Name______________________

Date_______________________

Grade 4 Rubric for Informational Writing

Exceeding Standard
(4)

Focus

W 2a
W 2e
W 4.4

Support/
Evidence

Demonstrates a strong understanding of Demonstrates an understanding of

topic/text(s)
topic/text(s)

Approaching Standard
(2)

Below Standard
(1)

Demonstrates limited understanding of Demonstrates little to no

topic/text(s)
understanding of topic/text(s)

W2

Organization

At Standard
(3)

W 2b
W 4.9b

Organizes ideas and information into

purposeful, coherent paragraphs that
include an elaborated introduction with
clear thesis, structured body, and
insightful conclusion
Logically groups related information into
paragraphs or sections, including
formatting
Skillfully uses relevant and substantial
text support from the resources with
accuracy
Uses credible and varied sources

Develops the topic with wellintegrated facts, definitions, concrete

details, quotations, or other
information and examples

Organizes ideas and information into

logical introductory, body, and
concluding paragraphs
Groups related information into
paragraphs or sections, including
formatting (e.g., headings)

Organizes ideas and information in an Does not organize ideas and

attempted paragraph structure that
information coherently due to
includes a sense of introduction,
lack of paragraph structure
body and conclusion
and/or a missing introduction,
Grouping of ideas lacks cohesion (e.g.,
body, or conclusion
Does not group related
list-like, rambling, or repetitive)
information together

Uses relevant and sufficient text support Uses mostly relevant text support but
from the resources with accuracy
may lack sufficient evidence and/or
Uses credible sources
accurate use
Develops the topic with facts, definitions, Uses mostly credible sources
Develops the topic with limited facts,
concrete details, quotations, or other
information and examples
definitions, concrete details,
quotations, or other information and
examples

Created byWCPSS ELA Common Core Focus Group

Revised by M. Hale 1/19/16

Does not use relevant or

sufficient text support from
the resources with accuracy
Uses few to no credible sources
Does not support opinion with
facts, details, and/or reasons

Name______________________
Date_______________________

Language

L 1f
L2.c
W.2c
W 2d

Produce complete sentences,

recognizing and correcting
inappropriate fragments and run-ons.
Skillfully uses commas before
coordinating conjunctions in
compound sentences that enhances
readability
Links ideas within categories of
information using words and phrases
(e.g., another, for example, also,
because) throughout student writing
Utilizes precise and domain-specific
vocabulary accurately throughout
student writing

Grade 4 Rubric for Informational Writing

Produce complete sentences,

Produce complete sentences,
recognizing and correcting
inaccurately correcting
inappropriate fragments and run-ons
inappropriate fragments and runwith minimal errors.
ons.
Use a comma before a coordinating
Demonstrates the attempt to use a
conjunction in a compound sentence.
comma before a coordinating
Links ideas within categories of
conjunction in a compound
information using words and phrases
sentence , but errors may interfere
(e.g., another, for example, also,
with the readability
Links ideas within categories of
because)
Utilizes precise language and domaininformation using words and phrases
specific vocabulary
(e.g., another, for example, also,
because) but minimally and/or
inaccurately
Utilizes some precise language and/or
domain-specific vocabulary but
minimally and/or inaccurately

Created byWCPSS ELA Common Core Focus Group

Revised by M. Hale 1/19/16

Does not demonstrate sentence

mastery
Does not use a comma before a
coordinating conjunction in a
compound sentence, and
errors interfere with the
readability
Does not link ideas within
categories of information
using words and phrases (e.g.,
another, for example, also,
because)
Does not utilize precise
language or domain-specific
vocabulary