Using the Student-Friendly Rubric

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Using the Student-Friendly STAAR Rubric

On the STAAR assessment (both narrative and expository), there are three dimensions of quality that are used in evaluation:

• Organization and Progression of the Essay

• Development of Ideas

• Use of Language and Writing conventions

The official writing rubrics can be downloaded from the TEA website and/or the Elementary ELAR Department website. Teacher should examine them critically to help with planning instruction.

The Rubric for Narrative Writing (Personal Narrative) is similar to the rubric for Expository Writing, but with a few important differences (structure, presentation of ideas (organization), style, and voice.

Students should become familiar with the expectation for high-quality writing in each genre, and the Humble ISD Student-Friendly Rubric is a good way to introduce the criteria for each kind of writing to them.

Students should score their own paper using the rubric, and then the teacher should give the paper a second score. Over time, and with conversation and feedback, students will begin looking for the same characteristics that the teacher is looking for.

When students fully understand this rubric, they can begin evaluating their peers’ papers.

Name Elementary STAAR Writing Rubric

Humble ISD

|Personal Narrative – Student Friendly Rubric |

| | |Score Point 4 |Score Point 3 |Score Point 2 |Score Point 1 |

| | |Accomplished |Satisfactory |Basic |Very Limited |

|Organiz|Structu|Narrative (structure) is organized |Narrative (structure) is mostly |Narrative (structure) is struggling |Narrative (structure) is not |

|ation\P|re |and appropriate for the purpose and |organized and appropriate for the |to be organized and not always |organized and not appropriate for the|

|rogress| |demands of writing prompt (to |purpose and demands of writing prompt|appropriate for the purpose and |purpose and demands of writing prompt|

|ion | |entertain.) |(to entertain.) |demands of writing prompt (to |(to entertain.) |

| | |Paper is well planned. |Paper is generally planned. |entertain.) |Paper is not planned. |

| | |Skillfully shares experience by |Shares experience by using narrative |Paper is somewhat planned. |The experience is not conveyed to the|

| | |effectively using narrative |craft/techniques so that the reader |Shares some sense of the experience |reader due to lack of narrative |

| | |craft/techniques so that the reader |is engaged. |with the reader by using narrative |craft/techniques. |

| | |becomes a part of the experience. | |craft/techniques. | |

| |Focus |All details support the narrative. |Most details support the narrative. |Some details do not support the |Many of the details do not add to the|

| | |Narrow focus on a personal experience|Generally maintains narrow focus on a|narrative. |narrative. |

| | |enhances writing. |personal experience throughout paper.|Difficulty maintaining focus on a |Lack of focus on a specific personal |

| | | | |specific personal experience |experience. |

| | | | |throughout paper. | |

| |Progres|Meaningful transitions. |Meaningful transitions for the most |Weak transitions. |Lacking transitions. |

| |sion |Strong sentence-to-sentence |part. |Sentence-to-sentence connections are |Sentence-to-sentence connections are |

| | |connections. |Sentence-to-sentence connections are |weak and do not support the flow of |not evident and makes the narrative |

| | | |sufficient to support the flow of the|the narrative. |hard to follow or unclear. |

| | | |narrative. |Wordiness or repetition sometimes |Wordiness or repetition causes |

| | | | |disrupts the flow of the narrative. |serious disruptions in the flow of |

| | | | | |the narrative. |

|Development of |Includes specific details that add to|For the most part, personal details |Minimal details or details are not |Details are weak, inappropriate, |

|Ideas |the narrative. |add to the narrative. |specific enough. |unclear or do not support the |

| |The writer establishes a thoughtful |The writer establishes a realistic |Narrative reflects little or no |narrative. |

| |and engaging realistic situation for |situation for the reader. |thoughtfulness. |Narrative is confusing due to unclear|

| |the reader. |Gives some sense of why the |Gives little sense of why the |details. |

| |Gives a good sense of why the |experience was important to the |experience is important to the |Writer fails to establish a realistic|

| |experience was important to the |writer. |writer. |situation. |

| |writer. | | | |

|Use of |Word |The writer chooses vivid words and |The writer generally chooses specific|The writer chooses basic words that |The writer chooses words that get in |

|Languag|Choice |phrases that make the narrative come |words and phrases that make the |limit the narrative from being clear.|the way of the narrative from being |

|e/Conve| |alive and tell its importance |narrative clear. | |clear. |

|ntions | | | | | |

| |Sentenc|The writer uses a variety of |Most of the writer’s sentences are |The story has some simple, short |The narrative has too many simple, |

| |e |sentences and every sentence is |varied and are important to the |sentences, fragments or run-ons that |short sentences, fragments or run-ons|

| |Fluency|important to the message. |message, |limit the narrative from making |so that the narrative does not make |

| | | | |sense. |sense. |

| |Convent|The writer consistently uses correct |The writer adequately uses correct |The writer only partially uses |The writer has many spelling, |

| |ions |spelling, punctuation, |spelling, punctuation, |correct spelling, punctuation, |punctuation, capitalization, grammar |

| | |capitalization, grammar, and verb |capitalization, grammar, and verb |capitalization, grammar, and verb |and verb tense mistakes disrupting |

| | |tense to strengthen the narrative. |tense to strengthen the narrative. |tense disrupting the flow of the |the flow of the narrative and |

| | | | |narrative. |interferes with meaning. |

Name Elementary STAAR Writing Rubric

Overall Score: 1 2 3 4 = % Humble ISD

|Personal Narrative – Student Friendly Rubric |

| | |Score Point 4 |Score Point 3 |Score Point 2 |Score Point 1 |

| | |Accomplished |Satisfactory |Basic |Very Limited |

| | |98/95/92 |88/85/82 |78/75/72 |68/65/62 |

|Organiz|Structu|Narrative (structure) is organized |Narrative (structure) is mostly |Narrative (structure) is struggling |Narrative (structure) is not |

|ation\P|re |and appropriate for the purpose and |organized and appropriate for the |to be organized and not always |organized and not appropriate for the|

|rogress| |demands of writing prompt (to |purpose and demands of writing prompt|appropriate for the purpose and |purpose and demands of writing prompt|

|ion | |entertain.) |(to entertain.) |demands of writing prompt (to |(to entertain.) |

| | |Paper is well planned. |Paper is generally planned. |entertain.) |Paper is not planned. |

| | |Skillfully shares experience by |Shares experience by using narrative |Paper is somewhat planned. |The experience is not conveyed to the|

| | |effectively using narrative |craft/techniques so that the reader |Shares some sense of the experience |reader due to lack of narrative |

| | |craft/techniques so that the reader |is engaged. |with the reader by using narrative |craft/techniques. |

| | |becomes a part of the experience. | |craft/techniques. | |

| |Focus |All details support the narrative. |Most details support the narrative. |Some details do not support the |Many of the details do not add to the|

| | |Narrow focus on a personal experience|Generally maintains narrow focus on a|narrative. |narrative. |

| | |enhances writing. |personal experience throughout paper.|Difficulty maintaining focus on a |Lack of focus on a specific personal |

| | | | |specific personal experience |experience. |

| | | | |throughout paper. | |

| |Progres|Meaningful transitions. |Meaningful transitions for the most |Weak transitions. |Lacking transitions. |

| |sion |Strong sentence-to-sentence |part. |Sentence-to-sentence connections are |Sentence-to-sentence connections are |

| | |connections. |Sentence-to-sentence connections are |weak and do not support the flow of |not evident and makes the narrative |

| | | |sufficient to support the flow of the|the narrative. |hard to follow or unclear. |

| | | |narrative. |Wordiness or repetition sometimes |Wordiness or repetition causes |

| | | | |disrupts the flow of the narrative. |serious disruptions in the flow of |

| | | | | |the narrative. |

|Development of |Includes specific details that add to|For the most part, personal details |Minimal details or details are not |Details are weak, inappropriate, |

|Ideas |the narrative. |add to the narrative. |specific enough. |unclear or do not support the |

| |The writer establishes a thoughtful |The writer establishes a realistic |Narrative reflects little or no |narrative. |

| |and engaging realistic situation for |situation for the reader. |thoughtfulness. |Narrative is confusing due to unclear|

| |the reader. |Gives some sense of why the |Gives little sense of why the |details. |

| |Gives a good sense of why the |experience was important to the |experience is important to the |Writer fails to establish a realistic|

| |experience was important to the |writer. |writer. |situation. |

| |writer. | | | |

|Use of |Word |The writer chooses vivid words and |The writer generally chooses specific|The writer chooses basic words that |The writer chooses words that get in |

|Languag|Choice |phrases that make the narrative come |words and phrases that make the |limit the narrative from being clear.|the way of the narrative from being |

|e/Conve| |alive and tell its importance |narrative clear. | |clear. |

|ntions | | | | | |

| |Sentenc|The writer uses a variety of |Most of the writer’s sentences are |The story has some simple, short |The narrative has too many simple, |

| |e |sentences and every sentence is |varied and are important to the |sentences, fragments or run-ons that |short sentences, fragments or run-ons|

| |Fluency|important to the message. |message, |limit the narrative from making |so that the narrative does not make |

| | | | |sense. |sense. |

| |Convent|The writer consistently uses correct |The writer adequately uses correct |The writer only partially uses |The writer has many spelling, |

| |ions |spelling, punctuation, |spelling, punctuation, |correct spelling, punctuation, |punctuation, capitalization, grammar |

| | |capitalization, grammar, and verb |capitalization, grammar, and verb |capitalization, grammar, and verb |and verb tense mistakes disrupting |

| | |tense to strengthen the narrative. |tense to strengthen the narrative. |tense disrupting the flow of the |the flow of the narrative and |

| | | | |narrative. |interferes with meaning. |

Name Elementary STAAR Writing Rubric

Humble ISD

|Expository Writing – Student Friendly Rubric |

| | |Score Point 4 |Score Point 3 |Score Point 2 |Score Point 1 |

| | |Accomplished |Satisfactory |Basic |Very Limited |

|Organiz|Structu|Introduction and conclusion support |Introduction & conclusion, for the |Introduction and conclusion, |Introduction & conclusion are minimal|

|ation\P|re |the central idea. |most part, support the central idea. |somewhat, support the central idea. |and don’t support central idea. |

|rogress| |Organizes information in a structure |Organizes information, for the most |Organizes information, somewhat, in a|Information is organized |

|ion | |appropriate for expository writing. |part, in a structure appropriate for |structure appropriate for expository |inappropriately or is not evident for|

| | | |expository writing. |writing. |expository writing. |

| |Focus |The writer has a clear central idea. |The writer has a clear central idea. |The writer has a weak or unclear |The central idea is missing, unclear,|

| | |All ideas strongly relate to the |Most ideas strongly relate to the |central idea. |or does not make sense. |

| | |central idea and keep the paper |central idea and generally keep the |Most ideas generally relate to the |Even though most ideas generally |

| | |focused, specific to the prompt |paper focused, specific to the prompt|topic specified in the prompt but |relate to the topic, the essay is |

| | |(stays on topic.) |(stays on topic.) |adding irrelevant information |hard to follow because it has extra |

| | | | |interferes with the focus of the |information and/or shifts from one |

| | | | |essay. |idea to another (fails to keep |

| | | | | |focused.) |

| |Progres|Meaningful transitions. |Sufficient meaningful transitions. |Wordiness or repetition disrupts the |Wordiness or repetition causes |

| |sion |Strong sentence-to- sentence |Sentence-to-sentence connections are |flow of the essay. |serious disruptions in the flow of |

| | |connections. |sufficient to support the flow of the|Weak transitions. |the essay. |

| | |Paper is controlled and flows |essay. |Sentence-to-sentence connections are |Ideas are random. |

| | |smoothly. |Ideas are generally logical and |weak and do not support the flow of |Lacking transitions. |

| | |Ideas are organized logically. |controlled. |the essay. |Serious disruptions in flow of essay.|

| | | | |Ideas are not always logical and | |

| | | | |controlled. | |

|Development of |Examples and details are very clear, |Examples and details are |Examples and details aren’t always |Examples and details are weak, |

|Ideas |well chosen. |satisfactory. |appropriate. |inappropriate, unclear, or incomplete|

| |Details support the central idea and |Details support the central idea and |Details don’t really support the |in the essay. |

| |add depth to the essay. |add some depth to the essay. |central idea and are surface-level. |Response to the prompt is unclear or |

| |Essay is thoughtful and engaging. |Essay has original ideas and reflects|Essay reflects little or no |weakly linked. |

| |Thorough understanding of the writing|some thoughtfulness. |thoughtfulness. |The writer doesn’t understand |

| |task. |Good understanding of the writing |Writer’s response to the prompt |expository writing. |

| | |task. |follows a specified pattern | |

| | | |(formulaic.) | |

| | | |Limited understanding of the writing | |

| | | |task. | |

|Use of |Word |Word choice is clear and concise. |Word choice is mostly clear and |Word choice may be general or |Word choice may be vague and |

|Languag|Choice |Effective word choice enhances the |specific. |imprecise. |confusing. |

|e/Conve| |essay. |Generally effective word choice |Word choice limits the essay. |Word choice takes away from the |

|ntions | |Maintains a tone appropriate to |assists the essay. |Tone is not appropriate to expository|essay. |

| | |expository writing. |Reflects an awareness of the tone |writing. |Tone is not established. |

| | |Keen awareness of expository purpose |appropriate to expository writing. |Reflects a basic awareness of the |Reflects little or no awareness of |

| | |(to explain.) |General awareness of expository |expository purpose (to explain.) |the expository purpose (to explain.) |

| | | |purpose (to explain.) | | |

| |Sentenc|Sentences are purposeful, varied, and|Sentences are varied and adequately |Sentences are awkward and somewhat |Sentences are simplistic, awkward, or|

| |e |well controlled, |controlled, for the most part. |controlled. (Does every sentence have|uncontrolled, significantly limiting |

| |Fluency| | |a purpose? Are my sentences in the |the effectiveness of the essay. |

| | | | |best place, right order? Does my | |

| | | | |writing seem choppy?) | |

| |Convent|Writer shows consistent command of |Writer shows occasional grammar |Writer makes many mistakes the 4th |Writer makes many grammar, |

| |ions |grammar. |mistakes. |grade students should not be making. |punctuation, or spelling mistakes |

| | |Minor punctuation or spelling |Occasional punctuation or spelling | |which makes the writing difficult to |

| | |mistakes. |mistakes. | |read and understand. |

Name Elementary STAAR Writing Rubric

Overall Score: 1 2 3 4 = % Humble ISD

|Personal Narrative – Student Friendly Rubric |

| | |Score Point 4 |Score Point 3 |Score Point 2 |Score Point 1 |

| | |Accomplished |Satisfactory |Basic |Very Limited |

| | |98/95/92 |88/85/82 |78/75/72 |68/65/62 |

|Organiz|Structu|Narrative (structure) is organized |Narrative (structure) is mostly |Narrative (structure) is struggling |Narrative (structure) is not |

|ation\P|re |and appropriate for the purpose and |organized and appropriate for the |to be organized and not always |organized and not appropriate for the|

|rogress| |demands of writing prompt (to |purpose and demands of writing prompt|appropriate for the purpose and |purpose and demands of writing prompt|

|ion | |entertain.) |(to entertain.) |demands of writing prompt (to |(to entertain.) |

| | |Paper is well planned. |Paper is generally planned. |entertain.) |Paper is not planned. |

| | |Skillfully shares experience by |Shares experience by using narrative |Paper is somewhat planned. |The experience is not conveyed to the|

| | |effectively using narrative |craft/techniques so that the reader |Shares some sense of the experience |reader due to lack of narrative |

| | |craft/techniques so that the reader |is engaged. |with the reader by using narrative |craft/techniques. |

| | |becomes a part of the experience. | |craft/techniques. | |

| |Focus |All details support the narrative. |Most details support the narrative. |Some details do not support the |Many of the details do not add to the|

| | |Narrow focus on a personal experience|Generally maintains narrow focus on a|narrative. |narrative. |

| | |enhances writing. |personal experience throughout paper.|Difficulty maintaining focus on a |Lack of focus on a specific personal |

| | | | |specific personal experience |experience. |

| | | | |throughout paper. | |

| |Progres|Meaningful transitions. |Meaningful transitions for the most |Weak transitions. |Lacking transitions. |

| |sion |Strong sentence-to-sentence |part. |Sentence-to-sentence connections are |Sentence-to-sentence connections are |

| | |connections. |Sentence-to-sentence connections are |weak and do not support the flow of |not evident and makes the narrative |

| | | |sufficient to support the flow of the|the narrative. |hard to follow or unclear. |

| | | |narrative. |Wordiness or repetition sometimes |Wordiness or repetition causes |

| | | | |disrupts the flow of the narrative. |serious disruptions in the flow of |

| | | | | |the narrative. |

|Development of |Includes specific details that add to|For the most part, personal details |Minimal details or details are not |Details are weak, inappropriate, |

|Ideas |the narrative. |add to the narrative. |specific enough. |unclear or do not support the |

| |The writer establishes a thoughtful |The writer establishes a realistic |Narrative reflects little or no |narrative. |

| |and engaging realistic situation for |situation for the reader. |thoughtfulness. |Narrative is confusing due to unclear|

| |the reader. |Gives some sense of why the |Gives little sense of why the |details. |

| |Gives a good sense of why the |experience was important to the |experience is important to the |Writer fails to establish a realistic|

| |experience was important to the |writer. |writer. |situation. |

| |writer. | | | |

|Use of |Word |The writer chooses vivid words and |The writer generally chooses specific|The writer chooses basic words that |The writer chooses words that get in |

|Languag|Choice |phrases that make the narrative come |words and phrases that make the |limit the narrative from being clear.|the way of the narrative from being |

|e/Conve| |alive and tell its importance |narrative clear. | |clear. |

|ntions | | | | | |

| |Sentenc|The writer uses a variety of |Most of the writer’s sentences are |The story has some simple, short |The narrative has too many simple, |

| |e |sentences and every sentence is |varied and are important to the |sentences, fragments or run-ons that |short sentences, fragments or run-ons|

| |Fluency|important to the message. |message, |limit the narrative from making |so that the narrative does not make |

| | | | |sense. |sense. |

| |Convent|The writer consistently uses correct |The writer adequately uses correct |The writer only partially uses |The writer has many spelling, |

| |ions |spelling, punctuation, |spelling, punctuation, |correct spelling, punctuation, |punctuation, capitalization, grammar |

| | |capitalization, grammar, and verb |capitalization, grammar, and verb |capitalization, grammar, and verb |and verb tense mistakes disrupting |

| | |tense to strengthen the narrative. |tense to strengthen the narrative. |tense disrupting the flow of the |the flow of the narrative and |

| | | | |narrative. |interferes with meaning. |

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