rubric_gradations: 49
This data as json
| id | skill_code | dimension | level | level_label | behavioral_description | sample_response | created_at | updated_at | active_version |
|---|---|---|---|---|---|---|---|---|---|
| 49 | L-WORD-PATTERNS | autonomy | 1 | Heavily Scaffolded | Student cannot identify how words change form across parts of speech without direct teacher intervention. Requires the teacher to point out word families (e.g., analyze/analysis/analytical), name the suffixes involved, and explain how the meaning shifts between forms. When encountering an unfamiliar word that shares a root with a known word, does not make the connection independently. Relies on the teacher to model dictionary and glossary use, including how to locate pronunciation guides, part-of-speech labels, and usage notes. Without scaffolding, treats each form of a word as completely unrelated vocabulary. | I didn't realize 'analytical' had anything to do with 'analyze' until the teacher showed us. She wrote them both on the board and circled 'analy-' in each one and I was like oh, they have the same root. Then she had us look up 'analysis' in the dictionary and showed us the pronunciation thing with the syllable marks. I can see how they're connected now but I don't think I would have noticed on my own. In my essay I kept writing 'the author analyzes' over and over because I didn't know I could say 'the author's analysis shows' instead. | 2026-05-24 00:17:32 | 2026-05-26 01:43:59 | 1 |