Grade 6 Standards-Based Rubric Scoring Guide

Summary 6/23/09

Performance Level / Standards: Writing Applications (WA), Writing Strategies (WS), Written and Oral Language Conventions (WC)
4
Advanced
Exceeds the Grade
Level Standards / “4” papers meet all “3” requirements in addition to elements beyond grade level. Must include at least 2 or more of the following:
  • Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques. (8th-WS 1.2)
  • Supports main idea and significant details with paraphrases, quotations, comparisons and similar devices. (when appropriate) (8th-Ws 1.3)
  • Sustained and creative use of a wide variety of complex and sophisticated sentence structures that fluently connect ideas. (7th-WC 1.3)

3
Proficient
Meets
the Grade
Level Standards /
  • Uses multiple paragraphs to organize the writing. (6th-WS 1.2)
  • Creates an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas. (7th-WS 1.1, 1.7)
  • Uses strategies of notetaking, outlining, and summarizing to impose structure on composition drafts. (7th-WS 1.3)
  • Includes the main ideas and most significant details. (7th-WA 2.5a)
  • Uses the student’s own words (paraphrases), except for quotations. (7th-WA 2.2b)
  • Reflects underlying meaning, not just superficial details. (7th-WA 2.2b)
  • Uses a variety sentence structures. (7th-WC 1.3) (6th-WC 1.1)
  • Uses appropriate punctuation, capitalization, grammar, and spelling. (7th-WC 1.2, 1.4, 1.5, 1.6, 1.7)
(On Demand Writing: mistakes are first draft in nature and do not confuse the reader)
2
Basic
Approaches the
Grade Level
Standards /
  • Does not organize writing well in multi-paragraph. (6th-WS 1.2)
  • Weak/ineffective transitioning from paragraph to paragraph. (7th-WS 1.1, 1.7)
  • Use of some strategies of notetaking, outlining, and summarizing to impose structure on composition drafts. (7th-WS 1.3)
  • Includes some of the main ideas and most significant details. (7th-WA 2.5a)
  • Uses some of the student’s own words (paraphrases), except for quotations. (7th-WA 2.2b)
  • Attempts to reflect underlying meaning, not just superficial details. (7th-WA 2.2b)
  • Uses little/some sentence variety. (7th-WC 1.3) (6th-WC 1.1)
  • Makes some confusing errors in punctuation, capitalization, grammar, and spelling that may interfere with the reader’s understanding. (7th-WC 1.2, 1.4, 1.5, 1.6, 1.7)

1
Below Basic
Below
the Grade
Level Standards /
  • Lacks organization. (6th-WS 1.2)
  • Lacks transitioning throughout the summary. (7th-WS 1.1, 1.7)
  • No evidence of the use of strategies for notetaking, outlining, and summarizing to impose structure on composition drafts. (7th-WS 1.3)
  • Does not include the main ideas and most significant details. (7th-WA 2.5a)
  • Does not use the student’s own words (paraphrases), except for quotations. (7th-WA 2.2b)
  • Does not reflect underlying meaning, not just superficial details. (7th-WA 2.2b)
  • Uses no sentence variety. (7th-WC 1.3) (6th-WC 1.1)
  • Makes serious errors in punctuation, capitalization, grammar, and spelling that interfere with reader’s understanding. (7th-WC 1.2, 1.4, 1.5, 1.6, 1.7)