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iRubric: Opinion Writing rubric

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Opinion Writing 
Opinion Essay for 3rd Grade
Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS. ELA- Literacy.W.3.1
Rubric Code: SX326B6
By Lixin2004
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: K-5

Powered by iRubric Opinion 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

0

(No Paper Turned In)

0 pts

Focus/Opinion

CCSS:
W-1a
W-1b
W-4
4

Strongly and clearly states a personal opinion in the introduction. Clearly identifies the issue through out the paragraph.Demonstrates an insightful understanding of the topic.
3

A personal opinion is stated in the introduction. The issue being addressed is stated. Demonstrates an understanding of the topic.
2

A personal opinion is not stated clearly in the introduction. The issue addressed is not clear. Demonstrates limited understanding of the topic.
1

Personal opinion is not stated in the introduction. The issue to be addressed is not stated. Demonstrates little to no understanding of the topic.
0

NA
Paragraph

CCSS:
W-1a
4

Five paragraphs. All paragraphs are indented.
3

Four paragraphs. Most paragraphs are indented.
2

Three-Two paragraphs. A few paragraphs are indented.
1

One paragraph. No paragraph is indented.
0

NA
Sentence Structure

CCSS:
L-1
L-2
4

Four or more sentences in every paragraph. Uses purposeful and varied sentence structures.
3

Three sentences in most paragraphs. Sentence structure is generally correct with some variance.
2

Two sentences in most paragraphs. Uses very little variance often with repetitive sentence structures.May contain some fragments and/ or run on sentences.
1

One sentence in most paragraphs. Uses little to no correct sentence structure. Contains sentence fragmewnts and/or run on sentences.
0

NA
Organization

CCSS:
W-1a
W-1c
W-1d
W-4
4

Organizes ideas and informnation into logical, cohert prargraphs that are easy for the reader to understand. Summarizes personal opinion in a strong concluding statement and leaves the reader with an interesting thought to ponder.
3

Organizes ideas and information that is easy for the reader to understand. Summarizes personal opinion in a concluding statement.
2

Organizes ideas and information in incomplete paragraph structure (e.g., missing supporting details, conclusion, etc.) Concluding statement is a weak summary of personal opinion.
1

Organizes with no evidence of paragraph structure. Concluding statement makes no reference to personal opinion.
0

NA
Supporting Details

CCSS:
RIT – 1
W – 1b
4

Supports opinion skillfully with
substantial and relevant facts,
details, and/or reasons.
3

Supports opinion with relevant reasons.
2

Supports opinion with minimal or irrelevant and/or reasons.ï‚·
1

Does not support opinion with reasons.
0

NA
Conventions

CCSS:
L – 1
L – 2
4

Demonstrates creativity and
flexibility when using
conventions (grammar,
punctuation, capitalization, and
spelling) to enhance meaning. Contains 0-2 errors inspelling, capitalization or punctuation.
3

Demonstrates grade level appropriate conventions; errors
are minor and do not obscure meaning. Contains 3-4 errors in spelling, capitalization and punctuation.
2

Demonstrates some grade level appropriate conventions, but
errors may obscure meaning. Contains 5-6 errors in spelling, capitalization and punctuation.
1

Demonstrates limited understanding of grade
level appropriate
conventions, and errors interfere with meaning. Contains 7 or more errors in spelling, capitalization and punctuation.
0

NA
Conferencing/Revising/Editing

CCSS:
W-3
4

With guidance and support from adults, producewriting in which the development and organization are
appropriate to task and purpose. Writer made purposeful revisions and editted paper to the best of the writer's ability.
3

With guidance and support from adults, produce
writing in which the development and organization are
appropriate to task and purpose.Writer made some purposeful revisions and editted paper to the best of the writer's ability.
2

With guidance and support from adults, produce
writing in which the development and organization are
appropriate to task and purpose.Writer made a few revisions and did not edit paper to the best of the writer's ability.
1

With guidance and support from adults, produce
writing in which the development and organization are
appropriate to task and purpose.Writer made no purposeful revisions and did not edit the paper to the best of the writer's ability.
0

NA
Illustrations

CCSS:
W-1d
4

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

Two detailed/colored illustrations that aided with comprehension.
2

One illustration that aided with comprehension.
1

No illustrations
0
Time Management/ Effort

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.
0




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