LANGUAGE ARTS SCORING RUBRIC – 8TH Name: The following rubric is for scoring formative and summative work in language arts. The type of assessment used is circled along with a brief explanation of the assessment. These rubrics will be used in helping determine a student’s proficiency score at the end of each trimester; the scoring chart is shown below:PROFICIENCY SCORING CHART:

4surpasses expected GLE proficiency; goes well above and beyond

3 student considered proficient in specific GLE    2 student working toward proficiency in specific GLE  1 student does not meet proficiency in specific GLE    

TYPE OF ASSESSMENT:

Formative (practice) work summative (project / test) work

ASSIGNMENT: STANDARD 1: The student will apply the general skills and strategies of the reading process. S1:B1:8th: Access 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 grade level text.

4 3 2 1 S1:B2:8th: Integrate use of context clues, word analysis, use of reference materials, and apply connotative /

denotative meaning.4 3 2 1

S1:B3:8th: Compare and contrast, summarize, classify, connect, and critique text(s) and textual elements to

formulate conclusions, opinions and personal responses with grade level text.4 3 2 1

STANDARD 2: The student will comprehend what is read. S2:B1:8th: Identify all above elements of fiction and analyze the relationship among those elements as they

impact the story.4 3 2 1

S2:B2:8th: Use context clues, vocabulary and visual aids to make connections and determine main ideas and

bias in nonfiction grade level text.4 3 2 1

S2:B3:8th: Using grade level text, student will determine if author is writing to entertain, persuade or inform.

4 3 2 1 S2:B4:8th: Draw conclusions about author’s actual purpose in using literary devices after analyzing terms

used in text.4 3 2 1

STANDARD 3: The student will understand and use the general skills and strategies of the writing process. S3:B1:8th: Choose and apply a variety of prewriting strategies to generate ideas appropriate for different

types of writing.4 3 2 1

S3:B2:8th: Synthesize prewriting and reorganize details into a first draft for revision.

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

peer review.4 3 2 1

S3:B3:8th: Proofread and edit for spelling, capitalization, punctuation, and usage in personal and peer written

work.4 3 2 1

STANDARD 4: The student will apply the conventions of writing. S4:B1:8th: Identify simple, compound, and complex sentences in text.

Create simple, compound, and complex sentences in student writing.4 3 2 1

S4:B2:8th: 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:B3:8th: Spell weekly words with accuracy. Apply accurate spelling in student writing.

4 3 2 1 S4:B4:8th: Demonstrate understanding and integration of capitalization and punctuation in student

writing.4 3 2 1

STANDARD 5: The student will write in a variety of forms for different audiences and purposes.S5:B1:8th: Generate expository composition, using outside sources for support demonstrating

understanding of the expository elements: introduction, body, and conclusion. Analyze correct expository format in student written work.

4 3 2 1 S5:B2:8th: Define and generate narrative writing, using 1st or 3rd person, developing visual or sensory

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

4 3 2 1 S5:B3:8th: 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 1 S5:B4:8th: Analyze and explain elements and forms found in poetry.

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

S5:B5:8th: Generate writing integrating content, style, and structure appropriate for specific audiences

and purposes.4 3 2 1

S5:B6:8th: Write personal responses to literature using a variety of formats.4 3 2 1

STANDARD 6: The student will use the general skills and strategies of listening and speaking. S6:B1:8th: Use strategies to enhance listening comprehension and draw conclusions from information

given in all kinds of oral presentations in class.4 3 2 1

S6:B2:8th: Compose and deliver a speech that maintains a single focus.4 3 2 1

S6:B3:8th: Identify and evaluate good techniques used by speakers and performers. Integrate specific good techniques for oral and dramatic presentations.

4 3 2 1STANDARD 7: The student will use the general skills and strategies of collection, interpretation, and use

of information from a variety of sources. S7:B1:8th: Generate questions to give direction to research.

4 3 2 1 S7:B2:8th: Determine the usefulness and appropriateness of information sources to develop a particular topic.

4 3 2 1 S7:B2:8th: Define and create a works cited comprised of all sources used in research.

Demonstrate internal documentation within written product.4 3 2 1