iRubric: Reader's Response Entries rubric

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Reader's Response Entries

https://www.rcampus.com/rubriceditf.cfm?nocache=1378585027465

Rubric Code: JA9595

By Seuss1

Ready to use

Public Rubric

Subject: Education

Type: Writing

Grade Levels: (none)

Readers Response Entries
	Fair 2 pts	Good 3 pts	Better 4 pts	Great 5 pts
Notebook Entries	Fair Student’s attempt to record reflections is inadequate, and the concept of making connections is absent. The number of reflections is too few to assess mastery, or the reflection itself contains numerous omissions and errors that make the writing incoherent. The reflections need improvement.	Good Reflections may be few in number or brief and skeletal; however, there is some evidence on which to assess mastery. Most reflections lack depth and mention few connections; they may also include inaccuracies when addressing comprehension skills, including summarizing and paraphrasing.	Better Reflections may be fewer in number and may be brief and sketchy; however, there is still clear evidence on which mastery may be assessed. Reflections may be more superficial, vague, general, or appear to be teacher-directed and lack elaboration. Personal connections or connections across texts may be less developed as these are higher level thinking skills. Student’s ability to summarize and paraphrase is apparent.	Great Reflections are sufficient in number to assess a range of skills and abilities at a high level: demonstrating personal connections to background knowledge, showing comprehension skills (main idea, summarizing, paraphrasing, character analysis, problem/solution, etc.), and making connections across texts. Student demonstrates deep understanding, rather than superficial or evident information. Reflections are of sufficient length to provide such evidence.
Use of Language/ Conventions	Fair Word choices are not appropriate to form, purpose, and tone Sentences are not purposeful, varied, or controlled Writer does not demonstrate a command of conventions so that the writing is fluent or clear	Good Word choices are minimally appropriate to form, purpose, and tone Sentences are somewhat purposeful, varied, and controlled Writer occasionally demonstrates a command of conventions so that the writing is fluent and clear	Better Word choices are mostly thoughtful and appropriate to form, purpose and tone Sentences are generally purposeful, varied, and controlled Writer generally demonstrates a command of conventions so that the writing is fluent and clear	Great Word choice is thoughtful and appropriate to form, purpose, and tone Sentences are purposeful, varied, and controlled Writer demonstrates a command of conventions so that the writing is fluent and clear
Development of Ideas	Fair Details/examples are not specific or well chosen Piece is not thoughtful or engaging Writer does not demonstrate an understanding of the task	Good Details/examples are inconsistently specific and well chosen Piece is occasionally thoughtful and engaging Writer partially demonstrates an understanding of the task	Better Details/examples are mostly specific and well chosen Piece is generally thoughtful and engaging Writer mostly demonstrates an understanding of the task	Great Details/examples are specific and well chosen Piece is thoughtful and engaging Writer demonstrates an understanding of the task
Organization/ Progression	Fair Form or structure is inappropriate to the purpose Does not establish and sustain focus, unity, and coherence Little or no evidence that the writer controls progression with transitions and sentence-to-sentence connections Does not establish a relationship among ideas	Good Form or structure is somewhat appropriate to the purpose Establishes and sustains focus, unity, and coherence some of the time Writer minimally controls progression with transitions and sentence-to-sentence connections Establishing a weak relationship among ideas	Better Form or structure is mostly appropriate to the purpose Establishes and sustains focus, unity, and coherence most of the time Writer generally controls progression with transitions and sentence-to-sentence connections Somewhat establishes a relationship among ideas	Great Form or structure is appropriate to the purpose Establishes and sustains focus, unity, and coherence Writer controls progression with transitions and sentence-to-sentence connections Establishes a clear relationship among ideas

Subjects:

Education

Types:

Writing

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