rubric gallery

The purpose of this rubric is to allow the younger student to know what the expectations are for writing an essay and completing the ending project presentation. The student will compare and contrast three versions of the same topic using a graphic organizer and complete a multi-paragraph text explaining how authors present information between the versions of the text.

Students will compare and contrast the information presented in the 3 texts.

Aim: To write a friendly letter of invitation to a classmate using all 5 parts of the correct letter format. Standards: W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. L.2.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2.2b-Use commas in greetings and closings of letters.

ELACC.4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. Students were expected to gather information about a historical figure from 2 internet sources: 1 print and 1 video. Students were to take notes and then use those notes to take a multiple choice assessment.

Student persuasive essay that uses facts to back up their argument. NCSD 4th Grade Writing Standard: 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

Write a letter from the view point of a character, describing what the character is feeling, seeing, hearing and experiencing in the story.

Students will create a poster depicting a famous American immigrant; this poster will include factual data about their immigrant’s life, photos that do along with their immigrant, as well as their contributions to American society.

Then they are instructed to re-write the story in order to create the Grandmother's point of view.

o Have students write a friendly letter to your class from that time describing what happened in this week’s reading session and how they felt about it. The letter must be written from the story character’s perspective.

(20 POINTS - 4 points each section) Below is a chart that shows you exactly how your class participation grade will be determined. All students are expected to participate in class! I do understand that some students are shy and participate in ways other than class discussion.

(20 POINTS - 4 points each section) Below is a chart that shows you exactly how your class participation grade will be determined. All students are expected to participate in class! I do understand that some students are shy and participate in ways other than class discussion. Forms of participation other than participating in class discussion (although this is a primary form of participation) include coming to me for extra help, giving other students feedback in class, adhering to the no-voice and no-phone rule, consistent attendance, and being able to answer in-class ASL dialogue from both the teacher and other students. NOTE: If you get to the point of having a fair/poor participation grade in one or more areas, it will probably be recommended that you withdraw from the class, as you probably will not be able to keep up with the material. If a student is absent, s/he losts points on the punctuality grade rubric also.

(20 POINTS - 4 points each section) Below is a chart that shows you exactly how your class participation grade will be determined. All students are expected to participate in class! I do understand that some students are shy and participate in ways other than class discussion. Forms of participation other than participating in class discussion (although this is a primary form of participation) include coming to me for extra help, giving other students feedback in class, adhering to the no-voice and no-phone rule, consistent attendance, and being able to answer in-class ASL dialogue from both the teacher and other students. NOTE: If you get to the point of having a fair/poor participation grade in one or more areas, it will probably be recommended that you withdraw from the class, as you probably will not be able to keep up with the material. If a student is absent, s/he losts points on the punctuality grade rubric also.

Guidelines for Expository Writing

Opinion Paragraph on one topic, includes supporting sentences showing the students opinion and 2 reasons to support it. A conclusion sentence that restates the opinion.

A helpful rubric to assess your performance on writing a personal narrative. Use for your benefit to help write a stunning personal narrative. Based on the Oakland MAISA units rubric.

Introduction to narratives culminating in student creation of a narrative from a writing prompt.

This rubric is for the 4th grade project storyboard and script. Students will create a storyboard that they will be creating on their C time period/person/ event. Students will need at least 6 slides. The storyboard should overall present the person or topic in a complete and interesting manner. Storyboard should be neat, organized, and easy to understand.

This rubric is for the 4th grade Civil War project storyboard and script. Students will create a storyboard to help guide the Shadow Puppet presentation that they will be creating on their Civil War person or event. Students will need at least 7-8 slides. The storyboard should overall present the person or topic in a complete and interesting manner. Storyboard should be neat, organized, and easy to understand.