Organizes with no evidence of Organizes ideas and information Organizes ideas and Organizes ideas and information paragraph structure in an incomplete paragraph information using a clear topic into logical, coherent paragraphs that are clear to the reader structure (e.g., missing a sentence, details, explanation, Organization Uses no linking words Uses linking words and phrases conclusion) and concluding sentence W.3.1a, c, d skillfully to connect reasons to Uses some linking words to Uses linking words and phrases W.3.4 opinion connect reasons to opinion but to connect reasons to opinion simplistically or ineffectively Does not support opinion with Supports opinion with minimal Supports opinion with relevant Supports opinion skillfully with substantial and reasons or irrelevant and/or reasons reasons relevant facts, details, Provides no or inaccurate Provides some explanation of Provides clear explanation of and/or reasons Support/Evidence explanation of how reasons how reasons support opinion how reasons support opinion RIT.3.1 support opinion Provides explanations/analysis of how evidence supports opinion Uses little to no correct sentence Uses some correct but repetitive Uses correct and varied Uses purposeful and varied structure sentence structures sentence structures sentence structures Demonstrates limited Demonstrates some grade-level Demonstrates grade-level Demonstrates creativity and understanding of grade-level appropriate conventions, but appropriate conventions; flexibility when using appropriate conventions, and errors may obscure meaning errors are minor and do not conventions (grammar, Language errors interfere with the obscure meaning punctuation, capitalization, and L.3.1 Uses limited academic and/or meaning spelling) to enhance meaning L.3.2 domain-specific vocabulary for Uses academic and domain Uses no academic or domain the audience and purpose Uses precise and sophisticated specific vocabulary specific vocabulary appropriate for the audience academic and domain-specific and purpose vocabulary appropriate for the audience and purpose Rubric adapted from Elk Grove School District Grade 4 & 5 Writing Rubric (Opinion/Argument) Scoring Elements Not Yet Approaches Expectations Meets Expectations Advanced 1 1. 5 2 2. 5 3 3.5 4 Addresses prompt with an Addresses key aspects of prompt in Attempts to address prompt, but is Addresses prompt, but focus is Focus adequately detailed response; stays a detailed response; stays on task off-task uneven W-1 on task Establishes an opinion though may Establishes and maintains a Controlling Idea Lacks a clear opinion Establishes a credible opinion lack clarity or credibility substantive and credible opinion W-1a
Organization W.3.1a, c, d W.3.4 Organizes with no evidence of paragraph structure Uses no linking words Organizes ideas and information in an incomplete paragraph structure (e.g., missing a conclusion) Uses some linking words to connect reasons to opinion but simplistically or ineffectively Organizes ideas and information using a clear topic sentence, details, explanation, and concluding sentence Uses linking words and phrases to connect reasons to opinion Organizes ideas and information into logical, coherent paragraphs that are clear to the reader Uses linking words and phrases skillfully to connect reasons to opinion Support/Evidence RIT.3.1 Does not support opinion with reasons Provides no or inaccurate explanation of how reasons support opinion Supports opinion with minimal or irrelevant and/or reasons Provides some explanation of how reasons support opinion Supports opinion with relevant reasons Provides clear explanation of how reasons support opinion Supports opinion skillfully with substantial and relevant facts, details, and/or reasons Provides explanations/analysis of how evidence supports opinion Language L.3.1 L.3.2 Uses little to no correct sentence structure Demonstrates limited understanding of grade-level appropriate conventions, and errors interfere with the meaning Uses no academic or domain specific vocabulary Uses some correct but repetitive sentence structures Demonstrates some grade-level appropriate conventions, but errors may obscure meaning Uses limited academic and/or domain-specific vocabulary for the audience and purpose Uses correct and varied sentence structures Demonstrates grade-level appropriate conventions; errors are minor and do not obscure meaning Uses academic and domain specific vocabulary appropriate for the audience and purpose Uses purposeful and varied sentence structures Demonstrates creativity and flexibility when using conventions (grammar, punctuation, capitalization, and spelling) to enhance meaning Uses precise and sophisticated academic and domain-specific vocabulary appropriate for the audience and purpose Rubric adapted from Elk Grove School District Grade 4 & 5 Writing Rubric (Opinion/Argument) Scoring Elements Not Yet Approaches Expectations Meets Expectations Advanced 1 1. 5 2 2. 5 3 3.5 4 Focus W-1 Attempts to address prompt, but is off-task Addresses prompt, but focus is uneven Addresses prompt with an adequately detailed response; stays on task Addresses key aspects of prompt in a detailed response; stays on task Controlling Idea W-1a Lacks a clear opinion Establishes an opinion though may lack clarity or credibility Establishes a credible opinion Establishes and maintains a substantive and credible opinion
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