Grade 5 Writing Rubric

8/19/2019 Grade 5 Writing Rubric

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Outcome (indicators) 4 - Mastery 3 - Profcient 2 - Approaching 1 - Beginning

Contet ! O"era## ProductCC5.1 Compose and create a range of visual,multimedia, oral, and written texts that explore,identity, community, social responsibility andexpress personal thoughts shaped through inquiry.

(a) Create written texts that include

• a clear and speci!c message

• a logical and coherent organi"ation of ideas

• a competent use of language and

conventions

Creates written texts that include

• an insight$u# message

• a thought$u# organi"ation of

ideas

• a purpose$u# and precise use of

language and conventions


• a c#ear and specifc message

• a #ogica# and coherent

organi"ation of ideas

• a competent use of language

and conventions.


• a genera# message

• a %asic organi"ation of ideas

• a simp#e use of language and

conventions.

Creates written texts that inclu

• a "ague or unre#ated

• #itt#e organi"ation of id

• uncertain and#or unsu

use of language and co

MessageCC&'4 se a riting process to eperimentith and produce mu#ti-paragraph narrati"e*epository* and persuasi"e compositions thatc#ear#y de"e#op topic and pro"ide transitions$or the reader'

(a) $rite clear multi%paragraph compositions (e.g.,three to !ve paragraph report or essay of at least&'' words) that focus on a central idea, reectawareness of the audience(s) and purpose(s),contain clear introductions and conclusions, andinclude paragraphs in a logical sequence.

(d) $rite narrative compositions that develop asituation or plot and point of view, describe thesetting, and present an ending.

(e f) $rite expository compositions, includingreports that establish a topic, include importantideas or events in a logical order, provide detailsand transitional expressions that clearly lin* oneparagraph to another, and o+er a concludingparagraph that summari"es important ideas.

(i) $rite persuasive letters or compositions thatstate a clear position, support that position withrelevant evidence, follow a simple organi"ationalpattern, and address the readers need for clarity.

Compositions and presentations areorigina# and insight$u#.

$rites comprehensi"e multi%paragraphcompositions that

focus on a central idea that

captures interest

• respond to the audience(s) and

purpose(s)

• contain engaging introductions

and conclusions that synthesi"e

• include paragraphs in an

engaging sequence.

$rites engaging narrative compositions

that• c#ear#y and creati"e#y develop a

situation or plot and point of view

• "i"id#y describes the setting

• present a compe##ing ending.

$rites accurate expository compositionsthat

• establishes a clear and engaging

topic

• include important ideas or events

in an insight$u# order

• provide e##-chosen details and

e+ective transitional expressionsthat s+i##$u##y lin* one paragraphto another

• o+er a conclusion that

synthesi,es important ideas

$rites con"incing persuasive letters orcompositions that

• state an insight$u# position

Compositions and presentations arec#ear and thought$u#.

$rites c#ear multi%paragraphcompositions that

• focus on a central idea

• reect awareness of the

audience(s) and purpose(s)

• contain c#ear introductions and

conclusions

• include paragraphs in a #ogica#

sequence.

$rites narrati"e compositions that

• develop a situation or plot and

point of view

• describe the setting

• present an ending.

$rites expository compositions that

• establish a c#ear topic

• include important ideas or

events in a #ogica# order

• provide details and transitional

expressions that c#ear#y #in+ one paragraph to another

• o+er a conclusion that

summari,es important ideas.

$rites persuasive letters orcompositions that

• state a c#ear position

• support that position with

re#e"ant evidence

Compositions and presentations arestraight$orard and unrefned.

$rites simp#e multi%paragraphcompositions that may

• include a general idea

• reect some awareness of the

audience(s) and#or purpose(s)

• contain ineecti"e

introductions and#orconclusions

• include paragraphs in a

disorgani,ed sequence.

$rites simp#e narrative compositionsthat may

• develop a simp#istic situation or

plot and#or point of view

• describe some aspects of the

setting with minima# detail

• present an ineecti"e ending.

$rites simp#e expository compositionsthat may

• establish a topic

• include ideas or events in an

i##ogica# order

• provide some details and

transitional expressions that maylin* one paragraph to another

• o+er an ineecti"e conclusion.

$rites simp#e persuasive letters orcompositions that may

• state a position

• support that position with details

Compositions and presentation%asic. -hey are #imited* un$oand#or unc#ear.

$rites #imited paragraph comthat may .

• #ac+ a clear $ocus

• reect non%existent aw

the audience(s) and pu

• contain an unre#ated o

eistent introduction aconclusion

• include an order that im

understanding.

$rites #imited narrative compthat may .

• present a "ague situat

unclear point of view

• "ague#y describe an as

the setting

• present an unc#ear an

unfnished ending.

$rites #imited expository comthat may .

• "ague#y establish a to

• include a few ideas i n a

that impedes understa• provide $e and#or un

details

• o+er an unc#ear conclu

$rites #imited persuasive lett


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• support that position with

compe##ing evidence

• follow an organi"ational pattern

• thorough#y address the readers

need for clarity.

• follow a simp#e organi"ational

pattern

• address the readers need for

clarity.

• attempt to follow a simp#e

organi"ational pattern

compositions that may

• state an unc#ear positi

• support that position w

unre#ated or "ague d

• follow a simp#e organi"

pattern ith teacher s

se o$ 0trategies(b) elect and exibly use appropriate strategies(before, during, and after) to communicatemeaning when writing.

(g) /se various note%ma*ing strategies(paraphrasing, summari"ing, highlighting, graphicorgani"ers, outlining) to glean i nformation andideas for expository or informational writing.

(h) Create documents by using electronic mediaand employing computer features (e.g., topicsearches, thesaurus, spell chec*s).

Confdent#y se#ects and ei%#y usesappropriate strategies (before, during,and after) to communicate meaning whenwriting.

uch as

0efore/ses prior +no#edge and a "ariety ofstrategies to

• consider role, audience, forms,

topic, and purpose (23-)

• generate and develop ideas

ecti"e#y uses organi"ers whileplanning.

4uringCreates e##-cra$ted drafts andexperiments with end product.elf and peer edit independent#y.

-houghtful revisions madeindependent#y.Confers with others purpose$u##y.

2fterConfdent#y and enthusiastica##y shares polished !nal product withaudience.

hought$u##y uses various note%ma*ingstrategies (paraphrasing, summari"ing,highlighting, graphic organi"ers,outlining) to glean information and ideasfor expository or informational writing.

cient#y creates documents by usingelectronic media and employingcomputer features (e.g., topic searches,

thesaurus, spell chec*s).

elect and ei%#y use appropriatestrategies (before, during, and after) tocommunicate meaning when writing.

uch as

0efore

/ses a "ariety of strategies to• consider role, audience, forms,


• generate and develop ideas, with

some direction

/ses organi"ers while planning.

4uringCreates drafts and often experimentswith end product.elf and peer edits ith teacherdirection.evisions made ith teacherdirection.Confers with others.

2fterolishes, practices, and shares !nalproduct with audience.

/ses various note%ma*ing strategies(paraphrasing, summari"ing,highlighting, graphic organi"ers,outlining) to glean information andideas for expository or informationalwriting.

Creates documents by using electronicmedia and employing computerfeatures (e.g., topic searches,thesaurus, spell chec*s).

elects and uses #imited strategies (before, during, and after) tocommunicate meaning when writing.

uch as

0eforeOccasiona##y uses a variety ofstrategies to

• consider role, audience, forms,


• generate and develop ideas, with

prompting

6a*es #imited use of organi"ers whileplanning.

4uringCreates simp#e drafts and mayexperiment with end product, ifencouraged.elf and#or peer edits with teachersupport.0asic revisions made with teacherdirection.Confers with others, sometimes.

2fterractices, ith guidance, and shares,ith prompting, !nal product.

Basic use of some note%ma*ingstrategies (paraphrasing, summari"ing,highlighting, graphic organi"ers,outlining) to glean information and ideasfor expository or informational writing.

Creates documents with #imited use

using electronic media and#or computerfeatures (e.g., topic searches, thesaurus,spell chec*s).

5eeds support to use strateg(before, during, and after) tocommunicate meaning when w

uch as

0eforehows #itt#e aareness of str

• consider role, audience

topic, and purpose (23

• generate and develop i

direction

/ses teacher%selected organi"esupport, while planning.

4uringCreates drafts rare#y.6ay self%edit with explicit teacsupport.evising, with direction, in a #iway.Confers, with prompting, with

2fter6e$uses or rare#y shares !na

/ses a teacher directed notestrategy (paraphrasing, summhighlighting, graphic organi"eroutlining) to glean informationfor expository or informational

7ith support, creates documusing elec%tronic media and#oremploying computer features searches, thesaurus, spell che

Cues 8 Con"entions(c) /nderstand and apply relevant pragmatic,textual, syntactical,semantic#lexical#morphological, graphophonic, andother cues and conventions to communicatemeaning when writing.

/nderstands and applies re#e"ant andengaging pragmatic, textual, syntactical,semantic#lexical#morphological,graphophonic, and other cues andconventions to communicate meaningwhen writing.

/nderstands and applies relevantpragmatic, textual, syntactical,semantic#lexical#morphological,graphophonic, and other cues andconventions to communicate meaningwhen writing.

Attempts to apply some pragmatic,textual, syntactical,semantic#lexical#morphological,graphophonic, and other cues andconventions to communicate meaningwhen writing.

ncertain and simp#istic uspragmatic, textual, syntacticalsemantic#lexical#morphologicagraphophonic, and#or other cuconventions to communicate mwhen writing.


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uch as7anguage is consciously e## chosen.7anguage register is appropriate toaudience and purpose.

-one and voice consistent#y maintaininterest2 defnite point of view (includingpurpose and focus) is evident.

-he composition enhances the format.Composition ows.

entence structure and length are "ariedand po#ished. $ord choices show styleand e8ciency.

-ext adheres to accepted standards ofspelling, punctuation, and capitali"ation.

2ny errors are a result of ris* ta*ing.

uch as7anguage is straight$orard* c#ear,and appropriate'2ppropriate language register is used.

-one and voice are e"ident.2 purpose and a focus are established.

-he composition stic*s to the format.Composition genera##y ows.

0ome "ariety in sentence structuresand length are used. Commonsentence constructions are correct.

/sage, spelling, punctuation, andcapitali"ation are genera##y correct.

9deas are c#ear despite any mechanicalerrors.

uch as7anguage is accepta%#e %utunsophisticated.7anguage register may not %eappropriate $or audience and purpose.

-one and voice may not %e e"ident orappropriate'urpose is established.Composition attempts to stic* to theformat.Composition #ac+s a smooth ow.

Common and simp#e sentenceconstructions#patterns are used but varylittle in length and structure.

$ords are sometimes "ague. :rrors aremade in usage, spelling, capitali"ation,and punctuation.

:rrors inter$ere somewhat withcommunication.

uch as7anguage is unc#ear* inapproimmature.7anguage register may not %eappropriate for audience and

-one and voice not e"ident.urpose or focus is not c#ear.Composition does not resemblformat.Composition does not ow.

entences are incomp#ete* rusimp#e in structure.

A%undance o$ structural andmechanical errors in usage, scapitali"ation, and punctuation

:rrors serious#y inter$ere witcommunication.

Documents

Grade 5 Writing Rubric