RL.KID.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. / LEVEL 1: 5-6 pts
Without teacher help, I can choose evidence that…
…is a direct, overt statement made by the text.
…alone, doesn’t promote or require analysis.
…“says it all,” and doesn’t really have to be interpreted.
OR, I can do the three tasks under “Level 2” with help from my teacher. / Level 2: 7 pts
Without teacher help, I can choose evidence that…
….illustrates (shows) an idea instead of stating a fact.
…reveals an idea that is not directly stated.
…invites discussion, explanation, or analysis.
OR, I can do the thinking under “Level 3” with help from my teacher. / Level 3: 8 pts
I can choose “Level 2” evidence, and without teacher help, I can use it to…
…draw inferences about what is not directly stated in the text.
…make generalizations about big ideas or themes.
…make connections (text-to-self, text-to-text, or text-to-world) that are thoughtful.
…explain how the evidence proves a point I’m trying to make.
OR, I can do the thinking under “Level 4” with help from my teacher. / Level 4: 9-10 pts
I can choose “Level 2” evidence and without teacher help, I can do all of “Level 3” and use my evidence in high-level thinking such as:
…connecting my evidence to other evidence in order to analyze how an idea is developed or revealed.
…analyzing how word choice or patterns in the evidence communicate a big idea or theme.
OR other higher-level, complex critical thinking based on the text evidence.
Level 1 and Level 2 are about your choice of text evidence. / Level 3 and Level 4 are about the thinking you do to explain and analyze the evidence you chose.

Compare/Contrast Paragraph Rubrics

Score______x2______

Your paragraph will be evaluated using three rubrics.The first evaluates your ability to use examples from the text as you draw inferences about how Equality is similar to, or different from, his brothers.

Now I will evaluate you on the paragraph structure.

Writing Standards
Grade 9 / Level 1-5-6 pts
Just beginning / Level 2-7 pts
Not quite there yet / Level 3-8 pts
Where we want to be / Level 4-9-10 pts
Above and beyond
W.PDW.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. / I can….
…..create a topic sentence or thesis statement but it may lack clarity or be overly generalized.
…… attempt to provide appropriate context but the context may not add to the overall understanding of the thesis/ts
…..include concrete details but they may be generalized and it may not be related to the purpose of the thesis or topic sentence
……attempt to explain how concrete details may link to thesis/ts but the description may be vague or generalized. / I can….
…..create a topic sentence or thesis statement that may be generalized but is appropriate to task.
…..attempt to provide appropriate context that may add to the overall understanding of the thesis/ts
……include concrete details but I leave the reader wanting more.
……attempt to explain how concrete details relate to the thesis/ts but the description might not address the overall purpose of the writing piece. / I can…
….create a thesis/topic sentence that is relevant to the task and provides appropriate information. My thesis may be strong but may not be as developed as a Level 4 thesis.
…..provide appropriate and developed context that engages the reader and creates a better understanding of the piece.
…..provide concrete details that allow the reader to have a deeper understanding of thesis/ts and the purpose of my piece of writing. Details paint a clear picture and do not leave the reader wanting more.
…..draw the reader back to my thesis/ts and relate my context and concrete details to the purpose of the piece. The coherency of the writing may not be that of a Level 4. / I can…
…create a unique and engaging thesis/topic sentence that informs the reader of the purpose of my writing.
…..provide rich context that allows the reader deeper understanding.
…..create concrete details that lead to vivid pictures and fully support the thesis/ts. Language is rich and unique and demonstrates a mature handle on producing coherent writing.
…..bring the reader back to the purpose of the piece and engage the reader in further thinking about points made in the piece of writing.

And finally, I will evaluate you on your ability to integrate, style, conventions and tone into your writing.

Writing Standards Grade 9 / Level 1-6 pts
Just beginning / Level 2-7 pts
Not quite there yet / Level 3-8 pts
Where we want to be / Level 4-9-10 pts
Above and beyond
W.TTP.1d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. / I can…..
…..write a paragraph or essay but it may not show I am aware of the importance of using style to convey a message.
….write a paragraph or essay but it may not show I have control of conventions. There may be many convention errors that affect readability of my writing.
….write an essay or paragraph that may be complete but lacks tone which affects understanding of the argument created in the piece of writing. / I can…
…write a paragraph or essay that contains glimpses of my own style but the style may be inconsistent.
…..write a paragraph or essay that contains some style but conventional errors may affect readability.
…write an essay or paragraph that may contain appropriate tone at times but the tone may not be consistent throughout the piece. / I can…
…write a paragraph or essay that contains style that allows the reader to better understand the argument presented in the piece.
….write a paragraph or essay that contains conventions that build on the style of the piece. Conventions may not affect readability.
…write an essay or paragraph that contains appropriate tone that builds on the style of the piece. / I can…
…write a paragraph or essay that contains unique style that entertains the reader and leads to a deeper understanding of the author’s argument.
…write a paragraph or essay that contains conventions that build on the style of the piece. Conventions may show a mature understanding of language.
…write an essay or paragraph that contains appropriate tone that builds on the style of the piece and shows a clear understanding of how tone can be used to convey an argument.