~  is in complete, well-written sentences that answer all aspects   of the question
~  shows understanding of both stated and unstated meanings of the text
~  ideas are supported with many specific examples from the text
~  response is extended by:
               making connections to other events or literature
               drawing conclusions generalizing or summarizing
               noting the author's style or point of view
~  response is reflective, purposeful, shows critical thought and thoroughness

~  is in complete, well-written sentences that answer all aspects of   the question
~  shows understanding of both stated and unstated meanings of the text
~  ideas are supported with several specific examples from the text
~  response may be extended by:
             making connections to other events or literature
             drawing conclusions generalizing or summarizing
             noting the author's style or point of view
~  response is purposeful and shows thought and effort

~  is in complete sentences that answer all aspects of the question
~  shows understanding of stated meanings of the text
~  provides limited details to illustrate understanding
~  ideas may be supported by an example from the text
~  response shows casual thought and effort

~  is in complete sentences; some aspects of the question may be missing
~  shows understanding of stated meanings of the text
~ provides no details to illustrate understanding
~  ideas are not supported by any examples from the text
~ response shows little thought and minimal effort

~ may be in complete sentence, but aspects of the question are missing or misinterpreted
~ response is general and shows uncertain understanding of stated meaning
~ provides no details to illustrate understanding
~ ideas are not supported by any examples from the text
~ response shows no thought or effort

This rubric was developed by the Gifted Resources Curriculum Committee
of the Kyrene School District, Tempe, AZ  (6/ 1999)

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