Template Task Collection 1 - Literacy Design Collaborative

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$Rising CHS 9th Graders Summer Math Packet$

Teaching Task Rubric (Informational or Explanatory)ScoringElementsFocusControllingIdeaReading/ResearchDevelopmentOrganizationConventionsContentUnderstandingNot Yet Approaches Expectations Meets Expectations Advanced1 1.5 2 2.5 3 3.5 4Attempts to address prompt,but lacks focus or is off-task.Attempts to establish acontrolling idea, but lacks a clearpurpose.Attempts to presentinformation in response to theprompt, but lacks connectionsor relevance to the purpose ofthe prompt. (L2) Does notaddress the credibility ofsources as prompted.Attempts to provide details inresponse to the prompt,including retelling, but lackssufficient development orrelevancy. (L2) Implication ismissing, irrelevant, or illogical.(L3) Gap/unanswered questionis missing or irrelevant.Attempts to organize ideas, butlacks control of structure.Attempts to demonstratestandard English conventions,but lacks cohesion and controlof grammar, usage, andmechanics. Sources are usedwithout citation.Attempts to include disciplinarycontent in explanations, butunderstanding of content isweak; content is irrelevant,inappropriate, or inaccurate.Addresses prompt appropriately,but with a weak or uneven focus.Establishes a controlling idea witha general purpose.Presents information fromreading materials relevant to thepurpose of the prompt withminor lapses in accuracy orcompleteness. (L2) Begins toaddress the credibility of sourceswhen prompted.Presents appropriate details tosupport the focus and controllingidea. (L2) Briefly notes a relevantimplication or (L3) a relevantgap/unanswered question.Uses an appropriateorganizational structure toaddress the specific requirementsof the prompt, with some lapsesin coherence or awkward use ofthe organizational structureDemonstrates an unevencommand of standard Englishconventions and cohesion. Useslanguage and tone with someinaccurate, inappropriate, oruneven features. Inconsistentlycites sources.Briefly notes disciplinary contentrelevant to the prompt; showsbasic or uneven understanding ofcontent; minor errors inexplanation.Addresses prompt appropriately andmaintains a clear, steady focus.Establishes a controlling idea with aclear purpose maintained throughoutthe response.Presents information from readingmaterials relevant to the promptwith accuracy and sufficient detail.(L2) Addresses the credibility ofsources when prompted.Presents appropriate and sufficientdetails to support the focus andcontrolling idea. (L2) Explainsrelevant and plausible implications,and (L3) a relevant gap/unansweredquestion.Maintains an appropriateorganizational structure to addressthe specific requirements of theprompt.Demonstrates a command ofstandard English conventions andcohesion, with few errors. Responseincludes language and toneappropriate to the audience,purpose, and specific requirements ofthe prompt. Cites sources using anappropriate format with only minorerrors.Accurately presents disciplinarycontent relevant to the prompt withsufficient explanations thatdemonstrate understanding.Addresses all aspects of promptappropriately and maintains a stronglydeveloped focus.Establishes a strong controlling idea witha clear purpose maintained throughoutthe response.Accurately presents information relevantto all parts of the prompt with effectiveselection of sources and details fromreading materials. (L2) Addresses thecredibility of sources and identifiessalient sources when prompted.Presents thorough and detailedinformation to strongly support thefocus and controlling idea. (L2)Thoroughly discusses relevant and salientimplications or consequences, and (L3)one or more significant gaps/unansweredquestions.Maintains an organizational structure thatintentionally and effectively enhances thepresentation of information as requiredby the specific prompt.Demonstrates and maintains a welldevelopedcommand of standard Englishconventions and cohesion, with fewerrors. Response includes language andtone consistently appropriate to theaudience, purpose, and specificrequirements of the prompt.Consistently cites sources using anappropriate format.Integrates relevant and accuratedisciplinary content with thoroughexplanations that demonstrate in-depthunderstanding.Template Task Collection 1 | © Literacy Design Collaborative, November 2011 30
Classroom Assessment Rubric (Informational or Explanatory)FocusReading/ResearchControlling IdeaDevelopmentOrganizationConventionsFocusReading/ResearchControlling IdeaDevelopmentOrganizationConventionsLDC Informational/Explanatory Classroom AssessmentMEETS EXPECTATIONSAddresses prompt with a focused response.Presents and applies relevant information with general accuracy.Establishes a controlling idea that states the main purpose and/or question for the tasks. L2Addresses the credibility of sources.Presents sufficient information in order to examine or convey topics or issues, answer questions,solve problems; identifies salient themes or features; explains key information with sufficientdetail. *L2 Discusses relevant implications to topic. L3 Identifies a gap or unanswered question.Applies a generally effective structure to address specific requirements of the prompt.Demonstrates a command of standard English conventions and cohesion; employs language andtone appropriate to audience and purpose.NOT YETAttempts to address prompt but lacks focus or is off-task.Attempts to present information relevant to prompt.Controlling idea is weak and does not establish a purpose and/or address a research question.Tends to retell rather than present information in order to answer questions, solve problems;lacks details to develop topic. *L2 Implications are weak or not relevant to topic. L3 Does notidentifies a relevant gap or unanswered question.Applies an ineffective structure; composition does not address requirements of the prompt.Demonstrates a weak command of standard English conventions; lacks cohesion; language andtone are inappropriate to audience and purpose.Template Task Collection 1 | © Literacy Design Collaborative, November 2011 31
Page 1: Literacy Design CollaborativeTempla
Page 4 and 5: DefinitionDescriptionProcedural-Seq
Page 6 and 7: DescriptionProcedural-Sequential“
Page 8 and 9: WRITING“Built In” Writing Stand
Page 10 and 11: Task 2 Science Example: Does geneti
Page 12 and 13: Variation Task 5 Example: After res
Page 14 and 15: Variation Task 8 Example: What prob
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Page 21 and 22: Task 12 Social Studies Example: Wha
Page 23 and 24: Variation: Task 15 Template: After
Page 25 and 26: Task 19 Template: [Insert question]
Page 27 and 28: Task 21 Social Studies Example: Wha
Page 29: Task 24 Science Example: After rese
Page 35 and 36: Variation Task 27 Example: What can
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