Highschool English Rubrics

SCHOOL YEAR
UNIDAD EDUCATIVA FISCAL TNTE. HUGO ORTIZ

2022 - 2023
ESSAYS-WRITING RUBRIC: INTERMEDIATE ESL 1-2-3
1. GENERAL INFORMATION:
SHIFT
ENGLISH HIGH SCHOOL
2. DETAIL
CRITERIA 2 points 1.5 points 1 points O.5 point
There is one clear, well-focused topic. There is one clear, well-focused topic. There is one topic. Main ideas are The topic and main ideas are not clear.
Main ideas are clear and are well Main ideas are clear but are not well somewhat clear.
FOCUS & DETAILS supported by detailed and accurate supported by detailed information
information.
The introduction is inviting, states the The introduction states the main topic and The introduction states the main topic. A There is no clear introduction, structure, or
main topic, and provides an overview of provides an overview of the paper. A conclusion is included conclusion
the paper. Information is relevant and conclusion is included.
ORGANIZATION presented in a logical order. The
conclusion is strong.
The author’s purpose of writing is very The author’s purpose of writing is The author’s purpose of writing is The author’s purpose of writing is unclear.
clear, and there is strong evidence of somewhat clear, and there is some somewhat clear, and there is evidence of
attention to audience. The author’s evidence of attention to audience. The attention to audience. The author’s
VOICE extensive knowledge and/or experience author’s knowledge and/or experience knowledge and/or experience with the
with the topic is/are vident with the topic is/are vident topic is/are limited
The author uses vivid words and phrases. The author uses vivid words and phrases. The author uses words that communicate The writer uses a limited vocabulary. Jargon
The choice and placement of words The choice and placement of words is clearly, but the writing lacks variety or clichés may be present and detract from
WORD CHOICE seems accurate, natural, and not forced. inaccurate at times and/or seems the meaning
overdone
All sentences are well constructed and Most sentences are well constructed and Most sentences are well constructed, but Sentences sound awkward, are distractingly
SENTENCE have varied structure and length. The have varied structure and length. The they have a similar structure and/or repetitive, or are difficult to understand. The
STRUCTURE, author makes no errors in grammar, author makes a few errors in grammar, length. The author makes several errors author makes numerous errors in grammar,
GRAMMAR, mechanics, and/or spelling mechanics, and/or spelling, but they do in grammar, mechanics, and/or spelling mechanics, and/or spelling that interfere
MECHANICS, & not interfere with understanding. that interfere with understanding with
SPELLING understanding.
3. CURRICULUM ADAPTATIONS
EDUCATIONAL NEEDS SPECIFICATIONS APPLIED ADAPTATION SPECIFICATIONS
DDA / DDAH / DYSLEXIA INDIVIDUALLY ADAPTED EVALUATIONS

PREPARED BY: HONESTIDAD ACADÉMICA
TEACHER: TEACHER:
Reglamento de la L.O.E.I.
Art. 224.
Tipo I - Tipo II - Tipo III.
Calificación -0,01 - más acción
disciplinaria
SCHOOL YEAR
2022 - 2023
DEBATE RUBRIC: BEGINNING 3/INTERMEDIATE ESL 1-2-3
SHIFT
ENGLISH 10th Grade to High School
2. DETAIL
All statements, body language, and Statements and responses were respectful Most statements and responses were Statements, responses and/or body language
responses were respectful and were and used appropriate language, but once respectful and in appropriate language, were borderline appropriate. Some sarcastic
RESPECT FOR OTHER TEAM inappropriate language or twice body language was not but there was one sarcastic remark remarks
All information presented in this debate Most information Most information Some information
was clear, accurate and thorough presented in this debate presented in the debate was accurate, but
was clear, accurate and was clear and accurate, but was not there were some
INFORMATION thorough usually thorough minor inaccuracies
All counter-arguments were accurate, Most counter-arguments Most counter-arguments Some counter
relevant and strong were accurate, relevant, and strong were accurate and arguments were
REBUTTAL relevant, but several were weak weak and irrelevant
Every major point was Every major point was adequately Every major point was supported with Some points were supported well, others
well supported with supported with relevant facts, statistics facts, statistics and/or examples, but the were not
several relevant facts, and/or examples relevance of some was questionable
USE OF FACTS / STATISTICS statistics and/or examples
The team clearly The team clearly The team seemed to The team seemed
understood the topic in depth and understood the topic in depth and understand the main points of the topic to understand the main points of the topic,
presented their information forcefully presented their information with ease and presented those with ease but didn’t present with ease
UNDERSTANDING OF TOPIC and convincingly
TEACHER: TEACHER:
Art. 224.
disciplinaria
APROVED BY:
AREA COORDINATORS: LCDA. MARITZA MURILLO - LCDO. MIGUEL CASTRO
Signatures:
SCHOOL YEAR
2022 - 2023
ROLE-PLAY RUBRIC: BEGINNING/INTERMEDIATE ESL 1-2-3
SHIFT
ENGLISH 8th Grade to High school
CRITERIA 2.5 points 2 points 1.5 points 1 points

Student is extremely familiar with their Student is extremely familiar with their Student is somewhat familiar with their Student is not familiar with their role, and
PREPAREDNESS role and uses specific evidence to support role, and uses some evidence to support role, but provides little or no evidence to provides no evidence to support any
their arguments. their arguments support their arguments. statements/arguments they make.
Student actively participates in simulated Student actively participates in simulated Student actively participates in simulated Student does not participate in simulated
meeting, speaking multiple times, adding meeting, speaking more than once, adding meeting, speaking more than once, but meeting
PARTICIPATION new information/evidence each time. new information/evidence each time. repeats information each time.
Student demonstrates active listening Student demonstrates active listening Student demonstrates active listening Student provides no indication they are
skills by providing thoughtful responses skills by providing thoughtful responses to skills by listening attentively while other listening to other students, by speaking while
addressing specific aspects of other other students’ statements, but asks few students speak, but provides little or no others speak, or repeating what others have
ACTIVE LISTENING/ RESPONSE students’ statements, including asking or no questions. response to any statements. already stated.
questions.
Student acts as a model meeting Student acts appropriately during the Student occasionally speaks out of turn Student occasionally speaks out of turn or
participant, speaking only at appropriate meeting, typically speaking at appropriate or interrupts another student, but shows interrupts another student, or otherwise
ETIQUETTE times, and showing respect to all other times, and showing respect to other respect to other participants. shows disrespect of other participants.
participants. participants
TEACHER: TEACHER:
Art. 224.
disciplinaria
APROVED BY:
Signatures:
SCHOOL YEAR
2022 - 2023
LETTER-WRITING RUBRIC: BEGINNING/ INTERMEDIATE ESL 1-2-3
SHIFT
2. DETAIL
CRITERIA (only five should be 2 points 1.5 points 1 points O.5 point
used)
Salutation and closing have no errors in Salutation and closing have 1-2 errors in Salutation and closing have 3 or more Salutation and/or closing are missing
SALUTATION AND CLOSING capitalization and punctuation. capitalization and punctuation. errors in capitalization and punctuation.
Ideas were expressed in a clear and Ideas were expressed in a pretty clear Ideas were somewhat organized, but The letter seemed to be a collection of
organized fashion. It was easy to figure manner, but the organization could have were not very clear. It took more than unrelated sentences. It was very difficult to
IDEAS out what the letter was about. been better one reading to figure out what the letter figure out what the letter was about.
was about.
Sentences and paragraphs are complete, All sentences are complete and well- Most sentences are complete and well- Many sentence fragments or run-on
well-constructed and of varied structure. constructed (no fragments, no run-ons). constructed. Paragraphing needs some sentences OR paragraphing needs lots of
SENTENCES/ PARAGRAPHS & CONTENT Paragraphing is generally done well. work. work.
ACCURACY
The letter contains at least 5 accurate The letter contains 3-4 accurate facts The letter contains 1-2 accurate facts The letter contains no accurate facts about
facts about the topic. about the topic. about the topic. the topic.
CONTENT ACCURACY
GRAMMAR & SPELLING Writer makes no errors in grammar or Writer makes 1-2 errors in grammar Writer makes 3-4 errors in grammar Writer makes more than 4 errors in grammar
(CONVENTIONS) spelling and/or spelling. and/or spelling and/or spelling.
Writer makes no errors in capitalization Writer makes 1-2 errors in capitalization Writer makes 3-4 errors in capitalization Writer makes more than 4 errors in
CAPITALIZATION AND PUNCTUATION and punctuation. and punctuation. and punctuation. capitalization and punctuation.
Complies with all the requirements for a Complies with almost all the requirements Complies with several of the Complies with less than 75% of the
FORMAT formal/informal letter. for a formal/informal letter. requirements for a formal/informal requirements for a formal/informal letter.
letter.
TEACHER: TEACHER:
Art. 224.
disciplinaria
APROVED BY:
Signatures:
SCHOOL YEAR
2022 - 2023
COMPOSITION-WRITING RUBRIC: BEGINNING/ INTERMEDIATE ESL 1-2-3
SHIFT
2. DETAIL
CRITERIA 2.5 points 2 points 1.5 points 1 points
Main idea is clear, well organized, with Main idea is clear and well organized. Main idea or topic is clear. Main idea or topic is unclear. Badly
many details. Main idea mentioned again Some sentences give details about it. organized.
MAIN IDEA/ TOPIC in the last sentence.
Wide range of vocabulary. Wide range of vocabulary. Easy vocabulary. Difficult to understand.
No repetitions. No repetitions. Poor vocabulary.
Almost no mistakes. Minor mistakes Repetitions.
VOCABULARY
Use of different grammar structures Use of different grammar structures. Simple grammar structures Difficult to understand.
Almost no mistakes. Minor mistakes Poor grammar structures.
GRAMMAR Many mistakes.
Almost no mistakes. Minor mistakes Some mistakes in spelling and Difficult to understand.
SPELLING AND PUNCTUATION punctuation Many spelling/punctuation mistakes
SCHOOL YEAR
2022 - 2023
PARAGRAPH-WRITING RUBRIC: BEGINNING/ INTERMEDIATE ESL 1-2-3
ENGLISH 8th Grade to High school SHIFT
2. DETAIL
Interesting, original topic sentence, Clearly stated topic sentence presents one Acceptable topic sentence presents one Missing, invalid, or inappropriate topic
TOPIC SENTENCE reflecting thought and insight; focused on main idea. idea. sentence; main idea is missing.
one interesting main idea.
Interesting, concrete and descriptive Examples and details relate to the topic Sufficient number of examples and Insufficient, vague, or undeveloped examples.
SUPPORTING DETAILS examples and details with explanations and some explanation is included. details that relate to the topic.about. .
that relate to the topic.
Thoughtful, logical progression of Details are arranged in a logical Acceptable arrangement of examples; No discernible pattern of organization;
ORGANIZATION AND TRANSITIONS supporting examples; Mature transitions progression; appropriate transitions. transitions may be weak. Unrelated details; no transitions.
between ideas.
Appropriate tone, distinctive voice; Appropriate tone; Clear sentences with Acceptable tone; some variety in Inconsistent or Inappropriate tone;
pleasing variety in sentence structure; varied structures; Effective diction. sentence structures; Adequate diction Awkward, unclear, or incomplete sentences;
STYLE Vivid diction, precise word choices. and word choices. Bland diction, poor word choice.
Consistent standard English usage, Some errors, but none major, in usage, A few errors in usage, spelling, or Distracting errors in usage, spelling, or
MECHANICS spelling, and punctuation. No errors. spelling, or punctuation. (1-2) punctuation (3-4) punctuation
TEACHER: TEACHER:
Art. 224.
disciplinaria
APROVED BY:
Signatures:
SCHOOL YEAR
2022 - 2023
SPEAKING RUBRIC : INTERMEDIATE 1-2-3
SHIFT
ENGLISH Informal Observations High school
2. DETAIL
CRITERIA 2.5 points 1 points O.5 point
Successfully communicates ideas and Often communicates ideas and thoughts Sometimes communicates ideas and Rarely attempts
thoughts with language and register with language and register appropriate thoughts with language and register to coomunicate
appropriate for the occasion. for appropriate for ideas and
IDEAS AND THOUGHTS the occasion. the occasion. thoughts.
When When When When

communicating, communicating, communicating, communicating,
uses appropriate often uses sometimes uses rarely uses
GRAMMAR tense correctly appropriate appropriate appropriate
most of the time tense correctly. tense correctly. tense correctly.
Is always Is often Is sometimes Is rarely

PRONUNCIATION understood. understood. understood. understood.
Always attempts Often attempts Sometimes rarely attempts

to speak English to speak English attempts to to speak English
during classroom during classroom speak English during classroom
ENGLISH ONLY activities. activities. during classroom activities.
Sometimes activities.
TEACHER: TEACHER:
Art. 224.
disciplinaria
APROVED BY:
Signatures:
SCHOOL YEAR
UNIDAD EDUCATIVA FISCAL TNTE. HUGO
ORTIZ
2022 - 2023
SPEAKING RUBRIC : BEGINNING ESL 2-3
SHIFT
ENGLISH Informal Observations 9th & 10th Grade
2. DETAIL
Successfully asks Attempts to ask Sometimes asks Rarely
for information for information for information communicates
ASKS AND and helps other and often helps and sometimes with the teacher
ANSWERS
QUESTIONS WHEN students other students helps other or other
THERE IS A NEED appropriately. appropriately. students students.
Always attempts Often attempts Sometimes Rarely attempts

to use new to use new attempts to use to use new
vocabulary when vocabulary when new vocabulary vocabulary when
VOCABULARY appropriate. appropriate. when appropriate.
appropriate.
Always attemps Often attemps to Sometimes Rarely if ever

to use 3rd use 3rd person attemps to use attemps to use
person singular singular "s" 3rd person 3rd person
GRAMMAR "s" when when singular "s" singular "s"
appropriate. appropriate. when when
appropriate. appropriate.
Is always Is often Is sometimes Is rarely

SPEAKS CLEARLY understood. understood. understood. understood.
Always attempts Often attempts Sometimes rarely attempts

ENGLISH ONLY activities. activities. during classroom activities.
Sometimes activities.
TEACHER: TEACHER: Reglamento de la
L.O.E.I.
Art. 224.
Tipo I - Tipo II -
Tipo III.
Calificación -0,01 -
más acción
disciplinaria
APROVED BY:
Signatures:
SCHOOL YEAR
2022 - 2023
SPEAKING RUBRIC : BEGINNING ESL 1
ENGLISH Informal Observations 8th Grade SHIFT
2. DETAIL
CRITERIA 2,5 points 2 points 1,5 points 1 point
Always expresses needs adequately. Often expresses needs adequately. Sometimes expresses needs adequately. Rarely expresses needs adequately.
EXPRESSES
NEEDS
Always Often Sometimes communicates message with Rarely communicates message

communicates communicates appropriate vocabulary but somehow with appropriate
message with message with repetitive. vocabulary and very repetitive.
VOCABULARY appropriate appropriate
vocabulary. vocabulary.
Production is always clear and Production is somehow clear and Production is choppy or mispronounced Production is choppy or mispronounced
SPEAKS CLEARLY understandable. understandable. so effort is needed to understand. which makes it very hard to understand.
Always attempts Often attempts Sometimes Rarely attempts

ENGLISH ONLY activities. activities. during classroom activities. activities
TEACHER: TEACHER:
Art. 224.
disciplinaria
APROVED BY:
SCHOOL YEAR
2022 - 2023
ORAL PRESENTATION RUBRIC : BEGINNING ESL 1-2-3
SHIFT
ENGLISH Team/Individual‐Project Presentations 8th to 10th Grade
2. DETAIL
CRITERIA 2,5 points 2 points 1,5 points 1 point
There is enough evidence that everyone There is some evidence that everyone (all There is little evidence that everyone (all There is no evidence that everyone (all the
(all the members of the team or the members of the team or individuals) the members of the team or individuals) members of the team or individuals) has
PARTICIPATION AND/OR individuals) has done their work because has done their work because they say has done their work because what they done their work because what they say is not
PREPARATION their speech is meaningful and on topic. something meaningful and on topic. say is by some means meaningful or on meaningful or on topic.
topic.
All students (the All students (the All students (the Students (the
audience) can audience) can audience) can audience) can't often hear speakers.
hear all the time hear 75% of the time or more hear between
VOLUME 65% and 75% of the
time or more.
All members of Most members Some members Only one

the team speak of the team of the team member or no
clearly and are speak clearly and speak clearly and members of the
SPEAKS CLEARLY easy to understand. are easy to understand. are easy to understand. team speak
clearly and are easy to understand.
Uses the new grammar structures and/or Uses the new grammar structures and/or Uses the new grammar structures and/or Uses the new grammar structures and/or few
CONTENT most of the words from the unit with fair many of the words from the unit in a way some of the words from the unit with of the words from the unit with errors which
(VOCABULARY & accuracy and very understandable. that is not difficult to understand. errors which make it a little difficult to make it a hard to understand.
GRAMMAR)
understand.
SCHOOL YEAR
2022 - 2023
ORAL PRESENTATION RUBRIC : INTERMEDIATE ESL 1-2
Team/Individual‐Project Presentations 1st - 2nd year of High school SHIFT
ENGLISH
2. DETAIL
topic.
Presentation as a whole is of appropriate Presentation as a whole is a bit long or Presentation as a whole is considerably Presentation as a whole is considerably too
length as indicated by the teacher short in length as indicated by the teacher. too long in length as indicated by the short in length as indicated by the teacher.
audience) can teacher.
TIME hear all the time
audience) can audience) can audience) can audience) can't
hear all the time. hear 75% of the hear between often hear speakers.
VOLUME time or more. 65% and 75% of
the time or more.
The presenter(s) doesn't read The presenter(s) doesn't read The presenter(s) mostly reads The presenter(s) reads presentation the
presentation at presentation too presentation and entire time and makes no eye
all and makes much and makes makes little eye contact.
PRESENTATION SKILLS eye contact. adequate eye contact.
contact.
CONTENT Always uses language appropriate for Often uses language appropriate for level Sometimes uses language appropriate for Rarely uses language appropriate for level
(PRONUNCIATION, VOCABULARY & level and is very understandable. in a way that is not difficult to understand. level which makes it a little difficult to and with errors which makes it a hard to
GRAMMAR) understand. understand
SCHOOL YEAR
2022 - 2023
ORAL PRESENTATION RUBRIC : INTERMEDIATE ESL 3
Team/Individual‐Project Presentations Senior year SHIFT
ENGLISH
2. DETAIL
topic.
Presentation as a whole is of appropriate Presentation as a whole is a bit long or Presentation as a whole is considerably Presentation as a whole is considerably too
length as indicated by the teacher short in length as indicated by the teacher. too long in length as indicated by the short in length as indicated by the teacher.
audience) can teacher.
TIME hear all the time
audience) can audience) can audience) can audience) can't
hear all the time. hear 75% of the hear between often hear speakers.
VOLUME time or more. 65% and 75% of
the time or more.
The presenter(s) doesn't read The presenter(s) doesn't read The presenter(s) mostly reads The presenter(s) reads presentation the
presentation at presentation too presentation and entire time and makes no eye
all and makes much and makes makes little eye contact.
PRESENTATION SKILLS eye contact. adequate eye contact.
contact.
Always uses language appropriate for Often uses language appropriate for level Sometimes uses language appropriate for Rarely uses language appropriate for level
CONTENT level and is very understandable. in a way that is not difficult to understand. level which makes it a little difficult to and with errors which makes it a hard to
(PRONUNCIATION, VOCABULARY & understand. understand
GRAMMAR)

Highschool English Rubrics

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Highschool English Rubrics

Uploaded by

Copyright:

Available Formats

SCHOOL YEAR

UNIDAD EDUCATIVA FISCAL TNTE. HUGO ORTIZ

DDA / DDAH / DYSLEXIA INDIVIDUALLY ADAPTED EVALUATIONS

CRITERIA 2.5 points 2 points 1.5 points 1 points

When When When When

Is always Is often Is sometimes Is rarely

Always attempts Often attempts Sometimes rarely attempts

Always attempts Often attempts Sometimes Rarely attempts

Always attemps Often attemps to Sometimes Rarely if ever

Is always Is often Is sometimes Is rarely

Always attempts Often attempts Sometimes rarely attempts

Always Often Sometimes communicates message with Rarely communicates message

Always attempts Often attempts Sometimes Rarely attempts

All members of Most members Some members Only one

You might also like