction grade level text.

Using grade level text, student will determine if author is writing to entertain, persuade or inform.

The student will understand and use the general skills and strategies of the writing process.

Choose and apply a variety of prewriting strategies to generate ideas appropriate for different types of writing.

Apply steps of revision (add, delete, replace, move) to improve quality of draft using teacher and peer review.

Proofread and edit for spelling, capitalization, punctuation, and usage in personal and peer-written work.

The student will apply the conventions of writing.

S4:B1:6th: Identify simple and compound sentences in text.Create simple and compound sentences in student writing.

4 3 2 1S4:B2:6th: Identify and define the eight parts of speech.

Apply correct usage of the eight parts of speech in written composition.4 3 2 1

S4:B3:6th: Spell weekly words with accuracy.Apply accurate spelling in student writing.

4 3 2 1S4:B4:6th:

4 3 2 1Standard 5:

S5:B1:6th:

Analyze correct expository format in student written work.4 3 2 1

S5:B2:6th: sensory imagery, and including logical organization. Analyze criteria for good narrative writing (e.g. 6 Traits Writing).

4 3 2 1S5:B3:6th: Generate persuasive writing into logically formatted essay conveying judgment

while using facts/evidence for support.Analyze effectiveness of argument in persuasive writing samples.

4 3 2 1S5:B4:6th: Analyze and explain elements and forms found in poetry.

Generate poems using various poetic elements and forms.4 3 2 1

S5:B5:6th:

4 3 2 1S5:B6:6th: Write personal responses to literature using a variety of formats.

4 3 2 1Standard 6:

S6:B1:6th: Use strategies to enhance listening comprehension (e.g. take notes, organize, summarize,paraphrase).

4 3 2 1S6:B2:6th: Develop an oral presentation with a single focus.

4 3 2 1S6:B3:6th: Identify and describe good techniques used by speakers and performers.

4 3 2 1

Standard 7:

S7:B1:6th:

4 3 2 1S7:B2:6th: Identify criteria for determining source usefulness and appropriateness.

Classify sources as useful or undesirable according to criteria. 4 3 2 1

Demonstrate understanding and integration of capitalization and punctuation in student writing.

The student will write in a variety of forms for different audiences and purposes.Generate expository composition, using outside sources for support demonstrating understanding of the expository elements: introduction, body, and conclusion.

Define and generate narrative writing, using 1st or 3rd person, developing visual or

Identify and generate different styles that are appropriate for various audiences (e.g. friendly v. business letters).

The student will use the general skills and strategies of listening and speaking.

The student will use the general skills and strategies of collection, interpretation,and use of information from a variety of sources.

State or list probing questions from graphic organizers, discussion, or examination of sources to give direction to research.

S7:B3:6th: Define and create a works cited comprised of all sources used in research.4 3 2 1

The following rubric is for scoring formative and summative work in language arts. The type of assessment is circled along with a brief explanation of that assessment. These rubrices will be used in helping determine

Define and explain specific literary devices used in text discussed by class.

a student's proficiency score at the end of each trimester; the scoring chart is shown below:

of the reading process.

Generate persuasive writing into logically formatted essay conveying judgment

Use strategies to enhance listening comprehension (e.g. take notes, organize, summarize,

different audiences and purposes.

person, developing visual or

listening and speaking.

collection, interpretation,