Targets:1. Identify the exposition, rising action, climax, falling action, and resolution of a story on a plot diagram.3. Identify the main idea or big idea in a story.4. Write an IVF summary of a story.5. Use evidence from the story to support your answers.

Part I. ComprehensionComprehension rubric

The student does not cite relevant textual evidence to support claims or the student draws incorrect conclusions about elements of a story, such as character, setting, or conflict. The student may be able to identify some explicit/literal text support, but does not move beyond a literal understanding of story/drama elements.

The student cites one or two relevant pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make an inference (read between the lines), but may have overlooked evidence from the story that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences (read between the lines) backed up by relevant evidence from the text that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences backed up by relevant evidence from the text that strongly supports an analysis of the literary text. The student cites subtle clues and details that demonstrate advanced comprehension of the literary text.

Basic (2-3/5) Proficient (3.5/5) Approaching Mastery (4/5) Mastery (5/5)

6th Grade Quarter One Common Assessment

Part II. Plot.

Plot Scoring Rubric

Directions: Please make a plot map for the story in the space below. Be sure to label all elements of the plot and use events from the story to fill in the plot map.

Basic (2-3/5) Approaching Mastery (4/5)The student doesn't demonstrate understanding of plot elements. The student may be able to label a few elements of the plot, but cannot label them all. The elements of plot written on the plot map are not connected to one another. This shows the student doesn't understand how the elements of plot are connected or how events in the story influence future events.

The student is able to identify and label all elements of plot. The student shows he or she realizes how some of the elements of plots and events in the story are connectd to each other.

The student is able to identify all plot elements and demonstrates clearly how the events are connected to one another. Each plot event has detailed explanations from the story.

The student demonstrates advanced understanding of plot elements as shown by both detailed explanations from the story for each plot event and a plot landscape that is specific to the story being evaluated.

Mastery (5/5)Proficient (3.5/5)

Part III. IVF Summary

IVF Summary Rubric Mastery (5/5)

The student does not demonstrate the ability to write an IVF topic sentence or the summary lacks sufficient character or plot detail and loses the reader. The summary may lack sequence, ramble, or lack appropriate transitions to guide the reader. The reader is left with little understanding of the plot or character development. The text may be too short or the summary is not written in an objective voice.

The student demonstrates the ability to write an IVF topic sentence followed by enough character and plot detail to guide the reader. Transitions may be weak or absent in some places. Some plot or character detail may be lacking, but the reader is left with a general understanding of the literary text. The student may have included too much detail for the summary. The summary is written in an objective voice.

The student demonstrates the ability to write an IVF topic sentence using a strong verb, followed by enough character and plot detail to guide the reader. Transitions are used effectively and the summary is written in an objective voice. At times the student may include too much detail and there may be some awkard sentences, but the reader is left with a strong understanding of the literary text.

The student demonstrates the ability to write a concise summary in an objective voice, using a strong IVF topic sentence, followed by relevant plot and character details. Transitions (not overly formulaic) are used effectively to guide the reader. The summary does not include irrelevant details and leaves the reader with a strong understanding of the literary text.

Directions: Please write an IVF summary for the story.

Basic (2-3/5) Proficient (3.5/5) Approaching Mastery (4/5)

Part IV. Main Idea

IVF Summary Rubric

Directions: Please identify three topics in the story. Please also identify what the "main" or "big" idea of the story is.

Basic (2-3/5) Proficient (3.5/5) Approaching Mastery (4/5) Mastery (5/5)The student is able to identify 1-2 topics and the main idea.

The student is able to identify three topics and the main idea of the story.

Comprehension rubric

The student does not cite relevant textual evidence to support claims or the student draws incorrect conclusions about elements of a story, such as character, setting, or conflict. The student may be able to identify some explicit/literal text support, but does not move beyond a literal understanding of story/drama elements.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences (read between the lines) backed up by relevant evidence from the text that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences backed up by relevant evidence from the text that strongly supports an analysis of the literary text. The student cites subtle clues and details that demonstrate advanced comprehension of the literary text.

Approaching Mastery (4/5 Mastery (5/5) Basic (2-3/5)

Comprehension rubric

The student cites one or two relevant pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make an inference (read between the lines), but may have overlooked evidence from the story that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences (read between the lines) backed up by relevant evidence from the text that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences backed up by relevant evidence from the text that strongly supports an analysis of the literary text. The student cites subtle clues and details that demonstrate advanced comprehension of the literary text.

The student does not cite relevant textual evidence to support claims or the student draws incorrect conclusions about elements of a story, such as character, setting, or conflict. The student may be able to identify some explicit/literal text support, but does not move beyond a literal understanding of story/drama elements.

The student c two relevant p textual eviden support conclu about elemen such as chara or conflict. Th demonstrates to make an in (read between but may have evidence from that strongly analysis of the text.

Basic (2-3/5) Proficient Proficient (3.5/5) Approaching Mastery (4/5 Mastery (5/5)

Comprehension rubric

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences (read between the lines) backed up by relevant evidence from the text that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences backed up by relevant evidence from the text that strongly supports an analysis of the literary text. The student cites subtle clues and details that demonstrate advanced comprehension of the literary text.

The student does not cite relevant textual evidence to support claims or the student draws incorrect conclusions about elements of a story, such as character, setting, or conflict. The student may be able to identify some explicit/literal text support, but does not move beyond a literal understanding of story/drama elements.

The student cites one or two relevant pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make an inference (read between the lines), but may have overlooked evidence from the story that strongly supports an analysis of the literary text.

cites one or pieces of

nce to usions drawn

ts of a story cter, setting,

he student the ability

nference n the lines),

e overlooked m the story

supports an e literary

t (3.5/5) Approaching Mastery (4/5 Mastery (5/5) Basic (2-3/5) Proficient (3.5/5)

Comprehension rubric

The student does not cite relevant textual evidence to support claims or the student draws incorrect conclusions about elements of a story, such as character, setting, or conflict. The student may be able to identify some explicit/literal text support, but does not move beyond a literal understanding of story/drama elements.

The student cites one or two relevant pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make an inference (read between the lines), but may have overlooked evidence from the story that strongly supports an analysis of the literary text.

The student c pieces of text to support con drawn about e story such as setting, or con student demo ability to mak (read between backed up by evidence from that strongly analysis of the text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences (read between the lines) backed up by relevant evidence from the text that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences backed up by relevant evidence from the text that strongly supports an analysis of the literary text. The student cites subtle clues and details that demonstrate advanced comprehension of the literary text.

Approaching Mastery (4/5 Mastery (5/5) Basic (2-3/5) Proficient (3.5/5) Approaching M

Comprehension rubric

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences (read between the lines) backed up by relevant evidence from the text that strongly supports an analysis of the literary text.

cites several ual evidence

nclusions elements of a

character, nflict. The onstrates the

ke inferences n the lines)

relevant m the text

supports an e literary

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences backed up by relevant evidence from the text that strongly supports an analysis of the literary text. The student cites subtle clues and details that demonstrate advanced comprehension of the literary text.

The student does not cite relevant textual evidence to support claims or the student draws incorrect conclusions about elements of a story, such as character, setting, or conflict. The student may be able to identify some explicit/literal text support, but does not move beyond a literal understanding of story/drama elements.

The student cites one or two relevant pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make an inference (read between the lines), but may have overlooked evidence from the story that strongly supports an analysis of the literary text.

Basic (2-3/5) Proficient (3.5/5) Approaching Mastery (4/5 Mastery (4/5 Mastery (5/5)

Comprehension rubric

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences backed up by relevant evidence from the text that strongly supports an analysis of the literary text. The student cites subtle clues and details that demonstrate advanced comprehension of the literary text.

The student does not cite relevant textual evidence to support claims or the student draws incorrect conclusions about elements of a story, such as character, setting, or conflict. The student may be able to identify some explicit/literal text support, but does not move beyond a literal understanding of story/drama elements.

The student cites one or two relevant pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make an inference (read between the lines), but may have overlooked evidence from the story that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences (read between the lines) backed up by relevant evidence from the text that strongly supports an analysis of the literary text.

The student c pieces of text to support con drawn about e story such as setting, or con student demo ability to mak backed up by evidence from that strongly analysis of the text. The stud subtle clues a that demonstr advanced com of the literary

Approaching Mastery (4/5 Mastery Mastery (5/5) Basic (2-3/5) Proficient (3.5/5)

Comprehension rubric

The student does not cite relevant textual evidence to support claims or the student draws incorrect conclusions about elements of a story, such as character, setting, or conflict. The student may be able to identify some explicit/literal text support, but does not move beyond a literal understanding of story/drama elements.

The student cites one or two relevant pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make an inference (read between the lines), but may have overlooked evidence from the story that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences (read between the lines) backed up by relevant evidence from the text that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences backed up by relevant evidence from the text that strongly supports an analysis of the literary text. The student cites subtle clues and details that demonstrate advanced comprehension of the literary text.

cites several ual evidence

nclusions elements of a

character, nflict. The onstrates the

ke inferences relevant

m the text supports an

e literary dent cites

and details rate

mprehension y text.

y (5/5) Basic (2-3/5) Proficient (3.5/5) Approaching Mastery (4/5 Mastery (5/5)

Comprehension rubric Comprehens

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences (read between the lines) backed up by relevant evidence from the text that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences backed up by relevant evidence from the text that strongly supports an analysis of the literary text. The student cites subtle clues and details that demonstrate advanced comprehension of the literary text.

The student d relevant textu to support cla student draws conclusions ab elements of a as character, conflict. The s be able to ide explicit/literal support, but d move beyond understanding story/drama e

The student does not cite relevant textual evidence to support claims or the student draws incorrect conclusions about elements of a story, such as character, setting, or conflict. The student may be able to identify some explicit/literal text support, but does not move beyond a literal understanding of story/drama elements.

The student cites one or two relevant pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make an inference (read between the lines), but may have overlooked evidence from the story that strongly supports an analysis of the literary text.

Basic (2-3/5) Proficient (3.5/5) Approaching Mastery (4/5 Mastery (5/5) Basic (

sion rubric Comprehension rubric

The student does not cite relevant textual evidence to support claims or the student draws incorrect conclusions about elements of a story, such as character, setting, or conflict. The student may be able to identify some explicit/literal text support, but does not move beyond a literal understanding of story/drama elements.

does not cite ual evidence

ims or the s incorrect

bout story, such

setting, or student may

entify some l text

does not a literal

g of elements.

The student cites one or two relevant pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make an inference (read between the lines), but may have overlooked evidence from the story that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences (read between the lines) backed up by relevant evidence from the text that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences backed up by relevant evidence from the text that strongly supports an analysis of the literary text. The student cites subtle clues and details that demonstrate advanced comprehension of the literary text.

Approaching Mastery (4/5 Mastery (5/5) Basic (2-3/5) 2-3/5) Proficient (3.5/5)

Comprehension rubric

The student cites one or two relevant pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make an inference (read between the lines), but may have overlooked evidence from the story that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences (read between the lines) backed up by relevant evidence from the text that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences backed up by relevant evidence from the text that strongly supports an analysis of the literary text. The student cites subtle clues and details that demonstrate advanced comprehension of the literary text.

The student does not cite relevant textual evidence to support claims or the student draws incorrect conclusions about elements of a story, such as character, setting, or conflict. The student may be able to identify some explicit/literal text support, but does not move beyond a literal understanding of story/drama elements.

The student c two relevant p textual eviden support conclu about elemen such as chara or conflict. Th demonstrates to make an in (read between but may have evidence from that strongly analysis of the text.

Basic (2-3/5) Proficient Proficient (3.5/5) Approaching Mastery (4/5 Mastery (5/5)

Comprehension rubric

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences (read between the lines) backed up by relevant evidence from the text that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences backed up by relevant evidence from the text that strongly supports an analysis of the literary text. The student cites subtle clues and details that demonstrate advanced comprehension of the literary text.

The student does not cite relevant textual evidence to support claims or the student draws incorrect conclusions about elements of a story, such as character, setting, or conflict. The student may be able to identify some explicit/literal text support, but does not move beyond a literal understanding of story/drama elements.

The student cites one or two relevant pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make an inference (read between the lines), but may have overlooked evidence from the story that strongly supports an analysis of the literary text.

cites one or pieces of

nce to usions drawn

ts of a story cter, setting,

he student the ability

nference n the lines),

e overlooked m the story

supports an e literary

t (3.5/5) Approaching Mastery (4/5 Mastery (5/5) Basic (2-3/5) Proficient (3.5/5)

Comprehension rubric

The student does not cite relevant textual evidence to support claims or the student draws incorrect conclusions about elements of a story, such as character, setting, or conflict. The student may be able to identify some explicit/literal text support, but does not move beyond a literal understanding of story/drama elements.

The student cites one or two relevant pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make an inference (read between the lines), but may have overlooked evidence from the story that strongly supports an analysis of the literary text.

The student c pieces of text to support con drawn about e story such as setting, or con student demo ability to mak (read between backed up by evidence from that strongly analysis of the text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences (read between the lines) backed up by relevant evidence from the text that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences backed up by relevant evidence from the text that strongly supports an analysis of the literary text. The student cites subtle clues and details that demonstrate advanced comprehension of the literary text.

Approaching Mastery (4/5 Mastery (5/5) Basic (2-3/5) Proficient (3.5/5) Approaching M

Comprehension rubric

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences (read between the lines) backed up by relevant evidence from the text that strongly supports an analysis of the literary text.

cites several ual evidence

nclusions elements of a

character, nflict. The onstrates the

ke inferences n the lines)

relevant m the text

supports an e literary

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences backed up by relevant evidence from the text that strongly supports an analysis of the literary text. The student cites subtle clues and details that demonstrate advanced comprehension of the literary text.

The student does not cite relevant textual evidence to support claims or the student draws incorrect conclusions about elements of a story, such as character, setting, or conflict. The student may be able to identify some explicit/literal text support, but does not move beyond a literal understanding of story/drama elements.

The student cites one or two relevant pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make an inference (read between the lines), but may have overlooked evidence from the story that strongly supports an analysis of the literary text.

Basic (2-3/5) Proficient (3.5/5) Approaching Mastery (4/5 Mastery (4/5 Mastery (5/5)

Comprehension rubric

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences backed up by relevant evidence from the text that strongly supports an analysis of the literary text. The student cites subtle clues and details that demonstrate advanced comprehension of the literary text.

The student does not cite relevant textual evidence to support claims or the student draws incorrect conclusions about elements of a story, such as character, setting, or conflict. The student may be able to identify some explicit/literal text support, but does not move beyond a literal understanding of story/drama elements.

The student cites one or two relevant pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make an inference (read between the lines), but may have overlooked evidence from the story that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences (read between the lines) backed up by relevant evidence from the text that strongly supports an analysis of the literary text.

The student c pieces of text to support con drawn about e story such as setting, or con student demo ability to mak backed up by evidence from that strongly analysis of the text. The stud subtle clues a that demonstr advanced com of the literary

Approaching Mastery (4/5 Mastery Mastery (5/5) Basic (2-3/5) Proficient (3.5/5)

Comprehension rubric

The student does not cite relevant textual evidence to support claims or the student draws incorrect conclusions about elements of a story, such as character, setting, or conflict. The student may be able to identify some explicit/literal text support, but does not move beyond a literal understanding of story/drama elements.

The student cites one or two relevant pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make an inference (read between the lines), but may have overlooked evidence from the story that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences (read between the lines) backed up by relevant evidence from the text that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences backed up by relevant evidence from the text that strongly supports an analysis of the literary text. The student cites subtle clues and details that demonstrate advanced comprehension of the literary text.

cites several ual evidence

nclusions elements of a

character, nflict. The onstrates the

ke inferences relevant

m the text supports an

e literary dent cites

and details rate

mprehension y text.

y (5/5) Basic (2-3/5) Proficient (3.5/5) Approaching Mastery (4/5 Mastery (5/5)

Comprehension rubric Comprehens

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences (read between the lines) backed up by relevant evidence from the text that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences backed up by relevant evidence from the text that strongly supports an analysis of the literary text. The student cites subtle clues and details that demonstrate advanced comprehension of the literary text.

The student d relevant textu to support cla student draws conclusions ab elements of a as character, conflict. The s be able to ide explicit/literal support, but d move beyond understanding story/drama e

The student does not cite relevant textual evidence to support claims or the student draws incorrect conclusions about elements of a story, such as character, setting, or conflict. The student may be able to identify some explicit/literal text support, but does not move beyond a literal understanding of story/drama elements.

The student cites one or two relevant pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make an inference (read between the lines), but may have overlooked evidence from the story that strongly supports an analysis of the literary text.

Basic (2-3/5) Proficient (3.5/5) Approaching Mastery (4/5 Mastery (5/5) Basic (

sion rubric Comprehension rubric

The student does not cite relevant textual evidence to support claims or the student draws incorrect conclusions about elements of a story, such as character, setting, or conflict. The student may be able to identify some explicit/literal text support, but does not move beyond a literal understanding of story/drama elements.

does not cite ual evidence

ims or the s incorrect

bout story, such

setting, or student may

entify some l text

does not a literal

g of elements.

The student cites one or two relevant pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make an inference (read between the lines), but may have overlooked evidence from the story that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences (read between the lines) backed up by relevant evidence from the text that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences backed up by relevant evidence from the text that strongly supports an analysis of the literary text. The student cites subtle clues and details that demonstrate advanced comprehension of the literary text.

Approaching Mastery (4/5 Mastery (5/5) Basic (2-3/5) 2-3/5) Proficient (3.5/5)

Comprehension rubric

The student cites one or two relevant pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make an inference (read between the lines), but may have overlooked evidence from the story that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences (read between the lines) backed up by relevant evidence from the text that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences backed up by relevant evidence from the text that strongly supports an analysis of the literary text. The student cites subtle clues and details that demonstrate advanced comprehension of the literary text.

The student does not cite relevant textual evidence to support claims or the student draws incorrect conclusions about elements of a story, such as character, setting, or conflict. The student may be able to identify some explicit/literal text support, but does not move beyond a literal understanding of story/drama elements.

The student c two relevant p textual eviden support conclu about elemen such as chara or conflict. Th demonstrates to make an in (read between but may have evidence from that strongly analysis of the text.

Basic (2-3/5) Proficient Proficient (3.5/5) Approaching Mastery (4/5 Mastery (5/5)

Comprehension rubric

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences (read between the lines) backed up by relevant evidence from the text that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences backed up by relevant evidence from the text that strongly supports an analysis of the literary text. The student cites subtle clues and details that demonstrate advanced comprehension of the literary text.

The student does not cite relevant textual evidence to support claims or the student draws incorrect conclusions about elements of a story, such as character, setting, or conflict. The student may be able to identify some explicit/literal text support, but does not move beyond a literal understanding of story/drama elements.

The student cites one or two relevant pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make an inference (read between the lines), but may have overlooked evidence from the story that strongly supports an analysis of the literary text.

cites one or pieces of

nce to usions drawn

ts of a story cter, setting,

he student the ability

nference n the lines),

e overlooked m the story

supports an e literary

t (3.5/5) Approaching Mastery (4/5 Mastery (5/5) Basic (2-3/5) Proficient (3.5/5)

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences (read between the lines) backed up by relevant evidence from the text that strongly supports an analysis of the literary text.

The student cites several pieces of textual evidence to support conclusions drawn about elements of a story such as character, setting, or conflict. The student demonstrates the ability to make inferences backed up by relevant evidence from the text that strongly supports an analysis of the literary text. The student cites subtle clues and details that demonstrate advanced comprehension of the literary text.

Approaching Mastery (4/5 Mastery (5/5)