Understanding the Rubric and Implications for Instruction

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Understanding the Rubric and Implications for
Instruction

• Curriculum Instruction
• Language Arts/Reading
• Second Third Grade Workshop
• Sunset Elementary School
• March 2007

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Where are we?Where do we go from here?

• Primary GLEs
• Intermediate GLEs

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Purpose
As a result of attending this presentation,
participants will

• Understand the States Rubric
• Score student writing based on the State Rubric
  and
• Use a kid-friendly rubric with students while
  noting the instructional implications.

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The States chair
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Why is scoring papers important?

• Gives students a snapshot of where they are with
  regards to what is expected (rubric)
• Gives teachers points of instruction
• Where to concentrate efforts in revision

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Holistic Scoring

• The scoring of a total piece of writing
• Holistic scoring assumes that the skills that
  make-up the ability to write are closely
  interrelated and that one skill cannot be
  separated from the others. Scorers do not grade
  the response by enumerating its mechanical,
  grammatical, or linguistic weaknesses. To assign
  a score, scorers consider the integration of four
  writing elements focus, organization, support,
  and conventions.

Greater attention is given to the writers
message.
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Breathers Cannot copy prompt verbatim
All-over-the-place
Not finished, no pattern, a list
Attempted
Limited Word Choice
1-2 different kinds of sentences
Long sentence, no periods, choppy
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Not too much of this
On topic, NO drifting
Adequate word choice
Every idea developed, extended, elaborated
Unusual, MATURE words used
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(No Transcript)
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Score Points 2, 1, and U
Unreadable Not on topic ONLY copied the prompt
Prompt with a sentence or idea added
A list no real organization very simple dull
words
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Recognizable introduction and conclusion but
doesnt hold together not supported clearly or
adequately common words spelled correctly but
more difficult words are problematic basic
punctuation is present but internal is not
evident or correctly used
Organization is evident Support is present,
specific, but not always included for all ideas
words choice is adequate conventions are
generally followed but there can still be
problems with internal punctuation
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The difference between a 3 and a 4

• Organization
• A 4 has a very evident beginning, middle and
  end
• Some specific or internal transitions are used
  (meanwhile, back in the barn)
• Support
• Development of ideas with support is uneven 1
  idea is extended and elaborated while others may
  be vague
• Word choice is adequate
• Using some WOW! Words appropriately

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An inviting introduction draws the reader in and
likewise, a satisfying conclusion leaves the
reader with a sense of closure thoughtful
transitions clearly show how ideas connect
details fit where they are placed and vocabulary
choice is precise, natural, effective and
appropriate in developing the mode/tone/voicejust
the right word in just the right spot
consistent application of conventions
Recognizable introduction and conclusion but
doesnt always hold together each idea is
supported clearly or adequately word choice is
adequate but lacks precision i.e. the use of
shouted when blurted or interrupted might better
describe the action occasional errors do not
impede communication
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What writing skills are evident in this piece of
writing?

• The student understands the prompt
• Narrative vs. Expository Prompts (FOCUS)
• The student has a plan that is apparent
• Organization is chronological (ORGANIZATION)
• Basic conventions have been taught (CONVENTIONS)
• What is missing? Which criteria has not been
  addressed?

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CONVENTIONS
When you have a writer that plans what they will
write, they will have a focus because they
understand the promptThe organization of the
writing can move fluidly with proper support.
This support will in turn, help the writer become
better organized
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Instructional Implications

• Lessons should include
• Extension and elaboration to include facts,
  examples, illustrations or personal anecdotes
• The students could further explain what happens
  when the dog pretend to be sick and why Mom
  thinks Tiny is a smart dog.
• How did the author and the mother react when they
  got their first haircuts?
• More precise word choice
• I was very happy for herI was thrilled that Tiny
  would finally get to go and be groomed at the
  Perfect Pet Salon Then shed look like the
  intelligent dog I know she is.
• Better control of basic conventions and sentence
  structure
• pretending she was sick to not go to the salon
  pretending she was sick so she wouldnt have to
  go to the salon.

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IMPORTANT

• There is no time to waste in providing students
  with an understanding of what is expected
• Explicit instruction that includes think-alouds,
  modeling, guided practice, and independent
  practice using revision techniques is mandatory
  if we want higher scores

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The Four Square Method

• How to use the Four Square Method to create
  amazing paragraphs
• How to use the Four Square Method to take it to
  the next level