NJSLA-A Grades 4–5 Opinion Rubric
The NJ NJSLA-A Grades 4–5 Opinion Rubric scored out of 12 points across 3 criteria, for opinion writing at grades 4-5. Published by New Jersey Department of Education.
2 pages, US Letter, black and white. Free, no account, no email. Includes every performance level and a blank scoring sheet.
How it is scored
- Ideas and Focus4 pts · 4 levels
- Organization4 pts · 4 levels
- Expression and Word Choice4 pts · 4 levels
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The full rubric
Ideas and Focus · 4 points
4 points
Focused response, clear understanding of task and purpose. Characteristics: states an opinion that clearly addresses the topic; reasons that clearly support the opinion; facts and/or details from the text that clearly support the opinion.
3 points
Mostly focused response, general understanding of task and purpose. Characteristics: states an opinion that generally addresses the topic; reasons that generally support the opinion; facts and/or details from the text that generally support the opinion.
2 points
Basic response, some understanding of task and purpose. Characteristics: an opinion that somewhat addresses the topic; reasons that somewhat support the opinion; information from the text that somewhat supports the opinion.
1 point
Minimally written response, minimal understanding of task and purpose. Characteristics: an opinion that minimally addresses the topic or does not state an opinion; minimal, missing, or unclear reasons related to the opinion; minimal, missing, or unclear information to support the opinion.
Organization · 4 points
4 points
Focused response. Characteristics: introduces a topic or text clearly; an organizational structure that clearly groups related ideas; a conclusion clearly related to the opinion presented.
3 points
Mostly focused response. Characteristics: introduces a topic or text generally; an organizational structure that generally groups related ideas; a conclusion generally related to the opinion presented.
2 points
Basic response. Characteristics: attempts to introduce a topic or text; an organizational structure that somewhat groups related ideas; a conclusion somewhat related to the opinion presented.
1 point
Minimally written response. Characteristics: a missing or unclear introduction of the topic; a minimal or unclear organizational structure; a missing or unclear conclusion.
Expression and Word Choice · 4 points
4 points
Focused response. Characteristics: uses words and phrases to clearly link opinion and reasons.
3 points
Mostly focused response. Characteristics: uses words and phrases to generally link opinion and reasons.
2 points
Basic response. Characteristics: uses words and phrases to somewhat link opinion and reasons.
1 point
Minimally written response. Characteristics: minimal or unclear use of words and phrases to link opinion and reasons.
This rubric applied to a real essay
Below is a sample essay scored against the rubric above, shown the way it looks inside the grader. The marks, the scores and every comment are the grader’s own output, not written by hand for this page. It scored 8 out of 12.
The essay is written for this page, at roughly a B grade so both the strengths and the weaknesses are worth seeing. It is not a real student’s work.
The prompt
Should students be allowed to choose their own books during reading time? Write an opinion paper. Give reasons and examples to support your opinion.
I think students should get to pick their own books for reading time.1 When we choose, we actually read.
Last year our teacher picked one book for everybody and we all had to read the same chapters. I did not like it and I would read the same page over and over without knowing what it said.2 This year Ms. Alvarez lets us choose from the classroom shelf. I picked a book about a girl who trains sled dogs and I finished it fast.
Choosing is also more fair.3 Everybody is different. Not all kids like the same things. Different kids like different books.4
Your whole class, marked like this
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How it scored, criterion by criterion
The student states a clear opinion and offers two supporting reasons (engagement and fairness) with a personal example about the sled dog book. However, the 'fairness' paragraph is largely circular ('Different kids like different books') without developing a real reason, and the counterclaim rebuttal is thin and underdeveloped. The response generally, but not clearly, supports the opinion with reasons and details, placing it at the 3-point level.
The essay has a recognizable structure: an introduction with a stated opinion, body paragraphs that group related ideas (engagement, fairness, counterclaim), and a conclusion that restates the opinion. The introduction is brief and the conclusion is minimal, and transitions between paragraphs are largely absent, keeping this at a 3 rather than a 4.
The student uses 'also' and 'but' as linking words, but these are the only connective phrases present, and they are used inconsistently. The fairness paragraph in particular relies on repetition rather than language that links the reason to the opinion. There is little use of opinion-signaling or transitional language (e.g., 'for example,' 'this shows that,' 'one reason is'), placing this at the 2-point level.
What the student was told to fix
- Develop the 'fairness' reason with a real explanation or example instead of repeating the same idea
- Strengthen the counterclaim rebuttal beyond 'probably not' by giving a reason why students choose challenging books
- Add linking and transitional phrases (e.g., 'one reason is,' 'for example,' 'this shows that') throughout to connect reasons to the opinion
- Expand the conclusion to summarize the main reasons, not just restate the opinion
Graded on 2026-08-12. A teacher can change any score before it goes back to the student.
Source
New Jersey Department of Education. Official document. Rubrics are revised periodically, so check the source before using this for a graded assessment.
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