Grade 4 Informative Writing Rubric
Aligned to Next Generation Standards and Objectives
Focus
Content: Topic
Development and
Support
Organization and Flow
Smarter Balanced Claim 2: Students can produce effective and well- grounded writing for a range of purposes and audiences.
4
Exemplary
3
Adequate
2
Partial
The writer examines a topic and
conveys ideas and information
clearly by providing a clear
introduction, by grouping related
information logically; by including
formatting, relevant illustrations and
multimedia; by linking to ideas within
categories or information using
words, phrases and clauses (e.g.,
another, for example, etc.), by using
precise language and domainspecific vocabulary and by providing
a concluding statement or section.
The writer examines a topic and
conveys ideas and information
clearly by providing a clear
introduction, by grouping related
information, including formatting,
relevant illustrations and multimedia;
by linking to ideas within categories
or information using words and
phrases (e.g., another, for example,
etc.), by using precise language and
domain-specific vocabulary and by
providing a concluding statement.
The writer examines a topic and
conveys ideas and information
clearly by providing an introduction,
grouping related information,
including illustrations and
multimedia; by linking to ideas or
information using words and phrases
(e.g., another, for example, etc.), by
using domain-specific vocabulary,
and by providing a concluding
statement.
The writer examines a topic and
conveys information by providing an
introduction, related information and
illustrations; by linking information
using words and phrases (e.g.,
another, for example, etc.) and by
providing a conclusion.
The writer develops the topic in an
interesting manner by including
relevant facts, definitions, concrete
details, quotations or other
information and examples; the
development is to the point and
appropriate to task, purpose and
audience.
The writer develops the topic with
facts, definitions, details, quotations
or other information and examples
related to the topic; the development
is to the point and appropriate to
task, purpose and audience.
The writer develops the topic by
including facts, definitions, details,
quotations or other information and
examples related to the topic; the
development is appropriate to task,
purpose and audience.
The writer develops the topic by
including few facts, examples or
other information related to the topic;
the development is appropriate to
task.
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 Informative
1
Minimal
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 Informative
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