Language Landmark Rubric Guide
Assessment Resource
Language Landmarks
Middle School (Grades 6-8) Semantic & Pragmatic Rubric
Grades 6–8
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Instructional Purpose: This rubric monitors high-level receptive and expressive language skills in middle schoolers. It supports core standards, tracking student ability to move past basic literal meanings into advanced, nuanced social and academic language.
Domain A: Figurative Language
| Scale | Receptive Performance | Expressive Performance | Grades 6-8 Examples |
|---|
| 4 | Independently analyzes metaphors, idioms, and sarcasm in diverse contexts. Explains author intent. | Spontaneously and appropriately integrates metaphors, personification, or sarcasm to enrich speech. | "He's a dictionary" → Explains it highlights intelligence, not paper structure. |
| 3 | Identifies and explains figurative language and sarcasm with minimal cueing (e.g., tone shifts). | Uses basic figurative expressions (mostly common idioms or similes) correctly when prompted or writing. | Identifies "That's just perfect!" (when dropping a tray) as sarcastic, citing tone. |
| 2 | Requires moderate scaffolding to separate literal vs. figurative meanings. Misses tone cueing. | Attempts basic similes or common idioms but expressions may sound forced or slightly misused in context. | Needs SLP explanation of "cold shoulder" to realize it refers to ignoring someone. |
| 1 | Struggles to identify figurative phrases; consistently interprets sarcastic statements literally. | Expressive speech is highly literal; avoids figurative or abstract descriptive language entirely. | Insists "It's raining cats and dogs" means animals are actually falling. |
Domain B: Double Meanings & Ambiguity
| Scale | Receptive Performance | Expressive Performance | Grades 6-8 Examples |
|---|
| 4 | Spontaneously identifies multiple interpretations of homophones, homographs, puns, and verbal irony. | Formulates puns or double-meaning statements dynamically; clarifies ambiguous texts with ease. | Explains the dual meaning of "current" in "The swimmer was swept away by the river's current affairs." |
| 3 | Recognizes double meanings or humor when pointed out; identifies multiple dictionary entries for a word. | Uses words with multiple meanings correctly in two different contexts when prompted (e.g., scale/scale). | Provides sentences: "Step on the scale to weigh in" and "Scale the mountain." |
| 2 | Only identifies primary/concrete meanings; misses the secondary definition of a homograph without severe prompting. | Able to define a multiple-meaning word in one way, but struggles to generate a secondary use or context. | Given "bark", defines dog's sound but cannot recall or define tree tissue despite scaffolding. |
| 1 | Struggles to recognize ambiguity; becomes confused when words deviate from concrete/primary definitions. | Inflexible vocabulary usage. Fails to describe or use alternative definitions of homographs or homophones. | Does not recognize that "rose" (flower) and "rose" (stood up) are related words. |
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Assessment Resource
Language Landmarks
Middle School (Grades 6-8) Semantic & Pragmatic Rubric
Grades 6–8
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Domain C: Academic Text Inferencing
| Scale | Receptive Performance | Expressive Performance | Grades 6-8 Examples |
|---|
| 4 | Synthesizes non-stated details from complex informational passages or historical texts without scaffolding. | Clearly articulates the evidence-based link between text clues and prior knowledge to justify an inference. | "Ancient crop failure occurred" → Infers economic or physical migration resulted. |
| 3 | Makes logical inferences from standard grade-level texts with minimal support; spots implicit character motives. | Can explain an inference when asked "How do you know?" though explanation may rely slightly on simple text repeats. | Infers that a character is anxious based on descriptions of "fidgeting and adjusting collar constantly." |
| 2 | Identifies concrete text clues but struggles to combine them with schema to infer; relies heavily on literal facts. | Struggles to justify inferences verbally; arguments are circular (e.g., "I just know because the book says so"). | Given details of smoke rising and sirens wailing, fails to infer a nearby fire without direct prompting. |
| 1 | Misses implicit details entirely; exhibits substantial comprehension breakdown when texts are not purely explicit. | Unable to explain basic cause-and-effect or hidden motives. Answers are incorrect or unrelated to context. | Cannot infer how a character feels even if the text details weeping, sobbing, and withdrawal from friends. |
Domain D: Complex Analytical Wh- Questions
| Scale | Receptive Performance | Expressive Performance | Grades 6-8 Examples |
|---|
| 4 | Processes complex, layered hypothetical "What if" or systemic "Why/How" questions on academic concepts. | Expresses multi-clause, logically sound answers. Uses advanced cohesive conjunctions (e.g., *consequently*). | "Why do plants tilt toward the window?" → "They grow toward light to maximize photosynthesis; consequently..." |
| 3 | Comprehends analytical "How" or "Why" questions about core literature or school events. | Answers are relevant and grammatically intact but may lack structural complexity or vocabulary variety. | "How did they solve the mystery?" → "He followed the footprints left in the mud to the old cabin." |
| 2 | Frequently confuses question types (e.g., answers a "Why" question with a "Who" or "Where" response). | Expressive answers are grammatically incomplete (e.g., "Because he did") or fail to address the core prompt. | "Why did the ice melt?" → "On the counter" or "Because it got hot" (needs continuous prompt redirects). |
| 1 | Demonstrates severe breakdown in question comprehension; struggles even with basic concrete Wh- parameters. | Expresses unintelligible, echolalic, or highly off-topic answers to analytical questions. | "How can a community reduce trash?" → "I played soccer yesterday" or "Garbage truck." |
Scoring Guidance & Cueing Definitions
Independent (Level 4): Standard expected for grade. Student performs task with no assistance or redirects. Accuracy ≥ 90%.
Minimal Cues (Level 3): 1-2 verbal or visual reminders (e.g., "Remember to check tone") needed. Accuracy 75-89%.
Moderate Cues (Level 2): Continuous scaffolding, options, or models required to complete tasks. Accuracy 50-74%.
Maximal Assistance (Level 1): High prompt dependence. Needs direct modeling or translation. Accuracy < 50%.
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Language Landmark Data Sheets
Student Tracking Suite
My Language Landmarks
Student Progress Log & Goal Setting Portfolio
Student Copy
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Student Name
Grade / Homeroom
Target Completion Date
Track your progress after each language check-in! Color in the columns of the graphs from Level 1 to 4 to watch your communication skills soar.
Figurative Language
4 3 2 1
S1
S2
S3
S4
S5
S6
Color up to your level
Double Meanings
4 3 2 1
S1
S2
S3
S4
S5
S6
Color up to your level
Text Inferencing
4 3 2 1
S1
S2
S3
S4
S5
S6
Color up to your level
Wh- Questions
4 3 2 1
S1
S2
S3
S4
S5
S6
Color up to your level
My Target Goals
What language milestone do you want to hit? Be specific!
Goal 1 (e.g., Understanding Sarcasm)
Goal 2 (e.g., Making Inferences)
I will work hard to communicate clearly.
Strategies to Use
Which skills can you use when you face double meanings or tricky text?
Listen for changes in volume or sarcasm tones.
Check for clues in surrounding sentences.
Think of another meaning for the homonym.
Identify the question word (e.g., Why = Reason).
Student Signature
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Clinician / Teacher Resource
Session Data Sheet
Middle School Receptive & Expressive Trial Tracker
Clinician Copy
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Student
Date
Session #
Clinician
Cueing Codes:
IND: Independent MIN: Minimal Cue (1-2 redirects) MOD: Moderate Cue (multiple choices given) MAX: Maximal Assistance / Hand-over-hand
