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-highlight key sections; margin notes based on the annotations; close reader Qs Annotations include: -definitions -color-coding for different notes -point out confusions -ask questions -predictions, conclusions, evidence -background info -explain what is going on in text -make connections to other parts of the text (and perhaps to other texts, as well as personal connections) -point out literary devices -use humor -have a conversation with oneself/with the text/author
Rubric Code: JXB3XB7
Ready to use
Public Rubric
Subject: English  
Type: Homework  
Grade Levels: 9-12

Powered by iRubric Criterion A: Analysis
Strands i-iv
  Beginning

Limited analysis via annotation

2 pts

Emerging

Adequate analysis via annotation

4 pts

Developing

Competent analysis via annotation

6 pts

Proficient

Perceptive analysis via annotation

8 pts

Annotations

identifying parts and relationships in the text

Beginning

Limited analysis of content and language: few or no literary devices clearly identified, e.g story elements, connotative language, figurative language, idioms, tone etc.

(messy and disorganized; hard to follow or make sense of)

Basic definitions only (the ones the book suggests); no definitions = 1.

Words may be highlighted or underlined, but without labels or margin notes explaining what they are.

No annotations with the highlights, or not highlighted. NO color-coding.
Emerging

Adequate analysis of content and language: some literary devices clearly identified, e.g story elements, connotative language, figurative language, idioms, tone etc.

(may not be highlighted, only underlined)

Basic definitions with perhaps 1 extra word defined.

Words and phrases highlighted or underlined with some labels or margin notes explaining what they are.

Some annotations with the highlights. Two color color-coding (e.g. blue/black)
Developing

Competent analysis of content/language:
several literary devices clearly identified, e.g story elements, connotative language, figurative language, idioms, tone etc.

(clear and neat highlights or underlines/circles)

Basic definitions and several extra words defined.

Words, phrases and sentences highlighted/underlined with labels or margin notes explaining what they are.

Annotations with the highlights. Some color-coding (several colors of pen for different notes).
Proficient

Perceptive analysis of content and language:
many literary devices clearly identified, e.g story elements, connotative language, figurative language, idioms, tone etc.

(color-coding or differentiating different kinds of text)

Many words defined.

Words, phrases, sentences and longer passages highlighted explaining in detail what they are

Detailed annotations with the highlights. Sophisticated use of color-coding.
Margin notes

interpreting information in the text and drawing conclusions

Beginning

Limited analysis on the relationship among texts: little or no questioning, paraphrasing, conversation w/ self/author or commentary

(no margin notes or minimal notes making connections to the text)
Emerging

Adequate analysis on the relationship among texts: some
questioning, paraphrasing, conversation w/ self/author or commentary

(some margin notes, perhaps in point form, making connections to the text)
Developing

Competent analysis of relationship among texts: several instances of questioning, paraphrasing, conversation w/ self/author or commentary

(margin notes in sentences making connections to the text)
Proficient

Perceptive analysis of relationship among texts: much questioning, paraphrasing, conversation w/ self/author or commentary

(detailed and original margin notes, short paragraphs or detailed sentences making strong and clear connections to the text)



Keywords:
  • "close reading" "annotations" "margin notes" "evidence" "analysis"

Subjects:

Types:





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