Grade 6--Argumentative Rubric, Sumner School District Common Performance Tasks

Exceeding Standard Meeting Standard Approaching Standard Attempting

Focus/ ● States an argument/claim that
demonstrates an insightful
Opinion understanding of topic/text
● Organizes ideas and information
into purposeful, coherent
Organization
paragraphs that include an
elaborated introduction with clear
thesis, structured body, and
insightful conclusion
CCSS: ● Uses a variety of linking words,
phrases, and clauses skillfully to
W – 1a connect reasons to argument/
claim
W – 1c
● Clearly states an
argument/claim that
demonstrates an
understanding of topic/text
● Organizes ideas and
information into logical
introductory, body, and
concluding paragraphs
● Uses varied transitions and
syntax to connect ideas
● Attempts to state an ● Does not state a claim and/or
argument/claim that demonstrates little to no
demonstrates limited understanding of topic/text
understanding of ● Does not organize ideas and
topic/text information coherently, lacks
● Organizes ideas and paragraph structure and/or
information in an missing introduction, body,
attempted paragraph or conclusion
structure that includes a ● Does not group related
sense of introduction, information together
body and conclusion ● Uses no transitions to
● Uses some simplistic connect ideas
transitions to connect
ideas

W – 1d

W–4

W- 6

Support/ ● Supports claim skillfully with
Evidence substantial and relevant evidence
● Provides insightful
explanation/analysis of how
evidence supports claim(s)
● Cites credible and varied sources
CCSS:
RIT – 1
● Clearly supports claim
with sufficient and
relevant text support from
multiple sources
● Provides clear
explanation/analysis of
how evidence supports
claim(s)
● Cites credible sources
● Supports claim with ● Does not support claim with
limited and/or superficial evidence and/or evidence is
evidence irrelevant or inaccurate
● Provides some ● Provides no or inaccurate
explanation/analysis of explanation/analysis of how
how evidence supports evidence supports claim(s)
claim(s) ● Cites no credible sources
● Attempts to cite credible
sources

W – 1b

W-8

W – 9b

● Uses purposeful and varied ● Uses correct and varied ● Uses some repetitive yet ● Does not demonstrate
sentence structures sentence structures correct sentence structure sentence mastery
 ● Demonstrates creativity and
Language flexibility when using
conventions (grammar,
punctuation, capitalization, and
spelling) enhance meaning
● Uses precise and sophisticated
CCSS: academic and content-specific
vocabulary appropriate for the
L–1 audience and purpose
● Demonstrates grade level
appropriate conventions;
errors are minor and do not
obscure meaning
● Uses academic and
content-specific
vocabulary appropriate for
the audience and purpose
● Demonstrates some grade
level appropriate
conventions, but errors
obscure meaning
● Uses limited academic
and/or content-specific
vocabulary for the
audience and purpose
● Demonstrates limited
understanding of grade level
appropriate conventions, and
errors interfere with the
meaning
● Uses no academic or
content-specific vocabulary

L–2

L- 3

L- 6

*CCSS – Common Core State Standards alignment (“W” = Writing strand; “RIT”=Reading – Informational Text; “L”= Language strand)

CA Common Core State Standards (CCSS) Alignment

NOTES: In the left criterion boxes of the rubric, the CCSS-aligned standards have been identified. As a resource for teachers, below are the standards for the current grade (5 th) as
well as the preceding and subsequent grade. Since the rubric score of “4” represents “above grade level” work, the 6 th grade standards were referenced.
The letter abbreviations are as follows: CCSS = Common Core State Standards W = Writing RIT= Reading – Informational Text L=Language
Strand 5th 6th 7th

Writing 1. Write claim pieces on topics or texts, 1.
supporting a point of view with reasons and
information.
a.
Introduce a topic or text clearly,
state an claim, and create an
organizational structure in which b.
ideas are logically grouped to
support the writer’s purpose.
Write arguments to support claims with clear 1. Write arguments to support claims with clear
reasons and relevant evidence. reasons and relevant evidence.
Introduce claim(s) and organize the reasons and a. Introduce claim(s)…and organize the reasons and
evidence clearly. evidence logically.
Support claim(s) with clear reasons and relevant b. Support claim(s)…with logical reasons and
evidence, using credible sources and demonstrating relevant evidence, using credible sources and
an understanding of the topic or text. demonstrating an understanding of the topic or
text.
 Provide logically ordered reasons c. Use words, phrases, and clauses to clarify the c. Use words, phrases, and clauses to create cohesion
that are supported by facts and relationships among claims(s) and reasons. and clarify the relationships among claims(s) and
details. reasons.
d. Establish and maintain a formal style.
Link claim and reasons using words, d. Establish and maintain a formal style.
phrases, and clauses (e.g., e. Provide a concluding statement or section that
consequently, specifically). follows from the argument presented. e. Provide a concluding statement or section that
follows from the argument presented.
Provide a concluding statement or
section related to the claim
presented.
4. Produce clear and coherent writing in which the
4. Produce clear and coherent writing in which the development, organization, and style are
development, organization, and style are appropriate to task, purpose and audience.
4. Produce clear and coherent writing appropriate to task, purpose and audience.
(including multi-paragraph texts) in which
the development and organization are
appropriate to task, purpose, and audience.

9. Draw evidence from literary or informational texts

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
9. Draw evidence from literary or to support analysis, reflection, and research.
informational texts to support analysis,
reflection, and research.

Reading- 1. Quote accurately from a text when 1. Cite textual evidence to support analysis of what 1. Cite several pieces of textual evidence to support
Informational explaining what the text says explicitly and the text says explicitly as well as inferences drawn analysis of what the text says explicitly as well as
Text when drawing inferences from the text. from the text. inferences drawn from the text.

Language 1. Demonstrate command of the conventions 1. Demonstrate command of the conventions of 1. Demonstrate command of the conventions of
of standard English grammar and usage standard English grammar and usage when writing standard English grammar and usage when writing
when writing or speaking. or speaking. or speaking.

2. Demonstrate command of the conventions 2. Demonstrate command of the conventions of 2. Demonstrate command of the conventions of
of standard English capitalization, standard English capitalization, punctuation, and standard English capitalization, punctuation, and
punctuation, and spelling when writing. spelling when writing. spelling when writing.