NISD Grade 4 STAAR Literary Writing Rubric



STAAR Grade 4 Personal Narrative Writing Rubric

| |Score Point 1 |Score Point 2 |Score Point 3 |Score Point 4 |

| |The essay represents a very limited writing |The essay represents a basic writing |The essay represents a satisfactory writing |The essay represents an accomplished writing |

| |performance. |performance. |performance. |performance. |

|Organi|Form |The form or structure of the narrative is |The form or structure of the narrative is |The form or structure of the narrative is, |The form or structure of the narrative is |

|zation|and |inappropriate to the purpose or the specific |evident but may not always be appropriate to |for the most part, appropriate to the purpose|appropriate to the purpose or responsive to |

|/ |Struc|demands of the prompt. The writer uses |the purpose or responsive to the specific |or responsive to the specific demands of the |the specific demands of the prompt. The |

|Progre|ture |organizational strategies or literary devices|demands of the prompt. The writer uses |prompt. The writer uses organizational |writer uses organizational strategies or |

|ssion | |that are only marginally suited to the |organizational strategies or literary devices|strategies or literary devices that are |literary devices that are particularly well |

| | |narrative task, or are they are inappropriate|that are only somewhat suited to the |adequately suited to the narrative task. The|suited to the narrative task. The writer is |

| | |or not evident at all. Because the narrative |narrative task. The writer is able to convey|writer is able to clearly convey the |able to skillfully convey the experience. |

| | |is presented in a random or illogical way, |some sense of the experience. |experience. | |

| | |the writer is not able to convey a sense of | | | |

| | |the experience. | | | |

| |Detai|Many of the details do not contribute to the |Some of the details do not contribute to the |Specific details add some substance to the |All details add substance to the narrative. |

| |ls |narrative. The writer’s lack of focus on a |narrative. The writer may focus on a specific|narrative. The writer focuses on a specific |The writer focuses on a specific personal |

| | |specific personal experience weakens the |personal experience but may not sustain that |personal experience and generally sustains |experience and sustains that focus, |

| | |unity and coherence of the narrative. |focus, limiting the unity and coherence of |that focus. The narrative is coherent, though|strengthening the unity and coherence of the |

| | | |the narrative. |it may not always be unified due to lapses in|narrative. |

| | | | |focus. | |

| |Idea |The writer’s narrative presentation is weak. |The writer’s narrative presentation is |The writer’s narrative presentation is |The writer’s narrative presentation is well |

| |Progr|Repetition or wordiness sometimes causes |inconsistent. Sometimes repetition or |adequately controlled. For the most part, |controlled controlled. Meaningful |

| |essio|serious disruptions in the story line. At |wordiness causes minor disruptions in the |transitions are meaningful, and |transitions and strong sentence-to-sentence |

| |n |other times the lack of transitions and |story line. At other times the lack of |sentence-to-sentence connections are |connections enhance the logical movement of |

| | |sentence-to-sentence connections makes one or|transitions and sentence-to-sentence |sufficient to support the logical movement of|the narrative. |

| | |more parts of the narrative unclear or |connections are too perfunctory or weak to |the narrative. | |

| | |difficult to follow. |support the logical movement of the | | |

| | | |narrative. | | |

|Develo|Devel|The development of the narrative is weak |The development of the narrative is minimal |Specific details add some substance to the |Specific, well-chosen details add substance |

|pment |opmen|because the details are inappropriate, vague,|and remains at a surface level because there |narrative. For the most part, the details |to the narrative. For the most part, the |

|of |t & |or insufficient. They do not contribute to |are few details, they are not always |contribute to the writer’s portrayal of the |details contribute significantly to the |

|Ideas |Detai|the writer’s portrayal of the experience. |appropriate, or they are too general. For |experience. |writer’s portrayal of the experience. |

| |ls | |the most part, the details contribute only | | |

| | | |marginally to the writer’s portrayal of the | | |

| | | |experience. | | |

| |Story|The narrative is insubstantial because the |The narrative reflects little or no |The narrative reflects some thoughtfulness. |The narrative is thoughtful and engaging. |

| |Depth|writer’s response to the prompt is vague or |thoughtfulness. In some cases, the writer’s |The writer demonstrates a good understanding |The writer demonstrates a thorough |

| | |confused. In some cases, the narrative as a |response to the prompt is formulaic and |of the writing task by establishing a |understanding of the writing task by |

| | |whole is only weakly linked to the prompt. |demonstrates only a limited understanding of |realistic situation and providing reasonable |establishing a realistic situation and |

| | |In other cases, the writer fails to establish|the writing task. In other cases, the writer|motivations for behavior or actions. The |providing plausible motivations for behavior |

| | |a realistic situation or present motivations |establishes some elements of a realistic |narrative conveys some sense of why the |or actions. The narrative conveys a good |

| | |for behavior or actions. |situation but may provide few motivations for|experience was important to the writer. |sense of why the experience was important to |

| | | |behavior or actions. The narrative conveys | |the writer. |

| | | |little sense of why the experience was | | |

| | | |important to the writer. | | |

|Use of|Word |The writer’s word choice may be vague or |The writer’s word choice may be general or |The writer’s word choice is, for the most |The writer’s word choice is vivid and |

|Langua|Choic|limited. It reflects little or no awareness |imprecise. It reflects a basic awareness of |part, specific and concrete. It reflects an |expressive. It reflects a keen awareness of |

|ge/ |e |of the narrative purpose. The word choice |the narrative purpose. The word choice |awareness of the narrative purpose. |the narrative purpose. Effective word choice|

|Conven| |impedes the writer’s ability to relate the |limits the writer’s ability to relate the |Generally effective word choice allows the |enables the writer to recreate the experience|

|tions | |experience clearly. |experience clearly. |writer to relate the experience clearly. |in a way that conveys its importance. |

| |Sente|Sentences are simplistic, awkward, or |Sentences are awkward or only somewhat |Sentences are varied and adequately |Sentences are purposeful, varied, and well |

| |nce |uncontrolled, weakening the effectiveness of |controlled, limiting the effectiveness of the|controlled, for the most part contributing to|controlled, enhancing the effectiveness of |

| |Use |the narrative. |narrative. |the effectiveness of the narrative. |the narrative. |

| |Comma|The writer has little or no command of |The writer demonstrates a partial command of |The writer demonstrates an adequate command |The writer demonstrates a consistent command |

| |nd of|sentence boundaries and age-appropriate |sentence boundaries and age-appropriate |of sentence boundaries and age-appropriate |of sentence boundaries and age-appropriate |

| |Conve|spelling, capitalization, punctuation, |spelling, capitalization, punctuation, |spelling, capitalization, punctuation, |spelling, capitalization, punctuation, |

| |ntion|grammar, and usage conventions. Serious and |grammar, and usage conventions. Some |grammar, and usage conventions. Although some|grammar, and usage conventions. Although |

| |s |persistent errors create disruptions in the |distracting errors may be evident, at times |errors may be evident, they create few (if |minor errors may be evident, they do not |

| | |fluency of the writing and sometimes |creating minor disruptions in the fluency or |any) disruptions in the fluency of the |detract from the fluency or clarity of the |

| | |interfere with meaning. |meaning of the writing. |writing and do not affect the clarity of the |writing. The overall strength of the |

| | | | |narrative. |conventions contributes to the effectiveness |

| | | | | |of the narrative. |

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