SPEAKING

2-1-0 SCALE

(SP-1)

 

SCORE

CHARACTERISTICS OF RESPONSE

 

 

2

 

 

 

 

The studentís response:

  • is understandable and appropriate
  • is basically grammatically correct
  • presents appropriate word choices for the grade level
  • may have minor errors, but the errors are infrequent and they do not interfere with communication

 

1

 

The studentís response:

  • is understandable
  • displays noticeable errors in grammar
  • displays noticeable errors in word choice
  • displays limited English proficiency

 

0

The student gives no response, gives a response that cannot be understood as English, or does not demonstrate an understanding of English.

 

 

SPEAKING 3-2-1-0 SCALE

(SP-2)

SCORE

CHARACTERISTICS OF RESPONSE

 

 

 

 

 

3

 

The studentís response:

  • is completely and easily comprehensible
  • is coherent
  • is fluent
  • provides appropriate and specific details and/or examples
  • shows well-developed vocabulary resources (the student can usually find the right word)
  • may display grammatical mistakes (for example, in the use of articles or prepositions), but mistakes do not generally interfere with communication
  • may display an accent, but errors of pronunciation and intonation do not interfere with communication

 

 

 

 

 

 

2

 

The studentís response:

  • is comprehensible, but may require effort on the part of the listener
  • develops in a somewhat coherent way
  • is somewhat fluent
  • provides some appropriate and specific details and/or examples
  • displays a basic, but not wide or extensive vocabulary (the student sometimes cannot find the right word)
  • grammatical errors sometimes interfere with comprehension
  • may display errors in pronunciation and/or intonation that interfere with communication

 

 

 

 

 

 

1

 

The studentís response:

  • is somewhat comprehensible
  • presents limited ideas (the student has difficulty expressing a complete thought without prompting)
  • is spoken haltingly (the student usually does not produce no more than one or two words at a time)
  • provides few, if any, details or examples
  • shows a very limited range of vocabulary, which interferes with communication (the student often cannot find the right word)
  • makes numerous grammatical errors that interfere with communication
  • shows little control of pronunciation, intonation, or stress

0

The student gives no response, gives a response that cannot be understood as English, or does not demonstrate an understanding of English.

GRADES K-1

WRITING RUBRIC Ė 1 W

Single, Dictated Words

 

SCORE

CHARACTERISTICS OF RESPONSE

2

The dictated word is spelled correctly.

1

The response shows phonetic awareness, but the dictated word is spelled incorrectly.

0

There is no response, or the response shows extremely limited phonetic awareness.

 

GRADES K - 1

WRITING RUBRIC - 2 W

Short, Dictated Sentences

SCORE

CHARACTERISTICS OF RESPONSE

2

The response shows control of the conventions of written English (capitalization, word spacing, and punctuation) and may display a small number of spelling errors that do not interfere with communication. All of the words in the dictated sentences are present in the correct order.

1

The response shows some attempt to spell words and to use conventions (capitalization, word spacing, and punctuation) but errors may impede communication. Most or all of the words in the dictated sentences are present in the correct order.

0

There is no response, or the response is not recognizable as the dictated sentence.

 

GRADES K Ė 1

WRITING RUBRIC Ė 3 W

Picture Description

 

SCORE

CHARACTERISTICS OF RESPONSE

2

The studentís response:

  • describes most of the activity in the picture
  • may display some spelling errors or invented spellings, but these misspellings show phonetic awareness and the words can be

identified by a trained primary-level teacher

  • shows some control of the conventions of written English (capitalization, word spacing, punctuation), but may not be written in complete sentences

1

The studentís response:

  • describes at least some of the activity in the picture
  • displays many spelling errors or invented spellings that may not be

identifiable as words

  • shows some limited phonetic awareness, and some attempt to use conventions (capitalization, word spacing, punctuation)

0

There is no response, or the response is not recognizable as written English.

 

 

 

 

 

GRADES 2-4

PREWRITING RUBRIC

(4 W)

 

 

SCORE

CHARACTERISTICS OF RESPONSE

2

The student fills in at least four of the boxes with clear and relevant ideas. The responses in most of the boxes have enough detail to show thinking, imagination, or insight into the topic.

1

The student attempts to write something relevant to the topic in some of the boxes. All or most of the responses are single words or very simple phrases.

0

The boxes are blank, or only one box is filled in, or the information written in the boxes is irrelevant or incoherent.

 

PREWRITING RUBRICS (GRADES 5-12)

SCORE

GRADE 5 Ė 6 (WR-1a)

CHARACTERISTICS OF RESPONSE

GRADE 7 Ė 8 (WR-1b)

CHARACTERISTICS OF RESPONSE

GRADE 9 - 12 (WR-1c)

CHARACTERISTICS OF RESPONSE

3

The student fills in all five boxes with clear and relevant ideas. The responses in all or most of the boxes provide specific details and show thinking, imagination, or insight into the topic.

The student fills in all seven circles with clear and relevant ideas. The responses in all or most of the circles provide specific details and show thinking, imagination, or insight into the topic.

The student:

  • completes the brainstorming chart according to the instructions
  • writes in all three organization boxes
  • provides an appropriate rationale for the way he or she filled in the organization boxes

2

The student writes a relevant response in the top box and in at least half of the other boxes. Some of these responses provide specific details and show thinking, imagination, or insight into the topic.

The student writes a relevant response in the center circle and in at least half of the other circles. Some of these responses provide specific details and show thinking, imagination, or insight into the topic.

The student:

  • completes the brainstorming chart according to the instructions
  • writes in all three organization boxes.
  • attempts to give an appropriate rationale for the way he or she filled in the organization boxes, but the rationale may be incomplete or insufficiently described

OR, the student:

  • completes either the brainstorming chart or the organizational boxes according to the instructions
  • gives an appropriate rationale for writing about the changes in a particular order

1

Responses are general and may lack development or insight into the topic; however, the responses show some understanding of the task.

The student writes in some of the boxes. The responses are general and may lack development or insight into the topic; however, the responses show some understanding of the task.

The student:

  • writes something relevant to the topic in at least one of the boxes in the brainstorming chart
  • writes in at least one of the organization boxes
  • does not provide an appropriate rationale for writing about the changes in a particular order

0

The response does not address the questions at all, or the information is irrelevant or incoherent.

The response does not address the questions at all, or the information is irrelevant or incoherent.

There is no response, the response does not address the questions at all, or the information is irrelevant or incoherent.

 

 

 

 

 

Writing the Story/Essay Rubric

(WR-2)

SCORE

CHARACTERISTICS OF RESPONSE

4

The studentís response:

    • is completely and easily comprehensible; has an appropriate main idea or theme
    • provides appropriate and specific details, examples and, if required, supporting evidence; and develops in a coherent and connected way
    • contains language that flows in well-developed sentences, with some variety in sentence structure
    • shows well-developed vocabulary resources (the student usually finds appropriate words to convey meaning)
    • displays few errors in grammar, spelling and punctuation; errors do not interfere with communication

3

The studentís response:

    • is comprehensible, though the reader may have to make an effort to understand it; has an identifiable main idea or purpose
    • provides some appropriate details, examples and, if required, supporting evidence; and develops in a coherent and connected way
    • is written entirely, or almost entirely, in complete sentences; displays some variety in sentence structure
    • shows emerging vocabulary resources (the student often finds appropriate words to convey meaning)
    • displays some errors in grammar (for example, in the use of articles and prepositions), spelling and punctuation, but these errors do not impede communication

2

The studentís response:

    • is somewhat comprehensible but often requires a marked effort on the part of the reader to understand it; may lack a main idea
    • often fails to provide appropriate details, examples, or evidence
    • displays little or no variety in sentence structure; the writing may be choppy or abrupt
    • shows basic vocabulary resources; errors in word choice sometimes interfere with communication
    • displays frequent errors in grammar, spelling, punctuation, and other conventions, and avoids more difficult structures; errors may interfere with communication

1

The studentís response:

    • is often incomprehensible; has no main idea or clear purpose; and may not address

every part of the question/prompt

    • provides few, if any, details, examples, or evidence
    • contains few, if any, complete sentences; the writing may seem inappropriate or incoherent
    • shows a limited range of vocabulary, which interferes with communication
    • shows little control of grammar and of the conventions of written English

0

The studentís response is not recognizable as written English, does not address the question at all, or is completely irrelevant or incoherent.

 

 

 

 

 

GRADES 2 - 12

EDITING RUBRIC

(WR-3)

 

 

SCORE

ITEMS INCORRECT

3

0 - 2

2

3 - 6

1

7 - 9

0

10 - 12