TNReady Grades 4-5 Informational/Explanatory Rubric

4 points

In response to the task and the stimuli, the writing: • contains an effective and relevant introduction. • utilizes effective organizational strategies to group related information logically and to aid in comprehension. • effectively establishes relationships among ideas and concepts. • contains an effective and relevant concluding statement or section.

3 points

In response to the task and the stimuli, the writing: • contains a relevant introduction. • utilizes adequate organizational strategies to group related information logically and to aid in comprehension. • adequately establishes most relationships among ideas and concepts. • contains a relevant concluding statement or section.

2 points

In response to the task and the stimuli, the writing: • contains a limited introduction. • demonstrates an attempt to group related information, but ideas may be hard to follow at times. • establishes some relationships between ideas and concepts, but there are lapses in focus. • contains a limited concluding statement or section.

1 point

In response to the task and the stimuli, the writing: • contains no or an irrelevant introduction. • demonstrates an unclear organizational structure; ideas may be hard to follow most of the time. • fails to establish relationships between ideas and concepts; concepts are unclear and/or there is a lack of focus. • contains no or an irrelevant concluding statement or section.

4 points

In response to the task and the stimuli, the writing: • utilizes well-chosen, relevant, and sufficient evidence from the stimuli to thoroughly and insightfully develop the topic. • thoroughly and accurately explains and elaborates on the evidence provided, demonstrating a clear, insightful understanding of the topic, task, and stimuli.

3 points

In response to the task and the stimuli, the writing: • utilizes relevant and sufficient evidence from the stimuli to adequately develop the topic. • adequately and accurately explains and elaborates on the evidence provided, demonstrating a sufficient understanding of the topic, task, and stimuli.

2 points

In response to the task and the stimuli, the writing: • utilizes mostly relevant but insufficient evidence from the stimuli to partially develop the topic. Some evidence may be inaccurate or repetitive. • explains some of the evidence provided, demonstrating only a partial understanding of the topic, task, and stimuli. There may be some level of inaccuracy in the explanation.

1 point

In response to the task and the stimuli, the writing: • utilizes mostly irrelevant or no evidence from the stimuli, or mostly/only personal knowledge, to inadequately develop the topic. Evidence is inaccurate or repetitive. • inadequately or inaccurately explains the evidence provided, demonstrating little understanding of the topic, task, and stimuli.

4 points

The writing: • illustrates consistent and sophisticated command of precise language and domain-specific vocabulary appropriate to the task. • utilizes sophisticated and varied transitional words and phrases.

3 points

The writing: • illustrates consistent command of precise language and domain- specific vocabulary. • utilizes appropriate and varied transitional words and phrases.

2 points

The writing: • illustrates inconsistent command of precise language and domain- specific vocabulary. • utilizes basic or repetitive transitional words and phrases.

1 point

The writing: • illustrates little to no use of precise language and domain- specific vocabulary. • utilizes no or few transitional words and phrases.

4 points

The writing: • demonstrates consistent and sophisticated command of grade- level conventions of standard written English. • may contain a few minor errors that do not interfere with meaning.

3 points

The writing: • demonstrates consistent command of grade-level conventions of standard written English. • contains occasional minor and/or major errors, but the errors do not significantly interfere with meaning.

2 points

The writing: • demonstrates inconsistent command of grade-level conventions of standard written English. • contains frequent errors that may significantly interfere with meaning.

1 point

The writing: • demonstrates limited command of grade-level conventions of standard written English. • contains numerous and repeated errors that seriously impede meaning.