Fifth GradeInformational Writing Rubric

Does Not Meet / Meets / Exceeds
Ready To Begin (1) / Exploring (2) / Expanding (3) / Extending (4) / Established (5)
Ideas / * searching for a topic
* no controlling idea
* limited or irrelevant
information/facts
* vague details / * hints at topic
* reader left with many
unanswered questions
* sporadic details
* glimmer of controlling idea / * general controlling idea defined
* reasonably clear facts, definitions, and details
* information is relevant
and appropriate / * topic fairly narrowed
* new ways of thinking
about topic attempted
*topic developed with facts, definitions, and concrete details / * narrow and manageable topic
* clear, focused, and answers readers’ questions
*topic well-developed with facts, definitions, concrete details, quotations, or other examples related to the topic
*information grouped logically
* shows insight into topic
Organization / * no lead or conclusion
* sequencing not present
* no awareness of pacing
* hard to follow
* no use of paragraphs / * ineffective lead and conclusion
* some sequencing apparent
* pacing awkward
* some attempt at paragraphing/sections / * routine lead and conclusion
* mainly logical sequencing
* pacing generally under control
* some use of paragraphing/sections
*begins touse linking words and phrases to connect ideas within categories of information / * effective lead and conclusion
* well-controlled pacing
*someuse of linking words, phrases, and clauses to connect ideas within categories of information
*experiments with headings, illustrations, or multi-media when appropriate
*consistent paragraphing/sections / * inviting introduction and satisfying conclusion
* masterful and logical organization and artful pacing
*effective use of linking words, phrases, and clauses to connect ideas within and across categories of information
*effectively and creatively uses headings, illustrations, or multi-media when appropriate
* effective paragraphing/sections
Voice
(STYLE) / * no concern for audience
* lifeless and mechanical
* flat or inappropriate
* purpose not present / * occasionally aware of audience
* general statements require reader interpretation
* tries to engage reader
* hints at purpose / * occasionally intrigues the reader
* pleasing, yet “safe”
* writer/reader connection fades in and out
* purpose inconsistent / * interesting and informative
* pleasing; takes risks
* engages reader most of the time
* purpose consistent / * compelling and engaging
* takes effective risks
* reflects interest in and commitment to topic
* purpose is clear and powerful
*writer’s personality shines through, when appropriate
Word Choice
(STYLE) / * vocabulary is limited
* simple words used incorrectly
* words do not convey meaning / * generally correct words; no spice
* language is functional
* attempts interesting words
* words convey general meaning
*begins to experiment with domain-specific vocabulary / * some active verbs and precise nouns
* one or two shining moments
* experiments with domain-specific language
* words begin to enhance meaning / * effective and creative verbs and nouns
* wording mostly correct
*word choice is effective
*effective use of domain-specific vocabulary / *powerful and engaging words
* wording is accurate and precise
*creatively and effectively uses domain-specific vocabulary
* words/language create meaningful pictures
Does Not Meet / Meets / Exceeds
Ready To Begin (1) / Exploring (2) / Expanding (3) / Extending (4) / Established (5)
Sentence Fluency
(an element of STYLE) / * choppy, rambling, or incomplete sentences
* oral reading not possible
* repetitive beginnings / * some simple sentences
* occasional conjunctions
*oral reading difficult
*attempts variation in sentence beginnings / * attempts compound and complex sentences
* sentences usually connect
* parts invite oral reading
* sentences begin in different ways / * begins to have easy flow and rhythm
* strong and varied structure
* oral reading encourages expression in places
* sentences well crafted / * polished rhythm, cadence, and flow
* creative use of sentence length and structure (simple, compound, and complex sentences)
* invites expressive reading
* sentences enhance meaning
Conventions / * spelling errors impede readability
* incorrect punctuation and capitalization
* many grammar errors / * spelling errors on easy words
* errors on basic punctuation and capitalization
* some usage and grammar errors / * spelling generally correct on grade level words
* routine punctuation and capitalization
* grammar errors are infrequent / * few spelling errors even on more difficult words
* consistent use of punctuation and capitalization
* grammar and usage correct / * spelling correct even on more difficult words
* uses punctuation creatively for effect
* grammar and usage contribute to clarity and style
*demonstrates growing command of the conventions of standard written English (withoccasional errors that do not interfere materially with the underlying message).
Presentation / * handwriting unreadable
* random spacing or lack of spacing
* overall appearance unacceptable / * handwriting poor
* some thought given to spacing
*overall appearance distracting / * handwriting mostly readable but inconsistent
* attempts consistent spacing
* overall appearance is acceptable / * legible handwriting
* spacing improves clarity
* experiments with graphic elements
* overall appearance shows balance and proportion / * consistent and uniform handwriting
* good balance of space and text
* effectively integrates graphic elements
* overall appearance is pleasing

Troup County Schools 2012

Fifth Grade Informational Writing Rubric