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iRubric: Informational Writing rubric

iRubric: Informational Writing rubric

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Informational Writing 
How-to Essay
A How-to Essay is a written, step-by-step explanation of a process. Students are to examine a topic and convey ideas and information clearly. CCSS.ELA-Literacy.W.3.2
Rubric Code: YX3X47B
By Lixin2004
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: K-5

Powered by iRubric How-to Essay
  4

(Above Grade Level)

4 pts

3

(At Grade Level)

3 pts

2

(Approaching Grade Level)

2 pts

1

(Below Grade Level)

1 pts

Did not Turn in a Paper

0 pts

Organization

CCSS.ELA-Literacy.W.3.2A
CCSS.ELA-Literacy.W.3.2C
CCSS.ELA-Literacy.W.3.2D
4

The introduction contains an interesting beginning(hook) with a clearly stated topic sentence (in a paragraph); the body fully and clearly explains the steps involved in doing or making something;supporting details are evident; the writing has a conclusion with a clincher statement what the writer hopes the reader learned or a logical reflection on the process.
3

The introduction contains an interesting beginning (hook) with a topic sentence (in a paragraph) ; the body explains most of the steps involved in doing or making something; many supporting details are evident; the conclusion is somewhat defined and expresses a logical reflection on the process.
2

The introduction contains a interesting a beginning with a topic sentence (in a paragraph), but the sentence may be unclear, imprecise, or undeveloped; the body explains only some of the steps involved in doing or making something; the conclusion is not well defined and does not present any other logical reflection on the process.
1

The introduction lacks a topic sentence (in a paragraph); the body does not break the process into steps;no supporting details are evident; the conclusion is missing.
Did not Turn in a Paper
Elements of How-to Writing

CCSS.ELA-Literacy.W.3.2B
4

The overall purpose is clear; the steps are presented in the order in which they are performed; words/phrases are explained; transitional words and phrases that show order are used effectively. Most of the word choices are precise.
3

The purpose is generally clear; most steps are presented in the order in which they are performed; some supporting details are evident. Some of the word choices are precise.
2

The purpose is unclear; steps may be presented out of order; the writing lacks transitional words and phrases that show order. Most word choices are imprecise, redundant, or confusing.
1

No purpose is apparent; steps are not presented in any order. Word choices are imprecise, redundant, or confusing.
Did not Turn in a Paper
Conventions

Grammar, Usage, Mechanics, and Spelling
CCSS.ELA-Literacy.W.3.4
4

All sentences are complete. There are few or no errors in mechanics, usage, grammar, or spelling.
3

Most sentences are complete. There are some errors in mechanics, usage, grammar, or spelling.
2

Many sentences are incomplete. Errors in mechanics, usage, grammar, or spelling interfere with the reader's understanding of the process.
1

Most sentences are incomplete. Serious and numerous errors in mechanics, usage, grammar, or spelling block the reader's understanding of the process.
Did not Turn in a Paper
Paragraph Organization

CCSS.ELA-Literacy.W.3.2B
4

The writer wrote at least 5 paragraphs: introduction, three body and a conclusion. There were at least 4 sentences in each of the 3 body paragraphs. All paragraphs were indented.
3

The writer wrote 5 paragraphs: an introduction, three body and a conclusion. There were at least 3 sentences in each of the 3 body paragraphs. Most of the paragraphs were indented.
2

The writer wrote 3-4 paragraphs. There were at least 2-3 sentences in each of the paragraphs. 1-2 of the paragraphs were indented.
1

The writer wrote 1-2 paragraphs. There were at least 2 sentences in each of the paragraphs. None the paragraphs were indented.
Did not Turn in a Paper
Illustrations

CCSS.ELA-Literacy.W.3.2A
4

2 or more detailed/colored illustrations that aided with comprehension.
3

1 detailed/colored illustration that aided with comprehension.
2

1 illustration that aided with comprehension.
1

No illustrations
Did not Turn in a Paper
Revision/Editing

CCSS.ELA-Literacy.W.3.4
4

Writer conferenced the rough draft with staff. Applied revisions and editing.
3

Writer conferenced the rough draft with staff. Applied most of the revisions and editing.
2

Writer conferenced the rough draft with staff, but did not apply conferencing revisions and/or editing.
1

Did not use conferencing notes, and/or revisions and/or editing. .
Did not Turn in a Paper
Time Management/ Effort

CCSS.ELA-Literacy.W.3.4
4

Writer was focused in class. Did not need reminders. Writer worked very hard throughout the writing process.Turned paper in on time that reflected the writer's best efforts.
3

Writer was focused in class most of the time. Needed 1-3 reminders to stay focused. Writer work hard throughout the writing process.Turned paper in on time that reflected the writer's best efforts.
2

Writer lacked focus in class. Needed several reminders to stay focused.Writer put in minimal effort. Turned paper in on time, but it did not reflect the writer's best effort.
1

Writer lacked focus. Needed constant reminders to stay on task. Did not turn paper in on time and it did not reflect writer's best effort.
Did not Turn in a Paper




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