CONTENT
Theme (Ideas)
Content (Facts)
Paragraphs
Report of Information Rubric - Fifth Grade
Practitioner
Apprentice
3
2
The writer is accomplished by
The emerging information clearly
Information clearly relates to the main
writing information that clearly
relates to the main topic; provides
relates to the main topic; provides
topic; provides a general observation
a general observation and focus;
a general observation and focus;
and focus; groups related information
groups related information
logically, including formatting,
groups related information
logically, including formatting,
logically, including formatting,
illustrations and multimedia.
illustrations and multimedia.
illustrations and multimedia.
The writing contains
The writing contains
The writing develops the topic
3 emerging facts, using
4 accomplished facts, using
containing a minimum of 5 facts,
definitions and concrete details,
definitions and concrete details,
using definitions and concrete details,
quotations or other information &
quotations or other information &
quotations or other information &
examples related to the topic.
examples related to the topic.
examples related to the topic.
Some paragraphs are emerging
Most paragraphs are
All paragraphs include introductory
and include an introductory
accomplished and include an
sentence, explanations and a
sentence, explanations, and/or
introductory sentence,
concluding sentence. Five or more
concluding sentence. Less then
explanations, and/or concluding
sentences
five sentences are written.
sentence. Five sentences are
are written.
written.
Expert
4
Flow/Organization
(Summary)
The student provides an introduction,
body and conclusion. A concluding
statement or section in their own
words is present. Link ideas within
categories of information using words
and phrases.
Voice/Tone
(Engagement)
The student shows deep involvement
with the topic using precise language
and specific vocabulary; completely
engages the reader by using linking
word, phrases and clauses to connect
ideas within categorizes of
information.
Prior Knowledge
It is evident the student used 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.
Grade: ________________
Expert
MECHANICS
4
Spelling
Punctuation
Capitalization
Grammar
Sentence Fluency
There are no spelling
errors and it is
easy to read.
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 always used
correctly.
All sentences are
well developed
including a subject
and predicate.
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. Link ideas within
categories of information using
words and phrases.
The student shows an
accomplished involvement with
the topic using precise language
and specific vocabulary;
completely engages the reader by
using linking word, phrases and
clauses to connect ideas within
categorizes of information.
It is evident the student has an
accomplishments 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.
Practitioner
3
There are very few
accomplished spelling errors that
do not interrupt the reader’s
flow.
Periods, quotation marks,
and commas are
accomplished and used
correctly. The punctuation
is beginning to be used
within the sentence.
There is an accomplished
use of capitals that are used
correctly.
Use of nouns, verbs, adverbs,
adjectives, pronouns, and word
tenses are mostly used correctly.
Most sentences are well
developed including a
subject and predicate.
The writing is emerging and
organized. The writing lacks a
concluding statement or section.
Link ideas within categories of
information using words and
phrases are lacking.
The student shows an emerging
involvement with the topic using
precise language and specific
vocabulary; completely engages
the reader by using linking word,
phrases and clauses to connect
ideas within categorizes of
information.
It is evident the student has an
emerging understanding of using
their prior knowledge to support
the topic.
Connect ideas using a simple
organizational structure.
First draft writing for a limited
number of purposes and audience.
Apprentice
2
The spelling errors are
emerging, which somewhat
interrupts the reader’s flow.
Novice
1
Information has little or nothing to do
with the main topic. There is a
misunderstanding of what to write
about.
The writing contains
2 or less facts, not using definitions
and concrete details, quotations or other
information & examples related to the
topic.
There is a misunderstanding of how to
structure a paragraph correctly.
The writing shows a lack of
organization and misunderstanding.
There is no evidence of summarizing.
There are no evidence of link ideas
within categories of information using
words and phrases.
There is a misunderstanding and the
writing does not engage the reader.
It is evident the student has a
misunderstanding of how to apply their
prior knowledge to support the topic.
Write or recite facts
List ideas
Simple spelling and vocabulary.
Novice
1
There is a misunderstanding of how to
spell words correctly; There are several
spelling errors, which clearly interrupt
the reader’s flow.
Some punctuation errors.
The punctuation errors are
emerging.
There is a misunderstanding with an
insufficient lack
of punctuation.
Capitalization errors are
somewhat emerging.
There is a misunderstanding of how to
correctly use capital letters.
Some correct usage of nouns,
verbs, adverbs, adjectives,
pronouns, and word tenses.
Some sentences well
developed including a
subject and predicate.
Little or no correct usage of nouns,
verbs, adverbs, adjectives, pronouns,
and word tenses.
There is a misunderstanding of how to
write well developed sentences.
CONTENT
Theme (Ideas)
Content (Details)
Paragraphs
Flow/Organization
(Summary)
Voice/Tone
(Engagement)
Response to Literature/Topic - Fifth Grade
Expert
Practitioner
Apprentice
4
3
2
The writing demonstrates a
The writing demonstrates an
The writing is accomplished and
clear understanding of the
emerging understanding of the
demonstrates an understanding of
topic or text, states an
the topic or text, states an opinion topic or text, states an opinion and
opinion and creates an
creates an organizational structure
and creates an organizational
organizational structure in
in which related ideas are
structure in which related ideas
which related ideas are
logically grouped to support the
are logically grouped to support
logically grouped to support
writer’s purpose.
the writers purpose.
the writer’s purpose.
Linking opinions & reasons
Few linking opinions & reasons
Some linking opinions & reasons
using words, clauses and
using words, clauses and phrases.
using words, clauses and phrases.
phrases. Provide logical
Provides logical ordered reasons
Provides accomplished logical
ordered reasons that are
that are supported by emerging
ordered reasons that are supported
supported by facts and
facts and details.
by facts and details.
details.
Some paragraphs are emerging
Most paragraphs are
All paragraphs include
and include an introductory
accomplished and include an
introductory sentence,
sentence, explanations, and/or
introductory sentence,
explanations and a
concluding sentence. Less then
explanations, and/or concluding
concluding sentence. Five
five sentences are written.
sentence. Five sentences are
or more sentences are
written.
written.
The accomplished report is
mostly organized with an
The writing is emerging and
The student provides a wellintroduction, body and
organized. The writing lacks a
organized introduction,
conclusion. The student provides
concluding statement or section.
body and concluding
a concluding statement or section
Link ideas within categories of
statement or section. An
and summarizes in their own
information using words and
organizational structure is
words. Link ideas within
phrases are lacking.
used that lists reasons.
categories of information using
words and phrases.
The student shows deep
involvement with the topic
The writing somewhat engages
The writing engages the reader.
the reader.
and completely engages the
reader.
Novice
1
The writer has a
misunderstanding of the topic or
text. Does not state an opinion
and creates an organizational
structure in which related ideas
are grouped to support the
writer’s purpose.
There is a misunderstanding with
no evidence of linking opinions &
reasons using words, clauses and
phrases. Provide logical ordered
reasons that are supported by
facts and details.
There is a misunderstanding of
how to structure a paragraph
correctly.
The writing shows a lack of
organization and
misunderstanding. There is no
evidence of summarizing. There
are no evidence of link ideas
within categories of information
using words and phrases.
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
accomplished understanding
of using their 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.
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: ________________
Expert
4
Practitioner
3
Apprentice
2
There are no spelling errors and
it is
easy to read.
There are very few accomplished
spelling errors that do not interrupt the
reader’s flow.
The spelling errors are
emerging, which somewhat
interrupts 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 accomplished and
used correctly. The punctuation
is beginning to be used within
the sentence.
There is an accomplished use of
capitals that are used correctly.
MECHANICS
Spelling
Punctuation
Capitalization
Grammar
Sentence
Fluency
Capitals are always used
correctly.
Use of nouns, verbs, adverbs,
adjectives, pronouns, and all
word tenses are always used
correctly.
All sentences are well
developed including a
subject and predicate.
Grade: ________________
Use of nouns, verbs, adverbs,
adjectives, pronouns, and word tenses
are mostly used correctly.
Most sentences are well
developed including a subject
and predicate.
Novice
1
There is a misunderstanding of
how to spell words correctly;
There are several spelling errors,
which clearly interrupt the
reader’s flow.
Some punctuation errors.
The punctuation errors are
emerging.
There is a misunderstanding
with an insufficient lack
of punctuation.
Capitalization errors are
somewhat emerging.
There is a misunderstanding of
how to correctly use capital
letters.
Little or no correct usage of
nouns, verbs, adverbs,
adjectives, pronouns, and word
tenses.
There is a misunderstanding of
how to write well developed
sentences.
Some correct usage of nouns,
verbs, adverbs, adjectives,
pronouns, and word tenses.
Some sentences are well
developed including a
subject and predicate.
Narrative Account - Fifth Grade
Practitioner
3
CONTENT
Expert
4
Theme (Ideas)
The writing develops
complex characters and/or
narrator and describes their
feelings; shows the response
to situations. Organize an
event sequence that unfolds
naturally.
Content
Paragraphs
Flow/Organization
(Summary)
Voice/Tone
(Engagement)
The writing establishes a
real or imagined complex
experience including point
of view, setting and series
of events. Uses complex
dialogue and description to
develop experiences and
events or show the
responses of characters’
situations.
All paragraphs include
introductory sentence,
explanations and a
concluding sentence. Five
or more sentences are
written.
The student provides a wellorganized introduction,
body and conclusion.
The student shows deep
involvement with the topic
and completely engages the
reader with the use of
dialogue, transitional words,
phrases and clauses.
Prior Knowledge
It is evident the student
used 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.
Apprentice
2
Novice
1
There is a misunderstanding and
the writer does not develop
characters and/or narrator and
describes their feelings; shows the
response to situations. There is a
misunderstanding of how to
properly organize an event
sequence that unfolds naturally.
The writing is accomplished and
develops characters and/or
narrator and describes their
feelings; shows the response to
situations. Organize an event
sequence that unfolds naturally.
The writing is emerging and
develops characters and/or
narrator and describes their
feelings; shows the response to
situations. Somewhat organizes
an event sequence that unfolds
naturally.
The writing is accomplished and
establishes a real or imagined
experience including point of
view, setting and series of events.
Uses dialogue and description to
develop experiences and events or
show the responses of characters’
situations.
The writing is emerging and
establishes a somewhat real or
imagined experience including
point of view, setting and series
of events. Some what uses
dialogue and description to
develop experiences and events or
show the responses of characters’
situations.
There is a misunderstanding and
the writer does not establish a real
or imagined experience including
point of view, setting and series
of events. Does not use dialogue
and description to develop
experiences and events or show
the responses of characters’
situations.
Most paragraphs are
accomplished and include an
introductory sentence,
explanations, and/or concluding
sentence. Five sentences are
written.
The accomplished report is
organized with an introduction,
body and conclusion.
Some paragraphs are emerging
and include an introductory
sentence, explanations, and/or
concluding sentence. Less then
five sentences are written.
There is a misunderstanding of
how to structure a paragraph
correctly.
The writing is emerging and
organized.
The writing shows a lack of
organization and
misunderstanding.
The accomplished writing piece
mostly engages the reader with
the use of dialogue, transitional
words, phrases and clauses.
The emerging writing piece
engages the reader with the use of
dialogue, transitional words,
phrases and clauses.
There is a misunderstanding and
the writer does not engage the
reader and does not use dialogue,
transitional words, phrases and
clauses.
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.
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.
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
Spelling
There are no spelling errors and it
is
easy to read.
Punctuation
Capitalization
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 always used correctly.
All sentences are well
developed including a subject
Sentence Fluency
and predicate.
Grade: ________________
Grammar
Practitioner
3
There are very few
accomplished spelling errors that
do not interrupt the reader’s
flow.
Periods, quotation marks,
and commas are
accomplished and used
correctly. The punctuation
is beginning to be used
within the sentence.
There is an accomplished
use of capitals that are used
correctly.
Use of nouns, verbs, adverbs,
adjectives, pronouns, and word
tenses are mostly used correctly.
Most sentences are well
developed including a
subject and predicate.
Apprentice
2
The spelling errors are
emerging, which somewhat
interrupts the reader’s flow.
Novice
1
There is a misunderstanding of how to
spell words correctly; There are several
spelling errors, which clearly interrupt
the reader’s flow.
Some punctuation errors.
The punctuation errors are
emerging.
There is a misunderstanding with an
insufficient lack
of punctuation.
Capitalization errors are
somewhat emerging.
There is a misunderstanding of how to
correctly use capital letters.
Some correct usage of nouns,
verbs, adverbs, adjectives,
pronouns, and word tenses.
Some sentences are well
developed including a
subject and predicate.
Little or no correct usage of nouns,
verbs, adverbs, adjectives, pronouns,
and word tenses.
There is a misunderstanding of how to
write well developed sentences.
Opinion Pieces on Topics/Persuasive Writing – Grade 5
CCSS Language &
Writing Criteria
•
•
•
•
•
Purpose
Context
Focus/controlling idea
(opinion)
Evidence of
understanding the topic
Expert
4
•
•
 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, causeeffect,
problem-solution)
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)
•
•
•
•
•
•
•
•
•
•
•
•
Practitioner
3
Context may have a
compelling intro or
“hook” (e.g. quote,
action, personal
remark, question)
Maintains clear focus
controlling idea
(opinion) with a
summary and
reflection
Relevant connection
made between topic
and broader idea(s)
Clear, consistent
coherence and
organization
Ideas logically
organized
Intro, body, and
conclusion support
focus/reasons
A variety of
transitions effectively
connect support/
ideas and reasons
•
Elaborates using a
variety of relevant
details, examples,
quotes, and text
evidence to support
focus
Gives four or more
details
Includes depth of
information,
precise/relevant
elaboration,
figurative language,
etc.
Voice/Tone reflects
personal style, point
of view, and
individual insights/
knowledge
Uses effective,
precise vocabulary
and a variety of
sentence structure
•
Uses resources to
edit
Has few or no errors
in grammar and word
usage
Mechanics does not
interfere with
reader’s
understanding
•
•
•
•
•
•
•
•
•
•
•
•
•
Apprentice
2
Intro identifies
topic (context)
and focus
Idea (opinion) is
clearly stated
Describes the
topic with a short
summary and
analysis/reflectio
n
•
Has coherence
and organization
Intro, body, and
concluding
statement or
section support
the focus
Sequences and
groups have
related ideas
Transitions
appropriately
connect and
support facts and
reasons
Details (facts,
text evidence,
descriptions,
comparisons,
etc.) support the
opinion and
reasons
Gives three
reasons per bullet
Reasons are
elaborated on
using relevant
descriptive
details
Voice/Tone
reflects personal
expression and
knowledgeable
viewpoint
Appropriate use
of vocabulary
and some variety
of sentence
structure (simple,
compound,
complex)
Uses resources to
edit
Minor errors in
grammar and
word usage
Mechanics do not
interfere with
reader’s
understanding
•
•
•
•
•
•
•
•
•
•
•
Novice
1
Intro has some
appropriate
background/context
Has topic and
attempts a focus
(opinion), but focus
may shift or not be
relevant to the topic
May be limited to a
general summary
with no
analysis/reflection
•
Has basic
organizational
structure, but may
need some
organization within
paragraphs (e.g.
topic sentence,
grouping ideas) or
parts may not be
fully developed
Uses basic
transitions to
connect
ideas/reasons
•
Some elaboration
strategies are
evident
Ideas may not be
fully
elaborated/explaine
d or details may be
insufficient to
support opinion
•
Attempts to add
details which
may be random,
generic (e.g.
hard, nice,
funny),
inaccurate or
irrelevant to
support
opinion/analysis
Attempts own
personal expression
(voice/tone) with
point of view
Meaning is mostly
clear, but
vocabulary and
sentence structure
may lack variety or
does not enhance
meaning
•
Generally uses
basic, incorrect,
or below grade
level vocabulary
and sentence
structure.
Sentences or
wording may be
choppy
Uses resources to
edit
Uses grade
appropriate words
with minimal errors
Basic grammar and
usage
•
•
•
•
•
•
•
Intro has no
context or the
context is
confusing
Has a topic but
lacks focus
(opinion) or may
have more than
one topic
Attempts
introduction,
body, and
conclusion ,with
little organization
among the parts
(e.g. ideas run
together) or
within parts
May seem
choppy
Ideas lack overall
coherence
Uses resources to
edit
Consistent errors
with grade
appropriate
words
Basic grammar
and usage
5th Grade Literacy Checklist
_Child can demonstrate competency when reading a variety of literary forms: Fiction, Non-Fiction, Poetry
_Child can do the writing process by organizing writing in a graphic organizer before writing a story
_Child is able to appreciate different authors craft including humor, imagery, figurative language
_Child can activate prior knowledge and use it when discussing or writing about a story
_Child can write at least a 4 paragraph organized story about a self selected topic
_Child can apply each skill, strategy or concept learned correctly and independently
_Child chooses and understands different genres to read during independent reading
_Child is able to summarize story orally, including clear descriptive words
_Child can use the 6 writing traits in one piece of writing
_Child can question himself while reading beginning, middle and end of story
_Child can apply skills and strategies to other content areas
_Child is able to make a clear inference about a piece of text
_Child can respond to critical thinking questions appropriately
_Child can use new, age appropriate vocabulary correctly
_Child can use alphabetical order to locate information
_Child can read and define most advanced sight words
_Child can establish purpose of reading a specific text
_Child notices mistakes and self corrects while writing
_Child can read level____book with fluency
_Child can take notes while reading a story
_Child can acquire new, age appropriate vocabulary
_Child uses good reading strategies while reading
_Child can take notes while listening to a story
_Child reads with expression
_Child notices mistake and self corrects while reading
_Child can contribute orally in cooperative groups
_Child can understand level___book with fluency
_Child uses rubric to evaluate own writing
_Child can spell age appropriate words correctly
_Child can pick “just right” book