PD #1 SY 26/27 Writing Rubric Development (September) by Wesley Harden

Directions:

wharden3 — 2026-09-01 20:21:31 UTC

Create a copy of the "My Rubric Template" -- Each component (Organization & Purpose, Evidence, Elaboration, and Conventions) has a sentence stem, self-check, and phrase bank pulled from your exemplar rubrics, immediately followed by the box where you will begin to draft your initial row. You will be using your content exemplar as an example and the writing TGA you developed at the in-person PD to develop your rubric expectations today. For each breakout room paste your drafted row below. Include your name + department in each of your posts.

Directions:

wharden3 — 2026-09-01 20:22:24 UTC

AA's / SPED / ELD / ELA & Math Intervention: Create a copy of the "My Supports Workbook." The document has the same criteria as the rubric exemplars from our content colleagues, reframed as feedback language, and it already includes ready-made scripts (WHEN a student does X → SAY Y). Your task is to adapt the stem and phrase bank into feedback language you'd say or write to a student based on each expectation from our breakout rooms. Paste your drafted feedback below from each breakout room. Be sure to include your name and department in each post.

Directions:

wharden3 — 2026-09-01 20:22:36 UTC

ELA Department: use your own TGA rubric and prompt. In every breakout room today, you'll ask the same question for each row — does it score exactly what your prompt asks for? If not identify what is missing and note what changes you'll need to make to align your rubric with your prompt. You will post your identified alignment and next steps below following each breakout room. Please include your name in your post.

Directions:

wharden3 — 2026-09-01 20:38:46 UTC

Directions:

wharden3 — 2026-09-01 20:38:56 UTC

Directions:

wharden3 — 2026-09-01 20:39:01 UTC

Directions:

wharden3 — 2026-09-01 20:39:04 UTC

What Are You Taking Away?

wharden3 — 2026-09-01 22:18:58 UTC

Directions: Choose one of the questions below and respond in the Padlet. Please include your name and department in your post.

1: What's one component from your rubric today that you feel the most confident in? Post this component to the Padlet.

2: Which trait was hardest to write clearly — Organization & Purpose, Evidence, Elaboration, or Conventions — and why?

3: What's one thing you'll keep working on as you refine this in the upcoming workshops?

4: What additional questions or supports would you need from your IC Team?

Evidence & Elaboration (Lang, HST400s)

2026-09-09 22:44:27 UTC

"Cites a specific, relevant quote from a Unit 1 reading from the list provided, specifically something found thought-provoking. Provides page number of quote in parenthesis after the quote as exemplified in question 6. Clearly elaborates HOW or WHY the chosen quote was thought provoking. Makes clear and specific connections between what was found thought provoking and the supporting the original claim of why."

Organization & Purpose (Kolt HST 400s)

2026-09-09 22:50:50 UTC

The response stays focused on one Unit 1 reading and clearly explains why it was thought-provoking. The claim → direct quotation → reasoning → real-life connection structure is followed from beginning to end. Ideas are organized and connect logically, and the reasoning clearly explains how the quote supports the claim. The response ends with a meaningful connection to economics, personal finance, or a real-life decision. The response meets the length requirement of one paragraph with 4–6 complete sentences.

Conventions (Lang, HST400s)

2026-09-09 22:52:41 UTC

"Complete sentences, correct grammar and spelling with academic vocabulary, and language used properly throughout. 4-6 complete sentence requirements met. Evidence clearly identified and correctly cited following instructions."

2026-09-09 22:54:16 UTC

Evidence & elaboration was the hardest to write and this is what students will be "doing." Finding evidence and elaborating on them should have clearly defined process to promote success. (A. Lang)

Anthony Abruzzo - Evidence

2026-09-09 22:58:49 UTC

Cites specific values or passages from the problem provided (e.g., the error analysis sample) accurately in contect; all evidence is relevant and specific; the reasoning clearly explains why the chosen strategy works (or doesn’t work) and what the cited values mean in context. Elaboration goes beyond restating the mathematical work; serves to explain how to solve the problem correctly

Organization & Prupose

2026-09-09 23:00:44 UTC

"Organized answer with claim of what reading was chosen, evidence provided, elaboration of why it was chosen, and connecting to original claim that it provoked thought. A strong response opens with a claim, moves through evidence and reasoning, and closes with your connection." (Lang, HST400s)

2026-09-09 23:01:23 UTC

Y Hernandez

I think the organization and purpose can be a little difficult to do at first because you have to place clear expectations of what they are going to be graded on. Once that is set, the rest follow pretty easily.

Organization/purpose: The response is fully sustained and consistently focused: a clearly stated claim answering for justification of the American Colonist actions towards the British during the American Revolution; the claim → document evidence → reasoning → closing structure is followed effectively from beginning to end; ideas and evidence connect logically with transitions; a closing thought about the their claim in the justification completes the response. Length expectation (one paragraph, 5–8 sentences) is met.

Evidence: Cites at least two of the three revolutionary events by names by name (“During the Boston Tea Party…”) accurately and with precision; all evidence is relevant and specific; the reasoning clearly explains HOW each revolutionary event supports the claim — what the source shows about what caused the event and the consequences, explicitly connecting each piece of evidence back to the claim; elaboration goes beyond restating the documents.

Conventions: Adequate command of conventions: complete sentences throughout; correct capitalization, punctuation, and grammar; academic vocabulary (Colonization, taxes, American revolution, Redcoats, Loyalist, Patriots, parliament, representation, Battle of Lexington and Concord, Boston Massacre, Boston Tea Party, French and Indian War, Proclamation, Acts: sugar, tea, stamp and intolerable) is used correctly; the few errors present do not interfere with meaning.