How would you classify the types of land found in the Western Hemisphere?

NYS CCS W 5.3:Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

CATEGORY

4

Above Grade Level

3

At Grade Level

2

Approaching

Grade Level

1

Below Grade Level

Concept/Accuracy

• 5 concepts about the Western Hemisphere’s geography are presented  are accurate.
• 4 concepts about the Western Hemisphere’s geography are presented  are accurate.  .
• 3 concepts about the Western Hemisphere’s geography are presented  are accurate
• Too few facts presented.

Summary/ Main Ideas

• Include a topic sentence.
• Listed 3 main ideas.
• Conclusion Sentence
• Shows clear understanding of the topic.
• Included a topic Sentence
• Listed 2 main ideas.
• Somewhat clear understanding of topic.
• Conclusion Sentence

• 2 or less main ideas.
• Does not show a clear   understanding of the topic
• Missing

Organization:

Titles and Labels

• Titles and headings are used to organize information presented.
• Titles and headings are used to organize information presented.
• Some pages are missing titles or labels. 
• No titles or labels are present.

Attractiveness:

Quotes/Graphics/Pictures

• The graphics go well with the text and there is a good mix of text and graphics.
• Support is relevant; includes strong facts, definitions, concrete details, quotations, or other information and examples.
• The graphics go well with the text, but there are so many that they distract from the text.
• Support is adequate and includes facts, definitions, concrete details, examples, quotations, or other information.
• The graphics go well with the text, but there are too few.
• Support is incomplete; insufficient use of definitions, concrete details, quotations, examples, or other information.
• The graphics do not go with the accompanying text or appear to be randomly chosen.
• Support is weak or nonexistent.

Academic Vocabulary/ Glossary/ Key terms

• 2 key terms related to the article.
• Shows clear understanding of definitions.
• 2 key terms defined.
• Students did not understand all of the definitions/ wasn’t clearly related.
• 1 or less key terms defined.
• Did not show a clear understanding of all the definitions or a relation to the article.
• Missing

Conventions: Spelling, Punctuation, Grammar

• No spelling errors.
• Less than 4 spelling errors, but they do not distract the reader.
• 5-8 spelling errors; some distraction due to errors.
• 9 or more spelling errors cause major distraction to the reader.