Kid Rubric
The following rubrics include the terms used in our writing classroom.
Content, Organization, and Style
The rubric below is based on Washington State Scoring Rubric,
but is separated into the Six Traits of Writing and includes kid language from class lessons.
| Trait & Qualifiers |
Expert 4
Pass |
Practitioner 3
Pass |
Apprentice 2
Not Passing |
Novice 1
Not Passing |
Notes from class |
| Content (Ideas)Consistent = throughout the piece;Sufficient – enough throughout the piece;Ample = numerous;Adequate = many;Shows = I think my heart is about to come out of my mouth;Tells: I was scared. |
Maintains consistent focus on the topic and has ample supporting details for each main idea; new, interesting, mostly showing ideas
No extraneous ideas; no fluff; no repetition |
Maintains sufficient focus on the topic and has adequate supporting details for each main idea;
new, interesting, manyshowing ideas
No extraneous ideas; no fluff; no repetition |
Demonstrates an inconsistent focus and includes some supporting details, but may include extraneous or loosely related material; tells more than shows |
Demonstrates little or no focus and few supporting details which may be inconsistent or interfere with the meaning of the text; tells, not shows, ideas |
Topic, Audience, Purpose (inform, persuade, narrate, entertain--related to mode: narrative, expository, persuasive)
Main ideas elaborated with Details 5Es and 5Ws:
(Who, what, when, where, why); {Evidence Examples Elaboration Explanation
Experience) |
| Organization Logical: in an obvious and reasonable orderPattern: arranged for writing (see notes)Wholeness: everything fits in order with enough info to make sense |
Has a logical organizational pattern and conveys a sense of completeness and wholeness; everything works and grabs the reader |
Has a logical organizational pattern and conveys a sense of wholeness and completeness, although some lapses occur |
Shows an attempt (tries) at an organizational pattern, but exhibits little sense of wholeness and completeness |
Has little evidence of an organizational pattern or any sense of wholeness and completeness |
Form (use paragraphs):
(Editorial, Letter, Essay, Story) Introduction/conclusion; thesis statement;
(Pattern: Compare/ contrast
Sequence, Cause/Effect
Problem/ solution
Analogy; Argument…) Ideas connect; Tie in analogies or metaphor; flow from beginning to middle to end; tie beginning to ending; transitions (for example, before, in conclusion, likewise, due to) |
| Organization-transitions Clearly connects: the logical word ties one idea to another |
Provides transitions which clearly serve to connect ideas |
Provides adequate transitions in an attempt to connect ideas |
Provides transitions which are weak or inconsistent |
Provides transitions which are poorly utilized, or fails to provide transitions. |
| Word ChoiceEffective: powerfulEngaging: interestingLimited: smallPredictable: obvious |
Uses language effectively by exhibiting word choices that are engaging and appropriate for intended audience and purpose; mind movies throughout; nouns and verbs are specific, accurate, striking; natural phrasing; effective use of figurative language |
Uses effective language and appropriate word choices for intended audience and purpose; most nouns and verbs are specific, accurate, striking, natural; uses figurative language |
Has a limited and predictable vocabulary which may not be appropriate for the intended audience and purpose; every day vocabulary with attempts at specific nouns, verbs, figurative language |
Has a limited or inappropriate vocabulary for the intended audience and purpose; every day or misused language; |
Topic, Audience, Purpose
Vivid verbs Nifty nouns
Figurative Language— (alliteration, assonance, consonance, simile, metaphor, personification, hyperbole, senses);
Anecdote, Reasons, Facts, Examples, Descriptions
Specific vocabulary, Evidence |
| Sentence FluencyVaried different |
Includes sentences, or phrases where appropriate, of varied length and structure |
Includes sentences, or phrases where appropriate, that are somewhat varied in length and structure |
Shows limitedvariety in sentence length and structure |
Has little or no variety in sentence length and structure (and and and; then then then; because) |
Sentence beginnings vary (phrases/clauses/transitions)
Length varies;
Some short and some long (average is 7-9 words) |
| Style/VoiceVoice means your words cause the reader to say:“I had tears in my eyes.”“Your ideas came alive.”“I can hear you in the words.”“This must matter to you.”“This has flavor and texture.”“I couldn’t put it down.”“This piece has soul.”Voice writes to the reader—the audience!Connect reader and writer. |
Allows the reader to sense the person behind the words—consistently connects the reader to the writer; writer writes like s/he cares; engages reader; adds interesting tone; explains point of view |
Provides the reader with a sense of the person behind the words; many parts are engaging or interesting, connecting the reader to the writer |
Attempts somewhat to give the reader a sense of the person behind the words—some parts add engaging or interesting connection to reader /writer |
Provides the reader with little or no sense of the person behind the words; too brief or repetitive or just filled with technical words without life |
Personal word choice
Personality; sincerity, JUICE—yet appropriate
Questions, exclamations,
See word choice
Write to the:
Audience and Purpose |
Reflect Curiosity and Wonder
