Grade 4 Opinion Writing Rubric
Aligned to Next Generation Standards and Objectives
Smarter Balanced Claim 2: Students can produce effective and well- grounded writing for a range of purposes and audiences.
Focus
Content: Topic
Development and
Support
Organization and Flow
4
Exemplary
3
Adequate
2
Partial
1
Minimal
The writer introduces the topic or text
in an interesting manner, gives the
opinion, groups strong supporting
ideas in an organized manner,
supplies valid reasons for the opinion
that are supported by relevant facts
and provides a clear ending related
to the opinion.
The writer introduces the topic or
text, gives the opinion, groups
supporting ideas in an organized
manner, supplies reasons for the
opinion that are supported by facts
and provides a clear ending related
to the opinion.
The writer introduces the topic or
text, gives the opinion, provides
supporting ideas and reasons for the
opinion and provides an ending
related to the opinion.
The writer tells the opinion of the
topic or text and provides a reason
and an ending.
The writer includes relevant reasons,
facts and details that are
appropriately grouped to support the
opinion. The opinion and facts are
linked by words like for instance, in
order to, in addition, and a strong
concluding statement is given.
The writer includes reasons, facts
and details that are grouped to
support the opinion. The opinion and
facts are linked by words like for
instance, in order to, in addition, and
a concluding statement is given.
The writer includes reasons, facts
and details that are grouped to
support the opinion. The opinion and
facts are linked by words like for
instance, in order to, in addition, and
a concluding statement is given.
The writer gives an opinion and a
reason for the opinion.
The writer’s focus is clear and
coherent; there are no unnecessary
words or information; above grade
level words and phrases are used to
convey ideas precisely; figurative
language and punctuation are used
effectively.
The writer’s focus is clear and
coherent, no unnecessary
information is included; grade
appropriate words and phrases
convey ideas precisely; figurative
language and punctuation are used
effectively.
The writer’s focus is clear and
appropriate for the assignment;
words and phrases convey ideas
precisely; some figurative language
is used.
The writer attempts to focus on the
assignment by using appropriate
words and phrases.
West Virginia Department of Education
Grade 4 Opinion
Next Generation Standards
Conventions
Language Use
The writer demonstrates command of
the conventions of Standard English
grammar and usage by effectively
using relative pronouns (who,
whose, whom, which, that) and
relative adverbs (where, when,
why);
The writer demonstrates partial
command of the conventions of
Standard English grammar and
usage when
using relative pronouns (who,
whose, whom, which, that) and
relative adverbs (where, when,
why);
The writer demonstrates knowledge
of the conventions of Standard
English grammar and usage by
using relative pronouns (who,
whose, whom, which, that) and
relative adverbs (where, when,
why);
The writer demonstrates some
knowledge of the conventions of
Standard English grammar and
usage when
using relative pronouns (who,
whose, whom, which, that) and
relative adverbs (where, when,
why);
forming and using the
progressive verb tenses;
forming and using the
progressive verb tenses;
forming and using the
progressive verb tenses;
forming and using the
progressive verb tenses;
using modal auxiliaries (e.g.,
can, may, must) to convey
various conditions;
using modal auxiliaries (e.g.,
can, may, must) to convey
various conditions;
using modal auxiliaries (e.g.,
can, may, must) to convey
various conditions;
using modal auxiliaries (e.g.,
can, may, must) to convey
various conditions;
ordering adjectives according to
conventional patterns;
ordering adjectives according to
conventional patterns;
ordering adjectives according to
conventional patterns;
ordering adjectives according to
conventional patterns;
forming and using prepositional
phrases;
forming and using prepositional
phrases;
forming and using prepositional
phrases;
forming and using prepositional
phrases;
producing complete sentences
and avoiding inappropriate
fragments and run-ons;
producing complete sentences
and avoiding inappropriate
fragments and run-ons;
producing complete sentences
and avoiding inappropriate
fragments and run-ons;
producing complete sentences
and avoiding inappropriate
fragments and run-ons;
correctly using frequently
confused words (e.g., to, too,
two).
correctly using frequently
confused words (e.g., to, too,
two).
correctly using frequently
confused words (e.g., to, too,
two).
correctly using frequently
confused words (e.g., to, too,
two).
The writer uses correct capitalization
and punctuation, including commas
and quotation marks to identify direct
speech and quotations from a text, a
comma before the coordinating
conjunction in compound sentences,
and spells grade-appropriate words
with insignificant errors that need little
or no editing.
The writer uses correct capitalization
and punctuation, including commas
and quotation marks to identify direct
speech and quotations from a text, a
comma before the coordinating
conjunction in compound sentences,
and spells grade-appropriate words
with few errors that need editing but
do not distract from the message.
West Virginia Department of Education
The writer uses capitalization and
punctuation, including commas and
quotation marks to identify direct
speech and quotations from a text
and a comma before a coordinating
conjunction in compound sentences,
and spells grade-appropriate words
with errors that need editing.
Grade 4 Opinion
The writer uses capitalization and
punctuation, including commas and
quotation marks to identify direct
speech and quotations from a text
and a comma before a coordinating
conjunction in compound sentences
and spells grade-appropriate words
with frequent and repeated errors
that distract from the message.
Next Generation Standards