iRubric: Letter to Author Rubric

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Letter to Author Rubric

Students will write a letter to the author of the book the student just completed. Students will share their connections, observations (what you liked and what you would change, and questions with the author. The completed letter should be typed neatly on 8 1/2 x 11" paper or written neatly on stationary that you design. Students should write a draft, revise it, then write a final copy of their letter

Rubric Code: J25WCB4

By shavonnedavis

Ready to use

Public Rubric

Subject: English

Type: Reading

Grade Levels: K-5

Letter to Author
	4 Wow!! You have surpassed expectations. 4 pts	3 Spot on! You met the standards. 3 pts	2 Your letter needs some TLC to meet the standards. 2 pts	1 Time to put on your thinking cap and revisit this project. 1 pts
Format	4 Student has created a letter in perfect formal letter format With a greeting, well-organized paragraphs and a proper closing. Student has typed the letter.	3 Student has created a letter in formal letter format with one mistake in the greeting, closing or paragraph formation. Student has typed the letter.	2 Student has created a letter in formal letter format with two mistakes in the greeting, closing or paragraph formation. Student has typed the letter.	1 Student has created a letter in formal letter format with three mistakes in the greeting, closing or paragraph formation. Student has typed the letter.
Introduction and Conclusion	4 Student wrote an intro paragraph, explaining their feelings about the book. Student makes you very excited to read the letter. Conclusion thanks author in more than 2 sentences.	3 Student wrote a mini-intro paragraph, explaining their feelings about the book. Student makes you excited to read the letter. Conclusion thanks author in 2 sentences.	2 Student wrote an intro sentence or 2, explaining their feelings about the book. Student makes you somewhat excited to read the letter. Conclusion thanks author in 1 sentence.	1 Student wrote an intro sentence, explaining their feelings about the book. Student does not make you excited to read the letter. Conclusion thanks author in 1 sentence.
Body of Letter	4 Student clearly states thoughts of the book. Sentences flow and make sense--clearly states opinion about the book and includes connections, likes and dislikes as well as possible changes they would make. Paragraph form	3 Student states thoughts of the book. Sentences flow and make sense--states opinion about the book and includes connections, likes and dislikes as well as possible changes they would make. Paragraph form	2 Student states what s/he thinks of the book. Sentences make sense--states opinion about the book but is missing either connections, likes and dislikes, or possible changes they would make. Paragraph form.	1 Student letter has a "body" format, but does not clearly state opinion of book and is missing some or all of these; connections, likes and dislikes or possible changes they would make.
Organization	4 logical progression of ideas from beginning to end using a variety of transitional strategies. exemplary introduction and conclusion for audience and purpose.	3 *adequate progression of ideas from beginning to end using transitional strategies with some variety	2 uneven progression of ideas from beginning to end with inconsistent use of transitional strategies. conclusion and introduction, if present, are weak.	1 summary may be confusing or ambiguous. few or no transitional strategies are evident. *frequent extraneous ideas may disrupt understanding.
Conventions	4 few, if any, errors in usage and sentence formation. effective and consistent use of punctuation, capitalization and spelling. Paragraph is indented; neat; easy to read.	3 some errors in usage and sentence formation are present, but no systematic pattern of errors is displayed. adequate use of punctuation, capitalization, and spelling. good spacing; neat; easy to read.	2 frequent errors in usage may obscure meaning. inconsistent use of punctuation, capitalization, and spelling; good spacing.	1 *errors are frequent and severe and meaning is often obscured. no paragraph form; no space between words; difficult to read.
Completed on Time and followed feedback	4 Assignment is completed before due date. Rough copy conference occured. Evidence of care to listen to feedback.	3 Assignment is completed on due date. Rough copy conference occured. Evidence of care to listen to some of the feedback.	2 Assignment is completed one day late. Rough copy conference occured. Feedback ignored	1 Assignment is completed two or more days late. Feedback ignored

Subjects:

English

Types:

Reading

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