Introducing the Writing Rubric

1. Students have been working on developing rubrics/criteria for a clean room. If students had the opportunity to share their rubrics with a primary grade student, have them describe the experience. Discuss other instances in the real world when a rubric might be used to evaluate something or someone (cleanliness of a restaurant/store/park/hotel room; job performance; contests dancing, singing, acting). 2. Hand out the 11x17 placemat of the WORDS rubric (Writing Traits across the top). Explain the process: a. Work in groups of 3. b. One stack of strips (one trait, i.e., Word Choice strips) handed out at a time each person gets a strip or two. c. Lay strips out so that everyone can view and take turns reading each. d. As a group, decide on which category the criteria belongs under e. Once decided, rank the criteria strips using the 5, 4, 3, 2, 1. f. Share results (show under ELMO just that trait). g. Repeat steps a-f for the other traits. 3. Pass out a student version of the WORDS rubric and hang up an 11x17 filled in rubric for classroom use. Tell students we will isolate one trait (Development/Ideas) and score some writing using the criteria under that trait. 4. Using ELMO, score a high and weak piece of writing for Development only. Use the rubric to help determine where revisions are necessary for the weak piece. 5. Pass out small post-it notes. 6. On overhead, share a high piece of writing (Prompts and anchor papers on the DOE website: http://www.doe.k12.de.us/AAB/DSTP%20Writing%20Prompts.htm; Northwest Regional Education Lab also has samples of scored writing pieces using the trait language: http://www.nwrel.org/assessment/scoringpractice.php?odelay=3&d=1. 7. Have students work as a group to score the piece for Development (share); then Organization (share); Sentence Formation (share); Word Choice (share); Rules (share). 8. Next, share a weak sample. 9. Isolate the trait of Development and ask what questions they have about the piece write these on the overhead color code w/ dots as to where info. for these questions could be answered (beg., middle, end). 10. Work on revising the weak piece as a class (or in small groups) for the purpose of improving Development. Continue this process with the same piece for Organization, etc Work on revising the weak piece as a class (or in small groups) for the purpose of improving Development. Continue this process with the same piece for Organization, etc

WORDS Rubric Descriptors Run each descriptor on different colored paper or cardstock. Use these for the blank 11x17 WORDS placemat in the introductory lesson. WORD CHOICE You vary your word choices and use precise and vivid words You use descriptive adjectives, action verbs, and adverbs

You usually vary your word choices You use some descriptive adjectives, adverbs, and action verbs

You sometimes repeat words or ideas You need more descriptive and action words

You often repeat the same words or leave out words You need more descriptive and action words

Distinguished work Meets all standards for A 4 with additional Distinctive voice, or tone

WORDS Rubric Descriptors Run each descriptor on different colored paper or cardstock. Use these for the blank 11x17 WORDS placemat in the introductory lesson. ORGANIZATION

You have a clear introduction, body, and conclusion You use transition words to connect the parts of your piece in logical order

You have an introduction, body, and conclusion Your details are in an order that makes sense You use some transitions

Your writing may be missing an introduction, body, or conclusion Some of your details are in order

Your writing has no clear introduction, body, or conclusion Your writing is not in order

Distinguished work Meets all standards for A 4 with additional compositional risks

WORDS Rubric Descriptors Run each descriptor on different colored paper or cardstock. Use these for the blank 11x17 WORDS placemat in the introductory lesson. RULES/CONVENTIONS

You use correct: Capitalization Usage Punctuation Spelling

You usually use correct: Capitalization Usage Punctuation Spelling

You sometimes use correct: Capitalization Usage Punctuation Spelling

You forgot to use correct: Capitalization Usage Punctuation Spelling Distinguished Work Meets all the standards for a 4 with additional use of

literary devices WORDS Rubric Descriptors Run each descriptor on different colored paper or cardstock. Use these for the blank 11x17 WORDS placemat in the introductory lesson. DEVELOPMENT You have excellent details Your details are well explained/elaborated Your details stick to the topic

Your have specific details Your details are usually well explained Your details usually stick to the topic

You have some details Some of your details may not belong or need more explanation You sometimes stick to the topic

You have few or no details Your piece is very short

Distinguished work Meets all standards for A 4 with development strategies Specific to the purpose of writing

WORDS Rubric Descriptors Run each descriptor on different colored paper or cardstock. Use these for the blank 11x17 WORDS placemat in the introductory lesson. SENTENCE FORMATION

You consistently write in complete sentences that make sense You begin your sentences in a variety of ways

You usually write in complete sentences that make sense You usually begin your sentences in different ways

You sometimes write in complete sentences that make sense You often start your sentences the same way

Your sentences are incomplete You start most of your sentences in the same way

Distinguished work Meets all standards for A 4 with additional

Variation in style