SBAC Full-Composition Informational Writing: Writing Rubrics Opinion Writing: K – 2 Grade 3 – 5 Grade 6 - 8 Informational Writing: Grade 6 - 11 Narrative Writing: K– Grade 2 Grade 3 – 8

Opinion Writing K-6 Standards W.K.1 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...). a Draw, dictate and/or write to tell a reader the topic or the name of the book they are writing about. b State an opinion or preference about the book or topic. W.1.1 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. a Introduce a topic or the name of a book they are writing about. b State an opinion. d Supply a reason for the opinion. e Provide some sense of closure. W.2.1 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 a Introduce a topic or book. b State an opinion. d Supply reasons to support an opinion. e Provide a concluding statement or section. W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b Provide reasons that support the opinion. W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d 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.4.1a 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 W.4.1b Provide reasons that are supported by facts and details. W.4.1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). W.4.1d Provide a concluding statement or section related to the opinion presented. W.4.9 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.5.1a 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 W.5.1b Provide logically ordered reasons that are supported by facts and details. W.5.1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). W.5.d Provide a concluding statement or section related to the opinion presented. W.5.9 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.6.1a Introduce claim(s) and organize the reasons and evidence clearly. W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. W.6.1e Provide a concluding statement or section that follows from the argument presented. W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

4 3 2 1 Grades K - 2: Generic 4-Point Opinion Writing Rubric Score Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence Conventions CCSS and Report Card Alignment Conventions: Kinder-L.K.1a, L.K.2a, & L.K.2d 1st-L.1.1a, L.1.2 2nd-L.2.2 Statement of Purpose/Focus Text Types & Purposes: Kinder-W.K.1 1st-W.1.1.1-4 2nd-W.2.1.1-4 Organization Kinder-none 1st-W.1.1.5 2nd-W.2.1.4-5 Elaboration of Evidence Text Types & Purposes/Production and Distribution of Writing: Kinder-W.K.1.3 1st-W.1.1.4 & W.1.5.2 2nd-W.2.1.4 Language and Vocabulary Conventions & Vocab. Acquisition: Kinder-L.K.1b-f & L.K.6 1st-L.1.1b-j & L.1.6 2nd-L.2.1 & L.2.6 4 Exemplary (E) 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) 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 3 Proficient (M) 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 2 Developing (NM) 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 peers or adults (gr 2-3) Uses grade-appropriate basic mechanics and word use with some errors 1 Merging (NY) 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 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 [khess@nciea.org

4 3 2 1 Grades 3 - 5: Generic 4-Point Opinion Writing Rubric Score Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence Conventions CCSS and Report Card Alignment Conventions: 3rd-L.3.2 4th-L.4.2, L.4.3b 5th-L.5.2 Statement of Purpose/Focus Text Types & Purposes: 3rd-W.3.1a-c 4th-W.4.1a-c 5th-W.5.1a-c Organization 3rd-W.3.1c-d 4th-W.4.1c-d 5th-W.5.1c-d Elaboration of Evidence Research to Build and Present Knowledge: 3rd-W.3.7-8 4th-W.4.7-9 5th-W.5.7-9 Language and Vocabulary Conventions & Vocab. Acquisition: 3rd-L.3.1b-i, L.3.3a & L.3.6 4th-L.4.1, L.4.3a, & L.4.6 5th-L.5.1b-e, L.5.3a & L.5.6 4 Exemplary (E) The response is fully sustained and consistently and purposefully focused: opinion is clearly stated, focused, and strongly maintained opinion is communicated clearly within the context The response has a clear and effective organizational structure creating unity and completeness: effective, consistent use of a variety of transitional strategies logical progression of ideas from beginning to end effective introduction and conclusion for audience and purpose The response provides thorough and convincing support/evidence for the writer’s opinion that includes the effective use of sources, facts, and details: use of evidence from sources is smoothly integrated, comprehensive, and relevant effective use of a variety of elaborative techniques 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: few, if any, errors in usage and sentence formation e effective and consistent use of punctuation, capitalization, and spelling 3 Proficient (M) The response is adequately sustained and generally focused: opinion is clear and for the most part maintained, though some loosely related material may be present context provided for the claim is adequate The response has an recognizable organizational structure, though there may be minor flaws and some ideas may be loosely connected: adequate use of transitional strategies with some variety adequate progression of ideas from beginning to end adequate introduction and conclusion The response provides adequate support/evidence for the writer’s opinion that includes the use of sources, facts, and details: some evidence from sources is integrated, though citations may be general or imprecise adequate use of some elaborative techniques The response adequately expresses ideas, employing a mix of precise with more general language: use of domain-specific vocabulary is generally appropriate for the audience and purpose The response demonstrates an adequate command of conventions: some errors in usage and sentence formation are present, but no systematic pattern of errors is displayed adequate use of punctuation, capitalization, and spelling 2 Developing (NM) The response is somewhat sustained with some extraneous material or a minor drift in focus: may be clearly focused on the opinion but is insufficiently sustained opinion on the issue may be unclear and unfocused The response has an inconsistent organizational structure, and flaws are evident: 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 provides uneven, cursory support/evidence for the writer’s opinion that includes partial or uneven use of sources, facts, and details: evidence from sources is weakly integrated, and citations, if present, are uneven weak or uneven use of elaborative techniques The response expresses ideas unevenly, using simplistic language: use of domain-specific vocabulary that may at times be inappropriate for the audience and purpose 1 Merging (NY) The response may be related to the purpose but may offer little or no focus: may be very brief may have a major drift opinion may be confusing or ambiguous The response has little or no discernible organizational structure: few or no transitional strategies are evident frequent extraneous ideas may intrude The response provides minimal support/evidence for the writer’s opinion that includes little or no use of sources, facts, and details: use of evidence from sources is minimal, absent, in error, or irrelevant The response expression of ideas is vague, lacks clarity, or is confusing: uses limited language or domain-specific vocabulary may have little sense of audience and purpose 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].

4 3 2 1 Grades 6 - 8: Generic 4-Point Opinion Writing Rubric Score Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence Conventions CCSS & Report Card Alignment Conventions: 6th-L.6.2 & L.6.3 Statement of Purpose/Focus CCSS and Report Card Alignment Text Types & Purposes: 6th-W.6.1b-d 6th-W.6.1a & W.6.1e Elaboration of Evidence Research to Build and Present Knowledge: 6th-W.6.1.b & W.6.7-9 Language and Vocabulary Conventions & Vocab. Acquisition: 6th-L.6.1, L.6.3 & L.6.6.1 4 Exemplary (E) The response is fully sustained and consistently and purposefully focused: claim is clearly stated, focused and strongly maintained alternate or opposing claims are clearly addressed* claim is introduced and communicated clearly within the context The response has a clear and effective organizational structure creating unity and completeness: effective, consistent use of a variety of transitional strategies logical progression of ideas from beginning to end effective introduction and conclusion for audience and purpose strong connections among ideas, with some syntactic variety The response provides thorough and convincing support/evidence for the writer’s claim that includes the effective use of sources, facts, and details. The response achieves substantial depth that is specific and relevant: use of evidence from sources is smoothly integrated, comprehensive, relevant, and concrete effective use of a variety of elaborative 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: few, if any, errors are present in usage and sentence formation effective and consistent use of punctuation, capitalization, and spelling 3 Proficient (M) The response is adequately sustained and generally focused: claim is clear and for the most part maintained, though some loosely related material may be present context provided for the claim is adequate The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected: adequate use of transitional strategies with some variety adequate progression of ideas from beginning to end adequate introduction and conclusion adequate, if slightly inconsistent, connection among ideas The response provides adequate support/evidence for writer’s claim that includes the use of sources, facts, and details. The response achieves some depth and specificity but is predominantly general: some evidence from sources is integrated, though citations may be general or imprecise adequate use of some elaborative techniques The response adequately expresses ideas, employing a mix of precise with more general language: use of domain-specific vocabulary is generally appropriate for the audience and purpose The response demonstrates an adequate command of conventions: some errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed adequate use of punctuation, capitalization, and spelling 2 Developing (NM) The response is somewhat sustained and may have a minor drift in focus: may be clearly focused on the claim but is insufficiently sustained claim on the issue may be somewhat unclear and unfocused The response has an inconsistent organizational structure, and flaws are evident: inconsistent use of basic transitional strategies with little variety uneven progression of ideas from beginning to end conclusion and introduction, if present, are weak weak connection among ideas The response provides uneven, cursory support/evidence for the writer’s claim that includes partial or uneven use of sources, facts, and details, and achieves little depth: evidence from sources is weakly integrated, and citations, if present, are uneven weak or uneven use of elaborative techniques The response expresses ideas unevenly, using simplistic language: use of domain-specific vocabulary may at times be inappropriate for the audience and purpose The response demonstrates a partial command of conventions: frequent errors in usage may obscure meaning inconsistent use of punctuation, capitalization, and spelling 1 Merging (NY) The response may be related to the purpose but may offer little relevant detail: may be very brief may have a major drift claim may be confusing or ambiguous The response has little or no discernible organizational structure: few or no transitional strategies are evident frequent extraneous ideas may intrude The response provides minimal support/evidence for the writer’s claim that includes little or no use of sources, facts, and details: use of evidence from sources is minimal, absent, in error, or irrelevant The response expression of ideas is vague, lacks clarity, or is confusing: uses limited language or domain-specific vocabulary may have little sense of audience and purpose The response demonstrates a lack of command of conventions: errors are frequent and severe and meaning is often obscure 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 [khess@nciea.org

Informational Writing Standards K-6 W.K.2 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. a students names what he/she is writing about b supply some information about the topic W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. a Name a topic b Supply facts about a topic d provide some sense of closure W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section a Introduce a topic b develop points with facts and definitions d provide a sense of closure W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b Develop the topic with facts, definitions, and details. W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.2.d Provide a concluding statement or section. W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.2a 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. W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.4.2c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). W.4.2e Provide a concluding statement or section related to the information or explanation presented. 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.5.2a 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. W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.5.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). W.5.2e Provide a concluding statement or section related to the information or explanation presented. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content W.6.2a 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. W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W.6.2c Use appropriate transitions to clarify the relationships among ideas and concepts. W.6.2f Provide a concluding statement or section that follows from the information or explanation presented. W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Grades K - 2: Generic 4-Point Informational/Explanatory Writing Rubric Score Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence Conventions CCSS and Report Card Alignment Conventions: Kinder-L.K.1a, L.K.2a, & L.K.2d 1st-L.1.1a, L.1.2 2nd-L.2.2 Statement of Purpose/Focus Text Types & Purposes: Kinder-W.K.2 1st-W.1.2.1-3 2nd-W.2.2.1-3 Kinder-none 1st-W.1.2.4 2nd-W.2.2.4 Elaboration of Evidence Text Types & Purposes/Production and Distribution of Writing: Kinder-W.K.2.3 & L.K.6 1st-W.1.5.2 2nd-W.2.2.3 Language and Vocabulary Conventions & Vocab. Acquisition: Kinder-L.K.1b-f & L.K.6 1st-L.1.1b-j & L.1.6 2nd-L.2.1 & L.2.6 4 Exemplary (E) 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) 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; insightful Elaborates using a variety of relevant details, definitions, examples, quotes, text evidence to support focus/concepts Maintains voice/tone of knowledgeable person conveying information – knows when to use formal-informal language 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 3 Proficient (M) Topic (context) and focus/controlling idea are clearly stated (gr K-3) Has overall coherence (K-3); Provides a concluding statement or section (gr, 1, 2, 3) Groups related ideas (gr3) that support the focus Uses transitions to connect ideas (gr3) 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 (gr3) 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) 2 Developing (NM) Uses a combination of drawing, dictation, & writing (K) to compose Has topic and attempts a focus/information, 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 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 1 Merging (NY) Attempts to identify a topic but lacks a focus 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 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 [khess@nciea.org

Grades 3 - 5: Generic 4-Point Informational/Explanatory Writing Rubric Score Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence Conventions CCSS and Report Card Alignment Conventions: 3rd-L.3.2 4th-L.4.2, L.4.3b 5th-L.5.2 Statement of Purpose/Focus Text Types & Purposes: 3rd-W.3.2a-b 4th-W.4.2a-b 5th-W.5.2a-b 3rd-W.3.2c-d 4th-W.4.2c-d 5th-W.5.2c-d Elaboration of Evidence Research to Build and Present Knowledge: 3rd-W.3.7-8 4th-W.4.7-9 5th-W.5.7-9 Language and Vocabulary Conventions & Vocab. Acquisition: 3rd-L.3.1b-i, L.3.3a & L.3.6 4th-L.4.1, L.4.3a, & L.4.6 5th-L.5.1b-e, L.5.3a & L.5.6 4 Exemplary (E) 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. controlling idea or main idea of a topic is introduced and communicated clearly within the context . The response has a clear and effective organizational structure creating unity and completeness: use of a variety of transitional strategies logical progression of ideas from beginning to end. effective introduction and conclusion for audience and purpose. 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: use of evidence from sources is smoothly integrated comprehensive, and relevant . effective use of a variety of elaborative techniques . 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: few, if any, errors are present in usage and sentence formation. effective and consistent use of punctuation, capitalization, and spelling. 3 Proficient (M) The response is adequately sustained and generally focused: focus is clear and for the most part maintained, though some loosely related material may be present. some context for the controlling idea or main idea of the topic is adequate. The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected: adequate use of transitional strategies with some variety adequate progression of ideas from beginning to end. adequate introduction and conclusion The response provides adequate support/evidence for the controlling idea or main idea that includes the use of sources, facts, and details: some evidence from sources is integrated, though citations may be general or imprecise . adequate use of some elaborative techniques . The response adequately expresses ideas, employing a mix of precise with more general language. Use of domain-specific vocabulary is generally appropriate for the audience and purpose. The response demonstrates an adequate command of conventions: some errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed. adequate use of punctuation, capitalization, and spelling. 2 Developing (NM) The response is somewhat sustained and may have a minor drift in focus: 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 . The response has an inconsistent organizational structure, and flaws are evident: 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 provides uneven, cursory support/evidence for the controlling idea or main idea that includes partial or uneven use of sources, facts, and details: evidence from sources is weakly integrated, and citations, if present, are uneven. weak or uneven use of elaborative techniques The response expresses ideas unevenly, using simplistic language: use of domain-specific vocabulary that may at times be inappropriate for the audience and purpose. The response demonstrates a partial command of conventions: frequent errors in usage may obscure meaning. inconsistent use of punctuation, capitalization, and spelling. 1 Merging (NY) The response may be related to the topic but may provide little or no focus: may be very brief may have a major drift focus. may be confusing or ambiguous . The response has little or no discernible organizational structure: few or no transitional strategies are evident . frequent extraneous ideas may intrude . The response provides minimal support/evidence for the controlling idea or main idea that includes little or no use of sources, facts, and details: use of evidence from the source material is minimal, absent, in error, or irrelevant . The response expression of ideas is vague, lacks clarity, or is confusing: uses limited language or domain-specific vocabulary. may have little sense of audience and purpose . The response demonstrates a lack of command of conventions: errors are frequent and severe. meaning is often obscure. A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target].

Grades 6 - 12: Generic 4-Point Informational/Explanatory Writing Rubric Score Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence Conventions CCSS and Report Card Alignment Conventions: 6th-L.6.2 & L.6.3 Statement of Purpose/Focus Text Types & Purposes: 6th-W.6.2a-e 6th-W.6.2a, W.6.2c & W.6.2f Elaboration of Evidence Research to Build and Present Knowledge: 6th-W.6.2b, W.6.2d, & W.6.7-9 Language and Vocabulary Conventions & Vocab. Acquisition: 6th-L.6.1, L.6.3 & L.6.6.1 4 Exemplary (E) 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. controlling idea or main idea of a topic is introduced and communicated clearly within the context . The response has a clear and effective organizational structure creating unity and completeness: use of a variety of transitional strategies logical progression of ideas from beginning to end. effective introduction and conclusion for audience and purpose. strong connections among ideas, with some syntactic variety. 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. The response achieves substantial depth that is specific and relevant: use of evidence from sources is smoothly integrated, comprehensive, and concrete effective use of a variety of elaborative techniques. 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: few, if any, errors are present in usage and sentence formation. effective and consistent use of punctuation, capitalization, and spelling. 3 Proficient (M) The response is adequately sustained and generally focused: focus is clear and for the most part maintained, though some loosely related material may be present. some context for the controlling idea or main idea of the topic is adequate. The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected: adequate use of transitional strategies with some variety adequate progression of ideas from beginning to end. adequate introduction and conclusion adequate, if slightly inconsistent, connection among ideas. The response provides adequate support/evidence for the controlling idea or main idea that includes the use of sources, facts, and details: some evidence from sources is integrated, though citations may be general or imprecise. adequate use of some elaborative techniques. The response adequately expresses ideas, employing a mix of precise with more general language: use of domain-specific vocabulary is generally appropriate for the audience and purpose. The response demonstrates an adequate command of conventions: some errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed. adequate use of punctuation, capitalization, and spelling 2 Developing (NM) The response is somewhat sustained and may have a minor drift in focus: 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 The response has an inconsistent organizational structure, and flaws are evident: inconsistent use of transitional strategies with little variety uneven progression of ideas from beginning to end conclusion and introduction, if present, are weak weak connection among ideas 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: evidence from sources is weakly integrated, and citations, if present, are uneven weak or uneven use of elaborative techniques The response expresses ideas unevenly, using simplistic language: use of domain-specific vocabulary that may at times be inappropriate for the audience and purpose The response demonstrates a partial command of conventions: frequent errors in usage may obscure meaning inconsistent use of punctuation, capitalization, and spelling 1 Merging (NY) The response may be related to the topic but may provide little or no focus: may be very brief may have a major drift focus. may be confusing or ambiguous. The response has little or no discernible organizational structure: few or no transitional strategies are evident. frequent extraneous ideas may intrude. The response provides minimal support/evidence for the controlling idea or main idea that includes little or no use of sources, facts, and details: use of evidence from the source material is minimal, absent, in error, or irrelevant The response expression of ideas is vague, lacks clarity, or is confusing: uses limited language or domain-specific vocabulary may have little sense of audience and purpose The response demonstrates a lack of command of conventions: errors are frequent and severe and meaning is often obscure. A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target].

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 drawing, dictating, and writing to narrate a single event b drawing, dictating, and writing to narrate several loosely linked events c tell about the events in the order in which they occurred d provide a reaction to what happened 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. a recount two or more appropriately sequenced events b include some details regarding what happened c use temporal words to signal event order d 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 recount a well-elaborated event or short sequence of events b include details to describe actions, thoughts, and feelings c use temporal words to signal event order d provide a sense of closure W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations W.3.3c Use temporal words and phrases to signal event order. W.3.3d Provide a sense of closure. W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.4.3b Use dialogue and description to develop experiences and events or show the responses of characters to situations. W.4.3c Use a variety of transitional words and phrases to manage the sequence of events. W.4.3e Provide a conclusion that follows from the narrated experiences or events. W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situation. W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events. W.5.3e Provide a conclusion that follows from the narrated experiences or events. W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.6.3a 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. W.6.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. W.6.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another W.6.3e Provide a conclusion that follows from the narrated experiences or events.

4 3 2 1 Grades K - 2: Generic 4-Point Narrative Writing Rubric Score Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence Conventions CCSS and Report Card Alignment Conventions: Kinder-L.K.1a, L.K.2a, & L.K.2d 1st-L.1.1a, L.1.2 2nd-L.2.2 Statement of Purpose/Focus Text Types & Purposes: Kinder-W.K.3 1st-W.1.3.1-2 2nd-W.2.3.1-2 Kinder-W.K.3.2 1st-W.1.3.2-3 2nd-W.2.3.3-4 Elaboration of Evidence Text Types & Purposes/Production and Distribution of Writing: Kinder-W.K.3.3 1st-W.1.1.4 & W.1.5.2 2nd-W.2.1.4 Language and Vocabulary Conventions & Vocab. Acquisition: Kinder-L.K.1b-f & L.K.6 1st-L.1.1b-j & L.1.6 2nd-L.2.1 & L.2.6 4 Exemplary (E) Beginning establishes engaging context for story line/events (e.g., asks a question; starts with action or feelings) Effectively presents and maintains focus (controlling idea) of story line 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 create vivid images or ideas Effective use of dialogue, sensory and concrete details, strong verbs to advance the action; or to how characters’ motivation, development, growth, or change Maintains consistent narrator’s voice Uses precise language and sentence variety (simple, compound, with phrases) May use figurative language (e.g., imagery) Edits with support from peers, adults, resources Has few or no errors in grammar, word usage, mechanics as appropriate to grade (e.g., uses conventional spelling for words with common patterns) 3 Proficient (M) Uses a combination of drawings, dictation, and writing (K) Event/ series of events is supported with key elements (gr K-2) Has title (gr 1-2) and clear focus (gr K-2) Clear order of events; provides a reaction (K) Has beginning, middle, and end or problem solution (gr 1-2) Uses basic transitions (e.g., before, after, then, next, later) to show event order or chronology (gr 1-2) Details include nouns, verbs, and adjectives May use dialogue, sensory or concrete details for effect (gr 1-2) Elaborates on actions, reactions, motivations, thoughts, or feelings orally or in writing Appropriate use of words (singular-plural) and prepositional phrases Produces variety of complete sentences – orally (K) or in writing Uses adult/peer feedback to revise Edits with support from peers, adults, or resources (gr 2) Minor errors do not interfere with reader’s understanding 2 Developing (NM) Beginning has some context (when, why, etc.) for story line/events Includes key elements (characters, problem or main event) and attempts to establish a central focus Has beginning, middle, and end, but some parts need work or need more clarity (e.g., may have digressions or gaps in the story; sequence or connection of events is not clear) Transitions are lacking or cause confusion Some elaboration strategies are evident in drawings or writing, or added with support/questioning from peers or adults Uses some details or dialogue to elaborate on images or ideas (actions, thoughts, feelings) Vocabulary use has minor errors Dictates, writes, and expands simple complete sentences Uses adult/peer feedback torevise Edits with support from peers, adults, or resources (gr 2) Uses grade-appropriate basic mechanics and word use with some errors 1 Merging (NY) Beginning may have confusing context or no context for story 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, 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) Grade-appropriate mechanics are not used or have 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 [khess@nciea.org

4 3 2 1 Grades 3 - 8: Generic 4-Point Narrative Writing Rubric Score Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence Conventions CCSS and Report Card Alignment Conventions: 3rd-L.3.2 4th-L.4.2, L.4.3b 5th-L.5.2 6th-L.6.2 & L.6.3 Statement of Purpose/Focus Text Types & Purposes: 3rd-W.3.3a-b 4th-W.4.3a-b 5th-W.5.3a-b 6th-W.6.3a, b, d 3rd-W.3.3c-d 4th-W.4.3c-d 5th-W.5.3c-d 6th-W.6.3c, e Elaboration of Evidence Research to Build and Present Knowledge: 3rd-W.3.7-8 4th-W.4.7-9 5th-W.5.7-9 6th-W.6.3d & W.6.7-9 Language and Vocabulary Conventions & Vocab. Acquisition: 3rd-L.3.1b-i, L.3.3a & L.3.6 4th-L.4.1, L.4.3a, & L.4.6 5th-L.5.1b-e, L.5.3a & L.5.6 6th-L.6.1, L.6.3 & L.6.6.1 4 Exemplary (E) The narrative, real or imagined, is clearly focused and maintained throughout: effectively establishes a setting, narrator and/or characters, and point of view* The narrative, real or imagined, has an effective plot helping create unity and completeness: effective, consistent use of a variety of transitional strategies logical sequence of events from beginning to end effective opening and closure for audience and purpose The narrative, real or imagined, provides thorough and effective elaboration using details, dialogue, and description: effective use of a variety of narrative techniques that advance the story or illustrate the experience The narrative, real or imagined, clearly and effectively expresses experiences or events: effective use of sensory, concrete, and figurative language clearly advance the purpose The narrative, real or imagined, demonstrates a strong command of conventions: few, if any, errors in usage and sentence formation effective and consistent use of punctuation, capitalization, and spelling 3 Proficient (M) The narrative, real or imagined, is adequately focused and generally maintained throughout: adequately establishes a setting, narrator and/or characters, and point of view* The narrative, real or imagined, has an evident plot helping create a sense of unity and completeness, though there may be minor flaws and some ideas may be loosely connected: adequate use of a variety of transitional strategies adequate sequence of events from beginning to end adequate opening and closure for audience and purpose The narrative, real or imagined, provides adequate elaboration using details, dialogue, and description: adequate use of a variety of narrative techniques that generally advance the story or illustrate the experience The narrative, real or imagined, adequately expresses experiences or events: adequate use of sensory, concrete, and figurative language generally advance the 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 2 Developing (NM) The narrative, real or imagined, is somewhat maintained and may have a minor drift in focus: inconsistently establishes a setting, narrator and/or characters, and point of view The narrative, real or imagined, has an inconsistent plot, and flaws are evident: inconsistent use of basic transitional strategies with little variety uneven sequence of events from beginning to end opening and closure, if present, are weak weak connection among ideas The narrative, real or imagined, provides uneven, cursory elaboration using partial and uneven details, dialogue, and description: narrative techniques, if present, are uneven and inconsistent The narrative, real or imagined, unevenly expresses experiences or events: partial or weak use of sensory, concrete, and figurative language that may not advance the purpose 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 1 Merging (NY) The narrative, real or imagined, may be maintained but may provide little or no focus: may be very brief may have a major drift focus may be confusing or ambiguous The narrative, real or imagined, has little or no discernible plot: few or no transitional strategies are evident frequent extraneous ideas may intrude The narrative, real or imagined, provides minimal elaboration using little or no details, dialogue, and description: use of narrative techniques is minimal, absent, in error, or irrelevant The narrative, real or imagined, expression of ideas is vague, lacks clarity, or is confusing: uses limited language may have little sense of purpose 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 [khess@nciea.org