7/27/2019 Speaking and Writing Rubrics

1/2

s p e a k i n g r u b r i c

F

STUDENT SPEAKS FAR BELOW INSTRUCTIONAL LEVELComplexity: Speaking is far too simple. Ideas do not address task, sentences are incomplete,

hesitation outweighs speech, and vocabulary and structure usage is nonexistent.

Comprehensibility: Speaking is not comprehensible. Structure, vocabulary and/or

pronunciation errors predominate, making comprehension difficult/impossible.

D

STUDENT SPEAKS BELOW INSTRUCTIONAL LEVELComplexity: Speaking is too simple. Ideas are disorganized with little development, sentences

may be incomplete, repetition predominates, speech is very hesitant, and vocabulary and

structure usage is severely limited.

Comprehensibility: Speaking is rarely comprehensible. Structure, vocabulary and/or

pronunciation errors make comprehension difficult.

C

STUDENT SOMETIMES SPEAKS AT INSTRUCTIONAL LEVELComplexity: Speaking is simple. Ideas are organized but not as developed. Sentences may be

short/choppy with little detail. Repetition is evident, speech is hesitant, and vocabulary and

structure usage is limited.

Comprehensibility: Speaking is sometimes comprehensible. Structure, vocabulary and/or

pronunciation errors begin to hinder comprehension.

B

STUDENT CONSISTENTLY SPEAKS AT INSTRUCTIONAL LEVELComplexity: Speaking is somewhat complex. Ideas are organized and developed. Sentences

are longer with some detail. Speech flows somewhat naturally, and vocabulary and structures

demonstrate a nice range of ability.

Comprehensibility: Speaking is comprehensible. Structure, vocabulary and/or pronunciation

errors do not hinder overall comprehension.

A

STUDENT CONSISTENTLY SPEAKS ABOVE INSTRUCTIONAL LEVELComplexity: Speaking is complex. Ideas are organized and fully developed. Sentences are

longer with much detail. Speech flows naturally, and vocabulary and structures demonstrate a

wide range of ability.

Comprehensibility: Speaking is comprehensible. Structure, vocabulary and/or pronunciationerrors do not hinder overall comprehension.ADVANCED

PROFICIENT

IN

TERMEDIATE

NOVICE

BEGINNING

Adapted from Scott Benedict: http://teachforjune.com

http://teachforjune.com/http://teachforjune.com/

7/27/2019 Speaking and Writing Rubrics

2/2

w r i t i n g r u b r i c

F

STUDENT WRITES FAR BELOW INSTRUCTIONAL LEVELComplexity: Writing is far too simple. Ideas do not address task, sentences are incomplete,

writing does not flow naturally, and vocabulary and structure usage is nonexistent.

Comprehensibility: Writing is not comprehensible. Structure, vocabulary and/or spelling errors

predominate, making comprehension difficult/impossible.

D

STUDENT WRITES BELOW INSTRUCTIONAL LEVELComplexity: Writing is too simple. Ideas are disorganized with little development, sentences

may be incomplete, repetition predominates, writing rarely flows naturally, and vocabulary and

structure usage is severely limited.

Comprehensibility: Writing is rarely comprehensible. Structure, vocabulary and/or spelling

errors make comprehension difficult.

C

STUDENT SOMETIMES WRITES AT INSTRUCTIONAL LEVELComplexity: Writing is simple. Ideas are organized but not as developed. Sentences may be

short/choppy with little detail. Repetition is evident, writing sometimes flows naturally, and

vocabulary and structure usage is limited.

Comprehensibility: Writing is sometimes comprehensible. Structure, vocabulary and/or spelling

errors begin to hinder comprehension.

B

STUDENT CONSISTENTLY WRITES AT INSTRUCTIONAL LEVELComplexity: Writing is somewhat complex. Ideas are organized and developed. Sentences are

longer with some detail. Writing flows somewhat naturally, and vocabulary and structures

demonstrate a nice range of ability.

Comprehensibility: Writing is comprehensible. Structure, vocabulary and/or spelling errors do

not hinder overall comprehension.

A

STUDENT CONSISTENTLY WRITES ABOVE INSTRUCTIONAL LEVELComplexity: Writing is complex. Ideas are organized and fully developed. Sentences are longer

with much detail. Writing flows naturally, and vocabulary and structures demonstrate a wide

range of ability.

Comprehensibility: Writing is comprehensible. Structure, vocabulary and/or spelling errors donot hinder overall comprehension.ADVANCED

PROFICIENT

IN

TERMEDIATE

NOVICE

BEGINNING

Adapted from Scott Benedict: http://teachforjune.com

http://teachforjune.com/http://teachforjune.com/