Burlington Community School District

Systemic Literacy Observation Rubric

Open Response

Criterion 1: Provides explicit instruction Proficiency Levels

to Open Response
Meeting Approaching Not Yet Not observable
at this time

1A. Explicit modeling and guided practice

are provided during instruction

1B. Anchor charts are visible and used

during explicit instruction of each step

1C. Prompt provided is open ended and

provides students an opportunity to use
critical thinking and evaluation skills

1D. Article provided is relevant to the

content area being taught

Criterion 2: Teaches each of the 8 steps Proficiency Levels

to Open Response
Meeting Approaching Not Yet Not observable
at this time

2A. Explicit instruction/modeling is

provided to help students read prompt
carefully ​(Step 1: Read the prompt
carefully)

2B. Explicit instruction/modeling is

provided to help students identify key
direction words within prompt ​(Step 2:
Circle or underline key words.)

2C. Explicit instruction/modeling is

provided in restating the prompt as a
thesis statement; definition of thesis
statement is clearly stated and consistently
used ​(Step 3: Restate prompt as a
thesis.)

2D. Explicit instruction/modeling is

provided to demonstrate annotation of the
text ​(Step 4: Actively read the passage.)
2E. Explicit instruction/modeling is
provided for creating and using notes and
mapping strategies to brainstorm possible
prompt answers ​(Step 5: Take notes and
map out your answer.)

2F. Explicit instruction/modeling is

provided to demonstrate completion of
thesis statement ​(Step 6: Complete your
thesis.)

2G. Explicit instruction/modeling is

provided to demonstrate using your map to
carefully respond to prompt, including
strategically repeating keywords from
thesis in body of writing and conclusion
(Step 7: Use your map to paragraph
your response.)

2J. Explicit instruction/modeling is

provided to demonstrate rereading and
editing of writing process ​(Step 8: Reread
and edit your response.)

Criterion 3: Uses a Differentiated Proficiency Levels

Approach to Learning
Meeting Approaching Not Yet Not observable
at this time

3A. Explicit mini-lessons are tailored to

meet the needs of the majority of students
across the curriculum.

3B. Prompts are used to activate

successful problem-solving strategies,
higher order thinking, and deeper
comprehension.
*adapted from the ESAIL walk-through rubric