ClassX Rubric Rubric – Language Arts Grade 5 Chocolate Milk Argumentative Essay

Rubric – Language Arts Grade 5 Chocolate Milk Argumentative Essay

Criteria	1-Not at Standard	2-Approaching Standard	3-Meeting Standard	4-Exceeding Standard
Overall	The writer wrote an opinion, or likes and dislikes, and gave reasons for the opinion.	The writer told readers an opinion and ideas on a text or a topic, and helped the readers understand the reasons.	The writer made a claim about a topic or a text and tried to support with reasons.	The writer explained the topic/text and stated a position that could be supported by a variety of trustworthy sources. Each part of the writer’s text helped build the argument and led to a conclusion.
Lead	The writer wrote a beginning in which the writer not only gave opinion, but also set readers up to expect that the writing would try to convince them of it.	The writer wrote a beginning in which the writer not only set readers up to expect an opinion piece, but also tried to hook the reader about caring for the opinion.	The writer wrote a few sentences to hook the reader, by perhaps asking a question, explaining the importance, telling a surprising fact, or giving background information. The writer stated the claim.	The writer wrote an introduction to interest readers and help them understand or care about a topic. Not only did the writer state the claim, he/she also told how the rest of the argument would unfold.
Transitions	The writer connected parts of the piece using words such as also, another, and because.	The writer connected ideas and reasons with examples using words such as for example, and because. The writer connected one reason or example using words such as also and another.	The writer used words and phrases to glue parts of the piece together. The writer used phrases such as one reason, also, another reason, to show when shifting from reason to reason. Words such as in addition to, also, another example, and second of all were used to make a new point or introduce an additional piece of evidence.	The writer used words and phrases to glue parts of the piece together. The writer used phrases such as one reason, also, another reason, to show when shifting from reason to reason. Words such as in addition to, also, another example, and second of all were used to make a new point or introduce an additional piece of evidence.
Ending	The writer wrote an ending in which the author reminded readers of the claim.	The writer worked on an ending and perhaps a thought or comment related to the claim.	The writer wrote an ending for the essay in which the writer restated and reflected on the claim.	The writer wrote an ending that restated the claim, important points (reasons) and offered a final thought for the reader to consider.
Organization	The writer’s piece had different parts; the writer wrote enough sentences for each part.	The writer wrote several reasons or examples why readers should agree and gave several reasons to support his/her opinion. The writer organized the information so that each part of the writing was about one thing.	The writer separated the parts of information using paragraphs. Paragraphs contained a topic sentence that included the reason.	The writer organized the argument into sections. He/ She arranged the reasons and evidence paragraphs purposefully, leading the reader from one claim/reason to another.
Elaboration	The writer wrote at least two reasons and wrote at least a few sentences about each one.	The writer not only named his/her reasons to support the claim, but also wrote more about each reason.	The writer gave reasons to support his/her opinion. The writer chose the reasons to convince the reader. The writer included examples and information to support the reasons, perhaps from personal knowledge or research. The writer used trusted sources and information from experts while giving credit to the source.	The writer included and arranged a variety of evidence such as facts, examples, quotations, and definitions. The writer wrote about another possible position and explained why the evidence for their position outweighs the counterclaim. The writer also worked to explain how the reasons and evidence strengthen the argument. To do this, the writer may have referred to other parts of the text, summarized background information, or raised questions.
Craft	The writer chose words that would make readers agree with the claim.	The writer not only told readers to believe the claim, but also wrote in ways that got readers thinking or feeling in certain ways.	The writer made deliberate word choices to convince the reader. The writer may have included figurative language or counterclaims. The writer’s voice was convincing, making choices about which evidence to include to best support his/her points.	The writer chose the words carefully to support the argument and to influence the reader. The writer worked to include details, figurative language, counterclaims, comparisons, and/or images to share ideas, build arguments, and keep the reader engaged.
Spelling	To spell a word the writer used what is known about word patterns. The writer used resources to help spell words correctly.	The writer used what is known about word patterns and spelling rules to help spell and edit. The writer got help from others to check for spelling errors before writing the final draft.	The writer used what is known about word patterns and spelling rules and applied skills to edit the writing. Resources were used when needed.
Grammar Skill: Structure/Verb Agreement	The writer applied few subject-verb agreements, but the writing contained many errors.	The writer applied subject-verb agreement, but the writing contained a few errors.	The writer applied subject-verb agreement throughout the entire piece of writing without error.	When writing long, complex sentences, the writer used commas with transitional phrases to enhance clarity.
Punctuation	The writer used end punctuation and capital letters correctly. The writer used words with apostrophes correctly.	The writer punctuated correctly with commas and quotation marks. The writer used correct punctuation at the end of every sentence.	The writer punctuated quotes and citations correctly. The writer used correct punctuation at the end of every sentence.