Georgia Grade 5 Writing Assessment: Scoring Rubric
Domain |5 |4 |3 |2 |1 | |
| |It is clear in every part of my paper that it |It is clear that my paper is a particular |It is clear that my paper is a |When you read my paper you will see |You can’t tell by reading my paper|
| |is a particular genre: narrative, persuasive, |genre: narrative, persuasive, response to |particular genre: narrative, |some ideas that will make you think |whether it is a particular genre: |
| |response to literature, or informational piece.|literature, or informational. |persuasive, response to |it is a particular genre: narrative, |narrative, persuasive, response to|
| |It is easy to tell what my paper is about all |It is easy to tell what my paper is about |literature, or informational. |persuasive, response to literature, |literature, or informational. |
|I |the way through. |all the way through. |It is easy to tell what my paper |or informational, but you won’t be |I am just starting to think about |
|D |I added details to explain and expand on all of|I added details to explain more of my |is about. |sure. |what I want to write. |
|E |my ideas (elaboration). |ideas to my reader (elaboration). |My details explain my ideas to my|It is hard to tell what my paper is |I wrote a few words but not really|
|A |I showed ideas in my paper and didn’t just tell|My details stick to the topic. |reader. |about. |any details. |
|S |about them. |I included specific details so my reader |Most of my details stick to the |I wrote a few details. |My paper is too short to develop |
| |My details stick to the topic. |understands my message. |topic. |Some details may not support my |my ideas. |
|(x 2) |I included specific details so my reader | |I included enough details so my |topic. | |
| |understands my message. | |reader understands my message. |My paper is not complete. | |
| | | |Parts of my paper have more | | |
| | | |information than others. | | |
| | | | | | |
| | | | | | |
| | | | | | |
| |My organization matches my writing genre. |My organization matches my writing genre. |Most of my organization matches |My organization does not match my |There is no organization in my |
|O |I have clearly sequenced the ideas within each |The ideas in my paper are in order. |my writing genre. |writing genre. |paper. |
|R |paragraph and across my paper. |My introduction sets the stage for my |Most of the ideas in my paper are|My paper repeats the same ideas over |My ideas are not in any sort of |
|G |My introduction sets the stage and hooks the |paper. |in order. |and over again (is formulaic). |order. |
|A |reader. |My conclusion wraps up my paper without |I included an introduction to my |A few of my ideas are in order. |I did not include an introduction |
|N |My conclusion wraps up my paper and satisfies |repeating the introduction. |topic. |I grouped ideas that do not go |and/or a conclusion. |
|I |my reader. |All of the ideas I have grouped together |My conclusion is clear and wraps |together. |I did not use transition words, or|
|Z |All of the ideas I have grouped together are |are similar. |up my paper. |I did not include an introduction, or|I did not use them correctly. |
|A |similar and are in a logical order. |I have used a variety of transition words |Most of the ideas I have grouped |it does not introduce my topic. |My paper is too short to show |
|T |I have used a variety of transition words to |to connect each part of my paper. |together are similar. |I did not include a conclusion, or my|organization. |
|I |connect parts of my paper, ideas, paragraphs, | |I have used transition words to |conclusion does not wrap up my paper.| |
|O |and sentences. | |connect each part of my paper. |I used the same transition words over| |
|N | | | |and over, or I used them incorrectly.| |
| | | | |My paper is too short to show | |
| | | | |organization. | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
|Domain |5 |4 |3 |2 |1 |
| |My paper sounds like narrative, persuasive, |My paper sounds like narrative, |My paper sounds like narrative, |Some of my paper sounds interesting, |My paper sounds boring. |
| |response to literature, or informational |persuasive, response to literature, or |persuasive, response to |and some of it does not. |I used boring, confusing, and |
| |writing all the way through. |informational writing all the way through.|literature, r informational |My paper sounds exactly like the way |unclear words in my paper. |
| |The reader will be so interested in my paper he|I use words that are specific and hook my |writing. |I talk. |I didn’t really know I was writing|
| |will not want to put it down. |reader. |In parts of my paper I used words|I may have repeated the same words |for an audience. |
|S |I use a variety of words that wow my reader. |It is clear that I wrote to an audience in|that hook my reader, and in other|over and over. |You cannot tell who wrote this |
|T |My reader will know I am talking right to him |my introduction, body, and conclusion. |parts I wrote like I talk. |I knew I had an audience, but I did |paper without looking at my name |
|Y |throughout my paper. |Most of the time my paper has personality |I kept my audience in mind during|not think about them as I wrote. |(no voice). |
|L |My paper has personality throughout and sounds |and sounds different from the way anyone |the introduction, body, or |My paper does not have personality |My sentences are written in the |
|E |different from the way anyone else writes |else writes (voice). |conclusion. |and sounds the same as everyone else |same way. |
| |(voice). |My sentences are different lengths and are|Sometimes my paper has |(voice). |I did not write enough to show my |
| |My sentences are different lengths and are |written in different ways. |personality and sounds different |My sentences are short and all sound |style. |
| |written in different ways. |I used at least one of these strategies in|from the way anyone else writes |the same. | |
| |My sentences start in different ways. |my paper: |(voice). |My paper is too short to show my | |
| |I used a variety of these strategies in my |narratives: flashback, |Some of my sentences sound |style. | |
| |paper: |foreshadowing, |different from the others. | | |
| |narratives: flashback, |suspense, tension, or | | | |
| |foreshadowing, |informational, | | | |
| |suspense, tension, or |persuasive, or response | | | |
| |dialogue |to literature:: facts | | | |
| |informational, persuasive, or |and details, describing, | | | |
| |response to literature: facts and |analyzing, or relevant | | | |
| |details, describing, |anecdotes | | | |
| |analyzing, or relevant | | | | |
| |anecdotes | | | | |
| |My writing included a variety of correctly |My writing included correctly written |I wrote simple sentences |Many of my sentences just don’t sound|I wrote fragments and run-ons |
|C |written simple, compound, and complex |simple, compound, and/or complex |correctly. |right. |instead of complete sentences. |
|O |sentences. |sentences. |I wrote some compound sentences |I did not use correct end punctuation|I did not use correct end |
|N |I used correct capitalization, punctuation, |For the most part, my sentences have |correctly and some with a few |in my sentences, or I left it out. |punctuation, or I left it out. |
|V |spelling, and grammar throughout my paper. |correct capitalization, punctuation, |errors. |I have many capitalization, |I have many capitalization, |
|E |If I made any errors, they did not keep my |spelling, and grammar. |I wrote some complex sentences |punctuation, spelling, or grammar |punctuation, spelling, and grammar|
|N |reader from understanding what my paper is |If I made any errors, they did not keep |correctly and some with a few |errors. |errors. |
|T |about. |the reader from understanding what my |errors. |There are some errors that keep the |There are many errors that keep |
|I | |paper is about. |Most of my capital letters, |reader from understanding what my |the reader from understanding what|
|O | | |punctuation, spelling, and |paper is about. |my paper is about. |
|N | | |grammar are correct. |My paper is too short to check the |My paper is too short to check |
|S | | |A few errors keep the reader from|conventions. |conventions. |
| | | |understanding what my paper is | | |
| | | |about. | | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- 4th grade writing assessment prompts
- 2nd grade writing assessment printable
- grade 5 writing worksheets
- grade 5 informational writing samples
- grade 5 writing lessons
- grade 5 writing standards
- grade 5 fsa writing practice
- scoring rubric template
- grade 5 writing workbook pdf
- grade 5 writing prompts
- 4th grade writing assessment practice
- grade 5 writing activities