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Assessment Task-7 Habits of Highly Effective Teens, Paragraph -Burger Writing Style Assessment Tool: Rubric Criteria Organization (Burger Paragraph Style) 3 The student work has a strong beginning; content is in order and has a good ending. 2 The student work has some beginning; the content is somewhat in order and the ending is somewhat appropriate. 1 The student work has little beginning; the content is not in order and does not end well.

Word Choice

The student work does not have repeating words too often. It has words that help the reader make a mental image.

The student has repeating words, too often, with some words that help the reader make a mental image.

The student work has a lot of repeating words, too often. It has no words that help the reader make a mental image.

Conventions

The student work has correct spellings, capitals, punctuation, and spacing and is easy to read.

The student work has some correct spelling, capitals, punctuation, and spacing and is easy to read.

The student work has little correct spellings, capitals, punctuation, and spacing and is difficult to read.

Sentences

The student work has different types of sentences and complete sentences.

The student work has few types of sentences and complete sentences.

The student work does not have different types of sentences. It has in-complete sentences.

Voice

The write up of the student makes the reader feel something.

The write up of the student makes the reader feel something to some extent

The write up of the student does not make the reader feel something

Content/ Ideas

The message is clear and there is enough information.

The message is somewhat clear and there is some information.

The message is not clear and there is not enough information.

Neatness

The writing assignment is neatly handwritten. Letter formation is correct; words are spaced, easy to read.

The writing assignment is neatly handwritten. The letter formation is sometimes correct; words are usually spaced, easy to read. The student is able to speak clearly and to the point. Possesses sufficient vocabulary and limited or no use of mother tongue.

The writing assignment is neatly handwritten. Letter formation is not correct; words are not spaced, difficult to read.

Fluency in speech

The student possesses good vocabulary and is able to express ideas fluently. The student does not depend on mother tongue to express ideas.

The student struggles to speak in English. Vocabulary limited to isolated words or sentence fragments. Relies on mother tongue for communication.

Reading

The student shows exceptional reading skills.

The student is independent in reading grade level reading material

The student struggles to read words. Needs significant improvement in reading skills to work with the class

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