English Language Arts - A Curriculum Guide for the Elementary Level (2002)

Sample Rubric for Writing

Level 5 Level 4 Level 3 Level 2 Level 1

Well-defined purpose effectively achieved. Purpose is defined and achieved. Purpose defined, not completely achieved. Attempt to define purpose, but not achieved. Purpose neither defined nor achieved.

Writer adjusts to specific audience. Writer is aware of the audience. Some awareness of audience. Awareness of audience is minimal. Awareness of audience not evident.

Ideas are insightful or creative; relevant and precise. Ideas are relevant and sufficient. Ideas are adequate. Ideas are mainly relevant. Ideas are unclear, inconsistent, or irrelevant.

Ideas/events are effectively sequenced. Ideas are in an appropriate sequence. Most ideas/events are in an appropriate sequence. Some ideas/events are in an appropriate sequence. Ideas/events are in an unclear or haphazard order.

Sentences are varied and generally error free. Sentences have correct structure with capitals and periods. Most writing is in sentences and most have periods and capitals. Some sentence structure but only a few capitals and periods. Words only, no order and incorrect use of periods.

Vivid, interesting vocabulary specific to audience and purpose. Generally successful using more complex vocabulary, suitable to audience and purpose. Basic vocabulary suitable for audience and purpose. Vocabulary may be imprecise or inappropriate to audience and/or purpose. Vocabulary imprecise and inappropriate.

Rare spelling or punctuating errors. Appropriate awareness of spelling patterns. A few spelling errors mainly restricted to attempts at more complicated vocabulary. A few punctuating errors mainly restricted to attempts at complicated punctuation. Some spelling errors but understanding rarely impeded. Simple punctuation and capitalization well controlled. Basic awareness of spelling patterns. Frequent mistakes may impede understanding. Some errors in simple punctuation and capitalization may distract reader. Many serious spelling errors impede understanding. Numerous punctuation and capitalization errors impede understanding and/or distract the reader.

All words are on lines and spacing is consistent and correct. Words are on lines and adequately spaced. Most words are on lines with adequate spacing between words. Some words on lines with some spaces between words. Words not on lines; no spaces between words.

Level 5	Level 4	Level 3	Level 2	Level 1
Well-defined purpose effectively achieved.	Purpose is defined and achieved.	Purpose defined, not completely achieved.	Attempt to define purpose, but not achieved.	Purpose neither defined nor achieved.
Writer adjusts to specific audience.	Writer is aware of the audience.	Some awareness of audience.	Awareness of audience is minimal.	Awareness of audience not evident.
Ideas are insightful or creative; relevant and precise.	Ideas are relevant and sufficient.	Ideas are adequate.	Ideas are mainly relevant.	Ideas are unclear, inconsistent, or irrelevant.
Ideas/events are effectively sequenced.	Ideas are in an appropriate sequence.	Most ideas/events are in an appropriate sequence.	Some ideas/events are in an appropriate sequence.	Ideas/events are in an unclear or haphazard order.
Sentences are varied and generally error free.	Sentences have correct structure with capitals and periods.	Most writing is in sentences and most have periods and capitals.	Some sentence structure but only a few capitals and periods.	Words only, no order and incorrect use of periods.
Vivid, interesting vocabulary specific to audience and purpose.	Generally successful using more complex vocabulary, suitable to audience and purpose.	Basic vocabulary suitable for audience and purpose.	Vocabulary may be imprecise or inappropriate to audience and/or purpose.	Vocabulary imprecise and inappropriate.
Rare spelling or punctuating errors.	Appropriate awareness of spelling patterns. A few spelling errors mainly restricted to attempts at more complicated vocabulary. A few punctuating errors mainly restricted to attempts at complicated punctuation.	Some spelling errors but understanding rarely impeded. Simple punctuation and capitalization well controlled.	Basic awareness of spelling patterns. Frequent mistakes may impede understanding. Some errors in simple punctuation and capitalization may distract reader.	Many serious spelling errors impede understanding. Numerous punctuation and capitalization errors impede understanding and/or distract the reader.
All words are on lines and spacing is consistent and correct.	Words are on lines and adequately spaced.	Most words are on lines with adequate spacing between words.	Some words on lines with some spaces between words.	Words not on lines; no spaces between words.