Writing Rubric (Transactional) Elementary Literacy Assessment

[Pages:1]Writing Rubric (Transactional) ? Elementary Literacy Assessment

Trait

0

1. Experienceing Difficulty

2. Approaching Expectations

Ideas:

No evidence topic does not match the topic matches the prompt

generates ideas and

(blank)

prompt

takes a position

related details to develop

no awareness of task

few supporting details are present

and sustain the topic

OR

details present but are unclear,

(idea) of the writing task

limited (incomplete)

irrelevant and/or repetitive (may

showing an awareness of

details to support main

read like a list)

audience and purpose

idea

lacks development

lacks evidence of

little awareness of audience and

development

purpose

3. Meeting Expectations

4. Strong (at the grade level)

topic matches the prompt

topic matches the prompt

Takes a clear position and

takes a clear position and supports it

supports it with relevant

consistently

reasons and/or examples

details are relevant, effective,

details are developed (straight

specific, and appropriate

forward and predictable)

details are strongly developed and

some unnecessary or distracting

maintained consistently

information may be present

no irrelevant details

awareness of audience and purpose

a clear awareness of audience and purpose

Organization:

No evidence no introduction and/or

organizes ideas in a form (blank)

closure

or manner that

very little or no sense of

communicates

order is present

information with an

similar ideas are not

awareness of audience

grouped together

and purpose.

choppy/ no flow

Ideas/details are in logical

order with structure and

flow

an introduction may or may not be present

some sense of order is present (the account may jump around a bit), therefore; some rereading may be required

no or little attempt with connecting/transition words (may be repetitive - and, and then)

closure may or may not be attempted

gives an introduction (a clear beginning) to establish the purpose

the writing maintains a sense of order and logical sequence

connecting/transition words create flow showing how ideas connect

provides an obvious conclusion (could be predictable and/or abrupt)

has a clearly defined introduction the writing maintains logical and

effective order throughout order of ideas enhances and

elaborates on topic thoughtful transition words connect

ideas and supporting details provides a logical and definite

conclusion ? a statement to reinforce or summarize position

Conventions:

No evidence many errors present

demonstrates awareness (blank)

(may obscure meaning)

of audience and purpose

appropriate grammar,

by using conventions of

punctuation and

written language

capitalization are not

used

*Proportion of error to length

sentence structure

and/or complexity of

obscures meaning

response should be

conventional spelling is

considered

rarely used

errors in conventions present

conventions present (occasional conventions consistently present

meaning is affected by errors

errors )

correct use of capital letters and end

meaning understood with

correct capital letters and end

punctuation

rereading

punctuation

internal punctuation and paragraphs

spelling, grammar, punctuation and internal punctuation and

are used with competence

capitalization are often incorrect

paragraphs are used with some more complex vocabulary with

sentences rarely vary in structure

competence

minimal spelling errors

or length creating a simple, rigid, familiar and commonly used

variety in sentence length and

sometimes repetitive, mechanical

words spelled correctly

structure creates an effective text

text

variety in sentence length and

structure (occasional errors) to

create interest and rhythm

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