Manzanilla LDC

Dauphin Island, The Disappearing Paradise
Amanda Manzanilla, 4th Grade ELA/Science Integration
Information Sheet for Informational or Explanatory Module
Module title: Dauphin Island, The Disappearing Paradise
Module
description
(overview):
Over the course of approximately 3 weeks, students will learn the deﬁnition and effects of erosion as a means of land change, the
effects that erosion has had on Dauphin Island, Alabama, and the options for rebuilding the island. After researching the effects of
erosion on Dauphin Island, and the resulting changes to the island’s unique ecosystem, students will compose an essay addressing the
possible remedies to save Dauphin Island, Alabama.
Template task
(include number,
type, level):
Synthesis; After Reading. Task 19: [Insert optional question] After reading _____________ (literature or informational texts), write
_______ (an essay or substitute) in which you explain) ____________ (content). Support your discussion with evidence from the text(s).
(Informational or Explanatory/Synthesis)
Teaching task: How is erosion changing the land form of Dauphin Island? After reading informational texts, write an essay that describes possible
means of remediation to save Dauphin Island, Alabama from the effects erosion.
Grade(s)/Level: 4th
Discipline: (e.g.,
ELA, science,
history, other?)
ELA/Science Integration
Course: 4th Grade Science
Author(s): Amanda Manzanilla
Contact
information:
atm17b@my.fsu.edu
LDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011 1

Section 1: What Task?
TEACHING TASK
Background
to share with
students:
Wind, water (and ice), changes the Earth’s surface through weathering, erosion, and deposition. Over time, these elements change an
environment’s physical appearance and result in ecological and habitation changes. These elements can be constructive or destructive.
Formations such as canyons, deltas, cliffs, swamps, beaches and dunes can all be formed and destroyed by these elements.
Teaching
task:
How is erosion changing the land form of Dauphin Island? After reading informational texts, write an essay that describes possible means
of remediation to save Dauphin Island, Alabama from the effects erosion.
Reading
texts:
Erosion:
• Physical Weathering at Work: https://www.readworks.org/article/The-Forces-that-Shape-Rocks/6cd72cc6-11da-4467-85f9-
d99de98dce63#!articleTab:content/contentSection:c28c7941-c9ea-49a4-a84e-4ab61c6c7c72/
• Time, Weathering, and Erosion Shape Our World: https://www.readworks.org/article/The-Forces-that-Shape-Rocks/
6cd72cc6-11da-4467-85f9-d99de98dce63#!articleTab:content/contentSection:4076a0aa-e9ed-4cc4-a66e-faefd288b07d/
• When Water Moves Sediments: https://www.readworks.org/article/When-Water-Moves-Sediments/482eb081-
c142-4315-96fd-8353c971d14b#!articleTab:content/
• Natural Wonders of the World Leveled Reader (V-grade 4): https://www.readinga-z.com/books/leveled-books/book/?id=822&lang=English
• A Landforms Adventure Leveled Reader (T-grade3): https://www.readinga-z.com/books/leveled-books/book/?id=2009&lang=English
• Wind Water and Ice information cards (see additional pages in Appendix)
Dauphin Island:
• Wikipedia: https://en.wikipedia.org/wiki/Dauphin_Island,_Alabama
• Town of Dauphin Island Site: http://townofdauphinisland.org
• Dauphin Island Elementary: http://dauphinisland.mce.schoolinsites.com/?PageName=%27AboutTheSchool%27
• Dauphin Island Elementary; Fourth graders: http://www.al.com/living/index.ssf/2017/09/every_4th-grader_at_dauphin_is.html
Effects of Erosion on Dauphin Island:
• Berms: a sobering lesson from Dauphin Island: ,http://throughthesandglass.typepad.com/through_the_sandglass/2010/06/berms-a-
sobering-lesson-from-dauphin-island.html
• Factors Contributing to Erosion: http://www.dauphinislandrestoration.org/erosion/erosion.htm
• Dauphin Island’s Erosion Severe: http://local15tv.com/news/local/dauphin-islands-erosion-severe
• Rebuilding a beach: Dauphin Island takes historic step in protecting its coast: http://www.al.com/news/mobile/index.ssf/2016/03/
rebuilding_a_beach_dauphin_isl.html
Extension
(optional):
Students write a letter to the fourth grade students of Dauphin Island Elementary, offering research and support to aid in erosion prevention
and correction. Joint study is instigated with Skype interviews, and collaborative research with DIES students.

COMMON CORE STATE STANDARDS
READING STANDARDS FOR INFORMATIONAL OR EXPLANATORY
“Built In” Reading Standards “When Appropriate” Reading
1- Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
3- Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
2- Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
5- Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g. a section, chapter,
scene, or stanza) relate to each other and the whole.
4- Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
7- Integrate and evaluate content presented in diverse formats and
media, including visually and quantitatively, as well as in words.
6- Assess how point of view or purpose shapes the content and style of
a text.
8- Delineate and evaluate the argument and specific claims in a
text, including the validity of the reasoning as well as the relevance
and sufficiency of the evidence.
10- Read and comprehend complex literary and informational texts
independently and proficiently.
9- Analyze how two or more texts address similar themes or topics
in order to build knowledge or to compare the approaches the
authors take.
WRITING STANDARDS FOR INFORMATIONAL OR EXPLANATORY
“Built In” Writing Standards “When Appropriate” Writing Standards
2- Write informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
1- Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient
evidence.
4- Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
3 - Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details, and well-
structured event sequences.

5- Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
6 - Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others.
9- Draw evidence from literary or informational texts to support
analysis, reﬂection, and research.
7 - Conduct short as well as more sustained research projects
based on focused questions, demonstrating understanding of the
subject under investigation.
10- Write routinely over extended time frames (time for research,
reﬂection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audience.
8- Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.

CONTENT STANDARDS FROM STATE OR DISTRICT
Standards
source:
NUMBER CONTENT STANDARDS
LAFS.4.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
LAFS.4.L.3.6 Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate
texts, including those that signal precise actions, emotions, or states of being (e.g., wildlife, conservation, and endangered
when discussing animal preservation).
LAFS.4.RI.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the
text.
LAFS.4.RI.3.8 Explain how an author uses reasons and evidence to support particular points in a text.
LAFS.4.RI.3.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
LAFS.4.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g.,
headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related
to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
LAFS.4.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or
drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence
to support particular points in a text”).
!5
LDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011

SC.35.CS-CC.
1.1
Identify technology tools for individual and collaborative data collection, writing, communication, and publishing activities.
SC.35.CS-CP.
1.3
Identify, research, and collect a data set on a topic, issue, problem, or question using age-appropriate technologies.
SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature
change, and plants) and erosion (movement of rock by gravity, wind, water, and ice).
!6

TEACHING TASK RUBRIC (INFORMATIONAL OR EXPLANATORY)
Scoring
Elements
Not Yet Approaches Expectations Meets Expectations Advanced
1 1.5 2 2.5 3 3.5 4
Focus Attempts to address prompt,
but lacks focus or is off-task.
Addresses prompt
appropriately, but with a weak
or uneven focus.
Addresses prompt appropriately
and maintains a clear, steady
focus.
Addresses all aspects of prompt
appropriately and maintains a strongly
developed focus.
Controlling
Idea
Attempts to establish a
controlling idea, but lacks a
clear purpose.
Establishes a controlling idea
with a general purpose.
Establishes a controlling idea
with a clear purpose maintained
throughout the response.
Establishes a strong controlling idea
with a clear purpose maintained
throughout the response.
Reading/
Research
Attempts to present
information in response to
the prompt, but lacks
connections or relevance to
the purpose of the prompt.
(L2) Does not address the
credibility of sources as
prompted.
Presents information from
reading materials relevant to
the purpose of the prompt with
minor lapses in accuracy or
completeness. (L2) Begins to
address the credibility of
sources when prompted.
Presents information from
reading materials relevant to the
prompt with accuracy and
sufficient detail. (L2) Addresses
the credibility of sources when
prompted.
Accurately presents information
relevant to all parts of the prompt with
effective selection of sources and
details from reading materials. (L2)
Addresses the credibility of sources
and identifies salient sources when
prompted.
Developmen
t
Attempts to provide details in
response to the prompt,
including retelling, but lacks
sufficient development or
relevancy. (L2) Implication is
missing, irrelevant, or
illogical. (L3) Gap/
unanswered question is
missing or irrelevant.
Presents appropriate details to
support the focus and
controlling idea. (L2) Briefly
notes a relevant implication or
(L3) a relevant gap/
unanswered question.
Presents appropriate and
sufficient details to support the
focus and controlling idea. (L2)
Explains relevant and plausible
implications, and (L3) a relevant
gap/unanswered question.
Presents thorough and detailed
information to strongly support the
focus and controlling idea. (L2)
Thoroughly discusses relevant and
salient implications or consequences,
and (L3) one or more significant gaps/
unanswered questions.
Organization Attempts to organize ideas,
but lacks control of structure.
Uses an appropriate
organizational structure to
address the specific
requirements of the prompt,
with some lapses in coherence
or awkward use of the
organizational structure
Maintains an appropriate
organizational structure to
address the specific
requirements of the prompt.
Maintains an organizational structure
that intentionally and effectively
enhances the presentation of
information as required by the specific
prompt.
7

Conventions Attempts to demonstrate
standard English
conventions, but lacks
cohesion and control of
grammar, usage, and
mechanics. Sources are
used without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion.
Uses language and tone with
some inaccurate,
inappropriate, or uneven
features. Inconsistently cites
sources.
Demonstrates a command of
standard English conventions
and cohesion, with few errors.
Response includes language
and tone appropriate to the
audience, purpose, and specific
requirements of the prompt.
Cites sources using an
appropriate format with only
minor errors.
Demonstrates and maintains a well-
developed command of standard
English conventions and cohesion,
with few errors. Response includes
language and tone consistently
appropriate to the audience, purpose,
and specific requirements of the
prompt. Consistently cites sources
using an appropriate format.
Content
Understandi
ng
Attempts to include
disciplinary content in
explanations, but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary
content relevant to the prompt;
shows basic or uneven
understanding of content;
minor errors in explanation.
Accurately presents disciplinary
content relevant to the prompt
with sufficient explanations that
demonstrate understanding.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-
depth understanding.
8

Section 2: What Skills?
SKILL DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1. Task engagement Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2. Task analysis Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 2: READING PROCESS
1. Text selection Ability to identify appropriate texts.
2. Active reading Ability to identify the central point and main supporting elements of a text.
3. Essential vocabulary Ability to identify and master terms essential to understanding a text.
4. Academic integrity Ability to use and credit sources appropriately.
5. Note-taking Ability to select important facts and passages for use in one’s own writing.
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging Ability to begin linking reading results to writing task.
SKILLS CLUSTER 4: WRITING PROCESS
1. Controlling idea Ability to establish a controlling idea and consolidate information relevant to task.
2. Planning Ability to develop a line of thought and text structure appropriate to an informational/explanatory task.
3. Development Ability to construct an initial draft with an emerging line of thought and structure.
4. Revision Ability to reﬁne text, including line of thought, language usage, and tone as appropriate to audience and purpose.
5. Editing Ability to proofread and format a piece to make it more effective.
6. Completion Ability to submit ﬁnal piece that meets expectations.
9

Section 3: What Instruction?
PACING SKILL AND
DEFINITION
MINI-TASK INSTRUCTIONAL STRATEGIES
PRODUCT AND PROMPT SCORING (PRODUCT
“MEETS EXPECTATIONS” IF
IT…)
SKILLS CLUSTER 1: PREPARING FOR THE TASK
Day 1 1. Task engagement
Ability to connect the
task and new content
to existing knowledge,
skills, experiences,
interests, and
concerns.
“Physical Weathering at Work”
• Prompt: In a quick write, write
your first reaction to the task
prompt. Add some notes of
things you know about this issue.
None ▪ Whole Group
▪ Link this task to earlier class content.
▪ Discuss student responses.
▪ Make predictions to changes caused and
why?
Day 1 2. Task analysis
Ability to understand
and explain the task’s
prompt and rubric.
“Time, Weathering, and Erosion
Shape our World”
• Prompt: Complete venn
diagrams in small groups. Share
findings on formation in peer
teaching activity
None ▪ Small groups
▪ Identify or invite students to identify key
features of examples.
▪ Compare formations and results of erosion
▪ Peer teaching: share findings of group
SKILLS CLUSTER 2: READING PROCESS
Day 2 1. Text selection
Ability to identify
appropriate texts.
When Water Moves Sediment
• How is water different in how it
causes erosion?
▪ Identifies author, title,
publisher, date, and any
other needed information
(for example, the volume
for a periodical or the
editor for an anthology).
▪ Includes reasonable
evidence that work is
credible and/or worthy of
study.
▪ Provide citation guide and discuss why each
element of citation is needed.
▪ Ask students to brainstorm what makes an
author credible and/or worthy of study.
▪ Provide access to research sources for
students to assess the texts.
Note: for an “after researching” task, add
teaching and time for students to select the
texts they will use.
10

Days 2
and 3
2. Active reading
Ability to identify the
central point and main
supporting elements
of a text.
Leveled Readers
• Natural Wonders of the World
(on level)
• A Landforms Adventure
(below level)
What is the author trying to
accomplish? Which parts of
the text show you that?
▪ Answers questions with
credible response.
▪ Invite students to brainstorm ways to figure
out any author’s intent.
▪ Invite students to share and discuss their
answers for each text.
▪ After the discussion, allow them to add to
their entries.
On-going
3. Essential
vocabulary
Ability to identify and
master terms
essential to
understanding a text.
Vocabulary Study
In your Science notebook, list
words and phrases essential to the
texts in regards to erosion,
landforms, constructive vs.
destructive. Add definitions, and (if
appropriate) notes on connotation
in this context.
▪ Lists appropriate phrases.
▪ Provides accurate
definitions.
▪ After scoring, ask some students to share
definitions of terms that others overlooked or
misunderstood.
▪ After scoring, be willing to provide direct
instruction or guide a close reading if needed
to work through a key phrase most students
missed.
Day 4 4. Academic integrity
Ability to use and
credit sources
appropriately.
Science Experiment to develop
self-knowledge of process
Recreate sand dunes and berm
creation. Water vs wind more
effective
▪ Provides accurate,
authentic erosion
experience
▪ Lists several appropriate
hypotheses and testing
strategies.
▪ Compare and share findings of wind vs
water erosion.
▪ How do the created dunes fall under
constructive and destructive erosion?
▪ Do the resulting dunes provide protection?
Where?
11

Days 4
and 5
5. Note-taking
Ability to select
important facts and
passages for use in
one’s own writing.
Texts:
Wikipedia: “Dauphin Island”
• What makes Dauphin Island
unique?
Town of Dauphin Island Site
• How is the town similar to yours?
Dauphin Island Elementary
• School website
• Fourth graders article from
AL.com
Notes
From each text, make a list of the
elements that look most important
for answering the prompt. Do what
you need to do to avoid plagiarism.
▪ Identiﬁes relevant
elements.
▪ Includes information to
support accurate citation
(for example, page
numbers for a long text,
clear indication when
quoting directly).
▪ Teach a sample format for note taking.
▪ Check that early student work is in the
assigned format (or in another format that
gathers the needed information effectively).
SKILLS CLUSTER 3: TRANSITION TO WRITING
Day 6 1. Bridging
Ability to begin linking
reading results to
writing task.
Texts:
“Berms: a sobering lesson from
Dauphin Island”
• How does this relate to your
science experiment?
“Factors Contributing to Erosion”
Bullets
In a quick write, write about what
you know now that you’ve read
about _______(content).
No scoring ▪ Discussion-based strategies, such as
seminar.
▪ Small group discussion using question:
▪ What is erosion doing to Dauphin
Island?
SKILLS CLUSTER 4: WRITING PROCESS
12

Day 6 1. Controlling idea
Ability to establish a
controlling idea and
consolidate
information relevant
to task.
Text
“Dauphin Island’s Erosion
Severe”
• Use a fact from this article as
your hook
Opening paragraph
Write an opening paragraph that
includes a controlling idea and
sequences the key points you plan
to make in your composition
▪ Writes a concise summary
statement or draft opening.
▪ Provides direct answer to
main prompt requirements.
▪ Establishes a controlling
idea.
▪ Identiﬁes key points that
support development of
the controlling idea.
▪ Offer several examples of opening
paragraphs.
▪ Ask class to discuss what makes them
strong or weak.
▪ Review the list that students created earlier
to identify needed elements (from Cluster 1,
skill 2).
Day 7 2. Planning
Ability to develop a
line of thought and
text structure
appropriate to an
informational/
explanatory task.
Outline/organizer
Create an outline based on your
notes and reading in which you
state your claim, sequence your
points, and note your supporting
evidence.
▪ Creates an outline or
organizer.
▪ Supports controlling idea.
Uses evidence from texts
read earlier.
▪ Provide and teach one or more examples of
outlines or organizers.
▪ Invite students to generate questions in pairs
about how the format works, and then take
and answer questions.
Days 8
and 9
3. Development
Ability to construct
an initial draft with
an emerging line of
thought and
structure.
Text
“Rebuilding a beach: Dauphin
Island takes historic step in
protecting its coast”
• Use facts from this article and
evidence from previous
readings to close essay. This
should be basis for
conclusion.
Initial draft
Write an initial draft complete
with opening, development, and
closing; insert and cite textual
evidence.
▪ Provides complete draft
with all parts.
▪ Supports the opening in
the later sections with
evidence and citations.
▪ Encourage students to re-read prompt
partway through writing, to check that they
are on-track.
13

Days 10
and 11
4. Revision
Ability to refine text,
including line of
thought, language
usage, and tone as
appropriate to
audience and
purpose.
Multiple drafts
Refine composition’s analysis,
logic, and organization of ideas/
points. Use textual evidence
carefully, with accurate citations.
Decide what to include and what
not to include.
▪ Provides complete draft
with all parts.
▪ Supports the opening in
the later sections with
evidence and citations.
▪ Improves earlier edition.
▪ Model useful feedback that balances support
for strengths and clarity about weaknesses.
▪ Assign students to provide each other with
feedback on those issues.
Day 12 5. Editing
Ability to proofread
and format a piece to
make it more
effective.
Correct Draft
Revise draft to have sound
spelling, capitalization, punctuation
and grammar. Adjust formatting as
needed to provide clear, appealing
text.
▪ Provides draft free from
distracting surface errors.
▪ Uses format that supports
purpose.
▪ Briefly review selected skills that many
students need to improve.
▪ Teach a short list of proofreading marks.
▪ Assign students to proofread each other’s
texts a second time.
Day 13 6. Completion
Ability to submit final
piece that meets
expectations.
Final Piece
Turn in your complete set of drafts,
plus the final version of your piece.
▪ Fits the “Meets
Expectations” category in
the rubric for the teaching
task.
14

MATERIALS, REFERENCES, AND SUPPORTS
FOR TEACHERS FOR STUDENTS
Erosion:
• Physical Weathering at Work: https://www.readworks.org/article/The-Forces-that-
Shape-Rocks/6cd72cc6-11da-4467-85f9-d99de98dce63#!articleTab:content/
contentSection:c28c7941-c9ea-49a4-a84e-4ab61c6c7c72/
• Time, Weathering, and Erosion Shape Our World: https://www.readworks.org/
article/The-Forces-that-Shape-Rocks/6cd72cc6-11da-4467-85f9-d99de98dce63#!
articleTab:content/contentSection:4076a0aa-e9ed-4cc4-a66e-faefd288b07d/
• When Water Moves Sediments: https://www.readworks.org/article/When-Water-
Moves-Sediments/482eb081-c142-4315-96fd-8353c971d14b#!articleTab:content/
• Natural Wonders of the World Leveled Reader (V-grade 4): https://www.readinga-
z.com/books/leveled-books/book/?id=822&lang=English
• A Landforms Adventure Leveled Reader (T-grade3): https://www.readinga-z.com/
books/leveled-books/book/?id=2009&lang=English
• Wind Water and Ice information cards (see additional pages in Appendix)
Dauphin Island:
• Wikipedia: https://en.wikipedia.org/wiki/Dauphin_Island,_Alabama
• Town of Dauphin Island Site: http://townofdauphinisland.org
• Dauphin Island Elementary: http://dauphinisland.mce.schoolinsites.com/?
PageName=%27AboutTheSchool%27
• Dauphin Island Elementary; Fourth graders: http://www.al.com/living/index.ssf/
2017/09/every_4th-grader_at_dauphin_is.html
Effects of Erosion on Dauphin Island:
• Berms: a sobering lesson from Dauphin Island: ,http://
throughthesandglass.typepad.com/through_the_sandglass/2010/06/berms-a-
sobering-lesson-from-dauphin-island.html
• Factors Contributing to Erosion: http://www.dauphinislandrestoration.org/erosion/
erosion.htm
• Dauphin Island’s Erosion Severe: http://local15tv.com/news/local/dauphin-
islands-erosion-severe
• Rebuilding a beach: Dauphin Island takes historic step in protecting its coast:
http://www.al.com/news/mobile/index.ssf/2016/03/
rebuilding_a_beach_dauphin_isl.html
Science Notebook
Internet Access
Safety Googles
Turkey Baster
Rubbermaid tub
Printed copies of Appendix sources
Printed copies of Leveled Readers
15

Section 4: What Results?
STUDENT WORK SAMPLES
[Include at least two samples of student work at each scoring level.]
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)
INFORMATIONAL OR EXPLANATORY CLASSROOM ASSESSMENT RUBRIC
Background to
share with students
(optional):
Classroom
assessment task
Reading texts:
LDC Informational/Explanatory Classroom Assessment
MEETS EXPECTATIONS
Focus Addresses prompt with a focused response.
Reading/
Research
Presents and applies relevant information with general accuracy.
Controlling Idea Establishes a controlling idea that states the main purpose and/or question for the tasks. L2 Addresses the credibility of
sources.
Development Presents sufficient information in order to examine or convey topics or issues, answer questions, solve problems;
identifies salient themes or features; explains key information with sufficient detail. *L2 Discusses relevant implications to
topic. L3 Identifies a gap or unanswered question.
Organization Applies a generally effective structure to address specific requirements of the prompt.
Conventions Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to
audience and purpose.
16

NOT YET
Focus Attempts to address prompt but lacks focus or is off-task.
Reading/
Research
Attempts to present information relevant to prompt.
Controlling Idea Controlling idea is weak and does not establish a purpose and/or address a research question.
Development Tends to retell rather than present information in order to answer questions, solve problems; lacks details to develop
topic. *L2 Implications are weak or not relevant to topic. L3 Does not identiﬁes a relevant gap or unanswered question.
Organization Applies an ineffective structure; composition does not address requirements of the prompt.
Conventions Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are inappropriate to
audience and purpose.
17

Teacher Work Section
Here are added thoughts about teaching this module.
18

Appendix
The attached materials support teaching this module.
19

https://www.usgs.gov/media/images/coastal-erosion-dauphin-island-alabama-hurricane-waves-and-surge
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https://www.usgs.gov/media/images/coastal-erosion-dauphin-island-alabama-hurricane-waves-and-surge
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