Communication
Content
Organization
and Sequence
Research
Process
Skill
uses a wide variety of
sentence structures
effectively
uses well-written,
effective paragraphs
uses descriptive
vocabulary
develops ideas to
form an interesting
and extensive report
reveals extensive
knowledge of the
subject
includes information
from several sources
introduces the topic
effectively
arranges information
in exceptional
sequence
concludes report
effectively
shows initiative and
leadership
uses a wide variety of
resources
makes extensive notes
writes an
exceptionally detailed
rough draft
takes leadership in
group with confidence
uses the research
process proficiently
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uses a variety of
sentence structures
capably
uses paragraph
format
uses general
vocabulary
develops ideas to
form a detailed
report
reveals satisfactory
knowledge of the
subject
includes information
from more than two
sources
introduces the topic
clearly
shows careful
sequencing in
arranging information
concludes report
capably
works independently
uses several
resources
makes adequate notes
writes a detailed
rough draft
contributes equally in
group
uses the research
process capably
The student
3 — Accomplished
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generally uses correct
sentence structure
but more variety is
required
needs to pay attention
to paragraph
structure
needs to include more
varied vocabulary
needs to tie ideas and
information more
directly to purpose
includes facts
primarily from one
source
needs to provide more
evidence of
sequencing in
arranging information
needs to tie
conclusion more
directly with research
question
writes a sketchy
draft
follows others’ lead
needs more
confidence using the
research process
The student
2 — Developing
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uses sentence
structure that
requires more clarity
needs to divide ideas
into clear paragraphs
uses some vocabulary
that is irrelevant to
topic
includes facts that
are not directly
related to the topic
demonstrates limited
knowledge of subject
topic introduction
needs to provide more
clarity
needs to sequence
more clearly
seeks guidance before
attempting to solve
problems
requires more
resources
needs to provide more
detailed notes
The student
1 — Beginning
Project-Assessment Rubric
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The student
4 — Exemplary
K.2.5.C.1a
K.2.6.C.1a
K.2.6.C.1b
K.5.8.A.2
K.5.8.C.1b
BLM
G-9
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