Writing Rubric Grade 6 Term 1

Writing Rubric
Grade 6 Term 1
Level 4 Level 3 Level 2 Level 1
Developing and
Organizing Content
-writes 4-5 detailed
paragraphs that are linked
and contain 5-6 sentences
that are relevant and show
thorough understanding of
the purpose of writing
-generate and organize
complex/original ideas and
use those most appropriate
for the purpose and
audience
-independently gather, sort,
and classify information
according to its relevance to
the purpose and do more
research if necessary
-begins to identify various
perspectives that show an
understanding of use of
voice
-writes 4-5 linked
paragraphs that contain
5-6 sentences that are
relevant and show
understanding of the
purpose of the writing
-generate and organize
ideas and use those most
appropriate for the
purpose and audience
-gather, sort, and classify
information according to
its relevance to the
purpose and do more
research if necessary
-begins to identify
various perspectives that
usually show an
understanding of the use
of voice
-writes 3-4 linked
paragraphs that contain
4-5 sentences that are
relevant and show some
understanding of the
purpose of the writing
-generate and organize
simple ideas and uses
those most appropriate
for the purpose and
audience with some
effectiveness
-gather, sort, and classify
information according to
its relevance to the
purpose
-shows some beginning
understanding of
perspective
-writes 1-2 paragraphs
that contain 1-2 sentences
that show limited
relevance and
understanding of the
purpose of the writing
- difficulty and
organizing generating
ideas
-gather, sort, and classify
a limited amount of
information according to
its relevance to the
purpose
-shows a limited
understanding of
perspective

Using Knowledge of
Form and Style in
Writing
Form
-creates extensive and
complex texts using a
variety of forms
Voice
- enhances language and
tone to distinguish between
circumstances and
audiences
Word Choice
-uses vivid, creative, and
figurative language and
innovative expressions
Sentence Fluency
-always varies sentence
types using conjunctions,
pronouns, phrases and
clauses
Point of View
-identifies and explains
their point of view and
other possible points of
view and support these with
evidence
Editing
- independently revise to
improve content, clarity
and interest and to look for
supporting details
Form
-creates longer and more
complex texts using a
variety of forms
Voice
- modifies language and
tone to distinguish
between circumstances
and audiences
Word Choice
-uses vivid and figurative
language and innovative
expressions
Sentence Fluency
-vary sentence types
using conjunctions and
pronouns, phrases and
clauses
Point of View
-identify their point of
view and other possible
points of view and
support these with
evidence
Editing
-revise to improve
content, clarity and
interest, and to look for
supporting details
Form
-beginning to create some
longer and more complex
texts using a variety of
forms
Voice
- modifies language and
tone to distinguish
between audiences
Word Choice
-uses some vivid and
figurative language and
innovative expressions
Sentence Fluency
-occasionally varies
sentence types using
conjunctions and
pronouns, phrases and
clauses
Point of View
- sometimes identifies
their point of view and
other possible points of
view and support these
with evidence
Editing
-revise to improve
content and clarity, and
sometimes looks for
supporting details
Form
-creates simple texts that
lack detail
Voice
-rarely adapts language
to suit audience
Word Choice
-uses a few descriptive
and simple expressions
Sentence Fluency
-uses simple sentences
with some connectors,
conjunctions and
pronouns
Point of View
-identifies their point of
view and other possible
points of view with
limited success
Editing
-revise to improve
content, with a limited
understanding of use of
supporting details

Language
Conventions
and Presenting Written
Work Effectively
-spells more challenging
words correctly
-confidently uses a variety
of sources to spell
unfamiliar words and
confirm word choice and
meanings
-thoroughly uses commas
and quotation marks and
parts of speech to
communicate clearly
-published work exceeds
identified criteria
–spells all Word Wall
Words correctly
-uses a variety of sources
to spell unfamiliar words
and confirm word choice
and meanings
-uses commas and
quotations marks and
parts of speech
appropriate for this
grade to communicate
clearly
-published work meets
identified criteria
–spells some Word Wall
Words correctly
- usually uses a variety
sources to spell
unfamiliar words and
confirm word choice and
meanings
-uses commas and
quotation marks and
parts of speech
appropriate for this
grade to communicate
with some clarity
- published work that
meets some of the
identified criteria
–spells a few Word Wall
Words correctly
- rarely uses a variety of
sources to spell
unfamiliar words and
confirm word choice and
meanings
-uses commas and
quotation marks and
parts of speech
appropriate for this
grade to communicate in
a limited clarity
- published work meet
few of the identified
criteria
Reflecting on Writing
Skills
-identify and independently
apply, and explain
strategies that are needed to
improve as a writer
-thoroughly explains the
connections between
writing and other literacy
skills
-select pieces of writing that
show strategies used as a
writer that reflect growth
and confidently explains
the reasons for their
selection using question
prompts to a peer or
teacher
-often identifies, applies
and explains strategies
that are needed to
improve as a writer
-use prompts to explain
the connections between
writing and other literacy
skills
-select pieces of writing
that show strategies used
as a writer that reflect
growth and usually
explains selection using
question prompts to a
peer or teacher
- identifies, applies and
explains some strategies
that are needed to
improve as a writer
-use prompts to explain
some of the connections
between writing and
other literacy skills
- occasionally selects
pieces of writing that
show strategies used as a
writer that reflect growth
and sometimes uses
question prompts to
explain selection to a peer
or teacher
-identifies, applies and
explains few strategies
that are needed to
improve as a writer
-using prompts, explains
the connections between
writing and other literacy
skills in a limited way
-rarely selects pieces of
writing that show
strategies used as a
writer that reflect growth
and uses question
prompts with limited
success to explain
selection to a peer or
teacher