SBAC FullComposition Writing Rubrics Opinion Writing K 2

SBAC Full-Composition Writing Rubrics Opinion Writing: • K – 2 • Grade 3 – 5 • Grade 6 - 8 Informational Writing: • K – 2 • Grade 3 – 5 • Grade 6 - 11 Narrative Writing: • K– Grade 2 • Grade 3 – 8 SBAC/Hess Rubrics- HSD/OSP Susan Richmond

Opinion Writing K-6 Standards W. K. 1 a b W. 1. 1 a b d e W. 2. 1 a b d e Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e. g. , My favorite book is. . . ). Draw, dictate and/or write to tell a reader the topic or the name of the book they are writing about. State an opinion or preference about the book or topic. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Introduce a topic or the name of a book they are writing about. State an opinion. Supply a reason for the opinion. Provide some sense of closure. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e. g. , because, and, also) to connect opinion and reasons, and provide a concluding statement or section Introduce a topic or book. State an opinion. Supply reasons to support an opinion. Provide a concluding statement or section. W. 3. 1 Write opinion pieces on topics or texts, supporting a point of view with reasons. W. 3. 1 a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. Provide reasons that support the opinion. W. 3. 1 b W. 3. 1 c W. 3. 1 d Use linking words and phrases (e. g. , because, therefore, since, for example) to connect opinion and reasons. Provide a concluding statement or section. W. 4. 1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W. 4. 1 a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose Provide reasons that are supported by facts and details. W. 4. 1 b W. 4. 1 c W. 4. 1 d W. 4. 9 Link opinion and reasons using words and phrases (e. g. , for instance, in order to, in addition). Provide a concluding statement or section related to the opinion presented. Draw evidence from literary or informational texts to support analysis, reflection, and research. W. 5. 1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W. 5. 1 a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose Provide logically ordered reasons that are supported by facts and details. W. 5. 1 b W. 5. 1 c W. 5. d W. 5. 9 Link opinion and reasons using words, phrases, and clauses (e. g. , consequently, specifically). Provide a concluding statement or section related to the opinion presented. Draw evidence from literary or informational texts to support analysis, reflection, and research. W. 6. 1 Write arguments to support claims with clear reasons and relevant evidence. W. 6. 1 a W. 6. 1 b Introduce claim(s) and organize the reasons and evidence clearly. W. 6. 1 c W. 6. 1 e W. 6. 9 Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. Provide a concluding statement or section that follows from the argument presented. Draw evidence from literary or informational texts to support analysis, reflection, and research. SBAC/Hess Rubrics- HSD/OSP Susan Richmond

Grades K - 2: Generic 4 -Point Opinion Writing Rubric Statement of Purpose/Focus and Organization Score Statement of Purpose/Focus CCSS and Report Card Alignment Text Types & Purposes: Kinder-W. K. 1 1 st-W. 1. 1. 1 -4 2 nd-W. 2. 1. 1 -4 4 Exemplary (E) 3 Proficient (M) 2 Developing (NM) 1 Merging (NY) 0 Uses a combination of drawing, dictation, & writing (K) to compose Explains something more about the topic OR A connection is made between topic & broader idea(s) Organization CCSS and Report Card Alignment Text Types & Purposes: Kinder-none 1 st-W. 1. 1. 5 2 nd-W. 2. 1. 4 -5 Development: Language and Elaboration of Evidence CCSS and Report Card Alignment Text Types & Purposes/Production and Distribution of Writing: Kinder-W. K. 1. 3 1 st-W. 1. 1. 4 & W. 1. 5. 2 2 nd-W. 2. 1. 4 Language and Vocabulary CCSS and Report Card Alignment Conventions & Vocab. Acquisition: Kinder-L. K. 1 b-f & L. K. 6 1 st-L. 1. 1 b-j & L. 1. 6 2 nd-L. 2. 1 & L. 2. 6 Conventions CCSS and Report Card Alignment Conventions: Kinder-L. K. 1 a, L. K. 2 a, & L. K. 2 d 1 st. L. 1. 1 a, L. 1. 2 2 nd-L. 2. 2 Intro, body, and conclusion support focus and reason(s) Uses several transitions appropriately (e. g. , because, since, and, also, for example, since) to connect ideas Elaborates using a variety of relevant details, examples, quotes, etc. to support focus (opinion) or explain reasons May use figurative language (e. g. , imagery, simile, exaggeration) Chooses words and phrases for effect (e. g. , precise, concrete, or sensory vocabulary) Uses variety of sentences (simple, compound, with prepositional phrases) Edits with support/ resources Has few or no errors in grammar, word usage, or mechanics as appropriate to grade Uses a combination of drawing, dictation, & writing (K) to compose Clearly identifies topic (gr K-3) Focus (opinion) about topic is clearly stated (gr K-3 Has intro, body, and concluding statement or section (gr 1 -3) that support focus (opinion) States one or more reasons for opinion (gr 1 -3) Uses transitions (e. g. , because, and) to connect ideas (gr 2 -3) Drawings or writing include relevant and descriptive details, labels/captions, facts, or elaboration that support the opinion or reasons Details are explained, not simply listed Appropriate use of vocabulary (nouns, verbs, plurals, adjectives, etc. ) Uses some variety of sentence types (statement, question, exclamation) Uses adult/peer feedback to revise Edits with support from peers, adults, resources (gr 2 -3) Minor errors do not interfere with reader’s understanding Uses a combination of drawing, dictation, & writing (K) to compose Has topic and attempts a focus (opinion), but focus may shift or not be relevant to the topic chosen Introduction, body, and conclusion are evident, but may lack clarity or coherence (e. g. , attempts to connect opinion to a reason, but reason may not make sense) Some elaboration strategies are evident in drawings or writing (gr K-3), or added with support/ questioning from peers or adults Ideas may not be fully elaborated or details may be insufficient to support opinion Vocabulary use has minor errors Dictates, writes, and expands simple complete sentences Uses adult/peer feedback to revise Edits with support from peers or adults (gr 2 -3) Uses grade-appropriate basic mechanics and word use with some errors Uses a combination of drawing, dictation, & writing (K) to compose Attempts to identify a topic, but lacks a focus (opinion) or may have more than one topic or confusing topic as stated Attempts introduction, body, and conclusion, but one or more parts are missing No details provided or attempts to add details to drawings or writing which may be random, inaccurate, or irrelevant Generally uses basic, incorrect, or below grade level vocabulary when dictating (K) or writing Uses adult/peer feedback to revise Edits with support from peers or adults (gr 2 -3) Uses below grade-level basic mechanics with frequent errors A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target]. Working Drafts of ELA rubrics for assessing CCSS writing standards --- © (2010) Karin Hess, National Center for Assessment [[email protected]. org SBAC/Hess Rubrics- HSD/OSP Susan Richmond

Grades 3 - 5: Generic 4 -Point Opinion Writing Rubric Statement of Purpose/Focus and Organization Score Statement of Purpose/Focus CCSS and Report Card Alignment Text Types & Purposes: 3 rd-W. 3. 1 a-c 4 th-W. 4. 1 a-c 5 th-W. 5. 1 a-c The response is fully sustained and consistently and purposefully focused: 4 Exemplary (E) • opinion is clearly stated, focused, and strongly maintained • opinion is communicated clearly within the context The response is adequately sustained and generally focused: 3 Proficient (M) 2 Developing (NM) 1 Merging (NY) • opinion is clear and Organization CCSS and Report Card Alignment Text Types & Purposes: 3 rd-W. 3. 1 c-d 4 th-W. 4. 1 c-d 5 th-W. 5. 1 c-d Elaboration of Evidence Language and Vocabulary CCSS and Report Card Alignment Research to Build and Present Knowledge: 3 rd-W. 3. 7 -8 4 th-W. 4. 7 -9 5 th-W. 5. 7 -9 CCSS and Report Card Alignment Conventions & Vocab. Acquisition: 3 rd-L. 3. 1 b-i, L. 3. 3 a & L. 3. 6 4 th-L. 4. 1, L. 4. 3 a, & L. 4. 6 5 th-L. 5. 1 b-e, L. 5. 3 a & L. 5. 6 The response has a clear and effective organizational structure creating unity and completeness: The response provides thorough and convincing support/evidence for the writer’s opinion that • effective, consistent use of a includes the effective use variety of transitional of sources, facts, and strategies details: • logical progression of ideas from beginning to end • effective introduction and conclusion for audience and purpose • use of evidence from sources is smoothly integrated, comprehensive, and relevant • effective use of a variety of elaborative techniques • may be clearly focused on the opinion but is insufficiently sustained • opinion on the issue may be unclear and unfocused The response may be related to the purpose but may offer little or no focus: • may be very brief • may have a major The response clearly and effectively expresses ideas, using precise language: • use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose The response demonstrates a strong command of conventions: The response demonstrates an adequate command of conventions: • few, if any, errors in usage and sentence formation e • effective and consistent use of punctuation, capitalization, and spelling The response provides adequate support/evidence for the writer’s opinion that includes the use of sources, facts, and details: The response adequately expresses ideas, employing a mix of precise with more general language: The response has an inconsistent organizational structure, and flaws are evident: The response provides uneven, cursory support/evidence for the writer’s opinion that includes partial or uneven use of sources, facts, and details: The response expresses The response ideas unevenly, using expresses ideas simplistic language: unevenly, using • use of domain-specific simplistic language: for the most part maintained, though • adequate use of transitional • some evidence from some loosely related strategies with some variety sources is integrated, material may be • adequate progression of though citations may be present ideas from beginning to end general or imprecise • context provided for • adequate introduction and • adequate use of some the claim is adequate conclusion elaborative techniques The response is somewhat sustained with some extraneous material or a minor drift in focus: Conventions CCSS and Report Card Alignment Conventions: 3 rd-L. 3. 2 4 th-L. 4. 2, L. 4. 3 b 5 th-L. 5. 2 The response has an recognizable organizational structure, though there may be minor flaws and some ideas may be loosely connected: • inconsistent use of transitional strategies with little variety • uneven progression of ideas • evidence from sources is from beginning to end weakly integrated, and • conclusion and introduction, citations, if present, are uneven if present, are weak • use of domain-specific vocabulary is generally appropriate for the audience and purpose • some errors in usage and sentence formation are present, but no systematic pattern of errors is displayed • adequate use of punctuation, capitalization, and spelling vocabulary that may at • use of domain-specific times be inappropriate vocabulary that may at for the audience and times be inappropriate purpose for the audience and purpose • weak or uneven use of elaborative techniques The response has little or no The response provides discernible organizational minimal support/evidence structure: for the writer’s opinion • few or no transitional that includes little or no strategies are evident use of sources, facts, and • frequent extraneous ideas details: may intrude drift • opinion may be confusing or ambiguous 0 Development: Language and Elaboration of Evidence The response expression of ideas is vague, lacks clarity, or is confusing: • uses limited language or domain-specific vocabulary • use of evidence from sources is minimal, absent, • may have little sense of audience and purpose in error, or irrelevant The response demonstrates a lack of command of conventions: • errors are frequent and severe and meaning is often obscured A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target]. SBAC/Hess Rubrics- HSD/OSP Susan Richmond

Grades 6 - 8: Generic 4 -Point Opinion Writing Rubric Statement of Purpose/Focus and Organization Score Statement of Purpose/Focus CCSS and Report Card Alignment Text Types & Purposes: 6 th-W. 6. 1 b-d Organization CCSS and Report Card Alignment Text Types & Purposes: 6 th-W. 6. 1 a & W. 6. 1 e Development: Language and Elaboration of Evidence CCSS and Report Card Alignment Research to Build and Present Knowledge: 6 th-W. 6. 1. b & W. 6. 7 -9 Language and Vocabulary CCSS and Report Card Alignment Conventions & Vocab. Acquisition: 6 th-L. 6. 1, L. 6. 3 & L. 6. 6. 1 Conventions CCSS & Report Card Alignment Conventions: 6 th-L. 6. 2 & L. 6. 3 The response is fully sustained and consistently and purposefully focused: • claim is clearly stated, focused and strongly maintained • alternate or opposing claims are clearly Exemplary addressed* (E) • claim is introduced and communicated clearly within the context The response has a clear and The response provides thorough The response clearly The response effective organizational structure and convincing and effectively demonstrates a strong creating unity and completeness: support/evidence for the expresses ideas, using command of • effective, consistent use of a writer’s claim that includes the precise language: conventions: variety of transitional strategies effective use of sources, facts, • use of academic and • few, if any, errors are • logical progression of ideas from and details. The response domain-specific present in usage and beginning to end achieves substantial depth that vocabulary is clearly sentence formation • effective introduction and is specific and relevant: appropriate for the • effective and conclusion for audience and • use of evidence from sources audience and consistent use of purpose is smoothly integrated, purpose punctuation, • strong connections among ideas, comprehensive, relevant, and capitalization, and with some syntactic variety concrete spelling • effective use of a variety of elaborative The response is adequately The response has an evident The response provides adequate The response sustained and generally organizational structure and a support/evidence for writer’s adequately expresses demonstrates an focused: sense of completeness, though claim that includes the use of ideas, employing a mix adequate command of • claim is clear and for there may be minor flaws and some sources, facts, and details. The of precise with more conventions: most part maintained, ideas may be loosely connected: response achieves some depth general language: • some errors in usage though some loosely • adequate use of transitional and specificity but is • use of domainand sentence related material may be strategies with some variety predominantly general: specific vocabulary is formation may be present • adequate progression of ideas • some evidence from sources generally appropriate present, but no Proficient • context provided for the from beginning to end is integrated, though citations for the audience and systematic pattern of claim is adequate • adequate introduction and may be general or imprecise purpose errors is displayed (M) conclusion • adequate use of some • adequate use of • adequate, if slightly inconsistent, elaborative techniques punctuation, connection among ideas capitalization, and spelling 4 3 The response is somewhat sustained and may have a minor drift in focus: • may be clearly focused on the claim but is insufficiently sustained Developing • claim on the issue may (NM) be somewhat unclear and unfocused 2 1 Merging (NY) 0 The response has an inconsistent The response provides uneven, The response expresses The response organizational structure, and flaws cursory support/evidence for ideas unevenly, using demonstrates a partial are evident: the writer’s claim that includes simplistic language: command of • inconsistent use of basic partial or uneven use of sources, • use of domainconventions: transitional strategies with little facts, and details, and achieves specific vocabulary • frequent errors in variety little depth: may at times be usage may obscure • uneven progression of ideas from • evidence from sources is inappropriate for the meaning beginning to end weakly integrated, and citations, audience and • inconsistent use of • conclusion and introduction, if if present, are uneven purpose punctuation, present, are weak • weak or uneven use of capitalization, and • weak connection among ideas elaborative techniques spelling The response may be The response has little or no The response provides minimal The response related to the purpose but discernible organizational structure: support/evidence for the expression of ideas is demonstrates a lack of may offer little relevant • few or no transitional strategies writer’s claim that includes little vague, lacks clarity, or is command of detail: are evident or no use of sources, facts, and confusing: conventions: • may be very brief • frequent extraneous ideas may details: • uses limited language • errors are frequent • may have a major drift intrude • use of evidence from sources or domain-specific and severe and • claim may be confusing is minimal, absent, in error, or vocabulary meaning is often or ambiguous irrelevant • may have little sense obscure of audience and purpose A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target]. Working Drafts of ELA rubrics for assessing CCSS writing standards --- © (2010) Karin Hess, National Center for Assessment [[email protected]. org SBAC/Hess Rubrics- HSD/OSP Susan Richmond

Informational Writing Standards K-6 W. K. 2 a b W. 1. 2 a b d W. 2. 2 a b d Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. students names what he/she is writing about supply some information about the topic Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Name a topic Supply facts about a topic provide some sense of closure Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section Introduce a topic develop points with facts and definitions provide a sense of closure W. 3. 2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W. 3. 2 a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Develop the topic with facts, definitions, and details. W. 3. 2 b W. 3. 2 c W. 3. 2. d Use linking words and phrases (e. g. , also, another, and, more, but) to connect ideas within categories of information. Provide a concluding statement or section. W. 4. 2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W. 4. 2 a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e. g. , headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases (e. g. , another, for example, also, because). Provide a concluding statement or section related to the information or explanation presented. W. 4. 2 b W. 4. 2 c W. 4. 2 e W. 4. 9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W. 5. 2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W. 5. 2 a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e. g. , headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within and across categories of information using words, phrases, and clauses (e. g. , in contrast, especially). Provide a concluding statement or section related to the information or explanation presented. W. 5. 2 b W. 5. 2 c W. 5. 2 e W. 5. 9 W. 6. 2 a W. 6. 2 b Draw evidence from literary or informational texts to support analysis, reflection, and research. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e. g. , headings), graphics (e. g. , charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W. 6. 2 c W. 6. 2 f Use appropriate transitions to clarify the relationships among ideas and concepts. W. 6. 9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Provide a concluding statement or section that follows from the information or explanation presented. SBAC/Hess Rubrics- HSD/OSP Susan Richmond

Grades K - 2: Generic 4 -Point Informational/Explanatory Writing Rubric Statement of Purpose/Focus and Organization Score Statement of Purpose/Focus CCSS and Report Card Alignment Text Types & Purposes: Kinder-W. K. 2 1 st-W. 1. 2. 1 -3 2 nd-W. 2. 2. 1 -3 Organization CCSS and Report Card Alignment Text Types & Purposes: Kinder-none 1 st-W. 1. 2. 4 2 nd-W. 2. 2. 4 Development: Language and Elaboration of Evidence CCSS and Report Card Alignment Text Types & Purposes/Production and Distribution of Writing: Kinder-W. K. 2. 3 & L. K. 6 1 st-W. 1. 5. 2 2 nd-W. 2. 2. 3 Language and Vocabulary CCSS and Report Card Alignment Conventions & Vocab. Acquisition: Kinder-L. K. 1 b-f & L. K. 6 1 st-L. 1. 1 b-j & L. 1. 6 2 nd-L. 2. 1 & L. 2. 6 Conventions CCSS and Report Card Alignment Conventions: Kinder-L. K. 1 a, L. K. 2 a, & L. K. 2 d 1 st-L. 1. 1 a, L. 1. 2 2 nd-L. 2. 2 Uses a combination of drawing, dictation, & writing (K) to compose Explains something more about the topic OR a connection is Exemplary made between topic & broader idea(s) (E) Clearly presents the topic and focus/controlling idea Intro, body, and conclusion support focus Uses several transitions appropriately (e. g. , because, since, and, but, also, for example, since) to connect or group ideas Has a depth of information; Maintains voice/tone of insightful knowledgeable person Elaborates using a variety conveying information of relevant details, – knows when to use definitions, examples, formal-informal quotes, text evidence to language support focus/concepts Uses effective, precise vocabulary and variety of sentence structures Edits with support /resources Has few or no errors in grammar, word usage, or mechanics as appropriate to grade Uses a combination of drawing, dictation, & writing (K) to compose Topic (context) and focus/controlling idea are clearly stated Proficient (gr K-3) Has overall coherence (K-3); Provides a concluding statement or section (gr, 1, 2, 3) Groups related ideas (gr 3) that support the focus Uses transitions to connect ideas (gr 3) Some authentic details, definitions, facts, text evidence support focus Adds labels or captions to illustration, drawing, visuals, charts/tables, or diagram to enhance details, facts, and ideas Produces complete simple (K), compound (g, 1 - 3), complex (gr 3) sentences Appropriate use of vocabulary (nouns, plurals, verbs, pronouns, adjectives, adverb, content-specific) Uses adult/peer feedback to Revise Edits with support /resources (gr 2 -3) Minor errors do not interfere with reader understanding (e. g. , capitalization, punctuation; spelling) Introduction, body, and conclusion are evident, but may lack clarity or Coherence (e. g. , attempts to connect ideas, but may not be logical or make sense) Some elaboration strategies are evident in drawings or writing (gr K-3), or with support/ questioning from peers or adults (gr K -1) Ideas may not be fully elaborated or details may be insufficient to support topic Vocabulary use has minor errors Dictates, writes, and expands simple complete sentences Uses adult/peer feedback to revise Edits with support from peers or adults (gr 2 -3) Uses grade-appropriate basic mechanics and word use with some errors Attempts introduction, body, and conclusion, but one or more parts are missing No details provided or attempts to add details to drawings or writing which may be random, inaccurate, or irrelevant Generally uses basic, incorrect, or below grade level vocabulary when dictating (K) or writing Uses adult/peer feedback to revise Edits with support from peers or adults (gr 2 -3) Uses below grade-level basic mechanics with frequent errors 4 3 (M) Uses a combination of drawing, dictation, & writing (K) to compose Has topic and attempts a focus/information, but focus may shift or not Developing be relevant to the topic (NM) chosen 2 1 Merging (NY) 0 Uses a combination of drawing, dictation, & writing (K) to compose Attempts to identify a topic but lacks a focus or may have more than one topic or confusing topic as stated A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target]. Working Drafts of ELA rubrics for assessing CCSS writing standards --- © (2010) Karin Hess, National Center for Assessment [[email protected]. org SBAC/Hess Rubrics- HSD/OSP Susan Richmond

Grades 3 - 5: Generic 4 -Point Informational/Explanatory Writing Rubric Statement of Purpose/Focus and Organization Score Statement of Purpose/Focus CCSS and Report Card Alignment Text Types & Purposes: 3 rd-W. 3. 2 a-b 4 th-W. 4. 2 a-b 5 th-W. 5. 2 a-b The response is fully sustained and consistently and purposefully focused: 4 • controlling idea or main Organization CCSS and Report Card Alignment Text Types & Purposes: 3 rd-W. 3. 2 c-d 4 th-W. 4. 2 c-d 5 th-W. 5. 2 c-d The response has a clear and effective organizational structure creating unity and completeness: Development: Language and Elaboration of Evidence CCSS and Report Card Alignment Research to Build and Present Knowledge: 3 rd-W. 3. 7 -8 4 th-W. 4. 7 -9 5 th-W. 5. 7 -9 The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details: idea of a topic is focused, • use of a variety of clearly stated, and strongly transitional strategies logical progression of ideas from • use of evidence from sources Exemplary maintained. beginning to end. is smoothly integrated (E) • controlling idea or main comprehensive, and relevant. idea of a topic is • effective introduction and introduced and conclusion for audience and • effective use of a variety of communicated clearly purpose. elaborative techniques. within the context. The response is adequately The response has an evident The response provides sustained and generally organizational structure and a adequate support/evidence for focused: sense of completeness, the controlling idea or main though there may be minor idea that includes the use of • focus is clear and for the flaws and some ideas may be sources, facts, and details: most part maintained, loosely connected: though some loosely • some evidence from sources related material may be • adequate use of transitional is integrated, though citations Proficient present. strategies with some variety may be general or imprecise. (M) adequate progression of • some context for the ideas from beginning to end. • adequate use of some controlling idea or main elaborative techniques. idea of the topic is • adequate introduction and adequate. conclusion 3 The response is somewhat sustained and may have a minor drift in focus: 2 Developing (NM) • may be clearly focused on the controlling or main idea, but is insufficiently sustained. • controlling idea or main idea may be unclear and somewhat unfocused. 1 • inconsistent use of transitional strategies with little variety uneven progression of ideas from beginning to end. • conclusion and introduction, if present, are weak. The response may be The response has little or no related to the topic but may discernible organizational provide little or no focus: structure: • may be very brief may Merging have a major drift focus. (NY) • may be confusing or ambiguous. 0 The response has an inconsistent organizational structure, and flaws are evident: • few or no transitional strategies are evident. • frequent extraneous ideas may intrude. The response provides uneven, cursory support/evidence for the controlling idea or main idea that includes partial or uneven use of sources, facts, and details: Language and Vocabulary CCSS and Report Card Alignment Conventions & Vocab. Acquisition: 3 rd-L. 3. 1 b-i, L. 3. 3 a & L. 3. 6 4 th-L. 4. 1, L. 4. 3 a, & L. 4. 6 5 th-L. 5. 1 b-e, L. 5. 3 a & L. 5. 6 The response clearly and effectively expresses ideas, using precise language: Conventions CCSS and Report Card Alignment Conventions: 3 rd-L. 3. 2 4 th-L. 4. 2, L. 4. 3 b 5 th-L. 5. 2 The response demonstrates a strong command of conventions: • use of academic and • few, if any, errors are domain-specific present in usage and vocabulary is clearly sentence formation. appropriate for the audience and purpose. • effective and consistent use of punctuation, capitalization, and spelling. The response adequately The response expresses ideas, demonstrates an employing a mix of adequate command of precise with more conventions: general language. • some errors in usage and Use of domain-specific vocabulary is generally appropriate for the audience and purpose. sentence formation may be present, but no systematic pattern of errors is displayed. • adequate use of punctuation, capitalization, and spelling. • weak or uneven use of The response expresses The response ideas unevenly, using demonstrates a partial simplistic language: command of conventions: • use of domain-specific vocabulary that may at • frequent errors in times be inappropriate usage may obscure for the audience and meaning. purpose. • inconsistent use of punctuation, capitalization, and spelling. • use of evidence from the The response expression The response of ideas is vague, lacks demonstrates a lack of clarity, or is confusing: command of conventions: • uses limited language or domain-specific • errors are frequent vocabulary. and severe. • evidence from sources is weakly integrated, and citations, if present, are uneven. elaborative techniques The response provides minimal support/evidence for the controlling idea or main idea that includes little or no use of sources, facts, and details: source material is minimal, absent, in error, or irrelevant. • may have little sense of • meaning is often audience and purpose. obscure. A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target]. SBAC/Hess Rubrics- HSD/OSP Susan Richmond

Grades 6 - 12: Generic 4 -Point Informational/Explanatory Writing Rubric Statement of Purpose/Focus and Organization Score Statement of Purpose/Focus CCSS and Report Card Alignment Text Types & Purposes: 6 th-W. 6. 2 a-e CCSS and Report Card Alignment Text Types & Purposes: 6 th-W. 6. 2 a, W. 6. 2 c & W. 6. 2 f Elaboration of Evidence Language and Vocabulary CCSS and Report Card Alignment Research to Build and Present Knowledge: 6 th-W. 6. 2 b, W. 6. 2 d, & W. 6. 7 -9 CCSS and Report Card Alignment Conventions & Vocab. Acquisition: 6 th-L. 6. 1, L. 6. 3 & L. 6. 6. 1 Conventions CCSS and Report Card Alignment Conventions: 6 th-L. 6. 2 & L. 6. 3 The response provides thorough The response clearly and The response and convincing effectively expresses demonstrates a strong support/evidence for the ideas, using precise command of controlling idea or main idea language: conventions: that includes the effective use of • use of a variety of transitional sources, facts, and details. • use of academic and • few, if any, errors are strategies logical progression domain-specific present in usage and of ideas from beginning to • The response achieves vocabulary is clearly sentence formation. end. substantial depth that is appropriate for the Exemplary • controlling idea or main specific and relevant: audience and purpose. • effective and consistent (E) idea of a topic is introduced • effective introduction and use of punctuation, and communicated clearly conclusion for audience and • use of evidence from sources is capitalization, and within the context. purpose. smoothly integrated, spelling. comprehensive, and concrete • strong connections among effective use of a variety of ideas, with some syntactic elaborative techniques. variety. The response is adequately The response has an evident The response provides adequate The response adequately The response organizational structure and a support/evidence for the expresses ideas, demonstrates an sustained and generally sense of completeness, though controlling idea or main idea employing a mix of adequate command of focused: there may be minor flaws and that includes the use of sources, precise with more general conventions: some ideas may be loosely facts, and details: language: • focus is clear and for the connected: • use of domain-specific • some errors in usage most part maintained, • some evidence from sources is vocabulary is generally and sentence formation appropriate for the may be present, but no though some loosely related • adequate use of transitional integrated, though citations strategies with some variety may be general or imprecise. audience and purpose. systematic pattern of material may be present. Proficient adequate progression of errors is displayed. (M) ideas from beginning to end. • adequate use of some • some context for the elaborative techniques. • adequate use of controlling idea or main • adequate introduction and punctuation, idea of the topic is conclusion adequate, if capitalization, and adequate. slightly inconsistent, spelling connection among ideas. The response is somewhat The response has an The response provides uneven, The response expresses The response sustained and may have a inconsistent organizational cursory support/evidence for ideas unevenly, using demonstrates a partial minor drift in focus: structure, and flaws are the controlling idea or main idea simplistic language: command of • may be clearly focused on evident: that includes partial or uneven • use of domain-specific conventions: the controlling or main • inconsistent use of sources, facts, and vocabulary that may at • frequent errors in usage idea, but is insufficiently transitional strategies with details: times be inappropriate may obscure meaning sustained little variety • evidence from sources is for the audience and • inconsistent use of Developing • controlling idea or main • uneven progression of ideas weakly integrated, and purpose punctuation, (NM) idea may be unclear and from beginning to end citations, if present, are capitalization, and somewhat unfocused • conclusion and introduction, uneven spelling if present, are weak • weak or uneven use of • weak connection among elaborative techniques ideas The response may be related The response has little or no The response provides minimal The response expression The response to the topic but may provide discernible organizational support/evidence for the of ideas is vague, lacks demonstrates a lack of little or no focus: structure: controlling idea or main idea clarity, or is confusing: command of that includes little or no use of conventions: • may be very brief may have • few or no transitional sources, facts, and details: • uses limited language or strategies are evident. domain-specific • errors are frequent and Merging a major drift focus. • use of evidence from the vocabulary severe and meaning is (NY) • may be confusing or • frequent extraneous ideas source material is minimal, • may have little sense of often obscure. ambiguous. may intrude. absent, in error, or irrelevant audience and purpose 4 The response is fully sustained and consistently and purposefully focused: • controlling idea or main idea of a topic is focused, clearly stated, and strongly maintained. Organization Development: Language and Elaboration of Evidence The response has a clear and effective organizational structure creating unity and completeness: 3 2 1 0 A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target]. SBAC/Hess Rubrics- HSD/OSP Susan Richmond

Narrative Writing Rubrics K-6 W. K. 3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. a b c d drawing, dictating, and writing to narrate a single event W. 1. 3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. recount two or more appropriately sequenced events a b c d drawing, dictating, and writing to narrate several loosely linked events tell about the events in the order in which they occurred provide a reaction to what happened include some details regarding what happened use temporal words to signal event order provide some sense of closure W. 2. 3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure a b c d recount a well-elaborated event or short sequence of events W. 3. 3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W. 3. 3 a W. 3. 3 b W. 3. 3 c W. 3. 3 d W. 4. 3 a W. 4. 3 b W. 4. 3 c W. 4. 3 e W. 5. 3 a W. 5. 3 b W. 5. 3 c W. 5. 3 e W. 6. 3 a W. 6. 3 b W. 6. 3 c W. 6. 3 e include details to describe actions, thoughts, and feelings use temporal words to signal event order provide a sense of closure Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations Use temporal words and phrases to signal event order. Provide a sense of closure. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Use dialogue and description to develop experiences and events or show the responses of characters to situations. Use a variety of transitional words and phrases to manage the sequence of events. Provide a conclusion that follows from the narrated experiences or events. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situation. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. Provide a conclusion that follows from the narrated experiences or events. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another Provide a conclusion that follows from the narrated experiences or events. SBAC/Hess Rubrics- HSD/OSP Susan Richmond

Grades K - 2: Generic 4 -Point Narrative Writing Rubric Statement of Purpose/Focus and Organization Score Statement of Purpose/Focus CCSS and Report Card Alignment Text Types & Purposes: Kinder-W. K. 3 1 st-W. 1. 3. 1 -2 2 nd-W. 2. 3. 1 -2 Beginning establishes engaging context for story line/events (e. g. , asks a question; starts with action or feelings) Exemplary Effectively presents and maintains focus (E) (controlling idea) of story line Organization CCSS and Report Card Alignment Text Types & Purposes: Kinder-W. K. 3. 2 1 st-W. 1. 3. 2 -3 2 nd-W. 2. 3. 3 -4 Development: Language and Elaboration of Evidence CCSS and Report Card Alignment Text Types & Purposes/Production and Distribution of Writing: Kinder-W. K. 3. 3 1 st-W. 1. 1. 4 & W. 1. 5. 2 2 nd-W. 2. 1. 4 Language and Vocabulary CCSS and Report Card Alignment Conventions & Vocab. Acquisition: Kinder-L. K. 1 b-f & L. K. 6 1 st-L. 1. 1 b-j & L. 1. 6 2 nd-L. 2. 1 & L. 2. 6 Conventions CCSS and Report Card Alignment Conventions: Kinder-L. K. 1 a, L. K. 2 a, & L. K. 2 d 1 st. L. 1. 1 a, L. 1. 2 2 nd-L. 2. 2 Has a beginning, middle, and an ending with a sense of closure(e. g. , a lesson learned – next time…; he never did that again) Variety of transitions used appropriately Chronology is logical Relevant, concrete details Maintains consistent Edits with support from create vivid images or ideas narrator’s voice peers, adults, resources Effective use of Uses precise language and Has few or no errors in dialogue, sensory and sentence variety (simple, grammar, word usage, concrete details, strong verbs compound, with phrases) mechanics as appropriate to advance the action; or to May use figurative to grade (e. g. , uses how characters’ motivation, language (e. g. , imagery) conventional development, growth, or spelling for words with change common patterns) Uses a combination of Clear order of events; drawings, dictation, provides a reaction (K) and writing (K) Has beginning, middle, Event/ series of events is and end or problem solution supported with key elements (gr 1 -2) (gr K-2) Uses basic transitions (e. g. , before, after, then, next, Proficient Has title (gr 1 -2) and clear focus (gr K-2) later) to show event order or (M) chronology (gr 1 -2) Details include nouns, verbs, Appropriate use of words Edits with support from and adjectives (singular-plural) and peers, adults, or resources May use dialogue, sensory or prepositional phrases (gr 2) concrete details for effect (gr Produces variety of Minor errors do not 1 -2) complete sentences – interfere with reader’s Elaborates on actions, orally (K) or in writing understanding reactions, motivations, Uses adult/peer feedback thoughts, or feelings orally or to in writing revise Beginning has some context Has beginning, middle, and (when, why, etc. ) for story end, but some parts need line/events work or need more clarity Includes key elements (e. g. , may have digressions or (characters, problem or gaps in the story; sequence or main event) and attempts to connection of events is not Developing establish a central focus clear) (NM) Transitions are lacking or cause confusion Some elaboration strategies Vocabulary use has Edits with support from are evident in drawings or minor errors peers, adults, or resources writing, or added with Dictates, writes, and (gr 2) support/questioning from expands simple complete Uses grade-appropriate peers or adults sentences basic mechanics and Uses some details or dialogue Uses adult/peer feedback word use with some to elaborate on images or torevise errors ideas (actions, thoughts, feelings) 4 3 2 1 Merging (NY) 0 Beginning may have confusing context or no context for story line/events Lacks key elements of the story line/events (character(s), problem, or main event) Attempts a beginning, middle, and end, but one or more parts are missing or generic (e. g. , once upon a time…; the end) Attempts to add details to drawings or writing are random, generic (e. g. , good, nice, pretty), or may seem irrelevant to story line OR May identify literary elements (characters, setting, action) without any added description or details Generally uses basic, Edits with support from incorrect, or below peers or adults(gr 2) grade level vocabulary Grade-appropriate when dictating (K) or mechanics are not used writing or have frequent errors Uses adult/peer feedback to revise A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target]. Working Drafts of ELA rubrics for assessing CCSS writing standards --- © (2010) Karin Hess, National Center for Assessment [[email protected]. org SBAC/Hess Rubrics- HSD/OSP Susan Richmond

Grades 3 - 8: Generic 4 -Point Narrative Writing Rubric Statement of Purpose/Focus and Organization Score Statement of Purpose/Focus CCSS and Report Card Alignment Text Types & Purposes: 3 rd-W. 3. 3 a-b 4 th-W. 4. 3 a-b 5 th-W. 5. 3 a-b 6 th-W. 6. 3 a, b, d Organization CCSS and Report Card Alignment Text Types & Purposes: 3 rd-W. 3. 3 c-d 4 th-W. 4. 3 c-d 5 th-W. 5. 3 c-d 6 th-W. 6. 3 c, e Development: Language and Elaboration of Evidence Language and Vocabulary CCSS and Report Card Alignment Research to Build and Present Knowledge: 3 rd-W. 3. 7 -8 4 th-W. 4. 7 -9 5 th-W. 5. 7 -9 6 th-W. 6. 3 d & W. 6. 7 -9 CCSS and Report Card Alignment Conventions & Vocab. Acquisition: 3 rd-L. 3. 1 b-i, L. 3. 3 a & L. 3. 6 4 th-L. 4. 1, L. 4. 3 a, & L. 4. 6 5 th-L. 5. 1 b-e, L. 5. 3 a & L. 5. 6 6 th-L. 6. 1, L. 6. 3 & L. 6. 6. 1 Conventions CCSS and Report Card Alignment Conventions: 3 rd-L. 3. 2 4 th-L. 4. 2, L. 4. 3 b 5 th-L. 5. 2 6 th-L. 6. 2 & L. 6. 3 The narrative, real or imagined, The narrative, real or imagined, is clearly focused has an effective plot helping provides thorough and effective imagined, clearly and imagined, demonstrates and maintained create unity and completeness: elaboration using details, effectively expresses a strong command of throughout: • effective, consistent use of a dialogue, and description: experiences or events: conventions: • effectively establishes a variety of transitional • effective use of a variety of • effective use of sensory, • few, if any, errors in setting, narrator and/or strategies narrative techniques that concrete, and figurative usage and sentence advance the story or illustrate language clearly formation Exemplary characters, and point of • logical sequence of events view* from beginning to end the experience advance the purpose • effective and consistent (E) • effective opening and closure use of punctuation, for audience and purpose capitalization, and spelling 4 The narrative, real or imagined, is adequately focused and generally maintained throughout: • adequately establishes a setting, narrator and/or characters, and point of Proficient view* The narrative, real or imagined, The narrative, real or has an evident plot helping provides adequate elaboration imagined, adequately create a sense of unity and using details, dialogue, and expresses experiences or completeness, though there description: events: may be minor flaws and some • adequate use of a variety of • adequate use of ideas may be loosely connected: narrative techniques that sensory, concrete, and • adequate use of a variety of generally advance the story or figurative language transitional strategies illustrate the experience generally advance the • adequate sequence of events purpose from beginning to end • adequate opening and closure for audience and purpose The narrative, real or imagined, demonstrates an adequate command of conventions: • some errors in usage and sentence formation but no systematic pattern of errors is displayed • adequate use of punctuation, capitalization, and spelling The narrative, real or imagined, is somewhat has an inconsistent plot, and provides uneven, cursory imagined, unevenly maintained and may have a flaws are evident: elaboration using partial and expresses experiences or minor drift in focus: • inconsistent use of basic uneven details, dialogue, and events: • inconsistently establishes transitional strategies with description: • partial or weak use of a setting, narrator and/or little variety • narrative techniques, if sensory, concrete, and Developing characters, and point of • uneven sequence of events present, are uneven and figurative language that (NM) view from beginning to end inconsistent may not advance the • opening and closure, if purpose present, are weak • weak connection among ideas The narrative, real or imagined, demonstrates a partial command of conventions: • frequent errors in usage may obscure meaning • inconsistent use of punctuation, capitalization, and spelling 3 (M) 2 The narrative, real or 1 Merging (NY) 0 The narrative, real or imagined, may be has little or no discernible plot: provides minimal elaboration imagined, expression of maintained but may • few or no transitional using little or no details, ideas is vague, lacks provide little or no focus: strategies are evident dialogue, and description: clarity, or is confusing: • may be very brief • frequent extraneous ideas may • use of narrative techniques is • uses limited language • may have a major drift intrude minimal, absent, in error, or • may have little sense of • focus may be confusing or irrelevant purpose ambiguous The narrative, real or imagined, demonstrates a lack of command of conventions: • errors are frequent and severe and meaning is often obscured A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target]. Working Drafts of ELA rubrics for assessing CCSS writing standards --- © (2010) Karin Hess, National Center for Assessment [[email protected]. org SBAC/Hess Rubrics- HSD/OSP Susan Richmond