The document provides rubrics for assessing social studies and writing assignments. The social studies rubric evaluates students on information gathered through research, note taking format, use of class time, and inclusion of a works cited page. Points are awarded based on how thoroughly requirements are met. The writing rubric evaluates students on focus and support for the topic, accuracy of facts, sequencing of details, grammar/spelling, and recognition of the reader. Higher scores are given for clear organization, inclusion of relevant details, accurate information, and anticipation of reader questions.

1. Social Studies Rubric
Social Studies 4 3 2 1 Score
Information
gathered
through
research
The required
information about
his/her role is
found in the notes
and additional
information is
supplied.
The required
information about
his/her role is
found in the notes
There is some
information about
his/her role.
There little
information about
his/her role.
Note taking
format
Notes are written
in phrases without
using complete
sentences
All of the notes
are in the student’s
own words
Words are spelled
correctly
Notes are written
in phrases without
using complete
sentences
Notes are mostly in
the student’s own
words
Most words are
spelled correctly
Notes are written
in phrases but
there are some
complete sentences
Notes are
sometimes in the
student’s own
words
Many words are
spelled incorrectly
Notes are written
in phrases but
there are
many complete
sentences
Notes are rarely in
the student’s own
words
Most words are
spelled incorrectly
Use of class
time
The student was on
task at all times.
The student was on
task most of the
time.
Student was on
task some of the
time.
The student was
off task most of
the time.
Works Cited
Page
The works cited
page does not have
formatting errors
The works cited
page has very few
formatting errors
The works cited
page has many
formatting errors
There is no works
cited page

2. Writing Rubric
Writing 4 3 2 1 Score
Focus on Topic
(Content)
There is one clear,
well-focused topic.
Main idea stands out
and is supported by
detailed information
Main idea is clear
but the supporting
information is
general.
Main idea is
somewhat clear but
there is a need for
more supporting
information
.
The main idea is
unclear. There is a
seemingly random
collection of
information.
Support for
Topic
(Content)
Relevant, telling,
quality details give
the reader
important
information that
goes beyond the
obvious or
predictable.
Supporting details
and information are
relevant, but one
key issue or portion
of the storyline is
unsupported.
Supporting details
and information are
relevant, but
several key issues
or portions of the
storyline are
unsupported.
Supporting details
and information are
typically unclear or
not related to the
topic.
Accuracy of
Facts
(Content)
All supportive facts
are reported
accurately.
Almost all
supportive facts are
reported accurately.
Most supportive
facts are reported
accurately.
NO facts are
reported OR most
are inaccurately
reported.
Sequencing
(Organization)
Details are placed in
a logical order and
the way they are
presented
effectively keeps
the reader’s
interest.
Details are placed in
a logical order, but
the way in which
they are presented
/ introduced
sometimes makes
the writing less
exciting.
Some details are
not in a logical or
expected order, and
this distracts the
reader.
Many details are not
in a logical or
expected order.
There is little sense
that the writing is
organized.
Grammar &
Spelling
(Conventions)
Writer makes no
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes 1-2
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes 3-4
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes 4 or
more errors in
grammar or spelling
that distract the
reader from the
content.

3. Reconition of
Reader (Voice)
The reader’s
questions are
anticipated and
answered
thoroughly and
completely.
The reader’s
questions are
anticipated and
answered to some
extent.
The reader is left
with one or two
questions. More
information is
needed to “fill in
the blanks”.
The reader is left
with several
questions