2 Developing Reads and comprehends literature, including stories, dramas, and poems, below the 6 th grade level independently and proficiently.

Transcription

1 Roosevelt School District Report Card Rubric ELA Sixth Grade. Reporting : Reads on-level literary and informational text with accuracy and fluency. 6.RL.0 Unable to read and comprehend literature, including stories and dramas. Reads and comprehends literature, including stories, dramas, and poems, below the 6 th grade level independently and proficiently. Reads and comprehends literature, including stories, dramas, and poems, at the 6 th grade level independently and proficiently. Reads and comprehends literature, including stories, dramas, and poems, above the 6 th grade level independently and proficiently. 6.RI.0 Unable to read and comprehend literary nonfiction. Reads and comprehends literary nonfiction below the 6 th grade level independently and proficiently. Reads and comprehends literary nonfiction at the 6 th grade level independently and proficiently. Reads and comprehends literary nonfiction above the 6 th grade level independently and proficiently. 6.L.6 Unable to use accurately gradeappropriate general academic and domain-specific words and phrases. With prompting and support, acquires and uses accurately grade-appropriate general academic and domain-specific words and phrases. Acquires and uses accurately gradeappropriate general academic and domain-specific words and phrases; gathers vocabulary knowledge when considering a word or phrase important to comprehension or expression. Acquires and uses accurately general academic and domain specific words and phrases, sufficient for reading, writing, speaking, and listening; demonstrates independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Reporting : Determines, clarifies and interprets meaning of words and phrases as used in text, including figurative, connotative and technical meanings. 6.RL. Uses easily located, explicitly stated details in order to determine the meanings of familiar words and phrases as they are used in a text. Uses details from the text in order to determine the meaning of words and phrases as they are used in a text. Determines the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Determines the meaning of unfamiliar words and phrases as they are used in a text, distinguishing literal from nonliteral language. 6.RI. Identifies the literal meaning of simple words and phrases as they are used in a text. Distinguishes between some literal, figurative, and connotative meanings of words and phrases as they are used in a text. Determines the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. Analyzes the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; evaluates the impact of specific word choice.

2 6.L.a 6.L.b 6.L.c 6.L.d 6.L.5a Unable to use context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. Unable to use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). Unable to consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. Unable to verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). Unable to interpret figures of speech (e.g., personification) in context. With prompting and support, uses context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. With prompting and support, uses common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). With prompting and support, consults reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. With prompting and support, verifies the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). With prompting and support, interprets figures of speech (e.g., personification) in context. Determines or clarifies the meaning of unknown and multiple meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. Uses context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. Determines or clarifies the meaning of unknown and multiple meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. Uses common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). Determines or clarifies the meaning of unknown and multiple meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. Consults reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. Determines or clarifies the meaning of unknown and multiple meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. Verifies the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). Demonstrates understanding of figurative language, word relationships, and nuances in word meanings. Interprets figures of speech (e.g., personification) in context. Demonstrates understanding of figurative language, word relationships, and nuances in word meanings. Interprets figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

3 6.L.5b 6.L.5c Unable to use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. Unable to distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). With prompting and support, uses the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. With prompting and support, distinguishes among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). Demonstrates understanding of figurative language, word relationships, and nuances in word meanings. Uses the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. Demonstrates understanding of figurative language, word relationships, and nuances in word meanings. Distinguishes among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Analyze nuances in the meaning of words with similar denotations. Reporting : Cites textual evidence to support analysis and draw inferences. 6.RL. 6.RL.5 6.W.9a Asks and answers questions to demonstrate understanding of a text. Refers to easily identified parts of stories, dramas, and poems, using terms such as chapter, scene, and stanza. Unable to apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics"). Asks and answers questions to demonstrate understanding of a text, referring to the text as the basis for answers. Refers to parts of stories, dramas, and poems, using terms such as chapter, scene, and stanza; identifies how one part builds on an earlier section. With prompting and support, applies grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics"). Asks and answers questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers. Refers to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describes how each successive part builds on earlier sections. Draws evidence from literary or informational texts to support analysis, reflection, and research. Applies grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics"). Asks and answers complex questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers and making inferences where necessary. Refers to intricate parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; explains how each successive part builds on earlier sections. Draws evidence from literary or informational texts to support analysis, reflection, and research. Applies grade 6 reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]").

4 Reporting : Summarizes text including theme, key details and point of view. 6.RL. 6.RL. 6.RL.6 Identifies details that recount stories; identifies explicitly stated central messages, lessons, or moral. Identifies basic elements (e.g., traits, motivations, or feelings) of characters in a story. Identifies the points of view of the narrator or characters. Identifies key details that recount stories; determines central messages, lessons, or moral. Identifies basic elements (e.g., traits, motivations, or feelings) of characters in a story and explains how these elements contribute to the story. Distinguishes his or her own point of view from explicitly stated points of view of the narrator or characters. Recounts stories, including fables, folktales, and myths from diverse cultures; determines the central message, lesson, or moral and explains how it is conveyed through key details in the text. Describes characters in a story (e.g., traits, motivations, or feelings) and explains how their actions contribute to the sequence of events. Distinguishes his or her own point of view from that of the narrator or those of the characters. Provides key details that completely recount stories; determines implicitly stated central messages, lessons, or morals; and explains how these are conveyed through key details in the text. Describes complex elements (e.g., traits, motivations, or feelings) of complex characters in a story and explains how their actions contribute to a complex sequence of events. Distinguishes his or her own point of view from implicitly stated points of view of the narrator or those of the characters. Reporting : Compares and contrasts text in different forms or genres to build knowledge and/or compare authors' approaches. 6.RL.7 6.RL.9 Uses specific aspects of a text's simple illustrations to understand the text and identifies explicit details about how the illustrations reflect characters, setting, or mood. Identifies simple and explicit themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Uses specific aspects of a text's illustrations to understand the text and makes lowerlevel inferences about how the illustrations reflect characters, setting, or mood. Describes explicitly stated themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Explains how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., emphasize aspects of a character or setting, create mood). Compares and contrasts the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Analyzes how specific aspects of a complex text's illustrations contribute to a more thorough understanding of the text; makes higher-level inferences about how the illustrations reflect characters, setting, or mood. Compares and contrasts highly complex, implicitly stated themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series); makes inferences to identify support used by authors.

5 Reporting : Cites textual evidence to support analysis of what text says as well as inferences drawn from text. 6.RI. Loosely refers to the text to support analysis of what the text says explicitly. Identifies textual evidence that supports analysis of what the text says explicitly. Cites textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Applies strong textual evidence in supporting a complex inference or analysis of the text. 6.RI.5 6.RI.6 6.RI.8 Locates a particular sentence, paragraph, chapter, or section that contributes to the development of the key ideas of a text. Identifies an author s explicit point of view or purpose in a text. Identifies specific claims, reasoning, and evidence in a text. Explains how a particular sentence, paragraph, chapter, or section contributes to the overall structure of a text and contributes to the development of the ideas. Identifies an author s point of view or purpose in a text and identifies an example of where it is conveyed in the text. Determines the argument and specific claims, reasoning, and evidence in a text. Analyzes how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. Determines an author s point of view or purpose in a text and explains how it is conveyed in the text. Traces and evaluates the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. Articulates why the author uses a particular sentence, paragraph, chapter, or section, and analyzes how it affects the overall structure of a text and contributes to the development of the ideas. Analyzes an author s point of view and purpose in a text; provides textual evidence to show how the author's point of view and purpose are conveyed in the text. Traces and evaluates the argument and specific claims in a text, analyzing how the reasoning and evidence support or do not support the claim. 6.SL.a Unable to come to discussions prepared having read or studied required material; explicitly draws on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion With prompting and support, comes to discussions prepared having read or studied required material; explicitly draws on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion Engages effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. Comes to discussions prepared having read or studied required material; explicitly draws on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Initiates and participates effectively in a range of collaborative discussions (one onone, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. Comes to discussions prepared having read and researched material under study; explicitly draws on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas. 5

6 6.SL.b 6.SL.c 6.SL.d Unable to follow rules for collegial discussions. Unable to pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Unable to review the key ideas expressed and demonstrates understanding of multiple perspectives through reflection and paraphrasing. With prompting and support, follows rules for collegial discussions, sets specific goals and deadlines, and defines individual roles as needed. With prompting and support, poses and responds to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. With prompting and support, reviews the key ideas expressed and demonstrates understanding of multiple perspectives through reflection and paraphrasing. Engages effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. Follows rules for collegial discussions, sets specific goals and deadlines, and defines individual roles as needed. Engages effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. Poses and responds to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Engages effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. Reviews the key ideas expressed and demonstrates understanding of multiple perspectives through reflection and paraphrasing. Initiates and participates effectively in a range of collaborative discussions (one onone, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. Works with peers to set rules for collegial discussions and decision making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. Initiates and participates effectively in a range of collaborative discussions (one onone, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. Propels conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporates others into the discussion; and clarifies, verifies, or challenges ideas and conclusions. Initiates and participates effectively in a range of collaborative discussions (one onone, in groups, and teacher led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. Responds thoughtfully to diverse perspectives, summarizes points of agreement and disagreement, and, when warranted, qualifies or justifies their own views and understanding and makes new connections in light of the evidence and reasoning presented. 6

7 Reporting : Summarizes texts including main ideas supported by details, reasons and evidence. 6.RI. Identifies a central idea of a text; provides a basic list of events in a text. Identifies a central idea of a text; provides a simple summary of a text distinct from personal opinions or judgments. Determines a central idea of a text and how it is conveyed through particular details; provides a summary of the text distinct from personal opinions or judgments. Evaluates central ideas and how they are conveyed through particular details; provides a comprehensive summary of a text distinct from personal opinions or judgments. 6.RI. Identifies how a key individual, event, or idea is introduced and illustrated in a text. Explains how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). Analyzes in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). Analyzes in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes) and analyzes relationships among key individuals, events, or ideas. 6.RI.7 Identifies key information presented in different media or formats (e.g., visually, quantitatively) as well as in words. Integrates information presented in different media or formats (e.g., visually, quantitatively) as well as in words to show a partially developed understanding of a topic or issue. Integrates information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. Evaluates and synthesizes information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a comprehensive understanding of a topic or issue. 6.SL. Recalls information presented in diverse media and formats and identifies a topic, text, or issue under study. Recalls information presented in diverse media and formats and describes details related to a topic, text, or issue under study. Interprets information presented in diverse media and formats and explains how it contributes to a topic, text, or issue under study. Interprets and evaluates information presented in diverse media and formats and explains how it contributes to a topic, text, or issue under study. Reporting : Compares and contrasts the presentation of events in text written by different authors. 6.RI.6 Identifies an author s explicit point of view or purpose in a text. Identifies an author s point of view or purpose in a text and identifies an example of where it is conveyed in the text. Determines an author s point of view or purpose in a text and explains how it is conveyed in the text. Analyzes an author s point of view and purpose in a text; provides textual evidence to show how the author's point of view and purpose are conveyed in the text. 7

8 6.RI.7 Identifies key information presented in different media or formats (e.g., visually, quantitatively) as well as in words. Integrates information presented in different media or formats (e.g., visually, quantitatively) as well as in words to show a partially developed understanding of a topic or issue. Integrates information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. Evaluates and synthesizes information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a comprehensive understanding of a topic or issue. 6.RI.9 Identifies explicit similarities or differences between two authors' presentation of events. Compares and contrasts the ways in which two authors present events differently. Compares and contrasts one author s presentation of events with that of another (e.g., a memoir by one person and a biography of that person). Compares and contrasts one author s presentation of events with that of another (e.g., a memoir by one person and a biography of that person); evaluates the effect and impact of the different presentations. Reporting : Composes arguments to support claims with clear reasons and relevant evidence. 6.W.a 6.W.b 6.W.c Unable to introduces claim(s). Unable to support claim(s) with reasons, using sources or non- textual evidence and demonstrating a basic understanding of the topic or text. Unable to use words, phrases, and clauses to state the claim(s) and reasons. With prompting and support, introduces claim(s) and organizes the reasons and evidence with purpose. With prompting and support, supports claim(s) with reasons and evidence, using appropriate sources and demonstrating a general understanding of the topic or text. With prompting and support, uses words, phrases, and clauses to state the relationships among claim(s) and reasons. Writes arguments to support claims with clear reasons and relevant evidence. Introduces claim(s) and organizes the reasons and evidence clearly. Writes arguments to support claims with clear reasons and relevant evidence. Supports claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. Writes arguments to support claims with clear reasons and relevant evidence. Uses words, phrases, and clauses to clarify the relationships among claim(s) and reasons. Writes clear arguments to support claims with logical reasoning and relevant evidence. Introduces supportable claim(s), acknowledges and evaluates alternate or opposing claim(s), and organizes the reasons and evidence logically. Writes clear arguments to support claims with logical reasoning and relevant evidence. Supports claim(s) with logical reasoning and specific evidence, using accurate, credible sources and demonstrating an acute understanding of the topic or text. Writes clear arguments to support claims with logical reasoning and relevant evidence. Uses precise words, phrases, and clauses to create cohesive links among major sections of the essay and clarify the relationships among claim(s), reasons, and evidence. 8

9 6.W.d 6.W.e 6.W.9a 6.W.9b 6.SL. Uses an informal style. Unable to provide a concluding statement or section that illogically follows from the argument presented. Unable to apply grade 6 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history"). Unable to apply grade 6 reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims"). Identifies a speaker's argument and specific claims. With prompting and support, establishes a formal style but does not consistently maintain it. With prompting and support, provides a concluding statement or section that follows from the argument presented. With scaffolding and support, applies grade 6 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history"). With scaffolding and support, applies grade 6 reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims"). Identifies a speaker's argument and specific claims and recognizes that some claims are not supported by reasons and evidence. Writes arguments to support claims with clear reasons and relevant evidence. Establishes and maintains a formal style. Writes arguments to support claims with clear reasons and relevant evidence. Provides a concluding statement or section that follows from the argument presented. Draws evidence from literary or informational texts to support analysis, reflection, and research. Applies grade 6 reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history"). Draws evidence from literary or informational texts to support analysis, reflection, and research. Applies grade 6 reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims"). Delineates a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Writes clear arguments to support claims with logical reasoning and relevant evidence. Establishes and maintains a formal style and objective tone. Writes clear arguments to support claims with logical reasoning and relevant evidence. Provides a compelling concluding statement or section that includes analysis of the evidence and follows and supports the argument presented. Draws evidence from literary or informational texts to support analysis, reflection, and research. Applies grade 6 reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]"). Draws evidence from literary or informational texts to support analysis, reflection, and research. Applies grade 6 reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning"). Delineates a speaker's argument and specific claims, critiquing claims and evaluating whether or not they are supported by reasons and evidence. 6.SL. Unable to present claims and findings, sequence ideas logically or use pertinent descriptions, facts, and details to accentuate main ideas or themes. With prompting and support, presents claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; uses appropriate eye contact, adequate volume, and clear pronunciation. Presents claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; uses appropriate eye contact, adequate volume, and clear pronunciation. Presents information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. 9

10 Reporting : Composes informative writing to concepts, and information through selection and analysis of 6.W.a 6.W.b 6.W.c 6.W.d Unable to introduces a topic; organizes ideas, concepts, and information. Unable to develop a topic with facts. Unable to use basic transitions to connect ideas and concepts. Unable to use domain-specific vocabulary to inform about or explain the topic. With prompting and support, introduces a topic; organizes ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; includes formatting (e.g., headings), graphics (e.g., charts, tables) when useful to aiding comprehension. With prompting and support, develops the topic with facts, definitions, details, quotations, or other information and examples. With prompting and support, uses appropriate transitions to connect ideas and concepts. With prompting and support, uses some precise language and domain-specific vocabulary to inform about or explain the topic. Introduces a topic; organizes ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; includes formatting (e.g., headings) and graphics (e.g., charts, tables) and multimedia when useful to aiding comprehension. Develops the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Uses appropriate transitions to clarify the relationships among ideas and concepts. Uses precise language and domainspecific vocabulary to inform about or explain the topic. writes informative/explanatory texts to Clearly introduces a topic; logically organizes ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; includes formatting (e.g., headings) and graphics (e.g., charts, tables) in a way that enhances the explanation. Uses precise language and domain-specific vocabulary to manage the complexity of the topic. 0

11 6.W.e 6.W.f Uses an informal style. Unable to provide a concluding statement or section that illogically follows from the information or explanation presented. With prompting and support, establishes a formal style but does not consistently maintain it. With prompting and support, provides a basic concluding statement or section that partially follows from the information or Establishes and maintains a formal style. Provide a concluding statement or section that follows from the information or explanation presented. Establishes and maintains a formal style and objective tone. Provides a compelling concluding statement or section that follows from and supports the information or explanation presented. (e.g., articulating implications or the significance of the topic). Reporting : Composes narratives to develop real or imagined events using relevant descriptive details and well-structured event sequences. 6.W.a 6.W.b Unable to engage and orient the reader by establishing a context and point of view. Unable to use narrative techniques, such as dialogue, pacing, and description. With scaffolding and support, engages and orients the reader by establishing a context and point of view and introducing a narrator and/or characters. With scaffolding and support, uses narrative techniques, such as dialogue, pacing, and description, to describe experiences, events, and/or characters. Writes narratives to develop real or effective technique, relevant descriptive details, and well-structured event sequences. Engages and orients the reader by establishing a context and point of view and introducing a narrator and/or characters; organizes an event sequence that unfolds naturally and logically. Writes narratives to develop real or effective technique, relevant descriptive details, and well-structured event sequences. Uses narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Write narratives to develop real or effective technique, well chosen details, and well structured event sequences. Engages and orients the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; creates a smooth progression of experiences or events. Write narratives to develop real or effective technique, well chosen details, and well structured event sequences. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

12 6.W.c 6.W.d 6.W.e Unable to use basic transition words and phrases. Unable to use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. Unable to provide a conclusion that follows from the narrated experiences or events. With scaffolding and support, uses some transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. With prompting and support, uses precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. With prompting and support, provides a conclusion that follows from the narrated experiences or events. Writes narratives to develop real or effective technique, relevant descriptive details, and well-structured event sequences. Uses a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Writes narratives to develop real or effective technique, relevant descriptive details, and well-structured event sequences. Uses precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. Writes narratives to develop real or effective technique, relevant descriptive details, and well-structured event sequences. Provides a conclusion that follows from the narrated experiences or events. Write narratives to develop real or effective technique, well chosen details, and well structured event sequences. Uses a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. Writes narratives to develop real or effective technique, well chosen details, and well structured event sequences. Uses precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters Writes narratives to develop real or effective technique, well chosen details, and well structured event sequences. Provides a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Reporting : Attends to purpose, focus and organization when writing. 6.W. Unable to produce writing in which the development, organization, and style are appropriate to task, purpose, and audience. Unable to produce functional writing (e.g., formal letters, experiments, notes/messages, labels, timelines, graphs/tables, procedures, invitations, envelopes, maps, captions, diagrams) in which the development and organization are appropriate to the task, purpose, and audience. With scaffolding and support, produces writing in which the development, organization, and style are appropriate to task, purpose, and audience. With scaffolding and support, produces functional writing (e.g., formal letters, experiments, notes/messages, labels, timelines, graphs/tables, procedures, invitations, envelopes, maps, captions, diagrams) in which the development and organization are appropriate to the task, purpose, and audience. Produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Produces clear and coherent functional writing (e.g., formal letters, experiments, notes/messages, labels, timelines, graphs/tables, procedures, invitations, envelopes, maps, captions, diagrams) in which the development and organization are appropriate to the task, purpose, and audience.

13 6.W.5 6.W.6 With some guidance and support from peers and adults, unable to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Unable to use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. With guidance and support from peers and adults, inconsistently develops and strengthens writing as needed by planning, revising, editing, rewriting, or trying a new approach. With prompting and support, uses technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others With some guidance and support from peers and adults, develops and strengthens writing as needed by planning, revising, editing, rewriting, or trying a new approach. Uses technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. Demonstrates sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Uses technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. 6.W.0 Unable to write routinely over extended time frames. With scaffolding and support, writes routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. Writes routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Reporting : Conducts short research projects using several sources and refocusing the inquiry when appropriate. 6.W.7 Unable to conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. With guidance and support, conducts short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. Conducts short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. Conducts short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. 6.W.8 Unable to gather relevant information from multiple print and digital sources; assess the credibility of each source; or quote and paraphrase the data and conclusions of others. With guidance and support, gathers relevant information from multiple print and digital sources; assesses the credibility of each source; and quotes or paraphrases the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Gather relevant information from multiple print and digital sources; assesses the credibility of each source; and quotes or paraphrases the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Gathers relevant information from multiple print and digital sources, using search terms effectively; assesses the credibility and accuracy of each source; and quotes or paraphrases the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

14 6.SL.5 Unable to include multimedia components (e.g., graphics, images, music, and sound) and visual displays in presentations to clarify information. With prompting and support includes multimedia components (e.g., graphics, images, music, and sound) and visual displays in presentations to clarify information. Includes multimedia components (e.g., graphics, images, music, and sound) and visual displays in presentations to clarify information. Includes multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Reporting : Uses correct grammar and conventions of writing (punctuation, capitalization, sentence formation and spelling). 6.SL.6 Unable to adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. With scaffolding and support, adapts speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Adapts speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. 6.L.a 6.L.b Unable to ensure that pronouns are in the proper case (subjective, objective, and possessive). Unable to use intensive pronouns (e.g., myself, ourselves). With prompting and support, ensures that pronouns are in the proper case (subjective, objective, and possessive). With prompting and support, uses intensive pronouns (e.g., myself, ourselves). Demonstrates command of the conventions of English grammar and usage when writing or speaking. Ensures that pronouns are in the proper case (subjective, objective, and possessive). Demonstrates command of the conventions of English grammar and usage when writing or speaking. 6.L.c Unable to recognize and correct inappropriate shifts in pronoun number and person. With prompting and support, recognizes and corrects inappropriate shifts in pronoun number and person. Uses intensive pronouns (e.g., myself, ourselves). Demonstrates command of the conventions of English grammar and usage when writing or speaking. 6.L.d Unable to recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). With prompting and support, recognizes and corrects vague pronouns (i.e., ones with unclear or ambiguous antecedents). Recognizes and corrects inappropriate shifts in pronoun number and person. Demonstrates command of the conventions of English grammar and usage when writing or speaking. Recognizes and corrects vague pronouns (i.e., ones with unclear or ambiguous antecedents).

15 6.L.e 6.L.a 6.L.b Unable to recognize variations from English in their own and others writing and speaking, and identify and use strategies to improve expression in conventional language. Unable to use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. With prompting and support, recognizes variations from English in their own and others writing and speaking, and identifies and uses strategies to improve expression in conventional language. With prompting and support, uses punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. Demonstrates command of the conventions of English grammar and usage when writing or speaking. Recognizes variations from English in their own and others writing and speaking, and identifies and uses strategies to improve expression in conventional language. Demonstrates command of the conventions of English capitalization, punctuation, and spelling when writing. Uses punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. Unable to spell correctly. Spells correctly on an inconsistent basis. Demonstrates command of the conventions of English capitalization, punctuation, and spelling when writing. Spells correctly. 6.L.a Unable to vary sentence patterns for meaning, reader/listener interest, and style. With prompting and support, varies sentence patterns for meaning, reader/listener interest, and style. Uses knowledge of language and its conventions when writing, speaking, reading, or listening. Varies sentence patterns for meaning, reader/listener interest, and style. Strategically uses knowledge of language and its conventions when writing, speaking, reading, or listening, varying sentence patterns for meaning, interest, reader/listener interest. 6.L.b Unable to maintain consistency in style and tone. With prompting and support, maintains consistency in style and tone. Uses knowledge of language and its conventions when writing, speaking, reading, or listening. Maintains consistency in style and tone. Applies knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 5