Rubric for On-Demand Narrative Writing Third Grade

Overall Lead Transitions

Ending Organization Elaboration Craft

Rubric for On-Demand Narrative Writing ? Third Grade

0-Off Topic

Scaled Score Range 1 - 1.5

Scaled Score Range 2 - 2.5

Scaled Score Range 3 ? 3.5

Scaled Score Range - 4

The on-demand writing score on the report card indicates a student's general performance in writing to a prompt.

4 ? Area of Concern

3 ? Developing

2 - Meeting

1 - Exceeding

Rubric developed by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project

STRUCTURE

The writer wrote about when she Mid-

did something.

level

The writer tried to make a

Mid-

beginning for his story.

level

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

The writer found a way to end his Mid-

story.

level

The writer wrote her story across Mid-

three or more pages.

level

The writer wrote about one time Mid-

when he did something.

level

The writer thought about how to Mid-

write a good beginning and chose level

a way to start her story. She chose

the action, talk, or setting that

would make a good beginning.

The writer told the story in order Mid-

by using words such as when,

level

then, and after.

The writer chose the action, talk, Midor feeling that would make a good level ending.

The writer wrote a lot of lines on a Mid-

page and wrote across a lot of

level

pages.

The writer told the story bit by

Mid-

bit.

level

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

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

The writer chose the action, talk, Mid-

or feeling that would make a

level

good ending and worked to write

it well.

The writer used paragraphs and Mid-

skipped lines to separate what

level

happened first from what

happened later (and finally) in

her story.

The writer wrote the important part of an event bit by bit and took out unimportant parts. The writer wrote a beginning in which she showed what was happening and where, getting readers into the world of the story. 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). 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. The writer used paragraphs to separate the different parts or times of the story or to show when a new character was speaking.

DEVELOPMENT

The writer put the picture from his Mid-

mind onto the page. He had

level

details in pictures and words.

The writer used labels and words Mid-

to give details.

level

The writer tried to bring her

Mid-

characters to life with details, talk, level

and actions.

The writer chose strong words that Mid-

would help readers picture his

level

story.

The writer worked to show what Mid-

happened to (and in) his

level

characters.

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

The writer added more to the heart of her story, including not only actions and dialogue but also thoughts and feelings. The writer showed why characters did what they did by including their thinking. The writer made some parts of the story go quickly, some

Spelling Punctuation

The writer used all he knew about Mid-

words and chunks of words (at,

level

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.

The writer ended sentences

Mid-

with punctuation.

level

The writer used a capital letter for

names.

The writer used commas in dates

and lists.

slowly. The writer included

precise and sometimes

sensory details and used

figurative language (simile,

metaphor, personification) 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

To spell a word, the writer used

Mid- The writer used what he knew

Mid- The writer used what she

what she knew about spelling

level about spelling patterns to help level knew about word families and

patterns (tion, er, ly, etc.). The

him spell and edit before he

spelling rules to help her spell

writer spelled all of the word wall

wrote his final draft. The writer

and edit. She used the word

words correctly and used the word

got help from others to check his

wall and dictionaries when

wall to help her figure out how to

spelling and punctuation before

needed.

spell other words.

he wrote his final draft.

The writer used quotation

Mid- The writer punctuated dialogue Mid- When writing long, complex

marks to show what characters

level correctly with commas and

level sentences, the writer used

said. When the writer used words

quotation marks. While writing,

commas to make them clear

such as can't and don't, he used

the writer used

and correct.

the apostrophe.

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.

Overall Lead Transitions

Ending Organization

Rubric for On-Demand Information Writing ? Third Grade

0-Off Topic

Scaled Score Range 1 - 1.5

Scaled Score Range 2 - 2.5

Scaled Score Range 3 ? 3.5

Scaled Score Range - 4

The on-demand writing score on the report card indicates a student's general performance in writing to a prompt.

4 ? Area of Concern

3 ? Developing

2 - Meeting

1 - Exceeding

Rubric developed by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project

STRUCTURE

The writer taught her readers

Mid- The writer taught readers some

Mid- The writer taught readers

Mid- The writer taught readers

about a topic.

level important points about a subject. level information about a subject. She level different things about a

put in ideas, observations, and

subject. He put facts, details,

questions.

quotes, and ideas into each

part of his writing.

The writer named his topic in the Mid- The writer wrote a beginning in

Mid- The writer wrote a beginning in Mid- The writer hooked her

beginning and got the readers'

level which she named a subject and

level which he got readers ready to

level readers by explaining why the

attention.

tried to interest readers.

learn a lot of information about

subject mattered, telling a

the subject.

surprising fact, or giving a big

picture. She let readers know

that she would teach them

different things about a

subject.

The writer told different parts

Mid-

about her topic on different pages. level

The writer wrote an ending.

Mid-

level

The writer told about her topic

Mid-

part by part.

level

The writer used words such as and Midand also to show he had more to level say.

The writer wrote some sentences Midor a section at the end to wrap up level her place.

The writer's writing had different parts. Each part told different information about the

Midlevel

The writer used words to show sequence such as before, after, then, and later. She also used words to show what did not fit such as however and but.

The writer wrote an ending that drew conclusions, asked, questions, or suggested ways readers might respond.

The writer grouped her information into parts. Each part was mostly about one

Mid- The writer used words in each

level section that helped the reader

understand how one piece of

information connected with

others. If he wrote the

section in sequence, he used

words and phrases such as

before, later, next, then, and

after. If he organized the

section in kinds or parts, he

used words such as another,

also, and for example.

Mid- The writer wrote an ending

level that reminded readers of her

subject and may either have

suggested a follow-up action

or left readers with a final

insight. She added her

thoughts, feelings, and

questions, about the subject

at the end.

Midlevel

The writer grouped information into sections and used paragraphs and

Elaboration Craft

topic.

thing that connected to her

sometimes chapters to

big topic.

separate sections.

Each section had information

that was mostly about the

same thing. He may have used

headings and subheadings.

DEVELOPMENT

The writer put facts in his writing Mid- The writer used different kinds of Mid- The writer wrote facts,

Mid- The writer taught her readers

to teach about his topic.

level information in her writing such as level definitions, details, and

level different things about the

facts, definitions, details, steps,

observations about his topic and

subject. She chose those

and tips.

explained some of them.

subtopics because they were

important and interesting.

The writer included different

kinds of facts and details

such as numbers, names, and

examples.

The writer got her

information from talking to

people, reading books, and

from her own knowledge and

observations.

The writer made choices

about organization. She might

have used compare/contrast,

cause/ effect, or pro/con. She

may have used diagrams,

charts, headings, bold words,

and definition boxes to help

teach her readers.

The writer used labels and words Mid- The writer tried to include the

Mid- The writer chose expert words to Mid- The writer made deliberate

to give facts.

level words that showed he was an

level teach readers a lot about the

level word choices to teach his

expert on the subject.

subject. She taught information

readers. He may have done

in a way to interest readers. She

this by using and repeating

may have used drawings,

key words about his topic.

captions, or diagrams.

When it felt right to do so, the

writer chose interesting

comparisons and used

figurative language to clarify

his points. The writer made

choices about which

information was best to

include or not include. The

writer used a teaching tone.

To do so, he may have used

phrases such as that means . .

. , what that really means is . .

. , and let me explain. . . .

Spelling Punctuation

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

The writer ended sentences

Mid-

with punctuation.

level

The writer used a capital letter for

names.

The writer used commas in dates

and lists.

LANGUAGE CONVENTIONS

The writer used what she knew

Mid- The writer used what he knew

Mid- The writer used what she

about spelling patterns (tion, er, ly, level about spelling patterns to help level knew about word families and

etc.) to spell a word. The writer

him spell and edit before he

spelling rules to help her spell

spelled all of the word wall words

wrote his final draft. The writer

and edit. She used the word

correctly and used the word wall

got help from others to check his

wall and dictionaries to help

to help her figure out how to spell

spelling and punctuation before

her when needed.

other words.

he wrote his final draft.

The writer used quotation

Mid- The writer punctuated dialogue Mid- When writing long, complex

marks to show what characters

level correctly, with commas and

level sentences, the writer used

said. When the writer used words

quotation marks. The writer put

commas to make them clear

such as can't and don't, he put in

punctuation

and correct.

the apostrophe.

at the end of every sentence

while writing.

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.

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