8th Grade Form Summ Scoring Rubric
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8th Grade Form Summ Scoring Rubric

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8th grade scoring rubric for langauge arts, Diocese of Des Moines

8th grade scoring rubric for langauge arts, Diocese of Des Moines

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8th Grade Form Summ Scoring Rubric 8th Grade Form Summ Scoring Rubric Document Transcript

  • LANGUAGE ARTS SCORING RUBRIC – 8TH Name: The following rubric is for scoring formative and summative work in language arts. The type of assessment used is circled along with a brief explanation of the assessment. These rubrics will be used in helping determine a student’s proficiency score at the end of each trimester; the scoring chart is shown below: PROFICIENCY SCORING CHART: surpasses expected GLE proficiency; goes well above 4 and beyond 3 student considered proficient in specific GLE 2 student working toward proficiency in specific GLE 1 student does not meet proficiency 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:B1:8th: Access prior knowledge to establish a purpose (e.g.: academic versus entertainment) for a specific genre or text structure (e.g.: KWL chart, pre-journal or pre-test, predictions) with grade level text. 4 3 2 1 S1:B2:8th: Integrate use of context clues, word analysis, use of reference materials, and apply connotative / denotative meaning. 4 3 2 1 th S1:B3:8 : 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:B1:8th: Identify all above elements of fiction and analyze the relationship among those elements as they impact the story. 4 3 2 1 S2:B2:8th: Use context clues, vocabulary and visual aids to make connections and determine main ideas and bias in nonfiction grade level text. 4 3 2 1 S2:B3:8th: Using grade level text, student will determine if author is writing to entertain, persuade or inform. 4 3 2 1 th S2:B4:8 : Draw conclusions about author’s actual purpose in using literary devices after analyzing terms used in text. 4 3 2 1 STANDARD 3: The student will understand and use the general skills and strategies of the writing process.
  • S3:B1:8th: Choose and apply a variety of prewriting strategies to generate ideas appropriate for different types of writing. 4 3 2 1 th S3:B2:8 : 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 th S3:B3:8 : 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:B1:8th: Identify simple, compound, and complex sentences in text. Create simple, compound, and complex sentences in student writing. 4 3 2 1 th S4:B2:8 : Identify and define the eight parts of speech. Apply correct usage of the eight parts of speech in written composition. 4 3 2 1 S4:B3:8th: Spell weekly words with accuracy. Apply accurate spelling in student writing. 4 3 2 1 S4:B4:8th: 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:B1:8th: Generate expository composition, using outside sources for support demonstrating understanding of the expository elements: introduction, body, and conclusion. Analyze correct expository format in student written work. 4 3 2 1 S5:B2:8th: Define and generate narrative writing, using 1st or 3rd person, developing visual or sensory imagery, and including logical organization. Analyze criteria for good narrative writing (e.g. 6 Traits Writing). 4 3 2 1 th S5:B3:8 : Generate persuasive writing into logically formatted essay conveying judgment while using
  • facts/evidence for support. Analyze effectiveness of argument in persuasive writing samples. 4 3 2 1 S5:B4:8th: Analyze and explain elements and forms found in poetry. Generate poems using various poetic elements and forms. 4 3 2 1 th S5:B5:8 : Generate writing integrating content, style, and structure appropriate for specific audiences and purposes. 4 3 2 1 S5:B6:8th: 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:B1:8th: Use strategies to enhance listening comprehension and draw conclusions from information given in all kinds of oral presentations in class. 4 3 2 1 S6:B2:8th: Compose and deliver a speech that maintains a single focus. 4 3 2 1 S6:B3:8th: Identify and evaluate good techniques used by speakers and performers. Integrate specific good techniques for oral and dramatic presentations. 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:B1:8th: Generate questions to give direction to research. 4 3 2 1 th S7:B2:8 : Determine the usefulness and appropriateness of information sources to develop a particular topic. 4 3 2 1 S7:B2:8th: Define and create a works cited comprised of all sources used in research. Demonstrate internal documentation within written product. 4 3 2 1