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Rubric For Teacher Belief Statement

The document provides a rubric for evaluating teacher belief statements. It has four levels for constructing writing and applying grammar and mechanics. The higher levels expect students to produce clear, coherent writing appropriate to the task by planning, revising and editing according to style guidelines. They also expect command of standard English conventions and the ability to resolve complex usage issues.

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Alexis Noring
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83 views4 pages

Rubric For Teacher Belief Statement

The document provides a rubric for evaluating teacher belief statements. It has four levels for constructing writing and applying grammar and mechanics. The higher levels expect students to produce clear, coherent writing appropriate to the task by planning, revising and editing according to style guidelines. They also expect command of standard English conventions and the ability to resolve complex usage issues.

Uploaded by

Alexis Noring
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Rubric for Teacher Belief Statement

Constructing Writing
4
3

In addition to score 3.0, the student demonstrates in-depth inferences and applications that go
beyond the target.
Students demonstrate they have the ability to:
-Produce writing in which the development, organization, and style are appropriate to the task,
purpose, and audience: opinion.
-Produce clear and coherent extended writing.
-Strengthen writing by planning, revising, and editing.
-Write and edit work so that it conforms to the guidelines in style manual (for, example, MLA
Handbook) appropriate for the discipline and writing type.
Students demonstrate they have developed the ability to:
-Produce writing with style, appropriate to the task, purpose, or audience.
-Produce writing with organization appropriate to the task, purpose, or audience.
-Identify writing that is coherent and the characteristics of coherent writing.
Students performance reflects insufficient progress towards foundational skills and knowledge.

Application of Grammar and Mechanics


4

Students demonstrate they have the command of the conventions of standard English
capitalization, punctuate, grammar and usage in context when writing or speaking to:
-Apply the understanding that usage is a matter of convention, can change over time, and is
sometimes contested.
-Resolve issues of complex or contested usage, consulting references as needed.
-Observe hyphenation conventions
-Vary syntax for effect, consulting references for guidance as needed.
Students demonstrate they have command of the conventions of standard English capitalization,
punctuation, grammar and usage in context when writing or speaking to:
-Use various types of clauses
-Use a semi-colon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses.
Students demonstrate they have developed the ability to:
-Use grammar and usage in isolation.
-Use conventions in isolation.
Students performance reflects insufficient progress towards foundational skills and knowledge.

Commas and Semicolons

Name/Blk_________________

Review: Commas
Read the sentence, place a comma where it should be.

1. Dont just stand there get up.

2. I saw that you were smiling and I saw you laughing the entire time.

3. In addition to this essay you will also be writing a reflective essay however you will want
to take notes on organization as we move along.

Review: Semi-Colons
Read the sentence, and place a semi-colon where you think it should be.
1. After 30 minutes take the cake out of the oven otherwise it will burn.
2. I am going home moreover, I intend to stay there.
3. She went to the doctor on the following dates: January 1, 2015 February 5, 2015 July 10,
2015.

Post Assessment Survey

1. How well do you think you did on the test?

2. What do you think you can do to get the score you want?

3. What are some ways that I, (your teacher) can support you in your learning?

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