Literary Analysis Grade Level Learning Progressions Rubrics
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Name __________________________________Class/Pd _______Date ______________
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Brooklyn Collaborative Learning Progression: Literary Analysis Rubric for Grade 6
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Beginning 65Competent 75Accomplished 85Exemplary 95
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Performance IndicatorLearning Target (General Topic)4567
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Thesis StatementThesisIncludes topic for writing.Includes clear topic for writing.Includes a claim that shows a basic interpretation of a text or topic.Includes a claim that shows arguable interpretation of the text or topic.
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OrganizationStructureCreates an organizational structure in which related ideas are grouped to support writer's purpose. Provides claims that are supported by details. Creates an organizational structure in which related ideas are logically grouped to support writer's purpose. Provides logically ordered reasons that are supported by details.Creates an organizational structure that organizes claims and evidence into paragraphs. Uses words, phrases, or clauses to clarify the relationship among the claims and evidence. Provides a concluding statement.Evidence of previous descriptors AND the organizational structure mostly builds readers' understanding of the thesis. Uses words, phrases, or clauses with intention to show the relationship among the claims and evidence. Provides a concluding statement that implicitly supports the thesis.
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EvidenceRelies on summary to support ideas in thesis.Uses a combination of summary and evidence to support thesis. Provides some summary, quotes, and paraphrased examples from the text. Some evidence may be repetitive or irrelevant. Provides mostly quoted evidence or paraphrased examples rather than summary, and the selection of evidence may be broadly selected from the text. Most evidence is relevant and directly related to the thesis. Most evidence uses MLA citations.
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Analysis-Interpret (Explain Importance)
-Connect
-Interpret Craft Moves
Summarizes details from the text.Attempts to explain how summary and/or examples connect to the thesis. Describes some evidence accurately and may mention author's craft. Interpretation focuses on surface level, explicit details in text. Makes imprecise connection to thesis. Partial interpretation of evidence, recognizes author's craft moves with some accuracy. Interpretation focuses mostly on relevant, surface level, explicit details in text. Attempts to explain connection to thesis.
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Style & VoiceStyle and VoiceIntends a convincing tone through precise details to support points. Intends word choices by repeating words to make reader feel emotions and draw readers into a line of thought.Intends word choices to have an effect on the reader. Reaches for precise phrases, metaphors, or images that best convey ideas. Makes choices to explain textual evidence. Tried to use a scholarly voice and varies sentences to create pace and tone in the different sections of the piece.Evidence of previous descriptors AND chooses words carefully to support the thesis and to have an effect on the reader. Works to include concrete details, comparisons, and/or images to convey ideas, build the argument, and keep the reader engaged. When necessary, explains terms to the reader, providing definitions, context clues or parenthetical explanations. Makes the piece sound serious.Evidence of previous descriptors AND chooses words purposefully to affect meaning and tone. Chooses precise words to explain what is meant. Includes domain-specific, technical vocabulary relevant to the analysis and audience and defines these terms when appropriate. Uses a formal tone, varying the tone when appropriate to engage the reader.
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ConnectionsNOTE: Texts are defined as any media consumed visually and/or aurally that students analyze (eg. books, articles, films, podcasts, art work, etc.)Compare how texts* treat similiar topics.Compare and contrast the way texts treat similar topics.Recognize themes texts share by comparing what is similiar across texts.Discuss similarities and differences with how texts treat similiar themes.
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Conventions (for writing task only)ConventionsFrequently spells simple words incorrectly, although reader can still understand the meaning. Features simple end punctuation (e.g, period, questions mark, exclamation point) that is correct, but internal punctuation (e.g., comma, apostrophe, semicolon) is often missing or wrong. Has capitalization that shows frequent errors except for proper nouns and sentence beginnings. Relies heavily on conversational oral language that results in inappropriate grammar/usage; errors sometimes distract the reader. Usually uses correct or reasonable phonetic spelling for common grade-level words; may be innaccurate with more complex words. Uses correct end punctuation with only minor errors; contains internal punctuation that is usually correct. Uses correct capitalization in most cases. Employs proper grammar/usage fairly consistently; problems are not serious enough to distort meaning or distract the reader.Correctly spells most common grade-level words and often more difficult words. Has punctuation that is almost always correct and guides reader through the piece. Includes correct capitalization consistently. Includes correct gramma/usage; shows few grammar mistakes and has meaning that is clear.Has mostly correct spelling, even for more difficult words; includes occasional errors that do not detract from overall quality. Includes punctuation that enhances readability; may use creative punctuation when appropriate. Includes capitalization consistently and may employ more sophisticated capitalization for effect. Uses correct grammar that contributes to clarity and style; enhances meaning by sophisticated grammar/usage.
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Presentation (for oral component only)Oral PresentationNeither clear nor appropriate presentation to audience; cannot respond well to questions; does not present accurate or substantive ideas or information; student should re-present for greater evidence of mastery if time permitsCommunicates clearly in appropriate way to audience; able to respond accurately to questions; presents some substantive ideas and information accuratelyCommunicates clearly in appropriate and original way to audience; able to respond to questions and expand somewhat on ideas; presents accurate, substantive ideas and information clearlyCommunicates ideas clearly in appropriate, sophisticated, and original way to audience; able to respond to questions and expand on ideas; presents complex, accurate, substantive ideas and information clearly
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Overall Mastery Level
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