8/8/2019 Rubric Spoken Words
2/3
Level Criterion C Writing- messageand organisation-
Objective:develop ideas
Task Descriptor- Edit and revise toimprove coherence and
progression by
adding, deleting, consolidating, and
rearranging text.
Task DescriptorClarification
Criterion D. Writing- language-
Objective: correctly use a range of
vocabulary
Task Descriptor- Use descriptive words thatadd interest and
meaning to writing.
Task Descriptor Clarification
1-2
The students ideas are basic and/or
repetitive; they are not always relevant
and little or no detail is given.
My story was not clear because I didnot add any details and Idid
not
delete details Iused over and over.
The student uses a limited range of
vocabulary and grammatical structures;
there are frequent errors that interfere
with communication.
I did not use any sensory words to describe sights,sounds, or
smells and my story was difficult to
understand. I only used the wordsaidfor dialogue.
3-4
The students ideas are usually relevant,
though they contain limited detail and/or
support.
My story was somewhat clearbecause I only added a
fewdetails.
The student uses a basic range of
vocabulary and grammatical structures;
there are some errors that interfere with
communication.
Iused a few sensory words to describe sights,sounds, or smells
and my story was sometimes
difficult to understand. I mostly used the wordsaidfor
dialogue.
5-6
The students ideas are relevant and
contain some detail and/or support
where appropriate.
My story was mostly clear because Iadded a severaldetails.
The student makes good use of a basic
range of vocabulary and grammatical
structures. Vocabulary and grammar are
generally accurate.
Iused several sensory words to describe sights,
sounds, or smells and my story was notdifficult tounderstand.
Iused several otherwords besidessaidfor dialogue.
7-8
The students ideas are relevant and
detailed and/or supported where
appropriate
My story was very clear because Iadded manydetails.
The student makes excellent use of a basic
range of vocabulary and grammatical
structures, and uses some more-complex
structures.
Iused many sensory words to describe sights,
sounds, or smells and my story flowed and waseasy to understand.
Iused many words besidessaidfor dialogue.
8/8/2019 Rubric Spoken Words
3/3
Grade 1 2 3 4 5 6 7
Score 0-8 9-16 17-23 24-30 31-36 37-42 43-48
Level Criterion E Reading Comprehension
Objective: identify main ideas and supporting
details
Task Descriptor- Students will apply skills
and strategies appropriate for reading non-fiction texts:
produce summaries accuratelyconveying made ideas and most
significantdetails.
Task Descriptor
Clarification
1-2
The student identifies basic facts in texts with
fam
iliar language.
I could answer some
questions about the text,but could not identify themain
idea.
3-4
The student identifies basic and more-complex
facts in texts with familiar language, and
identifies the main idea.
I could answer severalquestions about text, and Icould identify
the main
idea.
5-6
The student identifies basic and more-complex
facts in texts and identifies the main idea and
supporting details.
I could answer severalquestions about text, and Icould identify
the main
idea with somesupportingdetails.
7-8
The student identifies basic and more-complex
facts in texts identifies the main idea and
supporting details.
I could answer allquestions about text, and Icould identify the
main ideawith all several supporting
details.
