Page 158 - SpringBoard_ELA_CA_Smapler_Flipbook

eMBeDDeD aSSeSSMeNT 1 continued
7 As a class, create and display
a large graphic organizer with a heading representing each Scoring Guide category. Ask students to create a copy in their Reader/Writer Notebooks.
Reflection Be sure students compile their responses to the reflection questions with the responses they have made in the earlier units.
Portfolio This is the last unit of the year. In order to plan for an end-of- the-year self-evaluation, students should begin to cull through their Portfolios and keep the work they think best represents their growth
in learning over time. The reflection questions can give students a review of their thinking over the course of the year.
ScOrING GUIDe
Students should use the Scoring Guide as they draft and revise their writing.
Consider asking students to staple a copy of the Scoring Guide onto their final draft before turning it in so you can use it to comment on their writing.
To identify additional areas where your English learners could use additional support, see the English Language Development Rubric
for Embedded Assessment 1 on page 242a.
316 SpringBoard® English Language Arts Grade 8 cOMMON cOre STaTe STaNDarDS
Additional Standards Addressed:
316 SpringBoard® English Language Arts Grade 8
9781457304644_TCB_LA_SE_L8_U4.indd 316 15/04/15 1:48 A
RL.8.1; RL.8.2; RL.8.4; RL.8.6; RL.8.10; RI.8.1; RI.8.2; RI.8.3; RI.8.4; RI.8.5; W.8.4; W.8.5; W.8.6; W.8.9a; W.8.9b; W.8.10; SL.8.1a; SL.8.1b; SL.8.1c; SL.8.1d; L.8.1a; L.8.2c; L.8.5a
embedded assessmeNT 1
SCORING GUIDE
Scoring Criteria
Exemplary
Proficient
Emerging
The essay
• establishes and fully
maintains a clearly focused controlling idea about the use of humor to convey a universal truth
• develops the topic with relevant details, examples, and textual evidence
• uses insightful commentary to analyze the effect of humorous elements.
The essay
• establishes and
maintains a controlling idea about the use of humor to convey a universal truth
• develops the topic with adequate details, examples, and textual evidence
• uses sufficient commentary to analyze the effect of humorous elements.
The essay
• establishes and
unevenly maintains a controlling idea that may be unclear or unrelated to the use of humor to convey a universal truth
• develops the topic with inadequate details, examples, and textual evidence
• uses insufficient commentary to analyze the humor.
Incomplete
Ideas
The essay
• lacks a controlling
idea
• fails to develop the
topic with details, examples, and textual evidence
• does not provide commentary or analysis.
Structure
The essay
• introduces the topic
and context in an
engaging manner
• uses a well-chosen
organizational structure that progresses smoothly to connect ideas
• uses a variety of effective transitional strategies
• provides a satisfying conclusion.
The essay
• introduces the topic
and context clearly
• uses an
organizational structure that progresses logically to connect ideas
• uses appropriate transitions to create cohesion and
link ideas
• provides a logical conclusion.
The essay
• provides a weak or
partial introduction
• uses a flawed
or inconsistent organizational structure
• uses inappropriate, repetitive, or basic transitions
• provides a weak or disconnected conclusion.
The essay
• lacks an introduction
• has little or
no obvious organizational structure
• uses few or no transitions
• lacks a conclusion.
Use of Language
The essay
• uses precise diction
and language to maintain an academic voice and formal style
• demonstrates command of the conventions of standard English capitalization, punctuation, spelling, grammar, and usage.
The essay
• uses some precise
diction to maintain a generally appropriate voice and style
• demonstrates adequate command of the conventions
of standard English capitalization, punctuation, spelling, grammar, and usage.
The essay
• uses diction
that creates an inappropriate voice and style
• demonstrates partial or inconsistent command of the conventions of standard English capitalization, punctuation, spelling, grammar, and usage.
The essay
• uses vague or
confusing language
• lacks command of the conventions of
standard English capitalization, punctuation, spelling, grammar, and usage.
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.
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