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- cours - matière : physics - matière potentielle : physics
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- magnetism problems in undergraduate physics
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HOLISTIC SCORE _____ IDEAS/ CONTENT
ORGANIZA TION
VOICE
WORD AND LANGUAGE CHOICE
SENTENCE FLUENCY
August 2006
San Diego Unified School District Office of the Deputy Superintendent Instruction and Curriculum Division Literacy and HistorySocial Science Department Grade 4 NARRATIVE Writing Rubrics
Advanced Proficient Basic Below Basic 3 2 1 3 2 1 3 2 1 3 2 1 Skillfully develops a Develops a central idea that Central idea is No discernable central central idea that relates relates ideas, observations or underdeveloped idea ideas, observations or recollections of an event or Significance of the No rationale is recollections of an experience selected event or provided about the event or experience Provides insight into why the experience is vague significance of the event Provides powerful selected event or experience is or experience insight/rationale about memorable WS 1.0; WA 2.0, 2.1; FW pp. 97, 104 the significance of the 105 selected event or experience Skillfully develops an Develops an effective Introduction is Introduction is effective introduction introduction that moves the underdeveloped and indiscernible/confusing that compels the reader reader forward may not create a Conclusion is abrupt forward Conclusion conveys a sense of anticipation No identifiable Conclusion conveys a satisfying resolution for the for the reader structure or structure is compelling or reader Conclusion is random unexpected sense of Uses an organizational underdeveloped Context is confusing resolution for the reader structure that is purposeful to Structure is or absent Structure is creative the genre, task and clear to the formulaic/ and purposeful to the reader underdeveloped genre, task and clear to Provides a context (e.g., Context is vague the reader setting, dialogue, background and lacks clarity for Provides a compelling information) to enable the the reader context that enables the reader to imagine the world of reader to clearly the event or experience WS 1.0, 1.1, 1.2, 1.3; WA 2.0, 2.1; FW imagine the world of pp. 104105 the event or experience Writer’s voice adds Writer’s voice is appropriate Writer’s voice is No sense of voice, interest to the message to the audience and purpose mechanical and/or purpose and/or audience Point of view (e.g., Point of view (e.g., who tells repetitive (e.g., series Point of view (e.g., who tells the story) is the story) is evident of facts/ideas) who tells the story) is WS 1.0; FW pp. 26, 104 evident and skillfully Point of view (e.g., absent articulated who tells the story) is confusing Words/phrases convey Words/phrases convey Words/phrases are Limited use of precise meaning meaning appropriate to vague or repetitive vocabulary/phrasing appropriate to purpose, purpose, audience and genre WS 2.0, 2.1.c; WA 1.0, 1.7, 1.10; FW audience and genre p. 102 Uses purposeful and Uses purposeful and varied Sentence structures Sentences are varied sentence sentence structures to convey convey meaning but incomplete, rambling structures to enhance intended meaning are and/or awkward intended meaning/effect Transitions effectively mechanical/repetitive Lacks transitional Transitions skillfully connect ideas within and Limited/repetitive expressions connect ideas within between sentences and use of transitional and between sentences paragraphs expressions WS 1.0, 1.1, 1.2, 1.3; WA 2.0, 2.3; FW and paragraphs pp. 9798, 104105DRAFT1 page
CONVENTIONS
August 2006
San Diego Unified School District Office of the Deputy Superintendent Instruction and Curriculum Division Literacy and HistorySocial Science Department Grade 4 NARRATIVE Writing Rubrics (continued)
Shows creativity and flexibility when using conventions to enhance meaning
Uses grade level appropriate conventions; errors are minor and do not obscure meaning WS 1.0; LC 1.0, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; FW p. 105
Uses grade level appropriate conventions; errors occasionally obscure meaning
Limited understanding of grade level appropriate conventions
DRAFT2 page
HOLISTIC SCORE _____ IDEAS/ CONTENT
Analysis
Interpretation
Support
ORGANIZA TION
VOICE
WORD AND LANGUAGE CHOICE
August 2006
San Diego Unified School District Office of the Deputy Superintendent Instruction and Curriculum Division Literacy and HistorySocial Science Department Grade 4 RESPONSE TO LITERATURE Writing Rubric Advanced Proficient Basic 3 2 1 3 2 1 3 2 1 States a compelling States a central idea that Weak central idea that central idea that demonstrates an demonstrates a limited demonstrates an insightful understanding of a literary understanding of a understanding of a literary work literary work WS 1.0; WA 2.0, 2.2; FW p. 103 work 104 Analysis demonstrates Analysis demonstrates Analysis includes an insightful understanding of the limited understanding of understanding of the impact of literary the impact of literary impact of literary elements/devices (e.g., elements/devices elements/devices within character traits/ and across texts motivations/types, theme, personification, figurative language) within and across texts RC 2.0, 2.2; LR 3.0, 3.2, 3.3, 3.5; FW pp. 97; 103104 Insightful interpretation Effective interpretation of Summarizes text details of texts/ideas/literary texts/ideas/literary and/or limited elements elements interpretation Interpretation skillfully Interpretation effectively Interpretation is loosely supports central idea supports central idea linked to central idea RC 2.0, 2.2; LR 3.0; FW pp. 97; 103104 Judgments are skillfully Supports judgments with Judgments are supported with significant references to text and prior inadequately supported and convincing examples knowledge with limited references to RC 2.0, 2.2, 2.3; LR 3.0, 3.2; FW from multiple texts and text and/or prior pp. 97; 103104 relevant prior knowledge knowledge Structure creatively Structure is effectively Structure is formulaic conveys meaning to the organized appropriate to Provides limited reader purpose, audience and information about the Skillfully provides genre text for the reader appropriate information Provides appropriate about the text for the information about the text reader for the reader (e.g., summary, title, author)WS 1.0, 1.3, 1.5; WA 2.0, 2.2; FW pp. 103105 Writer’s voice adds Writer’s voice is Writer’s voice is interest to the message appropriate to the audience mechanical and/or Point of view (e.g., and purpose repetitive (e.g., series of writer’s stance) is evident Point of view (e.g., facts/ideas) and skillfully articulated writer’s stance) is evident Point of view (e.g., WS 1.0; FW pp. 26, 104 writer’s stance) is confusing Words/phrases convey Words/phrases convey Words/phrases are precise meaning meaning appropriate to vague or repetitive appropriate to purpose, purpose, audience and audience and genre genre WS 2.0, 2.1.c; WA 1.0, 1.7, 1.10; FW p. 102
Below Basic 3 2 1 Lacks central idea and/or demonstrates little to no understanding of a literary work
Analysis is absent or illogical
Literal retell or no interpretation Interpretation does not support central idea
Evidence is absent or does not support interpretation
Structure is random Provides no information about the text for the reader
No sense of voice, purpose and/or audience Point of view (e.g., writer’s stance) is absent
Limited use of vocabulary/phrasing
DRAFT3 page
SENTENCE FLUENCY
CONVENTIONS
August 2006
San Diego Unified School District Office of the Deputy Superintendent Instruction and Curriculum Division Literacy and HistorySocial Science Department Grade 4 RESPONSE TO LITERATURE Writing Rubric (continued) Uses purposeful and Uses purposeful and Sentence structures varied sentence structures varied sentence structures convey meaning but are to enhance intended to convey intended mechanical/repetitive meaning/effect meaning Limited/repetitive use Transitions skillfully Transitions effectively of transitional connect ideas within and connect ideas within and expressions between sentences and between sentences and paragraphs paragraphs WS 1.0, 1.1, 1.2, 1.3; WA 2.0, 2.3; FW pp. 9798, 104105 Shows creativity and Uses grade level Uses grade level flexibility when using appropriate conventions; appropriate conventions; conventions to enhance errors are minor and do not errors occasionally meaning obscure meaning obscure meaning WS 1.0; LC 1.0, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; FW p. 105
Sentences are incomplete, rambling and/or awkward Lacks transitional expressions
Limited understanding of grade level appropriate conventions
DRAFT page 4
HOLISTIC SCORE _____ IDEAS/ CONTENT
Analysis
Interpretation
Support
ORGANIZA TION
VOICE
August 2006
San Diego Unified School District Office of the Deputy Superintendent Instruction and Curriculum Division Literacy and HistorySocial Science Department Grade 4 RESPONSE TO EXPOSITORY TEXTWriting Rubric
Advanced 3 2 1 Skillfully synthesizes the central idea(s) of the text Skillfully demonstrates literal, inferential and applied understandings of text
Analysis demonstrates an insightful consideration of text Analysis includes the strategic evaluation of new and known information and ideas
Demonstrates an insightful interpretation of the text
Skillfully supports interpretation with significant and convincing textual evidence and prior knowledge
Structure is purposeful to the purpose and genre and creatively conveys meaning to the reader Skillfully provides appropriate information about the text for the reader Writer’s voice adds interest to the message Point of view (e.g., writer’s stance) is evident and skillfully articulated
Proficient 3 2 1 Effectively synthesizes the central idea(s) of the text Effectively demonstrates literal, inferential and applied understandings as appropriate to the text and task WS 1.0; WA 2.0, 2.2; FW p. 120 Analysis demonstrates a thoughtful consideration of text (e.g., cause and effect, fact and opinion, text features) Analysis includes the evaluation of new and known information and ideas RC 2.0, 2.4, 2.6; LR 3.0, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7; FW pp. 97; 119120 Demonstrates an appropriate interpretation of the text including text features such as maps, graphs, timelines, tables, and diagrams RC 2.0, 2.2, 2.4, 2.5, 2.6; WS 1.0, 1.1, 1.2, 1.3; LS 2.0; FW pp. 103 106 Supports interpretation with relevant textual evidence and prior knowledge RC 2.0, 2.3, 2.4; LR 3.0, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7; FW pp. 97; 119120 Structure is purposeful to the purpose and genre and clear to the audience Provides appropriate information about the text for the reader (e.g., summary, title, author)WS 1.0; WA 2.0, 2.2; FW pp. 120 121
Writer’s voice is appropriate to the audience and purpose Point of view (e.g., writer’s stance) is evident WS 1.0; FW pp. 26, 104
Basic 3 2 1 Synthesis of the central idea(s) requires some revision Demonstrates an over reliance on literal understandings of text
Analysis demonstrates a limited or literal understanding of text Analysis includes limited evaluation of new and known information and ideas
Interpretation of text/text features is weak or loosely connected to the analysis
Supports interpretation with limited and/or questionable textual evidence and prior knowledge
Structure is formulaic Provides limited information about the text for the reader
Writer’s voice is mechanical and/or repetitive (e.g., series of facts/ideas) Point of view (e.g., writer’s stance) is confusing
Below Basic 3 2 1 No evidence of synthesis Demonstrates a weak or incomplete understanding of text
Little or no analysis of text
Interpretation is absent or erroneous
Little or no evidence is offered
Structure is random or absent Provides no information about the text for the reader
No sense of voice, purpose and/or audience Point of view (e.g., writer’s stance) is absent
DRAFT5 page
WORD AND LANGUAGE CHOICE
SENTENCE FLUENCY
CONVENTIONS
August 2006
San Diego Unified School District Office of the Deputy Superintendent Instruction and Curriculum Division Literacy and HistorySocial Science Department Grade 4 RESPONSE TO EXPOSITORY TEXTWriting Rubric(continued)
Words/phrases convey precise meaning appropriate to purpose, audience and genre
Uses purposeful and varied sentence structures to enhance intended meaning/effect Transitions skillfully connect ideas within and between sentences and paragraphs
Shows creativity and flexibility when using conventions to enhance meaning
Words/phrases convey meaning appropriate to purpose, audience and genre WS 2.0, 2.1.c; WA 1.0, 1.7, 1.10; FW p. 102 Uses purposeful and varied sentence structures to convey intended meaning Transitions effectively connect ideas within and between sentences and paragraphs WS 1.0, 1.1, 1.2, 1.3; WA 2.0, 2.3; FW pp. 9798, 104105 Uses grade level appropriate conventions; errors are minor and do not obscure meaning WS 1.0; LC 1.0, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; FW p. 105
Words/phrases are vague or repetitive
Sentence structures convey meaning but are mechanical/repetitive Limited/repetitive use of transitional expressions
Uses grade level appropriate conventions; errors occasionally obscure meaning
Limited use of vocabulary/phrasing
Sentences are incomplete, rambling and/or awkward Lacks transitional expressions
Limited understanding of grade level appropriate conventions
DRAFT page 6
HOLISTIC SCORE _____ IDEAS/ CONTENT
Support
Elaboration
ORGANIZA TION
VOICE
WORD AND LANGUAGE CHOICE
SENTENCE FLUENCY
August 2006
San Diego Unified School District Office of the Deputy Superintendent Instruction and Curriculum Division Literacy and HistorySocial Science Department Grade 4 INFORMATIONAL REPORT Writing Rubric Advanced Proficient Basic 3 2 1 3 2 1 3 2 1 Skillfully develops a Develops a central idea about Central idea is central idea about an issue an issue or situation underdeveloped; WS 1.0, 1.1, 1.2, 1.5, 1.6, 1.7, 1.8; WA or situation report may be limited 2.0, 2.3; FW pp. 9798, 104105 to facts about a topic Central idea is supported Central idea is supported by Central idea is by significant facts and facts and details minimally supported details Quotations and paraphrased by facts and details Appropriately cites information is appropriately Quotations and compelling quotations and cited to support the central idea paraphrased information to skillfully Uses appropriate resources information develop the central idea including technology to locate minimally support the Uses appropriate and present relevant information central idea RC 2.0, 2.4, 2.5, 2.6; WS 1.0, 1.5, 1.6, resources including 1.7, 1.8, 1.9, 1.10; WA 2.3 technology to locate and skillfully present relevant information Skillful explanation of Effective explanation of Limited explanation information information of information RC 2.0, 2.1, 2.2, 2.3, 2.4, 2.5; WS 1.0, 1.1, 1.2; WA 2.3; FW pp. 9798, 104105 Introduction skillfully Introduction establishes the Introduction is establishes the central central idea/question underdeveloped idea/question Conclusion summarizes Conclusion is Conclusion skillfully important ideas and findings underdeveloped summarizes important Structure is purposeful to the Structure is ideas and findings genre, clear to the audience and formulaic or Structure is purposeful appropriate to the task underdeveloped RC 2.0, 2.1; WS 1.0, 1.1, 1.2, 1.3; WA to the genre, clear to the 2.0, 2.3; FW pp. 9798, 104105 reader, appropriate to the task, and skillfully developed Writer’s voice adds Writer’s voice is appropriate to Writer’s voice is interest to the message the audience and purpose mechanical and/or Point of view (e.g., Point of view (e.g., writer’s repetitive (e.g., series writer’s stance) is evident stance) is evident of facts/ideas) WS 1.0; FW pp. 26, 104 and skillfully articulated Point of view (e.g., writer’s stance) is confusing Words/phrases convey Words/phrases convey Words/phrases precise meaning meaning and are appropriate to chosen are vague or appropriate to purpose, purpose, audience and genre repetitive WS 2.0, 2.1.c; WA 1.0, 1.7, 1.10; FW p. audience and genre 102 Uses purposeful and Uses purposeful and varied Sentence structures varied sentence structures sentence structures to convey convey meaning but to enhance intended intended meaning are meaning/effect Transitions effectively connect mechanical/repetitive Transitions skillfully ideas within and between Limited/repetitive connect ideas within and sentences and paragraphs use of transitional WS 1.0, 1.1, 1.2, 1.3; WA 2.0, 2.3; FW between sentences and expressions pp. 9798, 104105paragraphs
Below Basic 3 2 1 Central idea is absent; presents unrelated information on a topic Central idea is absent or not supported by facts or details Quotations and paraphrased information are absent; writer relies on personal experience and anecdotal information Explanation of information is absent or irrelevant
Introduction is absent or confusing Conclusion is absent or confusing Structure is random
No sense of voice, purpose and/or audience Point of view (e.g., writer’s stance) is absent
Limited use of vocabulary/phrasing
Sentences are incomplete, rambling and/or awkward Lacks transitional expressions
DRAFT page 7
CONVENTIONS
August 2006
San Diego Unified School District Office of the Deputy Superintendent Instruction and Curriculum Division Literacy and HistorySocial Science Department Grade 4 INFORMATIONAL REPORT Writing Rubric (continued) Shows creativity and Uses grade level appropriate Uses grade level flexibility when using conventions; errors are minor appropriate conventions; conventions to enhance and do not obscure meaning errors occasionally WS 1.0; LC 1.0, 1.1, 1.2, 1.3, 1.4, 1.5, meaning obscure meaning 1.6, 1.7; FW p. 105
Limited understanding of grade level appropriate conventions
DRAFT page 8
HOLISTIC SCORE _____ IDEAS/ CONTENT
ORGANIZA TION
VOICE
WORD AND LANGUAGE CHOICE
SENTENCE FLUENCY
CONVENTIONS
August 2006
San Diego Unified School District Office of the Deputy Superintendent Instruction and Curriculum Division Literacy and HistorySocial Science Department Grade 4 SUMMARY Writing Rubric Advanced Proficient Basic Below Basic 3 2 1 3 2 1 3 2 1 3 2 1 Clearly and concisely Includes central ideas Central idea is Central idea is absent; presents central ideas and most significant underdeveloped; some includes irrelevant or and the most significant details of the reading details are included erroneous details details of the reading selection WS 1.0, 1.1; WA 2.0, 2.4; FW selection pp. 104105 Structure is skillfully Structure is effectively Structure is Structure is random organized based upon organized based upon the underdeveloped/formulaic and/or confusing the genre, purpose, genre, purpose, audience, audience, and format and format requirements WS 1.0, 1.1; WA 2.0, 2.3; FW requirements pp. 104105 Writer’s voice adds Writer’s voice is Writer’s voice is No sense of voice, interest to the message appropriate to the mechanical and/or purpose and/or audience Point of view (e.g., audience and purpose repetitive (e.g., series of Point of view (e.g., writer’s stance) is Point of view (e.g., facts/ideas) writer’s stance) is evident and skillfully writer’s stance) is evident Point of view (e.g., absent WS 1.0; FW pp. 26, 104 articulated writer’s stance) is confusing Words/phrases convey Words/phrases convey Words/phrases are vague Limited use of precise meaning meaning appropriate to or repetitive vocabulary/phrasing appropriate to purpose, purpose, audience and audience and genre genre WS 2.0, 2.1.c; WA 1.0, 1.7, 1.10; FW p. 102 Uses purposeful and Uses purposeful and Sentence structures Sentences are varied sentence varied sentence structures convey meaning but are incomplete, rambling structures to enhance to convey intended mechanical/repetitive and/or awkward intended meaning/effect meaning Limited/repetitive use of Lacks transitional Transitions skillfully Transitions effectively transitional expressions expressions connect ideas within connect ideas within and and between sentences between sentences and and paragraphs paragraphs WS 1.0, 1.1, 1.2, 1.3; WA 2.0, 2.3; FW pp. 9798, 104105 Shows creativity and Uses grade level Uses grade level Limited understanding flexibility when using appropriate conventions; appropriate conventions; of grade level conventions to enhance errors are minor and do errors occasionally appropriate conventions meaning not obscure meaning obscure meaning WS 1.0; LC 1.0, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; FW p. 105
DRAFT9 page
