New York ELA Writing Rubrics - Grades 4-5

May 20, 2024 4 min read

In this rubric Table of contents

New York State Writing Evaluation Rubric for Grades 4-5

Key Points

This rubric is specifically designed for assessing writing in grades 4-5
Evaluates four main criteria: content/analysis, evidence, organization, and conventions
Uses a 0-4 scoring scale to assess student writing performance
Aligns with Next Generation Learning Standards (NGLS)

Full Rubric

Score	Content and Analysis	Command of Evidence	Coherence, Organization, and Style	Control of Conventions
4 (Essays at this level)	- Clear topic introduction - Follows logically from task - Insightful comprehension and analysis	- Well-chosen relevant evidence - Varied, relevant support	- Clear, purposeful organization - Skillful linking of ideas - Sophisticated vocabulary - Clear conclusion	- Grade-appropriate conventions - Few errors
3 (Essays at this level)	- Clear topic introduction - Grade-appropriate comprehension and analysis	- Relevant evidence and examples - Sustained use with some variety	- Clear organization - Appropriate linking words - Precise vocabulary - Appropriate conclusion	- Grade-appropriate conventions - Occasional non-hindering errors
2 (Essays at this level)	- Basic topic introduction - Literal comprehension	- Partially developed with evidence - Inconsistent use	- Some organization attempt - Inconsistent linking - Basic vocabulary - Basic conclusion	- Emerging command - Some hindering errors
1 (Essays at this level)	- Unclear topic - Little text understanding	- Minimal evidence use - Invalid/irrelevant support	- Little organization - Lack of linking words - Imprecise language - Illogical conclusion	- Lack of command - Frequent hindering errors
0 (Essays at this level)	- Lacks comprehension - Off-task response	- No evidence or irrelevant	- No organization - No linking words - Incoherent language - No conclusion	- Minimal conventions - Assessment unreliable

Detailed Rubric Breakdown

Content and Analysis (NGLS: W.2, R.1-9)

Score	Criteria
4	- Clearly introduce a topic that follows logically from task and purpose - Demonstrate insightful comprehension and analysis of text(s)
3	- Clearly introduce a topic that follows from task and purpose - Demonstrate grade-appropriate comprehension and analysis
2	- Introduce a topic that follows generally from task and purpose - Demonstrate literal comprehension of text(s)
1	- Introduce a topic that doesn’t logically follow from task - Demonstrate little understanding of text(s)
0	- Demonstrate lack of comprehension of text(s) or task

Command of Evidence (NGLS: W.2, R.1-8)

Score	Criteria
4	- Develop topic with relevant, well-chosen facts and details - Sustain use of varied, relevant evidence
3	- Develop topic with relevant facts and examples - Sustain use of relevant evidence with some lack of variety
2	- Partially develop topic with some textual evidence - Use relevant evidence with inconsistency
1	- Attempt to use evidence with minimal development - Evidence generally invalid or irrelevant
0	- Provide no evidence or completely irrelevant evidence

Coherence, Organization, and Style (NGLS: W.2, L.3, L.6)

Score	Criteria
4	- Exhibit clear, purposeful organization - Skillfully link ideas using grade-appropriate words - Use sophisticated language and vocabulary - Provide clear, logical conclusion
3	- Exhibit clear organization - Link ideas using grade-appropriate words - Use precise language and vocabulary - Provide appropriate conclusion
2	- Show some attempt at organization - Inconsistently link ideas - Inconsistent vocabulary use - Basic conclusion
1	- Little attempt at organization - Lack linking words - Imprecise language - Illogical conclusion
0	- No evidence of organization - No use of linking words - Incoherent language - No conclusion

Control of Conventions (NGLS: W.2, L.1, L.2)

Score	Criteria
4	- Demonstrate grade-appropriate command of conventions - Few errors present
3	- Demonstrate grade-appropriate command - Occasional errors that don’t hinder comprehension
2	- Demonstrate emerging command - Some errors that may hinder comprehension
1	- Demonstrate lack of command - Frequent errors that hinder comprehension
0	- Minimal command making assessment unreliable

How to Use This Rubric

For Teachers:
- Use as a guide for instruction and assessment
- Focus on age-appropriate expectations
- Provide specific feedback in each category
For Students:
- Use as a checklist while writing
- Pay attention to organization and linking words
- Check for grade-appropriate vocabulary use
For Parents:
- Understand grade-level writing expectations
- Support development in specific areas
- Help with revision using rubric criteria

Tips for Success in Grade 4-5 Writing

Clear Topics: Start with a clear introduction that connects to the task
Strong Evidence: Use specific facts and details from texts to support ideas
Organization: Use grade-appropriate linking words to connect ideas
Vocabulary: Include domain-specific and sophisticated vocabulary when appropriate
Conventions: Pay attention to spelling, punctuation, and grammar
Conclusions: End with a statement that clearly connects to your topic
Revision: Use the rubric to check your work before submitting

Remember that this rubric is designed specifically for grades 4-5, with age-appropriate expectations for organization, evidence use, and conventions. Regular practice with these elements will help improve writing skills.

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