1. UNIT 2: Rubric design
Authors: Daniel Gallardo and Gerardo Valdivia.
Description of class context: A 1st
grade of a semi-private school. 30 students in the classroom.
Lesson aim: to write an invitation letter using given information.
Productive skill: Writing.
Rubrics adapted from: Rubistar4teachers.org.
Task adapted from: http://www.english-test.net/forum/ftopic85484.html
Writing a Letter of Invitation
Situation: You work as the Personal Assistant to Holly Cohen, the Director of the Liddisford
Chamber of Commerce. She has asked you to write a letter of invitation (to be signed by her) to Ms
Alexandra Petrocelli, who was recently named UK Business Woman of the Year. Ms Petrocelli is
currently the Northern President of the Retailers’ Association. The invitation is to speak as Guest of
Honour at the Annual Dinner of the Chamber of Commerce in Liddisford.
The dinner will take place in Liddisford Town Hall on 22 December. There are usually around 200
guests at the dinner, which starts at 19.30 with a champagne reception. This is followed by dinner
and a brief speech from the Chairman of the Chamber, who will introduce the Guest of Honour.
Task: In pairs write a letter of invitation in 180 to 200 words to Ms Petrocelli. Give details of the
time and venue, along with an outline of the programme for the evening as described above. Be sure
in your letter to ask about the topic she will speak about, assuming she accepts the invitation. You
may invent suitable addresses.

2. Writing an Invitation Letter Rubric
Name:
Points:___/ 24 Mark:
Advanced (4) Proficient (3) Needs
Improvement (2)
Warning (1 – 0)
Genre/format Complies with all
the requirements
for an invitation
letter.
Complies with
almost all the
requirements for
an invitation letter.
Complies with
several of the
requirements for an
invitation letter.
Complies with
less than 75% of
the requirements
for an invitation
letter.
Grammar Writer makes no
errors in grammar
or spelling.
Writer makes 1-3
errors in grammar
and/or spelling.
Writer makes 4-6
errors in grammar
and/or spelling
Writer makes
more than 7
errors in
grammar and/or
spelling.
Cohesion Sentences and
paragraphs are
complete, well-
constructed and of
varied structure.
All sentences are
complete and well-
constructed (no
fragments, no run-
ons). Paragraphing
is generally done
well.
Most sentences are
complete and well-
constructed.
Paragraphing needs
some work.
Many sentence
fragments or run-
on sentences or
paragraphing
needs lots of
work.
Content Ideas were
expressed in a clear
and organized
fashion. It was easy
to figure out what
the letter was about.
Ideas were
expressed in a
pretty clear
manner, but the
organization could
have been better.
Ideas were
somewhat
organized, but were
not very clear. It
took more than one
reading to figure
out what the letter
was about.
The letter
seemed to be a
collection of
unrelated
sentences. It was
very difficult to
figure out what
the letter was
about.
Vocabulary Student clearly
demonstrates an
understanding of
the vocabulary, by
using it correctly in
the invitation letter.
Student
demonstrates
somewhat of an
understanding of
the vocabulary by
using most words
correctly in the
invitation letter.
Student
demonstrates some
understanding of
the vocabulary
word by using some
words incorrectly in
the invitation letter.
Student
demonstrates no
understanding of
the vocabulary
word by using all
words incorrectly
in the invitation
letter.
Length The letter has 160
to 200 words
The letter has 160
to 140 words
The letter has 120
to 140 words
The letter has
less than 120
words

3. Authors: Daniel Gallardo and Gerardo Valdivia.
Description of class context: A 3rd
grade of a semi-private school. 30 students in the classroom.
Lesson aim: to interpret and explain what a text is about.
Receptive skill: Reading.
Rubric adapted from: Rubistar4teachers.org.
Task: Read the text “Story of an hour” and write an essay explaining in your own words the theme
of the text, the main ideas and important information. Use text reference to enhance your
arguments.

4. Reading comprehension rubric
Name:
Points:___/ 24 Mark:
Advanced 4 Proficient 3 Basic 2 Below Basic 1
Understanding Explains the
theme or the
message of the
text in own
words,
acknowledging
different
interpretations,
and offering
supportive
evidence.
Shows
understanding of
the theme or the
message of the
text and identifies
supporting
details.
Identifies the
theme or the
message of the
text
inconsistently.
Identifies the
theme or the
message of the
text with
guidance.
Support Summarizes in
own words by
identifying three
main points and
elaborating with
evidence using
correct form.
Summarizes in
own words by
identifying three
or more main
points from text.
Attempts to
summarize in own
words, but lacks
one or more main
points or includes
unnecessary
details.
Recognizes a
summary
statement, but
lacks ability to
write a summary
independently/
Retells selection
randomly.
Inferring Develops
conclusions and
makes predictions
using examples
from the text
Develops
conclusions and
make predictions
that are
consistent with
text or
background
knowledge.
Attempts a
prediction or
conclusion;
inaccurate or
unsubstantiated
with the text.
Does not attempt
a prediction or
conclusion.
Classification Identifies all the
main ideas of the
theme, or concept
linking them to
the overall
meaning of the
text.
Identifies more
than the half of
the important
concepts in text
with some
supporting
explanation.
Identifies few
important
concepts in text
(i.e. characters,
plot, main idea, or
setting).
Unable to
identify
important
concepts in the
text.