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iRubric: Writing A Descriptive Paragraph Rubric

iRubric: Writing A Descriptive Paragraph Rubric

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Writing A Descriptive Paragraph Rubric 
Writing A Descriptive Paragraph Rubric
We wrote a descriptive paragraph about an animal of our choice. We were expected to describe its physical appearance; the animal group it belongs to and special characteristics of that particular animal group; its habitat; how it adapts to its environment; and how it and humans share the environment with each other.
Rubric Code: P4CBC9
By morrissclass
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: (none)

Powered by iRubric Descriptive Paragraph
  Not Yet!

A bare beginning; writer not yet showing any control

1 pts

Emerging

Need for revision outweighs strengths; isolated moments hint at what the writer has in mind

2 pts

Developing

Strengths and need for revision are about equal; about halfway home

3 pts

Effective

On balance, the strengths outweigh the weaknesses; a small amount of revision is needed

4 pts

Strong

Shows control and skill in this trait; many strengths present

5 pts

WOW!

Exceeds expectations

6 pts

Ideas

Not Yet!

_ The piece conveys little meaning.
_ Real-life objects show up in the drawings.
_ Drawings may not be completely recognizable.
_ Letters are not consistent or standard.
_ An oral reading by the writer is needed to understand the message.
Emerging

_One or more ideas are present in the most general way.
_ Letters and words can be picked out as clues to the topic.
_ The drawing helps to clarify the idea.
_ The text is composed of simple, recognizable letters with some early attempts at words.
_The reader gets the basic idea but needs the writer's assistance to comprehend it fully.
Developing

_The idea is written in a basic sentence.
_ A simple statement with somewhat detailed pictures captures the topic.
_ Basic details are present in the text; the illustrations work to enhance the main idea.
_ The text contains real words.
_Text and picture are understandable to the reader.
Effective

_ The writing works by itself to explain a simple idea of the story.
_ The writing is made up of several sentences on one topic.
_ Key details begin to surface.
_ The writing makes sense, but some information may be missing or irrelevant.
_ Pictures and text work harmoniously to create a rich treatment of the topic.
Strong

_ The idea is clear and coherent.
_ The text is a well-developed paragraph.
_ Elaboration through interesting details creates meaning for reader.
_ The writer shows understanding of the topic through personal experience or research.
_ Pictures (if present) enhance the key ideas but aren't necessarily for comprehension.
WOW!
Organization

Not Yet!

Sentences are often not complete.
Sentences often start the same.
No variation in sentence length.
Emerging

Sentences are usually complete.
Some sentences start in a variety of ways.
Some sentences are short or long.
Developing

All sentences are complete.
Sentences have different and exciting beginnings.
Sentences are a variety of lengths.
Effective

_ The title (if present) comes close to capturing the central idea.
_ The writing comes out strong and includes a predictable ending.
_ The writer uses a pattern to spotlight the most important details.
_ Ideas follow a logical but obvious sequence.
_ The writing's pace is even; it doesn't bog the reader down.
_ Basic transitions link one sentence to the next.
Strong

_ The title (if present) is thoughtful and effective.
_ There is a clear beginning, middle, and end.
_ Important ideas are highlighted within the text.
_ Everything fits together nicely.
_ The text slows down and speeds up to highlight the ideas and shows the writer's skill at pacing.
_ Clear transistions connect one sentence to the next.
WOW!
Voice

Not Yet!

Words are sometimes used wrong and are ordinary.
Emerging

Words are often ordinary, but may make the story more exciting to read.
Developing

Words and expressions are well chosen and make clear pictures in the reader's mind.
Effective

_ The writer takes a standard topic and addresses it in a nonstandard way.
_ The writer tries a new word, interesting image, or unusual detail.
_ The writing speaks to the reader in several places.
_ The writing captures a general mood such as happy, sad, or mad.
_ The writer begins to show how he or she really thinks and feels about the topic.
Strong

_ The writer "owns" the topic.
_ The piece contains the writer's imprint.
_ The writer is mindful of the piece's audience and connects purposefully with the reader.
_ The tone is identifiable - bittersweet, compassionate, frustrated, terrified, and so on.
_ The writer takes real risks, creating a truly individual piece of writing.
WOW!
Word Choice

Not Yet!

_ Scribbling and random lines mark the page.
_ Imitation letters may be present.
_ There may be random strings of letters across the page.
_ Writer uses his or her name.
_ Few, if any, recognizable words are present.
Emerging

_ Conventional letters are present.
_ The letter strings begin to form words.
_ Letter strings can be read as words even though the spacing and spelling aren't correct.
_ Words from the board, displays, or word walls are attempted.
_ A few words can be identified.
Developing

_ Some words make sense.
_ The reader begins to see what the writer is describing.
_ One or two words stand out.
_ Occasional misuse of words bogs the reader down.
_ The writer tries out new words.
Effective

_ Descriptive nouns (e,g,. Raisin Bran, not cereal) are combined with generic ones.
_ The writer uses an active verb or two.
_ There is very little repetition of words.
_ The writer attempts figurative language.
_ The writer "stretches" by using different types fo words.
Strong

_ The writer uses everyday words and phrases with a fresh and original spin.
_ The words paint a clear picture in the reader's mind.
_ The writer uses just the right words or phrases.
_ Figurative language works reasonably well.
_ Colorful words are used correctly and with creativity.
WOW!
Sentence Fluency

Not Yet!

_ It's hard to figure out how the elements go together.
_ Words, if present, stand alone.
_ Imitation words and letters are used across the page.
_ There is no overall sense of flow to the piece.
_ Only the writer can read the píece aloud.
Emerging

- Written elements work together in units.
_ Words are combined to make short, repetitive phrase.
_ Awkward word patterns break the flow of the piece.
_ The reader gets only one or two clues about how the pictures and text are connected.
_ The writer stumbles when reading the text aloud and may have to back up and reread.
Developing

_ Basic subject-verb agreement occurs in simple sentences - for example, "I jumped."
_ Sentence beginnings are identical. making all sentences sound alike.
_ Longer sentences go on and on.
_ Simple conjunctions such as and and but are used to make compound sentences.
_ The piece is easy to read aloud, although it may contain repetitive or awkward sentence patterns.
Effective

_ Sentences are of different lengths.
_ Sentences start differently.
_ Some sentences read smoothly while others still need work.
_ Connectives are correctly used in long and short sentences.
_ Aside from a couple of awkward moments, the piece can be read aloud easily.
Strong

_ Different sentence lengths give the writing a nice sound.
_ Varied sentence beginnings create a pleasing rhythm.
_ Different kinds of sentences (statements, commands, questions, and exclamations) are present.
_ The flow from one sentence to the next is smooth.
_ The piece is a breeze to read aloud.
WOW!
Conventions

Not Yet!

_ Letters are written in strings (pre-phonetic spelling - gGmkrRt).
_ Letters are formed irregularly; there is no intentional use of upper- and lowercase letters.
_ Spacing is uneven between letters and words.
_ Punctuation is not present.
_ The piece does not employ standard conventions.
Emerging

_ The words are unreadable to the untrained eye (quasi-phonetic spelling - KN. sD. Wt).
_ There is little discrimination between upper- and lowercase letters.
_ Spacing between letters and words are present.
_ The writer experiments with punctuation.
_ The use of conventions is not consistent.
Developing

_ Spelling is inconsistent (phonetic spelling - kitn, seed, wtn) but readable.
_ Upper- and lowercase letters are used correctly.
_ Capitals mark the beginning of sentences.
_ End punctuation marks are generally used correctly.
_ The writing follows simple conventions.
Effective

_ Spelling is correct/close on high-use words (kiten, saed, want).
_ Sentence beginnings/ proper nouns are usually capitalized.
_ The writer uses end punctuation/series commas correctly.
_ The writer may try more advanced punctuation (dashes, ellipses, quotation marks) but not always with success.
_ Only minor editing is required to show thoughtful use of conventions.
_ End punctuation marks are generally used correctly.
_ The writing correctly follows simple conventions.
Strong

_ High-use words are spelled correctly and others are easy to read.
_ The writer applies basic capitalization rules with consistency.
_ Punctuation marks are used effectively to guide the reader.
_ One or more paragraphs with indenting are present.
_ Standard English grammar is used.
_ Conventions are applied consistently and accurately.
WOW!
Presentation

Not Yet!

_ No margins are present.
_ The use of white space is random and ineffective.
_ The handwriting is messy and illegible.
_ There are many cross-outs, stray marks, and tears divert attention.
_ Little care went into this piece to make it readable or understandable.
Emerging

_ Attempts at margins are inconsistent.
_ The writing contains irregular chunks of white space.
_ Letters slant in different directions and form different shapes and sizes.
_ Many cross-outs, marks, and tears divert attention..
_ Only a last-minute attempt was made to create a readable piece.
Developing

_ Margins show awareness of left-to-right/top-to-bottom directionality.
_ White space is present but inconsistent in size.
_ The handwriting is more legible at the beginning than at the end.
_ There are cross-outs and stray marks but only a few small smudges or tears from erasing.
_ The piece looks rushed.
Effective

_ Margins are present but not consistent.
_ White space is used effectively, but words or pictures are often jammed at the end of lines.
_ Most letters are formed correctly or legibly.
_ A few cross-outs and smudges mar an otherwise pleasing appearance.
_ The overall presentation is organized with only minor distractions.
Strong

_ The margins frame the text for easy reading.
_ Pictures and text look planned and work where they are placed.
_ The handwriting is legible and consistent in form.
_ There are no stray marks, cross-outs, or tears on the paper.
_ The overall appearance is neat and pleasing to the eye.
WOW!



Keywords:
  • Amazing Animals

Subjects:


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