fsa ela writing rubric 3 fsa ela writing rubric score purpose, focus, and organization (4-point...
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Grade 4
FSA ELA Writing
Rubric
The FSA ELA Writing Rubric is a scoring tool that describes the characteristicsof a written response for each score point within each domain. The rubricmay assist educators with evaluating the strengths and weaknesses ofstudent responses based on the text-based writing prompt/task included inthe practice test as well as responses based on other text-based writingprompts/tasks educators choose to use in a classroom setting.
The FSA ELA Writing tests for Grades 8-10 will be administered online.Grades 4-7 will be paper-based assessments for all students and for studentsin Grades 8-10 with an IEP or 504 plan that specifies a paper-basedaccommodation. (Paper-based and online FSA ELA Practice Writing tests are available on the FSA portal so that students have an opportunity to practicewith both administration formats.)
The following FSA ELA Writing Practice Tests are available on the FSA portal:
Elementary Grade BandGrade 4 - Informative/Explanatory Grade 5 - OpinionMiddle Grade BandGrade 6 - Informative/ExplanatoryGrade 7 - ArgumentationGrade 8 - Informative/ExplanatoryHigh School Grade BandGrade 9 - ArgumentationGrade 10 - Informative/Explanatory
Go OnPage 2
FSA ELA Writing Rubric
G
rade
4
Info
rmat
ive/
Expl
anat
ory
Text
-bas
ed W
ritin
g Ru
bric
(S
core
poi
nts w
ithin
eac
h do
mai
n in
clud
e m
ost o
f the
cha
ract
eris
tics b
elow
.) Sc
ore
Purp
ose,
Foc
us, a
nd O
rgan
izat
ion
(4-p
oint
Rub
ric)
Evid
ence
and
Ela
bora
tion
(4-p
oint
Rub
ric)
Conv
entio
ns o
f Sta
ndar
d En
glis
h (2
-poi
nt R
ubric
beg
ins a
t sco
re p
oint
2)
4 Th
e re
spon
se is
fully
sust
aine
d an
d co
nsist
ently
fo
cuse
d w
ithin
the
purp
ose,
aud
ienc
e, a
nd ta
sk;
and
it ha
s a c
lear
ly st
ated
cont
rolli
ng id
ea a
nd
effe
ctiv
e or
gani
zatio
nal s
truc
ture
crea
ting
cohe
renc
e an
d co
mpl
eten
ess.
The
resp
onse
in
clud
es m
ost o
f the
follo
win
g:
St
rong
ly m
aint
aine
d co
ntro
lling
idea
with
litt
le
or n
o lo
osel
y re
late
d m
ater
ial
Sk
illfu
l use
of a
var
iety
of t
rans
ition
al
stra
tegi
es to
cla
rify
the
rela
tions
hips
bet
wee
n an
d am
ong
idea
s
Logi
cal p
rogr
essio
n of
idea
s fro
m b
egin
ning
to
end,
incl
udin
g a sa
tisfy
ing i
ntro
duct
ion
and
conc
lusio
n
The
resp
onse
pro
vide
s tho
roug
h an
d co
nvin
cing
su
ppor
t/ev
iden
ce fo
r the
cont
rolli
ng id
ea o
r mai
n id
ea
that
incl
udes
the
effe
ctiv
e us
e of
sour
ces,
fact
s, a
nd
deta
ils. T
he re
spon
se in
clud
es m
ost o
f the
follo
win
g:
Re
leva
nt e
vide
nce
inte
grat
ed sm
ooth
ly a
nd
thor
ough
ly w
ith re
fere
nces
to so
urce
s
Effe
ctiv
e us
e of
a v
arie
ty o
f ela
bora
tive
tech
niqu
es
(incl
udin
g but
not
lim
ited
to d
efin
ition
s, q
uota
tions
, an
d ex
ampl
es),
dem
onst
ratin
g an
und
erst
andi
ng o
f th
e to
pic a
nd te
xt
Cl
ear a
nd e
ffect
ive
expr
essio
n of
idea
s, u
sing
prec
ise
lang
uage
Acad
emic
and
dom
ain-
spec
ific v
ocab
ular
y cle
arly
ap
prop
riate
for t
he a
udie
nce
and
purp
ose
Va
ried
sent
ence
stru
ctur
e, d
emon
stra
ting
lang
uage
fa
cilit
y 3
The
resp
onse
is a
dequ
atel
y sus
tain
ed a
nd g
ener
ally
fo
cuse
d w
ithin
the
purp
ose,
aud
ienc
e, a
nd ta
sk;
and
it ha
s a c
ontr
ollin
g ide
a an
d ev
iden
t or
gani
zatio
nal s
truc
ture
with
a se
nse
of
com
plet
enes
s. T
he re
spon
se in
clud
es m
ost o
f the
fo
llow
ing:
Mai
ntai
ned
cont
rolli
ng id
ea, t
houg
h so
me
loos
ely
rela
ted
mat
eria
l may
be
pres
ent
Ad
equa
te u
se o
f tra
nsiti
onal
stra
tegi
es w
ith
som
e va
riety
to c
larif
y th
e re
latio
nshi
ps
betw
een
and
amon
g id
eas
Ad
equa
te p
rogr
essio
n of
idea
s fr
om b
egin
ning
to
end
, inc
ludi
ng a
suf
ficie
nt in
trod
uctio
n an
d co
nclu
sion
The
resp
onse
pro
vide
s ade
quat
e sup
port
/evi
denc
e fo
r th
e co
ntro
lling
idea
or
mai
n id
ea t
hat
incl
udes
the
use
of
sour
ces,
fact
s, a
nd d
etai
ls. T
he r
espo
nse
incl
udes
mos
t of
th
e fo
llow
ing:
Gene
rally
inte
grat
ed e
vide
nce
from
sour
ces,
thou
gh
refe
renc
es m
ay b
e ge
nera
l, im
prec
ise, o
r inc
onsis
tent
Ade
quat
e us
e of
som
e el
abor
ativ
e te
chni
ques
Adeq
uate
expr
essio
n of
idea
s, e
mpl
oyin
g a m
ix o
f pr
ecise
and
gen
eral
lang
uage
Dom
ain-
spec
ific v
ocab
ular
y gen
eral
ly a
ppro
pria
te fo
r th
e au
dien
ce a
nd p
urpo
se
Som
e va
riatio
n in
sent
ence
stru
ctur
e
Cont
inue
d on
the
follo
win
g pa
ge
Page 3
FSA ELA Writing Rubric
Scor
e Pu
rpos
e, F
ocus
, and
Org
aniz
atio
n (4
-poi
nt R
ubric
) Ev
iden
ce a
nd E
labo
ratio
n (4
-poi
nt R
ubric
) Co
nven
tions
of S
tand
ard
Engl
ish
(2-p
oint
Rub
ric)
2 Th
e re
spon
se is
som
ewha
t sus
tain
ed w
ithin
the
purp
ose,
aud
ienc
e, a
nd ta
sk b
ut m
ay in
clud
e lo
osel
y re
late
d or
ext
rane
ous m
ater
ial;
and
it m
ay
have
a c
ontr
ollin
g ide
a w
ith a
n in
cons
isten
t or
gani
zatio
nal s
truc
ture
. The
resp
onse
may
incl
ude
the
follo
win
g:
Pa
rtia
lly fo
cuse
d co
ntro
lling
idea
, but
in
suffi
cien
tly su
stai
ned
or u
ncle
ar
In
cons
isten
t use
of t
rans
ition
al st
rate
gies
with
lit
tle va
riety
Une
ven
prog
ress
ion
of id
eas f
rom
beg
inni
ng to
en
d an
d m
ay in
clud
e an
inad
equa
te
intr
oduc
tion
or c
oncl
usio
n
The
resp
onse
pro
vide
s une
ven,
curs
ory
supp
ort/
evid
ence
fo
r the
cont
rolli
ng id
ea o
r mai
n id
ea th
at in
clud
es
inef
fect
ive
use
of so
urce
s, fa
cts,
and
det
ails.
The
resp
onse
in
clud
es m
ost o
f the
follo
win
g:
W
eakl
y in
tegr
ated
evi
denc
e fr
om so
urce
s an
d er
ratic
or i
rrel
evan
t ref
eren
ces
R
epet
itive
or i
neffe
ctiv
e us
e of
ela
bora
tive
tech
niqu
es
I
mpr
ecise
or s
impl
istic
exp
ress
ion
of id
eas
I
napp
ropr
iate
or i
neffe
ctiv
e do
mai
n-sp
ecifi
c vo
cabu
lary
S
ente
nces
pos
sibly
lim
ited
to si
mpl
e co
nstr
uctio
ns
The
resp
onse
dem
onst
rate
s an
adeq
uate
com
man
d of
bas
ic co
nven
tions
. The
resp
onse
may
incl
ude
the
follo
win
g:
So
me
min
or e
rror
s in
usag
e, b
ut n
o pa
tter
ns o
f er
rors
Adeq
uate
use
of p
unct
uatio
n, ca
pita
lizat
ion,
se
nten
ce fo
rmat
ion,
and
spel
ling
1 Th
e re
spon
se is
rela
ted
to th
e to
pic b
ut m
ay
dem
onst
rate
litt
le o
r no
awar
enes
s of t
he p
urpo
se,
audi
ence
, and
task
; and
it m
ay h
ave
little
or n
o di
scer
nibl
e co
ntro
lling
idea
or o
rgan
izat
iona
l st
ruct
ure.
The
resp
onse
may
incl
ude
the
follo
win
g:
Co
nfus
ing o
r am
bigu
ous i
deas
Freq
uent
ext
rane
ous i
deas
impe
ding
un
ders
tand
ing
Fe
w o
r no
tran
sitio
nal s
trat
egie
s
Too
brie
f to
dem
onst
rate
kno
wle
dge
of fo
cus
or o
rgan
izat
ion
The
resp
onse
pro
vide
s min
imal
supp
ort/
evid
ence
for t
he
cont
rolli
ng id
ea o
r m
ain
idea
, inc
ludi
ng li
ttle
if a
ny u
se o
f so
urce
s, fa
cts,
and
det
ails.
The
res
pons
e in
clud
es m
ost
of
the
follo
win
g:
M
inim
al, a
bsen
t, er
rone
ous,
or i
rrel
evan
t evi
denc
e fr
om th
e so
urce
mat
eria
l
Expr
essio
n of
idea
s tha
t is v
ague
, lac
ks cl
arity
, or i
s co
nfus
ing
Li
mite
d or
inap
prop
riate
lang
uage
or d
omai
n-sp
ecifi
c vo
cabu
lary
Sen
tenc
es li
mite
d to
sim
ple
cons
truc
tions
The
resp
onse
dem
onst
rate
s a p
artia
l com
man
d of
ba
sic co
nven
tions
. The
resp
onse
may
incl
ude
the
follo
win
g:
Va
rious
err
ors i
n us
age
In
cons
isten
t use
of c
orre
ct p
unct
uatio
n,
capi
taliz
atio
n, se
nten
ce fo
rmat
ion,
and
spel
ling
0
Th
e re
spon
se d
emon
stra
tes a
lack
of c
omm
and
of
conv
entio
ns, w
ith fr
eque
nt a
nd se
vere
err
ors o
ften
ob
scur
ing m
eani
ng.
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