| . | EXPERT | ADEQUATE | SHORT OF NEED |
| Research | The student exhibits a fine working knowledge of how to procure and select the information required. It shows in her library behavior, story content and bibliography. Her written plan is well thought out and enhances work. | Evidence shows enough access and location skills to "get by." Her written plan is limited but works. | The student is unable to find or select information independently. Her written plan is unworkable. |
| Science Content | The student understands his animal well. He communicates variety of well-chosen facts through the story. His biliography shows both depth and breadth of research. | The student shows some growth in factual information. His bibliography shows adequate scope. | There is no evidence that new information has been gathered. His bibliography is inadequate. |
| Book Content | Book-related content is ample and is applied in context. | Content is minimal and sketchily applied. | Content is insufficient and poorly applied. |
| Language Arts Content | Her story fulfills the intent of inhibiting youngsters from night wandering. It is grammatically correct, cohesive. | Purpose of story is not clear. Some grammatical problems, doesn't "flow." | Her story doesn't fulfill its purpose. Contains poor grammar, is inarticulate. |
| Illustrations | His pictures are well-suited to his chosen medium. Science and book content accurate. | Medium and graphics okay. | Medium and graphics don't mesh. Very inaccurate. |
| Audience | The content and delivery of her story fits the age and size of audience. Visuals clear. | The audience is only somewhat considered. | Story content and delivery unsuited to audience. |
| Presentation | His delivery is engaging, well-organized and prepared. Audience response is appropriate. Content fully incorporated. Pacing well planned and executed. Narrative and use of illustrations artfully correlated. | Delivery is not as strong as expert. Response fair. Some content missing. His pacing is rough. Pictures and narrative don't conflict. | Preparation and organization lacking. Content confused. Pictures are not synchronized with narrative. |
Student strengths and specific needs may be jotted in margins or a form designed for back of rubric.
by Audrey Conant.