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  • Year 5 and 6 Writing Rubrics 2020 Version

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    Sam Brunswick
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    The document provides descriptors for evaluating writing at five levels: basic, sound, high, outstanding. At the basic level, writing is rarely informative with simple structure and ideas. At the sound level, writing engages the audience, has a credible voice, and appropriate structure. At the high level, writing coherently develops ideas and selects structural elements for effect. At the outstanding level, writing is fully developed and mature with flexible structure and cause/effect analysis.

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    The document provides descriptors for evaluating writing at five levels: basic, sound, high, outstanding. At the basic level, writing is rarely informative with simple structure and ideas. At the sound level, writing engages the audience, has a credible voice, and appropriate structure. At the high level, writing coherently develops ideas and selects structural elements for effect. At the outstanding level, writing is fully developed and mature with flexible structure and cause/effect analysis.

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    3 views7 pages

    Year 5 and 6 Writing Rubrics 2020 Version

    Uploaded by

    Sam Brunswick
    The document provides descriptors for evaluating writing at five levels: basic, sound, high, outstanding. At the basic level, writing is rarely informative with simple structure and ideas. At the sound level, writing engages the audience, has a credible voice, and appropriate structure. At the high level, writing coherently develops ideas and selects structural elements for effect. At the outstanding level, writing is fully developed and mature with flexible structure and cause/effect analysis.

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    © All Rights Reserved
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    of 7

    Informative Basic Sound High Outstanding

    Year 5 • Text is rarely informative * Features some use of informative devices – * Uses subject matter to engage interest of * Text consistently engages the audience
    • Reader can sometimes follow the text subheadings, key words, main idea/paragraph audience * Is interesting, original, highl;y informative and
    Purpose & • Text is short and lacks detail * Reader can usually follow the main idea throughout * Has a strong and credible voice creative
    Audience the more detailed text * A sustained informative text.
    EN3-5B

    Structure • Text does not have a clearly defined structure • Is an extended text. As for ‘SOUND’ but also: As for ‘HIGH” but also:
    •Text may feature a simple introduction and/or • Includes appropriate structural features for its genre * strong introduction which clearly orients the * Text is coherent, controlled and complete, with all
    EN3-2A conclusion within the body of the text • Has a clear introduction reader to the topic components well developed and mature
    • Body has 2 or 3 simple paragraphs with basic • Uses effective headings/subheadings • Uses effective topic sentences in all • Selects structural elements for effect
    details in each • Body contains relevant details paragraphs • May use structural features flexibly in order to
    • Uses topic sentences in most paragraphs • Writer selects structural elements to suit a meet the needs of the audience
    particular purpose

    Content & • Body contains some key information related to Appropriately organises main (independent) and As for ‘SOUND’ but also: As for ‘HIGH’ but also:
    the issue subordinate (dependent) ideas * Uses more complex details, ideas and * Clearly explains cause and effect relationships in the
    Ideas • Some ideas may not be very effective • Writes ideas which are relevant to the text purpose elaborations evidence.
    EN3-5B • Ideas are based on personal experiences only • Organises ideas to support the reader * Uses wide variety of complex supporting • Uses correct referencing for evidence gained from
    EN3-7C • Ideas are mostly relevant, but lacking detail • Uses ideas and details from research evidence other sources eg) newspaper article, website, quote
    • Develops ideas with some examples * Develops ideas with relevant examples • Expands upon information to add authority

    Grammar * Often uses correct subject/ pronoun links; * Evidence of at least 4 complex sentences that show * All sentences are grammatically correct with a As for ‘HIGH’ but also:
    subject / verb agreement; prepositions; verb correct use of the elements listed in ‘Basic’ high level of sentence complexity. All sentences are grammatically correct with a high
    EN3-6B tense. • Sometimes uses adverbials to show time and place, * Sometimes uses adverbials to indicate manner level of sentence complexity.
    (has 4-5 errors combined over whole text) • Makes very few grammatical errors and reason • Uses some embedded clauses
    * Demonstrates good control of verb tense • More frequent use of range of adverbials

    Punctuation * Mostly uses correct sentence level punctuation * All simple sentence level punctuation correct. As for ‘SOUND’ but also : As for ‘HIGH” but also :
    * Uses some apostrophes for contractions * sometimes uses commas to separate clauses * Most commas for clauses correct. * Paragraphs are used effectively
    EN3-6B * Correctly uses punctuation for most simple * Usually punctuates more complex dialogue correctly * Uses complex punctuation (dash, bracket, * Uses a range of complex punctuation correctly
    dialogue * Uses complex punctuation (at least 2 times) to engage colon, semi colon, hyphen, dot points) correctly * Correctly uses paragraphs for new speakers
    * Written as a block of text. May have large the audience and achieve purpose eg: colon, dashes, at least 3 times. * Uses plural possessive apostrophes correctly
    paragraphs to simply denote key events * Correctly uses singular possessive apostrophes * Uses paragraphs to structure & pace the text
    * Sometimes uses structural paragraphs effectively * Punctuates complex dialogue between
    characters

    Vocabulary * Uses some (4 +) different examples of * Uses 5+ different examples of technical / subject As for ‘SOUND’ but also: As for ‘HIGH’ but also:
    technical / subject specific language specific language • Uses a variety of connectives to add detail * Uses a wide range of effective language choices
    (including * Uses a range of simple adverbs and verbs * Uses broad range of highly effective noun groups and and aid coherence * Includes rich descriptions
    cohesive * Some effective noun groups verb groups * Uses more elaborate noun groups * May use passive voice
    language) * Uses some conjunctions and connectives to * Uses variety of conjunctions, connectives and pronoun * Creates cohesive flow by condensing * Uses appropriate and technical vocabulary choices
    EN3-6B link ideas references to link ideas information into a summarising noun eg: A * Uses words that invite connotations
    * Uses some prepositional phrases * Uses vocabulary from research appropriately sequence of events which….
    * Uses some topic words • Uses cohesive devices such as word families * Use a range of synonyms
    • Uses a variety of words to show cause and effect * Use words to indicate/describe relationships

    Sentence * Minimal use of correct complex sentences. * At least 4 sentences feature main and subordinate As for ‘SOUND’ but also: *All sentences are correct and show variety in structure
    * Uses some simple prepositional clauses correctly. * All simple and compound sentences are for purpose and audience.
    structure phrases/clauses (repetitive) • Uses sentences of varied length and complexity correct.
    EN3-2A * Uses some adverbial phrases/clauses • Several complex sentences are correct • Each sentence maintains meaning
    EN3-6B * May use run-on sentences • Uses a range of sentence beginnings

    Planning and * There is almost no evidence of planning * Uses a dictionary to correct self identified spelling * Reflects on own writing to refine text. As for ‘HIGH’ but also:
    * Almost no evidence of self editing for errors (paragraphing, spelling, punctuation, refining * Identifies aspects of own writing that demonstrate
    editing grammar, vocab, punctuation * Seeks and responds to feedback from others ideas, word choice etc) improvement from draft text
    EN3-9E * Attempts to refine writing after feedback * Explains own editing choices
    Informative Basic Sound High Outstanding
    Stage 3 • Text purpose is mostly consistent (explain, • Text purpose is consistent • It is a sustained and highly effective text. • Text intellectually engages and challenges the
    recount, inform, describe) • Writing shows good control of the topic and • Writes to explain and analyse / compare audience
    Purpose & • Reader can mostly follow the text purpose and contrast • Writes to explain/analyse/evaluate abstract
    Audience • Text is short and lacks detail • Reader can easily follow the point of view * Uses complex subject matter to engage the concepts
    throughout the more complex text interest of the audience • Maintains tone appropriate to the audience
    EN3-5B * Text has a strong and credible voice

    Structure • Text does not have a clearly defined structure • Is an extended text. As for ‘SOUND’ but also: *As for ‘HIGH” but also:
    •Text may feature a simple introduction and/or • Includes appropriate structural features for its genre * Includes a strong introduction which clearly * Text is coherent, controlled and complete, with all
    EN3-2A conclusion within the body of the text • Has a clear introduction orients the reader to the topic components well developed and mature
    • Body has 2 or 3 simple paragraphs with basic • Uses effective headings/subheadings * Well structured • Selects structural elements for effect
    details in each • Body contains relevant details • Uses effective topic sentences in all • May use structural features flexibly in order to
    • Uses topic sentences in most paragraphs paragraphs meet the needs of the audience
    • Each paragraph has a main idea • Writer selects structural elements to suit a
    particular purpose

    Content and • Body contains some key information related to * Appropriately organises main (independent) and * As for ‘SOUND’ but also: As for ‘HIGH’ but also:
    the issue subordinate (dependent) ideas * Uses more complex details, ideas and * Clearly explains cause and effect relationships in the
    Ideas • Some ideas may not be very effective • Writes ideas which are relevant to the text purpose elaborations evidence.
    EN3-5B • Ideas are based on personal experiences only • Organises ideas to support the reader * Uses wide variety of complex supporting • Uses correct referencing for evidence gained from
    EN3-7C • Ideas are mostly relevant, but lacking detail • Uses ideas and details from research evidence other sources eg) newspaper article, website, quote
    • Develops ideas with some examples * Develops ideas with relevant examples • Expands upon information to add authority

    Grammar * Mostly uses correct subject/ pronoun links; * Evidence of at least 5 complex sentences that show * All sentences are grammatically correct with a As for ‘HIGH’ but also:
    subject / verb agreement; prepositions; verb correct use of the elements listed in ‘Basic’ high level of sentence complexity. * Uses nominalisation to create concise noun groups
    EN3-6B tense. * Use present or timeless present tense consistently * Excellent use and range of expanded noun * Uses embedded clauses, non-finite clauses
    (has 2-3 errors combined over whole text) * Makes very few grammatical errors groups * May use passive voice
    * Demonstrates good control of prepositional phrases * Uses classifying nouns
    and noun groups

    Punctuation * Mostly uses correct sentence level punctuation * All sentence level punctuation correct. As for ‘SOUND’ but also : As for ‘HIGH” but also :
    * Uses some apostrophes for contractions * Usually uses commas to separate clauses * All commas for clauses correct. * Paragraphs are used to enhance the presentation of
    EN3-6B * Correctly uses punctuation for simple dialogue * Punctuates more complex dialogue correctly * Uses complex punctuation (dash, bracket, information
    * Written as a block of text. May have large * Uses complex punctuation (at least 3 times) to engage colon, semi colon, hyphen, dot points) correctly * Uses a range of complex punctuation flexibly and
    paragraphs to simply denote introduction / the audience and achieve purpose eg: colon, dashes, at least 4 times. correctly
    body / conclusion * Correctly uses possessive apostrophes (singular and * Uses paragraphs to structure & pace the text * Sometimes uses commas before introductory words
    plural) * Punctuates complex dialogue and phrases
    * Uses structural paragraphs effectively

    Vocabulary * Uses some (4 +) different examples of * Uses 5+ different examples of technical / subject As for ‘SOUND’ but also: As for ‘HIGH’ but also:
    technical / subject specific language specific language * Uses more elaborate noun groups * Uses nominalisation
    (including * Uses a range of simple adverbs and verbs * Uses broad range of highly effective noun groups and * Language choices are sophisticated * Uses appropriate and highly technical vocabulary
    cohesive * Some effective noun groups verb groups * Creates cohesive flow by condensing choices
    language) * Uses some conjunctions and connectives to * Uses variety of conjunctions, connectives and pronoun information into a summarising noun eg: In * Uses words that invite connotations
    EN3-6B link ideas references to link ideas history…. A sequence of events which….
    * Uses some prepositional phrases * Uses vocabulary from research appropriately * Use a range of synonyms
    * Uses some topic words • Uses cohesive devices such as word families * Use vocabulary to indicate and describe
    • Uses a variety of words to show cause and effect relationships

    Sentence * Minimal use of correct complex sentences. * At least 5 sentences feature main and subordinate As for ‘SOUND’ but also: *All sentences are correct and show great depth of
    * Uses some prepositional phrases/clauses clauses correctly. * All sentences are correct. complexity and variety in structure for purpose and
    structure * Uses some adverbial phrases/clauses * Uses sentences of varied length and complexity * * Sentences express precise meaning and audience.
    EN3-2A * May use run-on sentences Most complex sentences are correct purpose.
    EN3-6B * Lack of variety in sentence type and structure * Use of main & subordinate clauses enhance coherence * Uses a range of sentence types for effect

    Planning and * There is minimal evidence of planning * Uses a variety of sources to correct self identified * Critically reflects on own writing to refine As for ‘HIGH’ but also:
    * Little evidence of self editing for meaning, spelling errors text. (paragraphing, spelling, punctuation, * Identifies aspects of own writing that demonstrate
    editing grammar, vocab, punctuation * Seeks and responds to feedback from others refining ideas, word choice etc) their own growth as an author
    EN3-9E * Refines writing in response to feedback * Explains own editing choices
    Criteria Basic Sound High O Criteria Basic Sound High O
    Purpose & Content &
    audience ideas
    Vocabulary structure
    Grammar Sentences
    Punctuation Plan & edit
    Comment:

    Criteria Basic Sound High O Criteria Basic Sound High O


    Purpose & Content &
    audience ideas
    Vocabulary structure
    Grammar Sentences
    Punctuation Plan & edit
    Comment:

    Criteria Basic Sound High O Criteria Basic Sound High O


    Purpose & Content &
    audience ideas
    Vocabulary structure
    Grammar Sentences
    Punctuation Plan & edit
    Comment:

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