Information Rubric Grade 5

1 (emerging) 2 (developing) 3 (meets standards) 4 (exceeds)

Ideas The writer worked towards using
different kinds of information to
teach about the subject, but the
reader may be left with questions.




The writers could present
information in a way that is more
understandable. Presented facts and
opinions may be confusing for the
reader.





The writer is developing the ability
to convey factual information using
details that made sense to the
reader. Text features may have been
over or underused.

The writer is developing the use of
different kinds of information to
teach about the subject. More
inclusion of little essays, stories, or
how-to-sections could help the
reader learn about the subject.


The writer is developing the ability
to make the information
understandable to readers by
summarizing background
information or referring to earlier
parts. Readers may have questions
differentiating facts from the
writers opinion.


The writer did make choices about
how to convey information so that it
made sense to the readers, however
some parts needed more facts and
details or could have been supported
with more intentional text features.

The writer used different kinds of
information to teach about the
subject. Sometimes the writer
included little essays, stories, or
how-to-sections.



The writer worked to make the
information understandable to
readers. To do this, the writer may
have referred to earlier parts of the
text and summarized background
information. The writer let readers
know when he/she was discussing
the facts and when he/she was
offering his/her own thinking.

The writer not only made choices
about which details and facts to
include but also made choices about
how to convey information so it
would make sense to readers. The
writer blended storytelling,
summary, and other genres as
needed and used text features.
The writer used different kinds of
compelling information to teach
about the subject. The writer
included little essays, stories, or
how-to-sections in the writing that
added interest and insight for the
reader.

The writers made the information
understandable by referring to
earlier text and summarizing
background information. The writer
clearly distinguished facts from own
thinking and offered interesting
writing techniques to engage the
reader.


The writer strategically included
facts and details that not only made
sense to the reader but also
conveyed the information in a way
that maintained the readers
interest. The writer used a variety of
writing techniques and text features
to engage the reader.

Organization The writer wrote a beginning that
informed the reader of the subject
being presented, but the reader may
need a clearer roadmap for the order
of the presented information.




The writer used some transitional
phrases to show sequence, but more
deliberate or varied transitions
would help the reader.







The writer wrote a beginning to
explain the relevance of the topic
and somewhat engaged the reader.
The writer is beginning to let the
reader know how the subject would
be presented.



The writer used some words in each
section that helped readers
understand how one piece of
information connected with others.







The writer wrote an introduction in
which the writer helped readers get
interested in and understand the
subject. The writer let readers know
the subtopics that would be
developed later as well as the
sequence.


When the writer wrote about results,
using words and phrases such as
consequently, as a result, and because
of this. The transition words and
phrases led the reader to new topics
and the relationship between topics.





The writer wrote an introduction in
which the writer interested readers,
perhaps with a quote or significant
fact. The writer may have included
some personal ideas about the topic.
The writer let readers know the
subtopics that would develop later
and how the text would unfold.

The writer used transition works to
help the reader understand how
different bits of information and
different parts of the writing fit
together, to help connect ideas,
information, and examples and to
compare, contrast, and imply
relationships.



Information Rubric Grade 5
The writer is developing the ability
to effectively group ideas together in
sections and present ideas within
sections effectively for the reader.
Few or ineffective headings or
subheadings were used.



The writer wrote an ending, but
more could be included to move
beyond a summary of stated facts.
The writer included information that
was mostly about the same thing in
each section and may have used
headings and subheadings.





The writer is working toward
writing an ending that drew
conclusions, asked questions, or
suggested ways readers might
respond.

The writer organized the writing
into a sequence of separate sections.
The writer used headings and
subheadings to highlight the
separated sections. The writer wrote
each section according to an
organizational plan shaped partly by
the genre of the section.

The writer wrote a conclusion in
which the main points were restated
and offered a final thought or
question for readers to consider.

The writer organized the ideas into
coherent, logical settings with
deliberate and effective headings
and subheadings.





The writer wrote a conclusion
stating the big picture and adding
thought-provoking insights or
implications for the reader to
consider.

Voice The writer wrote for a reader, but
the teaching tone may be
inconsistent.

The writer is developing a
consistent, inviting, teaching tone to
help readers take in and understand
the information.

The writer used a consistent,
inviting, teaching tone to help
readers take in and understand the
information.
The writer effectively and
deliberately used a consistent,
inviting, teaching tone that enabled
readers take in and understand the
information.
Word Choice The writer used some vocabulary of
the experts, but clearer or more
sophisticated explanations of the key
terms could be included.


The writer included some exact
phrases, comparisons or images that
would explain information and
concepts, but they may not be
developed or may be unintentional.
The writer included some
vocabulary of experts and explained
most of the key terms well.



At times, the writer included the
exact phrase, comparison or image
that would explain information and
concepts, but more could be
included or revised to be clearer for
the reader.
The writer made deliberate word
choices to have an effect on the
readers. The writer used the
vocabulary of experts and explained
key terms.

The writer included the exact
phrase, comparison or image that
would explain information and
concepts.
The writer chose words carefully to
explain the information and ideas
and have an effect on the readers.



The writer incorporated content
specific expert vocabulary and
explained these terms carefully and
succinctly to the reader.


Sentence
Fluency
The writer occasionally varied
sentences, but the flow may be not
be smooth or appropriate for the
genres purpose and tone.
Most of the time the writer varied
the sentences to match the genres
purpose and tone.
The writer varied the sentences to
match the genres purpose and tone.
The writer effectively and
deliberately varied the sentences to
manage the tone of the piece.
Conventions The writer inconsistently applied
grade-level conventions: errors may
obscure meaning. If there were no
errors, the writer may have taken
few risks.

The writer may need to use
resources more often or more
deliberately to spell unfamiliar
words.




The writer applied grade-level
conventions most of the time; errors
may obscure meaning.



The writer occasionally used
resources (peers, dictionary, and
thesaurus) to spell unfamiliar words.





The writer demonstrated grade-level
appropriate conventions; errors are
minor and do not obscure meaning.
Errors show risk beyond grade-level
expectations.

The writer used resources to spell
unfamiliar words (peers, dictionary,
and thesaurus) to spell correctly and
chose nuanced words.




The writer demonstrated above
grade-level use of conventions.
Errors show risk beyond grade-level
expectations.


The writer used resources to spell
unfamiliar words (peers, dictionary,
and thesaurus) and to choose words
with nuanced meanings.




Information Rubric Grade 5
The writers use of punctuation
reflects minimal risks and is not yet
contributing to the tone of the piece.
Citations need revision.
The writers punctuation reflects
some risks and occasionally
contributes to the tone of the piece.
Citations are almost correct.
The writer used correct
capitalization and punctuation,
including citations. Any errors in
conventions show advanced use of
language.

The writers use of punctuation is
deliberate and conveys the meaning
or builds tension in the piece. Any
errors in conventions show
advanced use of language.