The rubric provides criteria for evaluating 5th grade writing and reading skills in 4 levels from exceptional to minimal competency. It addresses idea development, organization, language/style, and conventions for writing. For reading, it evaluates setting a purpose, previewing, accessing prior knowledge, visualizing, making connections, determining importance, monitoring comprehension, identifying themes, and understanding informational text features. The highest level demonstrates clear focus and engagement while the lowest shows unclear ideas and minimal skills.
The rubric provides criteria for evaluating 5th grade writing and reading skills in 4 levels from exceptional to minimal competency. It addresses idea development, organization, language/style, and conventions for writing. For reading, it evaluates setting a purpose, previewing, accessing prior knowledge, visualizing, making connections, determining importance, monitoring comprehension, identifying themes, and understanding informational text features. The highest level demonstrates clear focus and engagement while the lowest shows unclear ideas and minimal skills.
The rubric provides criteria for evaluating 5th grade writing and reading skills in 4 levels from exceptional to minimal competency. It addresses idea development, organization, language/style, and conventions for writing. For reading, it evaluates setting a purpose, previewing, accessing prior knowledge, visualizing, making connections, determining importance, monitoring comprehension, identifying themes, and understanding informational text features. The highest level demonstrates clear focus and engagement while the lowest shows unclear ideas and minimal skills.
The rubric provides criteria for evaluating 5th grade writing and reading skills in 4 levels from exceptional to minimal competency. It addresses idea development, organization, language/style, and conventions for writing. For reading, it evaluates setting a purpose, previewing, accessing prior knowledge, visualizing, making connections, determining importance, monitoring comprehension, identifying themes, and understanding informational text features. The highest level demonstrates clear focus and engagement while the lowest shows unclear ideas and minimal skills.
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WRITING RUBRIC 5TH GRADE
Criteria 4 3 2 1 Exceptionally clear, Clear, focused, Evident main idea Purpose and main focused, engaging interesting ideas with some idea may be unclear Idea Development/ with relevant, with appropriate supporting details or under developed; Details strong supporting details. which may be details are too detail. general or limited. general, off-topic. Organizational Organizational Organizational Lack of structure is structure is structure and organizational appropriate for appropriate but paragraphing lacks a structure makes it purpose and conventional; clear sense of hard for the reader audience; paragraphing and direction; to follow; little or no paragraphing is transitions are sequencing and evidence of effective: thoughtful evident; sequencing transitions between paragraphing Organization transitions connect shows some logic; ideas are confusing; present; transitions ideas; sequencing is inviting introduction an attempt at nonexistent or logical and and conclusion. introduction and confusing; no effective; creative conclusion evident. identifiable and engaging introduction or introduction and conclusion. conclusion. Sentences vary in Most sentences Sentence structure Sentence structure length and vary in length and and word choice are and word choice are structure; word structure; word simplistic and often incorrect; the choice enhance and choices are repetitive; creates a piece fails to engage Language/Style clarify meaning; functional, voice that struggles the reader; a unique -Voice -Word Choice creates a unique adequate and to be unique or voice is not present - Sentence Fluency voice which is correct; creates a engaging. compelling and voice that is at engaging. times unique and engaging. Control over a wide Competence with Limited control over Little control over range the studied most of the studied the studied the studied conventions are conventions is conventions; errors conventions exists; Conventions evident. evident; minor lead to some significant errors errors do not confusión. make text hard to interfere with understant. understanding. READING RUBRIC 5TH GRADE Criteria 1 2 3 4 Before reading Sets a Purpose Establishes a clear and focused purpose Establishes a purpose Establishes a purpose when Relies on an explicitly stated independently. independently. reminded purpose.
Previews Text Previews text thoroughly Previews text Previews text Previews when with focused intent. purposefully. randomly and/or reminded. incompletely. Accesses Prior Makes numerous Connects prior Accesses prior Requires activities Knowledge connections which activate knowledge with knowledge when to activate prior prior knowledge. selection. prompted. knowledge.
Makes Predictions Makes insightful predictions Makes meaningful Makes predictions Makes vague or using prior knowledge. predictions inconsistently unjustified predictions
Visualizes Visualizes elaborately Visualizes with Visualizes some Visualizes with few During reading through writing, drawing, or verbal communication. increasing detail. details. details.
Makes Makes elaborate and valid Readily makes text- Makes personal Needs opportunity Connections. textto-self, text-to-text, and to-self, text-to-text, connections to to hear others text-toworld connections and/or text-toworld text when share personal independently. connections. prompted. connections before attempting to state own.
Determines Distinguishes important Distinguishes Distinguishes Lacks ability to
Importance. ideas from details important ideas important ideas distinguish consistently. from details. from details important ideas inconsistently from unimportant details. Monitors Monitors comprehension Monitors Monitors Monitors Comprehension automatically to clarify comprehension comprehension comprehension confusion or answer most of the time to with reminders to sporadically or questions about the text. clarify confusion or clarify confusion ineffectively to answer questions. clarify confusión. Identifies theme Explains theme or message Restates Identifies theme Identifies theme or or message and in own words, understanding of or message message with supporting details. acknowledging different theme or message inconsistently. guidance. interpretations, and offering and identifies supportive evidence. supporting details. Applies Analyzes how informational Applies Recognizes basic Disregards or does understanding of text features contribute to understanding of knowledge of not understand informational text the reader’s understanding how informational informational text informational text features. of the text. text features features but does features. contribute to not to aid understanding. understanding. Analyzes author’s Analyzes author’s purpose Analyzes author’s States author’s Attempts to clearly purpose and/or and effectiveness, purpose and purpose in state author’s effectiveness for challenging author’s ideas, effectiveness giving general terms. purpose in simple different audiences. implied bias, or distortions examples, and terms. with clear rationale or recognizing author’s arguments. bias.
Identifies facts Expresses an opinion and Expresses an Recognizes an Struggles to
and opinions. seeks unique ways/evidence opinion and uses opinion and recognize an to enhance interpretation of specific examples provides general opinion, and /or text. from the text to support and/or may not identify defend opinión. facts from the text facts from the text when prompted. to support opinión. Identifies author’s Elaborates insightfully to Identifies author’s Expresses a vague Recognizes assumptions or author’s assumptions and assumptions and idea of author’s author’s beliefs. beliefs. beliefs. beliefs. assumptions or beliefs when coached.
