6 + 1 Scoring Rubric 2nd-3rd Grade Narrative
CCSS / 5 - EstablishingReady to Move * / 4 - Extending
Small amount of
revision is needed / 3 - Expanding
Strengths and need for revision are about equal / 2 - Exploring
Just Starting / 1 - Emergent
No Evidence /
IDEAS
CCSS:
W 2.3
W 3.3
W 3.3 / Finding a Topic:
· clear, central theme or a simple, original story line
Focusing the Topic:
· theme or story line is narrow and manageable
Developing the Topic:
· critical evidence to support the theme and shows insight
· story is told in a fresh way through original, unpredictable plot
· Well-defined description of characters and/or narrator in the story
Using Details:
· credible, accurate details that create pictures in the reader’s mind
· details provide evidence of the writer’s knowledge about and/or experience with the topic / Finding a Topic:
· recognizable but broad theme or story line
· stays on topic, but in a predictable way
Focusing the Topic:
· needs to crystallize topic around the central theme or story line
· needs to focus on a specific aspect of the topic
Developing the Topic:
· draws on personal knowledge and experience
· no real in depth understanding of ideas or strong sense of purpose
· Introduce a narrator and/or characters
Using Details:
· some details to support issues or story line
· key questions about the central theme or story line have not been addressed / Finding a Topic:
· not settled on a topic
· contains some unfocused, repetitious, and/or random thoughts
Focusing the Topic:
· attempts to define topic in a meaningful way
· difficult to determine importance
Developing the Topic:
· length impedes development of writing
· idea is simple restatement of topic without much thought
· No description of narrator and/or characters
Using Details:
· little attention to details
· information is limited
· many unanswered questions
ORGANIZATION
W 3.1
W 3.4
W 2.1 / Creating the Lead:
· inviting introduction evident
Using Sequence Words and Transition Words:
· carefully selected sequence words (such as later, then, and meanwhile) and transition words (such as however, also, and clearly) guide the reader
Structuring the Body:
· details fit together logically
· pacing is well controlled
· organization flows smoothly through a problem and solution
· structure matches purpose and audience
Ending with a Sense of Resolution:
· satisfying conclusion gives sense of closure and resolution / Creating the Lead:
· introduction is present though it may be a simple restatement of the topic
· introduction does not create a sense of anticipation
Using Sequence Words and Transition Words:
· sequence words show the logical order of details, but may feel obvious or canned
· use of transition words is spotty and rarely creates coherence
Structuring the Body:
· details usually fit, though some may be irrelevant
· pacing is fairly well controlled
· organization supports main point or story line
· Problem or solution present, but not fully developed
· structure somewhat matches purpose and audience
Ending with a Sense of Resolution:
· conclusion may not tie up all loose ends
· ends piece on a familiar note: “Now you know all about…” or “Thank you for reading my story” / Creating the Lead:
· no real lead
Using Sequence Words and Transition Words:
· sequence and/or transition words are rarely or never present
Structuring the Body:
· details do not fit, or do not matter
· pacing is awkward
· organization is emerging, but causes problems with main idea or story line
· No problem or solution present
· structure distracts from content
Ending with a Sense of Resolution:
· no real conclusion or nothing more than “The End”
· no sense of satisfaction or closure
VOICE
W 3.3
W 3.3 / Establishing a Tone:
· Cares about the topic and it shows
· Tone of writing adds interest
Conveying the Purpose:
· Tells reader why they need to know and care about topic
· Narrative writing is honest, personal, engaging and makes reader think
Creating a Connection to the Audience:
· Reader feels strong connection
Taking Risks to Create Voice:
· Expresses ideas in new ways
· Uses distinctive, just-right words and phrases
· Dialog Present / Establishing a Tone:
· attempts to create a tone, but the result feels generic
Conveying the Purpose:
· reasons for creating the piece are not completely clear
· narrative writing reflects personal perspective on topic
Creating a Connection to the Audience:
· attempts to create a connection
· reveals little about what is important or meaningful about the topic
Taking Risks to Create Voice:
· creates 1-2 moments that catch the reader’s attention
· sounds like anyone could have written it
· Attempts at dialog is present / Establishing a Tone:
· writing is lifeless, mechanical and/or repetitious
Conveying the Purpose:
· reasons for creating the piece are unclear
Creating a Connection to the Audience:
· no awareness of audience
· topic development is limited
Taking Risks to Create Voice:
· piece is flat and lifeless
· voice does not pop out
· Dialog is not present
WORD CHOICE
L 3.3
L 2.3
L 2.1 / Applying Strong Verbs:
· uses many “action words”
· lively verbs add energy
Selecting Striking Words and Phrases:
· uses many finely honed words and phrases
· effective use of literary techniques (alliteration, simile, metaphor)
Using Specific and Accurate Words:
· uses words with precision
· chooses nouns, adjectives, and adverbs that create clarity
Choosing Words That Deepen Meaning:
· language choices enhance meaning
· chooses best word over the first word / Applying Strong Verbs:
· uses the passive voice
· few “action words” to give the piece energy
Selecting Striking Words and Phrases:
· familiar words and phrases are communicative but are unimaginative
· attempts to use literary techniques
Using Specific and Accurate Words:
· attempts to use specific and accurate words
· words rarely capture the reader’s imagination
Choosing Words That Deepen Meaning:
· words communicate the basic idea but are ordinary and uninspired
· unoriginal language rather than language that results from careful revision / Applying Strong Verbs:
· passive voice dominates piece
· no attempt at selecting verbs with energy
Selecting Striking Words and Phrases:
· uses words that are repetitive, vague, and/or unimaginative
· words are lifeless
Using Specific and Accurate Words:
· misuses words making it difficult to understand
Choosing Words That Deepen Meaning:
· language is imprecise and distracting
SENTENCE
FLUENCY
W 3.1
W 3.2 / Crafting Well-Built Sentences:
· carefully constructs sentences for maximum impact
· uses transition words (and, but, so) successfully to join sentences and sentence parts
Varying Sentence Types:
· uses various types of sentences to enhance central theme or story line
· effective mix of long, complex sentences and short, simple ones
Capturing Smooth and Rhythmic Flow:
· reading out loud is a breeze
Breaking the “Rules” to Create Fluency:
· diverges from standard English to create interest and impact / Crafting Well-Built Sentences:
· attempts to vary the beginnings and lengths of sentences
Varying Sentence Types:
· offers some sentence variety
· creates an uneven flow with attempts to vary sentences
Capturing Smooth and Rhythmic Flow:
· some sentences read smoothly, others are choppy or awkward
Breaking the “Rules” to Create Fluency:
· breaking the rules seems more accidental than intentional / Crafting Well-Built Sentences:
· sentences are flawed
· sentence beginnings are repetitive and uninspired
Varying Sentence Types:
· repetitive sentence pattern
· connects sentence parts with an endless string of transitions
Capturing Smooth and Rhythmic Flow:
· reading aloud is a challenge because sentences are incomplete, choppy, and/or awkward
Breaking the “Rules” to Create Fluency:
· nothing out of the ordinary
· not ready for stylistic and creative revision
CONVENTIONS
L 2.3
L 3.3
L 2.1
L 3.1 / Checking Spelling:
· spells sight words, high frequency words, and less familiar words correctly
· when incorrect, spells less familiar words phonetically
· overall controls spelling
Punctuating Effectively and Paragraphing Accurately:
· handles basic punctuation skillfully
· uses punctuation to enhance clarity and meaning
· indents paragraphs in the right places
Capitalizing Correctly:
· uses capital letters consistently and accurately
· understands how to capitalize dialogue, abbreviations, proper nouns, and titles
Applying Basic Grammar:
· forms grammatically correct phrases and sentences
· shows care in applying the rules of standard English / Checking Spelling:
· incorrectly spells a few high frequency words and many unfamiliar words
Punctuating Effectively and Paragraphing Accurately:
· handles basic punctuation well
· use of complex punctuation marks (quotation marks, parenthesis, dashes) is spotty
· attempts to indent paragraphs
Capitalizing Correctly:
· capitalizes the first words in a sentence and most proper nouns
· capitalization of dialogue, abbreviations, proper nouns, and titles is spotty
Applying Basic Grammar:
· mistakes in grammar and usage are throughout the piece, but can be easily corrected / Checking Spelling:
· misspells many words which distracts the reader
Punctuating Effectively and Paragraphing Accurately:
· neglects punctuation or uses punctuation incorrectly
· forgets to indent paragraphs
Capitalizing Correctly:
· uses capitals inconsistently, even in common places
· no control over capitals
Applying Basic Grammar:
· frequent mistakes in grammar and usage make the piece difficult to read
* Upon obtaining a 5 in all traits, proceed on to the 4-5 rubric.
Adapted by Dearborn Public Schools from Ruth Culham’s “6 Traits of Writing” and the English Language Arts Common Core State Standards
2
2nd-3rd Grade Narrative Writing Rubric