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THOMPSON OPINION SCORING RUBRIC – KINDERGARTEN Spring
Reading &
Research
Content
Understanding
Controlling
Idea
&
Focus
(matches
prompt)
Organization
Development
Spelling/
Grammar &
Usage
Capitalization &
Punctuation
Created Spring 2014
2 - Approaches
Expectations
When appropriate, does not identify
available resources.
Does not demonstrate.
When appropriate, names
available resources.
Ideas presented demonstrate an
irrelevant and/or an inaccurate
understanding of the topic.
Does not demonstrate.
No topic.
No opinion or preference identified.
Ideas presented demonstrate
limited understanding of the topic.
Response does not match task.
Does not demonstrate.
appropriate mechanics and
conventions)
(Creates simple texts with
Language Conventions
Structure & Development
(Communicates through drawing, dictating, and writing)
Content
Learning
1-Not Yet
Unclear topic.
Unclear opinion or preference
identified.
Some of the pictures, dictation,
and /or writing match task.
Letters/words/scribbles
demonstrate organization.
Drawing demonstrates a clear top,
middle, and bottom.
Does not demonstrate.
Writes single words, phrases that
demonstrate organization.
Ideas (written, drawn and/or
dictated) are related to each other.
No reason or justification for
opinion.
Illustration lacks detail.
Does not demonstrate.
Unclear reason or justification for
opinion.
Illustration shows detail but may
not support opinion.
Writes some readable letters of
the alphabet without sound/symbol
match.
Copies words out of context
and/or writes memorized words.
No sentences used or tried.
Does not demonstrate.
Uses some beginning/ending
sounds to make words.
Attempts to write new or
unknown words.
Incomplete sentences.
Sentences attempted.
Begins name with a capital.
Some letters are legible.
No spacing between words.
Does not demonstrate punctuation.
Experiments with capitalization.
Letters are legible and written
left to right.
Random spacing between words.
Experiments with punctuation.
3 - Meets Grade Level
Expectations
When appropriate, name the book they
are writing about and state an opinion or
preferences about the topic based on
available resources (written, drawn or
dictated).
Ideas presented demonstrate a
generally accurate and relevant
understanding of the topic being studied
Tells (draws or writes) the topic or
title.
States opinion or preference in a
pictures, phrase, or sentence(s).
Tells, draws, names and/or writes
opinion (or likes and dislikes) about a
topic and/or drawing(s) related to the
task.
4 – Exceeds Expectations
State an opinion or preference about a
topic using available resources.
Ideas presented demonstrate accurate
and relevant understanding of the topic
being studied and enhance understanding
of topic.
Introduces (draws or writes) the topic
or title.
States an opinion that is developed
throughout in ideas.
Opinion is connected to the task and
sentences are on topic.
Simple sentences are related to each
other and organization is evident.
Ideas are logically sequenced
(written, drawn and/or dictated) by
naming and explaining opinion.
Sentences are clear, connected, and
organized.
Ideas are logically sequenced by
naming an opinion and justifying opinion
with reasons.
Writes a letter or letters for most
consonant and short vowel sounds.
Spells some simple words
phonetically
Simple sentences are complete with a
noun and verb.
Consistent sound/letter correlation.
Spell some high frequency words
correctly.
Simple sentences are complete with a
noun and verb and experiments with
descriptive words.
Reason or justification for opinion
(written, drawn and/or dictated) is
explained.
Illustration with labels supports
opinion.
Capitalizes the first word in a
sentence, and the pronoun I.
Logical spacing between words.
Uses some punctuation correctly.
Supplies a reason or reasons for the
opinion.
Illustrations support opinion using
details from available resources.
Consistently uses capitalization for
the first word in a sentence, and the
pronoun I.
Consistently uses logical spacing
between words.
Correctly uses end punctuation.
THOMPSON OPINION SCORING RUBRIC – FIRST GRADE
Structure & Development
Content
Learning
1 - Not Yet
Reading &
Research
Content
Understanding
Controlling
Idea
&
Focus
(matches
prompt)
Organization
Content is consistently
irrelevant, inappropriate, or
inaccurate understanding.
Opinion is unclear or confusing.
Little or no information is
connected to the task.
Opinion is implied and most
sentences are on topic.
Some information is connected to the
task.
No transition words used
Uses few transition words.
No attempts to use a reason for
the opinion.
Random letters strung
together/no sound/symbol
correlation.
Lacks phonetic spelling.
Lacks any sentence structure.
Writing lacks basic language.
Capitalization &
Punctuation
Shows limited understanding of the
topic being studied.
Attempts introduction.
No conclusion
Spelling/
Grammar &
Usage
Names available resources.
No clear introduction.
No organization or progression
of ideas.
Development
Language Conventions
Does not identify available
resources.
2 - Approaches
Expectations
Writes in an assortment of
capital/lowercase letters or writes
in all capital letters.
Lacks punctuation.
Inappropriate spacing.
Created Spring 2014
Limited progression of ideas.
Attempts a conclusion.
Reason for the opinion is unclear.
Consistent sound/ symbol
correlation for CVC spelled words.
Uses phonetic spelling to write with
letters generally representing each
dominant sound in a word.
Many sentences are incomplete or
have repetitive structure.
Uses basic language.
Capitalizes the first word of some
sentences, and pronoun I.
Experiments with punctuation.
Spaces between many of the words.
3 - Meets Grade Level
Expectations
State an opinion or preference about a
topic using available resources.
Ideas presented demonstrate generally
accurate understanding of the topic.
Clearly states an opinion and all
sentences are on topic.
Most information is connected to the
task.
Introduces the topic or title.
Most sentences follow logical
progression of ideas.
Attempts varied transition words (such
as , next, last/after).
Provides closure.
Supplies a reason for the opinion.
Some words are spelled conventionally.
Uses familiar words and chunks
(-at, -op, -it) to help spell.
Most sentences are complete with
varied structure.
Experiments with descriptive language.
Uses capital letters for names and
proper nouns most of the time.
Ends sentences with correct
punctuation most of the time.
Spacing is consistent between letters
and words.
4 - Advanced
Includes reasons from available resources,
including important vocabulary and descriptions,
to support opinion.
Ideas presented demonstrate an accurate and
relevant understanding of the topic by citing
evidence from the provided text.
States an opinion that is developed
throughout in ideas or information from the text.
Addresses task appropriately and maintains
focus on opinion.
Introduces the topic or text in a way that
attempts to interest readers.
Logical progression of ideas groups related
ideas and information together in an appropriate
structure.
Uses a variety of transitional linking words to
connect opinions and reasons (because, and, also).
Writes a concluding statement that restates
the focus/prompt.
Supplies multiple reasons that support the
opinion.
Most words are spelled conventionally.
Applies above grade level spelling rules
and patterns correctly.
Produces sentences with a variety of
sentence structures (simple, compound,
complex).
Uses some varied and descriptive word
choice.
Capitalizes correctly and consistently.
Uses commas, apostrophes, and end
punctuation correctly most of the time and/or
experiments with quotation marks when citing
sources.
THOMPSON OPINION SCORING RUBRIC – SECOND GRADE
Content
1 - Not Yet
Reading &
Research
Content
Understanding
Focus
Structure & Development
(matches
prompt)
Controlling
Idea
Organization
Language Conventions
Development
Spelling/
Grammar &
Usage
Includes reasons which are
not related to the text to support
opinion or preferences.
Includes few reasons from the
text to support opinion.
Does not address prompt
appropriately or does not focus on
opinion.
Details and reasons are
unrelated to the task.
Addresses prompt appropriately
and maintain focus on opinion.
Some details and reasons relate to
the task.
Content is irrelevant,
inappropriate, or inaccurate
understanding of the topic.
Lacks opinion and supporting
reasons.
No introduction.
Structure is unclear.
Limited use of linking words.
No closure.
No clear reason for the
opinion provided.
Sound/symbol correlation for
CVC spelled words.
Incomplete sentences.
Few words used.
No ending punctuation used.
Capitalization &
Punctuation
2 - Approaches
Expectations
Uppercase and lowercase
letters are used randomly.
Created Spring 2014
Shows limited understanding of
the topic being studied.
States an opinion that may not be
developed throughout.
Attempts introduction.
Most sentences follow logical
progression of ideas but lacks
paragraph structure.
Uses basic linking words (first,
next, last)
Provides some sense of closure.
Supplies a reason for the opinion.
3 - Meets Grade Level
Expectations
Includes some reasons from the text,
including important vocabulary and
descriptions to support opinion.
Includes multiple details from the text,
defining or explaining key vocabulary and
concepts to support opinion.
Addresses prompt appropriately and
maintain focus on opinion.
Most details and reasons relate to the
task and stay on task.
Addresses prompt appropriately and
maintain focus on opinion.
All details and reasons are relevant to the task
and important to the topic.
States an opinion that is developed
throughout in ideas or information from the
text.
Introduces the topic or text in a way
that interests readers.
Organize ideas and information into an
appropriate structure.
Uses a variety of linking words to
connect opinions and reasons (because, and,
also).
Provides a conclusion.
States an opinion, develops with reasons and
details, and concludes an opinion piece of writing
that demonstrates an understanding of the topic.
Introduces the topic or text by hooking
readers into caring or wanting to learn about the
topic.
Creates a structure that lists reasons.
Uses linking words and phrases to connect
opinions and reasons (such as because therefore,
since, for example)
Provides a concluding statement or section
that draws conclusions or asks questions
Informs or explains relevant points by
providing detailed and relevant reasons that
support the opinion.
Most words are spelled conventionally and
applies grade level spelling rules and patterns
consistently
Some sentences are complex (i.e. compound
and/or with subordinate clauses)
Uses word choice and phrases for effect
Ideas presented demonstrate generally
accurate understanding of the topic.
Supplies reasons that support the
opinion.
Uses some grade level spelling
patterns or some words spelled
conventionally.
Simple sentences.
Limited word choice.
Many words are spelled conventionally
and applies grade level spelling rules and
patterns
Varied sentence structure (simple,
compound, and complex)
Uses some varied and descriptive word
choice.
Uses ending punctuation.
Uses commas and apostrophes
punctuation correctly some of the time and
uses ending punctuation consistently.
Uses sentences; capitalizes beginning
of sentences and proper nouns
Upper and lower case letters are
generally used appropriately
4 - Advanced
Ideas presented demonstrate an accurate and
relevant understanding of the topic by citing
evidence from the provided text.
Uses commas, apostrophes, and end
punctuation correctly most of the time
Sentences are capitalized appropriately and
consistently.
THOMPSON OPINION SCORING RUBRIC – Third Grade
Content Learning
1 - Not Yet
Reading &
Research
Content
Understanding
Focus
(matches
prompt)
Structure & Development
Controlling Idea
Organization
Attempts to include disciplinary
content, but understanding of content
is weak
Content is irrelevant, inappropriate,
or inaccurate.
Attempts to address prompt, but
lacks focus or is off-task
Lacks a controlling idea or clear
opinion.
Attempts introduction.
Most sentences follow structure of
ideas.
Uses basic linking words (first,
next, last)
Attempts some sense of
conclusion.
Development
Language and Conventions
Does not use information from the
text to support opinion.
Language
No clear reason for the opinion
provided.
Accurately presents information
relevant to all parts of the prompt with
effective selection of sources and details
from the text.
Addresses prompt, but with a
weak or uneven focus.
Addresses prompt with an adequately
detailed response; stays on task.
Addresses key aspects of the prompt
in a detailed response; stays on task.
Shows basic understanding of
disciplinary content; may include
minor errors in explanation.
States an opinion though may lack
clarity or credibility.
Introduces the topic or text.
Structure groups related ideas and
information together.
Uses a variety of linking words to
connect opinions and reasons
(because, and, also).
Brief conclusion.
Supplies a reason for the opinion
Uses simple, repetitive sentence
beginnings, structures, and lengths
OR many rambling sentences.
Uses some variety of sentence
beginnings, structures, and lengths,
but has some rambling or choppy
sentences.
Demonstrates an uneven command
of standard English conventions
appropriate to grade level.
Created Spring 2014
4 – Advanced
Presents information from the text
relevant to the prompt with accuracy and
significant detail.
Utilizes general vocabulary that
may include occasional errors in word
usage.
Attempts to demonstrate standard
English conventions (spelling,
grammar, usage, and mechanics), but
lacks cohesion and control.
3 - Meets Grade Level
Expectations
Presents some information from
the text, but may lack accuracy or
relevance.
Utilizes vocabulary that is
occasionally inappropriate for
audience and purpose.
Uses language and tone that are
inappropriate to audience and
purpose.
Conventions
2 - Approaches
Expectations
Uses language and tone with
some inaccurate, inappropriate, or
uneven features.
Presents generally accurate and
relevant understanding of the
disciplinary content
States an opinion that is maintained
throughout.
Introduces the topic or text by
hooking readers and gets readers ready to
learn about the topic.
Creates a structure that lists
reasons.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
Establishes and maintains a strong and
credible opinion.
Utilizes accurate, but general
vocabulary that is appropriate for
audience and purpose.
Introduces the topic or text clearly by
hooking readers with question, explaining
why the subject matters, telling a surprising
fact, or giving background information.
Creates a structure for grouping related
ideas and separates section of information
by using paragraphs.
Links ideas within categories of
information using words and phrases (for
instance, in order, in addition)
Provides a conclusion related to the
opinion presented and may suggest follow
up action, or leave reader with final insight.
Informs or explains relevant points by
providing detailed and relevant reasons
that support the opinion.
Utilizes accurate and precise
vocabulary that is appropriate for
audience and purpose.
Uses some variety of sentence
beginnings, structures, and lengths.
Uses an effective variety of sentence
beginnings, structures, and length.
Uses linking words and phrases
(because, therefore, since, for example) to
connect ideas within categories of
information.
Provides a conclusion statement or
section.
Provides reasons that support the
opinion.
Response includes language and
tone appropriate to the audience,
purpose, and specific requirements of
the prompt.
Demonstrates a command of
standard English conventions, with
few errors as appropriate to grade level.
Response includes language and tone
consistently appropriate to the audience,
purpose, and specific requirements of the
prompt.
Demonstrates and maintains a welldeveloped command of standard English
conventions, with few errors.
THOMPSON OPINION SCORING RUBRIC –Fourth Grade
Content
Learning
1 - Not Yet
Reading &
Research
Content
Understanding
Focus
(matches
prompt)
Structure & Development
Controlling Idea
Organization
Attempts to include disciplinary
content, but understanding of content
is weak
Content is irrelevant, inappropriate,
or inaccurate.
Attempts to address prompt, but
lacks focus or is off-task
Lacks a controlling idea or clear
opinion.
Attempts introduction.
Language
Presents information from the text
referring to what the text says explicitly and
when drawing inferences.
Accurately presents information
relevant to all parts of the prompt with
effective selection of sources and details
from the text.
Addresses prompt, but with a
weak or uneven focus.
Addresses prompt with an adequately
detailed response; stays on task.
Addresses key aspects of the prompt
in a detailed response; stays on task.
Introduces the topic or text.
Shows basic understanding of
disciplinary content; may include
minor errors in explanation.
States an opinion though may lack
clarity or credibility.
Presents generally accurate and relevant
understanding of the disciplinary content
States an opinion that is maintained
throughout.
Structure groups related ideas and
information together, lists reasons
Attempts some sense of
conclusion.
Provides a brief conclusion
statement or section.
No clear reasons for the opinion
provided.
Provides reasons that support the
opinion.
Uses language and tone that are
inappropriate to audience and
purpose.
Uses language and tone with
some inaccurate, inappropriate, or
uneven features.
Response includes language and tone
appropriate to the audience, purpose, and
specific requirements of the prompt.
Utilizes vocabulary that is
occasionally inappropriate for
audience and purpose.
Attempts to demonstrate standard
English conventions (spelling,
grammar, usage, and mechanics), but
lacks cohesion and control.
Created Spring 2014
4 – Advanced
Presents some information from
the text but may lack accuracy or
relevance.
Some sentences follow progression
of ideas, may lack structure.
Uses simple, repetitive sentence
beginnings, structures, and lengths
OR many rambling sentences.
Conventions
3 - Meets Grade Level
Expectations
Introduces the topic or text clearly by
hooking readers with question, explaining
why the subject matters, telling a surprising
fact, or giving background information.
Creates a structure for grouping
related ideas and separates sections of
information using paragraphs.
Uses linking words and phrases to
connect reasons within categories of
information (for instance, in order, in
addition)
Provides a conclusion related to the
opinion presented and may suggest follow
up action, or leave reader with final insight.
Provides reasons supported by facts
and details for opinion.
Attempts varied linking words
and phrases
Development
Language and Conventions
Does not include information from
the text
2 - Approaches Expectations
Uses basic linking words and
phases
Utilizes general vocabulary that
may include occasional errors in word
usage.
Uses some variety of sentence
beginnings, structures, and lengths,
but has some rambling or choppy
sentences.
Demonstrates an uneven command
of standard English conventions
appropriate to grade level.
Utilizes accurate, but general
vocabulary that is appropriate for
audience and purpose.
Uses some variety of sentence
beginnings, structures, and lengths.
Demonstrates a command of standard
English conventions, with few errors as
appropriate to grade level.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
Establishes and maintains a strong and
credible opinion.
Introduces the topic or text clearly by
helping reader get interested in and
understand the significance of the subject.
Creates a structure that logically groups
ideas to support the author’s purpose.
Links opinion and reasons with words,
phrases, and clauses. (consequently,
specifically)
Provides a conclusion that restates the
main points and may offer a final thought,
follow up action, or question for readers to
consider.
Provides logically ordered reasons
supported by facts and details for opinion.
Utilizes accurate and precise
vocabulary that is appropriate for
audience and purpose.
Response includes language and tone
consistently appropriate to the audience,
purpose, and specific requirements of the
prompt.
Uses an effective variety of sentence
beginnings, structures, and length.
Demonstrates and maintains a welldeveloped command of standard English
conventions, with few errors.
THOMPSON OPINION SCORING RUBRIC –Fifth Grade
Content Learning
1 - Not Yet
Reading &
Research
Content
Understanding
Structure & Development
Focus
(matches
prompt)
Controlling Idea
Organization
Attempts to include disciplinary
content, but understanding of
content is weak
Content is irrelevant,
inappropriate, or inaccurate.
Attempts to address prompt, but
lacks focus or is off-task
Lacks a controlling idea or clear
opinion.
Attempts introduction.
Some groups of information
follow progression of ideas, may lack
structure.
Attempts varied linking words
and phrases
Development
Language and Conventions
Does not include information the
text.
Language
Attempts some sense of
conclusion.
No clear reasons for the opinion
provided.
Accurately presents information
relevant to all parts of the prompt with
effective selection of sources and details
from the text.
Addresses prompt, but with a
weak or uneven focus.
Addresses prompt with an adequately
detailed response; stays on task.
Addresses key aspects of the prompt
in a detailed response; stays on task.
Shows basic understanding of
disciplinary content; may include
minor errors in explanation.
States an opinion though may
lack clarity or credibility.
Introduces the topic or text.
Structure groups related ideas
and information together, lists
reasons
Uses basic linking words and
phases within categories of
information.
Provides a brief conclusion
statement or section.
Provides reasons that support
the opinion.
Uses simple, repetitive sentence
beginnings, structures, and lengths
OR many rambling sentences.
Uses some variety of sentence
beginnings, structures, and lengths,
but has some rambling or choppy
sentences.
Created Spring 2014
4 – Advanced
Presents information from the text when
referring/quoting to what the text says explicitly
and when drawing inferences.
Utilizes general vocabulary that
may include occasional errors in
word usage.
Attempts to demonstrate
standard English conventions
(spelling, grammar, usage, and
mechanics), but lacks cohesion and
control.
3 - Meets Grade Level
Expectations
Presents some information from
the text but may lack accuracy or
relevance.
Utilizes vocabulary that is
occasionally inappropriate for
audience and purpose.
Uses language and tone that are
inappropriate to audience and
purpose.
Conventions
2 - Approaches
Expectations
Uses language and tone with
some inaccurate, inappropriate, or
uneven features.
Demonstrates an uneven
command of standard English
conventions and cohesion
appropriate to grade level.
Presents generally accurate and relevant
understanding of the disciplinary content
States an opinion that is creditable and
maintained throughout.
Introduces the topic or text clearly by
helping reader get interested in and understand
the significance of the subject.
Creates a structure that logically groups
ideas to support the author’s purpose.
Uses linking words, phrases, and clauses to
connect opinions and reasons within categories
of information (consequently, specifically)
Provides a conclusion that restates the main
points, and may offer a final thought, follow up
action, or question for readers to consider.
Provides logically ordered reasons
supported by facts and details for opinion.
Utilizes accurate, but general vocabulary
that is appropriate for audience and purpose.
Response includes language and tone
appropriate to the audience, purpose, and
specific requirements of the prompt.
Uses some variety of sentence beginnings,
structures, and lengths.
Demonstrates a command of standard
English conventions and cohesion, with few
errors as appropriate to grade level.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
Establishes an argument to support a
plausible claim with clear reasons and
relevant evidence.
Introduction interests readers,
perhaps with quote or significant fact.
Introduces the claim.
Structures paragraphs, reasons, and
evidence clearly and purposefully.
Uses words, phrases, and clauses to
clarify the relationships among claims
and reasons.
Provides a concluding statement or
section that follows from the argument
presented.
Support claim with clear reasons and
relevant evidence, using creditable
sources. Acknowledges different sides to
the argument.
Utilizes accurate and precise
vocabulary that is appropriate for
audience and purpose.
Response includes language and
tone consistently appropriate to the
audience, purpose, and specific
requirements of the prompt.
Uses an effective variety of
sentence beginnings, structures, and
length.
Demonstrates and maintains a welldeveloped command of standard
English conventions and cohesion,
with few errors.