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| Criteria | 1 Point | 2 Points | 3 Points | 4 Points |
|---|---|---|---|---|
| Ideas | Even with support, is unable to develop an established plot line with setting, narrator/characters and a sequence of events. | Partially, inconsistently, or with support, is able to develop a plot line with setting, narrator/characters and a sequence of events. | Independently able to develop a plot line with a setting, narrator/characters and a sequence of events. | Independently uses complex thinking that extends an in-depth understanding, analysis and application to develop a well-established plot line with a setting, narrator/characters and a sequence of events. Characters come to life through their traits, actions or feelings. |
| Organization | Even with support, is unable to include events in order of beginning, middle and end that unfold naturally or organize with evidence of paragraph structure. | Partially, inconsistently, or with support, is able to include events in order of beginning, middle and end that unfold naturally and organize with evidence of paragraph structure, with paragraphs that focus on one idea or shows speaker change in dialogue. | Independently able to include three events in order of beginning, middle and end that unfold naturally. Organize with evidence of paragraph structure, with paragraphs that focus on one idea or shows speaker change in dialogue. | Independently uses complex thinking that extends an in-depth understanding, analysis and application to include a well-established plot line with events for beginning, middle and end. Organizes with evidence of paragraph structure that focuses on one idea and to show speaker change in dialogue all of the time. |
| Word Choice | Even with support: ∙ Sentence parts are present but not complete throughout the piece ∙ Limited use of various parts of speech ∙ Words do not create mental/sensory ∙ No figurative language or vivid verbs used ∙ Utilizes incorrect and/or simplistic word choice | Partially, inconsistently, or with support: ∙ Simple sentences are used to convey meaning ∙ Nouns begin to emerge as main word choice ∙ Words begin to create some mental/sensory imagery ∙ Figurative language and vivid verbs are used infrequently ∙ Utilizes vague or basic word choice | Independently: ∙ Sentence structure varies in beginnings and varying lengths exists ∙ Some use of synonyms, adjectives, adverbs, etc. ∙ Phrases and grouping of words create specific mental/sensory imagery ∙ Figurative language and vivid verbs are used some of the time ∙ Utilizes strong and grade-level appropriate word choice | Independently uses complex thinking that extends an in-depth understanding, analysis and application to: ∙ Vary sentences in structure as well as beginnings and length to create mood and tone ∙ Use a wide range of variety with parts of speech adds depth. ∙ Use an abundance of figurative language (similes, metaphors and onomatopoeias) and vivid verbs create clear mental/sensory imagery. ∙ Utilize precise and sophisticated word choice. |
| Voice | Even with support: ∙ Individual expression is not present. ∙ Voice is not discernible. ∙ Risk-taking is not present. ∙ Writing for audience is not present. ∙ Dialogue is not used at all to communicate voice. | Partially, inconsistently, or with support: ∙ Individual expression is emerging. ∙ Voice is emerging in pictures and text. ∙ Risk-taking is limited to safe choices. ∙ Writing starts to address audience. ∙ Dialogue is used infrequently to communicate voice. | Independently: ∙ Individual expression is present. ∙ Voice is present. ∙ Risk-taking reveals moments of sparkle. ∙ Writing addresses the audience. ∙ Dialogue is used throughout the piece to communicate voice of different characters. | Independently uses complex thinking that extends an in-depth understanding, analysis and application to: ∙ Reflect a unique tone using individual expression. ∙ Use voice which is engaging and enthusiastic. ∙ Use risk-taking which reveals the person behind the words. ∙ Write clearly to engage the audience. ∙ Use vivid dialogue frequently to showcase the uniqueness of each character. |
| Conventions | Even with support, errors are serious and numerous causing the reader to struggle to understand the writer’s meaning. | Partially, inconsistently, or with support, errors are generally frequent and may cause the reader to stop and reread part of the writing. | Independently there are very few or no errors related to capitalization, end mark punctuation, high frequency words and word patterns studied. | Independently uses complex thinking that extends an in-depth understanding, analysis and application of correct conventions. Punctuation is used in unique and interesting ways. |
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