Fourth Grade Informative/Explanatory
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1 Fourth Grade Informative/Explanatory 4 (Exceeds Grade Level) 3 (Meets) 2 (Nearly Meets) 1 (Does Not Meet) Purpose/ Responds skillfully to all parts of the Responds to all parts of the prompt Responds to most parts of the prompt Responds to some or no parts of the Information prompt prompt CCSS*: Demonstrates an understanding of Demonstrates limited understanding of RIT 1 Demonstrates a strong understanding of topic/text(s) topic/text(s) Demonstrates little to no understanding of W 2 topic/text(s) topic/text(s) Organization W 2a W 2c W 2e 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 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 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., listlike, rambling, or repetitive) Attempts to use some simplistic linking words to connect ideas 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 Evidence/ Skillfully uses relevant and substantial text Uses relevant and sufficient text support Uses mostly relevant text support but may Does not use relevant or sufficient text Support support from the resources with accuracy from the resources with accuracy lack sufficient evidence and/or accurate support from the resources with accuracy use Uses credible and varied sources Uses credible sources Uses few to no credible sources Uses mostly credible sources RIT 1 Develops the topic with well-integrated W 2b Develops the topic with facts, definitions, facts, definitions, concrete details, Does not support opinion with facts, W 8 concrete details, quotations, or other Develops the topic with limited facts, quotations, or other information and details, and/or reasons W 9b information and examples definitions, concrete details, quotations, or examples other information and examples Language/ Conventions L 1 L 2 W 2d Uses purposeful and varied sentence Demonstrates creativity and flexibility when using conventions (grammar, punctuation, capitalization, and spelling) enhance readability Utilizes precise and domain-specific vocabulary accurately throughout student writing Uses correct and varied sentence Demonstrates grade level appropriate conventions; errors are minor and do not interfere with the readability Utilizes precise language and domainspecific vocabulary Uses some repetitive yet correct sentence structure Demonstrates some grade level appropriate conventions, but errors may interfere with the readability Utilizes some precise language and/or domain-specific vocabulary but minimally and/or inaccurately *CCSS Common Core State Standards alignment ( W = Writing strand; RIT =Reading Informational Text; L = Language strand) Does not demonstrate sentence mastery Demonstrates limited understanding of grade level conventions, and errors interfere with the readability Does not utilize precise language or domain-specific vocabulary Adapted from the Elk Grove Unified School District.
2 Fourth Grade Informative/Explanatory Writing CCR Anchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. SBAC Rubric Level 3 (Meets*) Grade Level Standards What to Look for in Student Writing (Adapted from Lucy Calkins) The response provides adequate support/evidence for the opinion and supporting idea(s) that includes the use of sources, facts, and details. The response adequately expresses ideas, employing a mix of precise with more general language: Controlling or main idea of the topic is clear and the focus is mostly maintained for the purpose, audience, and task. Adequate use of transitional strategies with some variety to clarify the relationships between and among ideas. Adequate introduction and conclusion. Adequate progression of ideas from beginning to end; adequate connections between and among ideas. Adequate evidence (facts and details) from sources is integrated and relevant, yet may be general. Adequate use of some elaborative techniques (may include the use of personal experiences that support the controlling/main idea). Vocabulary is generally appropriate for the audience and purpose. Generally appropriate style is evident. Adequate use of citations or attribution to source material. (Noted in grade level scoring guide for 3-5) Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented. **See grade level convention standards in the language section of the CCSS- (Language CCR AS 1) The writer taught readers different things about a subject using details, quotes and ideas. hooked the reader by explaining why the subject mattered or telling a surprising fact. connected one piece of information to another using appropriate transition words, phrases, and clauses (e.g., Sequence: before, later, next, then. Opinion: the most important reason, for example). wrote an ending which included a restatement of the topic and the writer s insights and feelings about the topic. used content-specific key words. grouped information in sections (paragraphs/ chapters) centered around the same topic and also may have used non-fiction text features (e.g., headings and subheadings). chose relevant information for the topic and sub-topics. included different kinds of facts and details (e.g., names, numbers, and examples). got information from multiple sources, (e.g., talking to people, reading books, multimedia and own knowledge or observations). Adequate use of correct sentence formation punctuation grammar usage and spelling.** *Smarter Balanced Rubric 4-Point Informative: Score of three or Effective used a teaching tone.
3 Fourth Grade Narrative Scoring Rubric Purpose/ Setting CCSS*: W 3a Organization/ Plot W 3a W 3c W 3e Elaboration/ Narrative Techniques W 3b W 3d Language/ Conventions L 1 L 2 4 (Exceeds Grade Level) Responds skillfully to all parts of the prompt Purposefully orients the reader by skillfully establishing a vivid situation (real or imagined) and introducing characters and/or a narrator 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 Uses creative descriptions of actions, thoughts, and feelings to develop experiences and events Uses vivid dialogue to show the response of characters to situations Uses concrete words and sensory details to make experiences and events come to life Uses purposeful and varied sentence Demonstrates creativity and flexibility when using conventions (grammar, punctuation, capitalization, and spelling) enhance meaning Utilizes precise and sophisticated word choice 3 (Meets) Responds to all parts of the prompt Orients the reader by establishing a situation (real or imagined) and introducing characters and/or a narrator Organizes a clear event 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 Uses descriptions of actions, thoughts, and feelings to develop experiences and events Uses dialogue to show the response of characters to situations Uses concrete words and sensory details to convey experiences and events precisely Uses correct and varied sentence Demonstrates grade level appropriate conventions; errors are minor and do not obscure meaning Utilizes strong and grade-level appropriate word choice 2 (Nearly Meets) Responds to most parts of the prompt Establishes a situation (real or imagined) and attempts to introduce characters and/or a narrator 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 Uses minimal or irrelevant descriptions of actions, thoughts, or feelings to describe experiences /events Uses dialogue to support plot Attempts to use concrete words and sensory details to describe experiences and events Uses some repetitive yet correct sentence structure Demonstrates some grade level appropriate conventions, but errors obscure meaning Utilizes vague or basic word choice 1 (Does Not Meet) Responds to some or no parts of the prompt Fails to establish a situation (real or imagined) and does not introduce characters and/or a narrator in a relevant way Does not sequence narrative in a logical order Uses few to no transitional words and phrases to manage the sequence of events Does not provide a discernible conclusion Uses little to no description of actions, thoughts, or feelings to describe experiences /events Does not use dialogue to support plot Fails to to use concrete words or sensory details Does not demonstrate sentence mastery Demonstrates limited understanding of grade level appropriate conventions, and errors interfere with the meaning Utilizes incorrect and/or simplistic word choice *CCSS Common Core State Standards alignment ( W = Writing strand; RIT =Reading Informational Text; L = Language strand) Adapted from the Elk Grove Unified School District.
4 Fourth Grade Narrative Writing CCR Anchor Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. SBAC Rubric Level 3 (Meets*) Grade Level Standards What to Look for in Student Writing (Adapted from Lucy Calkins) The organization of the narrative, real or imagined, is adequately sustained, and the focus is adequate and generally maintained. An evident plot helps to create a sense of unity and completeness, though there may be minor flaws and some ideas may be loosely connected. Adequately maintains a setting, develops narrator/characters. Adequate use of a variety of transitional strategies to clarify the relationships between and among ideas. Adequate sequence of events from beginning to end. Adequate opening and closure for audience and purpose. Experiences, characters, setting, and events are adequately developed. Connections to source materials may contribute to the narrative. Adequate use of a variety of narrative techniques that generally advance the story or illustrate the experience. Adequate use of sensory, concrete, and figurative language that generally advances the purpose. Generally appropriate style is evident. Adequate use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling.** Write narratives to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequences. Orient the reader by establishing a situation and introduce a narrator and/or characters; organize as event that unfolds naturally. Use dialogue and description to develop experiences and events or show the response of characters to situations. Use a variety of transitional words and phrases to manage the sequence of events. Use concrete words and phrases and sensory details to convey experiences and events precisely. Provide a conclusion that follows from the narrated experiences or events. *See grade level convention standards in the language section of the CCSS- (Language CCR AS 1) The writer wrote the important parts of an event or story and removed the unimportant parts. wrote a beginning which established characters and setting. showed how much time elapsed through transitional words or phrases (e.g., suddenly, a short time later, after a while, etc.). elaborated using actions, dialogue, thoughts, and feelings. included sensory details and descriptive phrases. used figurative language (e.g., simile, metaphor, personification, etc.). used a story telling voice to convey emotion or tone. made some parts of the story go quickly and some go slowly. used paragraphs to show different times or to show when a new character is speaking. wrote an ending that connected to the beginning or middle of the story. *Smarter Balanced Rubric 4-Point Narrative: Score of three or Effective
5 Fourth Grade Opinion Scoring Rubric 4 (Exceeds Grade Level) 3 (Meets) 2 (Nearly Meets) 1 (Does Not Meet) Purpose/ Responds skillfully to all parts of the Responds to all parts of the prompt Responds to most parts of the prompt Responds to some or no parts of the Opinion prompt prompt CCSS*: States an opinion that demonstrates an States an opinion that demonstrates W 1a States an opinion that demonstrates an understanding of topic/text limited understanding of topic/text Does not state an opinion and/or W 1 b insightful understanding of topic/text demonstrates little to no understanding W - 4 of topic/text Organization W 1a W 1c W 1d Language/ Conventions L 1 L 2 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 logical introductory, body, and concluding paragraphs Uses linking words and phrases appropriately to connect reasons to opinion 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 Evidence/ Supports opinion skillfully with Supports opinion with relevant facts, Supports opinion with minimal and/or Does not support opinion with facts, Support substantial and relevant facts, details, and/or reasons details, and/or reasons irrelevant facts, details, and/or reasons details, and/or reasons Provides clear explanation/ analysis of Provides some explanation/ analysis of Provides no or inaccurate RIT 1 Provides insightful explanation/analysis how evidence supports opinion how evidence supports opinion explanation/analysis of how evidence W 1b of how evidence supports opinion supports opinion W 9b Uses purposeful, correct, and varied Uses correct and varied sentence Uses some repetitive yet correct Does not demonstrate sentence mastery sentence sentence structure 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 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 Demonstrates some grade level appropriate conventions, but errors obscure meaning Uses limited academic and/or domainspecific vocabulary for the audience and purpose *CCSS Common Core State Standards alignment ( W = Writing strand; RIT =Reading Informational Text; L = Language strand) Demonstrates limited understanding of grade level appropriate conventions, and errors interfere with the meaning Uses no academic or domain-specific vocabulary Adapted from the Elk Grove Unified School District.
6 Fourth Grade Opinion Writing CCR Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. SBAC Rubric Level 3 (Meets*) Grade Level Standards What to Look for in Student Writing (Adapted from Lucy Calkins) The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected. The response is adequately sustained and generally focused: Opinion is clear, and the focus is mostly maintained for the purpose, audience, and task. Adequate use of transitional strategies with some variety to clarify relationships between and among ideas. Adequate introduction and conclusion. Adequate progression of ideas from beginning to end; adequate connections between and among ideas. Adequate evidence from sources is integrated; some references may be general. Adequate use of some elaborative techniques (may include the use of personal experiences that support the opinion). Vocabulary is generally appropriate for the audience and purpose. Generally appropriate style is evident. Adequate use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling.** Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer s purpose. Provide reasons that are supported by facts and details. Link opinion and reasons using words or phrases (e.g., for instance, in order to, in addition). Provide a concluding statement or section related to the opinion presented. **See grade level convention standards in the language section of the CCSS- (Language CCR AS 1) The writer made a claim about a topic or text and supported it with reasons. hooked his reader (e.g., asking a question, explaining why the topic is important, a surprising fact) and clearly stated his claim in the introduction used transitional words and phrases (e.g., for example, another example, for instance, in addition) when supporting ideas and reasons with evidence. restated and reflected on his claim in the conclusion. used paragraphs to separate sections of related information. carefully chose relevant reasons to convince his reader and included examples and information to support those reasons. made deliberate word choices to provoke thinking and emotion in the reader. used a convincing tone. *Smarter Balanced Rubric 4-Point Opinion: Score of three or Effective
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