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THOMPSON OPINION SCORING RUBRIC – KINDERGARTEN Spring Reading & Research Content Understanding Controlling Idea & Focus (matches prompt) Organization Development Spelling/ Grammar & Usage Capitalization & Punctuation Created Spring 2014 2 - Approaches Expectations When appropriate, does not identify available resources. Does not demonstrate. When appropriate, names available resources. Ideas presented demonstrate an irrelevant and/or an inaccurate understanding of the topic. Does not demonstrate. No topic. No opinion or preference identified. Ideas presented demonstrate limited understanding of the topic. Response does not match task. Does not demonstrate. appropriate mechanics and conventions) (Creates simple texts with Language Conventions Structure & Development (Communicates through drawing, dictating, and writing) Content Learning 1-Not Yet Unclear topic. Unclear opinion or preference identified. Some of the pictures, dictation, and /or writing match task. Letters/words/scribbles demonstrate organization. Drawing demonstrates a clear top, middle, and bottom. Does not demonstrate. Writes single words, phrases that demonstrate organization. Ideas (written, drawn and/or dictated) are related to each other. No reason or justification for opinion. Illustration lacks detail. Does not demonstrate. Unclear reason or justification for opinion. Illustration shows detail but may not support opinion. Writes some readable letters of the alphabet without sound/symbol match. Copies words out of context and/or writes memorized words. No sentences used or tried. Does not demonstrate. Uses some beginning/ending sounds to make words. Attempts to write new or unknown words. Incomplete sentences. Sentences attempted. Begins name with a capital. Some letters are legible. No spacing between words. Does not demonstrate punctuation. Experiments with capitalization. Letters are legible and written left to right. Random spacing between words. Experiments with punctuation. 3 - Meets Grade Level Expectations When appropriate, name the book they are writing about and state an opinion or preferences about the topic based on available resources (written, drawn or dictated). Ideas presented demonstrate a generally accurate and relevant understanding of the topic being studied Tells (draws or writes) the topic or title. States opinion or preference in a pictures, phrase, or sentence(s). Tells, draws, names and/or writes opinion (or likes and dislikes) about a topic and/or drawing(s) related to the task. 4 – Exceeds Expectations State an opinion or preference about a topic using available resources. Ideas presented demonstrate accurate and relevant understanding of the topic being studied and enhance understanding of topic. Introduces (draws or writes) the topic or title. States an opinion that is developed throughout in ideas. Opinion is connected to the task and sentences are on topic. Simple sentences are related to each other and organization is evident. Ideas are logically sequenced (written, drawn and/or dictated) by naming and explaining opinion. Sentences are clear, connected, and organized. Ideas are logically sequenced by naming an opinion and justifying opinion with reasons. Writes a letter or letters for most consonant and short vowel sounds. Spells some simple words phonetically Simple sentences are complete with a noun and verb. Consistent sound/letter correlation. Spell some high frequency words correctly. Simple sentences are complete with a noun and verb and experiments with descriptive words. Reason or justification for opinion (written, drawn and/or dictated) is explained. Illustration with labels supports opinion. Capitalizes the first word in a sentence, and the pronoun I. Logical spacing between words. Uses some punctuation correctly. Supplies a reason or reasons for the opinion. Illustrations support opinion using details from available resources. Consistently uses capitalization for the first word in a sentence, and the pronoun I. Consistently uses logical spacing between words. Correctly uses end punctuation. THOMPSON OPINION SCORING RUBRIC – FIRST GRADE Structure & Development Content Learning 1 - Not Yet Reading & Research Content Understanding Controlling Idea & Focus (matches prompt) Organization Content is consistently irrelevant, inappropriate, or inaccurate understanding. Opinion is unclear or confusing. Little or no information is connected to the task. Opinion is implied and most sentences are on topic. Some information is connected to the task. No transition words used Uses few transition words. No attempts to use a reason for the opinion. Random letters strung together/no sound/symbol correlation. Lacks phonetic spelling. Lacks any sentence structure. Writing lacks basic language. Capitalization & Punctuation Shows limited understanding of the topic being studied. Attempts introduction. No conclusion Spelling/ Grammar & Usage Names available resources. No clear introduction. No organization or progression of ideas. Development Language Conventions Does not identify available resources. 2 - Approaches Expectations Writes in an assortment of capital/lowercase letters or writes in all capital letters. Lacks punctuation. Inappropriate spacing. Created Spring 2014 Limited progression of ideas. Attempts a conclusion. Reason for the opinion is unclear. Consistent sound/ symbol correlation for CVC spelled words. Uses phonetic spelling to write with letters generally representing each dominant sound in a word. Many sentences are incomplete or have repetitive structure. Uses basic language. Capitalizes the first word of some sentences, and pronoun I. Experiments with punctuation. Spaces between many of the words. 3 - Meets Grade Level Expectations State an opinion or preference about a topic using available resources. Ideas presented demonstrate generally accurate understanding of the topic. Clearly states an opinion and all sentences are on topic. Most information is connected to the task. Introduces the topic or title. Most sentences follow logical progression of ideas. Attempts varied transition words (such as , next, last/after). Provides closure. Supplies a reason for the opinion. Some words are spelled conventionally. Uses familiar words and chunks (-at, -op, -it) to help spell. Most sentences are complete with varied structure. Experiments with descriptive language. Uses capital letters for names and proper nouns most of the time. Ends sentences with correct punctuation most of the time. Spacing is consistent between letters and words. 4 - Advanced Includes reasons from available resources, including important vocabulary and descriptions, to support opinion. Ideas presented demonstrate an accurate and relevant understanding of the topic by citing evidence from the provided text. States an opinion that is developed throughout in ideas or information from the text. Addresses task appropriately and maintains focus on opinion. Introduces the topic or text in a way that attempts to interest readers. Logical progression of ideas groups related ideas and information together in an appropriate structure. Uses a variety of transitional linking words to connect opinions and reasons (because, and, also). Writes a concluding statement that restates the focus/prompt. Supplies multiple reasons that support the opinion. Most words are spelled conventionally. Applies above grade level spelling rules and patterns correctly. Produces sentences with a variety of sentence structures (simple, compound, complex). Uses some varied and descriptive word choice. Capitalizes correctly and consistently. Uses commas, apostrophes, and end punctuation correctly most of the time and/or experiments with quotation marks when citing sources. THOMPSON OPINION SCORING RUBRIC – SECOND GRADE Content 1 - Not Yet Reading & Research Content Understanding Focus Structure & Development (matches prompt) Controlling Idea Organization Language Conventions Development Spelling/ Grammar & Usage Includes reasons which are not related to the text to support opinion or preferences. Includes few reasons from the text to support opinion. Does not address prompt appropriately or does not focus on opinion. Details and reasons are unrelated to the task. Addresses prompt appropriately and maintain focus on opinion. Some details and reasons relate to the task. Content is irrelevant, inappropriate, or inaccurate understanding of the topic. Lacks opinion and supporting reasons. No introduction. Structure is unclear. Limited use of linking words. No closure. No clear reason for the opinion provided. Sound/symbol correlation for CVC spelled words. Incomplete sentences. Few words used. No ending punctuation used. Capitalization & Punctuation 2 - Approaches Expectations Uppercase and lowercase letters are used randomly. Created Spring 2014 Shows limited understanding of the topic being studied. States an opinion that may not be developed throughout. Attempts introduction. Most sentences follow logical progression of ideas but lacks paragraph structure. Uses basic linking words (first, next, last) Provides some sense of closure. Supplies a reason for the opinion. 3 - Meets Grade Level Expectations Includes some reasons from the text, including important vocabulary and descriptions to support opinion. Includes multiple details from the text, defining or explaining key vocabulary and concepts to support opinion. Addresses prompt appropriately and maintain focus on opinion. Most details and reasons relate to the task and stay on task. Addresses prompt appropriately and maintain focus on opinion. All details and reasons are relevant to the task and important to the topic. States an opinion that is developed throughout in ideas or information from the text. Introduces the topic or text in a way that interests readers. Organize ideas and information into an appropriate structure. Uses a variety of linking words to connect opinions and reasons (because, and, also). Provides a conclusion. States an opinion, develops with reasons and details, and concludes an opinion piece of writing that demonstrates an understanding of the topic. Introduces the topic or text by hooking readers into caring or wanting to learn about the topic. Creates a structure that lists reasons. Uses linking words and phrases to connect opinions and reasons (such as because therefore, since, for example) Provides a concluding statement or section that draws conclusions or asks questions Informs or explains relevant points by providing detailed and relevant reasons that support the opinion. Most words are spelled conventionally and applies grade level spelling rules and patterns consistently Some sentences are complex (i.e. compound and/or with subordinate clauses) Uses word choice and phrases for effect Ideas presented demonstrate generally accurate understanding of the topic. Supplies reasons that support the opinion. Uses some grade level spelling patterns or some words spelled conventionally. Simple sentences. Limited word choice. Many words are spelled conventionally and applies grade level spelling rules and patterns Varied sentence structure (simple, compound, and complex) Uses some varied and descriptive word choice. Uses ending punctuation. Uses commas and apostrophes punctuation correctly some of the time and uses ending punctuation consistently. Uses sentences; capitalizes beginning of sentences and proper nouns Upper and lower case letters are generally used appropriately 4 - Advanced Ideas presented demonstrate an accurate and relevant understanding of the topic by citing evidence from the provided text. Uses commas, apostrophes, and end punctuation correctly most of the time Sentences are capitalized appropriately and consistently. THOMPSON OPINION SCORING RUBRIC – Third Grade Content Learning 1 - Not Yet Reading & Research Content Understanding Focus (matches prompt) Structure & Development Controlling Idea Organization Attempts to include disciplinary content, but understanding of content is weak Content is irrelevant, inappropriate, or inaccurate. Attempts to address prompt, but lacks focus or is off-task Lacks a controlling idea or clear opinion. Attempts introduction. Most sentences follow structure of ideas. Uses basic linking words (first, next, last) Attempts some sense of conclusion. Development Language and Conventions Does not use information from the text to support opinion. Language No clear reason for the opinion provided. Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from the text. Addresses prompt, but with a weak or uneven focus. Addresses prompt with an adequately detailed response; stays on task. Addresses key aspects of the prompt in a detailed response; stays on task. Shows basic understanding of disciplinary content; may include minor errors in explanation. States an opinion though may lack clarity or credibility. Introduces the topic or text. Structure groups related ideas and information together. Uses a variety of linking words to connect opinions and reasons (because, and, also). Brief conclusion. Supplies a reason for the opinion Uses simple, repetitive sentence beginnings, structures, and lengths OR many rambling sentences. Uses some variety of sentence beginnings, structures, and lengths, but has some rambling or choppy sentences. Demonstrates an uneven command of standard English conventions appropriate to grade level. Created Spring 2014 4 – Advanced Presents information from the text relevant to the prompt with accuracy and significant detail. Utilizes general vocabulary that may include occasional errors in word usage. Attempts to demonstrate standard English conventions (spelling, grammar, usage, and mechanics), but lacks cohesion and control. 3 - Meets Grade Level Expectations Presents some information from the text, but may lack accuracy or relevance. Utilizes vocabulary that is occasionally inappropriate for audience and purpose. Uses language and tone that are inappropriate to audience and purpose. Conventions 2 - Approaches Expectations Uses language and tone with some inaccurate, inappropriate, or uneven features. Presents generally accurate and relevant understanding of the disciplinary content States an opinion that is maintained throughout. Introduces the topic or text by hooking readers and gets readers ready to learn about the topic. Creates a structure that lists reasons. Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding. Establishes and maintains a strong and credible opinion. Utilizes accurate, but general vocabulary that is appropriate for audience and purpose. Introduces the topic or text clearly by hooking readers with question, explaining why the subject matters, telling a surprising fact, or giving background information. Creates a structure for grouping related ideas and separates section of information by using paragraphs. Links ideas within categories of information using words and phrases (for instance, in order, in addition) Provides a conclusion related to the opinion presented and may suggest follow up action, or leave reader with final insight. Informs or explains relevant points by providing detailed and relevant reasons that support the opinion. Utilizes accurate and precise vocabulary that is appropriate for audience and purpose. Uses some variety of sentence beginnings, structures, and lengths. Uses an effective variety of sentence beginnings, structures, and length. Uses linking words and phrases (because, therefore, since, for example) to connect ideas within categories of information. Provides a conclusion statement or section. Provides reasons that support the opinion. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Demonstrates a command of standard English conventions, with few errors as appropriate to grade level. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Demonstrates and maintains a welldeveloped command of standard English conventions, with few errors. THOMPSON OPINION SCORING RUBRIC –Fourth Grade Content Learning 1 - Not Yet Reading & Research Content Understanding Focus (matches prompt) Structure & Development Controlling Idea Organization Attempts to include disciplinary content, but understanding of content is weak Content is irrelevant, inappropriate, or inaccurate. Attempts to address prompt, but lacks focus or is off-task Lacks a controlling idea or clear opinion. Attempts introduction. Language Presents information from the text referring to what the text says explicitly and when drawing inferences. Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from the text. Addresses prompt, but with a weak or uneven focus. Addresses prompt with an adequately detailed response; stays on task. Addresses key aspects of the prompt in a detailed response; stays on task. Introduces the topic or text. Shows basic understanding of disciplinary content; may include minor errors in explanation. States an opinion though may lack clarity or credibility. Presents generally accurate and relevant understanding of the disciplinary content States an opinion that is maintained throughout. Structure groups related ideas and information together, lists reasons Attempts some sense of conclusion. Provides a brief conclusion statement or section. No clear reasons for the opinion provided. Provides reasons that support the opinion. Uses language and tone that are inappropriate to audience and purpose. Uses language and tone with some inaccurate, inappropriate, or uneven features. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Utilizes vocabulary that is occasionally inappropriate for audience and purpose. Attempts to demonstrate standard English conventions (spelling, grammar, usage, and mechanics), but lacks cohesion and control. Created Spring 2014 4 – Advanced Presents some information from the text but may lack accuracy or relevance. Some sentences follow progression of ideas, may lack structure. Uses simple, repetitive sentence beginnings, structures, and lengths OR many rambling sentences. Conventions 3 - Meets Grade Level Expectations Introduces the topic or text clearly by hooking readers with question, explaining why the subject matters, telling a surprising fact, or giving background information. Creates a structure for grouping related ideas and separates sections of information using paragraphs. Uses linking words and phrases to connect reasons within categories of information (for instance, in order, in addition) Provides a conclusion related to the opinion presented and may suggest follow up action, or leave reader with final insight. Provides reasons supported by facts and details for opinion. Attempts varied linking words and phrases Development Language and Conventions Does not include information from the text 2 - Approaches Expectations Uses basic linking words and phases Utilizes general vocabulary that may include occasional errors in word usage. Uses some variety of sentence beginnings, structures, and lengths, but has some rambling or choppy sentences. Demonstrates an uneven command of standard English conventions appropriate to grade level. Utilizes accurate, but general vocabulary that is appropriate for audience and purpose. Uses some variety of sentence beginnings, structures, and lengths. Demonstrates a command of standard English conventions, with few errors as appropriate to grade level. Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding. Establishes and maintains a strong and credible opinion. Introduces the topic or text clearly by helping reader get interested in and understand the significance of the subject. Creates a structure that logically groups ideas to support the author’s purpose. Links opinion and reasons with words, phrases, and clauses. (consequently, specifically) Provides a conclusion that restates the main points and may offer a final thought, follow up action, or question for readers to consider. Provides logically ordered reasons supported by facts and details for opinion. Utilizes accurate and precise vocabulary that is appropriate for audience and purpose. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Uses an effective variety of sentence beginnings, structures, and length. Demonstrates and maintains a welldeveloped command of standard English conventions, with few errors. THOMPSON OPINION SCORING RUBRIC –Fifth Grade Content Learning 1 - Not Yet Reading & Research Content Understanding Structure & Development Focus (matches prompt) Controlling Idea Organization Attempts to include disciplinary content, but understanding of content is weak Content is irrelevant, inappropriate, or inaccurate. Attempts to address prompt, but lacks focus or is off-task Lacks a controlling idea or clear opinion. Attempts introduction. Some groups of information follow progression of ideas, may lack structure. Attempts varied linking words and phrases Development Language and Conventions Does not include information the text. Language Attempts some sense of conclusion. No clear reasons for the opinion provided. Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from the text. Addresses prompt, but with a weak or uneven focus. Addresses prompt with an adequately detailed response; stays on task. Addresses key aspects of the prompt in a detailed response; stays on task. Shows basic understanding of disciplinary content; may include minor errors in explanation. States an opinion though may lack clarity or credibility. Introduces the topic or text. Structure groups related ideas and information together, lists reasons Uses basic linking words and phases within categories of information. Provides a brief conclusion statement or section. Provides reasons that support the opinion. Uses simple, repetitive sentence beginnings, structures, and lengths OR many rambling sentences. Uses some variety of sentence beginnings, structures, and lengths, but has some rambling or choppy sentences. Created Spring 2014 4 – Advanced Presents information from the text when referring/quoting to what the text says explicitly and when drawing inferences. Utilizes general vocabulary that may include occasional errors in word usage. Attempts to demonstrate standard English conventions (spelling, grammar, usage, and mechanics), but lacks cohesion and control. 3 - Meets Grade Level Expectations Presents some information from the text but may lack accuracy or relevance. Utilizes vocabulary that is occasionally inappropriate for audience and purpose. Uses language and tone that are inappropriate to audience and purpose. Conventions 2 - Approaches Expectations Uses language and tone with some inaccurate, inappropriate, or uneven features. Demonstrates an uneven command of standard English conventions and cohesion appropriate to grade level. Presents generally accurate and relevant understanding of the disciplinary content States an opinion that is creditable and maintained throughout. Introduces the topic or text clearly by helping reader get interested in and understand the significance of the subject. Creates a structure that logically groups ideas to support the author’s purpose. Uses linking words, phrases, and clauses to connect opinions and reasons within categories of information (consequently, specifically) Provides a conclusion that restates the main points, and may offer a final thought, follow up action, or question for readers to consider. Provides logically ordered reasons supported by facts and details for opinion. Utilizes accurate, but general vocabulary that is appropriate for audience and purpose. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Uses some variety of sentence beginnings, structures, and lengths. Demonstrates a command of standard English conventions and cohesion, with few errors as appropriate to grade level. Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding. Establishes an argument to support a plausible claim with clear reasons and relevant evidence. Introduction interests readers, perhaps with quote or significant fact. Introduces the claim. Structures paragraphs, reasons, and evidence clearly and purposefully. Uses words, phrases, and clauses to clarify the relationships among claims and reasons. Provides a concluding statement or section that follows from the argument presented. Support claim with clear reasons and relevant evidence, using creditable sources. Acknowledges different sides to the argument. Utilizes accurate and precise vocabulary that is appropriate for audience and purpose. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Uses an effective variety of sentence beginnings, structures, and length. Demonstrates and maintains a welldeveloped command of standard English conventions and cohesion, with few errors.