Common Core Rubric Creation Tool
Select Rubric Elements from CC Standards
Click on each subject area to open and drill-down into the Common Core standards. Check the "Add Rubric Element" checkboxes to specify the rubric elements you'd like added to your new rubric.
Reading: Literature
Key Ideas and Details
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RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 
RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 
 
RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
 
Craft and Structure
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RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
 
 
RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
 
RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
 
Integration of Knowledge and Ideas
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RL.9-10.7
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musee des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
 
RL.9-10.8
(Not applicable to literature)
RL.9-10.9
Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
 
Range of Reading and Level of Text Complexity
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RL.9-10.10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading: Informational Text
Key Ideas and Details
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RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 
RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 
 
RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
 
Craft and Structure
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RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
 
 
RI.9-10.5
Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
 
RI.9-10.6
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
 
 
Integration of Knowledge and Ideas
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RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
 
RI.9-10.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
 
RI.9-10.9
Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.
Range of Reading and Level of Text Complexity
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RI.9-10.10
By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading: Foundational Skills
Print Concepts
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Phonological Awareness
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Phonics and Word Recognition
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Fluency
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Writing
Text Types and Purposes: Argumentative Writing
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W.9-10.1a
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
 
 
 
 
W.9-10.1b
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
 
 
 
 
W.9-10.1c
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
 
W.9-10.1d
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
 
W.9-10.1e
Provide a concluding statement or section that follows from and supports the argument presented.
 
Text Types and Purposes: Explanatory/Informative Writing
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W.9-10.2a
Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
 
 
W.9-10.2b
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
 
 
 
W.9-10.2c
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
 
W.9-10.2d
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
 
W.9-10.2e
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
 
W.9-10.2f
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
 
Text Types and Purposes: Narrative Writing
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W.9-10.3a
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
 
 
W.9-10.3b
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
 
W.9-10.3c
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
 
W.9-10.3d
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
 
W.9-10.3e
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
 
Production and Distribution of Writing
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W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
 
 
Research to Build and Present Knowledge
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W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
 
 
W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
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W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking & Listening
Comprehension and Collaboration
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SL.9-10.1a
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 
SL.9-10.1b
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
 
SL.9-10.1c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
 
 
 
 
SL.9-10.1d
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
 
SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
 
SL.9-10.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
 
Presentation of Knowledge and Ideas
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SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
 
 
SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
 
SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
 
Language
Conventions of Standard English
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L.9-10.1a
Use parallel structure.
 
L.9-10.1b
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
 
L.9-10.2a
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
 
L.9-10.2b
Use a colon to introduce a list or quotation.
 
L.9-10.2c
Spell correctly.
 
Knowledge of Language
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L.9-10.3a
Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.
 
Vocabulary Acquisition and Use
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L.9-10.4a
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
 
L.9-10.4b
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
 
L.9-10.4c
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
L.9-10.4d
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.9-10.5a
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
 
L.9-10.5b
Analyze nuances in the meaning of words with similar denotations.
 
L.9-10.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
 
History/Social Studies
Key Ideas and Details
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RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
 
RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
 
 
RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
 
Craft and Structure
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RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
 
RH.9-10.5
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
 
RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
 
Integration of Knowledge and Ideas
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RH.9-10.7
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
 
RH.9-10.8
Assess the extent to which the reasoning and evidence in a text support the author's claims.
 
RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary sources.
 
Range of Reading and Level of Text Complexity
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RH.9-10.10
By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.
Science & Technical Subjects
Key Ideas and Details
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RST.9-10.1
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
 
RST.9-10.2
Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
 
 
RST.9-10.3
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
 
Craft and Structure
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RST.9-10.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
 
RST.9-10.5
Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
 
RST.9-10.6
Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
 
Integration of Knowledge and Ideas
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RST.9-10.7
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
 
RST.9-10.8
Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.
 
RST.9-10.9
Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
 
Range of Reading and Level of Text Complexity
Common Core Standards Add Rubric Element
RST.9-10.10
By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.
Writing (Hist/SS, Sci&Tech)
Text Types and Purposes: Argumentative Writing
Common Core Standards Add Rubric Element
WHST.9-10.1a
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
 
 
 
WHST.9-10.1b
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience?s knowledge level and concerns.
 
 
 
 
WHST.9-10.1c
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
 
WHST.9-10.1d
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
 
WHST.9-10.1e
Provide a concluding statement or section that follows from or supports the argument presented.
 
Text Types and Purposes: Explanatory/Informative Writing
Common Core Standards Add Rubric Element
WHST.9-10.2a
Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
 
 
WHST.9-10.2b
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience?s knowledge of the topic.
 
 
 
WHST.9-10.2c
Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
 
WHST.9-10.2d
Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
 
 
WHST.9-10.2e
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
 
WHST.9-10.2f
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
 
Production and Distribution of Writing
Common Core Standards Add Rubric Element
WHST.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
WHST.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
WHST.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology?s capacity to link to other information and to display information flexibly and dynamically.
 
 
Research to Build and Present Knowledge
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WHST.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
 
 
WHST.9-10.9
Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
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WHST.9-10.10
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
    
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mini-FAQ:
Why are some of the standards blank or missing checkbox options?
We are still in the process of translating each Common Core standard into assessable rubric element options.

Our initial focus has been on the English/Language Arts standards and then the two Reading area standards. History/Social Studies and Science & Technology will be along shortly.

What if I don't like the rubric element options provided?
Not a problem. You can edit any of your selected rubric elements on the next screen! You decide what to call each one; the rubric elements provided here are just to get you started.
Can I add other rubric elements that aren't on this list?
Yes. After you finish this rubric creation wizard, you can edit your rubric and add additional rubric elements as needed. It's up to you if the new rubric elements should be tied to a particular Common Core standard or not.

For example, something like "Topic Sentence" is not covered by a Common Core standard. You'll be able to add this to your rubric as a non-Common Core-aligned rubric element.

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