Name: _______________________________________________ Score: _________________________________________

Fifth Grade Research/Person with Impact on Society Rubric

Criteria Expert (4) Practitioner (3) Apprentice (2) Novice (1)

Focus (2) ● All details are relevant ● Most details are relevant ● Some details are relevant ● None of the details are
and research based and research based and research based relevant or research
based
Lead/Introduction and ● Expertly engages the ● Effectively informs the ● Writer attempts an ● Essay is lacking both an
Conclusion (3) reader by crafting an reader of what the essay introduction and introduction and a
introduction that informs is about conclusion but essential conclusion
the reader of who and component(s) are missing
what the research topic is AND
about, including a “hook” OR
● Effectively summarizes
AND the main points of the ● Essay lacks an
informational text in the introduction or a
● Expertly crafts a conclusion conclusion
conclusion that
summarizes the main
points of the paper,
including this person’s
impact on society
● statement to make the
reader “think” (lesson
learned / generalization)
Organization (3) ● Includes well-sequenced, ● Includes sequenced ● Some paragraphs lack ● Writing lacks
indented paragraphs paragraphs (topic essential components organization
(topic sentence, detail sentence, detail ● Some transitions ● Transitions
sentences with sentences with (words/phrases/ (words/phrases/
explanations, closing explanations, closing sentences) are used sentences) are NOT used
sentence) sentence) correctly correctly
● Many transitions ● Most transitions
(words/phrases/ (words/phrases/
sentences) are used sentences) are used
correctly correctly
Development/Elaboration (3)
Sentence Structure (1)
Word Choice (1)
Usage of Grade Level
Grammar/Mechanics/
Spelling (2)
● All pieces of evidence ● Most pieces of evidence ● Some pieces of evidence ● Evidence is not
from the research are are further developed are further developed further developed or
well developed (paraphrased) and/or some are copied most/all evidence
(paraphrased, from the text used is copied from
evidence/information is (plagiarized) the text (plagiarized)
presented in your own
words, )
● Consistently uses varied ● Sometimes uses varied ● Uses simple sentences ● Writing contains several
sentence structure (ex. sentence structure (ex. and may contain a few  fragments and/or
simple, complex, simple, complex, unintentional fragments  run-ons, writing mostly
compound) compound) and/or run-on  lacks basic sentence
sentences structure
● Uses higher-level ● Uses content-specific ● Uses some ● Does not use
content-specific vocabulary correctly content-specific content-specific
vocabulary which adds throughout the writing vocabulary correctly vocabulary correctly
interest throughout the
writing
● Errors made are  ● Few errors that may  ● Several errors that  ● Many errors made that 
minimal; does not  interfere with  interfere with  greatly interfere 
interfere with  readability and  readability and  readability and 
readability or  understanding  understanding understanding 
understanding 
● Used punctuation to 
indicate dialogue 
sections with possible 
errors