Template Task Collection 1 - Literacy Design Collaborative

ScoringElementsFocusControllingIdeaReading/ResearchDevelopmentTeaching Task Rubric (Narrative)Not Yet Approaches Expectations Meets Expectations Advanced1 1.5 2 2.5 3 3.5 4Attempts to address prompt butlacks focus or is off-task.Attempts to establish a theme orstoryline, but lacks a clear orsustained purpose.Directly restates information fromreading materials, interviews, and/orvisual materials; uses materialsinaccurately, OR information fromsource materials is irrelevant for thepurpose at hand.Descriptions of experiences,individuals, and/or events are overlysimplified or lack details.L2 Attempts to use stylistic devices(e.g., imagery, tone, humor,suspense) but devices are usedawkwardly or do not serve thepurpose of the narrativeAddresses promptappropriately, but with aweak or uneven focusEstablishes a theme orstoryline, but purpose isweak, with some lapses incoherence.Uses reading materials,interviews, and/or visualmaterials with minor lapses incohesion, accuracy orrelevance.Develops experiences,individuals, and/or eventswith some detail but sense oftime, place, or characterremains at the surface level.L2 Uses appropriate stylisticdevices (e.g., imagery, tone,humor, suspense) unevenlyAddresses the prompt appropriatelyand maintains a clear, steady focus.Establishes a theme or storyline, with awell-developed purpose carried throughthe narrative.Accurately integrates reading material,interviews, and/or visual material toauthenticate the narrative.Develops experiences, individuals,and/or events with sufficient detail toadd depth and complexity to the senseof time, place, or character.L2 Uses appropriate stylistic devices(e.g., imagery, tone, humor, suspense)to support the purpose of the narrative.Addresses all aspects of the promptappropriately and maintains a stronglydeveloped focus.Establishes a compelling theme orstoryline, with a well developed purposecarried through the narrative throughskillful use of narrative techniques.Accurately and seamlessly integratesreading material, interviews, and/orvisual material to authenticate thenarrativeElaborates on experiences, individuals,and/or events with comprehensive detailto add depth and complexity to thesense of time, place, or character.L2 Skillfully integrates appropriatestylistic devices (e.g. imagery, tone,humor, suspense) to support thepurpose of the narrative.OrganizationConventionsContentUnderstandingAttempts to use a narrativestructure; composition isdisconnected or rambling.Lacks control of grammar, usage,and mechanics; little or ineffectiveuse of transitions.Attempts to include disciplinarycontent, but understanding ofcontent is weak; content isirrelevant, inappropriate, orinaccurate.Applies a narrative structure(chronological or descriptive),with some lapses incoherence or awkward use ofthe organizational structure.Demonstrates an unevencommand of standard English;inconsistently uses transitionsbetween sentences andparagraphs to connect ideas.Briefly notes disciplinarycontent relevant to theprompt; shows basic oruneven understanding ofcontent; minor errors inexplanations.Applies a narrative structure(chronological or descriptive)appropriate to the purpose, task, andaudience; storyline clearly conveys thetheme or purposeDemonstrates a command of standardEnglish conventions with few errors;consistently uses transitions betweensentences and paragraphs to connectideas. Provides bibliography or worksconsulted when prompted.Accurately presents disciplinary contentrelevant to the prompt with sufficientexplanations that demonstrateunderstanding.Applies a complex narrative structure(chronological or descriptive)appropriate to the purpose, task andaudience. that enhances communicationof theme or purpose and keeps thereader engagedDemonstrates a well-developedcommand of standard Englishconventions; effectively uses transitionsbetween sentences and paragraphs toconnect ideas. Provides bibliography orworks consulted when prompted.Integrates relevant and accuratedisciplinary content with thoroughexplanations that demonstrate in-depthunderstanding.Template Task Collection 1 | © Literacy Design Collaborative, November 2011 37