Folder Rubric
Extended Standard
Exceeds
Standard
Meets
Standard
Below
Standard
(90% or better)
(75% to 89%)
(below 75%)
40+ words
page #
relevant definition
exemplary word choice
40 words
page #
relevant definition
good word choice
30 words
page #
relevant definition
good word choice
Less than 35 words
missing page #
missing definitions
poor word choices
Vocabulary
15+ sentences using
challenging vocabulary words
with sentence variation,
creativity and sentence of 12
or more words
15 sentences using
challenging words with
sentence variation,
creativity and sentences
of 10 words or more.
15 sentences using
challenging words
with sentence
variation, creativity
and sentences of 8
words or more.
Less than 15
sentences using
words with little
sentence variation,
creativity. Sentences
are less than 8
words.
Sentences
Main events with chapter and
page # references /several
sentences that describe the
event and turning points in the
story with reflections.
Main events with chapter
and page # references
and sentences that
describes the event and
turning points in the story.
Main events with
chapter and page #
references and a
sentence that
describes the event
and turning points in
the story.
Less than required
amount of main
events. Missing
chapter and page #
reference. Missing
descriptions of the
events.
Main
Events
Identify the main characters
with well articulated traits, text
references to support the traits
and demonstration of the
connection/relationship
between the characters.
Identify the main
characters with well
articulated traits, text
references to support the
traits and demonstration
of the
connection/relationship
between the characters.
Identify the main
characters with traits,
text references to
support the traits.
Not all of the main
characters are
identified. Poor
words choice to
describe character
traits. Missing
supporting details
and references.
Characters
12 + literary devices with page
number and organized by type
(personification, imagery,
simile, metaphor, idiom,
symbolism, hyperbole)
At least 6 or more types
correctly identified.
12 literary devices with
page number and
organized by type
(personification, imagery,
simile, metaphor, idiom,
symbolism, hyperbole)
Pick 5 and explain their
meaning or importance to
the text.
10 + literary devices
with page number and
organized by type
(personification,
imagery, simile,
metaphor, idiom,
symbolism,
hyperbole)
Less than 10 literary
devices. Missing
page number and
unorganized.
Literary
Devices
10+ quotes with page number
and 2 sentences that explain
your selection and importance
to the story.
10 quotes with page
number and 2 sentences
that explain your selection
and importance to the
story.
10 quotes with page
number and 2
sentences that explain
your selection and
importance to the
story.
Less than 5 quotes.
Missing page
numbers.
Inadequate
description.
Favorite
Quotes
4+ retellings in the form of
diaries or letters from 4
different points of view
/perspectives.
full sentences 150+ words in
length.
Uses words from the vocab.
4 retellings in the form of
diaries or letters from 3
different points of view
/perspectives.
full sentences 150 words
in length.
Uses words form vocab.
4 retellings in the form
of diaries or letters
from 3 different points
of view /perspectives.
full sentences 100+
words in length.
Less than 4
retellings. From less
than 3 perspectives.
Less than 100 words
in length.
Short
Retellings
4+ themes or life lessons,
articulated with one or more
page reference, critical
reflection and application of it
to present situations.
Demonstrates the ability to pull
ideas from other sources when
discussing themes.
4 themes or life lessons,
articulated with one or
more page reference,
critical reflection and
application of it to present
situations.
3 themes or life
lessons, articulated
with one or more page
reference, critical
reflection and
application of it to
present situations.
Less than 3 themes
or life lessons.
Pages not
referenced. No or
limited reflection.
Themes
(above grade level
expectations)
Insightful thinking
Insightful and relevant
reflections
Folder
Rubric
Class Discussion and Group Rubric
Exceeds
Standard
Meet
Standard
Below
Standard
Routinely provides
useful ideas.
Participates fully in
discussions. Puts
forth maximum effort
to ensure that the
task is completed.
Usually provides
useful ideas to the
group. Participates in
most discussions.
Works to accomplish
the task.
Rarely provides
useful ideas.
Participates very
little in the
discussions.
Doesn't work with the
group to accomplish
the task
Contribution
Consistently
expresses a positive
attitude about the
task(s) and the
group. Never publicly
criticizes the project
or work of others in
the
group.
Often expresses a
positive attitude
about the task(s) and
the group.
Rarely publicly
criticizes the project
or work of
others in the group.
Rarely expresses a
positive attitude
about the task(s) and
the group.
Occasionally publicly
critical of the project
or work of others in
the group.
Working with others
Student is on the correct
page and is actively
reading along (eyes move
along the lines) or finger is
following words being
read aloud by others.
Knows and is in the
correct place at all times
Student is on the correct
page and usually appears
to be actively reading, but
looks at the reader or the
pictures occasionally. Can
find place easily when
called upon to read.
Student is on the correct
page and seems to read
along occasionally.
May have a little trouble
finding place when called
upon to read.Student is on
the wrong page OR is
clearly reading ahead or
behind the person who is
reading aloud.
Reading along
Discussion Responses
NA
Exceeds Standards
Meets Standard
Below Standard
Participation/
Skills
NA
Consistently responds on time
and goes beyond the
requirements.
Usually responds on time
and follows instructions.
Responds late or
not at all.
Does not follow
instructions.
Participation
NA
Content usage is strong as
demonstrated by summary in
own words and usage of
content vocabulary and
references from text.
Displays adequate level
of content but summary in
own words is
limited.Emerging usage of
references to text.
Little to no
evidence of
content.
Ideas may be
misplaced.
Summary is not in
own words.
Knowledge and
Understanding
NA
Demonstrates the application
of content to other situations in
a relevant and articulated
manner.
References to text when
applying.
Attempts to apply the
content to other situation
but it may not always be
relevant or adequately
articulated.
Does not apply the
content to other
situations.
Application
NA
Demonstrates the ability to
organize content and ideas by
working with parts to whole,
categorization and
classification.
Identifies hidden meaning
(symbolism,irony,
foreshadowing)
Some attempt to organize
content, work parts to
whole and categorize.
Identifies hidden meaning
(symbolism,foreshadowin
g) with support.
Content is repeated
back without any
dissection,parts to
whole or
organization.
Analyzing
NA
Well articulated assessment of
content and relevant use to
problem solve with reference to
the text.
Statements reflect an
attempt to assess content
and use it for problem
solving. Some reference
to text.
Content is static
with no assessment
or attempt to use it
in problem solving.
Evaluation
NA
Innovative and original usage
of content and ideas to solve
problems or create new ideas.
Usage is relevant and makes
sense.
Very limited attempts to
create new ideas or solve
problems. Ideas may be
disconnected or lack
relevancy.
No evidence or
attempt to make
innovative changes
or application to
the content.
Synthesis
Cumulative Project
Exceeds Standard
Meets Standard
Below Standard
Project Rubric
Content is embedded
throughout the project with
direct references, vocabulary
and ideas.
Relevant, insightful and
accurate
Content is evident with some
direct references, but is not
always used in relevant and
insightful way.
Content is sketchy and is not
the primary focus.
No references or direct
usage.
Inaccurate.
Content
Content and supporting
ideas, graphics and project
elements support each other
and strengthen the product.
Content and supporting
ideas, graphics and project
elements support each other
most of the time.
Content and supporting
ideas, graphics and project
elements do not work
together and clash at times.
Application of Ideas
The project reflects significant
time and effort with insightful
use of content, application of
specialized student skills with
evidence of new learning.
The project reflects some
time and effort with adequate
use of content and some
application of specialized
student skills.
The project reflects little to no
effort and required no
specialized student skills.
Effort
The project reflects
exemplary use of the correct
materials, skills and effort. It
is polished, creative and
demonstrates care and intent.
Labels and captions are
effective
The project reflects good use
of the materials, skills and
effort. It is somewhat polished
and demonstrates average
care and intent .
Labels and captions.
Poorly put together, has
things missing, little to no
skills needed or used.
Presentation