Fourth and Fifth Grade Writing Rubric
St John Elementary
4
3
CONTENT and ORGANIZATION
SENTENCE FORMATION and STYLE
GRAMMAR and MECHANICS
All of the requirements for proficiency (3) are
present, PLUS:
 Vivid and elaborate details,
explanations and/or reasons support
main idea
 Uses above-grade level transitional
words/phrases
 Has a creative and original
organization of ideas
All of the requirements for proficiency (3) are
present, PLUS:
 Uses above-grade level vocabulary for
audience and purpose
 Complex and compound sentences are
frequently used, and simple sentences
add support
 Contains a natural author’s style to
include voice and personality, if
necessary
Mastery (not just consistency) of all
requirements for proficiency (3) PLUS:
 Attempts to quote sources in research
essays, using footnotes, endnotes, or
direct quotes
CONTENT and ORGANIZATION
 Meets the requirements of the prompt
 Strong topic sentence or introductory
SENTENCE FORMATION and STYLE
 Engages reader (not boring) and/or
GRAMMAR and MECHANICS
paragraph (avoid There are, Here is,
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This is, I am going to, Hello, my name is)
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Stayed on topic and ideas are
organized logically (makes sense)
Provides a main idea with specific,
descriptive details (no required
number of details are necessary)
In a multi-paragraph essay, each key
idea with specific, descriptive details
is separated
Narrative writing contains a clear
exposition, climax, and resolution
(beginning, middle, and end)
Uses transitional words/phrases
accurately (avoids first, second, next)
Strong conclusion sentence or
paragraph (avoid That is, All in all,
Now you know, As you can see, The
End)
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elicits (brings out) emotions
Uses accurate and precise word choice
for audience and purpose
Uses grade-level vocabulary words
Uses grade-level nouns and verbs
(avoids stuff, things, go, went, etc.)
Figurative language is present
(if appropriate) and supports the
meaning
Sentences are varied in length and type
Sentences begin a variety of ways (in
the same paragraph, avoid repeating
I like, I love, There are, And then, etc.)
Contains personality (voice), if
necessary
Neat and legible handwriting or
computer font
ALTERNATIVE WRITING TYPES
All of the requirements for proficiency (3) are
present, PLUS:
 Shows original and creative thought
Consistent on the following:
 Subject/verb agreement
 Verb tense is maintained (don’t switch
from past to present tense)
 Modifiers (adjectives and adverbs)
 Accurate punctuation to grade-level
standards, to include basic end
punctuation, caps on proper nouns, and
sentence beginnings
 Grade-level appropriate spelling
 New paragraphs are separated by using
indentation or a skipped line
 If dialog is used, rules are followed and
spoken dialog is punctuated correctly
ALTERNATIVE WRITING TYPES
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Meets the requirements of the type of
writing
(friendly letter, diagrams, journals,
poetry)
Uses correct format and structure for
the type of writing
2
CONTENT and ORGANIZATION
The writing is missing some of the
requirements for proficiency (3).
SENTENCE FORMATION and STYLE
The writing is missing some of the
requirements for proficiency (3).
To Improve:
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GRAMMAR and MECHANICS
Little consistency of all requirements for
proficiency (3) is present.
ALTERNATIVE WRITING TYPES
The writing is not consistent or is missing
some of the requirements for proficiency (3).
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TEACHER COMMENTS:
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1
CONTENT and ORGANIZATION
The writing is missing all or most of the
requirements for proficiency (3).
SENTENCE FORMATION and STYLE
The writing is missing all or most of the
requirements for proficiency (3).
GRAMMAR and MECHANICS
No consistency of all requirements for
proficiency (3) is present.
ALTERNATIVE WRITING TYPES
The writing is not consistent or is missing
most or all of the requirements for proficiency.
Check and read the prompt again
Review that you stayed on topic
Rewrite the topic sentence or
introductory paragraph to expectations
Write more supportive details or be
more descriptive
Check for the words that should be
avoided in topic and conclusion
sentences
Remove basic words or repetitious
words and replace them with better
word choices
Capitalize only proper nouns, not
common nouns
Look at your sentences to see if you
capped the beginning and placed
proper punctuation at the end
Add transition words or make them
stronger
Use the correct verb to each subject
“John is sitting.” – correct
“John are sitting.” – incorrect
Assure that sight words are spelled
correctly
“Uh-oh! I need more practice,
effort or participation.”
To Improve:
 Review all the tips listed above to
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improve partially proficient (2) writing
and move up to proficient (3)
Seek out help!
 Participate in a small group or
intervention
 Ask for more practice
 Talk to your teacher about
alternative strategies
 See your peers for feedback
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Check for run-on or rambling sentences
and repair them (do not just add periods
or commas every now and then)
See if your sentences are varied (not all
simple sentences) and try to combine
some simple sentences into compound
or complex sentences
Review the length and quality of what
you wrote – don’t take the easy way out
Write neatly or use a font that is easier
to read
Read your work out loud to see if your
writing sounds like you and not a robot
Assure that you have indented or
separated each paragraph
Add detailed adverbs to your verbs and
adjectives to your nouns so the reader
can visualize accurately (change lots,
pretty, good, bad, big, etc.)
Vary nouns and pronouns; be sure each
pronoun has an antecedent
Rearrange your ideas logically
Check that your story has a clear
exposition, climax and resolution
Consult the exemplars that are
available to remember what good
writing looks like
Take the assignment seriously
Take pride in your writing
Turn an attitude of “I can’t” into an
attitude of “I can!”
Don’t give up; work to your potential
Budget time wisely and complete the
assignment in the time allowed
TEACHER COMMENTS: