iRubric: Grade 5 Module 1:Unit 1 rubric

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Grade 5 Module 1:Unit 1

Final Assessment for Unit 1

Rubric Code: HXX7A23

By dclabau1

Draft

Public Rubric

Subject: (General)

Type: Assessment

Grade Levels: K-5

Grade 5 Expository Writing Rubric Enter rubric description
	Standards (N/A)	Exceeds Expectations 4 pts	Proficent 3 pts	Basic 2 pts	Below Basic 1 pts
Content and Analysis The extent to which the essay conveys ideas and information clearly and accurately in order to support an analysis of topics or texts.	Standards District Standards LA 5.2 LA 5.5 CCLS W.2 RI.1-9	Exceeds Expectations -Clearly introduces a topic in a manner that follows logically from the task and purpose -Demonstrate insightful comprehension and analysis of the text(s)	Proficent -Clearly introduces a topic in a manner that follows logically from the task and purpose -Demonstrate grade-appropriate comprehension and analysis of text(s)	Basic -Introduce a topic in a manner that follows generally from the task and purpose -Demonstrate a literal comprehension of the text(s)	Below Basic -Introduce a topic in manner that does not logically follow from the task and purpose -Demonstrate little understand of text(s)
Command of Evidence The extent to which the essay presents evidence from the provided texts to support analysis and reflection.	Standards District Standards LA 5.2 LA 5.5 LA5.7 CCLS W.2 W.9 RI.1-9	Exceeds Expectations -Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from the text(s) -Sustain the use of varied relevant evidence	Proficent -Develop the topic with relevant facts, definitions, details, quotations, or other information and examples from the text(s) -Sustain the use of relevant evidence, with some lack of variety.	Basic -Partially develop the topic of the essay with the use of some textual evidence, some of which may be irrelevant -Use relevant evidence inconsistently	Below Basic -Demonstrate an attempt to use evidence, but only develop ideas with minimal, occasional evidence which is generally invalid or irrelevant
Coherence, organization and style The extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language.	Standards District Standards LA 5.5 LA 5.8 CCLS W.2 L.3 L.6	Exceeds Expectations -Exhibit clear, purposeful organization. -Skillfully link ideas using grade-appropriate words and phrases -use grade-appropriate stylistically sophisticated language and domain-specific vocabulary. -Provide a concluding statement that follows clearly from the topic and information presented.	Proficent -Exhibit clear organization -Link ideas using grade-appropriate words and phrases -Use grade-appropriate precise language and domain-specific vocabulary -Provide a concluding statement that follows from the topic and information presented	Basic -Exhibit some attempt at organization -Inconsistently link ideas using words and phrases -Inconsistently use appropriate language and domain-specific vocabulary -Provide a concluding statement that follows generally from the topic and information presented.	Below Basic -Exhibit little attempt at organization, or attempts to organize are irrelevant to the task -Lack the use of linking words and phrases -Use language that is imprecise or inappropriate for the text(s) and task -Provide a concluding statement that is illogical or unrelated to the topic an information presented.
Control of conventions The extent to which the essay demonstrates command of conventions of standard English grammar, usage, capitalization, punctuation, and spelling.	Standards District Standards LA 5.5 LA 5.9 CCLS W.2 L.1 L.2	Exceeds Expectations -Demonstrate grade-appropriate command of conventions, with few errors	Proficent Demonstrate grade-appropriate command of conventions, with occasional errors that do not hinder comprehension.	Basic -Demonstrate emerging command of conventions, with some errors that may hinder comprehension.	Below Basic -Demonstrate lack of command of conventions, with frequent errors that hinder comprehension.

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