Rubric For Information Writing Seventh Grade
INFORMATION : TeachiNg RubRic—SeveNTh gRaDeName:Date:Rubric for Information Writing—Seventh GradeGrade 5(1 POINT)Grade 61.5 PTSGrade 7(2 POINTS)2.5 PTSGrade 8(3 POINTS)3.5 PTS(4 POINTS)SCORESTRUCTUREThe writer used differentkinds of information toteach about the subject.Sometimes she includedlittle essays, stories, or howto sections in her writing.MidlevelThe writer conveyed ideasand information about asubject in a well-structuredtext. Sometimes sheincorporated arguments,explanations, stories, orprocedural passages.MidlevelThe writer brought togetherideas and information abouta subject in a text thatdevelops a subtopic and/oran idea. He incorporated avariety of text structures asneeded, including argument,explanation, narrative, andprocedural passages.MidlevelThe writer discussed keyconcepts within a topic andmade it clear why theseconcepts are important. Sheprovided examples withrelevant information, usinga variety of text structuresand formatting, as needed,to make concepts andinformation compelling andaccessible.LeadThe writer wrote anintroduction in whichhe helped readersget interested in andunderstand the subject.He let readers know thesubtopics that he woulddevelop later as well as thesequence.MidlevelThe writer wrote anintroduction in which sheinterested readers, perhapswith a quote or significantfact. She let readers knowthe subtopics that shewould develop later andhow her text would unfold.MidlevelThe writer interested thereader in the topic byexplaining its significanceor providing a compellingfact, statistic, or anecdote.He made it clear what partsof this topic his text wouldtackle, and how the ideasand information in the textwould unfold.MidlevelAfter hooking the reader,the writer provided context,introduced a focus/mainidea, and oriented readersto the overall structure ofthe text (compare/contrast,cause and effect, claims andsupport, classification, etc.).INFORMATIONTeaching RubricsOverall7May be photocopied for classroom use. 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study in Argument, Information, and Narrative Writing (firsthand: Portsmouth, NH).May be photocopiedPerformanceAssessmentsand Learning Progressions,Grades K–8 (Heinemann:Portsmouth,NH).162 for classroom use. 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project. Writing Pathways:WritingPathways:PerformanceAssessmentsand LearningProgressions,6–8
INFORMATION : TeachiNg RubRic—SeveNTh gRaDe (continued)Grade 5(1 POINT)Grade 61.5 PTSGrade 7(2 POINTS)2.5 PTS(3 POINTS)Grade 83.5 PTS(4 POINTS)SCORESTRUCTURE (cont.)When the writer wroteabout results, she usedwords and phrases such asconsequently, as a result,and because of this. Whenshe compared information,she used phrases such asin contrast, by comparison,and especially. In narrativeparts, she used phrases thatgo with stories such as alittle later and three hourslater. If she wrote sectionsthat stated an opinion, sheused words such as but themost important reason, forexample, and consequently.MidlevelThe writer used transitionsto help readers understandhow different bits ofinformation and differentparts of his writingfit together. He usedtransitions to help connectideas, information, andexamples, and to implyrelationships such as whenmaterial exemplifies, addsto, is similar to, explains, isa result of, or contrasts. Heused transitions such as forinstance, such as, similarly,therefore, as a result, incontrast to, and on theother hand.MidlevelThe writer used transitionsto link concepts with relatedinformation. The transitionshelp the reader follow frompart to part and make itclear when informationis an example of a biggeridea, follows from an earlierpoint, introduces a newidea, or suggests a contrast.The writer used suchtransitions as specifically,for instance, related to, justas, turning to, on the otherhand, and however.MidlevelThe writer used transitionsto lead the reader acrossparts of the text and to helpthe reader note how partsof the text relate back toearlier parts, using phrasessuch as just as, returning to,as we saw earlier, similarlyto, unlike, and yet.EndingThe writer wrote aconclusion in which herestated the main pointsand may have offered afinal thought or question forreaders to consider.MidlevelThe writer wrote aconclusion in which sherestated the important ideasand offered a final insight orimplication for the reader toconsider.MidlevelIn his conclusion, thewriter reinforced andbuilt on the main point(s)in a way that made theentire piece a cohesivewhole. The conclusionmay have restated themain points, responded tothem, or highlighted theirsignificance.MidlevelIn her conclusion, the writersuggested implications, builtup the significance of hermain points, and/or alludedto potential challenges.INFORMATIONTransitionsTeaching Rubrics7May be photocopied for classroom use. 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study in Argument, Information, and Narrative Writing (firsthand: Portsmouth, NH).May be photocopied for classroom use. 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project. Writing Pathways: Performance Assessments and Learning Progressions, Grades K–8 (Heinemann: Portsmouth, NH).Part II: The Assessment Tools—Information Writing163
INFORMATION : TeachiNg RubRic—SeveNTh gRaDe (continued)Grade 5(1 POINT)Grade 61.5 PTSGrade 7(2 POINTS)2.5 PTS(3 POINTS)Grade 83.5 PTS(4 POINTS)MidlevelThe writer focused on keyconcepts within the topic.SCORESTRUCTURE (cont.)OrganizationThe writer organized herwriting into a sequence ofseparate sections. She mayhave used headings andsubheadings to highlightthe separate sections.MidlevelThe writer wrote eachsection according to anorganizational plan shapedpartly by the genre of thesection.Teaching RubricsMidlevelThe writer used subheadingsand/or clear introductorytransitions to separatesections.The writer focused herwriting on a subtopic or aparticular point or two.The writer organizedinformation and ideas intobroader categories andclarified how sections areordered and connected.The writer organized herpiece into parts and usedstructures (claims andsupports, problem/solution,sequence, etc.) to organizethose parts (and perhapsthe whole).The writer made deliberatechoices about how to ordersections and about thesequence of informationand ideas within sections.He chose structures suchas compare and contrast,categories, or claim andsupport to organizeinformation and ideas.Some sections are writtenas argument, explanation,stories, or proceduralpassages.INFORMATION7The writer chose a focusedsubject.The writer used hisorganizational structureto help the reader’scomprehension, perhapsholding back details untilfirst conveying broaderpoints, or only offering asecond perspective after thefirst was established.The writer usedintroductions, topicsentences, transitions,formatting, and graphics,where appropriate, toclarify the structure of thepiece and to highlight mainpoints.The sections andinformation built on eachother throughout the piece:concepts and exampleswere introduced in a logicalfashion.TOTAL:DEvELOpmEnTElaboration*The writer explaineddifferent aspects of asubject. He included avariety of information suchas examples, details, dates,and quotes.The writer used trustedsources and gave creditwhen appropriate. He madesure to research any detailsthat would add to hiswriting.MidlevelThe writer included variedkinds of information such asfacts, quotations, examples,and definitions.The writer used trustedsources and informationfrom authorities on thetopic and gave the sourcescredit.MidlevelThe writer included variedkinds of information such asfacts, quotations, examples,and definitions. Sheanalyzed or explained theinformation, showing howthe information fits withher key points or subtopics,including graphics whereappropriate.MidlevelThe writer brought outthe parts of the topic thatwere most significant to hisaudience and to his point(s).The writer analyzed therelevance of his informationand made sure theinformation supported themajor concepts.*Elaboration and Craft are double-weighted categories: Whatever score a student would get in these categories is worth double the amount of points. For example, if a student exceeds expectations in Elaboration,then that student would receive 8 points instead of 4 points. If a student meets standards in Elaboration, then that student would receive 6 points instead of 3 points.May be photocopied for classroom use. 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study in Argument, Information, and Narrative Writing (firsthand: Portsmouth, NH).May be photocopied for classroom use. 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project. Writing Pathways: Performance Assessments and Learning Progressions, Grades K–8 (Heinemann: Portsmouth, NH).164Writing Pathways: Performance Assessments and Learning Progressions, 6–8
INFORMATION : TeachiNg RubRic—SeveNTh gRaDe (continued)Grade 5(1 POINT)Grade 61.5 PTSGrade 7(2 POINTS)2.5 PTS(3 POINTS)Grade 83.5 PTS(4 POINTS)MidlevelThe writer incorporatedtrustworthy and significantsources, and explained ifand when a source seemedproblematic.MidlevelThe writer intended to affecther reader in particularways—to make the readerthink, realize, or feel aparticular way—and shechose language to do that.SCOREDEvELOpmEnT (cont.)Elaboration(cont.)MidlevelThe writer made deliberateword choices to have aneffect on her readers. Sheused the vocabulary ofexperts and explained keyterms.MidlevelThe writer used a consistent,inviting teaching tone andvaried her sentences tohelp readers take in andunderstand the information.MidlevelThe writer chose her wordscarefully to explain herinformation and ideas andto have an effect on thereader.MidlevelThe writer worked toinclude concrete details,comparisons, and/or imagesto explain information andconcepts and to keep herreader engaged.The writer incorporateddomain-specific vocabularyand, when necessary, sheexplained terms to readers,providing context clues,parenthetical explanations,text boxes, or similarsupport.The writer consistentlyincorporated and citedsources.The writer worked to makeher topic compelling aswell as understandable. Shebrought out why it matteredand why the audienceshould care about it.The writer used wordspurposefully to affectmeaning and tone.The writer chose precisewords and used metaphors,anecdotes, images, orcomparisons to explainwhat he meant.The writer includeddomain-specific, technicalvocabulary, and definedthese when appropriate.The writer used a formaltone, but varied itappropriately to engage thereader.Teaching RubricsThe writer not only madechoices about which detailsand facts to include but alsomade choices about howto convey her informationso it would make senseto readers. She blendedstorytelling, summary, andother genres as needed andused text features.The writer worked tomake his informationunderstandable andinteresting. To do this, hereferred to earlier partsof his text, summarizedbackground information,raised questions, orconsidered possibleimplications.INFORMATIONCraft*The writer worked tomake his informationunderstandable to readers.To do this, he may havereferred to earlier parts ofhis text and summarizedbackground information.He let readers know whenhe was discussing facts andwhen he was offering hisown opinion.The writer consistently usedcomparisons, analogies,vivid examples, and/or anecdotes to helpreaders grasp the meaningof concepts and thesignificance of information.7The writer varied her toneto match the differentpurposes of differentsections of her piece.The writer supportedreaders’ learning by using ateaching tone and a formalstyle, as appropriate.TOTAL:*Elaboration and Craft are double-weighted categories: Whatever score a student would get in these categories is worth double the amount of points. For example, if a student exceeds expectations in Elaboration,then that student would receive 8 points instead of 4 points. If a student meets standards in Elaboration, then that student would receive 6 points instead of 3 points.May be photocopied for classroom use. 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study in Argument, Information, and Narrative Writing (firsthand: Portsmouth, NH).May be photocopied for classroom use. 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project. Writing Pathways: Performance Assessments and Learning Progressions, Grades K–8 (Heinemann: Portsmouth, NH).Part II: The Assessment Tools—Information Writing165
INFORMATION : TeachiNg RubRic—SeveNTh gRaDe (continued)Grade 5(1 POINT)Grade 61.5 PTSGrade 7(2 POINTS)2.5 PTSGrade 8(3 POINTS)3.5 PTS(4 POINTS)SCORESpellingThe writer used what heknew about word familiesand spelling rules to helphim spell and edit. Heused the word wall anddictionaries to help himwhen needed.MidlevelThe writer used resourcesto be sure the words inhis writing are spelledcorrectly, including technicalvocabulary.MidlevelThe writer checked spellingof technical, domain-specificwords and was careful withthe spelling of citations.MidlevelThe writer checked spellingof technical, domain-specificwords and was careful withthe spelling and detailsof citations, excerpts,quotations, and statistics.punctuationandSentenceStructureThe writer used commas toset off introductory parts ofsentences (for example, Asyou might know,).MidlevelThe writer used punctuationsuch as dashes, parentheses,colons, and semicolonsto help her include extrainformation and explanationin some of her sentences.MidlevelThe writer varied hissentence structure,sometimes using simple andsometimes using complexsentence structure.MidlevelThe writer used differentsentence structures toachieve different purposesthroughout her piece.INFORMATIONTeaching RubricsLAnGUAGE COnvEnTIOnS7The writer used a varietyof punctuation to fix anyrun-on sentences. She usedpunctuation to cite hersources.The writer accuratelycited her references, usingappropriate punctuation.The writer used internalpunctuation appropriatelywithin sentences andwhen citing sources,including commas, dashes,parentheses, colons, andsemicolons.The writer used verb tensesthat shift when needed(as in when moving froma citation back to her ownwriting), deciding betweenactive and passive voicewhere appropriate.The writer used internalpunctuation effectively,including the use of ellipsesto accurately insert excerptsfrom sources.TOTAL:Teachers, we created these rubrics so you will have your own place to pull together scores ofstudent work. You can use these assessments immediately after giving the on-demands andalso for self-assessment and setting goals.Scoring guideIn each row, circle the descriptor in the column that matches the student work. Scores in thecategories of Elaboration and Craft are worth double the point value (2, 3, 4, 5, 6, 7, or 8instead of 1. 1.5, 2, 2.5, 3, 3.5, or 4).Total the number of points and then track students’ progress by seeing when the total pointsincrease.Total score:If you want to translate this score into a grade, you can use the provided table to score eachstudent on a scale of 0–4.Number of .5–38.539–44Scaled Score11.522.533.54May be photocopied for classroom use. 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study in Argument, Information, and Narrative Writing (firsthand: Portsmouth, NH).May be photocopied for classroom use. 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project. Writing Pathways: Performance Assessments and Learning Progressions, Grades K–8 (Heinemann: Portsmouth, NH).166Writing Pathways: Performance Assessments and Learning Progressions, 6–8
Rubric for Information Writing Seventh Grade Grade 5 (1 POINT) 1.5 PTS Grade 6 (2 POINTS) 2.5 PTS Grade 7 (3 POINTS) 3.5 PTS Grade 8 (4 POINTS) SCORE STRUCTURE Overall The writer used different kinds of information to teach about the subject. Sometimes she included little essa
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Six traits writing rubric - students have used the six traits writing traits and rubric several times this year. I can attach the 6 traits writing file. The above culminating model could be evaluated using the six traits rubric. See attached: Student Friendly Six Traits Rubric - credited to John Norton and Maryvale Elementary School teachers.
