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iRubric: 4th grade-President Research Paper rubric

iRubric: 4th grade-President Research Paper rubric

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4th grade-President Research Paper 
4th grade-President Research Paper
Rubric Code: J8B2W5
By lelatiolais
Ready to use
Public Rubric
Subject: English  
Type: Project  
Grade Levels: K-5

Powered by iRubric Research Paper
Write a brief biography of a former president using research
  Excellent

exceeds the standard

5 pts

Good

meets the standard

4 pts

In Process

almost meets the standar

3 pts

Needs Improvement

does not quite me

2 pts

Not Satisfied

does not meet the sta

1 pts

Research

Student read the Presidential biography, took the AR test, used assigned websites to locate important information using sticky notes
Excellent

Read the Presidential biography and used assigned website(s) to take many notes using the main idea with supporting details
Good

Read the Presidential biography and used assigned website(s) to take notes using the main idea with supporting details
In Process

Read the Presidential biography and used assigned website(s) to take some notes using the main idea with supporting details
Needs Improvement

Read the Presidential biography, but no evidence of using the assigned website(s) to take notes using the main idea with supporting details
Not Satisfied

Read the Presidential biography, but no evidence of using the assigned website(s) to take notes using the main idea with supporting details
Prewriting-Four Square

Used a 4 square to organize notes taken from research
Excellent

Organized the notes taken from research and placed in a 4 square, using a main idea and 3 or more supporting details
Good

Organized the notes taken from research and placed in a 4 square, using a main idea and 2-3 supporting details
In Process

Organized the notes taken from research and placed in a 4 square, using a main idea and supporting details
Needs Improvement

Notes taken from research and placed in a 4 square, but not organized well
Not Satisfied

Notes are not organized in a 4 square or not enough details to use to create a paragraph
Ideas and Content

Interesting and memorable writing keeps the reader's attention, ideas are supported by details
Excellent

Writer knows the topic really well; early life, significant events, contributions, character traits, and many interesting details are included
Good

Early life, significant events, contributions, character traits, and many interesting details are included; writer knows the topic, most details fit and are interesting
In Process

Missing one of the following: Early life, significant events, contributions, character traits, or interesting details, writer seems to know the topic, some details fit
Needs Improvement

Missing one or more of the following: early life, significant events, contributions, character traits, or conclusion; writer doesn't seem to know enough about the topic, needs more details
Not Satisfied

Missing 2 or more of the following: early life, significant events, contributions, character traits, or conclusion; writer doesn't seem to know enough about the topic, details are lacking, ideas missing or don't make sense
Required Elements

Writer begins with an introduction, writes 3 paragraphs using chosen main ideas and notes from research, and a brief conclusion stating feelings
Excellent

There are 5 paragraphs with 3 to 5 sentences in each and contains all correct researched information.
Good

There are 4 - 5 paragraphs with 3 to 5 sentences in each and contains mostly correct researched information.
In Process

There are 4 paragraphs with 3 to 5 sentences in each and contains mostly correct researched information.
Needs Improvement

There are 3 or more paragraphs with 3 to 5 sentences in each and contains several pieces of incorrect information.
Not Satisfied

There are 2 or less paragraphs with 4 or less sentences in each and contains mostly incorrect information.
Organization

Introduction is inviting, Main ideas / supporting details organized well within paragraphs, ending is effective
Excellent

The introduction begins with an attention getter and states what is going to be discussed in the paper. The body contains information about 3 areas of the president's life. The conclusion sums up loose ends and tells a fact the student liked or thought was interesting about the president.
Good

The introduction begins with an attention getter and states what is going to be discussed in the paper. The body contains information about 3 areas of the president's life. The conclusion does not sum up loose ends but does tell one fact the student liked or thought was interesting about the president.
In Process

In the introduction, the attention getter is not very catchy, but does state what is going to be discussed in the paper. There are only 2 areas of the president's life discussed. The conclusion doesn't sum up loose ends or tell one fact the student liked or thought was interesting about the president.
Needs Improvement

In the introduction, the attention getter is not very catchy, does state what is going to be discussed in the paper. There are only 2 areas of the president's life discussed. The conclusion doesn't sum up loose ends or tell one fact the student liked or thought was interesting about the president.
Not Satisfied

The introduction does not catch the reader's attention nor does it state what is going to be discussed in the paper. The body contains 1 area or no information about the president's life. The conclusion does not sum up loose ends or tell one fact the student liked or thought was interesting about the president.
Word Choice

Uses appropriate, descriptive vocabulary, knows how to use a thesaurus
Excellent

Has a variety of strong well-chosen words; words create vivid pictures in the readers' mind, evidence of 3 words changed using a thesaurus
Good

Has well-chosen words; words create vivid pictures in the readers' mind, evidence of 2-3 words changed using a thesaurus
In Process

Has well-chosen words; evidence of 1-2 words changed using a thesaurus
Needs Improvement

Some evidence of 1-2 words changed using a thesaurus, perhaps not the best choice of words
Not Satisfied

No evidence of using a thesaurus to change words to more interesting words
Sentence Fluency

Writing flows; ues different beginnings and lenghts for sentences
Excellent

Has creative sentences of different kinds and lengths, sentences flow making the writing enjoyable to read
Good

Sentences are different lengths, varied beginnings, and fit together well
In Process

Sentences are too short or too long, similar beginnings, but seem to fit together well
Needs Improvement

Sentences are too short or too long, same beginnings over and over, reader gets confused and has to reread
Not Satisfied

Sentences are not complete, difficult for reader to understand what the writer is trying to say
Conventions

Shows a clear understanding of capitalization, punctuation, spelling, & grammar
Excellent

The student has no spelling/grammar errors present in his/her paper.
Good

The student has 1-2 spelling/grammar errors present in his/her paper.
In Process

The student has 3 spelling/grammar errors present in his/her paper.
Needs Improvement

The student has 4 spelling/grammar errors present in his/her paper.
Not Satisfied

The student has 5 or more spelling/grammar errors present in his/her paper.
Neatness

Writer included the proper heading and used a neat handwriting or typed the report
Excellent

The writer used the proper heading, wrote using his / her best handwriting or typed the report. Very neat and easy to read.
Good

The writer used a heading, wrote using his / her best handwriting or typed the report. Neat and easy to read.
In Process

The writer used a heading, wrote using a legible handwriting or typed the report. Could have been neater, not very easy to read
Needs Improvement

Heading missing or not written correctly; handwriting is not very neat, could have done a better job
Not Satisfied

The writer did not use a heading and / or did not use a legible handwriting; very difficult to read, many erasures
Timeliness

Followed the timeline assigned
Excellent

Research completed on time, began prewriting, drafting and final copy turned in on specified date; AR test taken
Good

Research took longer, but was able to complete prewriting, drafting and final copy on time; AR test taken
In Process

Research took longer, was unable to complete prewriting, drafting and final copy on time; 1-2 days late
AR test taken
Needs Improvement

Could not follow the timeline, fell behind and turned in report 3-4 days late; AR test taken
Not Satisfied

Could not follow the timeline, fell behind and turned in report more than 4 days late; AR test taken






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