iRubric: Novel Study Rubric

No attempt made to respond or response is inappropriate.

Fails to make prediction or makes a prediction which is illogical, irrelevant, or unsupported

Makes a prediction about character(s) and/or event(s). Uses few/no details to make the connection between the story and the inference. May use generalities to make the connection between the story and prediction made.

Makes a reasonable prediction about character(s) and/or event(s). Uses some details to make the connection between the story and the inference.

The student gives an incomplete retelling that contains no major points or events. Details may be limited. Sequencing of events does not exist. The student's understanding of the main idea is incorrect or makes no sense. The student is unable to make a prediction based on the story. Depending on the selection, a description of the characters or the setting is not included or incorrect

The student's retelling includes at least one major point or event but may focus on a detail or a part of the selection. Student's response does not show an understanding of sequence. The student gives a partial statement of the main idea. The student's prediction is inconsistent with the selection. Depending on the selection, a description of the characters or the setting is included in the retelling. One or the other may be incorrect.

The student's retelling may include some details and most major points or events, sequencing them when appropriate. One major point or event is left out. The student gives a simple but acceptable statement of the main idea. The prediction is generally consistent with the selection. Depending on the selection, an incomplete description of the characters and the setting will be included in the retelling.

The student uses details and sequence to summarize the selection. The student's retelling includes all major points or events and some relationships between them. The student gives a complete statement of the main idea. The student's prediction is consistent with the selection. The response shows an exceptional understanding of the selection. Depending on the selection, a description of the characters and the setting will add to the completeness of the retelling.

The response may demonstrate some understanding of discrete parts of the text or may focus solely on a single aspect or section. The response:
* Focuses on isolated facts and does not connect text elements.
* Lacks awareness of the author's style or craft as a unifying presence in the selection.
* May present no information from the passage, or may briefly mention only the topic or some key words from a section of the passage.

The response clarifies and explains the relationships of all the parts of the text; however, the ability to integrate all the parts into a complete whole may be lacking. The response:
* May include some retelling or summarizing which is more complete in some sections and may contain some inaccuracies of lack of coherence in other sections.
* Does not attempt to clarify or explain inconsistencies within the text or within the interpretation. Contradictions are tolerated rather than expl

The response clarifies and explains the relationships of all the parts of the text; but interpretations may be lacking in complexity. The response:
* May include some retelling or summarizing but focuses more on interacting with the text to interpret the connections among the different parts of the text.
* Attempts to clarify or explain inconsistencies within the text or interpretation but lacks complexity in such.

The response reveals interpretations of the text by making connections among different parts of the text. The response:
* Shows rich, complex integration of understanding through ongoing, recurring interactions with the text.
* May elaborate on or explain issues or contradictions within the text.
* Shows understanding of the relationship of parts of the text to the integrity of the whole selection.

* Fails to correctly identify any assigned components of the portrait.
* Does not explain why the identified components are important to the portrait's themes, concepts and/or structure.
*A large amount of grammar, usage, mechanical issues.
* Incomplete or run-on sentences
* A large amount of spelling errors.
* Errors interfere with readability

* Only identifies one of the assigned components of the portrait.
* Barely explains why the identified components are important to the portrait's themes, concepts and/or structure. The writing lacks insight.
* Many grammar, usage, mechanical issues.
* Lacking developed sentences.
* Many spelling errors.
* Errors affect readability somewhat

* Identifies two of four the assigned components of the portrait.
* Somewhat explains why the identified components are important to the portrait's themes, concepts and/or structure.
* Some grammar, usage, mechanical issues
* Well developed sentences.
* Some spelling errors.
* Errors do not affect readability

* Correctly identifies all assigned components of the portrait: characterization, setting/mood, symbols, and theme.
* Clearly explains why the identified components are important to the portrait's themes, concepts and/or structure.
*Few Grammar errors
* Well developed ideas and complex sentence structures
* Few to no spelling errors.