Introduction Did you know that Debs (animat's name) Slee UN site’ down (Write an interesting fact about your animal here) You might also be surprised to lear that Bots (animal's name} M her bas carry beic Hobbies When Soe gil Sod sasre\ mes (Write another interesting fact about your animal here) This animal report is about_Aa\s, , their habitat, what they eat, and how (animal's name} care for their young. UVE (paragraph 2) Write 3-4 sentences about where bats live. olEAT (paragraph 3) Write 3-4 sentences about what bats eat. Don't forget to Indent! Mall Yeats . Vill. Bol eok Cruijs OWnevgh) They dem Wood Care for their young (paragraph 4) Write 3- 4 sentences describe how bats care for their young. Don't forget to indent!!! Whey Coors Shor Waly Wh Yeh Mew food « Hoth tonite! Seu Ope ee en gx lee Mother bat us Ge Sood Wherever iy als ave Noa O_o SungeyCLOSING (paragraph §) This report helped to explain about the habitat, the diet, ways they care for their babies, and other interesting facts about Rats . [never knew leaming (animal's name) about basCOU “pe O\_ OM Zo oat amaLing. \ (your opinion about the bat report)Core, Lx Theic Young AY i vi © we o es. a Aes - 2 Jobers Would get Whew _\ Nyecouse they live in Sress,\ou\ Sey do mot Ged vied ors * x 4th doxes. uti lots dtinths Wood ow drinks totter hol villa, Gel end Soule vbeugit Shey Aviv boos. e. cry Yneir Web wl Yrey hut Soo ole bals Slee? Neti Yo Yhem as Ming a Sweeg= wotrer Ypet \nunt for fee8 Whenever body Wes ove hunger or Net VangThis veer herood X6 exPlcin drat Yee Visit re Mel Ways dhe: Coxe Sov Weir Ya vies OM cllver weresding ads Above Boks Dever WHEW earring Abou! AMET ing hing Sat could be Cool and e& “yo yTraits Rubric for Ideas: Grades 3-2 Key question: Does the writer engage the reader with fresh information or perspective on a focused to} Not proficient Proficient | ene es ern reas Pen) fae Doesnotreflect | Hasamainideathat States orimplies amain | Conveys aa clear, Produces a cleat Conveys a clear, focused, a main idea or begins to emerge, but idea, but is unclear, focused, and accurate | focused, accurate, accurate, and purpose; includes | author'sdirection is | unfocused, inaccurate, | main idea with and complex main main idea and includes content thatis off | unclear and/or underdeveloped | adequate development | idea with convincing | unique, substantial topic | and/or support development and/or sights that are fully | — —~, | support developed and supported Does not conveya | Focuses on a general Suggests a main idea, but_|/Has a clear, focused main“) Conveys a clear, focused, | Conveys a clear, focused, main idea ortopic | topic but does not the direction of the piece | idea ~~ | and substantive main | substantive, and original i suggest a main idea | is still unclear j= idea ‘main idea that drives the piece shen a — Duesnutdevelop ur | Auempts w@ develop or | Provides incidental Develops the main idea~| Develops the main idee | Develops the main idea | supporta main idea} supportthe main idea | support ofthe main ‘with generally acu with specific relevant, \ | with convincing supportive vith imited, repetitious, | ideawith information _| and relevant supportive | accurate information | information and/or faulty, and/orunclear | that lacks specificity and _ | information and/or concrete details that go information and/or relevanceand maybe | details beyond the obvious ¥ details inaccurate; may include | tn a/Owriting at grade | 7+, addresses and In NO wring t rade 3 ‘some generic details 7+, addresses one or ‘thoroughly examines 7+, thoroughly examines 2 | InA/O waiting atgrade | more counterclaims counterclaims counterclaims and 5 7a, nudes one or more addresses them in original 3 | counterclaims that are ways that enrich the 2 | acknowledged but not ‘author claim 3 | addressed Does not show Generalizes about the | Begins todevelop —_| Presents useful | Presents useful, Comveysfresh, useful | p__| authors thinking | topicwithout providing | supporting ideas, some / | information that helps | fresh Information or | information using higher | 2 | indeveloping or | logical connections _| of which lack clarity thereader understand | | perspective with | order thinking skils and 82 | connecting ideas | among ideas, oruses | orobviouslogical_ |_| theauthors reasoning, | | reasoning that clarifies | convincing reasoning to 22 Connections that are | connection \ | loseorperspective/ | complex ideas provide unique insights Se faulty = = into complex ideas © 2014, Education Northwest 1Eanes Not proficient Traits Rubric for Ideas: Grades 3-12 Key ‘question: x Does the writer engage the reader with fresh information or perspective on a focused topic? pace Gem Includes comprehensive & | Containsnoor Has vague imprecise, | Has weakly integrated | Provides adequate € E | incomectevidence | and/or weakly and/or incomplete ‘evidence from sources evidence from sources that 2 ? from sources;likely | integrated evidence evidence; contains with proper attribution is smoothly integrated and : | plagiarizes support | withoutattribution or | genera attribution or ‘oracknowledgment Includes proper attribution gs acknowledgment of | acknowledgment (if any}: or acknowledgment ge sources; likely plagiaizes | may appear to include a8 atleast some support | plagiarized support & | | Does not appearto | Shares information but | Attempts to engage Engages eaderin | Knows audience Engages audience on | havethe readerin | does not anticipate what | reader; however, ‘exploring ideas and and anticipates and multiple levels, anticipating Eins thereader knowsor | important questions { — | answers quest me adresses the readers | the readers knowledge and ai is moantumay \. | ciaaitusiondiing | temcpaginion | uenantemesgal EE loud the readers ‘and possible biases critical questions 2s understanding [58 | te Lempiex co® alot Bots. to poh rors Yor pale (© 2014, Education Northwest 2