5th Grade Writing Rubric
| | |5th Grade Writing Rubric | | | |
|Ideas & Content (Ideas) |Organization |Style (Voice, Word Choice, Fluency) | |Language Conventions | | |6 Exceeds Stds. 5Exceeds Stds. |Stays on the topic (Does not ramble or repeat) |Shows understanding of multiple paragraph form |Includes dynamic, vivid or challenging words, enhancing meaning and clarifying understanding | |Few or no errors in capitalization |4 | | |Includes main idea(s) with 4 or more well developed supporting details |Has an engaging introduction with a topic sentence and satisfying conclusion |Uses original, unique, authoritative and/or interesting voice | |Few or no errors in punctuation | | | |Contains in depth information and exceptionally supporting details, that are fully developed |Has a clear sequence that enhances meaning with a beginning, middle, and end |Uses purposeful and varied sentence beginnings which add variety and energy | |Few or no errors in subject and verb agreement | | | |In literary responses, elaboration needs to include examples from the text.
Creates clear/vivid images for reader that go beyond the obvious or predictable | Uses effective, varied and thoughtful transitions between sentences and paragraphs | Has complete, complex sentences varying in length and structure Uses literary devices very effectively Has exceptionally fluent writing | | | | | |Stays on the topic (Does not ramble or repeat) |Shows understanding of multiple paragraph form |Includes dynamic, vivid or challenging words | |Few or no errors in the spelling of grade-level-appropriate words | | | |Includes main idea(s) with 4 or more well developed supporting details |Has an inviting introduction with a topic sentence and conclusion |Uses original, unique, authoritative and/or interesting voice | |Few or no run-on sentences or sentence fragments | | | |In literary responses, elaboration needs to include examples from the text.
Creates clear/vivid images for reader |Has a clear sequence with a beginning, middle, and end
Uses effective and varied transitions in sentences and paragraphs |Has complex sentences
Uses literary devices effectively Has fluent writing | |Indention of paragraphs all of the time | | |4 Meets Stds. |Stays on the topic (Does not ramble or repeat) |Show understanding of multiple paragraph form |Includes some interesting words | |Most capitalization is correct Indention of paragraphs all of the time |3 | | |Includes main idea(s) with 3 or more supporting details with developed elaboration |Has an effective introduction with topic sentence Has a clear sequence with a beginning, middle, and end |Attempts the use of literary devices | |Most sentences contain correct punctuation Most sentences use appropriate verb tense | | | |Creates images for the reader |Uses effective transitions between sentences and paragraphs Has an effective conclusion that summarizes ideas |Uses original, unique, authoritative and/or interesting voice | |Most sentences have correct subject and verb agreement | | | |In literary responses, elaboration needs to include examples from the text. |Has an effective conclusion that summarizes ideas |Attempts complete, complex sentences Has fluent writing | |Most grade-level words are spelled correctly Writing has few or none run-on sentences or sentence fragments | | |3 Below Stds. |Stays mostly on the topic (Seldom rambles/repeats)
Includes main idea(s) with 2 or more supporting details with some elaboration
In literary responses, elaboration needs to include examples from the text. |Shows understanding of multiple paragraph form
Has an identifiable introduction and conclusion
Has a logical progression of main ideas and supporting details--has a beginning, middle, and end
Attempts transitions between sent. and par. |Uses basic vocabulary appropriately
Uses simple sentences effectively
Attempts the use of literary devices Demonstrates an awareness of audience | |Some capitalization is correct
Some sentences have correct punctuation
Some sentences have correct subject and verb agreement
Some grade-level-appropriate words spelled correctly
Writing may have some run-on sentences or sentence fragments
Indention of paragraphs most of the time
Writing may have run-on sentences or sentence fragments |2 | | | | | | | | | |2 Below |Stays somewhat focused on the topic (Rambling and/or repeating information) |Shows some understanding of paragraphs forms by organizing related ideas together |Uses basic vocabulary appropriately most of the time | | | | | |Includes some ideas with relevant details with minimal elaboration |Lacks introduction and/or conclusion |Demonstrates little awareness of audience | | | | | |In literary responses, elaboration needs to include examples from the text. |Has two of the elements beginning, middle, or end
Attempts few transitions |Uses simple sentences effectively | | | | |1 Below |Stays minimally focused on topic (Has unrelated, fragmented, or unfinished details) |Does not attempt paragraph form
Lacks introduction and/or conclusion
Has limited sequence of events (May include only one of the elements: beginning, middle, or end)
Attempts no transitions |Uses limited basic vocabulary, uses some words inappropriately
Attempts simple sentences
Demonstrates little or no awareness of audience
| |Many errors in capitalization Punctuation is missing or incorrect
Many errors in subject and verb agreement Many errors in the spelling
Writing has many run-on sentences or fragments
Indention of paragraphs is non-existent |1 | | | | | | | | | |
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