Score Point 4
Exceeds the Expectation

Score Point 3
Meets the Expectation

Score Point 2
Approaching the Expectation

Score Point 1
Not at Expectation

Score Point .5
Little evidence

Conventions

-Demonstrates mastery of grammar, usage, mechanics, and spelling.
-Variety of sentence structure.
-Consistent use of rich vocabulary.                                    -Contains few or no errors.

-Demonstrates control of usage, grammar, mechanics, and spelling.
-Some attempt at sentence variety.
-Occasional use of rich vocabulary.                                -May contain minor errors.

-May contain some intrusive errors in grammar, usage, mechanics, and spelling.
-Little sentence variety.
-Weak use of rich vocabulary.

-Contains many serious intrusive errors in grammar, usage, mechanics, and spelling.
-Lacks sentence variety.
-Lacks rich vocabulary.

-Severe errors in grammar, usage, mechanics, and spelling that prohibit understanding.
-Weak/inappropriate vocabulary.

ELA

Criteria

-Focus statement (includes title of text and author) that insightfully interprets or analyzes some aspect of the text (character analysis/change compare/contrast, , theme, author’s craft, etc.)

-Context is clearly developed to support evidence of focus (quote)

-Shows creativity, lucidity, and/or insightfulness in the selection of quote(s) to support the focus statement.

-Explanation connects quote to focus insightfully and is detailed to express higher level thinking.

-Citation(s) and reference(s) to the text present and clear.

 -Clear focus statement (includes title of text and author) that interprets or analyzes some aspect of the text (character analysis/ change, compare/contrast, theme, author’s craft, etc.)

-Context is developed to support evidence of focus (quote)

-Selection of quote(s) supports the focus statement.

-Reference(s) to the text are supported with specific citation(s).

-Ideas are elaborated effectively, connecting the focus to the quote, using specific details.

 -Attempts to create a focus statement (may or may not contain the title of the text and author) that interprets or analyzes some aspect of the text, (character analysis/change, compare/contrast, theme, author’s craft, etc.)

-Minimal context developed, thus not supporting the quote well.

-Sense of purpose may be uneven or unclear

-Attempts to relate quote to the focus thus providing some evidence of analysis and resulting in a weak explanation.

-Reference(s) to the text may not be supported by citation(s).

-Does not have a focus statement

-Lacks context, sense of purpose unclear.

-Focus statement and quotation do not relate

-Lacks an explanation and relies specifically on returning to the focus statement.

-No citation

- Does not have a focus statement

-No quotation

-Sense of purpose unclear.