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Guided Expository Essay January Topic: New Year’s Resolution Grades 3-5 Made By: Amber Socaciu
Guided Expository Essay
January
Topic: New Year’s Resolution
Grades 3-5
Made By: Amber Socaciu

Created by Amber Socaciu @ http://www.teacherspayteachers.com/Store/Amber-Socaciu

1

January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:
January Guided Expository Essay Topic: New Year’s Resolution This package includes the following:

January Guided Expository Essay

Topic: New Year’s Resolution

This package includes the following:

 

Notes for the Teacher

 Sample Guided Essay Format Pages  Sample Essay
 Sample Guided Essay Format Pages  Sample Essay

Sample Guided Essay Format Pages

Sample Essay

 Sample Guided Essay Format Pages  Sample Essay
 Sample Guided Essay Format Pages  Sample Essay
 “Hook Your Reader”

“Hook Your Reader”

“Hook Your Reader”
 “Blank Guided Essay Format pages

“Blank Guided Essay Format pages

 “Blank Guided Essay Format pages
 Blank Final Draft Essay pages

Blank Final Draft Essay pages

Blank Final Draft Essay pages
 4 - Paragraph Expository Essay Graphic Organizer

4-Paragraph Expository Essay Graphic Organizer

 4 - Paragraph Expository Essay Graphic Organizer
   January Acrostic Poem  Publishing Ideas
 

January Acrostic Poem

Publishing Ideas

January Acrostic Poem  Publishing Ideas
 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 

Scoring Rubrics for Grades 3 and 4, aligned with CCSS

Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 
Scoring Rubrics for Grades 3 and 4, aligned with CCSS 

Created by Amber Socaciu @ http://www.teacherspayteachers.com/Store/Amber-Socaciu

2

January Guided Expository Essay

Notes for the Teacher

Where do I begin to teach Expository Essay writing using the guided approach?

start by reading the prompt aloud to my students and give them time to discuss possible answers with their peers.

I

I

encourage them to jot down 2-3 ideas. Then, we come back together as a group and I list all of their ideas on chart

paper or the Smart Board.

After brainstorming ideas as a class, I have students vote on the two ideas they feel will be the best to write about

(this will take some time in the beginning, as many writers new to this style of writing will not know what is

“best”). After taking class votes, we fill in the first graphic organizer with the topic and 2 supporting details.

(Supporting Detail) Flowers boom
(Supporting Detail)
Flowers boom
(Topic) New Year’s Resolution
(Topic) New Year’s Resolution

(Topic) New Year’s Resolution

(Topic) New Year’s Resolution
(Topic) New Year’s Resolution
(Topic) New Year’s Resolution
(Supporting Detail) Playing outside
(Supporting Detail)
Playing outside

How do I fill in the Introduction Guided Page with students?

After filling in the graphic organizer, begin with the introduction. Have an open discussion with students about the best

way to begin this type of essay I have students refer to the “Hook Your Reader” page. After brainstorming ideas, we

choose the one we like to best and fill it in.

Because the topic sentence is already filled in, I refer to what the “Topic Sentence” is and why we write one— it must

align with the prompt.

We move on to the sentence with 2 supporting details and fill in the two ideas we chose as a class.

The last sentence in the introduction is the closing sentence. I tell students this should be a sentence that leads into the

body paragraphs and ties back to the topic sentence. I have students share ideas and we choose one idea (or a

combination of students’ ideas) to fill in on the Guided Introduction Page.

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3

January Guided Expository Essay

Notes for the Teacher

How do I fill in the Body Paragraphs Guided Page with students?

To begin the body paragraphs, I teach students to begin the first sentence with a transition or a transitional phrase. I

have students refer to the “Types of Transitions” page. When they begin to get the hang of transitions, I allow them

to change the transition on the guided page if they want to.

Following the transition, is a sentence that includes the first supporting detail that responds to the prompt. “To begin

with, I promise to make this year better by eating healthier because I will feel better.”

Next, is a sentence defining the supporting detail. Depending on the prompt, and supporting detail, this is either a

definition by student terms, or a dictionary definition. As a class, we will brainstorm possible definitions and fill in

this part of the organizer together.

The next sentence is an example of the definition. An example can be an experience or a connection to the supporting

detail. As a class, we will brainstorm examples (and because not all students will have the same examples, I will

combine examples for one sentence), and then fill in this part of the organizer together.

To end the body paragraph, students will add a closing sentence. This sentence will be a final thought with voice about

the supporting detail. As a class, we will brainstorm closing sentences and fill in this part of the organizer together.

How do I fill in the Conclusion paragraph on the Guided Page with students?

Because the introduction and conclusion paragraphs are so similar, I have them on the same page. I remind students

about beginning with a transition at the beginning of the first sentence in the paragraph. We discuss which transitions

are appropriate when ending an essay. After the transition, we restate the topic sentence.

The following sentence restates the topic with the 2 supporting details we wrote about.

The final sentence in the conclusion is a final thought with voice. We discuss ways to end the essay together and fill in

this sentence on the organizer together.

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4

January Guided Expository Essay

Notes for the Teacher

What do we do after the Guided Pages are complete?

After completing the Guided Pages, we complete the Final Draft Pages as a class. We begin with the introduction,

writing each sentence word by word, with attention to grammar, punctuation and spelling. I write sentence by sentence

on the Smart Board or chart paper so students con see how to properly indent and space words. (The more practice

they have, the less time this will take as the year goes on).

Using the Publishing Ideas page, you can choose the best way to publish student writing. I love to display these essays

with artwork!

What’s next?

As students become more comfortable with the style of expository writing, you can place the guided prompts at your

Write to Read Center and use Writer’s Workshop time to conference with students about what they’ve written. I like to

use the Writer’s Workshop time to focus on incorporating better word choice, more elaboration, and adding voice.

To move students to more independent writing, introduce the Expository Writing Graphic Organizer. As students

become more comfortable, they will need less support with organization so you can focus on the other 5 Traits of

writing!

As students become more comfortable with the format of expository writing, you can also move them from a

4-paragraph essay with 2 supporting details, to a 5-paragraph essay with 3 supporting details.

also move them from a 4 - paragraph essay with 2 supporting details, to a 5

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5

Name

“My New Year’s Resolution” Expository Essay

My New Year’s Resolution (Introduction)

A New Year’s resolution is a goal someone sets when a new year begins. Think about something you’d like to change for yourself in the new year.

Write an expository essay explaining why your New Year’s resolution will help you in the new year.

(Grabber) 5, 4, 3, 2, 1….HAPPY NEW YEAR! There are many New Year’s resolutions people can set for themselves. My New Year’s resolution is to eat healthier because I will feel better and I will do better in school. (Closing) This is a time to celebrate and a time to make changes. I can’t wait to get started!

New Year’s Resolution (Conclusion)

Restate your Introduction including your topic sentence, 2 supporting details sentence and a closing thought.

In conclusion, many people set New Year’s resolutions. My New Year’s resolution is to eat healthier because I will feel better, and I will do better in school. The new year is a time to reflect on our past and set goals for our future. I have set my goal and plan to stick to it. Have you set a goal for yourself this new year?

Created by Amber Socaciu @ http://www.teacherspayteachers.com/Store/Amber-Socaciu

New Year’s Resolution (Body)

To begin with, I promise to make this year better by eating healthier because I will feel better. This means, I will eat a variety of fruits and vegetables that will fill my body with vitamins and minerals to give me more energy. For example, the energy I will have from consum- ing more natural vitamins and minerals, will increase my cardiovascular health making me faster in sports! (Closing) Just to make sure I get all of the delicious fruits and vegetables I need to make me feel better, I think I’ll go grocery shopping with my mom this week.

My New Year’s Resolution (Body)

Also, I promise to eat healthier this new year because I will perform better in school. Doing better in school means listening to my teacher, participating in group activities, doing my homework, and having a positive attitude with my peers. For example, all of the nutrients in my body will provide me with energy I need to focus on learning what my teacher teaches me in school, but also exploring topics I’m interested in learning for myself. (Closing) Doing better in school is important for my future, so I better eat the apple and carrots in my lunch today!

Created by Amber Socaciu @ http://www.teacherspayteachers.com/Store/Amber-Socaciu

“My New Year’s Resolution” By Mrs. Socaciu 5, 4, 3, 2, 1….HAPPY NEW YEAR! There
“My New Year’s Resolution”
By Mrs. Socaciu
5, 4, 3, 2, 1….HAPPY NEW YEAR! There are many New Year’s resolutions
people can set for themselves. My New Year’s resolution is to eat healthier
because I will feel better, and I will do better in school. This is a time to celebrate
and a time to make changes. I can’t wait to get started!
To begin with, I promise to make this year better by eating healthier be-
cause I will feel better. This means, I will eat a variety of fruits and vegetables that
will fill my body with vitamins and minerals to give me more energy. For example,
the energy I will have from consuming more natural vitamins and minerals, will
increase my cardiovascular health making me faster in sports! Just to make sure I
get all of the delicious fruits and vegetables I need to make me feel better, I think
I’ll go grocery shopping with my mom this week.
Also, I promise to eat healthier this new year because I will perform better
in school. Doing better in school means listening to my teacher, participating in
group activities, doing my homework, and having a positive attitude with my
peers. For example, all of the nutrients in my body will provide me with the
energy I need to focus on learning what my teacher teaches me in school, but also
exploring topics I’m interested in learning for myself. Doing better in school is
important for my future, so I better eat the apple and carrots in my lunch today!
In conclusion, many people set New Year’s resolutions. My New Year’s
resolution is to eat healthier because I will feel better, and I will do better in
school. The New Year is a time to reflect on our past and set goals for our future.
I have set my goal and plan to stick to it. Have you set a goal for yourself this New
Year?

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8

Hook Your Reader!

Get their attention right from the start!

Question

Write a question that will create a picture in the

reader’s mind, beginning with the words, who, what

when, where, why, or how.

Example:

When was the last time you thought about misfortune?

Interjection

Interjections express emotions.

Example:

Help! I MUST find the answer before 3:21 this afternoon!

Quote

Something someone, or something, said in a book,

movie, or TV show.

Example:

Dialogue

Two or more people speaking.

Example:

Patient: Doctor, I have a problem. I can't remember anything.

Doctor: How long have you had this problem?

Patient: What problem?

ONOMATOPOEIA

Onomatopoeia is a word that makes sound.

Example:

“Moooo!” exclaimed the pet hamster living in the wall.

Startling Statistic

Statistics show relationships with numbers. A startling

statistic is surprising and relates to your topic.

Example:

The average child spends 1,680 minutes watching

television each week.

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9

Name

“My New Year’s Resolution” Expository Essay

My New Year’s Resolution

Brainstorm things you wish to improve upon or change about yourself of for yourself this year. Record your reasons below.

My New Year’s Resolution

Complete the Graphic Organizer:

Rectangle—Topic

Ovals—2 Supporting Details

Supporting Detail:
Supporting Detail:
Topic:
Topic:

Topic:

Topic:
Topic:
Topic:
Supporting Detail:
Supporting Detail:

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10

Name

“My New Year’s Resolution” Expository Essay

My New Year’s Resolution (Introduction)

A New Year’s resolution is a goal someone sets when a new year begins. Think about something you’d like to change for yourself in the new year.

Write an expository essay explaining why your New Year’s resolution will help you in the new year.

(Grabber)

There are many New Year’s resolutions people can set for themselves. My New Year’s

resolution is

because

(Closing)

and

New Year’s Resolution (Conclusion)

Restate your Introduction including your topic sentence, 2 supporting details sentence and a closing thought.

In conclusion, many people set New Year’s resolutions. My New Year’s

resolution is

and

because

The new year is a time to reflect on our past and set goals for our future. I have set my goal and plan to stick to it. Have you set your goal for this new year?

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11

New Year’s Resolution (Body)

To begin with,

For example,

(Closing)

This means

because

My New Year’s Resolution (Body)

Also,

For example,

(Closing)

This means

because

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Name

“New Year’s Resolution”

4-paragraph Expository Essay Graphic Organizer

Hook

Topic Sentence

Sentence with 2 Supporting Details

Closing

Sentence with 1st SD

Define SD

Example of SD

Closing

Sentence with 1st SD Define SD Example of SD Closing Sentence with 2nd SD Define SD

Sentence with 2nd SD

Define SD

Example of SD

Closing

Restate Topic Sentence

Sentence with 2 Supporting Details

Closing

My New Year’s Resolution By
My New Year’s Resolution
By

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14

Created by Amber Socaciu @ http://www.teacherspayteachers.com/Store/Amber - Socaciu 15

Created by Amber Socaciu @ http://www.teacherspayteachers.com/Store/Amber-Socaciu

15

J A N U A   R 16   Y
J A N U A   R 16   Y
J A N U A   R 16   Y
J A N U A   R 16   Y
J A N U A   R 16   Y
J A N U A   R 16   Y
J A N U A   R 16   Y
J A N U A   R 16   Y
J A N U A   R 16   Y
J A N U A   R 16   Y
J A N U A   R 16   Y
J A N U A   R 16   Y
J A N U A   R 16   Y
J A N U A   R 16   Y
J A N U A   R 16   Y
J A N U A   R 16   Y
J
J

J

J
J
J A N U A   R 16   Y
J A N U A   R 16   Y
A
A

A

A
A
J A N U A   R 16   Y
J A N U A   R 16   Y
N
N

N

N
N
J A N U A   R 16   Y
J A N U A   R 16   Y
U
U

U

U
U
J A N U A   R 16   Y
J A N U A   R 16   Y
A
A
A

A

A
A
A
 
R 16
R 16
R 16
R 16
R 16

R

16
16
16
16
16
16

16

16
16
16
16
16
16
16
16
16
16
16
16
 

Y

J A N U A   R 16   Y
J A N U A   R 16   Y
J A N U A   R 16   Y

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Publishing Ideas  Hang final essays with acrostic poems as a bulletin board.  Students
Publishing Ideas
Hang final essays with acrostic poems as a bulletin board.
 Students can roll up their final essays and place them in a Pringles
can with a lid, decorate the outside of the can, and store it
somewhere safe until the end of the year. They can read their
resolutions at the end of the school year to see how they are
coming along with their resolutions. They could even write a
reflection at the end of the school year about their progress with
their resolutions and what they might do to attain their goals, if
they haven’t yet met their goals.
 Students can type their final drafts to place in Writing Portfolios.
Cut cardstock into fourths and bind mini books for students to
write their final drafts in.

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“New Year’s Resolution” 3rd Grade Scoring Rubric
“New Year’s Resolution” 3rd Grade Scoring Rubric
“New Year’s Resolution” 3rd Grade Scoring Rubric
“New Year’s Resolution” 3rd Grade Scoring Rubric
“New Year’s Resolution” 3rd Grade Scoring Rubric
“New Year’s Resolution” 3rd Grade Scoring Rubric
“New Year’s Resolution” 3rd Grade Scoring Rubric
“New Year’s Resolution” 3rd Grade Scoring Rubric
“New Year’s Resolution” 3rd Grade Scoring Rubric
“New Year’s Resolution” 3rd Grade Scoring Rubric
“New Year’s Resolution” 3rd Grade Scoring Rubric
“New Year’s Resolution” 3rd Grade Scoring Rubric
“New Year’s Resolution” 3rd Grade Scoring Rubric
“New Year’s Resolution” 3rd Grade Scoring Rubric
“New Year’s Resolution” 3rd Grade Scoring Rubric

“New Year’s Resolution”

3rd Grade Scoring Rubric

“New Year’s Resolution” 3rd Grade Scoring Rubric
“New Year’s Resolution” 3rd Grade Scoring Rubric
“New Year’s Resolution” 3rd Grade Scoring Rubric
“New Year’s Resolution” 3rd Grade Scoring Rubric
“New Year’s Resolution” 3rd Grade Scoring Rubric
“New Year’s Resolution” 3rd Grade Scoring Rubric
“New Year’s Resolution” 3rd Grade Scoring Rubric
Exceeds—4 Proficient—3   Basic—2 Below Basic—1  

Exceeds—4

Proficient—3

 

Basic—2

Below Basic—1

 
Exceeds—4 Proficient—3   Basic—2 Below Basic—1  
  Applies knowledge Beginning to apply knowledge independently. Demonstrates an understanding of concept.
 

Applies knowledge

Beginning to apply knowledge independently. Demonstrates an understanding of concept.

Reinforcement and support are needed to complete task, with a limited understanding of concept.

Frequent reinforcement and support are needed to complete the task, due to lack of understanding of concept.

of concept. Frequent reinforcement and support are needed to complete the task, due to lack of

independently,

thoroughly, and consistently.
thoroughly, and consistently.
thoroughly, and consistently.
thoroughly, and consistently.
thoroughly, and consistently.

thoroughly, and

consistently.

thoroughly, and consistently.
thoroughly, and consistently.
thoroughly, and consistently.
thoroughly, and consistently.
thoroughly, and consistently.
 
 

Write informative/explanatory texts to examine a topic

4

 

3

2

1

Introduce a topic and group related information together

       
  Develop the topic with facts, definitions, and details        
  Develop the topic with facts, definitions, and details        
  Develop the topic with facts, definitions, and details        
 

Develop the topic with facts, definitions, and details

       
  Develop the topic with facts, definitions, and details        
  Develop the topic with facts, definitions, and details        
  Develop the topic with facts, definitions, and details        

Use linking words and phrases to connect ideas

       
  Provide a concluding statement          
  Provide a concluding statement          
  Provide a concluding statement          
  Provide a concluding statement          
 

Provide a concluding statement

         
  Provide a concluding statement          
  Provide a concluding statement          
  Provide a concluding statement          
  Provide a concluding statement          
 
 

Language

 

4

 

3

2

1

 

Demonstrate command of English grammar when writing

       
  Demonstrate capitalization, punctuation, and spelling when writing        
 

Demonstrate capitalization, punctuation, and spelling when writing

       
  Demonstrate capitalization, punctuation, and spelling when writing        
  Use language and conventions when writing        
 

Use language and conventions when writing

       
  Use language and conventions when writing        
writing           Use language and conventions when writing        
writing           Use language and conventions when writing        
writing           Use language and conventions when writing        
writing           Use language and conventions when writing        
writing           Use language and conventions when writing        
writing           Use language and conventions when writing        
writing           Use language and conventions when writing        
writing           Use language and conventions when writing        
writing           Use language and conventions when writing        
writing           Use language and conventions when writing        
writing           Use language and conventions when writing        
writing           Use language and conventions when writing        
writing           Use language and conventions when writing        
writing           Use language and conventions when writing        
writing           Use language and conventions when writing        
writing           Use language and conventions when writing        
writing           Use language and conventions when writing        
writing           Use language and conventions when writing        

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18

“New Year’s Resolution” 4th Grade Scoring Rubric
“New Year’s Resolution” 4th Grade Scoring Rubric
“New Year’s Resolution” 4th Grade Scoring Rubric
“New Year’s Resolution” 4th Grade Scoring Rubric
“New Year’s Resolution” 4th Grade Scoring Rubric
“New Year’s Resolution” 4th Grade Scoring Rubric
“New Year’s Resolution” 4th Grade Scoring Rubric
“New Year’s Resolution” 4th Grade Scoring Rubric
“New Year’s Resolution” 4th Grade Scoring Rubric
“New Year’s Resolution” 4th Grade Scoring Rubric
“New Year’s Resolution” 4th Grade Scoring Rubric
“New Year’s Resolution” 4th Grade Scoring Rubric
“New Year’s Resolution” 4th Grade Scoring Rubric
“New Year’s Resolution” 4th Grade Scoring Rubric
“New Year’s Resolution” 4th Grade Scoring Rubric

“New Year’s Resolution”

4th Grade Scoring Rubric

“New Year’s Resolution” 4th Grade Scoring Rubric
“New Year’s Resolution” 4th Grade Scoring Rubric
“New Year’s Resolution” 4th Grade Scoring Rubric
“New Year’s Resolution” 4th Grade Scoring Rubric
“New Year’s Resolution” 4th Grade Scoring Rubric
“New Year’s Resolution” 4th Grade Scoring Rubric
“New Year’s Resolution” 4th Grade Scoring Rubric
  Exceeds—4 Proficient—3   Basic—2 Below Basic—1  
  Exceeds—4 Proficient—3   Basic—2 Below Basic—1  
 

Exceeds—4

Proficient—3

 

Basic—2

Below Basic—1

 
  Exceeds—4 Proficient—3   Basic—2 Below Basic—1  
  Exceeds—4 Proficient—3   Basic—2 Below Basic—1  

Applies knowledge

Beginning to apply knowledge independently. Demonstrates an understanding of concept.

Reinforcement and support are needed to complete task, with a limited understanding of concept.

Frequent reinforcement and support are needed to complete the task, due to lack of understanding of concept.

independently,

thoroughly, and consistently.
thoroughly, and consistently.

thoroughly, and

consistently.

thoroughly, and consistently.
thoroughly, and consistently.
 
  Write informative/explanatory texts to convey ideas and information 4   3 2 1
  Write informative/explanatory texts to convey ideas and information 4   3 2 1
  Write informative/explanatory texts to convey ideas and information 4   3 2 1
 

Write informative/explanatory texts to convey ideas and information

4

 

3

2

1

  Write informative/explanatory texts to convey ideas and information 4   3 2 1
  Write informative/explanatory texts to convey ideas and information 4   3 2 1
  Write informative/explanatory texts to convey ideas and information 4   3 2 1

Introduce a topic and group related information into in paragraphs and sections

       
Develop the topic with facts, definitions, details, quotations, and examples        

Develop the topic with facts, definitions, details, quotations, and examples

       
Develop the topic with facts, definitions, details, quotations, and examples        
Link ideas within categories of information using words and phrases        
Link ideas within categories of information using words and phrases        
Link ideas within categories of information using words and phrases        

Link ideas within categories of information using words and phrases

       
Link ideas within categories of information using words and phrases        
Link ideas within categories of information using words and phrases        
Link ideas within categories of information using words and phrases        
 

Use precise language and specific vocabulary about the topic

       
Provide a concluding statement related to the information presented        
Provide a concluding statement related to the information presented        
Provide a concluding statement related to the information presented        
Provide a concluding statement related to the information presented        
Provide a concluding statement related to the information presented        

Provide a concluding statement related to the information presented

       
Provide a concluding statement related to the information presented        
Provide a concluding statement related to the information presented        
Provide a concluding statement related to the information presented        
Provide a concluding statement related to the information presented        
Provide a concluding statement related to the information presented        
 
 

Language

 

4

 

3

2

1

 

Demonstrate command of English grammar when writing

       

Demonstrate capitalization, punctuation, and spelling when writing

       
  Use language and conventions when writing        
 

Use language and conventions when writing

       
  Use language and conventions when writing        
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Created by Amber Socaciu @ http://www.teacherspayteachers.com/Store/Amber-Socaciu