1. Name
____________________________________________
Date
_________________
Overall
Level
________________________________
(Developing,
Meeting,
or
Exceeding)
5th
Grade
Narrative
Rubric
–
2nd
Quarter
DEVELOPING
MEETING
EXCEEDING
(1)
Orients
the
reader
by
establishing
a
(2)
Orients
the
reader
by
establishing
a
(3)
Orients
the
reader
by
establishing
more
situation
or
introducing
a
narrator
and/or
situation
and
introducing
a
narrator
and/or
than
one
situation
that
ties
the
story
characters.
characters.
together
at
the
end.
(1)
Organizes
an
event
sequence.
(2)
Organizes
an
event
sequence
that
unfolds
(3)
Organizes
a
complex
event
sequence
with
naturally.
more
than
one
situation
that
unfolds
naturally.
(1)
Uses
narrative
techniques,
such
as
(2)
Uses
narrative
techniques,
such
as
(3)
Uses
narrative
techniques,
such
as
Narrative
dialogue
and
description,
to
develop
dialogue,
description,
and
natural
flow,
to
dialogue,
description,
and
natural
flow,
to
experiences
and
events
or
shows
the
develop
experiences
and
events
or
shows
the
develop
experiences
and
events
and
shows
responses
of
characters
to
situations.
responses
of
characters
to
situations.
the
responses
of
characters
to
situations.
(1)
Uses
simple
transition
words
(e.g.,
first,
(2)
Uses
grade
level
transition
words
(e.g.,
(3)
Uses
a
variety
of
grade
level
transition
also,
next)
and
phrases.
moreover,
consequently,
specifically,
etc.)
and
words,
phrases,
and/or
clauses.
phrases.
(1)
Uses
concrete
words
and
phrases
to
(2)
Uses
concrete
words,
phrases,
and
(3)
Uses
concrete
words,
phrases
and
convey
experiences
and
events
precisely.
sensory
details
to
convey
experiences
and
descriptive
sensory
details
to
convey
events
precisely.
experiences
and
events
precisely.
(1)
Provides
a
conclusion
unrelated
to
the
(2)
Provides
a
conclusion
that
follows
the
(3)
Provides
a
complex
conclusion
that
brings
narrated
experiences
or
events.
narrated
experiences
or
events.
all
situations
to
a
closing.
(1)
Completes
anywhere
from
one
to
four
(2)
Completes
all
components
of
the
writing
(3)
Completes
all
components
of
the
writing
components
of
the
writing
process.
process
(prewriting,
first
draft,
share/revise,
process
in
a
timely
manner.
Organization
edit,
publish).
(1)
Uses
some
complete
sentences.
(2)
Uses
many
complete
sentences.
(3)
Uses
all
complete
sentences
with
varied
structure
(complex,
simple,
compound,
etc).
(1)
Correctly
forms
some
paragraphs.
(2)
Correctly
forms
most
paragraphs.
(3)
Correctly
forms
paragraphs
throughout.
(1)
Part
of
the
paper
is
neat
and
legible.
(2)
Most
of
the
paper
is
neat
and
legible.
(3)
Entire
paper
is
neat
and
legible.
(1)
Stays
on
topic
throughout
most
of
the
(2)
Stays
on
topic
throughout
the
entire
(3)
Elaborates
on
topic
throughout
the
paper.
paper.
entire
paper.
How
do
I
assess
conventions
for
mastery?
Throughout
the
entire
school
year,
use
the
Student
Conventions
Checklist
or
the
Class
Conventions
Checklist.
The
major
difference
between
the
two
Conventions
is
that
the
student
checklist
shows
a
recommended
pacing,
while
the
class
checklist
allows
you
to
keep
all
students
on
a
single
piece
of
paper.
Use
one
or
both,
but
be
prepared
to
bring
these
documents
to
each
collaborative
scoring
session.
They
will
be
used
to
discuss
student
progress.
When
conferencing
with
students,
use
the
checklist
to
determine
mastery.
(e.g.
If
you
are
working
with
a
student
on
capitalization,
mark
on
the
checklist
whether
the
student
is
still
developing
the
skill
or
has
it
mastered.
You
will
revisit
many
standards
more
than
once
with
students.
Therefore,
you
may
want
to
put
dates
inside
the
checklist
boxes
to
accurately
show
the
students’
progress.)
*Students
who
do
not
meet
“Developing”
may
receive
a
“zero”
score
for
that
particular
area.
Make
note
of
the
“zero”
in
the
left
hand
margin.
Directions:
Circle
the
appropriate
score
for
each
row.
Add
the
scores
in
parentheses
()
and
use
the
following
Scoring
Guide.
TOTAL
Score__________
Developing
(0-­19)
Meeting
(20-­27)
Exceeding
(28-­33)
Joplin
Schools
Writing
Committee
Revised
May
16,
2012