speaking rubric

BEGINNING
STUDENT SPEAKS FAR BELOW INSTRUCTIONAL LEVEL
Complexity: Speaking is far too simple. Ideas do not address task, sentences are incomplete, hesitation outweighs speech, and vocabulary and structure usage is nonexistent. Comprehensibility: Speaking is not comprehensible. Structure, vocabulary and/or pronunciation errors predominate, making comprehension difcult/impossible.

STUDENT SPEAKS BELOW INSTRUCTIONAL LEVEL

Complexity: Speaking is too simple. Ideas are disorganized with little development, sentences may be incomplete, repetition predominates, speech is very hesitant, and vocabulary and structure usage is severely limited. Comprehensibility: Speaking is rarely comprehensible. Structure, vocabulary and/or pronunciation errors make comprehension difcult.

INTERMEDIATE

NOVICE

STUDENT SOMETIMES SPEAKS AT INSTRUCTIONAL LEVEL

Complexity: Speaking is simple. Ideas are organized but not as developed. Sentences may be short/choppy with little detail. Repetition is evident, speech is hesitant, and vocabulary and structure usage is limited. Comprehensibility: Speaking is sometimes comprehensible. Structure, vocabulary and/or pronunciation errors begin to hinder comprehension.

PROFICIENT

STUDENT CONSISTENTLY SPEAKS AT INSTRUCTIONAL LEVEL

Complexity: Speaking is somewhat complex. Ideas are organized and developed. Sentences are longer with some detail. Speech ows somewhat naturally, and vocabulary and structures demonstrate a nice range of ability. Comprehensibility: Speaking is comprehensible. Structure, vocabulary and/or pronunciation errors do not hinder overall comprehension.

ADVANCED

STUDENT CONSISTENTLY SPEAKS ABOVE INSTRUCTIONAL LEVEL

Complexity: Speaking is complex. Ideas are organized and fully developed. Sentences are longer with much detail. Speech ows naturally, and vocabulary and structures demonstrate a wide range of ability. Comprehensibility: Speaking is comprehensible. Structure, vocabulary and/or pronunciation errors do not hinder overall comprehension. Adapted from Scott Benedict: http://teachforjune.com

writing rubric
BEGINNING
STUDENT WRITES FAR BELOW INSTRUCTIONAL LEVEL
Complexity: Writing is far too simple. Ideas do not address task, sentences are incomplete, writing does not ow naturally, and vocabulary and structure usage is nonexistent. Comprehensibility: Writing is not comprehensible. Structure, vocabulary and/or spelling errors predominate, making comprehension difcult/impossible.

STUDENT WRITES BELOW INSTRUCTIONAL LEVEL

Complexity: Writing is too simple. Ideas are disorganized with little development, sentences may be incomplete, repetition predominates, writing rarely ows naturally, and vocabulary and structure usage is severely limited. Comprehensibility: Writing is rarely comprehensible. Structure, vocabulary and/or spelling errors make comprehension difcult.

INTERMEDIATE

NOVICE

STUDENT SOMETIMES WRITES AT INSTRUCTIONAL LEVEL

Complexity: Writing is simple. Ideas are organized but not as developed. Sentences may be short/choppy with little detail. Repetition is evident, writing sometimes ows naturally, and vocabulary and structure usage is limited. Comprehensibility: Writing is sometimes comprehensible. Structure, vocabulary and/or spelling errors begin to hinder comprehension.

PROFICIENT

STUDENT CONSISTENTLY WRITES AT INSTRUCTIONAL LEVEL

Complexity: Writing is somewhat complex. Ideas are organized and developed. Sentences are longer with some detail. Writing ows somewhat naturally, and vocabulary and structures demonstrate a nice range of ability. Comprehensibility: Writing is comprehensible. Structure, vocabulary and/or spelling errors do not hinder overall comprehension.

ADVANCED

STUDENT CONSISTENTLY WRITES ABOVE INSTRUCTIONAL LEVEL

Complexity: Writing is complex. Ideas are organized and fully developed. Sentences are longer with much detail. Writing ows naturally, and vocabulary and structures demonstrate a wide range of ability. Comprehensibility: Writing is comprehensible. Structure, vocabulary and/or spelling errors do not hinder overall comprehension. Adapted from Scott Benedict: http://teachforjune.com