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iRubric: Response to Literature rubric

iRubric: Response to Literature rubric

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Response to Literature 
Response to Literature
Students will write a Response to literature.
Rubric Code: EXX332X
By HBateman
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: K-5, 6-8

Powered by iRubric Reading Response to Literature
 

4 pts


3 pts


2 pts


1 pts

Intro

4

Student uses the IVF Model to create a clear topic sentence to introduce topic.
3

Student uses a basic topic sentence to introduce the topic to the reader. Student does not use the IVF Model.
2

Student vaguely introduces topic to reader.
1

Student does not introduce topic to reader.
Use of Examples

4

Student response has several examples which support the ideas and opinions stated.
3

Student has at least two examples to support the ideas and opinions stated.
2

Student response has at least one example to support the ideas and opinions stated.
1

Student response does not have any examples to support their ideas and opinions.
Critical Thinking

4

The student's responses demonstrate superior critical thought about the text. Student response shows a strong understanding of the text.
3

The student's responses demonstrate critical thought about the text. Student shows an understanding of the text.
2

The student's responses demonstrate critical thought about the text. Student response shows a simple understanding of the text.
1

The student's responses do not demonstrate critical thought about the text. There is little understanding of the text.
Language and Conventions

4

Sentence structure and vocabulary written above grade level. A consistent use of appropriate punctuation, spelling and capitalization is demonstrated.
3

Sentence structure and vocabulary is evident. Overall appropriate use of punctuation, spelling and capitalization is demonstrated.
2

Sentence structure and vocabulary is developing. An attempt was made at appropriate use of punctuation, spelling and capitalization.
1

Sentence structure and vocabulary is basic/or incomplete. Inappropriate use of capitalization, spelling and punctuation.
Conclusion

4

Student provides a descriptive concluding paragraph. Their concluding paragraph includes the readers opinion about the text and also shares a connection that the reader had while reading.
3

Student provides a basic concluding paragraph. The student makes a connection and/or shares their opinion about the text.
2

Student provides a concluding paragraph that restates the introduction, but the student does not include their opinion and connection to the text.
1

Student does not provide a concluding paragraph.
Step 1/2: Pre-Writing & Drafting

4

Detailed evidence showing time spent brainstorming and organization with the use of the graphic organizer provided. Student puts forth a lot of effort towards the completion of their graphic organizer.
3

Basic evidence shows the use of brainstorming and organization with the use of the graphic organizer provided.
2

Some evidence that shows time spent brainstorming, orgainizing, and writing out ideas for this piece of writing. Student attempts to use the graphic organizer provided.
1

Little to no time spent brainstorming, organizing and writing out ideas for this piece of writing. Student does not use the graphic organizer provided.
Step 3: Revising

4

Student made numerous changes to writing, changing/adding details and description to make writing more attractive to reader.
3

Student revision shows adequate changes made to content and ideas in writing. Details were added to enhance writing.
2

Student attempted to make changes to their writing, however the changes were minimal and focused on editing verses content and description presented in writing.
1

Student spent little to no time revising. Little to no changes were made to writing. Student did not take peer revision seriously.
Step 4: Editing

4

No errors were made in spelling, capitalization, and punctuation, including commas and apostrophes. Appropriate paragraphs used in writing.
3

Few errors were made in spelling, capitalization, and punctuation, including commas and apostrophes. Appropriate paragraphs used. Student spent ample time working on identifying and correcting editing errors.
2

Frequent errors made in spelling, capitalization, paragraphing, and punctuation, including commas and apostrophes. These errors make it more difficult to understand the message or meaning of the writing. Evidence in draft shows that student attempted to make corrections to errors.
1

Numerous errors in spelling, capitalization, paragraphing, and punctuation,including commas and appostrophes, found in writing. These errors make it hard to understand the meaning/message of the writing due to these errors.
Step 5: Publishing

4

Final copy was typed and easy to read. All parts of writing - prewriting, first draft, second draft, and any other notes needed were turned in with draft.
3

Final copy was typed and easy to read. All parts of writing were turned in but were out of order. OR Final copy typed and turned in on time but other parts of writing were turned in late.
2

Final copy was typed and easy to read. Parts of writing such as first draft, prewriting, second draft, etc., may be missing.
1

Final copy not turned in on time. AND/OR More than one part of writing (prewriting, first draft, second draft, etc) were not turned in with final copy.
Participation

4

Student always used classtime wisely, meeting with a peer to revise. All conversations during class were focused on revising/editing work.
3

Student mostly used classtime wisely, meeting with a peer to revise and edit. The majority of the time the student was focused and only one or two times did the student get off-task.
2

Student sometimes used classtime wisely, however, student had to be refocused and reminded to work on writing. Student conversations/actions focused on other topics instead of writing. Student may not have been prepared for class a couple of times.
1

Student frequently had to be refocused/reminded to work on writing, revising, and editing during class. Student did not use classtime wisely or frequently was not prepared for class.




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