McKinley Primary Center / Language Arts Rubrics and Exemplars

Terms, Acronyms, and Definitions:

IAS (or ISS) – Indiana (Department of Education) Academic Standards (or Indiana State Standards).

Genre – the type of literature characterized by a specific form, content and style. Literature has four main genres; poetry, drama, fiction and non-fiction. Indiana assesses students on persuasive, informative, and narrative writing as well.

Grammar – The way a writer or speaker uses structured language to communicate.


Third & Fourth Grades

3rd Grade Exemplars:      HIGH                                             MEDIUM                                                      LOW

Writing Rubric

 High                                                                                                 SCORE POINTS                                                                                             Low

 6

5

4

3

2

1

 

Rare.

It fully accomplishes the task and has a distinctive quality that sets it apart as an outstanding performance.

 Represents a solid performance. It fully accomplishes the task, but lacks the overall level of sophistication and consistency of a Score Point 6 paper.

 Represents a good performance. It accomplishes the task, but generally needs to exhibit more development, better organization, or a more sophisticated writing style to receive a higher score.

 Represents a performance that minimally accomplishes the task. Some elements of development, organization, and writing style are weak.

 Represents a performance that only partially accomplishes the task. Some responses may exhibit difficulty maintaining a focus. Others may be too brief to provide sufficient development of the topic or evidence of adequate organizational or writing style.

Represents a performance that fails to accomplish the task. It exhibits considerable difficulty in areas of development, organization, and writing style. The writing is generally either very brief or rambling and repetitive, sometimes resulting in a response that may be difficult to read or comprehend. 

 Ideas and Content

 Does the writing…

 

-stay fully focused?

-stay on the topic?

-avoid rambling and/or repeating information?

-include thorough and complete ideas?

-thoroughly develop the topic with facts and details?

-fully explore many facets of the topic?

 

-stay focused?

-stay on the topic?

-very seldom ramble and/or repeat information?

-writing include many relevant ideas? -fully develop the topic with facts and details?

-explore many facets of the topic?

 

-stay mostly focused?

- mostly stay on the topic?

(Writing may include minor tangents, some rambling and/or repetition.)

-include some relevant ideas and information? -present related information?

(Writing may not fully develop the topic with facts and details; it may list ideas with some detail.)

 

-stay somewhat focused?

-stay minimally focused on topic? (Writer may get distracted; may have a lapse in focus, may ramble and/or repeat information.)

- include some relevant ideas?

-minimally develop the topic and does not begin to exhaust the possibilities?

-provide minimal facts and details, but does not fully support ideas?

-exhibit less than minimal focus?

(Writer may get distracted or drift away from topic. Topic may not be developed. )

-include few relevant ideas?

(Writing may include unfinished/fragmented ideas that don’t develop the topic. Writing may include only one or two facts or details.)

 

 

-have little or no focus on topic?

(Content may convey little meaning.)

-include almost no relevant ideas and information?

(Writing may contain unfinished ideas. Writing is likely to be brief.)

 Organization

 Does the writing…

 6

 5

 4

 

-have clear order?

-follow a clear sequence with a beginning, a middle, and an end?

-have a logical progression of main ideas and support?

-effectively connect ideas and events using words and phrases?

-have clear order?

-follow a clear sequence with a beginning, a middle, and an end?

-have a logical progression of main ideas and support?

-effectively connect ideas and events using words and phrases?

 

 

-have order?

-follow a sequence, but possibly show a lapse

(e.g., may start out with a clear beginning, but wander; may be missing a clear beginning, but have a conclusion)?

-have a logical progression of main ideas and support?

(Writing may have lapses.)

-connect ideas and events using words and phrases?

 

-have some order? Does it

-show minimal evidence of logical sequence

(e.g., may be missing a beginning, a middle, or an end)?

-require the reader to fill in gaps in the sequence?

-attempt to connect ideas and events using words and phrases?

 

-have little order? Does it -show little evidence of logical sequence

(e.g., have no clear beginning, middle, or end)?

-have some ideas that may not be related to each other?

-demonstrate little ability to connect ideas and events using words and phrases?

 

-have little or no order?

-lack the sequence of a beginning, a middle, and an end?

(Writing may have ideas that are not related to each other, and does not connect ideas and events using words and phrases.)

 Style

 Does the writing…

 6

 5

 4

 3

 2

 1

 

-exhibit exceptional word usage?

-include dynamic words and provide rich details, strong verbs, and/or vivid descriptions?

-demonstrate control of a challenging vocabulary?

Is the writing fluent and easy to read?

-sound natural?

-include varied sentence patterns? (Writing may include complex sentence patterns.)

-display a clear understanding of the task and purpose?

-display a strong sense of audience?

-have a unique perspective?

(It may be original, lively, authoritative, and/or interesting, i.e., have a clear voice).

-exhibit more than adequate word usage?

-include dynamic words and use vivid or challenging words?

-seem fluent and easy to read?

-sound natural?

-include varied sentence patterns? (Writing may include complex sentences.)

-seem appropriate to task and purpose?

-display a sense of audience?

-have a unique perspective?

(It may be original, lively, authoritative, and/or interesting, i.e., have voice).

 

 

-exhibit adequate word usage?

-include mostly ordinary/common words (although some vivid or challenging words may be used)?

-seem readable?

-flow naturally most of the time (although it may be choppy or repetitive or may have run-on sentences/fragments in spots)?

-generally lack varied sentence patterns (although it may include some complex sentences)?

-demonstrate an awareness of task and purpose?

-display some sense of audience?

-attempt to develop a unique perspective—original, authoritative, and/or interesting (i.e., have some voice)?

-exhibit minimal word usage?

-contain ordinary/common words?

-exhibit minimal evidence of word choice?

-seem mostly readable?

-seem difficult to follow in some sections.

-seem hard to understand; the connection of ideas and information may be unclear.

-lack sentence variety?

-demonstrate some awareness of task and purpose but display little sense of audience?

-seem repetitive, predictable, and/or dull (i.e., have minimal voice).

 

 

-exhibit less than minimal word usage?

-contain ordinary/common words?

-show no evidence of attention to word choice?

-seem hard to read?

(Reader may have to fill in gaps or guess what the writer was trying to say.)

-lack sentence variety?

-demonstrate minimal awareness of task and purpose and display little sense of audience?

(Text may be flat, lifeless, i.e., have no voice).

 

-exhibit less than minimal word usage?

-contain a very limited and simple vocabulary?

-seem hard to read?

-have sentence construction that is frequently incorrect?

-demonstrate minimal awareness of task and purpose and little or no sense of audience?

(Writing may be flat and lifeless, i.e., have no voice).


Grammar and Usage Rubric

In their writing, students will apply the Standard English conventions defined in the 2014 Indiana Academic Standards for their grade and all previous grades.

 High                                                                                                 SCORE POINTS                                                                                             Low

 4

1 

 Does writing exhibit…

 -a good command of language skills?

 -an adequate command of language skills?

 -a minimal command of language skills?

 -a less than minimal command of language skills?

There are no errors that impair the flow of communication. Errors that appear will generally be of the first-draft variety; they have a minor impact on the overall communication.

Errors are occasional but do not impede the flow of communication; the writer’s meaning is not seriously obscured by language errors.

Errors are generally frequent and may cause the reader to stop and reread part of the writing. While some aspects of the writing may be more consistently correct than others, the existing errors do impair communication. With a little extra effort on the reader’s part, it is still possible to discern most, if not all, of what the writer is trying to communicate.

Errors are serious and numerous; they cause the reader to struggle to discern the writer’s meaning. Errors are frequently of a wide variety. There may be sections where it is impossible to ascertain what the writer is attempting to communicate.

 Are there…

 Are most…

 Are some…

 Are there…

 

-few/no errors in beginning capitalization?

-few/no errors in capitalization of proper nouns?

-few/no errors in ending punctuation?

-few/no errors in grade-level appropriate comma and apostrophe use?

-few/no errors in verb usage?

-few/no errors in the spelling of grade-level-appropriate words?

-few/no run-on sentences or sentence fragments?

 

-beginning capitalizations correct?

-proper nouns capitalized correctly?

-sentence endings correctly punctuated?

-sentences showing grade-level appropriate comma and apostrophe use?

-sentences showing correct verb usage?

-grade-level-appropriate words spelled correctly?

-sentences not run-on sentences or sentence fragments?

 

-beginning capitalizations correct?

-proper nouns capitalized correctly?

-sentence endings written with correct punctuation?

-sentences showing grade-level appropriate comma and apostrophe use?

-sentences showing correct verb usage?

-grade-level-appropriate words spelled correctly?

-run-on sentences or sentence fragments present?

 

-many errors in beginning capitalization?

-few or no examples of capitalization of proper nouns?

-few or no examples of correct end punctuation?

-many errors in grade-level appropriate comma and apostrophe use?

-many errors in verb usage?

-many errors in the spelling of grade-level-appropriate words?

-run-on sentences or sentence fragments?

NOTE: The elements of this rubric are applied holistically; no element is intended to supersede any other element.
The variety and proportion of errors in relation to the length of the writing sample are considered.
A very brief paper consisting of two or three sentences may receive no more than 2 score points.