Pfaff_Online Actions in Writing
Jan 14, 2015
Creating written responses in math and science for students to engage in deep, complex, higher-level thinking while working on their writing craft.
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Rubric: 3pts-‐ Answers no, explains 35 ÷ 7 = 5 or that you cannot multiply 6 by any number to get a product of 35 , AND uses non-‐negotiables 2pts-‐ Answers no, explains 35 ÷ 7 = 5 or that you cannot multiply 6 by any number to get a product of 35 , OR uses non-‐negotiables 1pt-‐ Answers no (or yes), OR explains 35 ÷ 7 = 5 or that you cannot multiply 6 by any number to get a product of 35 , OR uses non-‐negotiables
Rubric: 3pts-‐ Says that Jacob sold 3 hats, explains how to find the answer by dividing the denominator in the fraction into the total amount of hats (15) then multiplying that answer by the numerator in the fraction 2pts-‐ Says that Jacob sold 3 hats, explains part of how to find the answer indicated above 1pts-‐ does not give correct answer for amount of hats sold, Does not explains how to find the answer
Rubric: 5pts-‐ Explains what perimeter is, gives an example of perimeter, explains what area is, gives example of area, uses non-‐negotiables 4pts-‐ Explains all but 1 listed above, uses non-‐negotiables 3pts-‐ Explains all but 2 listed above, uses non-‐negotiables 2pts-‐ Explains all but 3 listed above, uses non-‐negotiables 1pt-‐ Talks about area and perimeter but the explanation does not match, uses non-‐negotiables
Rubric: 3pts-‐ Explains moving down one week means 7 days has passed and moving to the left or right means you are moving by days, gives correct answer for how much elapsed time has passed, uses non-‐negotiables. For Example-‐ First you would circle March 3rd on the calendar. Then, you would count one week at a time until you reach the week with the next circled date, March 25th. Lastly, you would count on by days to March 25th. 3 weeks and 1 day. Explanations may vary. 2pts-‐Tells about moving down and moving to the left or right on the calendar but doesn’t tell you what it means, gives correct answer for how much elapsed time has passed, uses non-‐negotiables. 1pt-‐ Tells about moving down and moving to the left or right on the calendar but doesn’t tell you what it means, does NOT give correct answer for how much elapsed time has passed, uses non-‐negotiables.
4 3 2-‐1
Format
Students uses 3 paragraphs to explain type and description of world record to set, uses place value to explain how large of a record will be set, and explains how to put that number into 3 different forms
Students is missing one paragraph or item from the list to the left.
Student is missing two or more paragraphs or items from the list to the far left.
World Record Description
Student tells what world record he/she will try to set and explains how he/she will set that record.
Student tells what world record he/she will try to set but the explanation of how he/she will set that record is vague.
Student tells what world record he/she will try to set but the explanation of how he/she will set that record is lacking.
Place Value
Student explains how to write their world record number in standard from, expanded form, and word form.
Student explains how to write their world record number in 2 of the 3 forms.
Student explains how to write their world record number in 1 of the 3 forms, or is lacking.
Non-‐Negotiables
Student uses complete sentences, correct punctuation, and subject-‐verb agreement.
Student has 1-‐2 errors with complete sentences, correct punctuation, and subject-‐verb agreement.
Student has 3+ errors with complete sentences, correct punctuation, and subject-‐verb agreement.
Rubric: 5pts-‐ Letter format, discussion about part of the plant, how plant effects the environment, how plant effects people, uses non-‐negotiables 4pts-‐ Letter format, discussion about two of three listed above, uses non-‐negotiables 3pts-‐ Letter format, discussion about one of three listed above, uses non-‐negotiables 2pts-‐ Letter format (or not), discussion about three items above lacking support, uses non-‐negotiables 1pt-‐ NOT Letter format, , discussion about three items above lacking support, does NOT use non-‐negotiables
Rubric: 5pts-‐ 2 paragraphs, explains characteristics of reptiles, explains characteristics of amphibians, 2 examples of each animal, uses non-‐negotiables 4pts-‐ 2 paragraphs, explains characteristics of reptiles, explains characteristics of amphibians, 2 examples total, uses non-‐negotiables 3pts-‐ 2 paragraphs, vague explanation of characteristics of reptiles, vague explanation of characteristics of amphibians, 2 examples total, uses non-‐negotiables 2pts-‐ 2 paragraphs, little explanation of characteristics of reptiles, little explanation of characteristics of amphibians, 2 examples total, uses non-‐negotiables 1pt-‐ 1 paragraph, little explanation of characteristics of reptiles, little explanation of characteristics of amphibians, 2 examples total, uses non-‐negotiables
Rubric: 4 pts-‐ Student should state that the mass of Sun is larger than mass of Earth, gravity of sun is stronger than gravity of earth, this is why earth orbits the sun, uses non-‐negotiables 3pts-‐ Student states 2 of 3 points mentioned above, uses non-‐negotiables 2pts-‐ Student states 1 of 3 points mentioned above, uses non-‐negotiables 1pt-‐ Student’s answer lacks clarity or support, uses non-‐negotiables
Rubric: 4pts-‐ 2 paragraphs, 2 different reasons, explanations match, uses non-‐negotiables 3pts-‐ 2 paragraphs, 2 reasons with vague explanations, uses non-‐negotiables 2pts-‐ 2 paragraphs, less than 2 reasons, explanations match, uses non-‐negotiables 1pt-‐ 1 paragraph, less than 2 reasons, less than 2 explanations, errors in non-‐negotiables
Pot #1: 100°C
Pot #2: 0°C
4 3 2-‐1
Format
Student writes an informal script of what he/she would do and say as he/she conducts an experiment
Student writes an informal script of what he/she would do but lacks what he/she would say during the experiment, or vice versa
Student writes informal script of what he/she would do and/or say during the experiment but lacks clarity and structure
Content
Student explains 3 states of matter, how temperature affects states of matter, and name of process happening at each temperature.
Student can explain two of the three items mentioned to the left.
Student lacks explanation of states of matter, temperature, and processes.
Non-‐Negotiables Student uses non-‐negotiables without errors.
Student has 1-‐2 non-‐negotiable errors.
Student has 3+ non-‐negotiable errors.
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