Report of Information - Third Grade
CONTENT
Expert
4
Practitioner
3
The accomplished information
mostly relates to the main topic and
groups related information
together.
Apprentice
2
The emerging information
somewhat relates to the main
topic and groups related
information together.
Theme
(Ideas)
Information clearly relates to the
main topic and groups related
information together.
Content (Details)
The writing develops the topic
containing a minimum of 5 facts,
using definitions and details.
The accomplished writing contains
4 facts, using definitions and
details.
The emerging writing contains 3
facts, using definitions and
details.
Paragraphs
All paragraphs include introductory
sentence, explanations and a
concluding sentence. Five or more
sentences
are written.
Most accomplished paragraphs
include introductory sentence,
explanations, and/or concluding
sentence. Five sentences are
written.
The emerging paragraphs include
introductory sentence,
explanations, and/or concluding
sentence. Less then five
sentences are written.
There is a misunderstanding
and there is no paragraph
structure.
Flow/
Organization
The student provides an
introduction, body and conclusion.
A concluding statement or section
in their own words is present.
Included are illustrations to aide
comprehension.
The accomplished report is mostly
organized with an introduction,
body and conclusion. The student
provides a concluding statement or
section and summarizes in their
own words. Included are
illustrations to aide comprehension.
The writing is emerging and
organized. The writing lacks a
concluding statement or section.
Included are illustrations to aide
comprehension.
There is a misunderstanding
and the writing shows a lack of
organization. There is no
evidence of summarizing.
There are no illustrations to
aide comprehension.
Voice/Tone
(Engagement)
The student shows deep
involvement with the topic and
completely engages the reader by
using linking word and phrases to
connect ideas within categories of
information.
The emerging writing somewhat
engages the reader by using
linking word and phrases to
connect ideas within categories of
information.
There is a misunderstanding
and the writing does not
engage the reader.
Prior
Knowledge
It is evident the student used prior
knowledge to support the topic.
It is evident the student has an
emerging some understanding of
using their prior knowledge to
support the topic.
It is evident the student has a
misunderstanding of how to
apply their prior knowledge to
support the topic.
Depth of
Knowledge
Construct multiple paragraph
essays that demonstrate synthesis
and analysis of complex ideas.
Include voice and style in
composition.
The accomplished writing mostly
engages the reader by using linking
word and phrases to connect ideas
within categories of information.
It is evident the student has an
accomplished understanding of
using their prior knowledge to
support the topic.
Support ideas with details and
examples in sentence form.
Construct multiple paragraph
essays using complex sentence
structure.
Edit writing to produce a logical
progression of ideas.
Connect ideas using a simple
organizational structure.
First draft writing for a limited
number of purposes and audience.
Novice
1
There is a misunderstanding
and the information has little
or nothing to do with the main
topic.
There is a misunderstanding
and the writing contains
2 or less facts, using
definitions and details.
Write or recite facts
List ideas
Simple spelling and
vocabulary.
Grade: ________________
MECHANICS
Expert
4
Practitioner
3
Apprentice
2
Novice
1
Spelling
There are no spelling errors
and it is easy to read.
There are very few
spelling errors that do not
interrupt the reader’s flow.
There are some spelling
errors, which somewhat
interrupt the reader’s flow.
There are several
spelling errors, which
clearly interrupt the
Reader’s flow.
Punctuation
Capitalization
Word Choice
Sentence Fluency
A range of punctuation
including commas,
apostrophes, quotation marks,
colons and semicolons are
used accurately and
effectively.
Capitals are always used
correctly.
Use of nouns, verbs,
adverbs, adjectives,
pronouns, and all word
tenses are used correctly.
All sentences are well
developed including a subject
and predicate.
Grade: ________________
Periods, quotation
marks, and commas
are used correctly.
Capitals are mostly
used correctly.
Basic use of nouns, verbs,
adverbs, adjectives,
pronouns, and word
tenses.
Most sentences are
well developed
including a subject
and predicate.
Some punctuation
errors.
Insufficient or lack
of punctuation.
Some
capitalization errors.
Incorrect use of
Capital letters.
Little or no use of
nouns, verbs, adverbs,
adjectives, pronouns,
and word tenses.
Some use of nouns, verbs,
adverbs, adjectives,
pronouns, and word tenses.
Some sentences are
well developed
including a subject and
predicate.
No sentences are
well developed.
Response to Literature/Topic - Third Grade
Expert
4
Practitioner
3
Apprentice
2
Novice
1
The writing demonstrates a
clear understanding of the
topic or text with a
supporting point of view
with reasons.
The accomplished writing
somewhat demonstrates an
understanding of the topic or
text with a supporting point of
view with reasons.
The writing demonstrates an
emerging understanding of the
topic or text with a supporting
point of view with reasons.
There is a misunderstanding and the
writing does not demonstrate an
understanding of the topic or text
with no supporting point of view with
reasons.
The writing states a clear
opinion and supplies a
reason for the opinion about
the topic or book. Linking
words are used to connect
opinions and reasons.
The accomplished writing states
an opinion and somewhat
supplies a reason for the opinion
about the topic or book. Some
linking words are used to
connect opinions and reasons.
The emerging writing shows
little evidence of an opinion
and does not supply a reason
for the opinion about the topic
or book.
There is a misunderstanding and the
writing shows no evidence of an
opinion about the topic or book.
All paragraphs include
introductory sentence,
explanations and a
concluding sentence. Five or
more sentences are written.
Most accomplished paragraphs
include introductory sentence,
explanations, and/or concluding
sentence. Five sentences are
written.
Some of the emerging
paragraphs include
introductory sentence,
explanations, and/or
concluding sentence. Less then
five sentences are written.
There is a misunderstanding and there
is no paragraph structure.
Flow/
Organization
The student provides a wellorganized introduction, body
and concluding statement or
section. An organizational
structure is used that lists
reasons.
The accomplished report is
organized with an introduction,
body and concluding statement
or section. The student includes
an accurate summary. An
organizational structure is used
that lists reasons.
The emerging report is
somewhat organized and there
is an incomplete concluding
statement or section written.
An organizational structure is
used that lists reasons.
There is a misunderstanding and the
writing shows a lack of organization.
There is no evidence of summarizing.
Voice/Tone
(Engagement)
The student shows deep
involvement with the topic
and completely engages the
reader.
The accomplished writing
engages the reader.
The emerging writing
somewhat engages the reader.
There is a misunderstanding and the
writing does not engage the reader.
Prior
Knowledge
It is evident the student used
prior knowledge to support
the topic.
It is evident the student has an
emerging understanding of
using their prior knowledge to
support the topic.
It is evident the student has a
misunderstanding of how to apply
their prior knowledge to support the
topic.
Depth of
Knowledge
Construct multiple
paragraph essays that
demonstrate synthesis and
analysis of complex ideas.
Include voice and style in
composition.
It is evident the student has an
accomplished understanding of
using their prior knowledge to
support the topic.
Support ideas with details and
examples in sentence form.
Construct multiple paragraph
essays using complex sentence
structure.
Edit writing to produce a logical
progression of ideas.
CONTENT
Theme
(Ideas)
Content
(Details)
Paragraphs
Connect ideas using a simple
organizational structure.
First draft writing for a limited
number of purposes and
audience.
Write or recite facts
List ideas
Simple spelling and vocabulary.
Grade: ________________
MECHANICS
Expert
4
Practitioner
3
Apprentice
2
Novice
1
Spelling
There are no spelling errors
and it is easy to read.
There are very few spelling
errors that do not interrupt the
reader’s flow.
There are some spelling
errors, which somewhat
interrupt the reader’s flow.
There are several spelling errors,
which clearly interrupt the reader’s
flow.
Punctuation
Capitalization
Word Choice
Sentence Fluency
A range of punctuation
including commas,
apostrophes, quotation
marks, colons and
semicolons are used
accurately and effectively.
Capitals are always
used correctly.
Use of nouns, verbs,
adverbs, adjectives,
pronouns, and all word
tenses are used correctly.
All sentences are well
developed including a
subject and predicate.
Grade: _______________
Periods, quotation marks,
and commas are used
correctly.
Some punctuation errors.
Insufficient or lack
of punctuation.
Capitals are mostly used
correctly.
Some capitalization
errors.
Incorrect use of capital letters.
Basic use of nouns, verbs,
adverbs, adjectives, pronouns,
and word tenses.
Most sentences are well
developed including a
subject and predicate.
Some use of nouns, verbs,
adverbs, adjectives, pronouns,
and word tenses.
Some sentences are well
developed including a
subject and predicate.
Little or no use of nouns, verbs,
adverbs, adjectives, pronouns, and
word tenses.
No sentences are well
developed.
Narrative Account - Third Grade
CONTENT
Expert
4
Practitioner
3
Apprentice
2
Novice
1
Theme
(Ideas)
The writing develops
complex characters and/or
narrator; describes their
feelings and shows the
response to situations.
The accomplished writing
develops characters and/or
narrator; describes their
feelings and shows the
response to situations.
The emerging writing
somewhat develops
characters and/or narrator;
describes their feelings and
shows the response to
situations.
Content (Details)
The writing establishes a real
or imagined complex
experience including point of
view, setting and series of
events.
The accomplished writing
establishes a real or
imagined experience
including point of view,
setting and series of events.
The emerging writing
establishes a somewhat real
or imagined experience
including point of view,
setting and series of events.
There is a misunderstanding
and the writing does not
develop characters and/or
narrator; describes their
feelings and shows the
response to situations.
There is a misunderstanding
and the writing does not
establish a real or imagined
experience including point of
view, setting and series of
events.
All paragraphs include
introductory sentence,
explanations and a
concluding sentence. Six or
more sentences are written.
Most of the accomplished
paragraphs include
introductory sentence,
explanations, and/or
concluding sentence. Five
sentences are written.
Some of the emerging
paragraphs include
introductory sentence,
explanations, and/or
concluding sentence. Less
then five sentences are
written.
There is a misunderstanding
and there is no paragraph
structure.
Flow/
Organization
The student provides a wellorganized introduction, body
and conclusion.
The accomplished report is
organized with an
introduction, body and
conclusion.
The emerging writing is
somewhat organized.
The writing shows a lack of
organization and a
misunderstanding.
Voice/Tone
(Engagement)
The student shows deep
involvement with the topic
and completely engages with
the use of dialogue.
The accomplished writing
mostly engages the reader
with the use of dialogue.
The emerging writing
somewhat engages the
reader with the use of
dialogue.
There is a misunderstanding
and the writing does not
engage the reader and does not
use dialogue.
Prior Knowledge
It is evident the student used
prior knowledge to support the
topic.
It is evident the student has an
emerging understanding of
using their prior knowledge to
support the topic.
It is evident the student has a
misunderstanding of how to
apply their prior knowledge to
support the topic.
Paragraphs
Depth of
Knowledge
Construct multiple paragraph
essays that demonstrate
synthesis and analysis of
complex ideas.
Include voice and style in
composition.
It is evident the student has an
accomplished understanding
of using their prior knowledge
to support the topic.
Support ideas with details and
examples in sentence form.
Construct multiple paragraph
essays using complex
sentence structure.
Edit writing to produce a
logical progression of ideas.
Connect ideas using a simple
organizational structure.
First draft writing for a
limited number of purposes
and audience.
Write or recite facts
List ideas
Simple spelling and vocabulary.
Grade: ________________
MECHANICS
Expert
4
Practitioner
3
Apprentice
2
Novice
1
Spelling
There are no spelling
errors and it is easy to
read.
There are very few spelling
errors that do not interrupt the
reader’s flow.
There are some spelling
errors, which somewhat
interrupt the reader’s flow.
There are several spelling
errors, which clearly interrupt
the reader’s flow.
A range of punctuation
including commas,
apostrophes, quotation marks,
colons and semicolons are
used accurately and
effectively.
Periods, quotation marks, and
commas are used correctly.
Some punctuation errors.
Insufficient or lack
of punctuation.
Capitals are always
used correctly.
Capitals are mostly used
correctly.
Some capitalization
errors.
Incorrect use of capital letters.
Punctuation
Capitalization
Word Choice
Use of nouns, verbs,
adverbs, adjectives,
pronouns, and all word
tenses are used correctly.
All sentences are
well developed
including a subject
and predicate.
Grade: ________________
Sentence
Fluency
Basic use of nouns, verbs,
adverbs, adjectives, pronouns, and
word tenses.
Most sentences are well
developed including a
subject and predicate.
Some use of nouns, verbs,
adverbs, adjectives, pronouns,
and word tenses.
Some sentences are well
developed including a
subject and predicate.
Little or no use of nouns, verbs,
adverbs, adjectives, pronouns,
and word tenses.
No sentences are well
developed.
Opinion Pieces on Topics/Persuasive Writing – Grade 3
CCSS Language
& Writing
Criteria
Purpose
 Context
 Focus/controlling idea
(opinion)
 Evidence of
understanding the topic
 Connections are related
to opinion on the topic
Organization
 Overall coherence
between topic, opinion,
and reasons
 Transitions connect
ideas (e.g., sequence,
compare-contrast,
description, cause-effect,
problem-solution)
Friendly Letter Format
Details/Elaboration
 Descriptions
 Explanations
 Comparisons
 Examples, facts
 Sensory and concrete
details that support
writer’s point of view
Voice and Tone
 Vocabulary Use Precise Language
 Sentence structure
 Sentence variety
Conventions of Standard
English
 Grammar
 Usage
 Mechanics
(capitalization,
punctuation, spelling)
Expert
4
Practitioner
3
Apprentice
2
Novice
1
Explains something
more about the topic
OR
A connection is made
between topic &
broader idea(s)
Has topic and attempts
a focus (opinion), but
focus may shift or not
be relevant to the topic
chosen
Attempts to identify a
topic, but lacks a focus
(opinion) or may have
more than one topic or
confusing topic as
stated
Clearly identifies topic
Friendly letter format
and opinion are evident,
States 5 or more facts to
support reasons for
opinion
Uses several transitions
appropriately (e.g.,
because, since, and,
also, for example,
since) to connect ideas
Friendly letter format and
opinion are evident,
but may lack clarity or
coherence
(e.g., attempts to
connect opinion to a
reason, but reason may
not make sense)
Attempts greeting, body
and closing
Friendly letter format
and opinion are evident,
States 3-4 facts to
support
reasons for opinion
Uses transitions
(e.g.,because, and) to
connect ideas
Elaborates using a
variety of relevant
details, examples,
quotes, etc. to support
focus (opinion) or
explain reasons
May use figurative
language (e.g., imagery,
simile, exaggeration) 5
or more facts are noted
Five or more details are
given for each
paragraph or section
Chooses words and
phrases for effect (e.g.,
precise, concrete, or
sensory vocabulary)
Uses variety of
sentences (simple,
compound, with
prepositional phrases)
Some elaboration
strategies are evident in
drawings or writing.
Ideas may not be fully
elaborated or details
may be insufficient to
support opinion.
One or two details are
given for each paragraph
or section
No details provided or
attempts to add details
to drawings or writing
which may be random,
inaccurate, or irrelevant
None of the details pertain
to the topic
Drawings or writing
include relevant and
descriptive details,
labels/captions, 3-4 facts,
or elaboration that
support the opinion or
reasons
Three to four details are
given for each paragraph
or section
Vocabulary use has
minor errors
Dictates, writes, and
expands simple
complete sentences
Generally uses basic,
incorrect, or below
grade level vocabulary
when writing.
Appropriate use of
vocabulary (nouns,
verbs,
plurals, adjectives, etc.)
Uses some variety of
sentence types
(statement, question,
exclamation)
Edits with support/
resources
Has few or no errors in
grammar, word usage,
or mechanics as
appropriate to grade
Edits with support from
Using classroom resources
Uses grade-appropriate
basic mechanics and
word use with some
errors
Edits with support from
Using classroom resources
Uses below grade-level
basic mechanics with
frequent errors
Edits with support from
Using classroom
resources
Focus (opinion) about
topic is clearly stated
Minor errors do not
interfere with reader’s
understanding