informational essay rubric grade 7

7th grade informative writing rubric

Offer 7th-grade students a standards-aligned structure for informative writing with this educator-developed rubric for Feedback Studio.

Rubric suitable for formative and summative assignments with tasks involving the explanation of a topic. Use this rubric when asking students to explain information about a topic, to compare and contrast features, to discuss the benefits and limitations of something, etc. Consider using the 6th-8th Grade Informative QuickMark set with this rubric. These drag-and-drop comments were tailor-made by veteran educators to give actionable, formative feedback directly to students. While they were explicitly aligned to this particular rubric, you can edit or add your own content to any QuickMark. This rubric is available and ready to use in your Feedback Studio account. However, if you would like to customize its criteria, you can "Duplicate this rubric" in your Feedback Studio account and then edit the rubric as needed. Or, you can download this .rbc file and then import to your account to begin editing the content.

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iRubric: Informational Essay 7th Grade rubric

• essay, informational

Essay Rubric

About this printout

This rubric delineates specific expectations about an essay assignment to students and provides a means of assessing completed student essays.

Teaching with this printout

More ideas to try.

Grading rubrics can be of great benefit to both you and your students. For you, a rubric saves time and decreases subjectivity. Specific criteria are explicitly stated, facilitating the grading process and increasing your objectivity. For students, the use of grading rubrics helps them to meet or exceed expectations, to view the grading process as being “fair,” and to set goals for future learning. In order to help your students meet or exceed expectations of the assignment, be sure to discuss the rubric with your students when you assign an essay. It is helpful to show them examples of written pieces that meet and do not meet the expectations. As an added benefit, because the criteria are explicitly stated, the use of the rubric decreases the likelihood that students will argue about the grade they receive. The explicitness of the expectations helps students know exactly why they lost points on the assignment and aids them in setting goals for future improvement.

• Routinely have students score peers’ essays using the rubric as the assessment tool. This increases their level of awareness of the traits that distinguish successful essays from those that fail to meet the criteria. Have peer editors use the Reviewer’s Comments section to add any praise, constructive criticism, or questions.
• Alter some expectations or add additional traits on the rubric as needed. Students’ needs may necessitate making more rigorous criteria for advanced learners or less stringent guidelines for younger or special needs students. Furthermore, the content area for which the essay is written may require some alterations to the rubric. In social studies, for example, an essay about geographical landforms and their effect on the culture of a region might necessitate additional criteria about the use of specific terminology.
• After you and your students have used the rubric, have them work in groups to make suggested alterations to the rubric to more precisely match their needs or the parameters of a particular writing assignment.
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• ELA 2019 G7:M2:U2:L8

Write an Informative Essay: Analyze a Model

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Materials from previous lessons, new materials, closing & assessments, you are here:.

• ELA 2019 Grade 7
• ELA 2019 G7:M2
• ELA 2019 G7:M2:U2

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Focus Standards:  These are the standards the instruction addresses.

• W.7.2, W.7.4, W.7.5

Supporting Standards:  These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

• RI.7.1, RI.7.2
• I can explore a model and determine criteria of an informative essay. ( W.7.2 )
• I can use the Painted Essay® structure to analyze a model. ( W.7.2, W.7.4 )
• I can plan an informative essay, focusing on task, purpose, and audience. ( W.7.4, W.7.5 )
• Opening A: Entrance Ticket, Unit 2, Lesson 8 ( W.7.2 )
• Work Time A: Annotated, color-coded model informative essay ( W.7.2, W.7.4 )
• Closing and Assessment A: Informative Writing Plan graphic organizer ( W.7.2, W.7.4, W.7.5 )
• Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 8 at each student's workspace.
• Read the Paint an Essay lesson plan to become familiar with the color-coding and the purpose of each choice of color.
• Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

• Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.

Supports guided in part by CA ELD Standards 7.I.A.1, 7.I.C.10, and 7.II.C.6.

Important Points in the Lesson Itself

• To support ELLs, this lesson includes a whole-class, teacher-led review of a model essay as well as collaboration and color-coding to paint and plan an essay.  
• ELLs may find it challenging to generate language for planning their essay. Encourage students to use their home language and sketches to assist them in planning their essay. Also use strategic pairings for the peer essay either by home language, level, or heterogeneous for support.  
• analyze, context, criteria, informative, structure (A)
• Painted Essay® (DS)

(A): Academic Vocabulary

(DS): Domain-Specific Vocabulary

• Criteria of an Effective Informative Essay anchor chart (one for display; from Module 1, Unit 2, Lesson 7, Work Time B)
• Close Readers Do These Things anchor chart (one for display; from Module 1, Unit 1, Lesson 4, Opening A)
• Academic word wall (one for display; from Module 1, Unit 1, Lesson 1, Opening A)
• Domain-specific word wall (one for display; from Module 1, Unit 1, Lesson 1, Work Time B)
• Paint an Essay lesson plan (for teacher reference) (from Module 1, Unit 2, Lesson 7, Closing and Assessment A)
• Homework: Read “Crime-Solving Strategies” (one per student; from Module 2, Unit 2, Lessons 6–7, Homework B)
• Vocabulary log (one per student; from Module 1, Unit 1, Lesson 2, Opening A)
• Painted Essay® template (one per student and one for display; from Module 1, Unit 2, Lesson 7, Closing and Assessment A)
• Patient Zero by Marilee Peters (text; one per student; from Module 2, Unit 1, Lesson 1, Work Time C)
• Independent reading journal (one per student; begun in Module 1, Unit 1, Lesson 6, Work Time B)
• Entrance Ticket: Unit 2, Lesson 8 (answers for teacher reference)
• Model Informative Essay: "Computer Programs and Animal Behavior" (for teacher reference)
• Model Pair Informative Essay (example for teacher reference)
• Informative Writing Plan graphic organizer (for teacher reference)
• Entrance Ticket: Unit 2, Lesson 8 (one per student)
• Model Informative Essay: “Computer Programs and Animal Behavior” (one per student and one for display)
• Colored pencils (red, yellow, blue, light green, dark green; one of each per student)
• Directions for Pair Informative Essay (one per student and one for display)
• Online or print dictionaries (including ELL and home language dictionaries)
• Informative Writing Plan graphic organizer (one per student and one for display)
• Informative Writing Plan graphic organizer ▲

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

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Grade 7 English Module: Informative Essay

This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.

Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.

This module was designed and written with you in mind. It is here to help you master the writing of an informative essay. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The arrangement of the lessons follows the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using.

The module is mainly about: Informative Essay

Essay writing brings more benefits than browsing the social networking sites. It sharpens your mind and make you more creative than hitting likes and sharing your friends’ posts. The ability to share something from your mind is a plausible act.

One of the basic types of essays that students need to learn is the informative essay. An informative essay is based on facts to educate or inform an audience on a particular topic. An informative essay is the basic type of essays and its primary goal is to educate the reader by communicating facts or proving explanation on a particular topic.

After going through this module, you are expected to:

1. define informative essay;

2. give the characteristics of informative essay; and

3. compose an informative essay.

Grade 7 English Quarter 4 Self-Learning Module: Informative Essay

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