Fifth Grade Informative/Explanatory Scoring Rubric

Fifth Grade Informative/Explanatory Scoring Rubric

Purpose/ Information CCSS*: RIT ? 1 W?2

Organization

CCSS: W ? 2a W ? 2c W ? 2e W?4

Evidence/ Support

CCSS: RIT ? 1 W ? 2b W?8 W ? 9b

Language/ Conventions

CCSS: L?1 L?2 W ? 2d

4 (Exceeds Grade Level) ? Responds skillfully to all parts of the prompt

3 (Meets) ? Responds to all parts of the prompt

? Demonstrates a strong understanding of topic/text(s)

? Demonstrates an understanding of topic/text(s)

2 (Nearly Meets) ? Responds to most parts of the prompt

? Demonstrates limited understanding of topic/text(s)

1 (Does Not Meet) ? Responds to some or no parts of the prompt

? Demonstrates little to no understanding of topic/text(s)

? Organizes ideas and information into purposeful, coherent paragraphs that include an elaborated introduction with clear thesis, structured body, and insightful conclusion

? Logically groups related information into paragraphs or sections, including formatting

? Uses varied transitions and syntax to link the major sections of text, create cohesion, and clarify relationship among complex ideas and concepts

? Skillfully uses relevant and substantial text support from the resources with accuracy

? Organizes ideas and information into logical introductory, body, and concluding paragraphs

? Groups related information into paragraphs or sections, including formatting (e.g., headings)

? Uses linking words and phrases appropriately to connect ideas within and across categories of information

? Uses relevant and sufficient text support from the resources with accuracy

? Organizes ideas and information in an attempted paragraph structure that includes a sense of introduction, body and conclusion

? Grouping of ideas lacks cohesion (e.g., listlike, rambling, or repetitive)

? Does not organize ideas and information coherently due to lack of paragraph structure and/or a missing introduction, body, or conclusion

? Does not group related information together

? Attempts to use some simplistic linking words ? Uses no linking words to connect ideas

? Uses mostly relevant text support but may ? Does not use relevant or sufficient text

lack sufficient evidence and/or accurate use

support from the resources with accuracy

? Uses credible and varied sources

? Uses credible sources

? Uses mostly credible sources

? Uses few to no credible sources

? Develops the topic with well-integrated facts, definitions, concrete details, quotations, or other information and examples

? Develops the topic with facts, definitions, concrete details, quotations, or other information and examples

? Develops the topic with limited facts, definitions, concrete details, quotations, or other information and examples

? Does not support opinion with facts, details, and/or reasons

? Uses purposeful and varied sentence

? Uses correct and varied sentence structures ? Uses some repetitive yet correct sentence

? Does not demonstrate sentence mastery

structures

structure

? Demonstrates grade level appropriate

? Demonstrates limited understanding of grade

? Demonstrates creativity and flexibility when

conventions; errors are minor and do not

? Demonstrates some grade level appropriate

level conventions, and errors interfere with

using conventions (grammar, punctuation,

interfere with the readability

conventions, but errors may interfere with

the readability

capitalization, and spelling) enhance

the readability

meaning/readability

? Utilizes precise language and domain-specific

? Does not utilize precise language or domain-

vocabulary

? Utilizes some precise language and/or

specific vocabulary

? Utilizes precise and domain-specific

domain-specific vocabulary but minimally

vocabulary accurately throughout student

and/or inaccurately

writing

*CCSS ? Common Core State Standards alignment ("W" = Writing strand; "RIT"=Reading ? Informational Text; "L"= Language strand)

Adapted from the Elk Grove Unified School District.

Fifth Grade Informative/Explanatory Writing

CCR Anchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

SBAC Rubric Level 3 (Meets*)

Grade Level Standards

What to Look for in Student Writing (Adapted from Lucy Calkins)

The response provides adequate support/evidence for the opinion and supporting idea(s) that includes the use of sources, facts, and details. The response adequately expresses ideas, employing a mix of precise with more general language:

? Controlling or main idea of the topic is clear and the focus is mostly maintained for the purpose, audience, and task.

? Adequate use of transitional strategies with some variety to clarify the relationships between and among ideas.

? Adequate introduction and conclusion.

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

? Introduce a topic clearly provide a general observation and focus and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

? Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

? Adequate progression of ideas from beginning to end; adequate connections between and among ideas.

? Adequate evidence (facts and details) from sources is integrated and relevant, yet may be general.

? Adequate use of some elaborative techniques (may include the use of personal experiences that support the controlling/main idea).

? Vocabulary is generally appropriate for the audience and purpose.

? Generally appropriate style is evident.

? Link ideas within and across categories of information using words, phrases, and clauses (e.g. in contrast, especially).

? Use precise language and domain- specific vocabulary to inform about or explain the topic.

? Provide a concluding statement or section related to the information or explanation presented.

? **See grade level convention standards in the language section of the CCSS- (Language CCR AS 1)

? Adequate use of citations or attribution to source material. (Noted in grade level scoring guide for 3-5)

? Adequate use of correct sentence formation punctuation grammar usage and spelling.**

*Smarter Balanced Rubric 4-Point Informative: Score of three or "Effective"

The writer...

used different kinds of information (e.g., essays, stories, how to sections, multimedia) to teach information.

wrote an introduction that captured the reader's interest and helped him understand the subject, as well as introduced subtopics if applicable. used transitional words or phrases appropriate for the purpose (e.g., Results: consequently, as a result, because of this. Comparison: in contrast, by comparison. Opinion: the most important reason, for example). restated the main points and possibly offered a final thought or question for the reader to consider in the conclusion.

grouped information in sections (paragraphs/ chapters) and centered around the same topic and also may have used nonfiction text features (e.g., headings and subheadings).

included a variety of information (e.g., examples, details, dates, quotes, etc.).

used valid sources for information and cited source when appropriate.

distinguished between factual information and own thinking. used content specific vocabulary and explained key terms.

used a consistent "teaching" tone.

Purpose/

Setting

CCSS*: W ? 3a W?4

4 (Exceeds Grade Level) ? Responds skillfully to all parts of the prompt

Fifth Grade Narrative Scoring Rubric

3

2

(Meets)

(Nearly Meets)

? Responds to all parts of the prompt

? Responds to most parts of the prompt

1 (Does Not Meet) ? Responds to some or no parts of the prompt

? Purposefully orients the reader by skillfully establishing a vivid situation (real or imagined) and introducing characters and/or a narrator

? Orients the reader by establishing a situation (real or imagined) and introducing characters and/or a narrator

? Establishes a situation (real or imagined) and attempts to introduce characters and/or a narrator

? Fails to establish a situation (real or imagined) and does not introduce characters and/or a narrator in a relevant way

Organization/

Plot

CCSS: W ? 3a W ? 3c W ? 3e W?4

? Coherently organizes a clear event sequence that unfolds naturally

? Skillfully connects a variety of transitional words, phrases, and clauses to manage the sequence of event.

? Provides a conclusion that clearly follows from the narrated experience or events

? Organizes a clear event sequence that unfolds ? Organizes some sequencing but might

naturally

confuse the reader

? Uses a variety of transitional words, phrases, and clauses to manage the sequence of events

? Provides a conclusion that follows from the narrated experience or events

? Uses some transitional words, phrases or clauses to manage the sequence of events.

? Attempts a conclusion that may or may not follow the narrated experience or events

? Does not sequence narrative in a logical order

? Uses few or no transitional words, phrases, or clauses to manage the sequence of events.

? Conclusion is not attempted or discernible

Elaboration/ Narrative Techniques

CCSS: W ? 3b W ? 3d

Language/ Conventions

CCSS: L?1 L?2

? Uses creative descriptions of actions,

? Uses pacing and descriptions of actions,

? Uses minimal or irrelevant descriptions of

thoughts, and feelings to develop experiences thoughts, and feelings to develop experiences actions, thoughts, or feelings to describe

and events

and events

experiences /events

? Uses little to no description of actions, thoughts, or feelings to describe experiences /events

? Uses vivid dialogue to show the response of characters to situations

? Uses concrete words and sensory details to make experiences and events come to life

? Uses dialogue to show the response of characters to situations

? Uses concrete words and phrases, and sensory details to convey experiences and events precisely

? Uses dialogue to support plot

? Does not use dialogue to support plot

? Attempts to use concrete words and sensory ? Fails to to use concrete words or sensory

details to describe experiences and events

details

? Uses purposeful and varied sentence structures

? Demonstrates creativity and flexibility when using conventions (grammar, punctuation, capitalization, and spelling) enhance meaning

? Utilizes precise and sophisticated word choice

? Uses correct and varied sentence structures

? Demonstrates grade level appropriate conventions; errors are minor and do not obscure meaning

? Utilizes strong and grade-level appropriate word choice

? Uses some repetitive yet correct sentence structure

? Demonstrates some grade level appropriate conventions, but errors obscure meaning

? Utilizes vague or basic word choice

? Does not demonstrate sentence mastery

? Demonstrates limited understanding of grade level appropriate conventions, and errors interfere with the meaning

? Utilizes incorrect and/or simplistic word choice

*CCSS ? Common Core State Standards alignment ("W" = Writing strand; "RIT"=Reading ? Informational Text; "L"= Language strand)

Adapted from the Elk Grove Unified School District.

Fifth Grade Narrative Writing

CCR Anchor Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

SBAC Rubric Level 3 (Meets*)

Grade Level Standards

What to Look for in Student Writing (Adapted from Lucy Calkins)

The organization of the narrative, real or imagined, is adequately sustained, and the focus is adequate and generally maintained.

? An evident plot helps to create a sense of unity and completeness, though there may be minor flaws and some ideas may be loosely connected.

? Adequately maintains a setting, develops narrator/characters.

? Adequate use of a variety of transitional strategies to clarify the relationships between and among ideas.

? Adequate sequence of events from beginning to end.

? Adequate opening and closure for audience and purpose.

? Experiences, characters, setting, and events are adequately developed.

? Connections to source materials may contribute to the narrative.

? Adequate use of a variety of narrative techniques that generally advance the story or illustrate the experience.

? Adequate use of sensory, concrete, and figurative language that generally advances the purpose.

? Generally appropriate style is evident.

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequences.

? Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

? Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

? Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

? Use concrete words and phrases and sensory details to convey experiences and events precisely.

? Provide a conclusion that follows from the narrated experiences or events.

? *See grade level convention standards in the language section of the CCSS- (Language CCR AS 1)

The writer...

wrote the important parts of an event or story and removed the unimportant parts.

wrote it like a story even though it may have been a true account.

wrote a beginning which established characters and setting and also gave clues to the main character's conflict.

showed how much time elapsed through transitional words or phrases (e.g., suddenly, a short time later, after a while, etc.) including flashback (e.g., earlier, in the past, she remembered), flash-forward (e.g., three hours later, tomorrow, the following year) and events occurring at the same time (e.g., meanwhile, concurrently etc.).

elaborated using actions, dialogue, thoughts, and feelings to develop character, setting, and plot and to show why characters did what they did.

varied sentences to create pace and tone.

used paragraphs to show different parts or times in the story or to show when a new character is speaking.

wrote an ending that connected to the main part of the story and gave the reader a sense of closure.

included precise detail and used figurative language to create a picture in the reader's mind.

? Adequate use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling**

*Smarter Balanced Rubric 4-Point Narrative: Score of three or "Effective"

Fifth Grade Opinion Scoring Rubric

Purpose/ Opinion*

CCSS*: W ? 1a W?1b W-4

Organization

CCSS: W ? 1a W ? 1c W ? 1d W?4

Evidence / Support

CCSS: RIT ? 1 W ? 1b W ? 9b

4 (Exceeds Grade Level) ? Responds skillfully to all parts of the prompt

? States an opinion/argument/claim that demonstrates an insightful understanding of topic/text

? Organizes ideas and information into purposeful, coherent paragraphs that include an elaborated introduction with clear thesis, structured body, and insightful conclusion

? Uses a variety of linking words, phrases, and clauses skillfully to connect reasons to opinion/argument/ claim

? Supports opinion skillfully with substantial and relevant evidence

? Provides insightful explanation/analysis of how evidence supports opinion

3 (Meets) ? Responds to all parts of the prompt

? States an opinion that demonstrates an understanding of topic/text

2 (Nearly Meets) ? Responds to most parts of the prompt

? States an opinion that demonstrates limited understanding of topic/text

1 (Does Not Meet) ? Responds to some or no parts of the prompt

? Does not state an opinion and/or demonstrates little to no understanding of topic/text

? Organizes ideas and information into logical introductory, body, and concluding paragraphs

? Organizes ideas and information in an attempted paragraph structure that includes a sense of introduction, body and conclusion

? Uses linking words, phrases, and clauses appropriately to connect reasons to opinion

? Uses some linking words, phrases, or clauses to connect reasons to opinion but simplistically

? Does not organize ideas and information coherently due to lack of paragraph structure and/or a missing introduction, body, or conclusion

? Uses no linking words, phrases, or clauses

? Supports opinion with sufficient and relevant evidence

? Supports opinion with minimal and/or irrelevant ? Does not support opinion with evidence

facts, details, and/or reasons

and/or evidence is irrelevant or inaccurate

? Provides clear explanation/ analysis of how ? Provides some explanation/ analysis of how ? Provides no or inaccurate

evidence supports opinion

evidence supports opinion

explanation/analysis of how evidence

supports opinion

Language/ Conventions

CCSS: L?1 L?2

? Uses purposeful and varied sentence

? Uses correct and varied sentence structures ? Uses some repetitive yet correct sentence ? Does not demonstrate sentence mastery

structures

structure

? Demonstrates creativity and flexibility

? Demonstrates grade level appropriate conventions; errors are minor and do not

? Demonstrates some grade level

? Demonstrates limited understanding of grade level appropriate conventions, and

when using conventions (grammar,

obscure meaning

appropriate conventions, but errors

errors interfere with the meaning

punctuation, capitalization, and spelling) to

obscure meaning

enhance meaning

? Uses academic and domain-specific

? Uses no academic or domain-specific

? Uses precise and sophisticated academic and domain-specific vocabulary appropriate for the audience and purpose

vocabulary appropriate for the audience and purpose

? Uses limited academic and/or domainspecific vocabulary for the audience and purpose

vocabulary

*CCSS ? Common Core State Standards alignment ("W" = Writing strand; "RIT"=Reading ? Informational Text; "L"= Language strand)

Adapted from the Elk Grove Unified School District.

Fifth Grade Opinion Writing

CCR Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

SBAC Rubric Level 3 (Meets*)

Grade Level Standards

What to Look for in Student Writing (Adapted from Lucy Calkins)

The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected. The response is adequately sustained and generally focused:

Write opinion pieces on topics or texts, supporting a point of The writer... view with reasons and information.

? Opinion is clear, and the focus is mostly maintained for the purpose, audience, and task.

? Adequate use of transitional strategies with some variety to clarify relationships between and among ideas.

? Adequate introduction and conclusion.

? Adequate progression of ideas from beginning to end; adequate connections between and among ideas.

? Adequate evidence from sources is integrated; some references may be general.

? Adequate use of some elaborative techniques (may include the use of personal experiences that support the opinion).

? Vocabulary is generally appropriate for the audience and purpose.

? Generally appropriate style is evident.

? Adequate use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling.**

? Introduce a topic or text clearly, state an opinion, and made a claim or thesis about a topic or text and supported it

create an organizational structure in which ideas are with reasons and provided a variety of evidence for each

logically grouped to support the writer's purpose.

reason.

? Provide logically ordered reasons that are supported by facts and details.

? Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

? Provide a concluding statement or section related to the opinion presented.

? **See grade level convention standards in the language section of the CCSS- (Language CCR AS 1)

hooked his reader (e.g., asking a question, explaining why the topic is important, a surprising fact) and clearly stated his claim or thesis in the introduction in an attempt to get his reader to care about the topic.

made deliberate word choices to state the claim clearly and introduced the reasons that would be developed later.

used transitional words and phrases (e.g., for example, another example, for instance, in addition) when supporting ideas and reasons with evidence.

restated and reflected on his claim or thesis while noting his reasons and may have suggested an action for his reader in the conclusion.

used paragraphs to separate sections of related information.

used a variety of evidence (e.g., facts, examples, quotations, and information) to support her claim or thesis.

put her evidence in an order that would be most convincing.

made deliberate word choices to provoke thinking and emotion in the reader.

used a "scholarly" voice.

*Smarter Balanced Rubric 4-Point Opinion: Score of three or "Effective"

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