Grade 4: Writing Rubrics - EL Education, Inc.

[Pages:39]Grade 4: Writing Rubrics

NOTE: The language in these rubrics has been adapted from the SBAC and PARCC rubrics. The language in bold is taken directly from the CCSS.

A RI.4.1 W.4.9

B W.4.1a C W.4.1a D W.4.1d E W.4.1a

F W.4.1c

Opinion Writing Rubric: Grade 4

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

4 ? Advanced

3 ? Proficient

2 ? Developing

1 ? Beginning

Reading Comprehension

Demonstrates a deep understanding of the topic or issue by developing an insightful opinion supported by logical reasons and well-chosen textual evidence

Demonstrates a clear understanding of the topic or issue by developing an opinion supported by logical reasons and textual evidence

Demonstrates a limited understanding of the topic or issue by developing an opinion weakly supported by textual evidence

Does not demonstrate understanding, or shows a limited understanding, of the topic or issue by offering an opinion unsupported by textual evidence

Organization and Purpose 1

Opinion is introduced, clearly communicated, and the focus is strongly maintained

Opinion is clearly stated, and the focus is mostly maintained

Opinion may be somewhat unclear, or the focus may be insufficiently maintained

Opinion may be confusing or ambiguous; or the focus may drift

Effective or engaging introduction and concluding statement or section

Introduction provides needed context on the topic or text

Introduction and/or conclusion may be weak

Introduction and/or conclusion may be missing or unrelated to the opinion

Concluding statement or section is related to the opinion presented

Logical progression of ideas from beginning to end; strong connections between and among ideas in paragraphs and sections

Creates an organizational structure in which related ideas are grouped to support the writer's purpose

Inconsistent or unclear connections between and among ideas

Frequent extraneous ideas and/or information and ideas seem to be randomly ordered or have an unclear progression

Consistently uses a variety of transitional strategies to clarify the relationships between and among ideas

Links opinion and reasons using words and phrases

Connects some ideas using linking words and phrases

Few/no linking words or phrases used; transitions may be awkward

1 W.4.4 is reflected in all descriptors.

1

Grade 4: Writing Rubrics

G W.4.1b

H L.4.3a?c L.4.6

I W.4.4 (partial) L.4.3 a?c L.4.6

J W.4.8 (partial)

K L.4.1 L4.3 b

L L.4.2

Evidence and Elaboration

Comprehensive evidence (facts and details) from the source material is integrated, relevant, and specific

Provides reasons that are supported by facts and details

Opinion is insufficiently supported by reasons, facts, and details from source materials; evidence may be weakly integrated, imprecise, repetitive, vague, and/ or copied

Supporting facts and details are minimal, irrelevant, absent, in error, incorrectly used, or predominantly copied Expression of ideas may be vague or confusing

Vocabulary is carefully chosen and clearly appropriate for the audience and purpose

Vocabulary is generally appropriate for the audience and purpose

Vocabulary use is uneven or somewhat inappropriate for the audience and purpose

Uses basic vocabulary, and simple or repetitive sentence structure

Effective, appropriate style enhances content

Voice and tone are appropriate to purpose and audience

Voice and tone are largely appropriate to purpose and audience

Voice and tone are not appropriate to purpose and audience

Provides a list of sources that is clear, accurate, and complete

Provides a list of sources

List of sources is incomplete, unclear, or inaccurate

No attempt to cite source material

Conventions

Few, if any, errors in usage and sentence formation

Some errors in usage and sentence formation are present, but no systematic pattern of errors is displayed

Frequent errors in usage may obscure meaning

Errors in usage and/ or punctuation, capitalization, and spelling are frequent and severe, and meaning is often obscured

Effective and consistent use of punctuation, capitalization, and spelling

Adequate use of punctuation, capitalization, and spelling

Inconsistent use of punctuation, capitalization, and spelling

A RI.4.1 W.4.9

Informative/Explanatory Writing Rubric: Grade 4

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

4 ? Advanced

3 ? Proficient

2 ? Developing

1 ? Beginning

Reading Comprehension

Demonstrates a deep understanding of ideas (both stated and inferred) by developing an insightful focus supported by well-chosen textual evidence

Demonstrates a clear understanding of ideas (both stated and inferred) by developing an accurate focus adequately supported by textual evidence

Demonstrates a limited understanding of ideas by developing an accurate focus weakly supported by textual evidence

Does not demonstrate understanding, or shows a misunderstanding, of ideas by offering a focus unsupported by textual evidence

EL Education Curriculum 2

Poetry, Poets, and Becoming Writers

B W.4.2a C W.4.2a D

E W.4.2.a

F W.4.2.c

G W.4.2b

H W.4.2a I W.4.2d

L.4.6

J W.4.4 (partial) L.4.3 L.4.6

K W.4.8 (partial)

3

Organization and Purpose

Focus is clearly communicated and strongly maintained

Focus is clear and maintained

Focus may be somewhat unclear and/or insufficiently maintained

Focus may be confusing or ambiguous

Effective or engaging introduction and concluding statement or section

Introduction provides context on the topic Concluding statement or section is clearly related to the information or explanation presented

Introduction and/or conclusion may be weak

Introduction and/or conclusion may be missing or off-topic

Logical progression of ideas from beginning to end; strong connections between and among ideas in paragraphs and sections

Information is grouped in related paragraphs and sections

Inconsistent or unclear connections between and among ideas

Frequent extraneous ideas and/or information and ideas seem to be randomly ordered

Consistently uses a variety of transitional strategies to clarify the relationships between and among ideas

Uses transitional words and phrases where needed to link ideas within categories of information

Connects some ideas using linking words and phrases

Few/no linking words or phrases used; transitions may be awkward

Evidence and Elaboration

Effective use of a variety of elaborative techniques; well-chosen evidence from the source material develops the topic and is integrated, relevant, and specific

Effectively uses some elaboration techniques; develops the topic with accurate facts, definitions, concrete details, quotations, or other information and examples related to the topic

Weak or uneven use of elaboration techniques; topic is insufficiently developed with facts and details from source materials; evidence may be weakly integrated, imprecise, repetitive, vague and/or copied; development may consist primarily of source summary

Minimal, if any, use of elaborative techniques; supporting facts and details are minimal, irrelevant, absent, in error, incorrectly used, or predominantly copied; expression of ideas may be vague or confusing

Includes formatting, illustrations, and multimedia when useful to aiding comprehension

Vocabulary is carefully chosen and clearly appropriate for the audience and purpose

Uses precise language and domain-specific vocabulary to inform about or explain the topic; conveys ideas and information clearly

Uses some gradeappropriate general academic and domain-specific vocabulary

Uses basic vocabulary, and simple or repetitive sentence structure

Effective, appropriate style enhances content

Voice and tone are appropriate to purpose and audience

Voice and tone are largely appropriate to purpose and audience

Voice and tone are not appropriate to purpose and audience

Provides a list of sources that is clear, accurate, and complete

Provides a list of sources

Provides a list of sources that is incomplete, unclear, or inaccurate

No attempt to cite source material

Grade 4: Writing Rubrics

L L.4.1

M L.4.2 L.4.3b

Few, if any, errors in usage and sentence formation

Effective and consistent use of punctuation, capitalization, and spelling

Conventions

Some errors in usage and sentence formation are present, but no systematic pattern of errors is displayed

Adequate use of punctuation, capitalization, and spelling

Frequent errors in usage may obscure meaning

Inconsistent use of punctuation, capitalization, and spelling

Errors in usage and/ or punctuation, capitalization, and spelling are frequent and severe and meaning is often obscured

Narrative Writing Rubric: Grade 4

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

4 ? Advanced

3 ? Proficient

2 ? Developing

1 ? Beginning

Reading Connection

A RI.4.1 W.4.9

Connections to source materials enhance the narrative

Connections to source materials contribute to the narrative

Connections to source materials may be ineffective, awkward, or vague but do not interfere with the narrative

Connections to source materials are not evident or detract from the narrative

Organization/Purpose2

B W.4.3a

Orients the reader by effectively establishing a situation and introducing a narrator and/ or characters

Orients the reader by establishing a situation and introducing a narrator and/or characters

Unevenly or minimally establishes a situation and narrator/ characters

Little attempt to establish a situation and narrator/characters May be brief

C W.4.3e

Closing is effective and satisfying

Provides a conclusion that follows from the narrated experiences or events

Closing is weak or confusing

May end abruptly

D W.4.3a

Natural, cohesive sequence of events from beginning to end

Organizes an event sequence that unfolds naturally

Weak or uneven sequence of events

Little or no organization of an event sequence: frequent extraneous ideas and/ or a major drift may be evident

E W.4.3c

Consistently uses a variety of transitional strategies to manage the sequence of events

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

Uses some transitional words and phrases to manage the sequence of events

Few or no appropriate transitional words and phrases may cause confusion

2 W.4.4 is reflected in all descriptors.

EL Education Curriculum 4

Poetry, Poets, and Becoming Writers

F W.4.3b L.4.6

G W.4.3d L.4.6

H W.4.4

I L.4.1

J L.4.2 L.4.3b

Development/Elaboration

Effectively uses dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations

Uses dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations

Contains some dialogue and descriptions of actions, thoughts, and feelings; use of narrative techniques may not develop experiences or events

Use of narrative techniques may be minimal, absent, or irrelevant

Effective use of sensory details and concrete language clearly advances the purpose

Uses concrete words and phrases and sensory to convey experiences and events precisely

Weak use of sensory details and concrete language may not advance the purpose

Little or no use of sensory details and concrete language

Effective, appropriate style enhances the narration

Generally appropriate style is evident

Inconsistent or weak attempt to create appropriate style

Little or no evidence of appropriate style

Conventions

Few, if any, errors in usage and sentence formation

Some errors in usage and sentence formation are present, but no systematic pattern of errors is displayed

Frequent errors in usage may obscure meaning

Errors in usage are frequent and severe and often obscure meaning

Effective and consistent use of punctuation, capitalization, and spelling

Adequate use of punctuation, capitalization, and spelling

Inconsistent use of punctuation, capitalization, and spelling

Errors in punctuation, capitalization, and spelling are frequent and severe and often obscure meaning

5

Grade 4 Informal Checklists

Informal Checklists are available online for download at Curriculum..

These checklists are for use when informally assessing speaking and listening activities, the writing process, and when students are reading aloud, and are organized according to the Common Core State Standards addressed. The speaking and listening checklists include a suggested activity that students might be participating in for the checklist to be a useful tool to measure student progress. Teaching notes in module lessons also suggest when these checklists might be used. Use your assessment to guide students in where and how they can improve.

Consider having students create a folder to store their informal checklists, keeping them organized and giving them easy access to information on how they are progressing across the year.

To assess student progress, prepare one checklist for each student. Place a check mark in the appropriate column using the following key:

1 = Beginning

Contents

2 = Developing

3 = Proficient

4 = Advanced

Grade Checklist

Standard(s)

4

Reading Fluency Checklist: Students read a short, unfamiliar, on-level passage of text aloud.

RF.4.4a?c

Writing Record Checklist: 4 A checklist to track the different kinds of writing students com- W.4.10

plete across the year

4

Writing Process Checklist: Students plan, draft, revise, and edit their writing.

W.4.4, W.4.5, W.4.6, W.4.8, W.4.9, L.4.1f, L.4.1g, L.4.2a, L.4.2b, L.4.2c, L.4.2d, L.4.3a, L.4.3b, L.4.3c, L.4.6

Collaborative Discussion Checklist: 4 Students participate in a collaborative discussion on grade 4

topics and texts.

SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d, SL.4.6, L.4.1a, L.4.1b, L.4.1c, L.4.1d, L.4.1e, L.4.1f, L.4.1g, L.4.3a, L.4.3b, L.4.3c, L.4.6

Presentation of Knowledge and Ideas Checklist: 4 Student orally present on a topic or text, tell a story, or recount SL.4.4, SL.4.5, SL.4.6

an experience.

Speaking and Listening Comprehension Checklist I:

4

Students listen to a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and

SL.4.2

orally.

Speaking and Listening Comprehension Checklist II:

4 Students identify reasons and evidence a speaker provides to

SL.4.3

support points. Choose a speaker to present on the topic of study.

EL Education Curriculum 6

Poetry, Poets, and Becoming Writers

Reading Fluency Checklist

This informal assessment centers on CCSS ELA RF.4. In this assessment, a student reads a short, unfamiliar passage aloud to demonstrate sufficient accuracy and fluency. Choose an on-level text for the student to read aloud. Time the student as he or she reads the text aloud, noting any miscues and self-corrections as he or she reads.

CCSS Assessed:

RF.4.4 RF.4.4a RF.4.4b

RF.4.4c

Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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Grades 4: Informal Checklists EL Education Curriculum 8

Student Name:

CCSS

Criteria Fluency

RF.4.4a Reads on-level text with purpose and understanding.

Grade: Date: 4321

RF.4.4b Reads with 99?100% accuracy.

RF.4.4c RF.4.4b

Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.

Reads at a rate that is appropriate for the piece.

RF.4.4b Reading flows smoothly, without many breaks.

RF.4.4b Reads groups of related words and phrases together.

RF.4.4b RF.4.4b RF.4.4b

Notices and reads punctuation (e.g., pauses after a comma; questions sound like questions).

(For prose or poetry) Tone expresses the author's meaning (e.g., surprise, grief, anger, joy, etc.).

(For prose or poetry) Facial expressions and body language match expression in voice.

Notes

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