Grade 3 Informative/ Explanatory Writing Rubric

Student’s Name ______Date ______

CCSS Expectations / Distinguished
5 / Strong
4 / Moderate
3 / Partial
2 / Little or No Command
1
Text Types:
Informative
Explanatory
Text
Score: ______ /
  • Clearly introduces the informational topic and states its significance to the reader/writer
  • Includes many facts, definitions and other significant information to fully develop the topic
  • Skillfully uses linking words and phrases to connect ideas and create cohesion
  • Provides a strong or insightful concluding statement/section
/
  • Clearly introduces a topic and groups related information together (W.3.2a)
  • Develops the topic with facts, definitions and details (W.3.2b)
  • Uses linking words and phrases to connect ideas within categories of information (W.3.2c)
  • Provides a concluding statement or section (W.3.3d)
/
  • Attempts to introduce the topic; information may be loosely grouped together
  • Supplies a few facts or details about the topic; writing may not be fully developed
  • Use a few linking words, transitions are weak
  • Provides an unclear conclusion
/
  • Attempts to introduce the topic; information may be loosely grouped together
  • Supplies a fact but does not support topic
  • Attempts the use of linking words but transitions may be awkward
  • Attempts a conclusion but may need further elaboration
/
  • Lacks an introduction; information is presented randomly
  • Lacks sufficient details development
  • Does not use linking words to create cohesion
  • Lacks closure or conclusion is unrelated to topic

Writing Production
Score: ______ /
  • Produces clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (W.4.4)
  • Strongly focused on topic; requires little prompting to strengthen writing
/
  • Produces writing in which the development and organization are appropriate to task and purpose (W.3.4)
  • Focuses on a topic and strengthens writing by revising and editing (W.3.5)
/
  • Writing is moderately developed and organized
  • Moderately focused; attempts to add details and strengthen writing but needs guidance
/
  • Writing is minimally developed or organized
  • Partial focused: attempts to add details or strengthen writing but needs considerable guidance
/
  • Lacks development and organization
  • Little or no focus; Does not revise or strengthen writing even after multiple suggestions and prompting

Research to Present Knowledge
Score: ______ /
  • Text shows evidence of in-depth research to build extensive knowledge of topic
  • Recalls and relates elaborate information from experiences or gathers significant information from provided sources to strengthen informative writing
/
  • Text shows evidence of research to build knowledge of topic (W.3.7)
  • Recalls information from experiences or gathers information from provided sources to answer a question (W.3.8)
/
  • Text shows moderate evidence of research about the topic
  • Recalls some information from experiences or gathers some information to write about a topic
/
  • Text shows minimal evidence of research about the topic
  • Recalls partial information from experiences or gathers some information to write about a topic
/
  • Text shows little or no evidence of research on the topic
  • Does not use experiences or gathered information to write about a topic

CCSS Expectations / Distinguished
5 / Strong
4 / Moderate
3 / Partial
2 / Little or No Command
1
Language Conventions
Score: ______ /
  • Capitalizes correctly and consistently with no errors; first word in a sentence, “I”, proper nouns, and titles
  • Uses commas, apostrophes, and end punctuation correctly all the time
  • Applies above grade level spelling rules and patterns correctly, including irregular high-frequency words; no errors
/
  • Capitalizes correctly and consistently with minor errors; first word in a sentence, “I”, proper nouns, and titles
  • Uses commas, apostrophes, and end punctuation correctly most of the time
  • Applies above grade level spelling rules and patterns correctly (reference core sound/spelling resources), few to no errors
/
  • Capitalizes correctly and consistently with some errors; first word in a sentence, “I”, proper nouns, and titles
  • Uses commas, apostrophes, and end punctuation correctly some of the time
  • Applies some grade-level spelling rules and patterns correctly; some error and phonetic spelling interfere with readability
/
  • Errors in capitalizing; first word in a sentence, “I”, proper nouns, and titles
  • Makes errors in use of commas, apostrophes, and end punctuation correctly some of the time
  • Applies limited grade-level spelling rules and patterns correctly; many error and phonetic spelling interfere with readability
/
  • Capitalizes incorrectly with many errors
  • Uses commas, apostrophes, and end punctuation incorrectly or not at all
  • Misapplies grade-level spelling rules through phonetic spelling; excessive errors interfere with readability

6/2/2016Middletown Public Schools1