CONTINUUM EVALUATION: Persuasion & Debate

SCORES: BEG/EI = 0-8.5 PTS EI/INTER = 9-13 PTS INTER/EA = 14-18 PTS ENG 1/2/3/4 = 19-25 PTS Created by Paul Pinza (c) 2013. Common Core aligned.
COMMENTS
PERFORMANCE

CONTENT




SCORE

Topic Student Name:
Area
1 2 3 4 5
Organization
of Arguments
Gives an opinion with
supporting reasons.
Speech is formal. Opinion
is supported by
organized reasons with
evidence.
Each reason has evidence and
an explanation at the end.
Counterclaims are discussed.
Thesis is supported with
different reasons, and all have
evidence and explanations.
Counterarguments are
presented.
Thesis is supported by different
reasons with complete evidence and
clear, detailed explanations.
Counterarguments contain strong
evidence and reasoning.
Use of
Research
Only uses personal
examples or generic
information.
Articles are quoted
and/or summarized
correctly in order to
support and explain ideas.
Many articles are quoted
and/or summarized to support
and explain ideas. Sources are
given.
Many good articles are quoted
and/or summarized to support
many different arguments.
Sources are always cited.
Many excellent articles are quoted,
summarized, and explained very
well to support many different
arguments. Sources are always
cited.
Language Speaks in full, simple
sentences using basic
words. Might use simple
transitions or
conjunctions.
A recycling program is a
good idea because it helps
our planet.
Uses many basic words
that are clear and
specific. Uses many
different transitions,
conjunctions, and verbs.
We can have less trash if
more people recycled.
However, most people
dont recycle.
Uses complex words that are
clear and specific, including
complex transitions,
conjunctions, and verbs.
A recycling program would
help reduce trash. Moreover, it
could encourage more students
to care about the environment.
Uses many complex, academic
words that are clear, specific,
and appropriate.
Even though some argue that
recycling programs are
expensive, many recycling
fundraisers have become
popular among student and
parent organizations.
Uses many complex transitions,
conjunctions, and verbs, as well as
complex sentences that make the
speech well organized and easy to
follow. Undoubtedly, for each
extra second we spend determining
where to place our used bottles and
cans, we will be compensated as our
natural resources stay in place for
an extra year.
Speaking
(Voice)
Sometimes, I can
understand what the
speaker says.
I can always understand
what the speaker says.
S/he sometimes changes
his/her voice.
Speaker changes his/her voice
to make some points of the
speech sound important.
Speaker changes his/her voice
many times to make the whole
speech easier to understand.
Speaker changes his/her voice many
times in many different ways to
make the whole speech easier to
understand.
Speaking
(Body)
Sometimes, the speaker
looks at us. S/he fidgets
sometimes.
The speaker frequently
looks at us. S/he
sometimes changes
his/her face or moves.
Speaker changes his/her face or
moves his/her body to make
some points of the speech
sound important.
Speaker changes his/her face or
moves his/her body many
times to make the whole
speech easier to understand.
Speaker changes his/her face or
moves his/her body many times in
many different ways to make the
whole speech easier to understand.
Crossfire Stays on topic, answers
questions when asked.
Questions and answers
respond to what others say
and add new ideas and
information.
Questions and answers are
specific and detailed; they also
respond to what others say and
add new ideas and information.
Questions and answers connect
many ideas together. They
also try to prove some ideas
and argue others.
Questions and answers connect
many ideas together and show
patterns in those ideas while
proving and/or arguing them.
CONTINUUM EVALUATION: Persuasion & Debate
SCORES: BEG/EI = 0-8.5 PTS EI/INTER = 9-13 PTS INTER/EA = 14-18 PTS ENG 1/2/3/4 = 19-25 PTS Created by Paul Pinza (c) 2013. Common Core aligned.
ALIGNMENT to Common Core State Standards (English Language Arts as adopted in
California) & California ELD Standards

STANDARDS NOTATIONS LEGEND:
ELA Common Core: Domain: Grade-Standard #
Domains: RI = Reading Informational Texts W = Writing SL = Speaking & Listening L = Language
Example: RI 4-1 translates into 4
th
Grade, Standard #1 in the domain of Reading Informational Texts

California ELD: Part: Grade+Level-Standard #
Numbers: Grade, then ELD Level (see below), then Part 1 (Interacting in Meaningful Ways) or Part 2 (Learning How English Works), then standard
Levels: M = Emerging X = Expanding B = Bridging
Example: 5M-2.2b translates into 5
th
Grade, Emerging level, Standard #2b under Part II Learning How English Works





Area
1 2 3 4 5
Organization
of Arguments
W 3.1 W 5.4, W 6.1a, W 6.1b W 7.1a, W 7.1b W 9.1a, W 9.1b W 11.1
Use of
Research
W 3.1b, W 3.8 RI 5.1, RI 6.1
W 5.7, W 5.8
RI 8.1, RI 8.8
W 6.8, W 7.8, W 8.7, W 8.8
RI 9.8
W 9.7
RI 11.8
W 11.1
Language CCSS
L K.1, L1.1, L1.6, L2.1,
L2.6
SL 1.6, SL 2.4

CA-ELD
5M-2.2b, 8M-2.2b,
9M-2.2b
CCSS
L3.1, L4.1, L5.1

CA-ELD
5X-2.2b, 8X-2.2b,
9X-2.2b
CCSS
W 9.2c, W9.2d

CA-ELD
5B-2.2b, 8X-1.11b
9X-2.2b
CCSS
W 9.1c, W9.2d, W9.2e
SL 9.6

CA-ELD
5B-2.2b, 8B-1.11b
9B-2.2b

CCSS
W 11.1c, W11.2d

CA-ELD

Speaking
(Voice)
SL K.6, SL 2.4 SL 1.4a SL 5.4b SL 9.4b SL 9.4b
Speaking
(Body)
SL 6.4 SL 6.4 SL 8.4a SL 9.4b
Crossfire SL 1.2, SL 3.1c SL 5.1c SL 6.1c SL 8.1c, SL 8.1d, SL 9.1c SL 9.1c, SL 9.1d, SL11.1c, SL11.1d