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READING WRITING GRAMMAR PROFESSIONAL DEVELOPMENT BOOKS
STANDARDS
STANDARDS-BASED
BASED WRITING RUBRIC
TEXT TYPE: NARRATIVE
Element
DIGITAL PUBLISHING ABOUT MARKETPLACE
GRADE 3
4 Exceeds
MY 3RESOURCES
Meets
2 Approaching
1 Needs Direct Support
The author's purpose is not
EVAL → SEARCH RUBRICS/BENCHMARKS
evident and does not reflect the
The author's purpose is
The author's purpose is clear
The author's purpose is
evident but does not reflect
and strongly reflects the genre. evident and reflects the genre.
the genre.
Purpose/
Meaning
The central idea is evident and The central idea is evident but
The central idea is not evident.
mostly focused.
rarely focused.
The student consistently and
effectively includes descriptive
details that strongly develop
the central idea or purpose.
The student includes sufficient
descriptive details that
develop the central idea or
purpose.
The student introduces a
narrator (or character) and a
situation (or story line), and
the event sequence
consistently and effectively
follows a logical order.
The student introduces a
The student introduces a
narrator (or character) and a
narrator (or character) and a
situation (or story line), and
situation (or story line), but
the event sequence
the event sequence rarely
sufficiently follows a logical
follows a logical order.
order.
Benchmarks
The student does not introduce
a narrator (or character) and a
situation (or story line) that
follows a logical order.
The student sufficiently
includes temporal words or
phrases to signal order.
The student rarely includes
temporal words or phrases to
signal order.
The student does not include
temporal words or phrases to
signal order.
The student provides a strong
sense of closure.
The student provides a
sufficient sense of closure.
The student provides little
sense of closure.
The student does not provide a
sense of closure.
The student consistently and
effectively uses dialogue and
descriptive details to convey
the voice, thoughts, feelings,
and actions of the
narrator/character(s).
The student sufficiently uses
The student rarely uses
dialogue and descriptive
dialogue and descriptive
details to convey the voice,
details to convey the voice,
thoughts, feelings, and
actions
thoughts, feelings, and actions
Grade
Level:
of the narrator/character(s).
of the narrator/character(s).
The student does not use
dialogue and descriptive details
to convey the voice, thoughts,
feelings, and actions of the
narrator/character(s).
The student consistently and
effectively uses descriptive
language and sensory details
to develop experiences and
events.
The student sufficiently uses
The student rarely uses
descriptive language and
descriptive language and
sensory details to develop
sensory
details to develop
Genre/Text
Type:
experiences and events.
experiences and events.
The student does not use
descriptive language and
sensory details to develop
experiences and events.
The student consistently and
effectively uses a variety of
sentence beginnings, lengths,
and styles.
The student uses a sufficient
variety of sentence
beginnings, lengths, and
Grade
styles.
The student rarely uses a
variety of sentence
beginnings, lengths, and
Genre Text/Type
styles.
The student does not use a
variety of sentence beginnings,
lengths, and styles.
Capitalization is always correct.
Capitalization is mostly
3
correct.
Capitalization is rarely correct. Capitalization is not correct.
End mark punctuation is
always correct.
End mark punctuation is
mostly correct.
End mark punctuation is rarely End mark punctuation is not
correct.
correct.
The student spells most high
frequency and other studied
words conventionally.
The student rarely spells high
frequency and other studied
words conventionally.
Structure/
Organization The student consistently and
effectively includes temporal
words or phrases to signal
order.
Craft/
Style
genre.
The central idea is clear and
strongly focused.
Conventions The student always spells high
frequency and other studied
words conventionally.
The student always employs
standard English grammar.
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The student rarely includes
descriptive details that
develop the central idea or
purpose.
Browse Rubrics:
The student does not include
descriptive details that develop
the central idea or purpose.
Rubrics
Writing Grade 3 Narrative
The student employs standard
The student rarely employs
English grammar most of the
standard English grammar.
time.
The student does not spell high
frequency and other studied
words conventionally.
The student does not employ
standard English grammar.
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