Opinion Rubric Grade 5

1 (emerging) 2 (developing) 3 (meets standards) 4 (exceeds)

Ideas

1. Made a
claim/stated
position
2. Supportive
evidence
3. Counter-
argument (5th
grade and
above)
1. The writer made a claim about a
topic or a text. The writer is
developing the ability to use
supportive reasons that do not
overlap.

2. The writer included evidence to
support the claim. The writer is
developing the ability to discuss the
way that the evidence went with
the claim, but the link may be
formulaic or lack clarity for the
reader.

3. The writer presents one side of
the argument and may only briefly
address another side of the
argument.
1. The writer made a claim about a
topic or a text and some of the
reasons were supportive and
substantial, although some claims or
evidence may overlap.

2. The writer included evidence to
support the claim. At times, the
writer discussed the way that the
evidence went with the claim.



3. The writer is beginning to address
more than one side of the argument.
1. The writer made a claim or thesis on
a topic or text and supported it with
reasons that were parallel and did not
overlap.

2. The writer selected evidence such as
facts, examples, quotations, micro-
stories, and information to support the
writer's claim. The writer discussed
the way that the evidence went with
the claim. The writer made choices
about how to angle the evidence to
support specific points.

3. The writer addressed different sides
to the argument.
1. The writer made a strong claim or
thesis on a topic or text. The reasons
were parallel, did not overlap, and
were convincing.

2. The writer selected well-chosen
evidence that strengthened the
argument. The writer used
trustworthy, scholarly sources.



3. The writer clearly presented the
counter-argument.
Organization

1. Overall
sequence
(2
nd
grade and
above)
2.
Introduction
3. Transitions
4. Conclusion
1. The writer is beginning to
introduce the order for the reader.
At times, the order may not have
made sense to the reader or may
not have been followed throughout
the piece.

2. The writer stated a claim, but the
reader may not have been hooked
or may have been confused about
the writers position.

3. Some words and phrases were
used to transition between reasons
and evidence, but the transitions
may have been repetitive or
unclear. At times, the reader may
have been confused between the
reasons and the evidence.

4. The writer wrote an ending and
restated or reflected on the claim,
but some parts may have been left
out or given too much attention.
1. The writer presented the order of
the reasons formulaically. Most of
the time the order the piece
supported the stated reasons and
claim.

2. The writer wrote a few sentences
to hook the readers, but the
introduction could have been more
engaging. The writer is beginning to
tell readers information about what
was significant about the topic.

3. The writer used transition words
and phrases to connect evidence
back to previous reasons, but they
may have been repetitive. Most of
the time there were clear
distinctions between reasons.

4. The writer wrote an ending for the
piece in which the writer restated
and reflected on the claim. The
writer may have tried to suggest an
action or response based on what
was written, but it was formulaic or
unconvincing.
1. The writer let readers know the
reasons to be developed later in the
piece. The writer put the parts of the
writing in the order that most suited
its purpose and helped to prove the
stated reasons and claim.

2. The writer wrote an introduction
that led to a claim or thesis and got
readers to care about it. The writer
gave readers information about what
was significant about the topic.

3. The writer used transition words
and phrases to connect evidence back
to previous reasons and there are clear
distinctions between reasons.


4. The writer worked on a conclusion
which connected back to and
highlighted what the text was mainly
about, not just the preceding
paragraph, and left the reader with a
lingering thought for readers to
consider.
1. The writer let readers know the
reasons to be developed later in the
piece. The writer deliberately chose
the order and arranged the claims
and evidence purposefully leading
readers from one claim or reason to
another.

2. The writer wrote an introduction
that got readers to care about it. The
writer is developing the ability to
think backwards to make sure that
the introduction fit with the whole.

3. The writer used transition words
and phrases help readers
understand how all of the pieces
supported the argument.

4. The writer wrote a conclusion in
which the main points were restated
and left the reader with a lingering
thought or new insight to consider.
Voice

* Convincing
The writer is beginning to use a
convincing tone that supported the
stated opinion. Some parts could be
Most of the time the writer used a
convincing tone that supported the
stated opinion.
The writer used a convincing tone to
help readers understand the writer's
position.
The writer used a convincing,
scholarly tone to help readers
understand the writer's position.
Opinion Rubric Grade 5
tone revised to more clearly state the
writer's position.
The writer may have used shifts in
tone to help readers follow the
argument.
Word Choice

* Details,
images,
figurative
language
The writer is beginning to make
deliberate word choices to
convince the readers. At times, the
word choices reflected precise
details and facts to help make
specific points. Figurative language
may have been used, but may not
have been effective or convincing.
Most of the time the writer chose
words to convince the readers. Most
of the time the word choice reflected
precise details and facts to help
make specific points. Most of the
time the figurative language and
images contributed to the readers
understanding of the writers
position.
The writer made deliberate word
choices to have an effect on the reader.
The writer reached for the precise
phrase, metaphor, or image that would
convey ideas.


The writer made deliberate word
choices to have an effect on the
reader. The writer reached for the
precise phrase, metaphor, or image
that would convey specific ideas and
strengthen the argument.

Sentence
Fluency

* Flow and
variety
The writer occasionally varied
sentences, but the flow may be not
be smooth at times.
The writer varied the sentences, but
may not have used sentence variety
to help the reader understand what
was most important.
The writer varied the sentences to
create the pace and tone of the
different sections of the piece.
The writer effectively and
deliberately varied the sentences to
help readers take in and understand
the stated opinion/claim and to
engage the reader.
Conventions

1. Spelling
2. Resources
3. Punctuation
4. Risk

1. The writer inconsistently applied
grade-level conventions.

2. The writer may need to use
resources more often or more
deliberately to spell unfamiliar
words.

3. The writers use of punctuation is
not yet contributing to the mood or
tone of the piece.

4. The writers conventions show
minimal risk. Errors significantly
detract from the meaning.
1. The writer applied grade-level
conventions most of the time.

2. The writer occasionally used
resources (peers, dictionary, and
thesaurus) to spell unfamiliar words.

3. The writers punctuation
occasionally contributes to the mood
of the piece.

4. The writers conventions show
some risk, but errors may obscure
the meaning.
1. The writer demonstrated grade-level
appropriate conventions; errors are
minor and do not obscure meaning.

2. The writer used resources to spell
unfamiliar words (peers, dictionary,
and thesaurus) to spell correctly and
chose nuanced words.

3. The writer used correct
capitalization and punctuation,
including dialogue, to convey meaning.

4. Any errors in conventions show
advanced use of language.
1. The writer demonstrated above
grade-level use of conventions.

2. The writer independently used
resources (peers, dictionary, and
thesaurus) to spell unfamiliar words
chose words with nuanced
meanings.

3. The writers use of punctuation is
deliberate and conveys the meaning
or builds tension in the piece.

4. Any errors in conventions show
advanced use of language.