5-Point Beginning Writer's Rubric

1. EXPERIMENTING Ideas
Big Idea is unclear; print sense is just beginning A Details are missing, or if present, are unclear Experience with topic is unclear Pictures, if present, are unclear

2. EMERGING Ideas
Big Idea is conveyed in a general way through text, labels, symbols Few details are present

3. DEVELOPING Ideas
Big Idea is stated in text Details are relevant to topic and support Big Idea Experience with topic is obvious Pictures, if present, support topic

4. CAPABLE Ideas
Big Idea is clear, but generala simple story or explanation Details are telling, and sometimes specific to Big Idea Experience with topic is supported by text Pictures, if present, add descriptive details to topic

5. EXPERIENCED Ideas
Big Idea is clear; topic is narrow, fresh, and original Details are accurate, relevant, high-quality, and support or enrich Big Idea Experience with topic is demonstrated clearly Pictures, if present, clarify, enrich, and enhance topic

B C

Some experience with topic is demonstrated Pictures, if present, connect to a few words

Key question: Does the writer stay focused and share original and fresh information or perspective about the topic?

Organization
Beginning/ending is absent A B C D E Transitions are not present Sequencing is not present Pacing is not evident Title (if required) is missing Structure is random

Organization
A bare beginning is present Transitions are starting to emerge Sequencing is limited or confusing Pacing is predictable, monotonous Title (if required) is attempted Structure is unclear or only starting to emerge

Organization
Beginning and middle are present, but no ending Transitions rely on connective and Sequencing is adequate Pacing is adequate Simple title (if required) works Structure is present and works

Organization
Beginning, middle, and predictable ending are present Transitions work in predictable fashion Sequencing is sound Pacing moves reader through piece Title (if required) fits content Structure matches purpose

Organization
Beginning attracts, middle works, ending is present Transitions are somewhat varied Sequencing is purposeful from start to finish Pacing is purposeful Title (if required) is engaging Structure clarifies topic

Key question: Does the organizational structure enhance the ideas and make the piece easier to understand?

Voice
Individual expression is not present A B C Writing for audience is not evident Voice is not discernible Risk-taking is not evident

Voice
Individual expression is emerging Writing starts to address audience Voice is emerging in pictures and/or text Risk-taking is limited to safe choices

Voice
Individual expression is present Writing addresses audience in a general way Voice is present Risk-taking reveals moments of sparkle

Voice
Individual expression is supported by text Writing connects to audience Voice supports writers purpose Risk-taking uncovers individual perspective

Voice
Individual expression reflects unique tone Writing clearly engages audience Voice is engaging and enthusiastic for purpose Risk-taking reveals person behind words

Key question: Would you keep reading this piece if it were longer?

2010, Education Northwest

5-Point Beginning Writer's Rubric

1. EXPERIMENTING Word Choice

No words are present only letters strung together or scribbles A Word patterns are imitated

2. EMERGING Word Choice

Words are difficult to decode; some are recognizable Environmental words are used correctly Vocabulary includes phrases, clichs Nouns emerge as main word choice Words begin to convey single idea or topic Words begin to create mental imagery

3. DEVELOPING Word Choice

General or ordinary words convey message New words are attempted but dont always fit Vocabulary is limited to safe, known words Basic verbs and nouns dominate piece Words are mundane, normal, generic for topic Words are grouped in ways that create general mental imagery

4. CAPABLE Word Choice

Favorite words are used correctly New and different words are used with some success Vocabulary is expanding

5. EXPERIENCED Word Choice

Specific, accurate words are used well Precise, fresh, original words linger in readers mind Vocabulary is natural, effective, and targets audience Variety of parts of speech adds depth Words enhance, enrich, and/or showcase meaning Strong attempts at figurative language create clear mental imagery

Vocabulary relies upon environmental print No awareness of parts of speech exists Words do not convey meaning of piece Words do not create mental imagery

C D E

Modifiers add to mix of words Words clarify topic and convey meaning Phrases, word groups create specific mental imagery

Key question: Do the words and phrases create vivid pictures and linger in your mind?

Sentence Fluency
Letters and words are scribbled across page A Sentences are not used, but instead random words or marks Connective words do not exist Rhythm is not evident

Sentence Fluency
Words are strung together into phrases Sentence parts are present, but not complete Connective words may appear in sentence parts Rhythm is choppy and repetitive

Sentence Fluency
Simple sentences are used to convey meaning Most simple sentence parts are present; variety in beginnings or length exists Connective words, mostly and, serve as links between phrases Rhythm is more mechanical than fluid

Sentence Fluency
Simple and compound sentences strengthen piece Sentence structure varies; variety in beginnings and length exists Connective words are more varied Rhythm is more fluid than mechanical and is easy to read aloud

Sentence Fluency
Consistently varied sentence construction enhances piece Sentences vary in structure, as well as beginnings and length Connective words work smoothly and enrich fluency Rhythm is fluid and pleasant to read aloud

Key question: Can you feel the words and phrases flow together as you read it aloud?

2010, Education Northwest

5-Point Beginning Writer's Rubric

1. EXPERIMENTING Conventions
Nearly every convention requires editing A Spelling is not evident, only strings of letters

2. EMERGING Conventions
Some conventions are correct, most are not Semiphonetic spelling is attempted

3. DEVELOPING Conventions
Half of conventions are correct and half need editing Phonetic spelling is used; high-frequency words are still spotty End punctuation is usually correct; experiments with other punctuation Capitals are inconsistent but begin most sentences and some proper nouns A grammatical construction is present

4. CAPABLE Conventions
More conventions are correct than not Spelling is usually accurate for grade-level words End punctuation is correct; some other punctuation is correct Capitals are more consistent and begin sentences and most proper nouns Subject/verb agreement, proper tense are present but the rest is still spotty

5. EXPERIENCED Conventions
Conventions require little editing to be published High-frequency words are spelled correctly; spelling is very close on others Punctuation is usually correct and/or sometimes even creative Capitals are consistently accurate for sentence beginnings, proper nouns, and titles Some control is shown over basic grade-level grammar

No sense of punctuation exists Print sense is still emerging

Random punctuation exists

Upper and lowercase letters are randomly used

No awareness of grammar and/or usage exists

Part of a grammatical construction is present

Key question: How much editing would have to be done to be ready to share with an outside source? (Expectations should be based on grade level and include only skills that have been taught.)

Presentation
No formatting clues are present; placement of text and pictures is totally random A Only scribbles are present

Presentation
Formatting of text and pictures is starting to come together Handwriting shows letters beginning to take shape, though random in placement Spacing between letters and words is attempted Pictures are placed appropriately Markers are present but not connected to text Charts, tables, graphs are attempted but randomly placed

Presentation
Formatting of text and pictures is generally correct Handwriting includes few discrepancies in letter shape; shapes are easily identifiable Spacing of words is mostly correct Pictures fit with text

Presentation
Formatting of text and pictures is clear and thoughtful Handwriting reveals proper manuscript, spaced and written appropriately Words, sentences, and paragraphs have proper spacing Pictures add detail, support piece, and are appropriate Markers clarify, organize, and define text Charts, tables, graphs match and clarify text; are placed together properly

Presentation
Formatting of text and pictures assists comprehension Handwriting is neat and easy to read; proper manuscript or cursive is used White space is used well within piece and to frame text Pictures are balanced with text and match content Markers enrich, enhance, and/or help showcase text Charts, tables, graphs match, clarify, and enrich text and are placed properly

Letters and/or words are strung together with no spacing If pictures are present, they are randomly placed No identifiable markers (title, heading, bullets, page numbers) exist No charts, tables, graphs are evident

Some markers match some text Charts, tables, graphs match text and are placed properly

Key question: Is the finished piece easy to read, polished in presentation, and pleasing to the eye?

2010, Education Northwest