4 th Grade Narrative Writing Rubric

Transcription

1 4 th Grade Narrative Writing Rubric CCSS Standards Exceeds I W4.3a,b W4.4 Writes a narrative to develop a real or imagined experience or event, using effective descriptive details, and clear event sequences. Writes a narrative to develop a real or imagined experience or event using descriptive details and mostly clear event sequences. Writes a narrative to develop a real or imagined experience or event using limited details and unfocused sequences. Attempts to write a narrative to develop a real or imagined experience or event with limited details or lack of focus. W4.3a,b,c Coherently organizes a clear event sequence that unfolds naturally. Skillfully connects a variety of transitional words and phrases to manage the sequence of events. Provides a conclusion that clearly follows from the narrated experience or events. Organizes a clear even sequence that unfolds naturally. Uses a variety of transitional words and phrases to manage the sequence of events. Provides a conclusion that follows from the narrated experience or events. Organizes some sequencing but might confuse the reader. Uses some transitional words and phrases to manage the sequence of events. Attempts a conclusion that may or may not follow the narrated experience or events. Does not sequence narrative in logical order. Uses few to no transitional words and phrases to manage the sequence of events. Does not provide a discernible conclusion.

2 Exceeds I W-4.4 Shows enthusiasm for the topic; addresses the audience directly in an engaging and informative manner. Shows enthusiasm for the topic; addresses the audience directly. Does not show consistent involvement with the topic. Does not address an audience at all; does not convey a personal voice or style. W4.3a,c,d Uses a variety of transitional words, phrases, and clauses to manage the sequence of events. Uses concrete words, phrases and sensory details to convey experiences and events precisely. Uses transitional words, phrases, and clauses to manage the sequence of events. Uses concrete words, phrases and sensory details to convey experiences and events. Uses some transitional words and phrases to manage the sequence of events. Uses minimal or irrelevant descriptions of actions, thoughts or feelings to describe experiences/events. Attempts to use concrete words and sensory details to describe experiences and events. Uses few to no transitional words and phrases to manage the sequence of events. Uses little to no description of actions, thoughts, or feelings to describe experiences/events. Fails to use concrete words or sensory details. W-4.3b L-4.1 Uses vivid dialogue to show the responses of characters to situations. Uses purposeful and varied sentence structures. Uses dialogue to show the responses of characters to situations. Uses correct and varied sentence structures. Uses dialogue to support plot. Uses some repetitive yet correct sentence structure. Does not use dialogue to support plot. Does not demonstrate sentence mastery.

3 Exceeds I L4.1 L4.2 a, b, f L4.3 Demonstrates creativity and flexibility when using conventions (grammar, punctuation, capitalization, and spelling) enhance meaning. Demonstrates grade level appropriate conventions, errors are minor and do not obscure meaning. Demonstrates some grade level appropriate conventions, but errors obscure meaning. Demonstrates limited understanding of grade level appropriate conventions, and errors interfere with the meaning. W4.6 Handwriting or typing is neat, consistent, and errorfree. Margins are mostly even: font style and size are appropriate; handwriting is fluid and legible. Margins are inconsistent; inappropriate font or handwriting that is difficult to read. Spacing is uneven; format is confusing or absent; handwriting is illegible in parts.

4 4 th Grade Opinion Writing Rubric CCSS Standards Exceeds I Meets independently W4.1a,b W4.4 W4.9 Responds skillfully to all parts of the prompt. States an opinion that demonstrates an insightful understanding of topic/text. Supports opinion skillfully with substantial and relevant facts, details, and/or reasons. Provides insightful explanation/analysis of how evidence supports opinion. Responds to all parts of the prompt. States an opinion that demonstrates an understanding of topic/text. Supports opinion with relevant facts, details, and/or reasons. Provides clear and coherent explanation/analysis of how evidence supports opinion. Responds to most parts of the prompt. States an opinion that demonstrates limited understanding of topic/text. Supports opinion with minimal and/or irrelevant facts, details, and/or reasons. Provides some explanation and/or analysis of how evidence supports opinion. Responds to some or no parts of the prompt. Does not state an opinion and/or demonstrates little to no understanding of topic/text Does not support opinion with facts, details, and/or reasons. Provides no or inaccurate explanation/analysis of how evidence supports opinion. W4.1a,b,c W4.4 Organizes ideas and information into purposeful, coherent paragraphs that include an elaborated introduction with clear thesis, structured body, and insightful conclusion. Uses linking words, phrases, and clauses skillfully to connect reasons to opinion. Organizes ideas and information into logical introductory, body, and concluding paragraphs. Uses linking words and phrases appropriately to connect reasons to opinion. Produce clear and coherent writing in which the development and organization are appropriate to task. Organizes ideas and information in an attempted paragraph structure that includes a sense of introduction, body and conclusion. Uses some linking words and/or phrases to connect reasons to opinion but simplistically. Does not organize ideas and information coherently due to lack of paragraph structure and/or a missing introduction, body, or conclusion. Uses no linking words, or phrases.

5 Exceeds I Meets independently Tone enhances opinion; indicates enthusiasm for the topic; addresses the audience directly in an engaging and informative manner. Tone somewhat enhances opinion; indicates some interest in the topic; addresses audience directly. Tone does not contribute to persuasiveness; does not indicate consistent involvement with the topic. Tone is inappropriate to purpose; does not address and audience; does not convey a personal voice or style. L4.3 a,c L4.4 a,c Uses precise and sophisticated academic and domain specific vocabulary appropriate for the audience and purpose. Uses academic and domain specific vocabulary appropriate for the audience and purpose. Uses limited academic and/or domain specific vocabulary for the audience and purpose. Uses no academic or domain specific vocabulary. L 4.1 Produces complete sentences recognizing and correcting inappropriate shifts in verb tenses and other sentence structures. Produces complete sentences recognizing and correcting inappropriate fragments and run-ons. Sentence Structure/ Fluency Uses some correct sentence structures, yet have several fragments, incomplete sentences and/or run-ons. Sentence Structure/ Fluency Uses little to no correct sentence structure. L4.1 L 4.2 L4.3 Demonstrates creativity and flexibility when using conventions (grammar, punctuation, capitalization, and spelling) enhance meaning. Demonstrates grade level appropriate conventions, errors are minor and do not obscure meaning. Demonstrates some grade level appropriate conventions, but errors obscure meaning. Demonstrates limited understanding of grade level appropriate conventions, and errors interfere with the meaning.

6 Exceeds I Meets independently W4.6 Handwriting or typing is neat, consistent, and error-free. Margins are mostly even: font style and size are appropriate; handwriting is fluid and legible. Margins are inconsistent; inappropriate font or handwriting that is difficult to read. Spacing is uneven; format is confusing or absent; handwriting is illegible in parts.

7 4 th Grade Informational/Expository Writing Rubric CCSS Standards Exceeds I need help. W4.2a,b W4.4 Writes informative/explanatory text that introduces topic clearly and provides information logically, including formatting, illustrations, and multimedia when useful to aid in comprehension. Responds skillfully to all parts of the prompt. Demonstrates a strong understanding of topic/text(s). Develops the topic with wellintegrated facts, definitions, concrete details, quotations, or other information and examples. Writes informative/explanatory texts to examine a topic and convey ideas and information clearly. Responds to all parts of the prompt. Demonstrates an understanding of topic/text(s). Develops the topic with facts, definitions, concrete details, quotations, or other information and examples. Writes informative/explanatory texts to examine a topic and somewhat conveys ideas and information clearly. Responds to most parts of the prompt. Demonstrates limited understanding of topic/text(s). Develops the topic with limited facts, definitions, concrete details, quotations, or other information and examples. Attempts to write informative/explanatory texts to examine a topic and convey ideas and information clearly. Responds to some or no parts of the prompt. Demonstrates little or no understanding of topic/text(s). Does not support opinion with facts, details, and or reasons.

8 Exceeds I need help. W4.2a,b Organizes ideas and information into purposeful, coherent paragraphs that include an elaborated introduction with clear thesis, structured body, and insightful conclusion. Logically groups related information into paragraphs or sections, including formatting. Uses linking words, phrases, and clauses skillfully to connect ideas within categories of information. Skillfully uses relevant and substantial text support from the resources with accuracy. Organizes ideas and information into logical introductory, body, and concluding paragraphs. Groups related information into paragraphs or sections. including formatting (e.g., headings). Uses linking words and phrases appropriately to connect ideas within categories of information. Uses relevant and sufficient text support from the resources with accuracy. Uses credible sources. Organizes ideas and information in an attempted paragraph structure that includes a sense of introduction, body and conclusion. Grouping of ideas lacks cohesion (e.g., list-like, rambling, or repetitive). Attempts to use some simplistic linking words to connect ideas. Uses mostly relevant text support but may lack sufficient evidence and/or accurate use. Uses mostly credible sources. Does not organize ideas and information coherently due to lack of paragraph structure and/or a missing introduction, body, or conclusion. Does not group related information together. Uses no linking words. Does not use relevant or sufficient text support from the resources with accuracy. Uses few to no credible sources. Uses credible and varied sources. W4.4 Addresses the audience directly in an engaging and informative manner. Engages the audience fairly well. Does not show consistent involvement with the material. Does not address an audience at all; does not convey a personal voice or style.

9 Exceeds I need help. W4.2d L4.6 Utilizes precise and domainspecific vocabulary accurately throughout student writing. Utilizes precise language and domain-specific vocabulary. Utilizes some precise language and/or domain-specific vocabulary but minimally and/or inaccurately. Does not utilize precise language or domain-specific vocabulary. L 4.1 Produces complete sentences recognizing and correcting inappropriate shifts in verb tenses and other sentence structures. Produces complete sentences recognizing and correcting inappropriate fragments and run-ons. Sentence Structure/ Fluency Uses some correct sentence structures, yet have several fragments, incomplete sentences and/or run-ons. Sentence Structure/ Fluency Uses little to no correct sentence structure. L4.1 L 4.2 L4.3 Demonstrates creativity and flexibility when using conventions (grammar, punctuation, capitalization, and spelling) enhance readability. Demonstrates grade level appropriate conventions; errors are minor and do not interfere with the readability. Demonstrates some grade level appropriate conventions, but errors may interfere with the readability. Demonstrates limited understanding of grade level conventions, and errors interfere with the readability. W4.6 Handwriting or typing is neat, consistent, and error-free. Margins are mostly even: font style and size are appropriate; handwriting is fluid and legible. Margins are inconsistent; inappropriate font or handwriting that is difficult to read. Spacing is uneven; format is confusing or absent; handwriting is illegible in parts.