What this rubric measures
The LEAP 2025 LAT and RST Writing Rubric, Grades 4–5 is the official scoring guide used to evaluate student writing on Louisiana LEAP 2025 assessments. It is an Analytic rubric that scores responses across 2 distinct criteria, allowing teachers to give precise, targeted feedback on each area of writing.
All 2 scoring criteria
Click any criterion to expand its score level descriptors. The language below is taken verbatim from the official Louisiana Department of Education LEAP 2025 scoring guide.
1 Reading Comprehension and Written Expression
The student response
- demonstrates full comprehension of ideas stated explicitly and/or inferentially by providing an accurate analysis;
- addresses the prompt and provides effective development of the topic that is consistently appropriate to the task, purpose, and audience;
- uses clear reasoning supported by relevant text-based evidence in the development of the topic;
- is effectively organized with clear and coherent writing;
- uses language effectively to clarify ideas.
The student response
- demonstrates comprehension of ideas stated explicitly and/or inferentially by providing a mostly accurate analysis;
- addresses the prompt and provides mostly effective development of the topic that is appropriate to the task, purpose, and audience;
- uses mostly clear reasoning supported by relevant text-based evidence in the development of the topic;
- is organized with mostly clear and coherent writing;
- uses language that is mostly effective to clarify ideas.
The student response
- demonstrates basic comprehension of ideas stated explicitly and/or inferentially by providing a generally accurate analysis;
- addresses the prompt and provides some development of the topic that is somewhat appropriate to the task, purpose, and audience;
- uses some reasoning and text-based evidence in the development of the topic;
- demonstrates some organization with somewhat coherent writing;
- uses language to express ideas with some clarity.
The student response
- demonstrates limited comprehension of ideas by providing a minimally accurate analysis;
- addresses the prompt and provides minimal development of the topic that is limited in its appropriateness to the task, purpose, and audience;
- uses limited reasoning and text-based evidence;
- demonstrates limited organization and coherence;
- uses language to express ideas with limited clarity.
The student response
- demonstrates no comprehension of ideas by providing an inaccurate or no analysis;
- is undeveloped and/or inappropriate to the task, purpose, and audience;
- includes little to no text-based evidence;
- lacks organization and coherence;
- does not use language to express ideas with clarity.
The Grades 4-5 LEAP 2025 LAT and RST share a single combined rubric. The construct combines reading comprehension of source ideas (stated explicitly and/or inferentially) with written expression of analysis, organization, and language.
2 Knowledge of Language and Conventions
The student response demonstrates full command of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear.
The student response demonstrates some command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear.
The student response demonstrates limited command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that often impede understanding.
The student response does not demonstrate command of the conventions of standard English at the appropriate level of complexity. Frequent and varied errors in mechanics, grammar, and usage impede understanding.
The Knowledge of Language and Conventions construct uses identical descriptor language across LAT, RST, and NWT. The Score Point 4 column is intentionally blank on the LDOE rubric; the maximum score on this construct is 3.
How to score with the LEAP 2025 LAT and RST Writing Rubric, Grades 4–5.
A practical guide for teachers and norming teams. How to apply each descriptor consistently, the pitfalls that hurt inter-rater reliability, and a workflow for calibrating with colleagues.
Two-construct analytic, scored independently
- Score Reading Comprehension and Written Expression (0 to 4) first, then Knowledge of Language and Conventions (0 to 3). Sum for the rubric total out of 7.
- RC&WE uses a 5-point scale (0, 1, 2, 3, 4) at Grades 4-5, expanded from the Grade 3 4-point scale by adding the top score point. Conventions stays on the 0 to 3 scale used at every grade.
- LAT and RST share a single Grades 4-5 rubric. The descriptors apply identically to literary and informational source-based tasks.
What separates 4 from 3 at Grades 4-5
- A 4 requires comprehension of ideas stated explicitly AND/OR inferentially with an accurate analysis. A 3 has a mostly accurate analysis of the same inferential and explicit ideas.
- A 4 has effective development that is consistently appropriate to the task. A 3 has mostly effective development that is appropriate (not consistently appropriate).
- A 4 uses clear reasoning. A 3 uses mostly clear reasoning. The other descriptors track the same 4-versus-3 distinction (effectively/mostly clear, effective/mostly effective).
Common pitfalls to avoid
- Awarding 4 to a response that handles explicit ideas well but ignores inferential ideas. The 4 descriptor expects comprehension of ideas stated explicitly AND/OR inferentially.
- Counting accurate quotation as accurate analysis. Analysis requires the student to explain the significance or implication of the source evidence.
- Confusing comprehension with retelling. The 4 descriptor expects an accurate analysis, not a summary of the source.
Tips for norming with your team
- Anchor with 3 to 5 sample responses scored by your most experienced grader before the session, including responses that fall between 3 and 4.
- Score the first 5 silently, then compare. Discuss any construct where graders are more than one point apart.
- Re-norm halfway through a long batch. Drift is real, especially on the 0 to 3 Conventions scale.
Notes for the LEAP 2025 LAT and RST Rubric, Grades 4–5
Grades 4-5 LEAP 2025 LAT/RST uses a 0 to 4 scale on Reading Comprehension and Written Expression and a 0 to 3 scale on Knowledge of Language and Conventions, for a maximum of 7 points per rubric.
The rubric explicitly references ideas stated explicitly and/or inferentially starting at Grades 4-5. The Grade 3 rubric does not include this inferential clause. Graders should look for analysis that goes beyond the literal meaning of the source.
The Conventions Score Point 4 column is intentionally blank on the LDOE rubric. The top score on this construct is 3 regardless of which RC&WE score the response receives.
LAT and RST differ in source material only (literary vs. informational), not in scoring. The same rubric and the same descriptor language apply.
See this rubric in action.
EnlightenAI scores student writing on this exact rubric, with per-criterion feedback that mirrors how you grade by hand. The sample response below shows how the rubric applies to a real piece of student writing, scored against every criterion.
How monarch butterflies make their long migration
Every fall, millions of monarch butterflies fly thousands of miles from Canada to Mexico. Monarchs are able to make this long journey because their bodies are built for travel, because they use the sun and the earth to find their way, and because the butterflies that make the trip are a special generation that lives longer than the others.
Built for travel
The first article explains that monarch butterflies have strong, lightweight wings that let them glide for long distances without using much energy. They store body fat from feeding on flowers, which gives them fuel for the trip. The article says one monarch can travel up to 100 miles in a single day.
Using the sun and the earth
The second article describes how scientists studied monarch navigation. They found that monarchs use the position of the sun, and they also use the magnetic field of the earth to keep going in the right direction even on cloudy days. This means monarchs do not just fly south; they fly toward a very specific area in central Mexico.
A special generation
Both articles point out that the monarchs that make the migration are different from the ones that hatch in spring. They live up to eight months instead of a few weeks. Scientists call this the super generation. Without these long-lived butterflies, no single monarch could make the whole trip.
Conclusion
Monarchs make their long journey because their bodies are built for travel, because they navigate using the sun and the earth, and because a special long-lived generation makes the migration possible. Scientists are still learning about this amazing journey.
Full comprehension, accurate analysis, strong evidence
Demonstrates full comprehension of explicit and inferential ideas (super generation as inferential). Effective development through three clear reasons with relevant evidence from both articles (100 miles, magnetic field, super generation).
Full command of Grades 4–5 conventions
Sentence structures are varied and well-formed. Capitalization, punctuation, and spelling are correct throughout. Sentences combine ideas using appropriate Grade 5 syntax. Grammar and usage are strong. A few minor moments do not interfere with meaning.
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About the LEAP 2025 LAT and RST Writing Rubric, Grades 4–5
What is the LEAP 2025 LAT and RST Writing Rubric for Grades 4 to 5?
Do LAT and RST use the same Grades 4-5 rubric?
How does the Grades 4-5 rubric differ from the Grade 3 LAT/RST rubric?
How does the Grades 4-5 rubric differ from the Grades 6-10 LAT/RST rubric?
Is this rubric the official version from LDOE?
Where can I find the source document?
Can EnlightenAI score student writing using this rubric?
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Train EnlightenAI on the LEAP 2025 LAT and RST Writing Rubric, Grades 4–5, and start scoring student writing, with consistent per-construct feedback, in a single class period.