Unit 5 Informational Culminating Task

  • Due No Due Date
  • Points 7
  • Submitting a text entry box or a file upload

Directions: Read through the directions, sources, and writing task.

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Culminating Task  Download Culminating Task 

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Rubric

5th Grade Informational Writing Rubric
5th Grade Informational Writing Rubric
Criteria Ratings Pts
Idea Development, Organization, and Coherence
This trait examines the writer’s ability to effectively establish a controlling idea, support the idea with evidence from the text(s) read, and elaborate on the idea with examples, illustrations, facts, and other details. The writer must integrate the information from the text(s) into his/her own words and arrange the ideas and supporting evidence (from the text[s] read) in order to create cohesion for an informative/explanatory essay.
threshold: pts
Edit criterion description
4 pts 4 The student’s response is a well‐developed informative/explanatory text that examines a topic in depth and conveys ideas and information clearly based on text as a stimulus. • Effectively introduces a topic • Effectively develops the topic with multiple facts, definitions, concrete details, quotations, or other information and examples related to the topic • Groups related ideas together logically to give some organization to the writing • Effectively uses linking words and phrases to connect ideas within and across categories of information • Uses precise language and domain‐specific vocabulary to explain the topic • Provides a strong concluding statement or section related to the information or explanation presented
3 pts 3 The student’s response is a complete informative/explanatory text that examines a topic and presents information based on text as a stimulus. • Introduces a topic • Develops the topic with some facts, definitions, and details • Groups some related ideas together to give partial organization to the writing • Uses some linking words to connect ideas within and across categories of information, but relationships may not always be clear • Uses some precise language and domain‐specific vocabulary to explain the topic • Provides a concluding statement or section
2 pts 2 The student’s response is an incomplete or oversimplified informative/explanatory text that cursorily examines a topic based on text as a stimulus. • Attempts to introduce a topic • Attempts to develop a topic with too few details • Attempts to group some related ideas together but organization is not clear • Uses few linking words to connect ideas, but not all ideas are well connected to the topic • Uses limited language and vocabulary that do not clearly explain the topic • Provides a weak concluding statement or section
1 pts 1 The student’s response is a weak attempt to write an informative/explanatory text that examines a topic based on text as a stimulus. • May not introduce a topic or topic is unclear • May not develop a topic • May be too brief to group any related ideas together • May not use any linking words to connect ideas • Uses vague, ambiguous, or repetitive language • Provides a minimal or no concluding statement or section
0 pts 0 The student will receive a condition code for various reasons: • Blank • Copied • Too Limited to Score/Illegible/Incomprehensible • Non‐English/Foreign Language • Off Topic/Off Task/Offensive
pts
4 pts
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Additional Comments
Language Usage and Conventions
This trait examines the writer’s ability to demonstrate control of sentence formation, usage, and mechanics as embodied in the grade‐level expectations of the language standards.
threshold: pts
Edit criterion description
3 pts 3 The student’s response demonstrates full command of language usage and conventions. • Has clear and complete sentence structure, with appropriate range and variety • Shows command of language and its conventions when writing • Any errors in usage and conventions do not interfere with meaning*
2 pts 2 The student’s response demonstrates partial command of language usage and conventions. • Has complete sentences, with some variety • Shows some knowledge of language and its conventions when writing • Has minor errors in usage and conventions with no significant effect on meaning*
1 pts 1 The student’s response demonstrates weak command of language usage and conventions. • Has fragments, run‐ons, and/or other sentence structure errors • Shows little knowledge of language and its conventions when writing • Has frequent errors in usage and conventions that interfere with meaning*
0 pts 0 The student will receive a condition code for various reasons: • Blank • Copied • Too Limited to Score/Illegible/Incomprehensible • Non‐English/Foreign Language • Off Topic/Off Task/Offensive
pts
3 pts
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Additional Comments
Total Points: 7 out of 7