Grade 6 – Informational/Explanatory Text-Based Rubric -- Sumner School District Common Performance Tasks

Focus

Exceeding Standard Meeting Standard Approaching Standard Attempting

Focus/ ● Responds skillfully to all parts of the ● Responds to all parts of the ● Responds to most parts of ● Responds to few or no parts
prompt prompt the prompt of the prompt
Organization ● Demonstrates a strong understanding ● Demonstrates an ● Demonstrates a limited ● Demonstrates little/ no
of topic/text(s) understanding of topic/ text(s) understanding of understanding of topic/text(s)
● Organizes ideas and information into ● Organizes ideas and topic/text(s) ● Does not organize ideas and
CCSS: purposeful, coherent paragraphs that information into logical ● Organizes ideas and information coherently, lacks
include an elaborated introduction introductory, body, and information in an attempted paragraph structure and/or
W–2 with clear thesis, structured body, concluding paragraphs paragraph structure that missing introduction, body,
W – 2a and insightful conclusion ● Groups related information includes a sense of or conclusion
W – 2c ● Logically groups related information into paragraphs or sections, introduction, body and ● Does not group related
W – 2e into paragraphs or sections, including formatting (e.g., conclusion information together
W–4 including formatting headings) ● Grouping of ideas lacks ● Uses no transitions to
W - 2f ● Uses varied transitions and syntax to ● Uses varied transitions and cohesion (e.g., list-like, connect ideas
link complex ideas and concepts syntax to connect ideas rambling, or repetitive)
● Uses some simplistic
transitions to connect ideas

● Uses purposeful and varied sentence ● Uses correct and varied ● Uses some repetitive yet ● Does not demonstrate
structures sentence structures correct sentence structure sentence mastery
● Demonstrates creativity and ● Demonstrates grade level ● Demonstrates some grade ● Demonstrates limited
Language flexibility when using conventions appropriate conventions; level appropriate understanding of grade level
(grammar, punctuation, errors are minor and do not conventions, but errors conventions, and errors
CCSS: capitalization, and spelling) enhance interfere with the readability may interfere with the interfere with the readability
meaning/readability ● Utilizes precise language and readability ● Does not utilize precise
L–1 ● Utilizes precise and content-specific content-specific vocabulary ● Utilizes some precise language or content-specific
L–2 vocabulary accurately throughout language and/or content- vocabulary
W – 2d student writing specific vocabulary but
minimally and/or
inaccurately

Support/ ● Skillfully uses relevant and
Evidence substantial text support from the
resources with accuracy
CCSS: ● Cites credible and varied sources
● Develops the topic with well-
integrated facts, definitions, concrete
RIT – 1 details, quotations, or other
W – 2b information and examples
W–8 ● Provides insightful
W-9
explanation/analysis of how
evidence supports claim(s)
*CCSS – Common Core State Standards alignment (“W” = Writing strand; “RIT”=Reading – Informational Text; “L”= Language strand)
● Uses relevant text support
from multiple sources
● Cites credible sources
● Develops the topic with facts,
definitions, concrete details,
quotations, or other
information and examples
● Provides clear
explanation/analysis of how
evidence supports claim(s)
● Lacks sufficient evidence
and/or accurate use
● Attempts to cite credible
sources
● Develops the topic with
limited facts, definitions,
concrete details,
quotations, or other
information and examples
● Provides some
explanation/analysis of
how evidence supports
claim(s)
● Does not use relevant and/or
sufficient text support from
the resources with accuracy
● Cites no credible sources
● Does not support topic with
facts, details, and/or reasons
● Provides no or inaccurate
explanation/analysis of
how evidence supports
claim(s)