Identifies author’s purpose or Demonstrates the ability to Demonstrates the ability point of view, but with some accurately identify and explain an to accurately identify and Author’s misconceptions within the author’s purpose or point of view explain an author’s Point of context/unit of study. using textual and/or contextual purpose or point of view View – evidence. using textual and Semester 2 contextual evidence and can justify or challenge it. Begins to create a product by Creates a product by integrating In addition to meeting the integrating visual information visual information (i.e. charts, level 3 expectation, the Using with other information in graphs, photographs, maps, etc.) product includes the use Information print/digital text, but needs to with other information in of extended, from do more to show connections print/digital text by clearly showing vocabulary and Different between sources. connections and making meaning makes connections to Sources – between sources. history or modern-day Semester 2 concepts. Write informative texts, Write informative texts, including In addition to meeting the including the narration of the narration of historical events. level 3 expectation, the Writing historical events. -Introduce a topic clearly (a response: Informative -Provides either an sentence or a paragraph). -Organizes information Text – introduction or a concluding -Organize information clearly clearly (chronologically, Semester 2 statement (sentence or (chronologically, thematically, etc.). thematically, etc.) with paragraph). -Develop a topic with facts, strong transitions. -Attempts to organize definitions, details, and examples; -Deeply develops a topic information (chronologically, use content-related vocabulary. with many facts, thematically, etc.), organization -Provide a concluding statement (a definitions, details, and is unclear. sentence or a paragraph). examples; uses an -Begins to develop a topic with extended vocabulary. minimal facts, definitions, -Provides an analysis of details and examples; attempts evidence and support for use content-related vocabulary topic. correctly.
Author’s Point of View – Semester 2 Identifies author’s purpose or point of view, but with some misconceptions within the context/unit of study. Demonstrates the ability to accurately identify and explain an author’s purpose or point of view using textual and/or contextual evidence. Demonstrates the ability to accurately identify and explain an author’s purpose or point of view using textual and contextual evidence and can justify or challenge it. Using Information from Different Sources – Semester 2 Begins to create a product by integrating visual information with other information in print/digital text, but needs to do more to show connections between sources. Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections and making meaning between sources. In addition to meeting the level 3 expectation, the product includes the use of extended, vocabulary and makes connections to history or modern-day concepts. Writing Informative Text – Semester 2 Write informative texts, including the narration of historical events. -Provides either an introduction or a concluding statement (sentence or paragraph). -Attempts to organize information (chronologically, thematically, etc.), organization is unclear. -Begins to develop a topic with minimal facts, definitions, details and examples; attempts use content-related vocabulary correctly. Write informative texts, including the narration of historical events. -Introduce a topic clearly (a sentence or a paragraph). -Organize information clearly (chronologically, thematically, etc.). -Develop a topic with facts, definitions, details, and examples; use content-related vocabulary. -Provide a concluding statement (a sentence or a paragraph). In addition to meeting the level 3 expectation, the response: -Organizes information clearly (chronologically, thematically, etc.) with strong transitions. -Deeply develops a topic with many facts, definitions, details, and examples; uses an extended vocabulary. -Provides an analysis of evidence and support for topic.