8th grade scoring rubric for langauge arts, Diocese of Des Moines

1. LANGUAGE ARTS SCORING RUBRIC – 8TH Name:
The following rubric is for scoring formative and summative work in language arts. The type of assessment used is
circled along with a brief explanation of the assessment. These rubrics will be used in helping determine a student’s
proficiency score at the end of each trimester; the scoring chart is shown below:
PROFICIENCY SCORING CHART:
surpasses expected GLE proficiency; goes well above
4 and beyond
3 student considered proficient in specific GLE
2 student working toward proficiency in specific GLE
1 student does not meet proficiency in specific GLE
TYPE OF ASSESSMENT:
Formative (practice) work summative (project / test) work
ASSIGNMENT:
STANDARD 1: The student will apply the general skills and strategies of the reading process.
S1:B1:8th: Access prior knowledge to establish a purpose (e.g.: academic versus
entertainment) for a specific
genre or text structure (e.g.: KWL chart, pre-journal or pre-test,
predictions) with grade level text.
4 3 2 1
S1:B2:8th: Integrate use of context clues, word analysis, use of reference
materials, and apply connotative /
denotative meaning.
4 3 2 1
th
S1:B3:8 : Compare and contrast, summarize, classify, connect, and critique
text(s) and textual elements to
formulate conclusions, opinions and personal responses with grade
level text.
4 3 2 1
STANDARD 2: The student will comprehend what is read.
S2:B1:8th: Identify all above elements of fiction and analyze the relationship
among those elements as they
impact the story.
4 3 2 1
S2:B2:8th: Use context clues, vocabulary and visual aids to make connections
and determine main ideas and
bias in nonfiction grade level text.
4 3 2 1
S2:B3:8th: Using grade level text, student will determine if author is writing to
entertain, persuade or inform.
4 3 2 1
th
S2:B4:8 : Draw conclusions about author’s actual purpose in using literary
devices after analyzing terms
used in text.
4 3 2 1
STANDARD 3: The student will understand and use the general skills and strategies of the writing
process.

2. S3:B1:8th: Choose and apply a variety of prewriting strategies to generate ideas
appropriate for different
types of writing.
4 3 2 1
th
S3:B2:8 : Synthesize prewriting and reorganize details into a first draft for
revision.
Apply steps of revision (add, delete, replace, move) to improve quality
of draft using teacher and
peer review.
4 3 2 1
th
S3:B3:8 : Proofread and edit for spelling, capitalization, punctuation, and usage
in personal and peer written
work.
4 3 2 1
STANDARD 4: The student will apply the conventions of writing.
S4:B1:8th: Identify simple, compound, and complex sentences in text.
Create simple, compound, and complex sentences in student writing.
4 3 2 1
th
S4:B2:8 : Identify and define the eight parts of speech.
Apply correct usage of the eight parts of speech in written
composition.
4 3 2 1
S4:B3:8th: Spell weekly words with accuracy. Apply accurate spelling
in student writing.
4 3 2 1
S4:B4:8th: Demonstrate understanding and integration of capitalization and
punctuation in student
writing.
4 3 2 1
STANDARD 5: The student will write in a variety of forms for different audiences and
purposes.
S5:B1:8th: Generate expository composition, using outside sources for support
demonstrating
understanding of the expository elements: introduction, body, and
conclusion.
Analyze correct expository format in student written work.
4 3 2 1
S5:B2:8th: Define and generate narrative writing, using 1st or 3rd person,
developing visual or sensory
imagery, and including logical organization.
Analyze criteria for good narrative writing (e.g. 6 Traits Writing).
4 3 2 1
th
S5:B3:8 : Generate persuasive writing into logically formatted essay conveying
judgment while using

3. facts/evidence for support.
Analyze effectiveness of argument in persuasive writing samples.
4 3 2 1
S5:B4:8th: Analyze and explain elements and forms found in poetry.
Generate poems using various poetic elements and forms.
4 3 2 1
th
S5:B5:8 : Generate writing integrating content, style, and structure appropriate
for specific audiences
and purposes.
4 3 2 1
S5:B6:8th: Write personal responses to literature using a variety of formats.
4 3 2 1
STANDARD 6: The student will use the general skills and strategies of listening and speaking.
S6:B1:8th: Use strategies to enhance listening comprehension and draw
conclusions from information
given in all kinds of oral presentations in class.
4 3 2 1
S6:B2:8th: Compose and deliver a speech that maintains a single focus.
4 3 2 1
S6:B3:8th: Identify and evaluate good techniques used by speakers and
performers.
Integrate specific good techniques for oral and dramatic
presentations.
4 3 2 1
STANDARD 7: The student will use the general skills and strategies of collection, interpretation,
and use
of information from a variety of sources.
S7:B1:8th: Generate questions to give direction to research.
4 3 2 1
th
S7:B2:8 : Determine the usefulness and appropriateness of information
sources to develop a particular topic.
4 3 2 1
S7:B2:8th: Define and create a works cited comprised of all sources used in
research.
Demonstrate internal documentation within written product.
4 3 2 1