Students Collaborative Narrative Writing Rubric

CATEGORY 4 3 2 1
Overall
I wrote the important part
of an event, bit by bit and
took out unimportant parts.
I wrote the important part
of an event and took out
most unimportant parts.
I wrote the important part
of an event and took out
some unimportant parts.
I wrote a part of an event
and took out some
unimportant parts.
Lead
I wrote a beginning that
shows what is happening
and where. It gets the
reader into the world of the
story.
I wrote a beginning that
begins to establish the
setting. It somewhat gets
the reader into the world of
the story.
I wrote a beginning that
attempts to establish the
setting. It attempts to grab
the attention of the reader.
I wrote a beginning that
does not establish the
setting. It does not grab the
attention of the reader.
Transitions
I told my story in order, but I
also let my reader know
when things were
happening at the same time
(MEANWHILE). My story
might include a flashback!
I told my story in order and
added details when time
moved quickly (SUDDENLY,
OUT OF NOWHERE) and
when time moved slowly (A
LITTLE LATER).
I told my story by using
phrases like A LITTLE LATER,
AFTER THAT, and THEN.
I did not tell my story in the
right order.
Ending
What happens at the end of
the story connects to the
beginning or the middle. I
used action, dialogue, or
feeling to bring my story to
a great close.
What happens at the end of
the story somewhat
connects with the beginning
or middle. I brought my
story to a nice close.
What happens at the end of
the story somewhat
connects with another part
of my story. I brought my
story to a nice close.
What happens at the end of
the story does not really
connect with another part
of my story. I brought my
story to a close, but I could
have done a better job.
Organization
I used paragraphs to
separate the different parts
or times of the story, or to
show when a new person is
speaking.
I used some paragraphs to
separate the different parts
or times of the story.
I used few paragraphs to
separate the different parts
or times of the story.
I did not use paragraphs to
separate the different parts
or times of the story.
Elaboration
I added more to the heart of
my story, including, not only
actions and dialogue, but
also thought and feelings.
I added more to the heart of
my story, including some
actions, dialogue, thought
and feelings.
I added more to the heart of
my story, including, some
actions, dialogue, thought or
feelings.
I did not add more to the
heart of my story. I didnt
really try to include actions,
dialogue, thoughts or
feelings.
Description
I showed why characters do
what they do by including
their thinking. I made some
parts of the story go quickly,
some slowly. I included
precise and sensory details
and used figurative
language. I used a
storytelling voice and
conveyed the emotion or
tone of my story through
description, phrases,
dialogue, and thoughts.
I showed why characters do
what they do by including
some of their thinking. I
included some sensory
details and used figurative
language. I conveyed the
emotion or tone of my story
through description,
phrases, dialogue, and
thoughts.
I attempted to show why
characters do what they do.
I included some details. I
tried to convey the tone of
my story through
description, phrases,
dialogue, or thoughts.
I did not attempt to show
why characters do what
they do. I included few
details. I didn't really try to
convey the tone of my story
through description,
phrases, dialogue, or
thoughts.
Spelling and
Punctuation
I used what I know about
word families and spelling
rules to help me spell and
edit. I used the word wall
and dictionaries to help me
when needed. When writing
long, complex sentences, I
used commas to make them
clear and correct.
I used what I know about
word families and spelling
rules to help me spell and
edit. When writing long,
complex sentences, I used
commas to make them clear
and correct.
I tried to use some of what I
know about word families
and spelling rules to help me
spell and edit. When writing
long, complex sentences,
sometimes I used commas
to make them clear.
I didn't try to use what I
know about word families
and spelling rules to help me
spell and edit. When writing
long, complex sentences, I
did not use commas to
make them clear.