Sumner School District Grade 5

6 Trait Writing Scoring RubricStudent # ______

Scorer # ______Scorer # ______Scorer # ______

Ideas/Content
GLE 3.1.1 / Organization
GLE 3.1.2 / Voice
GLE 3.2.1
4Exceeds Expectations / 4 The topicis very clear and is supported by multiple layersofinteresting and important ideas and details.
  • The topic or point to this writing is very clear and focused.
  • Multiple ideas give significant support to the main point.
  • Many carefully chosen supporting details elaborate on ideas.
  • Selects a clever title, when needed.
/ 4 Uses an effective and clever or unusual organizational structure.
  • The introduction is clever or unusual andpulls the reader in.
  • Information and/or events are sequenced in a complex way within and between paragraphs.
  • Sophisticated transitions link ideas within and between paragraphs.
  • The conclusion wraps up the writing in a unique and compelling way.
/ 4 Clear, well-defined voice adds to the effectiveness of the writing.
  • The writing has a clearly defined and consistent voice directed to the audience and purpose.
  • The feelings of writer are strong and clear.
  • Writing is highly original.
  • Writing shows strong confidence and personality.

3Meets Expectations / 3 The topicis clear and is supported by layers of adequate ideas anddetails.
  • The topic or point to this writing is clear.
  • Many ideas support the main point.
  • Selects details relevant to the topic to elaborate.
  • Selects appropriate title, when needed.
/ 3 Uses an effective organizational structure. Organizes ideas into logical chunks of information (e.g., paragraphs).
  • The introduction is interesting and pulls the reader in.
  • Information and/or events are sequenced in an intentional way within and between paragraphs.
  • Uses transitional words and phrases to link ideas within and between paragraphs.
  • The conclusion is satisfying, beyond a repetition of the introduction.
/ 3 The writer behind the writing is clearly seen.
  • The writing has a consistent voice directed to the audience and purpose.
  • The emotions and interest of the writer are evident.
  • Writing has a sense of originality.
  • Writing shows personality.

2Developing/Needs Support / 2 The topic may beunclear and/or somesupporting ideas anddetails are missing or confusing.
  • It is difficult to find a topic or pointin this paper and/or more than one main idea may be present.
  • Ideas may be insignificant or do not support the main point.
  • Lacks sufficientsupporting details.
  • Title, when needed, does not match or is the opening sentence.
/ 2 An attempt has been made to
organize the writing.
  • The introduction is clear and simple.
  • Information and/or events are sequenced in a way that makes sense.
  • Transitions connecting ideas are simple.
  • The conclusion has been attempted (e.g., repeats the introduction).
/ 2 There is limitedsense of the writer behind the writing.
  • The writing does not maintain a consistent voice directed to the audience or purpose.
  • The emotions and interest of the writer are somewhat evident.
  • Writing shows limited originality.
  • Writing shows limited personality.

1Does Not Meet Expectations / 1 The topicis unclearand/orsupporting ideas and details are missing.
  • The writing is unfocused with no main idea, topic or point.
  • Ideas are missing or insignificant.
  • Supporting details are missing or confusing.
  • Title, when needed, is missing.
/ 1 The writing is unorganized and difficult to follow.
  • The introduction has been attempted or is missing.
  • The sequencing of information and/or events is scrambled.
  • Transitions are missing.
  • The conclusion is missing.
/ 1 There is no sense of the writer behind the writing.
  • Does not seem to be writing to a particular audience or for a specific purpose.
  • The emotions and interest of the writer are not evident.
  • Lacksoriginality.
  • Personality of the writer is not seen.

6 Trait Writing Scoring RubricGrade 5

Word Choice

GLE 3.2.2 /

Sentence Fluency

GLE 3.2.3, 3.3.5, 3.3.6 /

Conventions

GLE 3.3.1-3.3.4, 3.3.7
4Exceeds Expectations / 4 Precise, interesting and vivid words effectively convey the message.
  • Words are usedaccurately and precisely.
  • Strong energetic words enliven the writing.
  • Clear, colorful and vivid imagesare created.
/ 4 The writing is smooth, expressive and begging to be read.
  • Sentences begin in many different ways.
  • Sentence structure, type and length vary throughout the piece of writing.
  • Sentences are completethroughout the piece.
  • Usage rules are used appropriately.
/ 4 Errors are so few and so minor that they may be overlooked, evenespeciallyin complex writing.
  • Capitals are used correctly.
  • Punctuation is used correctly.
  • Spelling is nearly perfect.
  • Presentation elements increase the quality of the piece.

3Meets Expectations / 3 Words are carefully chosen so the message gets across.
  • Most words are usedaccurately and precisely.
  • Powerful verbs and specific descriptors enhance the writing.
  • Images are created.
/ 3 The writing is clear, readable, and smooth with just a bump or two.
  • Sentences begin in a variety of ways.
  • Sentences are varied in structure,type and length.
  • Sentences are completewith no evidence of run-ons.
  • Usage rules are used appropriately most of the time.
/ 3 Minor errors, though noticeable, do not interrupt the reading.
  • Capitals are used correctly most of the time.
  • Punctuation is used correctly most of the time.
  • Grade level appropriate spelling patterns and high frequency words are mostly correct.
  • Presentation elements (handwriting, title, margins, paragraph conventions)are present.

2Developing/Needs Support / 2 Words convey the message in an ordinary manner.
  • Some words may bemisused and/or overused.
  • While many words are simplistic, some attempts have been made to enhance the writing.
  • Some attempts to create images.
/ 2 Some of the writing is smooth and some is hard to read.
  • Many sentences start the same way.
  • Sentences do not often vary in structure, type and length.
  • A few sentences vary in length.
  • Sentences are complete some of the time, with multiple run-ons.
  • Usage rules are used appropriately some of the time.
/ 2 Errors may make the writing difficult to read or understand in places.
  • Capitals are used inconsistently.
  • Some punctuation is missing or not used correctly.
  • Some words are spelled correctly.
  • Some presentation elements are missing and/or used incorrectly.

1Does Not Meet Expectations / 1 Words are boring, misused, or unclear.
  • Words are often misused and/or overused.
  • The wording is vague and fuzzy.
  • No image is created.
/ 1 This is hard to read.
  • All the sentences are similar in beginning, structure, type and length.
  • Sentences are incomplete or one long sentence is used.
  • Frequent usage errors interrupt the reading.
/ 1 Many errors make the writing almost impossible to read.
  • Capitals are missing or not used correctly.
  • Punctuation is missing or not used correctly.
  • Few words are spelled correctly.
  • Presentation makes the paper difficult to read.

August 2006 – Based on the work of NWREL and Washington State GLEs.