ࡱ> %` Tbjbjٕ J#|||||||TTTTPUdU46oWWWWWXXXnnnnnnnphLsn|XXXXXn||WWnZZZX|W|WnZXnZZ:i`,||`WW @OT{Yd` gLo06o`RsYds`s|`XXZXXXXXnnCZXXXX6oXXXX6T;dT;||||||n  Using the Student-Friendly STAAR Rubric On the STAAR assessment (both narrative and expository), there are three dimensions of quality that are used in evaluation: Organization and Progression of the Essay Development of Ideas Use of Language and Writing conventions The official writing rubrics can be downloaded from the TEA website and/or the Elementary ELAR Department website. Teacher should examine them critically to help with planning instruction. The Rubric for Narrative Writing (Personal Narrative) is similar to the rubric for Expository Writing, but with a few important differences (structure, presentation of ideas (organization), style, and voice. Students should become familiar with the expectation for high-quality writing in each genre, and the Humble ISD Student-Friendly Rubric is a good way to introduce the criteria for each kind of writing to them. Students should score their own paper using the rubric, and then the teacher should give the paper a second score. Over time, and with conversation and feedback, students will begin looking for the same characteristics that the teacher is looking for. When students fully understand this rubric, they can begin evaluating their peers papers. Name Elementary STAAR Writing Rubric Humble ISD Personal Narrative Student Friendly RubricScore Point 4 AccomplishedScore Point 3 SatisfactoryScore Point 2 BasicScore Point 1 Very LimitedOrganization\ProgressionStructureNarrative (structure) is organized and appropriate for the purpose and demands of writing prompt (to entertain.) Paper is well planned. Skillfully shares experience by effectively using narrative craft/techniques so that the reader becomes a part of the experience. Narrative (structure) is mostly organized and appropriate for the purpose and demands of writing prompt (to entertain.) Paper is generally planned. Shares experience by using narrative craft/techniques so that the reader is engaged.Narrative (structure) is struggling to be organized and not always appropriate for the purpose and demands of writing prompt (to entertain.) Paper is somewhat planned. Shares some sense of the experience with the reader by using narrative craft/techniques.Narrative (structure) is not organized and not appropriate for the purpose and demands of writing prompt (to entertain.) Paper is not planned. The experience is not conveyed to the reader due to lack of narrative craft/techniques.FocusAll details support the narrative. Narrow focus on a personal experience enhances writing.Most details support the narrative. Generally maintains narrow focus on a personal experience throughout paper.Some details do not support the narrative. Difficulty maintaining focus on a specific personal experience throughout paper.Many of the details do not add to the narrative. Lack of focus on a specific personal experience.ProgressionMeaningful transitions. Strong sentence-to-sentence connections.Meaningful transitions for the most part. Sentence-to-sentence connections are sufficient to support the flow of the narrative.Weak transitions. Sentence-to-sentence connections are weak and do not support the flow of the narrative. Wordiness or repetition sometimes disrupts the flow of the narrative.Lacking transitions. Sentence-to-sentence connections are not evident and makes the narrative hard to follow or unclear. Wordiness or repetition causes serious disruptions in the flow of the narrative.Development of IdeasIncludes specific details that add to the narrative. The writer establishes a thoughtful and engaging realistic situation for the reader. Gives a good sense of why the experience was important to the writer.For the most part, personal details add to the narrative. The writer establishes a realistic situation for the reader. Gives some sense of why the experience was important to the writer.Minimal details or details are not specific enough. Narrative reflects little or no thoughtfulness. Gives little sense of why the experience is important to the writer.Details are weak, inappropriate, unclear or do not support the narrative. Narrative is confusing due to unclear details. Writer fails to establish a realistic situation. Use of Language/ConventionsWord ChoiceThe writer chooses vivid words and phrases that make the narrative come alive and tell its importanceThe writer generally chooses specific words and phrases that make the narrative clear.The writer chooses basic words that limit the narrative from being clear. The writer chooses words that get in the way of the narrative from being clear.Sentence FluencyThe writer uses a variety of sentences and every sentence is important to the message. Most of the writers sentences are varied and are important to the message,The story has some simple, short sentences, fragments or run-ons that limit the narrative from making sense.The narrative has too many simple, short sentences, fragments or run-ons so that the narrative does not make sense.ConventionsThe writer consistently uses correct spelling, punctuation, capitalization, grammar, and verb tense to strengthen the narrative.The writer adequately uses correct spelling, punctuation, capitalization, grammar, and verb tense to strengthen the narrative.The writer only partially uses correct spelling, punctuation, capitalization, grammar, and verb tense disrupting the flow of the narrative.The writer has many spelling, punctuation, capitalization, grammar and verb tense mistakes disrupting the flow of the narrative and interferes with meaning. Name Elementary STAAR Writing Rubric Overall Score: 1 2 3 4 = % Humble ISD Personal Narrative Student Friendly RubricScore Point 4 Accomplished 98/95/92Score Point 3 Satisfactory 88/85/82Score Point 2 Basic 78/75/72Score Point 1 Very Limited 68/65/62Organization\ProgressionStructureNarrative (structure) is organized and appropriate for the purpose and demands of writing prompt (to entertain.) Paper is well planned. Skillfully shares experience by effectively using narrative craft/techniques so that the reader becomes a part of the experience. Narrative (structure) is mostly organized and appropriate for the purpose and demands of writing prompt (to entertain.) Paper is generally planned. Shares experience by using narrative craft/techniques so that the reader is engaged.Narrative (structure) is struggling to be organized and not always appropriate for the purpose and demands of writing prompt (to entertain.) Paper is somewhat planned. Shares some sense of the experience with the reader by using narrative craft/techniques.Narrative (structure) is not organized and not appropriate for the purpose and demands of writing prompt (to entertain.) Paper is not planned. The experience is not conveyed to the reader due to lack of narrative craft/techniques.FocusAll details support the narrative. Narrow focus on a personal experience enhances writing.Most details support the narrative. Generally maintains narrow focus on a personal experience throughout paper.Some details do not support the narrative. Difficulty maintaining focus on a specific personal experience throughout paper.Many of the details do not add to the narrative. Lack of focus on a specific personal experience.ProgressionMeaningful transitions. Strong sentence-to-sentence connections.Meaningful transitions for the most part. Sentence-to-sentence connections are sufficient to support the flow of the narrative.Weak transitions. Sentence-to-sentence connections are weak and do not support the flow of the narrative. Wordiness or repetition sometimes disrupts the flow of the narrative.Lacking transitions. Sentence-to-sentence connections are not evident and makes the narrative hard to follow or unclear. Wordiness or repetition causes serious disruptions in the flow of the narrative.Development of IdeasIncludes specific details that add to the narrative. The writer establishes a thoughtful and engaging realistic situation for the reader. Gives a good sense of why the experience was important to the writer.For the most part, personal details add to the narrative. The writer establishes a realistic situation for the reader. Gives some sense of why the experience was important to the writer.Minimal details or details are not specific enough. Narrative reflects little or no thoughtfulness. Gives little sense of why the experience is important to the writer.Details are weak, inappropriate, unclear or do not support the narrative. Narrative is confusing due to unclear details. Writer fails to establish a realistic situation. Use of Language/ConventionsWord ChoiceThe writer chooses vivid words and phrases that make the narrative come alive and tell its importanceThe writer generally chooses specific words and phrases that make the narrative clear.The writer chooses basic words that limit the narrative from being clear. The writer chooses words that get in the way of the narrative from being clear.Sentence FluencyThe writer uses a variety of sentences and every sentence is important to the message. Most of the writers sentences are varied and are important to the message,The story has some simple, short sentences, fragments or run-ons that limit the narrative from making sense.The narrative has too many simple, short sentences, fragments or run-ons so that the narrative does not make sense.ConventionsThe writer consistently uses correct spelling, punctuation, capitalization, grammar, and verb tense to strengthen the narrative.The writer adequately uses correct spelling, punctuation, capitalization, grammar, and verb tense to strengthen the narrative.The writer only partially uses correct spelling, punctuation, capitalization, grammar, and verb tense disrupting the flow of the narrative.The writer has many spelling, punctuation, capitalization, grammar and verb tense mistakes disrupting the flow of the narrative and interferes with meaning. Name Elementary STAAR Writing Rubric Humble ISD Expository Writing Student Friendly RubricScore Point 4 AccomplishedScore Point 3 SatisfactoryScore Point 2 BasicScore Point 1 Very LimitedOrganization\ProgressionStructureIntroduction and conclusion support the central idea. Organizes information in a structure appropriate for expository writing.Introduction & conclusion, for the most part, support the central idea. Organizes information, for the most part, in a structure appropriate for expository writing.Introduction and conclusion, somewhat, support the central idea. Organizes information, somewhat, in a structure appropriate for expository writing.Introduction & conclusion are minimal and dont support central idea. Information is organized inappropriately or is not evident for expository writing.FocusThe writer has a clear central idea. All ideas strongly relate to the central idea and keep the paper focused, specific to the prompt (stays on topic.)The writer has a clear central idea. Most ideas strongly relate to the central idea and generally keep the paper focused, specific to the prompt (stays on topic.)The writer has a weak or unclear central idea. Most ideas generally relate to the topic specified in the prompt but adding irrelevant information interferes with the focus of the essay.The central idea is missing, unclear, or does not make sense. Even though most ideas generally relate to the topic, the essay is hard to follow because it has extra information and/or shifts from one idea to another (fails to keep focused.)ProgressionMeaningful transitions. Strong sentence-to- sentence connections. Paper is controlled and flows smoothly. Ideas are organized logically.Sufficient meaningful transitions. Sentence-to-sentence connections are sufficient to support the flow of the essay. Ideas are generally logical and controlled.Wordiness or repetition disrupts the flow of the essay. Weak transitions. Sentence-to-sentence connections are weak and do not support the flow of the essay. Ideas are not always logical and controlled.Wordiness or repetition causes serious disruptions in the flow of the essay. Ideas are random. Lacking transitions. Serious disruptions in flow of essay.Development of IdeasExamples and details are very clear, well chosen. Details support the central idea and add depth to the essay. Essay is thoughtful and engaging. Thorough understanding of the writing task. Examples and details are satisfactory. Details support the central idea and add some depth to the essay. Essay has original ideas and reflects some thoughtfulness. Good understanding of the writing task.Examples and details arent always appropriate. Details dont really support the central idea and are surface-level. Essay reflects little or no thoughtfulness. Writers response to the prompt follows a specified pattern (formulaic.) Limited understanding of the writing task. Examples and details are weak, inappropriate, unclear, or incomplete in the essay. Response to the prompt is unclear or weakly linked. The writer doesnt understand expository writing.Use of Language/ConventionsWord ChoiceWord choice is clear and concise. Effective word choice enhances the essay. Maintains a tone appropriate to expository writing. Keen awareness of expository purpose (to explain.)Word choice is mostly clear and specific. Generally effective word choice assists the essay. Reflects an awareness of the tone appropriate to expository writing. General awareness of expository purpose (to explain.)Word choice may be general or imprecise. Word choice limits the essay. Tone is not appropriate to expository writing. Reflects a basic awareness of the expository purpose (to explain.) Word choice may be vague and confusing. Word choice takes away from the essay. Tone is not established. Reflects little or no awareness of the expository purpose (to explain.)Sentence FluencySentences are purposeful, varied, and well controlled, Sentences are varied and adequately controlled, for the most part.Sentences are awkward and somewhat controlled. (Does every sentence have a purpose? Are my sentences in the best place, right order? Does my writing seem choppy?)Sentences are simplistic, awkward, or uncontrolled, significantly limiting the effectiveness of the essay.ConventionsWriter shows consistent command of grammar. Minor punctuation or spelling mistakes.Writer shows occasional grammar mistakes. Occasional punctuation or spelling mistakes.Writer makes many mistakes the 4th grade students should not be making.Writer makes many grammar, punctuation, or spelling mistakes which makes the writing difficult to read and understand. Name Elementary STAAR Writing Rubric Overall Score: 1 2 3 4 = % Humble ISD Personal Narrative Student Friendly RubricScore Point 4 Accomplished 98/95/92Score Point 3 Satisfactory 88/85/82Score Point 2 Basic 78/75/72Score Point 1 Very Limited 68/65/62Organization\ProgressionStructureNarrative (structure) is organized and appropriate for the purpose and demands of writing prompt (to entertain.) Paper is well planned. Skillfully shares experience by effectively using narrative craft/techniques so that the reader becomes a part of the experience. Narrative (structure) is mostly organized and appropriate for the purpose and demands of writing prompt (to entertain.) Paper is generally planned. Shares experience by using narrative craft/techniques so that the reader is engaged.Narrative (structure) is struggling to be organized and not always appropriate for the purpose and demands of writing prompt (to entertain.) Paper is somewhat planned. Shares some sense of the experience with the reader by using narrative craft/techniques.Narrative (structure) is not organized and not appropriate for the purpose and demands of writing prompt (to entertain.) Paper is not planned. The experience is not conveyed to the reader due to lack of narrative craft/techniques.FocusAll details support the narrative. Narrow focus on a personal experience enhances writing.Most details support the narrative. Generally maintains narrow focus on a personal experience throughout paper.Some details do not support the narrative. Difficulty maintaining focus on a specific personal experience throughout paper.Many of the details do not add to the narrative. Lack of focus on a specific personal experience.ProgressionMeaningful transitions. Strong sentence-to-sentence connections.Meaningful transitions for the most part. Sentence-to-sentence connections are sufficient to support the flow of the narrative.Weak transitions. Sentence-to-sentence connections are weak and do not support the flow of the narrative. Wordiness or repetition sometimes disrupts the flow of the narrative.Lacking transitions. Sentence-to-sentence connections are not evident and makes the narrative hard to follow or unclear. Wordiness or repetition causes serious disruptions in the flow of the narrative.Development of IdeasIncludes specific details that add to the narrative. The writer establishes a thoughtful and engaging realistic situation for the reader. Gives a good sense of why the experience was important to the writer.For the most part, personal details add to the narrative. The writer establishes a realistic situation for the reader. Gives some sense of why the experience was important to the writer.Minimal details or details are not specific enough. Narrative reflects little or no thoughtfulness. Gives little sense of why the experience is important to the writer.Details are weak, inappropriate, unclear or do not support the narrative. Narrative is confusing due to unclear details. Writer fails to establish a realistic situation. Use of Language/ConventionsWord ChoiceThe writer chooses vivid words and phrases that make the narrative come alive and tell its importanceThe writer generally chooses specific words and phrases that make the narrative clear.The writer chooses basic words that limit the narrative from being clear. The writer chooses words that get in the way of the narrative from being clear.Sentence FluencyThe writer uses a variety of sentences and every sentence is important to the message. Most of the writers sentences are varied and are important to the message,The story has some simple, short sentences, fragments or run-ons that limit the narrative from making sense.The narrative has too many simple, short sentences, fragments or run-ons so that the narrative does not make sense.ConventionsThe writer consistently uses correct spelling, punctuation, capitalization, grammar, and verb tense to strengthen the narrative.The writer adequately uses correct spelling, punctuation, capitalization, grammar, and verb tense to strengthen the narrative.The writer only partially uses correct spelling, punctuation, capitalization, grammar, and verb tense disrupting the flow of the narrative.The writer has many spelling, punctuation, capitalization, grammar and verb tense mistakes disrupting the flow of the narrative and interferes with meaning.     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