Distinguished Proficient Developing Introduce precise distinguish the claim from alternate or opposing claims, and create an CCSS.ELA organization that establishes clear relationships among claim, counterclaims, reasons, and Literacy 1a CCRA W1 evidence Main/Topic idea Main/Topic idea Main/Topic Idea Main/Topic idea sentence is Main/Topic idea sentence is unclear sentence is unclear, Sentence precise and strong, sentence is clear, and/or incorrectly incorrectly placed, and strongly placed, and correctly placed, and placed, and may not does not answer the (Statement) answers the question. answers the question. directly answer the question. question. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, CCSS.ELA create cohesion, and clarify the relationships between claim and reasons, between reasons and Literacy 1c evidence, and between claim and counterclaims. CCRA W1 Supporting detail(s) Supporting detail(s) Elaborating Supporting detail(s) has Supporting details has somewhat has details, but not a Detail(s) recognizable elaboration have no elaborating recognizable recognizable technique with apt details or elaboration technique elaboration technique (Evidence) commentary. commentary. and/or commentary. and/or commentary. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the text. CCSS.ELA Literacy Clarify the relationships between claim(s) and reasons, between reasons and evidence, and CCRA R3e/W1e between claim(s) and counterclaims Evidence of Inconsistent Inconsistent Evidence of strong skills of application of skills Critical Thinking application of skills of application of skills of or of analysis, synthesis, analysis, synthesis, analysis, synthesis, or analysis, synthesis, or evaluation. or evaluation. (Evaluation) evaluation. evaluation. is virtually flawless. Logic is nearly Logic may be flawed. No logic. flawless.
Distinguished Proficient Developing CCSS.ELA Literacy 1a CCRA W1 Introduce precise distinguish the claim from alternate or opposing claims, and create an organization that establishes clear relationships among claim, counterclaims, reasons, and evidence Main/Topic Idea Sentence (Statement) Main/Topic idea sentence is precise and strong, strongly placed, and answers the question. Main/Topic idea sentence is clear, correctly placed, and answers the question. Main/Topic idea sentence is unclear and/or incorrectly placed, and may not directly answer the question. Main/Topic idea sentence is unclear, incorrectly placed, and does not answer the question. CCSS.ELA Literacy 1c CCRA W1 Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim and reasons, between reasons and evidence, and between claim and counterclaims. Elaborating Detail(s) (Evidence) Supporting detail(s) has recognizable elaboration technique with apt commentary. Supporting detail(s) has somewhat recognizable elaboration technique and/or commentary. Supporting detail(s) has details, but not a recognizable elaboration technique and/or commentary. Supporting details have no elaborating details or commentary. CCSS.ELA Literacy CCRA R3e/W1e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the text. Clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims Critical Thinking (Evaluation) Evidence of strong skills of analysis, synthesis, or evaluation. is virtually flawless. Evidence of application of skills of analysis, synthesis, or evaluation. Logic is nearly flawless. Inconsistent application of skills of analysis, synthesis, or evaluation. Logic may be flawed. Inconsistent application of skills of analysis, synthesis, or evaluation. No logic.