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iRubric: 9th-12th Grade Annotation Rubric

iRubric: 9th-12th Grade Annotation Rubric

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9th-12th Grade Annotation Rubric 
9th-12th Grade Annotation Rubric
This rubric is intended to assist students in analyzing their annotation styles, and push them toward higher level analytical thinking.
Rubric Code: F23AAWX
By Asirac24
Ready to use
Public Rubric
Subject: English  
Type: Reading  
Grade Levels: 9-12

Powered by iRubric Criteria for Annotations
  Excellent

Annotations exceeded requirements or produced level above his/her grade level.

20 pts

Good

Annotations demonstrate a proficiency on par with his/her grade level.

15 pts

Adequate, but Needs Improvement

Annotations approach the requirements for the grade level.

10 pts

Lacks Care and Quality

Annotations fall below the requirements for the grade level.

5 pts

Minimal/Missing

Annotations fall far below requirements, are minimal and/or do not demonstrate a dialogue with the text beyond the surface.

0 pts

Clarity of notes

Excellent

Notes are easy to interpret; they show the reader's thinking. Reader answers their own questions. Extreme neatness indicates progressive, purposeful work. Notes throughout entire text.
Good

Overall work is neat, but some insights and opinions lack order and/or logic. Student seeking to answer questions (i.e. in latter 1/2 or 1/4). Notes throughout entire text.
Adequate, but Needs Improvement

Notes start to lack clarity (i.e. neatness and logic). Notes missing from large sections. Lacks commitment to Q & A. Neatness compromised; did student read progressively?
Lacks Care and Quality

Sloppy, illegible and/or aimless notes. Little to no attempt to analyze text with own ideas and questions. Incomplete reading. Lacks commitment to fulfilling the requirements.
Minimal/Missing

Notes are missing/completely unclear. Student may have highlighted, but has not marginated with intent. Incomplete reading. Lacks commitment to fulfilling the requirements.
Number of annotations

(post-its or written notes)

Consistent frequency of entries throughout text (not bunched).
Excellent

Annotations cover the entirety of the reading and are well dispersed. Annotations do not taper midway and are abundant. Excels. Student uses margins and/or sticky notes to full capacity.
Good

Annotations are frequent but not as thorough. The text is completely covered, however not as equal in coverage. Adequate.
Adequate, but Needs Improvement

Annotations are fairly sparse or only cover the majority of the text, missing a larger section. Average.
Lacks Care and Quality

Text is only annotated at the beginning or the end but not throughout. Minimum.
Minimal/Missing

Text is only annotated sporadically. No frequency. Student may have underlined or highlighted, but may not have marginated.
Width

Variety of topics marked for discussion
Excellent

Annotations discuss ALL required literary elements. Questions are included as well as extra topics that go beyond the requirements. Above expectations.
Good

Annotations cover the requirements and discussion of all literary elements is complete. Questions are included, but minimal. Meets all expectations.
Adequate, but Needs Improvement

Annotations are too narrowly focused on one or two main topics, skipping other literary elements and lacking effective questions for discussion. Below expectations.
Lacks Care and Quality

Annotations miss categories altogether and discuss fewer than the required literary elements. No questions are present in the annotations. Annotations do not reflect a complete understanding of the text. Far below expectations.
Minimal/Missing

No categories addressed. No questions present. Student may have summarized the content of each paragraph, but no reflective analysis is present.
Depth

Significance of commentary
Excellent

Comments, insights and conclusions. Notes show depth of understanding that discusses author's purpose and literary effect. Excellent analysis and interpretation. Evidence shows that the student actively sought to analyze all literary elements.
Good

The notes have occasional insight on the overall purpose and effect of the elements. The reader shows a fairly deep understanding of interpretation and analysis. Well done. Student sought to analyze most literary elements.
Adequate, but Needs Improvement

Notes mostly identify elements with only a few insightful comments on the significance of the reading. Below level. Some literary elements addressed.
Lacks Care and Quality

Notes identify elements, and some of the notes seem purposeless. No commentary from the reader on purpose or effect. Reader has gravitated towards summary and reaction--the surface. Analysis and interpretation are severely lacking.
Minimal/Missing

Notes do not identify elements, and most annotation seems purposeless. No commentary from reader on purpose or effect. Reader may have included minimal summary and/or reaction. Analysis and interpretation are minimal.
Quality questions for discussion

Excellent

Questions incite discussion, draw upon thematic ideas, make connections to other texts or situations while relating to this text, referring to specific passages or elements.
Good

Questions are thoughtful and interesting; make connections to other texts or situations, but do not as clearly align with this text as they could. Missing specific references.
Adequate, but Needs Improvement

Questions are sparse, not insightful or are unoriginal. Questions are often vague and do not direct the grader at specific points of the text or refer to the text much beyond basic summary/plot.
Lacks Care and Quality

Questions are closed, requiring minimal response of yes/no or single word answers. Questions ask for lower-level knowledge, are disconnected or aimless. Questions are irrelevant.
Minimal/Missing

Minimal or absent questioning within the text. Student lacks marginations and dialogue with the text.



Keywords:
  • annotation; margination

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