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Students will listen
or read a fictional story and take notes identifying
story elements. (Main character, setting, plot/problem,
solution, and sequence of important events.
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Provides an organizing
note taking format that includes very few of the story
elements (Main character, setting, plot/problem, solution,
and sequence of important events.)
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Provides an organizing
note taking format that includes very few of the story
elements (Main character, setting, plot/problem, solution,
and sequence of important events.)
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Provides an organizing
note taking format that includes most of the story elements
(Main character, setting, plot/problem, solution, and
sequence of important events.)
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Provides an organizing
note taking format that includes all story elements
(Main character, setting, plot/problem, solution, and
sequence of important events.)
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____
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Students will write
a response paragraph or answer response questions identifying
the Main idea, important events in the story in sequence,
and explaining the lesson or author's purpose.
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Has not clear summary
of the Main idea and no significant details from the
story Makes no judgment that shows an understanding
of the text Fails to provide support for judgment
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Has a somewhat clear
summary characterized by paraphrasing the Main idea
and significant details from the story Makes an unclear
judgment that may not be relevant when it comes to understanding
the text Provides hardly no support for judgment through
specific references to text and prior knowledge.
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Has a clear summary
characterized by paraphrasing the Main idea and significant
details from the story Makes some judgment in a creative
way showing and some understanding of the text. Provides
some support for judgment through specific references
to text and prior knowledge.
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Has a clear summary
characterized by paraphrasing the Main idea and significant
details from the story Makes a very clear judgment in
a creative way showing and understanding of the text.
Provides effective support for judgment through specific
references to text and prior knowledge.
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____
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Students write sentences
that flow and include transitional language (beginning,
middle and end)
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Sentences are incomplete
and unclear.
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Sentences hardly flow
and use few appropriate transitional language. Sentence
length, structure, and complexity is not varied.
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Sentences have some
flow and include some appropriate transitional language.
Most sentence length, structure, and complexity is varied.
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Sentences flow and
include appropriate transitional language. Sentence
length, structure, and complexity is varied.
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____
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Students use appropriate
writing conventions.
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Contains many errors
in conventions that interferes with the meaning of the
text.
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Contains several errors
in conventions that may interfere with the meaning of
the text
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Contains some errors
in conventions that do not interfere with the meaning
of the text.
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Contains few, if any,
errors in conventions.
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