Grade 5: Writing Rubrics - EL Education
Grade 5: Writing RubricsNOTE: The language in these rubrics has been adapted from the SBAC and PARCC rubrics.The language in bold is taken directly from the CCSS.Opinion Writing Rubric: Grade 5Write opinion pieces on topics or texts, supporting a point of view with reasons and information.4 – Advanced3 – Proficient2 – Developing1 – BeginningDemonstrates a deepunderstanding ofthe topic or issue bydeveloping an insightful opinion supportedby logical reasons andwell-chosen textualevidenceDemonstrates a clearunderstanding ofthe topic or issue bydeveloping an opinionsupported by logicalreasons and textualevidenceDemonstrates alimited understandingof the topic or issue bydeveloping an opinionweakly supported bytextual evidenceDoes not demonstrateunderstanding, orshows a limited understanding, of the topicor issue by offering anopinion unsupportedby textual evidenceReading ComprehensionARI.5.1W.5.9Organization and Purpose11BW.5.1aOpinion is introduced,clearly communicated,and the focus isstrongly maintainedOpinion is clearlystated, and the focusis mostly maintainedOpinion may be somewhat unclear, or thefocus may be insufficiently maintainedOpinion may be confusing or ambiguous;or the focus may driftCW.5.1aW.5.1dEffective or engagingintroduction andconcluding statementor sectionIntroduction providescontext on the topicor textConcluding statementor section is related tothe opinion presentedIntroduction and/orconclusion may beweakIntroduction and/orconclusion may bemissing or unrelated to the opinionpresentedDW.5.1aLogical progression ofideas from beginning to end strongconnections betweenand among ideas withsome syntactic varietyCreates an organizational structurein which relatedideas are grouped tosupport the writer’spurposeUneven progression ofideas from beginningto end; inconsistent orunclear connectionsbetween and amongideasFrequent extraneousideas may be evident;ideas seem to be randomly ordered or havean unclear progressionEW.5.1cL.5.6Consistently uses avariety of transitionalstrategies to clarify therelationships betweenand among ideasEffectively links opinion and reasons usingwords, phrases, andclausesInconsistently orincorrectly usestransitional strategiesand/or little variety instrategies appliedFew or no transitionalstrategies usedW.5.4 is reflected in all descriptors.EL Education Curriculum1
Stories of Human RightsEvidence and ElaborationFW.5.1bComprehensive evidence (facts, details,quotations or otherinformation and examples) from the sourcematerial is integrated,relevant, and specificProvides logicallyordered reasons thatare supported byfacts and details fromsources.Opinion is insufficiently supported byreasons, facts, anddetails from sourcematerials; evidencemay be weaklyintegrated, imprecise,repetitive, vague and/or copiedSupporting reasons,facts, and details areminimal, irrelevant,absent, in error,incorrectly used, orpredominantly copied;expression of ideas isvague or confusingGL.5.6W.4.4 (partial)Vocabulary is carefullychosen and clearlyappropriate for theaudience and purposeVocabulary is generally appropriate for theaudience and purposeVocabulary use isuneven or somewhatinappropriate for theaudience and purposeUses basic vocabulary, and simple orrepetitive sentencestructureHW.5.4 (partial)L.5.3Effective, appropriatestyle enhances contentVoice and tone areappropriate to purposeand audienceVoice and tone arelargely appropriate topurpose and audienceVoice and tone are notappropriate to purposeand audienceIW.5.8 (partial)Provides a list ofsources that isclear, accurate, andcompleteProvides a list ofsourcesProvides a list ofsources that isincomplete, unclear, orinaccurateNo attempt to citesource materialFew, if any, errors inusage and sentenceformationEffective and consistent use of punctuation, capitalization, andspellingSome errors in usageand sentence formation are present, butno systematic patternof errors is displayedAdequate use of punctuation, capitalization,and spellingFrequent errors inusage may obscuremeaningInconsistent use ofpunctuation, capitalization, and spellingErrors in usage and/or punctuation, capitalization, and spellingare frequent andsevere, and meaning isoften tory Writing Rubric: Grade 5Writes informative/explanatory texts to examine a topic and convey ideas and information clearly.4 – Advanced3 – Proficient2 – Developing1 – BeginningDemonstrates a deepunderstanding ofideas (both stated andinferred) by developing an insightfulfocus supported bywell-chosen textualevidenceDemonstrates a clearunderstanding ofideas (both stated andinferred) by developing an accurate focusadequately supportedby textual evidenceDemonstrates a limited understanding ofideas by developing anaccurate focus weaklysupported by textualevidenceDoes not demonstrateunderstanding, orshows a misunderstanding, of ideasby offering a focusunsupported by textualevidenceClearly provides ageneral observationand focus; focus iseffectively communicated and stronglymaintainedClearly providesa general observation and focus;focus is consistentlymaintainedFocus may besomewhat unclearand/or insufficientlymaintainedFocus may be confusing or ambiguousReading ComprehensionARI.5.1W.5.9Organization and Purpose2B2W.5.2aW.5.4 is reflected in all descriptors.2
Grade 5: Writing RubricsCW.5.2aW.5.2dEffective or engagingintroduction andconcluding statementor sectionIntroduction providescontext on the topicConcluding statementor section is clearlyrelated to the explanation or informationpresentedIntroduction and/orconclusion may beweakIntroduction and/orconclusion may bemissing or off-topicDW.5.2.aLogical progression ofideas from beginning to end; strongconnections betweenand among ideas withsome syntactic varietyGroups related information logicallyUneven progression ofideas from beginningto end; inconsistent orunclear connectionsbetween and amongideasFrequent extraneousideas may be evident;ideas seem to be randomly ordered or havean unclear progressionEW.5.2.cConsistently uses avariety of transitionalstrategies to clarify therelationships betweenand among ideasEffectively links ideaswithin and across categories of informationusing words, phrases,and clausesInconsistently orincorrectly usestransitional strategiesand/or little variety instrategies appliedFew or no transitionalstrategies usedEffective use of avariety of elaborativetechniques; comprehensive evidence(facts, details,quotations or otherinformation and examples) from the sourcematerial is integrated,relevant, and specificUses some elaborativetechniques; developsthe topic with facts,definitions, concretedetails, quotations,or other informationand examples fromsourcesWeak or uneven use ofsome elaboration techniques; topic is insufficiently developedwith facts and detailsfrom source materials; evidence maybe weakly integrated,imprecise, repetitive,vague, and/or copied;development mayconsist primarily ofsource summaryMinimal, if any, use ofelaborative techniques;supporting facts anddetails are minimal,irrelevant, absent, inerror, incorrectly used,or predominantlycopied; expressionof ideas is vague orconfusingEvidence and ElaborationFW.5.2bGW.5.2aHW.5.2dL.5.6Vocabulary is carefullychosen and clearlyappropriate for theaudience and purposeUses preciselanguage anddomain-specificvocabulary to informabout or explain thetopicUses some grade-appropriate generalacademic anddomain-specificvocabularyUses basic vocabulary, and simple orrepetitive sentencestructureIW.5.4 (partial)W.5.3aEffective, appropriatestyle enhances contentVoice and tone areappropriate to purposeand audienceVoice and tone arelargely appropriate topurpose and audienceVoice and tone are notappropriate to purposeand audienceJW.5.8 (partial)Provides a list ofsources that isclear, accurate, andcompleteProvides a list ofsourcesProvides a list ofsources that isincomplete, unclear, orinaccurateNo attempt to citesource materialIncludes formatting,illustrations, andmultimedia whenuseful to aidingcomprehensionEL Education Curriculum3
Stories of Human RightsConventions*KLL.5.1L.5.3bL.5.2Few, if any, errors inusage and sentenceformationEffective and consistent use of punctuation, capitalization, andspellingSome errors in usageand sentence formation are present, butno systematic patternof errors is displayedAdequate use of punctuation, capitalization,and spellingFrequent errors inusage may obscuremeaningInconsistent use ofpunctuation, capitalization, and spellingErrors in usage and/or punctuation, capitalization, and spellingare frequent andsevere, and meaning isoften obscuredNarrative Writing Rubric: Grade 5Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,and clear event sequences.4 – Advanced3 – Proficient2 – Developing1 – BeginningConnections to sourcematerials enhance thenarrativeConnections to sourcematerials contribute tothe narrativeConnections to sourcematerials may beineffective, awkward,or vague but do notinterfere with thenarrativeConnections to sourcematerials are notevident or detract fromthe narrativeReading ConnectionARI.5.1W.5.9Organization and Purpose33BW.5.3aOrients the reader byeffectively establishinga situation and introducing a narrator and/or charactersOrients the reader byestablishing a situation and introducinga narrator and/orcharactersSituation and/ornarrator/characters areminimally establishedDoes not provideneeded context; situation and/or charactersmay be unclear orconfusingCW.5.3eClosing is effectiveand satisfyingProvides a conclusionthat follows from thenarrated experiencesor eventsClosing is weak orconfusingEnds abruptlyDW.5.3aNatural, cohesivesequence of eventsfrom beginning to endOrganizes an eventsequence that unfoldsnaturallyWeak or inconsistentsequence of eventsLittle or no organization of an eventsequence; frequentextraneous ideas and/or a major drift may beevidentEW.5.3cConsistently uses avariety of transitionalstrategies to managethe sequence of eventsUses a variety oftransitional words,phrases, and clausesto manage thesequence of eventsUses some transitionalwords and phrases tomanage the sequenceof eventsSequence of eventsis confusing; few orno transitional wordsusedW.5.4 is reflected in all descriptors.4
Grade 5: Writing RubricsDevelopment and ElaborationFExperiences, characters, setting, and/or events are clearlydevelopedExperiences, characters, setting, and/orevents are adequatelydevelopedExperiences, characters, setting, and/orevents are unevenlydevelopedExperiences, characters, setting, and/orevents may be vague,confusing, or lackclarityGW.5.3bEffectively uses narrative techniques suchas dialogue, description, and pacing todevelop experiencesand events or showthe responses of characters to situationsUses narrativetechniques such asdialogue, description,and pacing to developexperiences andevents or show theresponses of characters to situationsThe use of narrativetechniques is evident,but may not developexperiences or eventsUse of narrativetechniques may beabsent, inappropriate,or irrelevantHW.5.4L.5.3a (partial)Effective use ofconcrete words andphrases and sensory details clearlyadvances the purposeof the pieceUses concrete wordsand phrases andsensory details toconvey experiencesand events preciselyUses some concretewords and phrasesand sensory details;details may seemextraneousLittle or no use ofsensory details andconcrete language;details chosen mayconfuse or detractfrom the purpose ofthe pieceIW.5.4L.5.3a (partial)Effective, appropriatestyle enhances thenarrationStyle is appropriate tointended audience andpurposeStyle is inconsistentor weakStyle is not appropriate for intendedaudience and purposeConventions*JL.5.1Few, if any, errors inusage and sentenceformationSome errors in usageand sentence formation are present, butno systematic patternof errors is displayedFrequent errors inusage may obscuremeaningErrors in usage arefrequent and severeand often obscuremeaningKL.5.2Effective and consistent use of punctuation, capitalization, andspellingAdequate use of punctuation, capitalization,and spellingInconsistent use ofpunctuation, capitalization, and spellingErrors in punctuation,capitalization, andspelling are frequentand severe and oftenobscure meaningEL Education Curriculum5
Grade 5 Informal ChecklistsInformal Checklists are available online for download at Curriculum.ELeducation.org.These checklists are for use when informally assessing speaking and listening activities, thewriting process, and when students are reading aloud, and are organized according to the Common Core State Standards addressed. The speaking and listening checklists include a suggestedactivity that students might be participating in for the checklist to be a useful tool to measurestudent progress. Teaching notes in module lessons also suggest when these checklists might beused. Use your assessment to guide students in where and how they can improve.Consider having students create a folder to store their informal checklists, keeping them organized and giving them easy access to information on how they are progressing across the year.To assess student progress, prepare one checklist for each student. Place a check mark in theappropriate column using the following key:1 Beginning2 Developing3 Proficient4 AdvancedContentsGrade6ChecklistStandard(s)5Reading Fluency Checklist:Students read a short, unfamiliar, on-level passage of text aloud.RF.5.4a, RF.5.4b,RF.5.4c5Writing Record Checklist:A checklist to track the different kinds of writing students completeacross the yearW.5.105Writing Process Checklist:Students plan, draft, revise, and edit their writing.W.5.4, W.5.5, W.5.6,W.5.8, W.5.9, L.5.1d,L.5.2a, L.5.2b, L.5.2c,L.5.2d, L.5.2e, L.5.3a,L.5.65Collaborative Discussion Checklist:Students participate in a collaborative discussion on grade 5 topicsand texts.SL.5.1a, SL.5.1b,SL.5.1c, SL.5.1d,SL.5.6, L.5.1b, L.5.1c,L.5.1d, L.5.1e, L.5.3a,L.5.3b, L.5.65Presentation of Knowledge and Ideas Checklist:Students orally report on a topic or text, or present an opinion.SL.5.4, SL.5.5, SL.5.65Speaking and Listening Comprehension Checklist I:Students listen to a text read aloud or information presented in diversemedia and formats, including visually, quantitatively, and orally.SL.5.25Speaking and Listening Comprehension Checklist II:Students summarize the points a speaker makes.SL.5.3
Grade 5: Informal ChecklistsReading Fluency ChecklistThis informal assessment centers on CCSS ELA RF.5.4. In this assessment, a student readsa short, unfamiliar passage aloud to demonstrate sufficient accuracy and fluency. Choose anon-level text for the student to read aloud. Time the student as he or she reads the text aloud,noting any miscues and self-corrections as he or she reads.CCSS Assessed:RF.5.4Read with sufficient accuracy and fluency to support comprehension.RF.5.4aRead grade-level text with purpose and understanding.RF.5.4bRead grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.5.4cUse context to confirm or self-correct word recognition and understanding, rereading as necessary.EL Education Curriculum7
8Reads on-level text with purpose and understanding.Reads with 99–100% accuracy.Uses context to confirm or self-correct word recognition and understanding,rereading as necessary.Reads at a rate that is appropriate for the piece.Reading flows smoothly, without many breaks.Reads groups of related words and phrases together.Notices and reads punctuation (e.g., pauses after a comma; questions sound likequestions).(For prose or poetry) Tone expresses the author’s meaning (e.g., surprise, grief,anger, joy, etc.).(For prose or poetry) Facial expressions and body language match expressionin encyCriteriaRF.4aCCSSStudent Name:4321Date:Grade:NotesStories of Human Rights
Grade 5: Informal ChecklistsWriting Record Checklist (Grades 3–5)This checklist tracks the different kinds of writing students complete across the year in orderto show their progress toward W.10. It is suggested that each student have a folder in which tostore informal checklists. Student progress can then quickly be seen across the year.Consider having students create a folder to store their informal checklists, keeping them organized and giving them easy access to information on how they are progressing across the year.Refer to the following key to complete the checklist:ColumnAbbreviationsShort or Extended Time FrameHow long did this piece take to write?S Short (a day or two)E Extended (several days or several weeks)Writing TypeWhat kind of writing is this?I/E Informative/ExplanatoryO OpinionN NarrativeSubjectWhat type of content was written about?S ScienceSS Social StudiesM MathematicsELA English Language ArtsO OtherAudienceWho will read this piece? Who was the intendedaudience?parentspeers (classmates or students the same age)younger studentsteachercommunityotherEL Education Curriculum9
10Title of pieceDateShort or ExtendedTime Frame?Writing Type(Purpose)Write routinely over extended time frames (time for research, reflection, and revision) and shorter timeframes (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.Student Name:W.5.10CCSS ries of Human Rights
Grade 5: Informal ChecklistsWriting Process Checklist (Grade 5)CCSS Assessed:W.5.4Produce clear and coherent writing in which the development and organization are appropriate to task,purpose, and audience.W.5.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.W.5.6With some guidance and support from adults, use technology, including the Internet, to produce andpublish writing as well as to interact and collaborate with others; demonstrate sufficient command ofkeyboarding skills to type a minimum of two pages in a single sitting.W.5.8Recall relevant information from experiences or gather relevant information from print and digitalsources; summarize or paraphrase information in notes and finished work, and provide a list ofsources.W.5.9Draw evidence from literary or informational texts to support analysis, reflection, and research.L.5.1Demonstrate command of the conventions of standard English grammar and usage when writing orspeaking.L.5.1dRecognize and correct inappropriate shifts in verb tense.L.5.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spellingwhen writing.L.5.2aUse punctuation to separate items in a series.L.5.2bUse a comma to separate an introductory element from the rest of the sentence.L.5.2cUse a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from therest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).L.5.2dUse underlining, quotation marks, or italics to indicate titles of works.L.5.2eSpell grade-appropriate words correctly, consulting references as needed.L.5.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.5.3aExpand, combine, and reduce sentences for meaning, reader/listener interest, and styleL.5.6Acquire and use accurately grade-appropriate general academic and domain-specific words andphrases, including those that signal contrast, addition, and other logical relationships (e.g., however,although, nevertheless, similarly, moreover, in addition).EL Education Curriculum11
12Recalls relevant information from experiences or gathers relevant information from print and digital sources in preparationfor writing.Provides a list of sources.Draws evidence from literary or informational texts to supportanalysis, reflection, and research.W.5.8W.5.8W.5.9With some guidance and support from adults, uses technologyto produce writing.Uses techno
Grade 5: Writing Rubrics. 2 Stories of Human Rights Evidence and Elaboration F W.5.1b Comprehensive evi-dence (facts, details, quotations or other information and exam-ples) from the source material is integrated, relevant, and specific
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
_4.Rubrics can be created in a variety of forms and levels of complexity, but all have two features in common: a list of criteria and gradations of quality. _5.Instructional rubrics are easy to use and to explain. _6.Instructional rubrics focus the teacher helping to clarify the criteria and expectations in specific terms.
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
7 Grade 1 13 Grade 2 18 Grade 3 23 Grade 4 28 Grade 5 33 Grade 6 38 Elementary Spanish. 29 Secondary. 39 Grade 7 43 Grade 8 46 Grade 9 49 Grade 10 53 Grade 11 57 Grade 12 62 Electives. Contents. Textbook used with Online Textbook used with DVD. Teacher Edition & Student Books. Color Key
Grade C Grade A Level C1 Cambridge English Scale *IELTS is mapped to, but will not be reported on the Cambridge English Scale C2 C1 B1 A2 A1 Below A1 Independent user Pr oficient user Basic user Grade A Grade B Grade C Level B2 Grade B Grade C Grade A Grade B Grade C Grade A Level B1 Level A2 B1 Preliminary B2 First C1 Advanced Grade A Grade B .
ICCSD SS Reading 2014 ICCSD SS Reading 2015 Natl SS Reading. ICCSD Academic Achievement Report April 2016 6 0 50 100 150 200 250 300 350 3rd grade 4th grade 5th grade 6th grade 7th grade 8th grade 9th grade 10th . 7th grade 8th grade 9th grade 10th grade 11th grade e Grade ICCSD and Natio
skip grade 4 math and take grade 5 math while still in grade 4 Student A, now in grade 4, qualifies for SSA and enrolls in the accelerated course, which is grade 5 math Student A, after completing grade 5 math while in grade 4, takes the grade 4 End‐of‐Grade test Grade‐Level Grade 3 Grade 4 Grade 4
