Grade 6 Informational Writing Rubric Criteria for Writing Emerging Content Development Topic: the writer introduces and examines a topic (provide a general observation and focus) to convey ideas and information (W6.2) Evidence: the writer develops the topic with facts and definitions to develop points (W6.2) Elaboration: writer uses explanations, analysis, and/or additional information relevant to topic (W6.2) Structure and Organization Organization: the writer groups related information together in paragraphs and sections (W6.4) Transitions: the writer uses linking words, phrases (and clauses) to connect ideas within and across categories of information (W6.2) Conclusion: the writer provides a concluding statement or section related to the information presented (W6.2) Progressing 1 2 Mastering Expectations 3 Topic is introduced with an engaging opening. Topic is introduced in an interesting manner, directing the interest and attention of the reader. Subtopics and their sequencing are given. Topic is introduced with a quote or an interesting fact that works to engage the reader. Subtopics and their sequence are laid out. Different kinds of facts and details such as numbers, names, and examples are included. Different aspects of a subject are explained. A variety of information such as examples, details, dates, and quotes are included. Little explanation or elaboration is made. Summarizes background information as well as shares internal thinking. To highlight the different aspects of the topic, a variety of information, including facts, quotations, examples, definitions, dates, concrete details and anecdotes, are used. To make the information understandable to the reader, the writer references earlier parts of the text, summarizes background information, raises questions, and expresses possible implications. Topic introduced in a compelling manner by providing context, significant fact, statistic, or anecdote. A clear focus of the topic is made with an explanation of how ideas and information will unfold. A comprehensive use of facts and concrete details are employed. Quotations, examples, definitions, dates, statistics, anecdotes, and descriptions are included. In addition to making the information understandable, writer also makes the information compelling. Questions, implications, and an analysis of the information is shared with the reader. Information is grouped into sections; paragraphs and sometimes chapters are used to separate the sections. Sections are mostly about the same thing. Headings and subheadings mat be used. Writing organized into a sequence of separate sections, using headings and subheadings to highlight and separate the sections. Sections are organized by the subtopic. Writing is focused on a particular subtopic/point of overall topic. Piece is organized into parts and structures that (compare /contrast, problem/solution, claim/support, sequence) used to organize. Topic sentences, transitions, formatting, and appropriate graphics, clarify structure of the piece and highlight main points. Use of words that signal how one piece of information is connected to others. For sequencing, words such as before, later, next, then, and after are used. To organize into sections or parts, words used such as another, also, and for example. Words such as consequently, as a result, and because of this, are used to show causation. When comparing information, words such as in contrast, in comparison, and especially, are used. Subheadings and/or clear introductory transitions are used to separate sections. Deliberate ordering of sections and sequencing of information creates cohesion. Structures such as compare/contrast, categories, or claim/support are used to organize information and ideas. There may be some sections written as argument, explanation, narrative, or procedure. Transitions are used to help connect ideas, information, and examples, and to imply relationships such as when material exemplifies, adds to, is similar to, explains, is a result of, or contrasts. Transitions such as similarly, therefore, as a result, in contrast to, and on the other hand, are used. Ending contains topic/subject as well as a suggested follow-­‐up action or final insight. Thoughts, feelings, and questions may be included in the ending. Ending contains a review of the main points, and may also offer final thoughts or questions to be pondered by the reader. Ending restates important ideas and offers the reader a final insight or implication to consider. Exceeding Expectations 4 Transitions used to link concepts with related information. Transitions help reader to follow from part to part, and make it clear when information is an example of a bigger idea, follows from an earlier point, introduces a new idea, or suggests a contrast. Transitions such as specifically, for instance, related to, just as, turning to, on the other hand, and however, are used. Ending reinforces and builds on the main point(s) in a way that makes the entire piece a cohesive whole. The ending may review the main points, respond to the points, or highlight the points’ significance. Grade 6 Informational Writing Rubric May 2015 Adapted from rubrics created by David Pook and by the Teachers College Reading and Writing Project 1 Grade 6 Informational Writing Rubric Criteria for Writing Emerging Clarity and Conventions Mechanics: the writer demonstrates command of the conventions of capitalization, spelling, and punctuation (L6.2) Grammar: the writer demonstrates command of the conventions of standard English grammar and usage (L6.1) Sentence Structure: the writer demonstrates knowledge of sentence construction (L6.1) Word Choice: the use of rich, colorful, precise language for function and for effect. (L6.3, L6.5, L6.6) Sources: the writer uses multiple sources, avoids plagiarism, and follows a standard format for citation (W6.8). Tone: the writer establishes tone appropriate to text type and genre (W6.1d) Progressing 1 2 Mastering Expectations 3 Exceeding Expectations 4 Many high-­‐frequency words, Tier II and domain-­‐specific vocabulary words are spelled conventionally. Some complex sentences are punctuated correctly with internal commas. Capitalization conventions followed most of the time. Past and present verbs are used appropriately and correctly. Modal auxiliaries (e.g., can, may, must) are used correctly and reflect understanding of message and context. Uses occasional mix of sentence lengths. Capitalization conventions are followed consistently. Underlining, quotation marks, or italics are used to indicate titles of works. All high frequency words as well as Tier II words are spelled correctly. All Tier II and domain-­‐specific words are spelled correctly. Punctuation (commas, parentheses, dashes) is used to set off nonrestrictive/parenthetical elements. All Tier II and domain-­‐specific words are spelled correctly. Verb tenses are used to convey various times, sequences, states, and conditions. The writer uses the perfect tense (I had walked) judiciously and effectively. Writer experiments with interesting, sophisticated, and varied sentences. Pronouns used are in the proper case (subjective, objective, possessive). Intensive pronouns such as myself, ourselves are used for emphasis. Pronouns used are in the proper case (subjective, objective, possessive). Intensive pronouns such as myself, ourselves are used for emphasis. Consistent use of varied sentence structure. Varied sentence structure (simple and complex) used consistently to highlight meaning. Uses words deliberately to educate readers, by emphasizing or repeating words that evoke emotion. Figurative language is used occasionally to draw the reader in and to clarify points. Uses vocabulary of experts and explains the key terms. Information and concepts are explained using exact phrases, comparisons, or images. Words used purposefully and with effect, influencing meaning and tone. Precise words, metaphors, images, anecdotes, and/or comparisons explain the intent and thinking of the writer. All vocabulary is intentional and relevant. Domain-­‐specific and technical vocabulary is used and defined when appropriate. Sources are used, but not cited. Sources are cited, though inconsistently. Careful and intentional word choice to explain information and ideas, as well as to affect the reader. Concrete details, comparisons, and/or images are used to explain information and concepts, and to keep reader engaged. Domain-­‐specific vocabulary is incorporated with defined terms, context clues, and parenthetical explanations, text boxes, or similar support. There are at least three sources that have been properly cited, using appropriate punctuation. To accomplish a teaching tone, some phrases such as that means, what that really means is, and let me explain are used infrequently. Uses a consistent inviting, teaching tone, using phrases such as that means, what this really means is, one way to think of this is. Teaching tone and a formal style is used when appropriate. Formal tone is used, though varied appropriately to engage the reader. There are numerous sources that have been properly cited, using appropriate punctuation. Grade 6 Informational Writing Rubric May 2015 Adapted from rubrics created by David Pook and by the Teachers College Reading and Writing Project 2