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iRubric: Inferencing rubric

iRubric: Inferencing rubric

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Inferencing 
Inferencing
By the end of this lesson students will be able to identify their background knowledge and specific text clues that lead them to draw inferences. (Background Knowledge + Text Clues = Inference).
Rubric Code: G6CX24
By rebkamcb
Ready to use
Public Rubric
Subject: English  
Type: Assignment  
Grade Levels: 6-8

Powered by iRubric Inferring
  Level 1

1 pts

Level 2

2 pts

Level 3

3 pts

Level 4

4 pts

Level 5

5 pts

Level 6

6 pts

Text Information/Clues

Level 1

I (we) DID NOT use the text or observation appropriately to make an inference or conclusion
Level 2

I (we) sometimes make inferences that are consistent with text clues and observations but only with help from our teacher.
Level 3

I (we) usually make inferences that are consistent with text clues and observations with only a little help from our teacher.
Level 4

I (we) can make inferences from text clues to explain the relevance to the inferences without help but we might show some error or inconsistency.
Level 5

I (we) show full independence and accuracy in making inferences from text clues, observations, and SCHEMA. Full explanation of the relevance is detailed and complete.
Level 6

I (we) show outstanding demonstration of independence and accuracy in making inferences from text clues, observations, and SCHEMA. Sophisticated explanation is evident by using clear and concise language to making connections and share insights.
My Opinion/Background Knowledge

Level 1

I (we) DID NOT not use background knowledge or SCHEMA at all or did not use it appropriately to make an inference
Level 2

I (we) sometimes use relevant background knowledge or SCHEMA that supports text to make inferences with help.
Level 3

I (we) connect the text and background knowledge, ideas and beliefs, or SCHEMA to make inferences with help.
Level 4

I (we) explain the connection of text clues to background knowledge, ideas or beliefs, or SCHEMA to make inferences independently but with some error or inconsistency.
Level 5

I (we) explain the connection of text clues to background knowledge, ideas and beliefs, or SCHEMA clearly and fully with independence and consistency.
Level 6

I (we) explain the connection of text clues to background knowledge, ideas and beliefs, or SCHEMA with outstanding, crystal clear connections and insights. Stellar communication and explanation demonstrates a high level synthesis of text evidence, SCHEMA and inferences to arrive at a conclusion.
Work Habits

Level 1

The assignment is left blank or contains missing information that prevents an interpretation of a score.
Level 2

The print is sloppy and challenging to read.
I (we) are missing 2 or more parts of the assignment or did not write in complete sentences.
Level 3

I (we) have only 1 or fewer parts missing or incomplete. Print can be read without difficulty but may not be neat.
Level 4

I (we) have no missing parts to our assignment. Print is neat and easily read. We have written consistently using complete sentences.
Level 5

There are 2 or fewer spelling errors on the paper. We have used complete sentences. Print is neat and easily read. I (we) have completed the full assignment.
Level 6

There are no spelling errors on the paper. The print is neat and easily read. I (we) have completed the full assignment and used complete sentence patterns.



Keywords:
  • Inference, Background Knowledge, Textual Clues

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