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iRubric: Process Approach Paragraph 2nd Grade rubric

iRubric: Process Approach Paragraph 2nd Grade rubric

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Process Approach Paragraph 2nd Grade 
Process Approach Paragraph 2nd Grade
A rubric that assesses students' application of the process approach to writing in an expository paragraph.
Rubric Code: VC33WC
By nicholebarnard
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: K-5

Powered by iRubric The Writing Process
  Super Star

30 pts

On target

25 pts

So-So

20 pts

Missed The Buss

15 pts

Prewriting/Writing

Super Star

*Detailed evidence showing time spent brainstorming, organizing (use of graphic organizers) and <BR>
<BR>
*writing out ideas for this piece of writing.
On target

*Evidence shows the use of brainstorming, organizing (use of graphic organizers) and <BR>
<BR>
*writing out ideas for this piece of writing
So-So

*Some evidence that shows time spent brainstorming, orgainizing, and <BR>
<BR>
*writing out ideas for this piece of writing
Missed The Buss

* Little to no time spent brainstorming, organizing and <BR>
<BR>
*writing out ideas for this piece of writing
Drafting

Super Star

*Draft clearly includes ideas that were brainstormed and organized during prewriting
On target

*Draft includes ideas from prewriting session.
So-So

*Draft includes limited ideas from prewriting session. <BR>
<BR>
*An attempt was made to include the information from prewriting in draft.
Missed The Buss

*Draft includes little to no ideas from the prewriting session. <BR>
<BR>
*Little to no <BR>
information from prewriting is evident in draft
Revising

Super Star

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

*Student revision shows adequate changes made to content and ideas in writing. <BR>
<BR>
*Details were added to enhance writing.
So-So

*Student attempted to make changes to their writing, however the changes were few and focused on editing verses content and description presented in writing.
Missed The Buss

*Student spent little to no time revising. <BR>
<BR>
*Little to no changes were made to paragraph based upon the class directions.
Editing

Super Star

*Few errors were made in spelling, capitalization, and punctuation. <BR>
<BR>
<BR>
<BR>
*All errors corrected.
On target

*Few errors were made in spelling, capitalization, and punctuation.<BR>
*Student spent ample time working on identifying and correcting editing errors.
So-So

*Frequent errors made in spelling, capitalization, paragraphing, and punctuation.<BR>
<BR>
*Student attempted to correct errors.
Missed The Buss

*Numerous errors in spelling, capitalization, and punctuation found in writing. <BR>
*Student did not attempt to correct errors.
Peer Revisions

Super Star

Received reviews from more than one student. Used suggestions from at least one review to improve revision paragraph.
On target

Received reviews from one student. Used comment from one review to improve revision of paragraph.
So-So

Received reviews from one or more students, but did not use comments to improve paragraph.
Missed The Buss

Did not get peer reviews.
Publishing

Super Star

*Final copy was neat and easy to read. Illustration aligns with paragraph.<BR>
<BR>
*All parts of writing - prewriting, first draft, second draft, and any other notes needed were turned in with draft.
On target

*Final copy was easy to read. Illustration aligns with paragraph. <BR>
<BR>
*Some parts of writing were missing.
So-So

*Final copy was somewhat legible. <BR>
<BR>
Parts of writing such as first draft, prewriting, etc., missing. Illustration missing or doesn't align.
Missed The Buss

Final copy not turned in on time. AND/OR
Too messy to read.
Missing illustration, draft, and revision.
Participation

Super Star

*Student used classtime wisely, meeting with a peer to revise. <BR>
<BR>
*Conversations during class were focused on revising/editing work.
On target

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

*Student sometimes used classtime wisely, however, student had to be refocused and reminded to work on writing, conversations/actions focused on other topics.
Missed The Buss

*Student frequently had to be refocused/reminded to work on writing, revising, and editing during class. <BR>
<BR>
*Student did not use classtime wisely.




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