Utilizing NJSLA Rubrics - Analyzing Student Results and Informing Instruction - Grades 6-8 - Phases I-IV

Sep 30, 2026

Uploaded by Rhys

Workshop material on utilizing NJSLA rubrics to analyze student performance and shape responsive instruction for Grades 6–8 across Phases I–IV. It outlines six rubric types for LAT/RST and narrative tasks, clarifies what scorers must look for in reading comprehension and written expression, and specifies how written conventions affect scoring when errors impede meaning. It also provides a scoring process for essays and guidance for using student results forms to identify strengths, needs, and corrective instruction priorities, including classroom deconstruction strategies.

LanguageEnglish

CategoryExam

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

NJSLA Rubrics Overview

Rubric Types and Purpose

Reading Comprehension and Written Expression

Written Conventions

Process for Scoring Essays

Analyzing Student Results

Identifying Strengths and Needs

Constructing a Corrective Instruction Plan

Classroom Ideas: Deconstructing Essays

Inspired Instruction Utilizing NJSLA Rubrics – Analyzing Student Results and Informing Instruction Grades 6-8 Phase I Phase II Phase III Phase IV Review NJSLA Rubrics Score Essays Utilizing NJSLA Rubrics Analyzing Results Construct Corrective Instruction Plan © 2020 Inspired Instruction, LLC. All Rights Reserved. NJSLA’s Rubrics • There are six different rubrics: • Grade 3 LAT/RST (Informative/Explanatory and Opinion) Rubric • Grade 3 Narrative Rubric • Grades 4-5 LAT/RST (Informative/Explanatory and Opinion) Rubric • Grades 4-5 Narrative Rubric • Grades 6-11 LAT/RST (Informative/Explanatory and Argumentative) Rubric • Grades 6-11 Narrative Rubric Reading Comprehension and Written Expression • Scorers need to see that a student understands the texts. • This would include evidence of understanding, including direct references and inferences. • Students need to link perspective (“analysis”) to specific evidence. Reading Comprehension and Written Expression • Students must respond to all parts of the prompt. • Students must develop a claim or topic with reasons and textual evidence. • They must write in the specified discipline (narrative, essay, etc.) . • Scorers will ensure that the style and organization is effective for the specified genre of writing. Written Conventions • There will be errors. The key is whether or not these errors impact meaning. • “…appropriate level of complexity…” • Students need to provide enough text to determine comprehension of conventions. Process for Scoring Essays • Provide a score for Reading Comprehension. • Consider the elements to Written Expression: • Did the student write an essay that addressed all parts of the PCR,• with a claim with reasons and evidence, • and that was organized and effective for this genre? • Remember for the Writing – Knowledge of Language and Conventions that the errors have to impede the meaning in order for that element to effect the score. Analyzing Student Results • Use the Analyzing Student Essays form to identify students’needs. • Based upon your analysis, what is your class’s greatest need in relationship to constructing an on-demand LAT? • Which students performed exceptionally? What was special about their essays? • Which students displayed the greatest needs? What are their needs and how will you provide corrective instruction? Ideas for the Classroom – Deconstructing Essays Using a PCR, ask students to identify possible theses. Using highlighters, have students identify essay elements: topic sentences, evidence, explanation of evidence, etc. Want to Book This Workshop? Contact Us Today! Inspired Instruction, LLC. Standards Solution Holding [www.inspiredinstruction.com](www.inspiredinstruction.com) 196 Belvidere Avenue Washington, NJ 08722 Phone: 908-223-7570 Fax: 908-223-7570 [Michele.Regan@inspiredinstruction.com](Michele.Regan@inspiredinstruction.com)[ ](Michele.Regan@inspiredinstruction.com)[Jaclyn.Siano@inspiredinstruction.com](Jaclyn.Siano@inspiredinstruction.com)

FAQs

What are the six NJSLA rubrics referenced for different grade bands and writing genres?

The material lists six rubrics: Grade 3 LAT/RST (Informative/Explanatory and Opinion), Grade 3 Narrative, Grades 4–5 LAT/RST (Informative/Explanatory and Opinion), Grades 4–5 Narrative, Grades 6–11 LAT/RST (Informative/Explanatory and Argumentative), and Grades 6–11 Narrative.

How do the rubrics define what scorers must look for in reading comprehension and written expression?

Scorers must confirm the student understands the texts using evidence, including direct references and inferences, and that the student links analysis (perspective) to specific evidence. Students must also respond to all prompt parts, develop a claim or topic with reasons and textual evidence, and write in the specified discipline and organization for the genre.

How do written conventions errors affect scoring?

Errors are acknowledged, but the key is whether they impact meaning. For the element related to conventions, errors have to impede the meaning for that element to lower the score.

What steps are recommended after scoring to inform corrective instruction?

Use the Analyzing Student Essays form to identify students’ needs, determine the class’s greatest on-demand LAT need, note students who performed exceptionally and what was special, identify those with the greatest needs, and translate findings into a corrective instruction plan. The workshop also suggests classroom strategies like deconstructing essays using possible theses and highlighting essay elements.

Sep 30, 2026

Uploaded by Rhys