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"American Dream: Reality, Promise or Illusion?" Informational/Explanatory Writing

LDC Task

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"American Dream: Reality, Promise or Illusion?" Informational/Explanatory Writing

Grade Levels

10th Grade, 11th Grade

Course, Subject

English Composition, English Language Arts
Related Academic Standards
CC.1.2.9-10.A CC.1.2.9-10.A
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CC.1.2.9-10.B CC.1.2.9-10.B
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
CC.1.2.9-10.F CC.1.2.9-10.F
Analyze how words and phrases shape meaning and tone in texts.
CC.1.2.9-10.I CC.1.2.9-10.I
Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.
CC.1.2.9-10.J CC.1.2.9-10.J
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Expand
  • Big Ideas
    Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text
    Effective speaking and listening are essential for productive communication.
    Information to gain or expand knowledge can be acquired through a variety of sources.
    Listening provides the opportunity to learn, reflect, and respond
    Purpose, topic and audience guide types of writing
    Writing is a means of documenting thinking
    Writing is a recursive process that conveys ideas, thoughts and feelings
    Active listeners make meaning from what they hear by questioning, reflecting, responding and evaluating.
    An expanded vocabulary enhances one’s ability to express ideas and information
    An expanded vocabulary enhances one’s ability to express ideas and information.
    Audience and purpose influence the writer’s choice of organizational pattern, language, and literacy techniques.
    Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information.
    Critical thinkers effectively and skillfully interpret, analyze, evaluate and synthesize information.
    Effective readers use appropriate strategies to construct meaning
    Effective readers use appropriate strategies to construct meaning.
    Rules of grammar and convention of language support clarity of communications between writers/speakers, and readers/listeners.
  • Concepts
    Acquiring and applying a robust vocabulary assists in constructing meaning
    Active listening facilitates learning and communication.
    Essential content, literary elements and devices inform meaning
    Focus, content, organization, style, and conventions work together to impact writing quality
    Informational sources have unique purposes.
    Informational writing describes, explains and/or summarizes ideas or content in a variety of genre.
    Organization of information facilitates meaning.
    Purpose, context and audience influence the content and delivery in speaking situations
    Textual structure, features and organization inform meaning
    The writing supports a thesis or research question based on research, observation, and/or experience.
    Validity of information must be established.
    Analysis Across Texts
    Collaborative Discussion
    Content for Writing
    Focus for Writing
    Main Idea
    Organization for Writing
    Range of Reading
    Response to Literature
    Text Analysis
    Theme
    Vocabulary
    Vocabulary Acquisition and Use
    Writing Conventions
    Writing Style
  • Competencies
    Analyze and evaluate author’s/authors’ use of literary elements within and among genres
    Analyze and evaluate author’s/authors’ use of conflict, theme and /or point of view within and among texts
    Analyze and evaluate information from sources for relevance to the research question, topic or thesis.
    Analyze connections between and among words based on meaning, content, and context to distinguish nuances or connotations
    Analyze the context of literal, figurative, and idiomatic vocabulary to clarify meaning
    Articulate connections between and among words based on meaning, content, and context to distinguish nuances or connotations
    Construct parallel structures between sentences and paragraphs.
    Critically evaluate primary and secondary sources for validity, perspective, bias, and relationship to topic.
    Develop an organizational format appropriate to mode and purpose that sustains writing in a logical order. (organization)
    Develop complete paragraphs that have details and information specific to the topic and relevant to a well-defined focus
    Develop substantial, relevant and illustrative content that demonstrates a clear understanding of the purpose (content).
    Develop substantive content that is fully explained and well-supported with details, facts, research, examples and is appropriate for the topic (content)
    Develop topic-specific content that effectively and fully explains and supports the work by using details, facts, research, and/or examples (content)
    Evaluate and respond to the speaker’s message by analyzing and synthesizing information, ideas, and opinions
    Evaluate information from a variety of reference sources for its relevance to the research question, topic or thesis.
    Evaluate organizational features of text (e.g. sequence, question/answer, comparison/contrast, cause/effect, problem/solution) as related to content to clarify and enhance meaning
    Evaluate the characteristics of various genre (e.g. fiction and nonfiction forms of narrative, poetry, drama and essay) to determine how the form relates to purpose.
    Evaluate the context of literal, figurative, and idiomatic vocabulary to clarify meaning
    Evaluate the presentation of essential and nonessential information in texts, identifying the author’s implicit or explicit bias and assumptions
    Evaluate the use of graphics in text as they clarify and enhance meaning
    Follow the conventional style for the type of document and use page formats, fonts and spacing that contribute to the readability and impact of the document.
    Generalize the use of academic vocabulary across disciplines
    Identify a single thesis, research question or topic. Attribute sources of information when appropriate. Use information in maps, charts, graphs, time lines, tables and diagrams to inform writing.
    Identify and evaluate essential content between and among various text types
    Incorporate an expansive and expressive vocabulary that includes terms specific to the topic
    Incorporate appropriate transitions within and between paragraphs.
    Informational Writing: Develop substantial, relevant and illustrative content that demonstrates a clear understanding of the purpose (content).
    Informational Writing: Employ effective organizational strategies and structures, such as logical order and transitions, which develop a controlling idea (organization).
    Informational Writing: Use proper conventions to compose in the standard form of the English language (conventions).
    Informational Writing: Write with a sharp, distinct controlling point made about a single topic with evident awareness of task and audience (focus).
    Informational Writing: Write with precise control of language, stylistic techniques, and sentence structures that create a consistent and effective tone (style).
    Interact effectively in discussions by o maintaining the focus of the discussion by contributing relevant content o selecting and using appropriate language o asking relevant and clarifying questions o monitoring the response of participants and adjusting contributions accordingly o employing effective delivery techniques: volume, pace eye contact, emphasis, gestures, enunciation
    Interpret and analyze the effect of literary devices within and among texts (e.g. personification, simile, alliteration, metaphor, symbolism, imagery, hyperbole, foreshadowing, flashback, allusions, satire, and irony)
    Listen Actively and monitor one’s own understanding by asking probing questions, paraphrasing, summarizing and/or reflecting on the speaker’s message
    Listen with civility to the ideas of others
    Narrative Writing: Develop substantial, relevant and illustrative content that demonstrates a clear understanding of the purpose (content).
    Narrative Writing: Employ effective organizational strategies and structures, such as logical order and transitions, which develop a controlling idea (organization).
    Narrative Writing: Use proper conventions to compose in the standard form of the English language (conventions).
    Narrative Writing: Write with a sharp, distinct controlling point made about a single topic with evident awareness of task and audience (focus).
    Narrative Writing: Write with precise control of language, stylistic techniques, and sentence structures that create a consistent and effective tone (style).
    Persuasive Writing: Develop substantial, relevant and illustrative content that demonstrates a clear understanding of the purpose (content).
    Persuasive Writing: Employ effective organizational strategies and structures, such as logical order and transitions, which develop a controlling idea (organization).
    Persuasive Writing: Use proper conventions to compose in the standard form of the English language (conventions).
    Persuasive Writing: Write with a sharp, distinct controlling point made about a single topic with evident awareness of task and audience (focus).
    Persuasive Writing: Write with precise control of language, stylistic techniques, and sentence structures that create a consistent and effective tone (style).
    Summarize, draw conclusions, and make generalizations from a variety of mediums
    Synthesize information gathered from a variety of sources.
    Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions
    Use connections between and among words based on meaning, content, and context to distinguish nuances or connotations
    Use grade appropriate resources to confirm and extend meaning of vocabulary
    Use organizational patterns that support key ideas and are appropriate to format and purpose. (organization)
    Use precise vocabulary when developing writing
    Use proper conventions to compose in the standard form of the English language (conventions).
    Use socially and academically appropriate language and content
    Use socially and academically appropriate writing conventions in a variety of formal and informal communication.
    Use strong verbs and nouns, concrete details, and sensory language to make meaning clear to the reader
    Write to create an individual writing style, tone and voice through the use of a variety of sentence structures, descriptive word choices, literary devices and precise language. (style)
    Write to inform by: • presenting information purposefully and succinctly to meet the needs of the intended audience. • applying organizational structures that communicate information and ideas accurately and coherently. • using language that qualifies fact from opinion. • developing informational genres that relate to a variety of purposes and audiences (e.g.: instructions, memos, e-mails, correspondence, project plans, proposals, and resumes).
    Write with a sharp, distinct focus (e.g. sharp controlling point), identifying topic, purpose and audience (focus)
    Focus, content, organization, style, and conventions work together to impact writing quality
    Acquire and use accurately general academic and domain specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
    Analyze how words and phrases shape meaning and tone in texts.
    Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.
    Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
    Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on the authors explicit assumptions and beliefs on the subject.
    Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
    Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
    Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by certain details; provide an objective summary of the text.
    Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction.
    Informational: Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension. Argumentative: Distinguish the claim(s) from alternate or opposing claims; develop claim(s) fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. Narrative: Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters.
    Informational: Write with a sharp distinct focus identifying topic, task, and audience. Argumentative: Write with a sharp distinct focus identifying topic, task, and audience. Narrative: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view, and introducing a narrator and/or characters.
    Informational: Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension. Argumentative: Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. Narrative: Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters.
    Informational: Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section. Argumentative: Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented. Narrative: Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
    Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
    Read and comprehend literary fiction on grade level, reading independently and proficiently.
    Write with an awareness of the stylistic aspects of composition.

Description

The Literacy Design Collaborative teaching task provides a blueprint for seamlessly integrating literacy and content standards in a rigorous, authentic classroom experience. After determining the discipline, course, and grade level, educators use teaching tasks built around predefined template prompts. The teaching task requires students to read, analyze, and comprehend written materials and then write cogent arguments, explanations, or narratives in the subjects they are studying.

 

Authors of both nonfiction and fiction have defined the American Dream and offered varying viewpoints on the extent to which America fulfills the ideas implicit in this dream. In this module, students will read and examine multiple texts and then frame an analysis as to whether or not, or to what extent, America fulfills these ideals.

Objectives

In this extended writing task, students will read, analyze, and gather relevant information from text(s) and write an informational essay.  Students will:

  • Examine the facets of the American Dream and its existence in American works.
  • Analyze American literature and nonfiction texts to determine how the American Dream is presented in those works.
  • Read, analyze, and synthesize information from multiple literary and informational sources.
  • Write an informational/explanatory essay.

Vocabulary

American Dream - traditional social ideals of the U.S., such as equality, democracy, and material prosperity

Duration

350 minutes/7 periods

Materials

  • "The Constitution of the United States: A Transcription." National Archives and Records Administration. National Archives and Records Administration, n.d. Web. 08 Aug. 2014. <https://www.archives.gov/exhibits/charters/constitution_transcript.html>.

  • Fitzgerald, F. Scott. The Great Gatsby. Scribner trade pbk. ed. New York: Scribner, 2004. Print.

  • Hughes, Langston. "I, too." Selected Poems of Langston Hughes. Vintage classics ed. New York: Vintage, 1990. 275. Print.

  • Kindig, Thomas. "The Declaration of Independence." Ushistory.org. Independence Hall Association, 4 July 1995. Web. 07 Aug. 2014. Knidig, Thomas. "The Declaration of Independence." Ushistory.org. Independence Hall Association, 4 July 1995. Web. 07 Aug. 2014. <http://www.ushistory.org/declaration/document/index.htm>.

  • St. John de Crevecoeur, J. Hector, and Wareen Barton Blake. Letters from an American Farmer. Mineola: Dover, 2005. Print.

  • Whitmas, Walt. "I Hear American Singing." Selected Poems. Ed. Stanley Applebaum. Dover Thrift ed. Mineola: Dover, 1991. 1. Print.


Related Materials & Resources

 

Suggested Instructional Strategies

W:

The students will analyze and discuss the teaching task to identify what the task is asking them to do and to help students access background knowledge. Sample student papers or texts will be used as models. Students will work with the teacher to interpret the Literacy Design Collaborative rubric.
H:

The teaching task, which is both relevant and rigorous, engages students in subject specific reading, research, and writing. The teaching task requires the application of content knowledge to a new scenario.
E:

The teacher will engage students through reading and discussion, note-taking, and the development of a rough draft of the assignment.
R:

Students will use active reading strategies (e.g., "Talking to the text"), discussion protocols (e.g., think-pair-share, Paideia/Socratic seminar), and writing strategies (e.g., peer editing, teacher modeling and guided practice) with appropriate scaffolds as they develop their final written product.
E:

The students will create an extended writing assignment which incorporates both their content understanding and text-based information. The Literacy Design Collaborative rubric will be used to provide feedback to students.
T:

The Literacy Design Collaborative teaching task is a tiered assignment. Individual tasks can be made simple or complex by varying the task demands. Demands are additional writing and cognitive challenges that teachers can add to a template task. They help to address language in the PA Core Standards. In the LDC 1.0 Collection, these additional levels of challenge were labeled L1, 2 or 3.
O:

The teaching task is designed to help students apply subject area content through reading and writing. The teaching task might be sequenced toward the end of a content unit. The teaching task is an extended, multiple day classroom assignment.

Instructional Procedures

Teacher Preparation
Prior to launching the teaching task in the classroom, a teacher should consider the following questions:

 

How much support will students need to successfully complete the task?

 

What parts of the process can be completed independently (during or outside of class)? What parts of the process represent new learning or substantial challenge and warrant direct instruction or guided practice during class?

 

What content and vocabulary instruction and activities will be provided so that students are able to successfully complete the task?

 

How will reading be scaffolded for my students? (Read together? Read in groups? Read independently?)

 

What note-taking method will students use, and does that method align with the writing task?

 

How will students make the transition from the reading to the writing? (outline, graphic organizer, etc.)

 

What writing instruction is needed to help students write their thesis statements, organize their notes, embed quotes, and cite evidence?

 

How will students receive feedback at various stages of the writing process to make sure they are answering the prompt, their papers are focused, their ideas are fully developed with details, examples, etc.?

 

Daily Plan
The daily plan is flexible based on students' prior knowledge, experience and skills in reading, research and writing as well as their ability to apply subject area knowledge to a new scenario. The amount of time, in class instruction, and scaffolds needed can be increased or decreased to provide the appropriate level of challenge and support for students.

 

Teaching Task

Task 19 Template (Informational or Explanatory): To what extent do these authors perceive the American Dream to be a reality, a promise, or an illusion?  After reading The Great Gatsby, foundational American documents and essays, and the poetry of Walt Whitman and Langston Hughes, write an essay in which you explain how these texts illustrate the American Dream.  Support your discussion with evidence from the text(s). D3: What conclusions or implications can you draw? D8: Include citations for at least three sources.  [Note: Demands (D) are additional writing and cognitive challenges that teachers can add to a template task.]

 

Day 1

Task Engagement and Analysis
The teacher introduces the teaching task to students by linking the task to the class content that has been taught previously and to existing knowledge, skills, and interests. The teacher asks students to read the teaching task and make notes or discuss with peers things they already know about this issue or topic.

The teacher helps the students to understand the expectations of the teaching task by asking students what they think a good response to the task might include and creating a classroom list. The teacher may share examples of the type of texts the students will produce (either actual student samples or commercially published texts). Sharing the rubric with students will clarify the expectations. (Clicking on each performance level of the rubric will enable teacher access to annotated student writing for that level.)

The teacher explains the timetable and supports available for completing the task.

Text Selection
The teacher has either preselected the texts or will provide access to research sources for students to select texts. The teacher asks students to begin to record information about the sources (e.g., using notebooks, note cards, technology). The teacher may need to provide models or instruction on creating a bibliography or works cited. The students should identify author, title, publisher, date, and any other needed information (e.g., volume, editor) A discussion about the credibility or merit of sources may be needed.

 

Days 2-3

Preview texts
The teacher can provide students with all of the texts or offer students a list of acceptable sources from which to choose. The teacher briefly highlights each text with a summary to assist students in making appropriate text selections. The teacher asks the students to skim through each text to identify the genre, purpose, and text structure. A teacher think-aloud explaining rationale for making certain text selections may be beneficial to students.

Note-taking
The teacher provides or suggests that a note-taking method be used that is consistent with the expectations for the task and the type of writing (e.g., argumentative-pro/con t-chart). Students should be encouraged to refer to the teaching task so that their notes are relevant to the prompt. Students should be encouraged to include both textual information and their own connections and implications. Students should continue to add to their bibliography or works cited.

Teachers may need to teach or reinforce practices to promote academic integrity and to help students avoid plagiarism. The ability to use and credit sources appropriately shows respect for the work of others and adds credibility to a student's argument and/or research.

Reading and Research
The teacher assigns the reading, research and note-taking to students and provides instruction to support analysis and synthesis of texts. The teacher may ask students to reflect orally or in writing on key questions including:

 

Which parts of the text provide evidence that relates to the prompt?

 

What historical or current examples did you notice that relate to the prompt?

 

What is the text explicitly saying? What gaps or unanswered questions do you see?

 

What competing arguments have you encountered or thought of based on the text (argumentative)?

 

How do you know your sources are credible?

 

Depending upon the needs of students in the classroom, additional scaffolds may be necessary (e.g., whole-group reading and teacher modeling of note-taking, paired in-class reading, talking to the text, small group discussion). The teacher may either provide students with print source options or make electronic texts available to them through the use of Web 2.0 tools (e.g., Wikis, Nings) or online library databases (e.g., EBSCO, ProQuest).

 

Day 4

Transition to Writing
The teacher uses discussion based strategies such as the Paideia/Socratic seminar or small group discussions to help students make connections between their research and notes and the teaching task.

Developing a Thesis or Claim
Students write an opening paragraph that includes a controlling idea and sequences the key points that will be made throughout the writing assignment. The teacher may provide models of opening paragraphs and analyze them with the class. Students may provide feedback to each other on their opening paragraphs. Students should compare their opening paragraph to the teaching task and assess whether the paragraph fully address the main points of the prompt (e.g., define and explain, compare, take a position, etc.)

Organizing Notes/Planning
Students organize their notes into a graphic organizer or outline that establish a logical structure for the assignment. An outline begins with the thesis or claim, sequences key points and includes supporting evidence from texts.

 

Days 5-6

Development of rough drafts
Students begin writing their rough drafts. The teacher frequently checks in with students to answer questions, offer feedback, and provide writing instruction as needed. Through planning, the teacher embeds opportunities for students to receive feedback on their writing prior to the submission of the final draft either through peer conferencing, teacher conferencing, or written teacher feedback. Students revise their drafts based on the feedback they receive. The amount of time needed for the development of rough draft varies and may include time during and outside of class.

 

Day 7

Completion of Final Draft
Students either self or peer-edit their papers for conventional errors and complete the final draft.

Assessment and Reflection
The teacher uses the LDC rubric to assess the students' writing and provide feedback to help students improve their performance. Patterns in student performance guide further instruction.

Analytic Scoring
The rubric is structured to facilitate analytic scoring - the awarding of separate scores by readers for each of the seven scoring elements. Scorers should keep in mind that the description of work quality within any particular "cell" of the rubric may still address more than one idea, and therefore may not match a particular essay perfectly. The scorer must identify the descriptor that is the best match to a paper based on the preponderance of evidence. If the decision is truly a "coin toss," the scorer should feel free to use the "in-between" or "half" scores. A variation of analytic scoring might be used in a situation in which the emphasis of instruction at a particular time might be on a subset of the seven scoring elements. For example, if instruction is focused on development and organization, then a teacher might simply award scores for those two scoring elements.

Holistic Scoring
Holistic scoring is assigning a single, overall score to a paper. Analytic and holistic scoring rubrics look much the same. The holistic scorer's job is to pick the single score (1, 2, 3, 4) that corresponds to the set of descriptors for scoring elements that best matches a paper. Again, in-between or half scores can be used. Ideally, holistic scorers are thinking about all the scoring elements as they read papers, but over time they find that they can assign holistic scores very rapidly, yet still fairly accurately. This is one of the advantages of holistic scoring. However, analytic information is not generated by this method.

Score Recording and Feedback
It would be good practice for teachers to share the rubrics with students and discuss "criteria for success" relative to the scoring elements. However, it is not intended that a clean scoring rubric would be attached to every paper that is scored in all situations. It might be more appropriate to attach score slips that list the scoring element names with blank spaces after them for the recording of scores (and a space for a total score, too, perhaps). A customized rubber stamp could accomplish the same. Analytic scores do provide useful information to the students since they reference descriptors in the rubric. However, nothing beats descriptive comments that are best written in the margins of the papers where they are most appropriate.

Cut Scores for Proficiency Levels
Scorers can readily compute a total score (the sum of the seven element scores) or an average score (that sum divided by 7). If translating scores to performance levels is desired, then the structure of the rubrics lends itself to the use of the following cut scores:

Performance Level Total Score Cut* Average Score Cut*
Not Yet 10.5 1.5
Approaches Expectations 17.5 2.5
Meets Expectations 24.5 3.5
Advanced N/A N/A
* The cut scores above are the highest scores possible within their associated performance levels. To score at the Advanced level, a student would have to earn more than 24.5 total points or an average score greater than 3.5 points. The highest scores possible for Advanced (28 and 4.0) are not cut scores because there is no higher performance level than Advanced.

LDC Scores and Grades
LDC scores could be translated to grades contributing to students' course grades. How this would be done is an individual teacher's decision. Teachers could establish their own cut scores for letter grades or just re-label the four performance levels as A, B, C, D. They could come up with their own way to convert LDC scores to numerical grades consistent with whatever numerical scale they use for other class work.

 

Rubric

Grades 6-12 Informational/Explanatory Teaching Task Rubric 2.0

 

Not Yet

Approaches Expectations

Meets Expectations

Advanced

Scoring Elements

1

1.5

2

2.5

3

3.5

4

Focus

 

Attempts to address prompt, but lacks focus or is off-task.

 

Addresses prompt appropriately, but with a weak or uneven focus.

 

Addresses prompt appropriately and;maintains a clear, steady focus. D: Addresses additional demands sufficiently.

 

Addresses all aspects of prompt appropriately and maintains a strongly developed focus. D: Addresses additional demands with thoroughness and makes a connection to controlling idea.

 

Controlling Idea

 

Attempts to establish a controlling idea, but lacks a clear purpose.

 

Establishes a controlling idea with a general purpose.

 

Establishes a controlling idea with a clear purpose maintained throughout the response.

 

Establishes a strong controlling idea with a clear purpose maintained throughout the response.

 

Reading/ Research

 

Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt.

 

Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

 

Presents information from reading materials relevant to the prompt with accuracy and sufficient detail.

 

Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials.

 

Development

 

Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy.

 

Presents appropriate details to support the focus and controlling idea.

 

Presents appropriate and sufficient details to support the focus and controlling idea.

 

Presents thorough and detailed information to strongly support the focus and controlling idea.

 

Organization

 

Attempts to organize ideas, but lacks control of structure.

 

Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure.

 

Maintains an appropriate organizational structure to address the specific requirements of the prompt.

 

Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.

 

Conventions

 

Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.

 

 

Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.

 

Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors.

 

Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format.

Content Understanding

 

Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.

 

Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.

 

Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.

 

Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.
                     
Literacy Design Collaborative, 2013

Author

Beth Sahd, Cocalico School District

Lindsay Sigman, Cocalico School District

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