Narrative Writing Rubric – Grade 4
FOCUS

Consistently
maintains focus on
story line
CONTENT DEVELOPMENT


3
Exemplary
Includes all narrative elements as
appropriate
Consistently uses well-chosen details to
support the topic
ORGANIZATION
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



Mostly maintains
focus on story line


2
Meets
Includes most narrative elements as
appropriate
Mostly uses well-chosen details to
support the topic






Sometimes
maintains focus on
story line


1
Approaching

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



Does not maintain
focus on story line


0
Below
Includes some narrative elements as
appropriate
Sometimes uses well-chosen details to
support the topic
Includes few narrative elements as
appropriate
Uses few well-chosen details to support
the topic

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
STYLE
Beginning is engaging and captures the
reader’s attention
Middle is skillfully organized in a logical
order
Transitional words are consistently used
to create a smooth flow of ideas
Consistently uses appropriate
paragraphing
Ending is satisfying and interesting


Beginning is interesting
Middle is mostly organized in a logical
order
Transitional words are frequently used to
create a smooth flow of ideas
Mostly uses appropriate paragraphing
Ending is interesting



Beginning is present
Middle is sometimes organized in a
logical order
Transitional words are sometimes used
to create a smooth flow of ideas
Sometime uses appropriate paragraphing
Ending is present



Beginning is not present
Middle is not organized
Transitional words are not used to create
a smooth flow of ideas
Does not use appropriate paragraphing
Ending is not present
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
Consistently can hear the voice of the writer
Literary device(s) are original and enhance the
narrative
Consistently uses descriptive language (descriptive
adjectives, precise nouns, and vivid verbs)
Consistently uses a variety of sentence beginnings
Consistently uses a variety of sentence types and
lengths
Frequently can hear the voice of the writer
Literary device(s) enhance the narrative
Frequently uses descriptive language (descriptive
adjectives, precise nouns, and vivid verbs)
Frequently uses a variety of sentence beginnings
Frequently uses a variety of sentence types and
lengths
Sometimes can hear the voice of the writer
Literary device(s) are present
Sometimes uses descriptive language (descriptive
adjectives, precise nouns, and vivid verbs)
Sometimes uses a variety of sentence beginnings
Sometimes uses a variety of sentence types and
lengths
Cannot hear the voice of the writer
Literary device(s) are not present
Seldom uses descriptive language (descriptive
adjectives, precise nouns, and vivid verbs)
Seldom uses a variety of sentence beginnings
Seldom uses a variety of sentence types and
lengths
Descriptive Writing Rubric – Grade 4
FOCUS

Main idea is clear
and consistent
CONTENT DEVELOPMENT


Consistently uses significant reasons to
support the main idea
Details consistently support the reasons
3
Exemplary
ORGANIZATION



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
Main idea is clear


Frequently uses significant reasons to
support the main idea
Details frequently support the reasons


2
Meets


Main idea is
unclear


Sometimes uses significant reasons to
support the main idea
Details sometimes support the reasons
1
Approaching





0
Below

Little or no
evidence of main
idea


Seldom uses significant reasons to
support the main idea
Details seldom support the reasons




STYLE
Introductory paragraph contains clearly
stated main idea that captures the reader’s
attention
Transitions are consistently used to create a
logical flow of ideas
Body contains three paragraphs with a
significant reason in each
Concluding paragraph clearly restates the
main idea in an original way


Introductory paragraph contains clearly
stated main idea
Transitions are frequently used to create a
logical flow of ideas
Body contains two paragraphs with a
significant reason in each
Concluding paragraph clearly restates the
main idea


Introductory paragraph is present
Transitions are sometimes used to create a
logical flow of ideas
Body contains one paragraph with a
significant reason
Concluding paragraph is present


Introductory paragraph is not present
Transitions are not used
Body does not contain any paragraphs with
significant reasons
Concluding paragraph is not present
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Consistently uses an informative voice
Consistently uses descriptive language (vivid
verbs, descriptive adjectives, and precise nouns)
Consistently uses a variety of sentence beginnings
Consistently uses a variety of sentence type and
lengths
Frequently uses an informative voice
Frequently uses descriptive language (vivid verbs,
descriptive adjectives, and precise nouns)
Frequently uses a variety of sentence beginnings
Frequently uses a variety of sentences types and
lengths
Sometimes uses an informative voice
Sometimes uses descriptive language (vivid verbs,
descriptive adjectives, and precise nouns)
Sometimes uses a variety of sentence beginnings
Sometimes uses a variety of sentence types and
lengths
Seldom uses an informative voice
Seldom uses descriptive language (vivid verbs,
descriptive adjectives, and precise nouns)
Seldom uses a variety of sentence beginnings
Seldom uses a variety of sentence types and
lengths
Persuasive Writing Rubric – Grade 4
FOCUS

Position is clear
and consistent
CONTENT DEVELOPMENT


Position is consistently supported with
convincing reasons
Reasons are consistently supported with
details
3
Exemplary




Position is clear


2
Meets

Position is unclear


1
Approaching
Position is frequently supported with
convincing reasons
Reasons are frequently supported with
details
Position is sometimes supported with
convincing reasons
Reasons are sometimes supported with
details

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STYLE
Introductory paragraph contains clearly
stated position that captures the reader’s
attention
The body contains three paragraphs with a
supporting reason in each
Consistently uses transition words
Concluding paragraph clearly restates
position in an original way


Introductory paragraph contains clearly
stated position
The body contains two paragraphs with a
supporting reason in each
Frequently uses transition words
Concluding paragraph clearly restates
position


Introductory paragraph is present
The body contains one paragraph with a
supporting reason
Some evidence of transition words
Concluding paragraph is present
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0
Below
ORGANIZATION

Little or no
evidence of
position


Position is not supported with
convincing reasons
Reasons are not supported with details




Introductory paragraph is not present
The body does not contain a paragraph with a
supporting reason
No evidence of transition words
Concluding paragraph is not present
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
Consistently uses persuasive words
Consistently uses a tone which matches the
audience and purpose
Consistently uses descriptive language (vivid
verbs, descriptive adjectives, and precise nouns)
Consistently uses a variety of sentence beginnings
Consistently uses a variety of sentence type and
lengths
Frequently uses persuasive words
Frequently uses a tone which matches the
audience and purpose
Frequently uses descriptive language (vivid verbs,
descriptive adjectives, and precise nouns)
Frequently uses a variety of sentence beginnings
Frequently uses a variety of sentences types and
lengths
Sometimes uses persuasive words
Sometimes uses a tone which matches the
audience and purpose
Sometimes uses descriptive language (vivid verbs,
descriptive adjectives, and precise nouns)
Sometimes uses a variety of sentence beginnings
Sometimes uses a variety of sentence types and
lengths
Seldom uses persuasive words
Seldom uses a tone which matches the audience
and purpose
Seldom uses descriptive language (vivid verbs,
descriptive adjectives, and precise nouns)
Seldom uses a variety of sentence beginnings
Seldom uses a variety of sentence types and
lengths
Research Writing Rubric – Grade 4
FOCUS

Topic is clear and
consistent
CONTENT DEVELOPMENT


3
Exemplary
Consistently uses details to support the
topic
Uses unique relevant graphics (maps,
charts, graphs, tables, illustrations,
photographs) to support the topic
ORGANIZATION






Topic is clear


2
Meets
Frequently uses details to support the
topic
Uses relevant graphics (maps, charts,
graphs, tables, illustrations,
photographs) to support the topic

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
Topic is unclear


1
Approaching






0
Below
Sometimes uses details to support the
topic
Uses graphics (maps, charts, graphs,
tables, illustrations, photographs)
Little or no
evidence of topic


Seldom uses details to support the topic
Graphics (maps, charts, graphs, tables,
illustrations, photographs) are not used





STYLE
Introductory paragraph contains clearly
stated topic that captures the reader’s
attention
Consistently organizes information in a logical
way
Consistently links ideas within categories of
information using words or phrases
Consistently uses appropriate paragraphing
Concluding paragraph clearly relates to the
topic in an original way



Introductory paragraph contains clearly
stated topic
Frequently organizes information in a logical
way
Frequently links ideas within categories of
information using words or phrases
Frequently uses appropriate paragraphing
Concluding paragraph clearly relates to the
topic



Introductory paragraph is present
Sometimes organizes information in a logical
way
Sometimes links ideas within categories of
information using word or phrases
Sometimes uses appropriate paragraphing
Concluding paragraph is present



Introductory paragraph is not present
Information is not organized in a logical way
Ideas across categories are not linked using
words or phrases
Does not use appropriate paragraphing
Concluding paragraph is not present

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Consistently uses an informative voice
Strong evidence of paraphrasing is present
Consistently uses content specific vocabulary to
inform or explain about the topic
Consistently uses a variety of sentence beginnings
Consistently uses a variety of sentence type and
lengths
Frequently uses an informative voice
Evidence of paraphrasing is present
Frequently uses content specific vocabulary to
inform or explain about the topic
Frequently uses a variety of sentence beginnings
Frequently uses a variety of sentences types and
lengths
Sometimes uses an informative voice
Paraphrasing is attempted
Sometimes uses content specific vocabulary to
inform or explain about the topic
Sometimes uses a variety of sentence beginnings
Sometimes uses a variety of sentence types and
lengths
Seldom uses an informative voice
Paraphrasing is not used
Content specific vocabulary is not present
Seldom uses a variety of sentence beginnings
Seldom uses a variety of sentence types and
lengths
CONVENTIONS WRITING RUBRIC
GRADES 2-5
GRAMMAR/USAGE

3
Exemplary


2
Meets


1
Approaching


0
Below

MECHANICS
Consistently uses grammar conventions
taught
Consistently uses proper sentence
structure




Consistently uses appropriate punctuation
Consistently uses appropriate capitalization
Consistently spells high frequency words correctly
Consistently applies letter patterns taught to spell
words correctly
Frequently uses grammar conventions
taught
Frequently uses proper sentence
structure




Frequently uses appropriate punctuation
Frequently uses appropriate capitalization
Frequently spells high frequency words correctly
Frequently applies letter patterns taught to spell
words correctly
Sometimes uses grammar conventions
taught
Sometimes uses proper sentence
structure




Sometimes uses appropriate punctuation
Sometimes uses appropriate capitalization
Sometimes spells high frequency words correctly
Sometimes applies letter patterns taught to spell
words correctly
Seldom uses grammar conventions
taught
Seldom uses proper sentence structure




Seldom uses appropriate punctuation
Seldom uses appropriate capitalization
Seldom spells high frequency words correctly
Seldom applies letter patterns taught to spell words
correctly