| Essay is missing or barely started. | There are less than 2 citations or the citations may be vague or unconnected to the essay’s main idea. | There are only 2-4 citations that are clear and connected to the essay’s main idea. | There are 5 citations that are clear and connected to the essay’s main idea. |
| Missing | 0 | 1 | 2 |
Review your work and give yourself a score. Explain why you gave your work this score.
To go to the next rubric, click here.
This rubric is for how well-constructed the paragraphs of your essay are.
| Essay is missing or barely started. | Paragraphs are disorganized, lacking main idea with supporting details and/or grammar inhibits a reader from understanding. | Paragraphs are somewhat organized, but main idea and details are not closely related or well-structured. | Paragraphs are clearly organized with a main idea and strong supporting details. |
| Missing | 0 | 1 | 2 |
Review your work and give yourself a score. Explain why you gave your work this score.
This powerful book written by Frederick Douglass is a first-hand account of slave experiences in the United States. The Library of Congress recorded audio from former slaves in the early 1900s. Select an audio recording and listen to at least 15 minutes of the recording. Take notes as you listen so you can write this 3-paragraph essay.
https://www.loc.gov/collections/voices-remembering-slavery/about-this-collection
Essay: Compare and contrast the life of Frederick Douglass and the person you listened to. What was the same about their experiences? What was different? Why? Be sure to cite this book 5 times in your essay.
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Here are the text and questions of this important work.
Preface from William Lloyd Garrison
This rubric is for how many facts or pieces of evidence you use in your paragraph about Douglass’ perception of the pathway to freedom.
| Attempt is missing or barely started. | Evidence does not support the topic. | Only one fact cited from the text supports the paragraph. | Only two facts cited from the text support the paragraph. | All three pieces of evidence cited from the text supports the paragraph. |
| Missing | 0 | 1 | 2 | 3 |
Review your work and give yourself a score. Explain why you gave your work this score.
This is the rubric for how well-written your paragraph is.
| Attempt is missing or barely started. | Paragraph is disorganized and/or grammar inhibits a reader from understanding. | Paragraph is somewhat organized and/or grammar detracts from the reader’s understanding. | Paragraph is clearly organized and grammar does not restrict the reader’s understanding. |
| Missing | 0 | 1 | 2 |
Review your work and give yourself a score. Explain why you gave your work this score.
In this chapter, Douglass wrote “I understood the pathway from slavery to freedom.”
What was the pathway that he now understood? Explain the pathway and how it guaranteed freedom using three quotes from Frederick Douglass’ autobiography.
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Complete this graphic organizer with 8 facts. Use it to organize the information Frederick Douglass provides to show how children are affected by slavery.
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This rubric is for how fully you completed the graphic organizer about children in slavery. It should be complete with 8 facts total.
| Graphic organizer is mostly blank. | The graphic organizer has less than 4 facts from the text. | The graphic organizer has 4-7 facts from the text | The organizer is complete with 8 pieces of information gathered from the text. |
| Missing | 0 | 1 | 2 |
Review your work and give yourself a score. Explain why you gave your work this score.
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We ask a multiple-choice, main-idea question almost every chapter. This way students see strong summaries and better understand the main idea/plot events. This helps students gain skills in summarizing and reading for understanding. If children are lost, they will receive guidance through the Feedback page.
Most questions will ask about critical details in the story. We choose these questions to highlight key pieces of information needed later in the text, and to help students adjust to citing texts to defend their answers (see next section).
It’s important that students learn how to cite text and summarize evidence. These questions is where this system shines. Our online scoring engine checks student evidence immediately, and our printed books include keys with the evidence as well. These questions help children investigate the text, better understand the structure of the text they just read, and become better prepared for tests that require students to cite evidence for their Reading responses.
These questions identify the most important words in your text–words that will help students understand a variety of texts. These questions will have options that could make sense grammatically in the sentence to ensure children learn how to find meaning for words given context clues and surrounding texts.
