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iRubric: NARRATIVE CONVENTIONS rubric

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NARRATIVE CONVENTIONS Rubric Code: X7W634 By Mscdetata Draft Public Rubric Subject: English Type: Assessment Grade Levels: K-5

WRITING PROCESS
	Advanced (A) 4 pts	Proficient (P) 3 pts	Partially Proficient (PP) 2 pts	Unsatisfactory (U) 1 pts
FOCUS	Advanced (A) • My writing is on topic, clear, visual and accurate because I picked just the right words for just the right places. • Uses appropriate word choice to give an accurate interpretation of text and to rephrase the main idea. • I can independently develop and strengthen my writing by planning, revising and editing.	Proficient (P) • I stayed on topic and the words in my paper got the message across. • With help, I can develop and strengthen my writing by planning, revising and editing.	Partially Proficient (PP) • I stayed on topic pretty well, but my writing wasn't always clear and accurate. •With help, I can plan, revise and edit my writing.	Unsatisfactory (U) • The focus in my writing changes and is confusing. • Even with help, I have a tough time planning, revising, and editing my work.
4th gr FOC 04.A.RWC 3.3.b With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (CCSS: W.4.5) : WITH REDUCED SUPPORT THROUGHOUT THE YEAR 3.3.f.vii Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
PARAGRAPHING	Advanced (A) • I can consistently use correct format (indenting paragraphs, parts of a letter, poem, etc.) to enhance the purpose of my writing.	Proficient (P) • I can use correct format (indenting paragraphs, parts of a letter, poem, etc.) for my writing.	Partially Proficient (PP) • I can use correct format (indenting paragraphs, parts of a letter, poem, etc.) for my writing.	Unsatisfactory (U) • I never know what format to use for my writing.
4th gr PARAG 04.A.RWC.3.3.d Use correct format (indenting paragraphs, parts of a letter, poem, etc.) for intended purpose : INDENTING PARAGRAPHS
CONVENTIONS	Advanced (A) • There are very few errors in my paper. My spelling, use of capitals, commas, ending punctuation, indenting and grammar are correct. • I can consistently and creatively choose punctuation for effect, guiding my reader through the text. I can consistently modify the conventions of spoken standard English to produce correct written standard English.	Proficient (P) • There are 3-7 errors with capitals, commas, ending punctuation, grammar, indenting and spelling. • I can choose punctuation for effect. I can recognize and see the differences between the conventions of spoken and written standard English.	Partially Proficient (PP) • A number of mistakes in my paper need to be cleaned up. I have 8-12 errors with capitals, commas, ending punctuation, grammar, indenting, and/or spelling. • I choose the correct punctuation with help but not necessarily for effect. I can sometimes recognize and see the differences between the conventions of spoken and written standard English.	Unsatisfactory (U) • Editing is not under control yet. A number of mistakes in my paper need to be cleaned up. My paper has more than 12 errors with capitals, ending punctuation, grammar, indenting, and/or spelling. • I can only choose the correct punctuation with help. My mechanics (grammar, punctuation, spelling and documentation, if any) have not been corrected or have not improved my writing when I try to edit.
4th gr CONV 04.A.RWC. 3.3.e.ii Choose punctuation for effect. 3.3.g.i Use correct capitalization. 3.3.g.ii Use commas and quotation marks to mark direct speech and quotations from a text. 3.3.g.iii Use a comma before a coordinating conjunction in a compound sentence. 3.3.g.iv Spell grade appropriate words correctly, consulting references as needed.
3rd gr CONV 3.3.d.ii Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.3.3) Recognize and observe differences between the conventions of spoken and written standard English. (CCSS: L.3.3b)
2nd gr CONV 3.3.a, 3.3.a.ix, 3.3.b, 3.3.b.ii,
2nd gr CONV 3.3.a, 3.3.a.ix, 3.3.b, 3.3.b.ii,
	A I can consistently modify the conventions of spoken standard English to produce correct written standard English. (N/A)	P I can recognize and see the differences between the conventions of spoken and written standard English. (N/A)	PP I can sometimes recognize and see the differences between the conventions of spoken and written standard English. (N/A)	U My mechanics (grammar, punctuation, spelling and documentation, if any) have not been corrected or have not improved my writing when I try to edit. (N/A)
1st gr CONV 3.2.b.i - 3.2.b.vi
	A (N/A)	P I can write a variety of complete simple and complex sentences including asking, telling and exclamatory, and choose the correct punctuation. I can independently use my knowledge of capitalization I can use learned spelling patterns to my writing (N/A)	PP I can sometimes write complete simple sentences including asking, telling and exclamatory, and choose the correct punctuation. I can sometimes use my knowledge of capitalization I can spell words by sounding out the letter sounds in the word and using spelling patterns that I already know. (N/A)	U I always need help to write simple sentences including asking, telling and exclamatory, and choose the correct punctuation. I always need help to use my knowledge of capitalization. With help, I can spell some words by sounding out the letter sounds. (N/A)
PLANNING & REVISING	A • I consistently choose use a wide range of planning strategies to deliberately support my text structure and outcome. My writing shows a strong evidence of planning. I do writing surgery and revise my paper quite effectively.	P • I can choose a planning strategy to support my text structure and the outcome with no support. My writing shows evidence of planning. I do writing surgery and revise my paper. I can use pictures and graphic organizers that help me to plan my story most efficiently.	PP • I sometimes choose a planning strategy that supports my text structure and the outcome with help. My writing shows some evidence of planning. Whatever revision I have done is not sufficient to improve my writing. Sometimes with significant help I can use pictures and graphic organizers to plan my writing.	U • I can always choose a planning strategy that supports my text structure and the outcome only with help. • I do not know how to write to the prompt. My writing shows little or no evidence of planning. I do not do a writing surgery for areas that need it. Editing appears to be the only focus of the revision when I revise. I always need help to be able to use pictures and graphic organizers to plan my writing.
4th gr PL 04.A.RWC.3.1.b.ii Choose planning strategies to support text structure and intended outcome
3rd gr PL 3.3.b With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (CCSS: W.3.5)
2nd gr PL 3.2.e, 3.3.c
1st gr PL 3.1.e Use pictures or graphic organizers to plan writing.
STRUCTURE & PURPOSE	A I thoughtfully choose a text structure (e.g. sequence, chronology, description, explanation, compare-and-contrast, etc.) that shows or connects to my purpose. I can describe, compare and contrast, or explain information from texts clearly.	P I can identify a text structure (e.g. sequence, chronology, description, explanation, compare-and-contrast) appropriate to my purpose. I can describe, compare and contrast, or explain information from texts.	PP I try to identify a text structure (e.g. sequence, chronology, description, explanation, compare-and-contrast) appropriate to my purpose. But I sometimes have a hard time describing, comparing and contrasting or explaining information from texts.	U I know how to identify a text structure (e.g. sequence, chronology, description, explanation, compare-and-contrast) appropriate to my purpose when I have help. I can only describe, compare and contrast or explain information from texts when I have help.
2nd gr ST & PUR 3.1.e, 3.2.c, 3.1.b

Subjects:

English

Types:

Assessment

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