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iRubric: Informative/Explanatory Piece rubric

iRubric: Informative/Explanatory Piece rubric

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Informative/Explanatory Piece 
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Rubric Code: S685BB
By bobbiewash
Draft
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: K-5

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  Poor

1 pts

Fair

2 pts

Good

3 pts

informational

Poor

Topic is unclear or unfocused. Lacks paragraphs/sections and formatting.
Fair

Topic is somewhat clear. Related information may include paragraphs/sections; includes some formatting.
Good

Introduces a topic clearly and groups related information in paragraphs/sections; includes formatting, illustrations, and multimedia when useful to aiding comprehension.
informational

Poor

Fails to develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Fair

Somewhat develops the topic with limited facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Good

Develops the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
informational

Poor

Fails to link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
Fair

Ideas are partially linked within categories of information using words and phrases (e.g., another, for example, also, because).
Good

Links ideas within categories of information using words and phrases (e.g., another, for example, also, because).
informational

Poor

Fails to use precise language and domain-specific vocabulary to inform about or explain the topic.
Fair

Occasionally uses precise language and domain-specific vocabulary to inform about or explain the topic.
Good

Uses precise language and domain-specific vocabulary to inform about or explain the topic.
informational

Poor

Lacks clear and coherent writing. Development and organization are not appropriate to task, purpose, and audience.
Fair

Produces somewhat clear and coherent writing in which the development and organization may be appropriate to task, purpose, and audience.
Good

Produces clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
informational

Poor

Fails to conduct research that builds knowledge through investigation of different aspects of a topic
Fair

Conducts limited research that builds knowledge through investigation of different aspects of a topic
Good

Conducts research that builds knowledge through investigation of different aspects of a topic
informational

Poor

Fails to recall/gather information from experiences, print and digital sources; take notes and categorize information, and provide a list of sources.
Fair

Recalls/gathers limited information from experiences, print and digital sources; takes some notes and categorizes information; provides a list of sources.
Good

Recalls/gathers relevant information from experiences, print and digital sources; takes notes and categorizes information, and provides a list of sources.
informational

Poor

Fails to draw evidence from literary or informational texts to support analysis, reflection, and research.
Fair

Draws limited evidence from literary or informational texts to support analysis, reflection, and research.
Good

Draws evidence from literary or informational texts to support analysis, reflection, and research.
informational

Poor

Fails to provide a concluding statement or section related to the information or explanation presented.
Fair

Provides a concluding statement or section somewhat related to the information or explanation presented.
Good

Provides a concluding statement or section related to the information or explanation presented.
informational

Poor

With guidance and support from peers and adults, fails to develop and strengthen writing as needed by planning, revising, and editing.
Fair

With guidance and support from peers and adults, partially develops and strengthens writing as needed by planning, revising, and editing.
Good

With guidance and support from peers and adults, develops and strengthens writing as needed by planning, revising, and editing.
informational

Poor

Unable to use technology to produce and publish writing.
Fair

Is somewhat able to use technology to produce and publish writing.
Good

With some guidance and support from adults, uses technology to produce and publish writing.




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