6th grade Scoring Rubrices Form & Summ
- 1. LANGUAGE ARTS SCORING RUBRIC - 6TH Name: The following rubric is for scoring formative and summative work in language arts. The type of assessment is circled along with a brief explanation of that assessment. These rubrices will be used in helping determine a student's proficiency score at the end of each trimester; the scoring chart is shown below: PROFICENCY SCORING CHART: 4 surpasses expected GLE proficency; goes well above and beyond 3 student considered proficent in specific GLE 2 student working toward proficency in specific GLE 1 student does not meet proficency in specific GLE TYPE OF ASSESSMENT formative (practice) work summative (project/test) work ASSIGNMENT: Standard 1: The student will apply the general skills and strategies of the reading process. S1:B1:6th: versus entertainment) for a specific genre or text structure (e.g.: KWL chart, pre-journal or pre-test, predictions) with modeling. 4 3 2 1 S1:B2:6th: Demonstrate use of context clues, word analysis and use of reference materials to extend understanding of word meanings. 4 3 2 1 S1:B3:6th: Compare and contrast, summarize, classify, connect, and critique text(s) and textual elements to formulate conclusions, opinions and personal responses with grade level text. 4 3 2 1 Standard 2: The student will comprehend what is read. S2:B1:6th: Define, explain, describe, and summarize plot, setting, theme, character, and conflict in grade level text. 4 3 2 1 S2:B2:6th: connections and determine main ideas in nonfiction grade level text. 4 3 2 1 S2:B3:6th: Using grade level text, student will determine if author is writing to entertain, persuade or inform. 4 3 2 1 S2:B4:6th: Define and explain specific literary devices used in text discussed by class. student will understand and use1the general skills and strategies of the The 4 3 2 Standard 3: writing process. S3:B1:6th: Choose and apply a variety of prewriting strategies to generate ideas appropriate for different types of writing. 4 3 2 1 S3:B2:6th: Synthesize prewriting and reorganize details into a first draft for revision. Apply steps of revision (add, delete, replace, move) to improve quality of draft using teacher and peer review. 4 3 2 1 S3:B3:6th: Proofread and edit for spelling, capitalization, punctuation, and usage in personal and peer-written work. 4 3 2 1 Standard 4: The student will apply the conventions of writing. S4:B1:6th: Identify simple and compound sentences in text. Create simple and compound sentences in student writing. 4 3 2 1 S4:B2:6th: Identify and define the eight parts of speech. Apply correct usage of the eight parts of speech in written composition.
- 2. 4 3 2 1 S4:B3:6th: Spell weekly words with accuracy. Apply accurate spelling in student writing. 4 3 2 1 S4:B4:6th: Demonstrate understanding and integration of capitalization and punctuation in student writing. 4 3 2 1 Standard 5: The student will write in a variety of forms for different audiences and purposes. S5:B1:6th: support demonstrating understanding of the expository elements: introduction, body, and conclusion. Analyze correct expository format in student written work. 4 3 2 1 S5:B2:6th: Define and generate narrative writing, using 1st or 3rd person, developing visua sensory imagery, and including logical organization. Analyze criteria for good narrative writing (e.g. 6 Traits Writing). 4 3 2 1 S5:B3:6th: Generate persuasive writing into logically formatted essay conveying judgmen while using facts/evidence for support. Analyze effectiveness of argument in persuasive writing samples. 4 3 2 1 S5:B4:6th: Analyze and explain elements and forms found in poetry. Generate poems using various poetic elements and forms. 4 3 2 1 S5:B5:6th: Identify and generate different styles that are appropriate for various audiences (e.g. friendly v. business letters). 4 3 2 1 S5:B6:6th: Write personal responses to literature using a variety of formats. 4 3 2 1 Standard 6: The student will use the general skills and strategies of listening and speaking. S6:B1:6th: Use strategies to enhance listening comprehension (e.g. take notes, organize paraphrase). 4 3 2 1 S6:B2:6th: Develop an oral presentation with a single focus. 4 3 2 1 S6:B3:6th: Identify and describe good techniques used by speakers and performers. 4 3 2 1 Standard 7: The student will use the general skills and strategies of collection, interpretation, and use of information from a variety of sources. S7:B1:6th: discussion, or examination of sources to give direction to research. 4 3 2 1 S7:B2:6th: Identify criteria for determining source usefulness and appropriateness. Classify sources as useful or undesirable according to criteria. 4 3 2 1 S7:B3:6th: Define and create a works cited comprised of all sources used in research. 4 3 2 1
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