2014-2015 – Common Core-Aligned Writing Rubric – INFORMATIVE – Grade 5
STUDENT PROMPT: How do plants use photosynthesis to survive? Write an informative article, using information from the video and articles, to explain how plants
use the process of photosynthesis.
q Write about how plants use photosynthesis to survive.
q Write a clear introduction.
q Provide a focus, and group related information logically. Include headings or other formatting when helpful.
q Develop the topic with facts, definitions, examples, and details from the provided sources.
q Using linking words and phrases to connect ideas and information.
q Provide a concluding statement or section related to your information.
q Proofread for spelling, punctuation, and grammar.
COMMON CORE STATE STANDARDS TESTED IN THIS WRITING PROMPT
WRITING Standard 2 (W2): Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce topics clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
e. Provide a concluding statement or section related to the information or explanation presented.
WRITING Standard 4 (W4): Produce clear and coherent writing, including multiple paragraph texts, in which the development and organization are appropriate to task, purpose,
and audience.
WRITING Standard 8 (W8): Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in
notes and finished work, and provide a list of sources.
LANGUAGE Standard 1 (L1): Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
c. Use verb tense and (Gr 4) modal auxiliaries (e.g., can, may, must) to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.
f. (Gr 4) Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
g. (Gr 4) Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).
LANGUAGE Standard 2 (L2): Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. (Gr4) Use correct capitalization.
b. Use a comma to separate an introductory element from the rest of the sentence, and (Gr4) with quotation marks to mark direct speech and quotations from a text.
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
LANGUAGE Standard 3 (L3): Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.
b. Choose punctuation for effect.
LANGUAGE Standard 6 (L6): Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that
signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
2014-2015 LAUSD INTERIM ASSESSMENTS – ELEMENTARY LITERACY – GRADE 5
Score
“The
response…
”
4
“The
response…
”
3
Establishment of Informative
Focus and Organization
Development:
Elaboration and Language
Statement of Purpose/Focus
Organization
Elaboration of Narrative
…Is fully sustained and
consistently and
purposefully focused:
• Score point 3 plus relevant
observation and focus
maintained throughout. (W2a)
• Effective concluding
statement. (W2e)
• Score point 3 plus
development and
organization strongly
maintained throughout. (W4)
…Has a clear and effective
organizational structure
creating unity and
completeness:
• Develops topic with key
facts, definitions, concrete
details, quotations, or other
information and examples
related to the topic. (W2b)
• Ideas well linked within and
across categories of
information using different
words, phrases, and clauses
(W2c)
…Provides thorough
and convincing
support/ evidence for
the main idea that
includes the effective
use of sources, facts,
and details:
…Is adequately sustained and
generally focused:
• Introduces a topic or text clearly,
provides a general observation
and focus, and groups related
information logically; include
formatting (e.g. headings),
illustrations, and multimedia
when useful to aiding
comprehension. (W2a)
• Produces a concluding
statement or section related to
the information or explanation
presented. (W2e)
• Produce clear and coherent
multi-paragraph writing in which
the development and
organization are appropriate to
task, purpose, and audience.
(W4)
…Has a recognizable
organizational structure,
though there may be
minor flaws and some
ideas loosely connected:
• Develops the topic with
facts, definitions, concrete
details, quotations, or
other information and
examples related to the
topic. (W2b)
• Ideas linked adequately
within and across
categories of information
using words, phrases,
and clauses (e.g., in
contrast, especially).
(W2c)
LAUSD Interim Literacy Assessment #2 – INFORMATIVE – Grade 5
• Clear and relevant
information from
multiple sources is
skillfully integrated.
(W8)
…Provides
adequate
support/
evidence for
the main idea
that includes
the use of
sources,
facts, and
details:
• Clear and
relevant
information
from
multiple
sources is
paraphrased
and
adequately
integrated.
(W8)
Language and
Vocabulary
…Clearly and
effectively
expresses
ideas, using
precise
language:
Conventions of
Standard English
Grammar & Usage
Punctuation, Spelling,
Capitalization
…Strong command of
conventions with few if any
errors in:
…Strong command of
conventions with few if any
errors in:
• Elements of score point 3
• Elements of score point 3
• Elements of
score point 3
• Use of
punctuation for
effect.
(L3bGr4*)
…Adequately expresses
ideas, employing a mix
of precise with more
general language:
• Expands, combines, and
reduces sentences for
meaning, reader/ listener
interest, & style. (L3a)
• Choice of words and
phrases conveys ideas
precisely. (L3a Gr4*)
• Use of general academic
and domain-specific
words and phrases,
including those that
signal contrast, addition,
and other logical
relationships (examples
on Lang Std 6, p.1 of this
rubric. (L6)
Rev. 11-18-14
…Demonstrates adequate
command of conventions
with some errors but no
systematic patterns
displayed in the:
…Demonstrates adequate
command of conventions
with some errors but no
systematic patterns
displayed in:
• Correct use of verb tense
and modal auxiliaries to
convey various times,
sequences, states, &
conditions.
(L1c Gr 4&5)
• Recognition and correction
of inappropriate shifts in
verb tense. (L1d)
• Production of complete
sentences, correcting
inappropriate run-ons and
fragments. (L1f Gr4)
• Capitalization (L2a Gr4)
• Use of frequently confused
words (e.g. there, their).
(L1g Gr4*)
• Correct use of commas: to
separate an introductory
element from the rest of the
sentence. (L2b), before a
coordinating conjunction in a
compound sentence.
(L2cGr4), and with quotation
marks to mark direct speech
and quotations from text
(L2bGr4).
• Use of quotation marks,
underlining, or italics to
indicate titles of works. (L2d)
• Spelling of grade-appropriate
words correctly, consulting
references as needed. (L2e)
12 2014-2015 LAUSD INTERIM ASSESSMENTS – ELEMENTARY LITERACY – GRADE 5
Score
“The
response…
”
2
“The
response…
”
1
Establishment of Informative
Focus and Organization
Development:
Elaboration and Language
Statement of Purpose/Focus
Organization
Elaboration of Narrative
…Is somewhat sustained and
may have a minor drift in focus:
• Introduces a topic weakly
focused providing a general
observation. Some related
information grouped logically.
Formatting, illustrations, and
multimedia may not be present
may not be present to aid
comprehension.
• Concluding statement or section
may be weak and poorly related
to the information or explanation
presented.
• Focus may be insufficiently
sustained for the task, purpose,
and audience across multiple
paragraphs.
…Has an
inconsistent
organizational
structure, and
flaws are evident:
• Weakly develops
the topic with few
or poor facts,
definitions, details,
quotations, or
other information
and examples.
• Inconsistent use
of linking words or
phrases within
and across
categories of
information.
…Provides uneven,
cursory
support/evidence for
the main idea that
includes partial or
uneven use of
sources, facts, and
details:
…May be related to the topic but
may provide little or no focus:
• Introduction or conclusion may
not be connected to the topic or
present.
• Focus may be confusing or
ambiguous.
• May be very brief.
…Has little or no
discernable
organizational
structure:
• Frequent
extraneous ideas
may intrude.
• Few or no linking
words.
…Provides minimal
support/evidence for
the main idea that
includes little or no
use of sources, facts,
and details:
• Some evidence from
sources weakly
integrated, imprecise
or repetitive,
references may be
vague.
Conventions of
Standard English
Language and Vocabulary
Grammar & Usage
…Unevenly expresses
ideas, using simplistic
language:
…Demonstrates a partial
command of conventions
with frequent errors in the:
• Some sentences are
expanded, combined, and
reduced for meaning,
interest, style.
• Correct use of verb tense to
convey various times,
sequences, states, and
conditions.*
• Weak or imprecise choice
of words and phrases to
convey ideas.
• Use of modal auxiliaries
(e.g., can, may, must) to
convey various conditions.
• Poor or imprecise use of
general academic and
domain-specific words
and phrases.
• Production of complete
sentences, correcting
inappropriate run-ons and
fragments.*
• Use of frequently confused
words.* • Evidence from source
materials is minimal
or irrelevant.
…Expresses ideas
vaguely, lacks clarity, or
is confusing:
• Word choice can be
confusing/unclear.
…Demonstrates a lack of
command of conventions:
• Errors are frequent and
severe and meaning is often
obscured.
• Only conversational
language used.
Punctuation, Spelling,
Capitalization
…Demonstrates a partial
command of
conventions:
• Capitalization
• Use of comma to
separate an introductory
element from the rest of
the sentence.
• Use of quotation marks,
underlining, or italics to
indicate titles of works.
• Spelling gradeappropriate words
correctly, consulting
references as needed.
…Demonstrates a lack
of command of
conventions:
• Errors are frequent and
severe and meaning is
often obscured.
Accommodations
and Supports
Students with disabilities who participate in the District general education program should take the assessments at their assigned grade level
(including students in special day classes).
The assessments should be given with the accommodations or modifications specified in the IEP or 504 Plan. (REF-6327.1)
Note what was done with the student before the student wrote the assessment:
q
Vocabulary word bank
q Shared or interactive writing
q Graphic organizer
q
Language frames
q Other ________________________________
Language in bold on rubric is from SBAC (Smarter Balanced Assessment Consortium) rubrics.
*Skills marked with an asterisk in Language standards are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing.
LAUSD Interim Literacy Assessment #2 – INFORMATIVE – Grade 5
Rev. 11-18-14
13