Grade 5 Six Traits Writing Rubric- Name: James

Procient 6 Ideas & Content ! main theme ! supporting details Exceptionally clear, focused, engaging with relevant, strong supporting detail Fluent 5 Clear, focused, interesting and well dened ideas with appropriate detail Bridging 4 Understanding of main idea is demonstrated but may drift off topic (irrelevant information) Expanding 3 Main idea may be cloudy because supporting detail is too general or even off-topic Beginning 2 Purpose and main idea may be unclear and cluttered by irrelevant detail Developing 1 Lacks central idea; development is minimal or non-existent Comments You had been waiting for this day to come, but your Dad had to remind you about it? Good idea but some irrelevant detail about the game and sleeping. Really liked the idea of comparing his game to the game he watched. Good attempt and an interesting intro. Love the conclusion.

Organization ! structure ! introduction ! conclusion

Effectively organized in logical and creative manner Creative and engaging intro and conclusion

Strong order and structure Inviting intro and clear ending organised into appropriate paragraphs Contains a beg, middle and end and includes important events connecting these areas.

Contains a beg, middle and end evidence of paragraphing

Attempts at organization; may be a list of events Beginning and ending not developed

Lack of structure; disorganized and hard to follow Missing or weak intro and conclusion

Lack of coherence; confusing No identiable introduction or conclusion

Grade 5 Six Traits Writing Rubric- Name: James

Voice !personality !sense of audience Expressive, engaging, sincere Strong sense of audience Shows emotion: humour, honesty, suspense or life Precise, carefully chosen Strong, fresh, vivid images Adapts writing for purpose and audience shows individual style (personality) attempt made to demonstrate to individual style (inconsistent) Voice may be inappropriate or non-existent Writing may seem mechanical or immature Writing tends to be at or stiff Little or no hint of writer behind words Writing is lifeless No hint of the writer A little like a report on the event rather than a descriptive recount.

Word Choice !precision !effectiveness !imagery

A range of ambitious vocab, including simile/metaphor Word choice energizes writing deliberate effort made to avoid trash words (e.g.got, get, nice, went, said, good, stuff)

Language is functional and appropriate Descriptions may be overdone at times e.g. overuse of adjectives reliance on trash words (e.g.got, get, nice, went, said, good, stuff)

Words may be correct but mundane No attempt to use descriptive language

Monotonous, often repetitious, sometimes inappropriate

Limited range of words Some vocabulary misused

Word choice is functional but not very descriptive. Attempted to use similes but were not particularly applicable.

Grade 5 Six Traits Writing Rubric- Name: James

Sentence Fluency !rhythm, ow !variety High degree of craftsmanship Effective variation in sentence patterns Easy ow and
rhythm Good variety in length and structure, including simple and complex sentences containing embedded clasues. variety of sentence starters (e.g. ing and ly, compare and contrast connectives use of a range of connectives (e.g. adding, cause and effect, time)

Generally in control, sentences make sense. Lack variety in length and structure some complex sentences (containing two parts e,g, separated a comma or simple connective)

Most sentences make sense but some awkward constructions Many similar patterns and beginnings (consistent of use similar sentence openers; then, the, he, she, I)

Often choppy Monotonous sentence patterns Frequent runon sentences

Difficult to follow or read aloud Disjointed, confusing, rambling

Sentences ow well enough, however is not yet using many connectives.

Grade 5 Six Traits Writing Rubric- Name: James

Conventions !age appropriate, spelling, caps, punctuation, grammar Exceptionally strong control of standard conventions of writing
Strong control of conventions; errors are few and minor (e.g. commas used to break up sentences, speech marks) Range of punctuation to include exclamation marks for powerful sentences and rhetorical questions accurate spelling consistent tense and appropriate genre

Control of basic conventions; occasional errors (e.g. capitals, fullstops, exclamation marks, question marks, commas in lists) effort made to use tense consistently

General control of conventions (e.g. capitals, full-stops); errors do not interfere with understanding

Frequent signicant errors may impede readability

Numerous errors distract the reader and make the text difficult to read

Tense and grammatical issues. Attempts at dialogue.

Continuum Level: Early Fluent You have clearly put a lot of work into this. Your work is well paragraphed and easy to understand. I would have loved to hear more descriptive language because I know how much you love football and this feeling did not come through a great deal.

Date: April 2013 (Spring)