Writing Rubric Grade 4 Term 3 Level 4 Level 3 Level 2 Level 1

Writing Rubric Grade 4 Term 3Level 4 Level 3 Level 2 Level 1Developing andOrganizing Content-writes 5-6 detailedsentences in paragraphsthat are relevant andshow understanding ofthe purpose of writing-independently selectsthe appropriate graphicorganizer and uses it todevelop paragraphs thatshow fluent connections-explains why a writingform is suitable to aparticular audience-generate complex ideasusing a variety ofresources and strategiesthat show connections toself, text, and world-independently usesresearch to gather, sort,and classify ideas usingoriginal sources and peerevaluation-writes 5-6 sentences inparagraphs that arerelevant and showsunderstanding of thepurpose of the writing-use a variety of graphicorganizers to order ideasin paragraphs that areconnected-determine the writingform that is suitable tothe audience-generate complex ideasusing a variety ofresources and strategies-use research to gather,sort, and classify ideasand information tosupport ideas using avariety of strategies andpeer evaluation-writes 4-5 sentences inparagraphs that showsome relevance andunderstanding of thepurpose of the writing-use 2 graphic organizersto order ideas inparagraphs that arebeginning to showconnection-sometimes determinesthe writing form that issuitable to the audience-generate some complexideas using someresources and strategies-use research to gatherand sort ideas andinformation and isbeginning to use peerevaluation-writes 3-4 sentences inparagraphs with littlerelevance andunderstanding of thepurpose of the writing-uses the Four Squareorganizer to order ideasin paragraphs that showa limited connection-inconsistentlydetermines the writingform that is suitable tothe audience-generates simple ideasusing limited resourcesand strategies-uses research to gatherideas and informationwith little evidence ofsorting or organizationor use of peer evaluation

Using Knowledge ofForm and Style inWritingForm-creates complex textusing 2 formsVoice- effectively uses wordsand style to convey aspecific mood and pointof view that clearlyshows the writer’spersonalityWord Choice-uses powerful wordsand phrases that portraya specific effect using avariety of resources (i.e.rhyming dictionary,Thesaurus)Sentence Fluency- uses a variety ofcomplex sentences andconnectors, conjunctionsand pronounsEditing- thoroughly uses anEditor’s Checklist toidentify elements forimprovement and makerevisionsForm-usually creates complextext using 2 formsVoice- uses words and style toconvey a specific moodand point of viewWord Choice-uses words and phrasesthat portray a specificeffect using a variety ofresources (i.e. rhymingdictionary, Thesaurus)Sentence Fluency-uses a variety of complexsentences and connectors,conjunctions, andpronounsEditing-uses an Editor’sChecklist to identifyelements for improvementand make revisionsForm-creates text with somecomplexity using 2 formsVoice- inconsistently useswords and style to conveya specific mood and pointof viewWord Choice-beginning to use wordsand phrases that portraya specific effect usingsome resources (i.e.rhyming dictionary,Thesaurus)Sentence Fluency-uses a variety of complexsentences and connectors,conjunctions andpronouns with somesuccessEditing-uses an Editor’sChecklist to identify someelements forimprovement and makerevisionsForm-creates simple text withlimited use of therequired 2 formsVoice- limited evidence of theuse of voice (words, style)Word Choice-limited use of words toportray effect usinglimited resources (i.e.rhyming dictionary,Thesaurus)Sentence Fluency-uses simple sentencesand some connectors,conjunctions andpronounsEditing-uses an Editor’sChecklist to identifyelements forimprovement and makerevisions with limitedeffectiveness

LanguageConventionsand Presenting WrittenWork Effectively-spells more challengingwords correctly-confidently uses avariety of sources andstrategies to spellunfamiliar words andconfirm word choice andmeanings-thoroughly usespunctuation and parts ofspeech to communicateclearly-published work exceedsidentified criteria–spells all Word WallWords correctly-uses a variety of sourcesand strategies to spellunfamiliar words andconfirm word choice andmeanings-uses punctuation andparts of speechappropriate for this gradeto communicate clearly-published work meetsidentified criteria–spells some Word WallWords correctly- usually uses a varietysources and strategies tospell unfamiliar wordsand confirm word choiceand meanings-uses punctuation andparts of speechappropriate for thisgrade to communicatewith some clarity- published work thatmeets some of theidentified criteria–spells a few Word WallWords correctly- rarely uses a variety ofsources and strategies tospell unfamiliar wordsand confirm word choiceand meanings-uses punctuation andparts of speechappropriate for thisgrade to communicate ina limited clarity- published work meetfew of the identifiedcriteriaReflecting on WritingSkills-identify andindependently uses a 3column reflective journalto improve as a writer-thoroughly explains theconnections betweenwriting and otherliteracy skills (i.eactivating your schemaand questioning)- self and peer evaluationis used to select pieces ofwriting that showstrategies used as awriter that reflectgrowth and explains thereasons for theirselection-identify and use a 3column reflective journalto improve as a writer- often explains theconnections betweenwriting and other literacyskills (i.e activating yourschema and questioning)- self and peer evaluationis usually used to selectpieces of writing thatshow strategies used as awriter that reflect growthand explains the reasonsfor their selection-identify and sometimesuses a 3 column reflectivejournal to improve as awriter- sometimes explains theconnections betweenwriting and other literacyskills (i.e activating yourschema and questioning)- self and peer evaluationis sometimes to selectpieces of writing thatshow strategies used as awriter that reflect growthand explains the reasonsfor their selection-identify and y uses a 3column reflective journalto improve as a writerwith limited success-rarely explains theconnections betweenwriting and other literacyskills (i.e activating yourschema and questioning)- self and peer evaluationis rarely used to selectpieces of writing thatshow strategies used as awriter that reflect growthand explains the reasonsfor their selection