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iRubric: Rubric for Narrative Writing 3rd Grade

iRubric: Rubric for Narrative Writing 3rd Grade

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Rubric for Narrative Writing 3rd Grade 
Lucy Calkins Personal Narrative Rubric for 3rd Grade
Rubric Code: BXX67X6
By jennifurlynn
Ready to use
Public Rubric
Subject: Education  
Type: Assessment  
Grade Levels: K-5

Powered by iRubric Structure
  1

1 pts

1.5

1.5 pts

2

2 pts

2.5

2.5 pts

3

3 pts

3.5

3.5 pts

4

4 pts

Overall

1

The writer wrote about when she did something.
1.5

almost
2

The writer wrote about one time when he did something.
2.5

almost
3

The writer told the story bit by bit.
3.5

almost
4

The writer wrote the important
part of an event bit by bit and
took out unimportant parts.
Lead

1

The writer tried to make a
beginning for his story.
1.5

almost
2

The writer thought about how
to write a good beginning and
chose a way to start her story.
She chose the action, talk, or setting that would make a
good beginning.
2.5

almost
3

The writer wrote a beginning in which he helped readers know who the characters were
and what the setting was in his story.
3.5

almost
4

The writer wrote a beginning in which she showed what was
happening and where, getting readers into the world of the
story.
Transitions

1

The writer put her pages in order. She used words such as and and then, so.
1.5

almost
2

The writer told the story in order by using words such as when, then, and after.
2.5

almost
3

The writer told her story in order by using phrases such as a little later and after that.
3.5

almost
4

The writer showed how much time went by with words and
phrases that mark time such as just then and suddenly (to show when things happened
quickly) or after a while and a little later (to show when a little time passed).
Ending

1

The writer found a way to end his story.
1.5

almost
2

The writer chose the action, talk, or feeling that would make a good ending.
2.5

almost
3

The writer chose the action, talk, or feeling that would make a good ending and worked to write it well.
3.5

almost
4

The writer wrote an ending that connected to the beginning or the middle of the
story. The writer used action, dialogue, or feeling to bring her story to a close.
Organization

1

The writer wrote her story across three or more pages.
1.5

almost
2

The writer wrote a lot of lines on a page and wrote across a lot of pages.
2.5

almost
3

The writer used paragraphs and skipped lines to separate what happened first from what
happened later (and finally) in her story.
3.5

almost
4

The writer used paragraphs to separate the different parts or
times of the story or to show when a new character was
speaking.
Development
  1

2 pts

1.5

3 pts

2

4 pts

2.5

5 pts

3

6 pts

3.5

7 pts

4

8 pts

Elaboration

1

The writer put the picture from his mind onto the page. He had details in pictures and words.
1.5

almost
2

The writer tried to bring her characters to life with details, talk, and actions.
2.5

almost
3

The writer worked to show what happened to (and in) his characters.
3.5

almost
4

The writer added more to the heart of her story, including not only actions and dialogue but
also thoughts and feelings.
Craft

1

The writer used labels and words to give details.
1.5

almost
2

The writer chose strong words that would help readers picture his story.
2.5

almost
3

The writer not only told her story, but also wrote it in ways that got readers to picture
what was happening and that brought her story to life.
3.5

almost
4

The writer showed why
characters did what they did by including their thinking. The writer made some parts of the story go quickly, some slowly.
The writer included precise and sometimes sensory details and used figurative language to bring his story to life.
The writer used a storytelling voice and conveyed the emotion or tone of his story through description, phrases, dialogue, and thoughts.
Language Conventions
  1

1 pts

1.5

1.5 pts

2

2 pts

2.5

2.5 pts

3

3 pts

3.5

3.5 pts

4

4 pts

Spelling

1

The writer used all he knew about words and chunks of words (at, op, it, etc.) to help
him spell.
The writer spelled all the word wall words right and used the word wall to help him spell other words.
1.5

almost
2

To spell a word, the writer used what she knew about spelling patterns (tion, er, ly,
etc.).
The writer spelled all of the word wall words correctly and used the word wall to help her
figure out how to spell other words.
2.5

almost
3

The writer used what he knew about spelling patterns to help
him spell and edit before he wrote his final draft.
The writer got help from others to check his spelling and punctuation before he wrote his final draft.
3.5

almost
4

The writer used what she knew about word families and spelling rules to help her spell and edit. She used the word wall and dictionaries when needed.
Punctuation

1

The writer ended sentences with punctuation.
The writer used a capital letter for names.
The writer used commas in dates and lists.
1.5

almost
2

The writer used quotation
marks to show what characters said.
When the writer used words such as can’t and don’t, he used the apostrophe.
2.5

almost
3

The writer punctuated dialogue correctly with commas and quotation marks.
While writing, the writer used punctuation at the end of every sentence.
The writer wrote in ways that helped readers read with
expression, reading some parts quickly, some slowly, some
parts in one sort of voice and others in another.
3.5

almost
4

When writing long, complex sentences, the writer used commas to make them clear
and correct.




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