English Rubrics

Rubric for Language

The ADVANCED Learner

The PROFICIENT Learner

The CAPABLE Learner

The NOVICE Learner

The student :

voluntarily speaks during appropriate times.

shares well-developed, pertinent information in a concise way.

uses non-verbal cues (eye contact, facial expressions, posture).

listens attentively and interacts with speaker as appropriate.

uses language in effective ways that emphasize or enhance the meaning of the message: i.e., imagery, humor, simile.

consistently uses correct grammar.

uses/understands a wide vocabulary.

The student :

usually volunteers to speak during appropriate times.

usually shares pertinent information in a concise way.

uses appropriate non-verbal cues.

usually listens attentively and interacts with speaker as appropriate.

	uses language in ways that are appropriate to the task , descriptive language as needed.
	usually uses correct grammar.

uses/understands vocabulary.

The student :

speaks at appropriate times with encouragement.

	shares pertinent information.
	uses non-verbal cues when prompted.
	sometimes listens attentively and interacts with speaker as appropriate.

	uses simplistic, bland language.
	makes frequent grammatical errors.

uses/understands a restricted vocabulary.

The student :

is reluctant to speak or speaks at inappropriate times.

	shares unrelated or distracting ideas.
	uses no non-verbal cues or uses them inappropriately.

is inattentive or interacts with speaker in an inappropriate way.

	uses grammar and vocabulary in ways that make the message difficult to understand.
	makes substantial grammatical errors.

uses oral language or demonstrates listening skills that are inadequate to the task.

Rubric for Presentation (Media)

The ADVANCED Learner

The PROFICIENT Learner

The CAPABLE Learner

The NOVICE Learner

The student :

	consistently speaks with appropriate volume and diction.
	delivers content clearly and in an organized way.
	adjusts content for audience and time constraints.
	maintains rapport with audience through eye contact and confident body language.

demonstrates an in-depth understanding of topic.

presents visual displays that are neat, clear, and easily understood.

The student :

	usually speaks with appropriate volume and diction.
	delivers content in a way that is easily understood.
	adjusts content for audience and recognizes time constraints.

	usually maintains eye contact and confident body language.
	demonstrates understanding of topic.

presents visual displays that are appropriate to the content.

The student :

speaks with appropriate volume and diction when prompted.

	delivers content in a way that lacks clarity or organization.
	presents content with little adjustment for the audience or time.
	avoids eye contact and/or seems ill at ease.
	demonstrates limited understanding of topic.

presents visual displays that are messy, unclear, or hard to understand.

The student :

speaks too softly or with poor diction so that message is not understood.

delivers content in a way that lacks both clarity and organization.

presents content that is too easy or difficult for audience, or speech runs too long.

	appears extremely ill at ease and makes no eye contact with audience.
	demonstrates little or no understanding of topic.

presents visuals that contain errors or are difficult to read.

Rubric for Literature

The ADVANCED Learner

The PROFICIENT Learner

The CAPABLE Learner

The NOVICE Learner

The student :

uses appropriate reading strategies (such as phonics, structural analysis, context clues, etc.) to gain understanding of text.

	gathers accurate information from several resources.
	reads technical information and applies prior knowledge.

draws accurate conclusions and explains reasoning.

interprets clearly with justification and summarizes with rich detail and effective sequence.

	transfers knowledge from text or previous experiences to new or different situations.
	willingly reads during assigned times.
	completes reading activities accurately and on time.

	actively participates in group discussions.
	consistently chooses to do extension activities.

self-selects materials appropriate for purposes and reading ability.

chooses and reads a variety of materials.

The student :

	uses teacher directed reading strategies to gain understanding of text.
	usually gathers accurate information from a limited variety of resources.

reads technical information but needs assistance to apply.

	usually draws accurate conclusion(s).
	summarizes with sufficient detail and usually in sequential order.
	usually transfers knowledge from text or previous experiences to new or different situations.

	usually reads during assigned times.
	completes assigned activities accurately and usually on time.

	participates in group discussion.
	usually chooses to do extension activities.
	usually self-selects materials appropriate for purposes and reading ability.

reads from a variety of assigned materials.

The student :

	uses teacher directed reading strategies to gain understanding of text.
	gathers mostly accurate information from a limited variety of resources.

	reads technical information but needs assistance to apply.
	draws accurate conclusions but has difficulty explaining.

	summarizes with limited detail and a tendency towards sequential order.
	needs teacher's guidance to transfer knowledge from text or previous experiences.

reads during assigned times with teacher encouragement.

completes assigned activities accurately and usually on time.

	sometimes participates in group discussion.
	sometimes chooses to do extension activities.
	chooses appropriate materials with some guidance.
	reads from a variety of assigned materials.

The student :

	does not apply reading strategies and/or is unable to gain meaning from text.
	seldom gathers accurate information or fails to complete activity.

	unable to apply information from technical reading.
	draws irrelevant, inaccurate, or no conclusions.

summary lacks pertinent details, contains many inaccurate facts, or is not in sequential order.

unable to transfer knowledge learned from text or previous experiences to new or different situations.

reluctant to read and needs continuous prompting.

	rarely completes assignments.
	off task or distracting others during group discussions.

rarely or never chooses to do extension activities.

consistently chooses inappropriate materials for purposes and reading.

reads from a limited variety of materials.

Rubric for Composition

The ADVANCED Learner

The PROFICIENT Learner

The CAPABLE Learner

The NOVICE Learner

The student :

consistently organizes a coherent composition with clear focus and supporting ideas.

consistently uses a variety of strategies to develop and organize ideas.

	consistently includes well-chosen details.
	consistently varies style and presentation for audience and purpose.

consistently applies knowledge of English grammar structure, usage, and mechanics.

	revises writing continually to improve logical organization and word choice.
	consistently generates open-ended questions and summarizes information.

The student :

usually organizes a coherent composition with clear focus and supporting ideas.

	usually uses a variety of strategies to develop and organize ideas.
	usually includes adequate details.
	usually varies style and presentation for audience and purpose.
	usually applies knowledge of English grammar structure, usage, and mechanics.

	sometimes revises writing to improve logical organization and word choice.
	frequently generates open-ended questions and summarizes information.

The student :

sometimes organizes a coherent composition with clear focus and supporting ideas with guidance.

uses a limited number of strategies to develop and organize ideas.

	sometimes includes adequate details.
	can vary style and presentation for audience and purpose with guidance.

applies a limited knowledge of English grammar structure, usage, and mechanics.

with guidance can revise writing to improve logical organization and word choice.

with guidance can generate open-ended questions and summarize information.

The student :

	rarely organizes a coherent composition with or without guidance.
	uses strategies to develop and organize ideas with guidance.
	includes adequate details when prompted.

	rarely varies style and presentation for audience or purpose.
	needs guidance to apply English grammar, structure, usage, and mechanics.

	makes minimal revisions to improve organization or word choice.
	rarely generates open-ended questions or summarizes information with or without guidance.

	current instructional practices are process-oriented and stress higher order thinking skills, which traditional paper/pencil tests don't measure adequately,
	rubrics help bridge instruction and assessment,
	rubrics encourage student ownership of the learning process,
	rubrics reflect long-standing practice with the added step of articulating specific expectations to students before and after an assignment,
	clear expectations promote higher achievement along with the more productive and focused use of time,
	students feel the freedom to be creative while staying within teacher expectations,
	rubrics provide diagnostic information about a student's instructional needs,
	rubrics provide motivation for students to strive to increasingly higher levels of performance