Page 154 - SpringBoard_ELD_Grade6_Flipbook

Argumentative Letter Argument Writing
EmbEddEd AssEssmEnt
SCORING GuIDE
Scoring Criteria
4
3
2
1
Ideas
The letter
• supports a claim
with strong reasons and persuasive evidence.
The letter
• supports a claim
with reasons and evidence.
The letter
• has an unclear
claim and lacks evidence to support its reasons.
The letter
• makes no obvious
claim and lacks relevant reasons and evidence.
Structure
The letter
• is well-organized
into paragraphs that follow smoothly and logically
• includes an effective introduction and conclusion.
The letter
• is organized into
paragraphs.
• includes an
introduction and conclusion.
The letter
• has a confusing
or disorganized
paragraph structure
• lacks an
introduction or a conclusion.
The letter
• has little or no
organization
• lacks an
introduction and a conclusion.
use of Language
The letter
• shows good
command of a
formal style
• demonstrates
command of the conventions of standard English capitalization, punctuation, spelling, grammar, and usage.
The letter
• has a formal style
• demonstrates
adequate command of the conventions of standard English capitalization, punctuation, spelling, grammar, and usage.
The letter
• shifts between
a formal and an
informal style
• demonstrates
partial or inconsistent command of the conventions of standard English capitalization, punctuation, spelling, grammar, and usage.
The letter
• is largely informal
in tone
• lacks command of
the conventions of standard English capitalization, punctuation, spelling, grammar, and usage; frequent errors obscure meaning.
Collaboration
Student exceeds expectations
in working collaboratively with others.
Student works collaboratively with others.
Student needs development in working collaboratively with others.
Student does not work collaboratively with others.
How English Works
The letter
• demonstrates full
command of regular and irregular
verbs, verb tense, and subject-verb agreement
• makes effective use of precise words.
The letter
• demonstrates good
command of regular and irregular
verbs, verb tense, and subject-verb agreement
• makes use of precise words.
The letter
• demonstrates some
command of regular and irregular
verbs, verb tense, and subject-verb agreement
• makes little use of precise words.
The letter
• demonstrates little
command of regular and irregular
verbs, verb tense, and subject-verb agreement
• uses mainly general or vague words.
Unit 3 • Changing Perspectives • Part 3: Embedded Assessment 131
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