SEVENTH GRADE LANGUAGE ARTS STANDARDS BASED RUBRIC

SEVENTH GRADE LANGUAGE ARTS STANDARDS BASED RUBRIC Essential Standard: VOCABULARY DEVELOPMENT CLARIFY WORD MEANING THROUGH THE USE OF DEFINITION, EXAMPLE, RESTATEMENT OR CONTRAST. Unable to identify Greek, Latin, and Anglo Saxon roots and affixes. Unable to efficiently use a dictionary as a tool to discover word meaning or definition. Unable to use roots and affixes to interpret content area vocabulary. Unable to restate word meaning from a definition. Able to identify some Greek, Latin, and Anglo-Saxon roots and affixes with the aid of a dictionary. Able to discover word meaning and origin through written definitions, but unable to correctly use unfamiliar words in context. May use roots and affixes to determine the meaning of content area vocabulary, but fails to consistently employ this strategy with unfamiliar words. Able to restate word meaning with assistance, but fails to use new words correctly in writing. Consistently identifies Greek, Latin, and Anglo-Saxon roots and affixes and applies this understanding in determining word meaning. Able to discover and apply, through the appropriate use of resources, word meaning, origin, and correct usage through written definitions. Regularly uses roots and affixes to determine and clarify the meaning of content area vocabulary. Able to restate word meaning and to correctly use unfamiliar words in context. Able to Synthesize words and their meanings from Greek, Latin, and Anglo-Saxon roots and affixes. Consistently clarifies word meaning to increase and expand vocabulary. Uses dictionary and thesaurus correctly. Regularly uses knowledge of roots and affixes to determine, clarify and contrast the meaning of content area vocabulary. Able to articulate distinctions between specialized content vocabulary and to use new terminology accurately. 6-17-03 1

Second Semester: Benchmarks Unable to restate word meaning from a definition. Unable to identify idioms, analogies, metaphors, and similes in prose and poetry. Lacks an understanding of such devices and their use in written works. Unable to explain or provide examples of idioms, analogies, metaphors, and similes correctly. Unable to determine correct use of meanings of words from context. Unable to distinguish correct word usage with similar or commonly confused words. Able to restate word meaning with assistance, but fails to use new words correctly in writing. Identifies, with assistance, idioms, analogies, metaphors, and similes in prose and poetry, but fails to construct meaning from the use of such devices in written material. Able to explain some idioms, analogies, metaphors, and similes when provided specific examples and guidance. Fails to consistently use common words correctly in context. Uses context clues to determine word meaning, but fails to confirm word meaning and correct usage with available tools like the dictionary. Able to restate word meaning and to correctly use unfamiliar words in context. Correctly identifies idioms, analogies, metaphors, and similes in text and demonstrates an understanding of specific examples of each in prose and poetry. Correctly explains idioms, analogies, metaphors, and similes and provides specific examples of each. Determines meaning and applies the correct usage of words in context. Able to contract word usage to clarify meaning and to determine appropriate use. Routinely checks for word use accuracy using available tools like the dictionary, spell/grammar checks, text glossary, etc. Able to articulate distinctions between specialized content vocabulary and to use new terminology accurately. Consistently identifies idioms, analogies, metaphors, and sillies and demonstrates an understanding of the use of such devices in prose and poetry. Able to create original metaphors, and similes. Demonstrates an understanding of the use of idioms, analogies, metaphors, and similes as an author s tool to advance an analysis of a literary piece. Determines meaning from context and applies the correct usage of words in original writing. Easily distinguishes between similar words and their appropriate use in context and routinely checks for word use accuracy using available tools like the dictionary, spell/grammar checks, text glossary. Essential Standard: READING COMPREHENSION IDENTIFY AND TRACE THE DEVELOPMENT OF AN AUTHOR S ARGUMENT, POINT OF VIEW, OR PERSPECTIVE IN TEXT WITH A FOCUS ON INFORMATIONAL MATERIALS. Unable to distinguish between cause and effect statements in text. Unable to identify cause and affect relationships in textual passages. Able to distinguish between cause and effect statements, but fails to consistently identify clear relationships of statements in an author s argument. Consistently identifies and traces cause and effect relationships in informational text. Unable to articulate an author s main idea or point of view. Able to articulate main ideas from text, but unable to provide any elaboration or explanation. Able to explain an author s main ideas, point of view, and perspective from informational Identifies, traces, and clearly explains cause and effect relationships found in informational text. Restates the author s argument, point of view, and perspective and evaluates the effectiveness 6-17-03 2

Demonstrates no understanding of bias and stereotypes in text. Recognizes examples of bias and stereotypes in text, but fails to make clear connections between these examples and an author s purpose. materials. Recognizes bias and stereotypes in text and is able to infer the author s purpose as it relates to the examples of bias and stereotype presented in text. of the author s argument as presented in text. consistently recognizes bias and stereotypes in text and makes clear connections between the author s perspective, the purpose of the text, and real life experiences. Second Semester: Benchmarks Unable to articulate an author s main idea or point of view. Cannot recognize author s evidence to support his/her claims and assertions. Un able to state in writing: author s purpose a description of author s argument examples of evidence used to support the author s claims examples of bias and stereotypes in the text cause and effect relationships Able to articulate main ideas from text, but unable to provide any elaboration or explanation. Recognizes evidence used by an author s to support his/her claims and assertions. Able to state in writing: the author s purpose is vague and simple language some explanation of the author s argument some evidence used to support claims Essential Standard: LITERARY RESPONSE AND ANALYSIS IDENTIFY AND ANALYZE RECURRING THEMES ACROSS WORKS. Able to explain an author s main ideas, point of view, and perspective from informational materials. Recognizes and evaluates the appropriateness of an author s evidence in support of his/her claims and assertions. Able to state in writing: author s purpose author s argument a description of the evidence used to support the author s claims specific examples of bias and stereotypes if present. Cause and effect relationships as presented in text Restates the author s argument, point of view, and perspective and evaluations the effectiveness of the author s argument as presented in text. Recognizes, evaluations, and challenges the adequacy of evidence presented in text in support of the claims and assertions of the author. Able to state in writing: A critical analysis of the author s purpose A clear explanation and evaluation of the author s argument. Specific evidence used to support the author s claims Specific examples of bias, if present in text, and the connection of these examples to the author s purpose and to real life experience Clear explanations of cause and effect relationships presented in text. Unable to identify elements of a Identifies some of the elements Identifies all elements of a short Consistently identifies all 6-17-03 3

short story - characters, setting, plot, climax, conflict, and resolution. Unable to distinguish between the theme and general plot of a story. Unable to distinguish between fiction and non-fiction and cannot identify different forms of prose. Unable to identify or explain events that advance the plot (e.g., foreshadowing, flashback: past and present actions). Unable to distinguish among different points of view in story narration or to recognize an author s point of view in text. of a short story like the characters, setting, plot, climax, conflict, and resolution, but fails to understand the relationship of all elements to the story s outcome. Identifies simple themes in a short story, but provides no elaboration or explanation. Distinguishes between fiction and non-fiction, but fails to distinguish between different forms of prose. Identifies events central to the plot, but is unable to consistently identify literary devices like foreshadowing and flashbacks or to explain their purpose and connection to plot events. Able to distinguish between first and third person points of view in story narration. Recognizes author s point of view in text as limited- knows own thoughts or omniscient knows thoughts of other characters. story including the story s characters, setting, plot, climax, conflict, and resolution and is able to analyze each element in relation to the story s outcome. Identifies themes in literary works and provides some explanation of how the theme advances the story plot. Distinguishes between fiction and non-fiction and is able to identify various forms of prose by their characteristics and use. Identifies events that advance the plot and explains literary devices like foreshadowing and flashbacks and their use. Recognizes author s point of view in text in first and third person, limited, and omniscient ( First person limited I and/or knows own thoughts; first person omniscient I and knows thoughts of other character; third person limited He/She or name knows own thoughts; third person omniscient he/she or name knows thoughts of other characters). Recognizes the differences between subjective and objective points of view. elements of a short story and clearly articulates the impact of different elements on the story s outcome. Able to hypothesize about changes in story outcome given changes in specific story elements. Clearly describes and elaborates on themes presented in literary works and connects these themes to real world experiences. Consistently distinguishes between fiction and non-fiction, identifies different genres (e.g., genres, mystery, science fiction, fairytale, etc.) Identifies and describes different forms of prose and their purposes. Consistently identifies within a piece events that advance the plot. Explains the literary devices of foreshadowing and flashback, and explains how such devices further the storyline. Consistently recognizes author s point of view in text as first and third person, limited and omniscient, and subjective and objective. (First person limited- I and/or knows own thought; first person omniscient- I and knows thought of other character; third person limited- He/She or name knows own thought; third person omniscient He/She or name knows own thought; third person omniscient He/She or name knows thoughts of other character.} Able to analyze the relationship between the point of view taken by the author and the theme of the work. 6-17-03 4

Second Semester: Benchmarks Unable to analyze and interpret direct characterization including the physical description, personality, attitudes, and reputation of a character. Analyzes direct characterizations in stories and novels. Distinguishes between direct and indirect characterization as an author s device. Analyzes both direct and indirect characterizations in stories and Critically analyzes and interprets an author s use of direct and indirect characterizations through a character s actions, thoughts, words or the actions, thoughts, Unable to identify a theme from a selected piece (e.g., bravery, loyalty, friendship). Fails to distinguish between the theme(s) and a general plot summary. Unable to identify the theme of a particular literary piece or a universal theme across several literary works. Fails to see the significance of theme in the advancement of the story. Identifies a theme from a selected piece with assistance, but cannot articulate the purpose or role of the theme in a literary work. Defines and describes the role of the theme in literary works and identifies universal themes across literary works, but fails to make clear comparisons of the implications of the theme between works. Articulates the relevance of the theme of a literary work, but fails to make clear connections between literary themes and real world experiences. novels. Identifies and explains the theme in depth from a selected piece. Identifies a particular universal theme and compares and contrasts the implications of that theme across literary works of a specific author, culture, or genre. Analyzes the impact of theme on literary works and makes generalizations about themes and their relevance to real world experiences. and words of other characters. Identifies and provides in depth analysis of a specific literary theme as it relates to a single literary works. Makes significant comparisons and analyzes the contrast of a particular universal theme across literary works. Extends the meaning of literary themes as they relate to real world experiences and as they comment on the human experience. Essential Standard: WRITING STRATEGIES WRITE CLEAR, COHERENT AND FOCUSED ESSAYS. Unable to identify and/or distinguish between fact and opinion statements. Fails to support opinions with appropriate factual information in original Distinguishes between fact and opinion statements, with assistance. Provides minimal factual support of opinions in original writing. Able to distinguish between fact and opinion statements and uses appropriate factual support for claims and assertions in original writing. Distinguished between fact and opinion statements in a variety of contexts and provides strong factual support for claims and assertions in original writing. 6-17-03 5

writing. Unable to use various strategies to organize information (e.g. graphic organizer). Unable to create an original essay without specific, direct guidance. Fails to use any kind of transition between sentences within a paragraph. Unable to articulate a position or provide appropriate support (evidence or examples) in original writing. Uses a variety of strategies to organize information with teacher guidance, but fails to independently generate organizational tools for writing. Produces compositions witch lack clarity, coherence, and focus. Uses simple and repetitive transitions between sentences within paragraphs. Articulates a position, but provides poor defense of that position in a written essay. Uses a variety of strategies to organize information and is able to determine an appropriate strategy to employ for different writing tasks. (on-demand or process tasks including narrative, expository, or informational writings) Produces organized, focused, and clear essays in a variety of contexts and for a variety of purposes. (inform, persuade, entertain) Consistently uses effective and varied transitions between sentences within a paragraph and between paragraphs throughout the essay. Articulates a position and provides effective support of that position when given a specific topic. Consistently uses the most appropriate strategy to organize information prior to drafting. Employs appropriate organizational strategies to easily extend pre-writing to the precomposing and drafting stages of the writing process. Produces organized, focused, and clear essays with distinctive introductions, substantial support, and effective conclusions in a variety of contexts and for a variety of purposes. Consistently uses effective and varied transitions throughout the essay and shows sophistication and complexity in original writing. Articulates and defends a particular position using effective and substantial support in the form of evidence, examples, statistics, or anecdotes. Second Semester: Benchmarks Unable to create an original essay Produces compositions which lack without specific, direct guidance. clarity, coherence, and focus. Unable to construct written composition or summary from lecture notes in a content area. Lacks not-taking skills in general. Constructs a written composition or summary that contains some major ideas and only basic information from lecture notes. Produces organized, focused, and clear essays in a variety of contexts and for a variety of purposes. (inform, persuade, entertain) Constructs a written composition or summary that contains major and supporting ideas and all essential information from lecture notes. Produces organized, focused, and clear essays with distinctive introductions, substantial support, and effective conclusions in a variety or contexts and for a variety of purposes. Constructs a wri5tten composition that reconstructs a lecture in its entirety and provides additional insights beyond a simple summary of the student s notes. 6-17-03 6

Fails to revise or edit original writing to improve organization and to vary word choice. Fails to review original writing for the purpose of revision and correctness without specific, direct revision guidance. Does not consistently recognize weaknesses in writing. Effectively revises and edits original writing to improve organization and word choice after checking the logic of ideas and the precision of vocabulary. Routinely and effectively revises and edits original writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary. Produces compositions of increasing sophistication and complexity. Essential Standard: WRITING APPLICATIONS WRITE RESPONSES TO LITERATURE. Writes a summary that is incomplete or difficult to understand and that does not address the main ideas or themes of the piece. Writes a summary which includes most essential literary elements, but which shows little depth, understanding or insight. Writes a clear, concise summary which includes all essential story elements and which emphasizes main ideas and themes of the piece. Unable to accurately identify essential literary elements. Fails to clearly identify main characters. Unable to sequence story events. Unable to accurately identify and describe the story s climax, conflict or resolution. Identifies some aspects of setting. Identifies main characters. Able to provide the general sequence of story events, but the description lacks important details. Needs assistance to identify the climax, conflict or resolution in the piece. Identifies and describes the setting time, place, environment). Identifies and adequately describes main characters including the protagonist and antagonist. Sequences important events accurately and provides essential details and description. Identifies and explains climax, conflict and resolution of a literary piece. Writes a complex yet concise summary addressing all essential story elements in depth. Identifies and describes setting and its effect on the story outcomes. Identifies main characters and fully describes aspects of indirect and direct characterization used by the author. Accurately sequences all story events and details with a focus on those events/details that advance the plot. Shows a clear understanding of the climax, conflict, and resolution of the piece through the descriptions and explanations given. Unable to respond to a piece of literature beyond a simple summary of story events. Provides simple responses to a literary piece that include a summary of events and some general evaluation of the text. Writes thoughtful responses to a literary piece, which go beyond summarizing and include personal interpretations validated by references to the text. Responds to literary pieces in a variety of contexts, with thoughtful, insightful interpretations which are fully validated by textual references and which go beyond the structural elements of the storyline and into the author s attitudes and views. Unable to express an opinion Forms only obvious and basic Forms relevant and reasonable Forms relevant reasonable 6-17-03 7

about the story. Unable to articulate an opinion or provide appropriate support (evidence or examples from the literary piece) in original writing. opinions that do not demonstrate careful reading or understanding of the literary piece. Articulates an opinion, but provides poor defense of that premise in a written essay. opinions that demonstrate careful reading of and insight into the literary piece. Articulates an opinion and provides effective support of that position or interpretation through sustained use of examples and textual evidence. opinions that demonstrate indepth understand of and insight into the literary piece and which provide thoughtful explanations Articulates and defends a particular interpretation, premise or opinion using effective and substantial support in the form of specific examples and textual evidence. Second Semester: Benchmarks Unable to respond to a piece of literature beyond a simple summary of story events. Response lacks organization and focus. Response fails to develop a relevant interpretation or develops a flawed interpretation or opinion. Response fails to provide examples, details, or textual references in support of the writer s opinion. The essay may be too short to evaluate or: Fails to address the writing task. Provides a weak, if any, thesis. Demonstrates no organization (no evidence of paragraphing skills) and fails to maintain a focus. Fails to present or support ideas with details and/or examples. Provides simple responses to a literary piece that include a summary of events and some general evaluation of the text. Response shows some organization of ideas with limited focus. Response develops only basic, obvious, or simplistic interpretations or opinions. Response provides limited examples details or textural references in support of the writer s opinion. The essay: Addresses only parts of the writing task. Contains a thesis weakly supported by textual evidence. Demonstrates some organization, but maintains an inconsistent tone and/or focus. Contains some main ideas with Writes thoughtful responses to a literary piece, which go beyond summarizing and include personal interpretations validated by references to the text. Response organizes interpretations around clear ideas, premises or images from a literary work. Response presents well-developed and relevant interpretations or opinions. Response fully supports the writer s interpretation with sufficient examples, details, and textual references. The essay: Addresses all parts of the writing task. Contains a thesis with significant, clear, correct textual evidence. Demonstrates clear organization and maintains a consistent tone and focus. Supports the thesis and main Responds to literary pieces in a variety of contexts, with thoughtful, insightful interpretations which are fully validated by textual references and which go beyond the structural elements of the storyline and into the author s attitudes and views. Response includes justifiable interpretations and is organized around clear ideas, premises, or images from a literary work. Response presents welldeveloped, relevant, and original justifiable interpretations or opinions. Response fully supports the writer s interpretation with extensive and convincing examples, details and references from the text. The essay: Addresses all parts of the writing task with depth. Provides a meaningful thesis with significant, clear, correct, and extensive textual evidence. Demonstrates clear, logical organization and maintains a consistent tone and tight focus. 6-17-03 8

Lacks textual evidence and connections. Uses no transitions, lacks sentence variety and uses limited vocabulary. Demonstrates no sense of audience or purpose. Contains serious errors in the conventions of the English language that interfere with the reader s understanding of the essay. Cites no sound source, title or author. Makes no connection to personal experience and/or other literary pieces. limited details and/or examples. Uses few transitions, lacks sentence variety and uses basic, predictable language. Demonstrates little or no sense of audience or purpose. Contains frequent errors in the conventions of the English language that may interfere with the reader s understanding of the essay. Partially cites references including sources, title and author. Shows few connections to personal experience and/or other literary pieces. ideas with relevant details and examples. Uses transitions effectively, exhibits a variety of sentence types and uses some descriptive language. Demonstrates a general sense of audience and purpose. Contains some errors in the conventions of the English language that do not interfere with the reader s understanding of the essay. Cites references, including source, title and author. Makes significant connections to personal experiences and/or other literary pieces. Supports the thesis and main ideas with relevant, convincing details, and examples Uses transitions creatively, exhibits a variety of sentence structures and uses precise, descriptive language. Demonstrates a clear sense of audience and purpose. Contains few, if any, errors in the conventions of the English language. Clearly cites sources correctly and integrates references cohesively into writing. Shows special insight or expression, or makes insightful connections to personal experiences and/or other literary pieces. Essential Standard: WRITTEN AND ORAL LANGUAGE CONVENTIONS IDENTIFY ALL PARTS OF SPEECH AND TYPES AND STRUCTURE OF SENTENCES. Fails to consistently capitalize correctly in writing. Capitalizes at the beginning of sentences, but does not apply other rules of capitalization. Consistently applies basic rules for capitalization correctly throughout writing. Fails to use punctuation. Uses punctuation incorrectly. Uses ending punctuation correctly. Unable to identify the eight parts Inconsistently identifies the eight Correctly identifies and uses the of speech. parts of speech and fails to write eight parts of speech in writing. with consistent agreement. Unable to use commas, quotations, and other forms of punctuation. Inconsistently uses commas, quotations, and other forms of punctuation in writing. Correctly uses commas and quotations in writing. Consistently capitalizes correctly and is able to correctly apply the rules of capitalization with new and unfamiliar words. Appropriately applies all forms punctuation. Correctly identifies and uses the eight parts of speech to improve the complexity of sentence structure in original writing. Correctly uses commas, quotations, and all forms of punctuation in increasingly complex ways. Second Semester: Benchmarks 6-17-03 9

Unable to identify the eight parts Correctly identifies and uses the of speech. eight parts of speech in writing. Unable to identify pronouns or their antecedents. Unable to apply basic capitalization rules including at beginning of sentences and in proper nouns. Unable to consistently apply the rules of basic punctuation and fails to use hyphens, dashes, brackets, and semicolons correctly. Unable to spell derivatives correctly or to properly apply the spelling of bases and affixes. Inconsistently identifies the eight parts of speech and fails to write with consistent agreement. Identifies pronouns and their antecedents, but does not correct usage error. Applies some basic capitalization rules correctly, but does not recognize errors in text or original writing. Consistently and correctly uses basic punctuation, but uses hyphens, dashes, brackets and semicolons incorrectly. Inconsistently spells derivatives correctly when applying the spelling of bases and affixes. Consistently identifies pronouns and their antecedents and applies correct usage in speaking and writing. Consistently applies all capitalization rules, with few errors, in original writing including titles, proper nouns, and proper adjectives. etc. Consistently follows and uses punctuation rules with few errors, including the proper use of hyphens, dashes, brackets, and semicolons. Consistently spells derivatives correctly when applying the spelling of bases and affixes. Correctly identifies and uses the eight parts of speech to improve the complexity of sentence structure in original writing. Correctly identifies and uses pronouns and antecedents to improve speaking and writing. Consistently applies all capitalization rules with no errors in writing. Consistently follows and uses rules of punctuation with no errors, including hyphens, dashes, brackets, and semicolons. Uses and applies knowledge of spelling of bases and affixes to synthesize, analyze, and spell derivatives. Essential Standard: LISTENING AND SPEAKING USE SPEAKING TECHNIQUES, INCLUDING VOICE MODULATION, INFLECTION, TEMPO, ENUNCIATION, AND EYE CONTACT, FOR EFFECTIVE PRESENTATIONS. Unable to effectively organize information to make a formal presentation. Unable or unwilling to make formal presentations of any kind. Able to organization information to make a formal presentation, but requires extensive coaching support. Presentations fail to demonstrate the use of traditional rhetorical strategies or a command of standard American English in their delivery. Organizes information to achieve a specific purpose, appeal to the audience, and to deliver an effective presentation. Presentations employ traditional rhetorical strategies and demonstrate the speaker s command of standard American English. Presentations demonstrate the organization of relevant information, achieve particular purposes, and appeal to the interests of the audience. Presentations convey ideas clearly, employ traditional rhetorical strategies, use a variety effective speaking techniques, and show a strong command of American English. 6-17-03 10

Second Semester: Benchmarks Unable or unwilling to make formal presentations of any kind. Unable to present information sequentially. States an unclear position and fails to persuade the audience. Unable to clearly connect ideas to the topic Uses incorrect grammar in speech. Uses no change in voice pitch and tone, fails to make eye contact with audience, and is unable to control speed and volume of the presentation. Presentations fail to demonstrate the use of traditional rhetorical strategies or a command of standard American English in their delivery. Information presented sequentially, but fails to effectively persuade the audience. States a position but fails to achieve the purpose of convincing or persuading the audience. Fails to connect all ideas to the topic. Makes some grammatical errors when speaking. A use little change in voice, pitch and tone, makes little eye contact with audience, and uses some control in speed and volume when speaking. Presentations employ traditional rhetorical strategies and demonstrate the speaker s command of standard American English. Presents all information sequentially (includes introduction, body, and review) and effectively persuades the audience. Presents a focused and clearly stated position supported with opinions and detailed evidence to persuade an audience. Uses topic-centered ideas and conclusions in focused, coherent presentations. Uses grammatically correct speech in most instances. Changes voice, pitch and tone, makes some eye contact with audience, and uses appropriate speed and volume. CITIZENSHIP STUDENTS UNDERSTAND AND EXHIBIT THE RIGHTS AND INDIVIDUAL RESPONSIBILITIES OF CITIZENSHIP Presentations convey ideas clearly, employ traditional rhetorical strategies, use a variety effective speaking techniques, and show a strong command of American English. Effectively presents all information by clearly conveying relevant ideas and properly sequencing and pacing the presentation to accomplish its purpose. Presents a focused and clearly stated position supported with opinions and detailed evidence. Explains counter arguments and addresses opposing viewpoints. Uses topic-centered ideas and conclusions in focused, coherent presentations. Regularly uses humor, creative imagery, and anecdotes to enhance and fully achieve the purpose of the presentation. All speech is grammatically correct. Often uses changes voice, pitch and tone to enhance delivery, makes frequent eye contact with audience, and uses appropriate speed and volume of voice to enhance the presentation. Rarely turns in documents when Turns in completed documents due. when due. Occasionally turns in complete or partially completed documents when due. Submits completed documents on time and shows a willingness to revise and redo assignments to 6-17-03 11

Frequently disrespectful to people and/or property. Lacks interest in learning. Is disorganized and unprepared for class. Excessive tardiness and/or absences interfere with academic success. Rarely completes or turns in classroom work. Fails to show proper respect for people and property. Shows moderate interest in learning. Fails to always be prepared and organized for class. Irregular attendance and/or frequent tardiness affect academic success. Fails to always complete classroom work. Shows respect for people and property. Shows a high interest in learning and a strong work ethic. Is always prepared and organized for class. Attends school and class regularly and on time. Classroom work completed in a timely manner. improve score. Is respectful and helpful to classmates and handles property with care. Maintains a high interest in learning and is willing Is well prepared for class and maintains personal organization to ensure that class requirements can be met. Attends school and class regularly and on time and is willing to work outside of the regular school day to improve performance and master concepts. Completes classroom work in a timely manner and maintains an academic focus in class. Second Semester: Benchmarks Rarely completes or turns in Turns in completed documents documents when due. when due. Frequently disrespectful to people and/or property. Lacks interest in learning. Is disorganized and unprepared for class. Excessive tardiness and/or absences interfere with academic success. Rarely completes or turns in classroom work. Occasionally turns in complete or partially completed documents when due. Fails to show proper respect for people and property. Shows moderate interest in learning. Fails to always be prepared and organized for class. Irregular attendance and/or frequent tardiness affect academic success. Fails to always complete classroom work. Shows respect for people and property. Shows a high interest in learning and a strong work ethic. Is always prepared and organized for class. Attends school and class regularly and on time. Classroom work completed in a timely manner. Submits completed documents on time and shows a willingness to revise and redo assignments to improve score. Is respectful and helpful to classmates and handles property with care. Maintains a high interest in learning and is willing Is well prepared for class and maintains personal organization to ensure that class requirements can be met. Attends school and class regularly and on time and is willing to work outside of the regular school day to improve performance and master concepts. Completes classroom work in a timely manner and maintains an academic focus in class. T:\website\WORD\RUBRICS\LANGUAGE ARTS, 7-12\7th grade language arts.doc 6-17-03 12