Group Work

Contribution

Beginning1

Developing2

Accomplished

Exemplary4

point

points

3points

points

One or more

All members

All members

All members

members do

contribute, but

contribute

contribute

not contribute.

some

equally.

equally, and

contribute

some even

more than

contribute

others.

more than
was
required.

Cooperation

On task

Teacher

Members work

Members work

All members

intervention

well together

well together

work well

needed often

some of the

most of the

together all

to help group

time. Some

time.

of the time;

cooperate.

teacher

assist others

intervention

when

needed.

needed.

Team needs

Team is on

Team is on task

Team is on

frequent

task some of

most of the

task all of

teacher

the time.

time. Does not

the time.

reminders to

Needs teacher

need any

get on task.

reminders.

teacher
reminders.

Does not
need any
teacher
reminders.

Communication

Members need

Members need

All members

Each

frequent

some teacher

listen to each

member

teacher

intervention to

other and speak

listens well

intervention to

be able to

to each other in

to other

listen to each

listen to each

equal amounts.

members.

other and

other and

Each

speak to each

speak to each

member

other

other

speaks in

appropriately.

appropriately.

friendly and
encouraging
tones.

Score/Level

Culminating Assessment Scoring Guide

PriorityStandard

65

43

21

Exceeds

Meets

DoesNotYetMeet

Variationinsentencestructure,

Sentencestructureiseffectively

Generallyvariedsentence

Thereislittleornovariationin

length,beginningsadds

variedtoestablishemphasis,to

patternsoftenusedtoestablish

sentencestructure.

interesttothetext.

controlpacing,andtorevealthe

emphasis,controlpacing,and

writersvoice.

torevealthewritersvoice.

Revealthesignificanceof,the

Eveninthisshortnarrative,

Thenarrativerevealsapersonal

Littleornoexplorationofthe

subjectandevents.

thereisasenseofwritingtobe

significanceforthesubjectand

significanceofthesubjector

readandprofoundinsightinto

events.

events.

Score:______

Score:______

thesignificanceofthesubject
andevents.

Developacommonplace

Establishesabelievableand

Thereisacommonplace

Atthispointthenarrativeis

specificoccasionasthebasis

meaningfuloccasiontoillustrate

occasionappropriatelydetailed

mainlyanexplanationofwhat

forthereflection.

theeyeopeningexperience.

withscenewriting.

waslearned.Thereislittle

Score:______

Demonstratesaneffective

contextgivenforthe

balanceofsceneandsummary.

eyeopeningexperience.

Writing Rubric
1

Pre-writing (Outline,
Notes, Graphic
Organizer)

Does not utilize

pre-writing
process or
makes only a
cursory
attempt to
brainstorm,
plan, or
organize
thoughts.

Uses only one

pre-writing
strategy.
Pre-writing is
usually only
minimally
connected to
later written
work.

Uses
multiple
pre-writing
strategies to
form a
strong
foundation
for later
written
work.

Makes
exceptional use
of mutliple
pre-writing
strategies.
Pre-writing
forms a strong
and clear
foundation for
later written
work.

Drafting

Requires
excessive
guidance and
prompting
from teacher.
Is unable to
write
independently.
Written work is
usually short,
with few details
or creativity.

Requires
occasional
guidance and
prompting
from teacher to
write
independently.
Written work is
inconsistent,
but sometimes
demonstrates

An
independent
writer who
requires little
guidance or
prompting
from teacher
to write.
Written work
is usually
detailed and
creative,
exploring

Requires no
guidance or
prompting
from teacher to
write
independently.
Written work is
unusually
creative and
detailed.
Student enjoys
writing.

Score/Level

detail, depth,
and creativity.

topics in
depth.

Revision/Editing

Student often
ignores peer
and teacher
edits, turning
in final
products with
grammatical
and spelling
errors. Student
does not edit
his or her own
work at all.

Student
accepts peer
and teacher
edits, but does
not edit his or
her own work.

Student
accepts peer
and teacher
edits.
Student
usually edits
his or her
own work,
catching
accidental
grammatical
and spelling
errors.

Student
accepts peer
and teacher
edits. Student
is also
exceptionally
meticulous
about editing
his or her own
work, catching
most
grammatical
and spelling
errors.

Final Draft/Publication

Final draft
shows little
evidence of
editing and
revision. Writer
takes little
pride in
published
work.

Final draft
shows some
evidence of
editing and
revision. Writer
takes some
pride in
published
work.

Final draft
shows clear
evidence of
editing and
revision.
Writer takes
pride in
published
work.

Final draft
shows clear
evidence of
thoughtful
editing and
revision. Writer
takes
exceptional
pride in
published
work.

Reflect/Purpose/Attitude

Shows no
enthusiasm for
or commitment
to the writing
process.

Shows some
enthusiasm for
and
commitment to
the writing
process.

Usally shows
enthusiasm
for and
commitment
to the
writing
process.

Shows
exceptional
enthusiasm for
and
commitment to
the writing
process.

Graphic Story Rubric

Design

Images are
improperly sized
and placed in a
"march down the
page" format only.
No attention paid
to variation in
design.

Pages are
uneven or
inconsistent
in design.
Some
attention
paid to
sizing,
placement or
text

Most pages
are pleasing to
the eye with
attention to
sizing and
placement of
images.
Inconsistent
text wrapping.

All pages are

pleasing to
the eye with
effective
sizing and
placement of
images.
Imaginative
and logical
text

Score/Level

Quality and number of

images

Images do not
connect to text or
are irrelevant or
no citations are
given. The
text/image balance
is non-existent.

5 frames

Written Text

Text is not all

original and/or
grammar/spelling
flawed and the
sentences seem
disconnected.
carelessness
throughout.

wrapping. No
clipart.

Some clipart
present.

wrapping.
Effective use
of clipart.

Images are
not always
clear or
relevant.
Text citations
not always
present and
do not
connect to
images. Over
(or under)
illustrated.

Images are
clear and
mostly
relevant. Text
citations are
usually
present and
identify the
images. Could
have more or
less images.
Some clipart.

Images are
clear,
relevant and
complement
the text.
Each image
is cited in
the text and
identified.
The number
of images is
appropriate.

10 frames

15 frames

20 frames

Text may not

be original.
Grammar or
spelling
flawed and a
logical not
established.
Evidence of
carelessness
and little
attention to
consistency.

Text is
original.
Grammar and
spelling are
flawless or
nearly so.
Logical
sequence
apparent.
Some wording
is careless.
Inconsistency
in style.

Text is
original.
Grammar
and spelling
are flawless
and the flow
provides a
logical
pathway of
ideas.
Consistent
and
engaging
style
throughout.

PreAssessmentStudentDirections

Makealistofeyeopeningexperiencesinyourlife.

1.

2.

3.

4.

5.

Tellthestory
ofoneoftheseevents,reflectingonhowitwasmeaningfultoyou.
Consideralsohowitmightbemeaningfultootherswhohavehadsimilar
experiences.Thereshouldbeaclearsenseofbeginning,middle,andend.

ScoringGuide
PreAssessment

PriorityStandard

Variationinsentence
structure,length,
beginningsadds
interesttothetext.

Score:______
Revealthe
significanceof,the
subjectandevents.

Score:______

Developacommon
placespecific
occasionasthebasis
forthereflection.

Score:______

Exceeds

Meets

(65)

(43)

DoesNotYetMeet
(21)

Sentencestructureis
effectivelyvariedto
establishemphasis,
tocontrolpacing,
andtorevealthe
writersvoice.

Generallyvaried
Thereislittleorno
sentencepatterns
variationinsentence
sometimesusedto
structure.
establishemphasis,
controlpacing,andto
revealthewriters
voice.

Eveninthisshort
narrative,thereisa
senseofwritingtobe
readandprofound
insightintothe
significanceofthe
subjectandevents.

Thenarrativereveals
apersonal
significanceforthe
subjectandevents.

Littleorno
explorationofthe
significanceofthe
subjectorevents.

Establishesa
believableand
meaningfuloccasion
toillustratethe
eyeopening
experience.
Demonstratesan

Thereisacommon
placeoccasion
appropriatelydetailed
withscenewriting.

Atthispointthe
narrativeismainlyan
explanationofwhat
waslearned.Thereis
littlecontextgiven
fortheeyeopening
experience.

effectivebalanceof
sceneandsummary.

Beforeyourpreassessmenthasbeenreturnedbyyourteacher
:

Whatdoyouthinkyouaredoingwellsofar?

Whatareyougoingtofocusonimproving?