1. Informative/ Explanatory Writing Murray Hill Middle School
Dr. Dickey – 3 minutes
Welcome and set the purpose
Leave with a deeper understanding of the demands of the common core for the informative and explanatory writing and with a prompt written that you can use as a springboard for your PLCs.
Murray Hill Middle School
Donyall D. Dickey, Principal

2. Write informative/explanatory texts to examine a topic
and convey ideas, concepts and information through
the selection, organization, and analysis of relevant information.
Informative – a piece that is designed to convey facts or data
Legend
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.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
Dr. Dickey – 5-7 minutes
Distinguishing between informative and explanatory writing.

3. Write informative/explanatory texts to examine a topic
and convey ideas, concepts and information through
the selection, organization, and analysis of relevant information.
Explanatory – Includes a person’s views on something, an experience, an activity or how to do something
Legend
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.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
Dr. Dickey 5-7 minutes
Distinguishing between informative and explanatory writing

4. Write informative/explanatory texts to examine a topic
and convey ideas, concepts and information through
the selection, organization, and analysis of relevant information.
Informative – a piece that is designed to convey facts or data
Explanatory – includes a person’s views on something, an experience, an activity or how to do something (without providing argument or criticism)
Group Activity
Choose type
Choose existing activity per grade level pair (i.e. Frog, Declaration of Independence, Romeo and Juliet)
Compose a grade level – content specific writing prompt.
What needs to be front loaded for students before they are asked to write (a-f)?
Legend
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.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
Ms. McNelis – 7 minutes
Introduce activity and tell teachers that this something they should be able to walk out and do quarter 1.
Go through 1 – 4 explaining activity
Look at sample prompts before we let them go to do the activity on their own.
________________________________________

5. Social Studies
You have been asked to conduct research on the American Revolution. As part of your research, you need to locate sources on the internet. Explain how you can distinguish between reliable and unreliable sources on the internet.
Ms. McNelis – 2 minutes
Read through the prompt
Ask teachers to use yes or no cards to indicate if this an explanatory prompt.
Pick teacher and ask them why.

6. English
You’ve just studied Shakespearian plays. Your English teacher has just announced you will be going to a local Shakespearian museum. Explain to the reader your favorite exhibit.
Dr. Dickey – 2 minutes
Read through the prompt
Ask teachers to use yes or no cards to indicate if this an explanatory prompt.
Pick teacher and ask them why.

7. Applied Academics
Using what you learned in class, explain to reader how you produced a door stop from raw materials.
Ms. McNelis – 2 minutes
Read through the prompt
Ask teachers to use yes or no cards to indicate if this an informative prompt.
Pick teacher and ask them why.

8. Science
You just studied parts of the cell. Using facts from the textbook, class notes, etc., provide information about the function of each part of the cell to a 3rd grade class at Gorman Crossing.
Dr. Dickey – 2 minutes
Read through the prompt
Ask teachers to use yes or no cards to indicate if this an informative prompt.
Pick teacher and ask them why.

9. Reading
A new family has moved into Howard County and needs to choose a middle school for their children. The parents are concerned as one of their children currently reads below grade level. Using facts and data from the Maryland State Report Card, inform this family about Murray Hill’s performance over the past four years.
Ms. McNelis – 2 minutes
Read through the prompt
Ask teachers to use yes or no cards to indicate if this an explanatory prompt.
Pick teacher and ask them why.
Ask teachers to write a prompt with their grade level partner. Dr. Dickey and Ms. McNelis will circulate giving support where needed.

10. Write informative/explanatory texts to examine a topic
and convey ideas, concepts and information through
the selection, organization, and analysis of relevant information.
Introduce (a) and develop (b) a topic
Legend
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.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
Dr. Dickey – 10 minutes
Break out the language of the common core
“Let’s look at the language you’ll need to know in order to evaluate a student’s response to a prompt”

11. Write informative/explanatory texts to examine a topic
and convey ideas, concepts and information through
the selection, organization, and analysis of relevant information.
Introduce (a) and develop (b) a topic
Formal style (e)
Legend
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.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
Dr. Dickey – 10 minutes
Break out the language of the common core

12. Write informative/explanatory texts to examine a topic
and convey ideas, concepts and information through
the selection, organization, and analysis of relevant information.
Introduce (a) and develop (b) a topic
Formal style (e)
By selecting definitions, concrete details, quotations or other information and examples (b)
Legend
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.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
Dr. Dickey – 10 minutes
Break out the language of the common core
Use appropriate transitions to clarify the relationships among ideas and concepts (c)
Use precise language and domain specific vocabulary to inform about or explain the topic (d)

13. Write informative/explanatory texts to examine a topic
and convey ideas, concepts and information through
the selection, organization, and analysis of relevant information.
Definition,
Classification,
Comparison/Contrast,
Cause/Effect (a)
Description *
Problem/Solution *
Chronological *
Introduce (a) and develop (b) a topic
Formal style (e)
By selecting definitions, concrete details, quotations or other information and examples (b)
Include:
Formatting (headings)
Graphics (charts, tables)
Multimedia when useful to aid comprehension (a)
Legend
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.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
Dr. Dickey – 10 minutes
Break out the language of the common core
Use appropriate transitions to clarify the relationships among ideas and concepts (c)
Use precise language and domain specific vocabulary to inform about or explain the topic (d)

14. Write informative/explanatory texts to examine a topic
and convey ideas, concepts and information through
the selection, organization, and analysis of relevant information.
Definition,
Classification,
Comparison/Contrast,
Cause/Effect (a)
Description *
Problem/Solution *
Chronological *
Introduce (a) and develop (b) a topic
Formal style (e)
Choices along the way throughout text composition*
By selecting definitions, concrete details, quotations or other information and examples (b)
Provide a concluding statement or section that follows from the information or explanation presented (f)
Include:
Formatting (headings)
Graphics (charts, tables)
Multimedia when useful to aid comprehension (a)
Legend
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.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
Dr. Dickey – 10 minutes
Break out the language of the common core
Use appropriate transitions to clarify the relationships among ideas and concepts (c)
Use precise language and domain specific vocabulary to inform about or explain the topic (d)

15. Write informative/explanatory texts to examine a topic
and convey ideas, concepts and information through
the selection, organization, and analysis of relevant information.
Definition,
Classification,
Comparison/Contrast,
Cause/Effect (a)
Description *
Problem/Solution *
Chronological *
Introduce (a) and develop (b) a topic
Formal style (e)
Choices along the way throughout text composition*
By selecting definitions, concrete details, quotations or other information and examples (b)
Provide a concluding statement or section that follows from the information or explanation presented (f)
Include:
Formatting (headings)
Graphics (charts, tables)
Multimedia when useful to aid comprehension (a)
Legend
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.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
Dr. Dickey – 10 minutes
Break out the language of the common core
Use appropriate transitions to clarify the relationships among ideas and concepts (c)
Use precise language and domain specific vocabulary to inform about or explain the topic (d)
What needs to be front loaded for students before they are asked to write (a-f)?

16. Write informative/explanatory texts to examine a topic
and convey ideas, concepts and information through
the selection, organization, and analysis of relevant information.
Definition,
Classification,
Comparison/Contrast,
Cause/Effect (a)
Description *
Problem/Solution *
Chronological *
Formal style (e)
Introduce (a) and develop (b) a topic
May need to consider avoiding “I”
Be conscious of word choice (use “child” instead of “kid”)
Vary sentence length
Avoid vague words (some, a few)
Avoid contractions
Ensure topic completely addresses prompt
Topic should be concise and focused
Ensure topic is developed throughout writing
__________________
Include:
Formatting (headings)
Graphics (charts, tables)
Multimedia when useful to aid comprehension (a)
By selecting definitions, concrete details, quotations or other information and examples (b)
Choices along the way throughout text composition*
Writer’s workshop/conferences
Continually re-focus students to topic
Edit or revise details or examples that do not support topic
____________________________________________________________________________
____________________________________________________________________________
Ms. McNelis – 10 minutes
Direct teachers back to the prompts they have written
Have teachers fill in boxes where appropriate and discuss the boxes that are pre-filled in
Provide a concluding statement or section that follows from the information or explanation presented (f)
Use precise language and domain specific vocabulary to inform about or explain the topic (d)
Use appropriate transitions to clarify the relationships among ideas and concepts (c)
____________________________________________________________________________
____________________________________________________________________________
At last Next
Conversely Furthermore
However For example
Otherwise Therefore
In conclusion First, Second…

17. INFORMATIVE/EXPLANTORY WRITING RUBRIC GRADE 6
SCORE
Organization and Development
Conventions and Language
Introduction of Topic
Organization of Information
Supporting Facts & Details
Relevance of Conclusion
Comprehension Aids
Language Choices
Formality of Style
Command of Conventions 4
Topic is precise, clearly stated.
Ideas, concepts and information are developed with cohesive organization and appropriate transitions.
Relevant facts and details are presented to fully support the topic.
Conclusion clearly connects relevant details to support the topic.
Includes formatting (headings), graphics, and/or multimedia to extend comprehension.
Uses precise language and domain specific vocabulary consistently to inform about/explain the topic.
Establishes and maintains a formal style and objective tone.
Demonstrates strong command of the conventions of standard written English. 3
Topic is precise.
Ideas, concepts, and information are developed based on an organizational strategy using appropriate transitions.
Facts and details are presented to fully support the topic.
Provides a concluding statement or section that connects relevant details and the topic.
Includes formatting (headings), graphics, and/or multimedia to aid comprehension.
Uses precise language and domain-specific vocabulary to inform about/explain the topic.
Establishes and maintains a formal style.
Demonstrates command of the conventions of standard written English with minimal errors. 2
Topic is partially stated.
Ideas, concepts, and information lacks an organizational strategy.
Facts and details are not fully developed.
Conclusion is inadequate in its support in connection to the topic.
Formatting, graphics, and multimedia do not aid comprehension.
Inconsistently uses precise language and domain specific vocabulary.
Establishes and maintains a formal style with some lapses.
Conventions distract the reader. 1
Topic is ambiguous.
Ideas, concepts, and information are disorganized.
Facts and details are not relevant to the topic.
Conclusion does not support the topic.
Does not include formatting, graphics, and/or multimedia.
Does not use precise language and domain specific vocabulary.
Style is informal.
Conventions interfere with meaning.
Comments:

18. INFORMATIVE/EXPLANTORY WRITING RUBRIC GRADE 7
SCORE
Organization and Development
Conventions and Language
Introduction of Topic
Organization of Information
Supporting Facts & Details
Relevance of Conclusion
Comprehension Aids
Language Choices
Formality of Style
Command of Conventions 4
Topic is precise, clearly stated, and previews what is to follow.
Ideas, concepts & information are developed with cohesive organization using appropriate and varied transitions.
Relevant, well-chosen facts and details are presented to fully support the topic.
Conclusion clearly connects relevant details to support the topic.
Includes formatting (headings), graphics, and/or multimedia to extend comprehension.
Uses precise language and domain specific vocabulary consistently to inform about/explain the topic.
Establishes and maintains a formal style and objective tone.
Demonstrates strong command of the conventions of standard written English. 3
Topic is precise, clearly stated, and partially previews what is to follow.
Ideas, concepts & information are developed with cohesive organization using appropriate transitions.
Relevant facts and details are presented to fully support the topic.
Provides a concluding statement or section that connects relevant details and the topic.
Includes formatting (headings), graphics, and/or multimedia to aid comprehension.
Uses precise language and domain-specific vocabulary to inform about/explain the topic.
Establishes and maintains a formal style.
Demonstrates command of the conventions of standard written English with minimal errors. 2
Topic is precise.
Ideas, concepts, & information are developed based on an organizational strategy.
Relevant facts and details are presented but only partially developed and support the topic.
Conclusion is inadequate in its support in connection to the topic.
Formatting, graphics, and multimedia do not aid comprehension.
Inconsistently uses precise language and domain specific vocabulary.
Establishes and maintains a formal style with some lapses.
Conventions distract the reader. 1
Topic is partially stated or ambiguous.
Development of ideas, concepts, & information lacks an organizational strategy or is disorganized.
Facts and details are not developed/ relevant to the topic.
Conclusion does not support the topic.
Does not include formatting, graphics, and/or multimedia.
Does not use precise language and domain specific vocabulary.
Style is informal.
Conventions interfere with meaning.
Comments:

19. INFORMATIVE/EXPLANTORY WRITING RUBRIC GRADE 8
SCORE
Organization and Development
Conventions and Language
Introduction of Topic
Organization of Information
Supporting Facts & Details
Relevance of Conclusion
Comprehension Aids
Language Choices
Formality of Style
Command of Conventions 4
Topic is precise, clearly stated, and previews what is to follow.
Organization of complex ideas, concepts & information are developed to make important connections/distinctions.
Well-chosen, relevant and sufficient facts and details are presented to fully support the topic.
Conclusion clearly connects relevant details to support the topic.
Includes formatting (headings), graphics, and/or multimedia to extend comprehension.
Uses precise language and domain specific vocabulary consistently to inform about/explain the topic.
Establishes and maintains a formal style and objective tone.
Demonstrates strong command of the conventions of standard written English. 3
Topic is precise, clearly stated, and partially previews what is to follow.
Ideas, concepts & information are developed with cohesive organization using appropriate and varied transitions.
Well-chosen, relevant facts and details are presented to fully support the topic.
Provides a concluding statement or section that connects relevant details and the topic.
Includes formatting (headings), graphics, and/or multimedia to aid comprehension.
Uses precise language and domain-specific vocabulary to inform about/explain the topic.
Establishes and maintains a formal style.
Demonstrates command of the conventions of standard written English with minimal errors. 2
Topic is precise.
Ideas, concepts & information are developed with cohesive organization using appropriate transitions.
Relevant facts and details are presented and support the topic.
Conclusion is inadequate in its support in connection to the topic.
Formatting, graphics, and multimedia do not aid comprehension.
Inconsistently uses precise language and domain specific vocabulary.
Establishes and maintains a formal style with some lapses.
Conventions distract the reader. 1
Topic is partially stated or ambiguous.
Ideas, concepts, & information are not fully developed based on an organizational strategy.
Facts and details are partially or not developed/ relevant to the topic.
Conclusion does not support the topic.
Does not include formatting, graphics, and/or multimedia.
Does not use precise language and domain specific vocabulary.
Style is informal.
Conventions interfere with meaning.
Comments:

20. INFORMATIVE/EXPLANTORY WRITING RUBRIC GRADE 6
SCORE
Organization and Development
Conventions and Language
Introduction of Topic
(a)
Organization of Information (a) and (c)
Supporting Facts & Details (b)
Relevance of Conclusion
(f)
Comprehension Aids
Language Choices
(d)
Formality of Style
(e)
Command of Conventions (*) 4
Topic is precise, clearly stated.
Ideas, concepts and information are developed with cohesive organization and appropriate transitions.
Relevant facts and details are presented to fully support the topic.
Conclusion clearly connects relevant details to support the topic.
Includes formatting (headings), graphics, and/or multimedia to extend comprehension.
Uses precise language and domain specific vocabulary consistently to inform about/explain the topic.
Establishes and maintains a formal style and objective tone.
Demonstrates strong command of the conventions of standard written English. 3
Topic is precise.
Ideas, concepts, and information are developed based on an organizational strategy using appropriate transitions.
Facts and details are presented to fully support the topic.
Provides a concluding statement or section that connects relevant details and the topic.
Includes formatting (headings), graphics, and/or multimedia to aid comprehension.
Uses precise language and domain-specific vocabulary to inform about/explain the topic.
Establishes and maintains a formal style.
Demonstrates command of the conventions of standard written English with minimal errors. 2
Topic is partially stated.
Ideas, concepts, and information lacks an organizational strategy.
Facts and details are not fully developed.
Conclusion is inadequate in its support in connection to the topic.
Formatting, graphics, and multimedia do not aid comprehension.
Inconsistently uses precise language and domain specific vocabulary.
Establishes and maintains a formal style with some lapses.
Conventions distract the reader. 1
Topic is ambiguous.
Ideas, concepts, and information are disorganized.
Facts and details are not relevant to the topic.
Conclusion does not support the topic.
Does not include formatting, graphics, and/or multimedia.
Does not use precise language and domain specific vocabulary.
Style is informal.
Conventions interfere with meaning.
Comments:

21. INFORMATIVE/EXPLANTORY WRITING RUBRIC GRADE 7
SCORE
Organization and Development
Conventions and Language
Introduction of Topic
(a)
Organization of Information
(a) and (c)
Supporting Facts & Details
(b)
Relevance of Conclusion
(f)
Comprehension Aids
Language Choices
(d)
Formality of Style
(e)
Command of Conventions
(*) 4
Topic is precise, clearly stated, and previews what is to follow.
Ideas, concepts & information are developed with cohesive organization using appropriate and varied transitions.
Relevant, well-chosen facts and details are presented to fully support the topic.
Conclusion clearly connects relevant details to support the topic.
Includes formatting (headings), graphics, and/or multimedia to extend comprehension.
Uses precise language and domain specific vocabulary consistently to inform about/explain the topic.
Establishes and maintains a formal style and objective tone.
Demonstrates strong command of the conventions of standard written English. 3
Topic is precise, clearly stated, and partially previews what is to follow.
Ideas, concepts & information are developed with cohesive organization using appropriate transitions.
Relevant facts and details are presented to fully support the topic.
Provides a concluding statement or section that connects relevant details and the topic.
Includes formatting (headings), graphics, and/or multimedia to aid comprehension.
Uses precise language and domain-specific vocabulary to inform about/explain the topic.
Establishes and maintains a formal style.
Demonstrates command of the conventions of standard written English with minimal errors. 2
Topic is precise.
Ideas, concepts, & information are developed based on an organizational strategy.
Relevant facts and details are presented but only partially developed and support the topic.
Conclusion is inadequate in its support in connection to the topic.
Formatting, graphics, and multimedia do not aid comprehension.
Inconsistently uses precise language and domain specific vocabulary.
Establishes and maintains a formal style with some lapses.
Conventions distract the reader. 1
Topic is partially stated or ambiguous.
Development of ideas, concepts, & information lacks an organizational strategy or is disorganized.
Facts and details are not developed/ relevant to the topic.
Conclusion does not support the topic.
Does not include formatting, graphics, and/or multimedia.
Does not use precise language and domain specific vocabulary.
Style is informal.
Conventions interfere with meaning.
Comments:

22. INFORMATIVE/EXPLANTORY WRITING RUBRIC GRADE 8
SCORE
Organization and Development
Conventions and Language
Introduction of Topic
(a)
Organization of Information
(a) and (c)
Supporting Facts & Details
(b)
Relevance of Conclusion
(f)
Comprehension Aids
Language Choices
(d)
Formality of Style
(e)
Command of Conventions
(*) 4
Topic is precise, clearly stated, and previews what is to follow.
Organization of complex ideas, concepts & information are developed to make important connections/distinctions.
Well-chosen, relevant and sufficient facts and details are presented to fully support the topic.
Conclusion clearly connects relevant details to support the topic.
Includes formatting (headings), graphics, and/or multimedia to extend comprehension.
Uses precise language and domain specific vocabulary consistently to inform about/explain the topic.
Establishes and maintains a formal style and objective tone.
Demonstrates strong command of the conventions of standard written English. 3
Topic is precise, clearly stated, and partially previews what is to follow.
Ideas, concepts & information are developed with cohesive organization using appropriate and varied transitions.
Well-chosen, relevant facts and details are presented to fully support the topic.
Provides a concluding statement or section that connects relevant details and the topic.
Includes formatting (headings), graphics, and/or multimedia to aid comprehension.
Uses precise language and domain-specific vocabulary to inform about/explain the topic.
Establishes and maintains a formal style.
Demonstrates command of the conventions of standard written English with minimal errors. 2
Topic is precise.
Ideas, concepts & information are developed with cohesive organization using appropriate transitions.
Relevant facts and details are presented and support the topic.
Conclusion is inadequate in its support in connection to the topic.
Formatting, graphics, and multimedia do not aid comprehension.
Inconsistently uses precise language and domain specific vocabulary.
Establishes and maintains a formal style with some lapses.
Conventions distract the reader. 1
Topic is partially stated or ambiguous.
Ideas, concepts, & information are not fully developed based on an organizational strategy.
Facts and details are partially or not developed/ relevant to the topic.
Conclusion does not support the topic.
Does not include formatting, graphics, and/or multimedia.
Does not use precise language and domain specific vocabulary.
Style is informal.
Conventions interfere with meaning.
Comments:

23. INFORMATIVE/EXPLANTORY WRITING RUBRIC GRADE 6
SCORE
Organization and Development
Conventions and Language
Introduction of Topic
(a)
Organization of Information
(a) and (c)
Comprehension Aids
Supporting Facts & Details
(b)
Language Choices
(d)
Formality of Style
(e)
Relevance of Conclusion
(f)
Command of Conventions
(*) 4
Topic is precise, clearly stated.
Ideas, concepts and information are developed with cohesive organization and appropriate transitions.
Includes formatting (headings), graphics, and/or multimedia to extend comprehension.
Relevant facts and details are presented to fully support the topic.
Uses precise language and domain specific vocabulary consistently to inform about/explain the topic.
Establishes and maintains a formal style and objective tone.
Conclusion clearly connects relevant details to support the topic.
Demonstrates strong command of the conventions of standard written English. 3
Topic is precise.
Ideas, concepts, and information are developed based on an organizational strategy using appropriate transitions.
Includes formatting (headings), graphics, and/or multimedia to aid comprehension.
Facts and details are presented to fully support the topic.
Uses precise language and domain-specific vocabulary to inform about/explain the topic.
Establishes and maintains a formal style.
Provides a concluding statement or section that connects relevant details and the topic.
Demonstrates command of the conventions of standard written English with minimal errors. 2
Topic is partially stated.
Ideas, concepts, and information lacks an organizational strategy.
Formatting, graphics, and multimedia do not aid comprehension.
Facts and details are not fully developed.
Inconsistently uses precise language and domain specific vocabulary.
Establishes and maintains a formal style with some lapses.
Conclusion is inadequate in its support in connection to the topic.
Conventions distract the reader. 1
Topic is ambiguous.
Ideas, concepts, and information are disorganized.
Does not include formatting, graphics, and/or multimedia.
Facts and details are not relevant to the topic.
Does not use precise language and domain specific vocabulary.
Style is informal.
Conclusion does not support the topic.
Conventions interfere with meaning.
Comments:

24. INFORMATIVE/EXPLANTORY WRITING RUBRIC GRADE 7
SCORE
Organization and Development
Conventions and Language
Introduction of Topic
(a)
Organization of Information
(a) and (c)
Comprehension Aids
Supporting Facts & Details
(b)
Language Choices
(d)
Formality of Style
(e)
Relevance of Conclusion
(f)
Command of Conventions
(*) 4
Topic is precise, clearly stated, and previews what is to follow.
Ideas, concepts & information are developed with cohesive organization using appropriate and varied transitions.
Includes formatting (headings), graphics, and/or multimedia to extend comprehension.
Relevant, well-chosen facts and details are presented to fully support the topic.
Uses precise language and domain specific vocabulary consistently to inform about/explain the topic.
Establishes and maintains a formal style and objective tone.
Conclusion clearly connects relevant details to support the topic.
Demonstrates strong command of the conventions of standard written English. 3
Topic is precise, clearly stated, and partially previews what is to follow.
Ideas, concepts & information are developed with cohesive organization using appropriate transitions.
Includes formatting (headings), graphics, and/or multimedia to aid comprehension.
Relevant facts and details are presented to fully support the topic.
Uses precise language and domain-specific vocabulary to inform about/explain the topic.
Establishes and maintains a formal style.
Provides a concluding statement or section that connects relevant details and the topic.
Demonstrates command of the conventions of standard written English with minimal errors. 2
Topic is precise.
Ideas, concepts, & information are developed based on an organizational strategy.
Formatting, graphics, and multimedia do not aid comprehension.
Relevant facts and details are presented but only partially developed and support the topic.
Inconsistently uses precise language and domain specific vocabulary.
Establishes and maintains a formal style with some lapses.
Conclusion is inadequate in its support in connection to the topic.
Conventions distract the reader. 1
Topic is partially stated or ambiguous.
Development of ideas, concepts, & information lacks an organizational strategy or is disorganized.
Does not include formatting, graphics, and/or multimedia.
Facts and details are not developed/ relevant to the topic.
Does not use precise language and domain specific vocabulary.
Style is informal.
Conclusion does not support the topic.
Conventions interfere with meaning.
Comments:

25. INFORMATIVE/EXPLANTORY WRITING RUBRIC GRADE 8
SCORE
Organization and Development
Conventions and Language
Introduction of Topic
(a)
Organization of Information
(a) and (c)
Comprehension Aids
Supporting Facts & Details
(b)
Language Choices
(d)
Formality of Style
(e)
Relevance of Conclusion
(f)
Command of Conventions
(*) 4
Topic is precise, clearly stated, and previews what is to follow.
Organization of complex ideas, concepts & information are developed to make important connections/distinctions.
Includes formatting (headings), graphics, and/or multimedia to extend comprehension.
Well-chosen, relevant and sufficient facts and details are presented to fully support the topic.
Uses precise language and domain specific vocabulary consistently to inform about/explain the topic.
Establishes and maintains a formal style and objective tone.
Conclusion clearly connects relevant details to support the topic.
Demonstrates strong command of the conventions of standard written English. 3
Topic is precise, clearly stated, and partially previews what is to follow.
Ideas, concepts & information are developed with cohesive organization using appropriate and varied transitions.
Includes formatting (headings), graphics, and/or multimedia to aid comprehension.
Well-chosen, relevant facts and details are presented to fully support the topic.
Uses precise language and domain-specific vocabulary to inform about/explain the topic.
Establishes and maintains a formal style.
Provides a concluding statement or section that connects relevant details and the topic.
Demonstrates command of the conventions of standard written English with minimal errors. 2
Topic is precise.
Ideas, concepts & information are developed with cohesive organization using appropriate transitions.
Formatting, graphics, and multimedia do not aid comprehension.
Relevant facts and details are presented and support the topic.
Inconsistently uses precise language and domain specific vocabulary.
Establishes and maintains a formal style with some lapses.
Conclusion is inadequate in its support in connection to the topic.
Conventions distract the reader. 1
Topic is partially stated or ambiguous.
Ideas, concepts, & information are not fully developed based on an organizational strategy.
Does not include formatting, graphics, and/or multimedia.
Facts and details are partially or not developed/ relevant to the topic.
Does not use precise language and domain specific vocabulary.
Style is informal.
Conclusion does not support the topic.
Conventions interfere with meaning.
Comments: