Literacy Rubric

Construct Exemplary (4) Proficient (3) Needs Improvement (2) Deficient (1) Deficient( 0)
Measured
Minimal teacher direction Limited/some teacher Considerable teacher Constant teacher Constant teacher
direction direction direction direction
Reading o Provides an accurate o Provides an o Provides a mostly o Provides a o Provides an
analysis of what the accurate accurate analysis of minimally inaccurate analysis
Comprehension text says explicitly and analysis of what what the text says accurate or no analysis of the
of Key Ideas and
inferentially the text says explicitly or analysis of what text, showing little
Details
o cites convincing explicitly and o cited textual the text says to no
textual evidence to inferentially evidence, shows a o cited textual comprehension of
support the analysis, o cites textual basic evidence shows ideas expressed in
showing full evidence to comprehension of limited the text(s).
comprehension of support the ideas expressed in comprehension
complex ideas analysis, the text(s). of ideas
expressed in the showing expressed in the
text(s). extensive text(s).
comprehension
of ideas
expressed in the
text(s).
Writing o Clearly addresses the o Addresses the o Somewhat o Limited o Fails to address
prompt prompt addresses the attempt to the prompt
o uses clear and o uses clear prompt addresses the o response is
Development of
convincing reasoning, details, o uses some prompt underdeveloped
Ideas
reasoning, details, text- text-based reasoning, details, o uses severely lacking
based evidence, evidence, and/or text-based inadequate reasons/evidence
and/or description description evidence, and/or reasoning,
o insightfully develops o appropriately description details, text-
ideas through developed o Critical thinking based evidence,
outstanding critical through skill applied and/or
thinking competent inconsistently description
critical thinking o Inappropriate
examples or
reasons;
insufficient
evidence
o Response o Response o Response o Response is o Response is
Organization demonstrates demonstrates demonstrates poorly disorganized; no
purposeful coherence, coherence, clarity, lapses in organized, lacks focus;
clarity, and cohesion and cohesion organization, focus; problems incoherent
o includes a strong o includes an coherence, and with coherence
introduction, introduction, flow of ideas and flow of
conclusion, and a conclusion, and a ideas
logical, well-executed logical progression
seamless progression of ideas, making it
of ideas, making it easy fairly easy to
to follow follow
o Consistently uses o Uses mostly o Uses some o Limited use of o Little to no
Clarity of precise language precise language, precise language, descriptions, precise
Language including descriptive including descriptive including descriptive sensory details, language.-
words and phrases, words and phrases, words and phrases, linking or fundamental
sensory details, linking sensory details, sensory details, transitional words vocabulary
and transitional words linking linking and mistakes
and transitional transitional words
words

o Generally free of most o Contains some o Contains many o Grammar, word o Grammar and
Conventions mistakes in grammar, mistakes in mistakes in usage and word usage
word usage, and grammar, word grammar, word mechanical mistakes
(grammar/usage)
mechanics usage, and usage, and mistakes are impede
o Meaning is clear mechanics mechanics frequent meaning; poor
throughout o Meaning is o Meaning has o Meaning has mechanics
mostly clear lapses in clarity many lapses in o Meaning is
clarity unclear