NARRATIVE WRITING RUBRIC in 6th grade Name: ______________________________________________

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There is a clear beginning, middle and There is a beginning, middle and There is a little bit of a No real opening. Copies
ORGA end. end. beginning, middle and end. text
NIZATI No real attempt to from
ON Really effective opening for audience. Effective opening for audience. Weak opening for audience. establish a setting. another
author.
Clearly establishes a setting. Establishes a setting. Weakly establishes a setting. No real attempt to
establish characters. Off
Clearly establishes characters. Establishes characters. Weakly establishes characters.
topic.
There is little or no plot,
The audience can easily follow what is The audience can pretty much The audience has to work hard just a series of events
happening and the event sequence in follow what is happening and the to follow what is happening and with little or no order.
the plot. sequence of events in the plot. the sequence of events in the
plot. No real attempt at a
Really effective closing for audience. Effective closing for audience. closing.
Weak closing for audience.

Includes vivid dialogue that makes Includes dialogue that usually Includes dialogue that Doesn't include much Copies
audience deeply understand how the makes audience understand how sometimes helps audience dialogue, and the text
ELA
characters feel and what is happening. the characters feel and what is understand how the characters dialogue doesn't help from
BOR
happening. feel and what is happening. the audience understand another
ATI
Vividly describes characters with how the characters feel author.
ON
specific details, often from research. Describes characters with Somewhat describes characters or what is happening.
specific details, often from with details, some of which Off
Vividly describes setting with specific research. may be from research. Doesn't really include topic.
details, often from research. details about characters.
Describes the setting with Somewhat describes the setting
Consistently uses strong, clear word specific details, often from with specific details, some of Doesn't really include
choice, including figurative language research. which may be from research. details about the setting.
when appropriate.
Usually uses strong, clear word Sometimes uses strong, clear Doesn’t really use
choice, including figurative word choice, including strong, clear word
language when appropriate. figurative language when choice or include
appropriate. figurative language.
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Adequate use of use of correct punctuation, Limited use of correct Rare use of correct punctuation, Copies
CON capitalization, grammar, spelling and sentence punctuation, capitalization, capitalization, grammar, spelling and text from
VENT formation. grammar, spelling and sentence sentence formation. another
IONS formation. author.

Off topic.

Common Core Standards:

W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and
well-structured event sequences.

W.6.3.a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally and logically.

W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

W.6.3.c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

W.6.3.e Provide a conclusion that follows from the narrated experiences or events.

W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.

O
R
G
A
NI
INFORMATIONAL WRITING RUBRIC in 6th grade Name: ____________________________________________ Off topic.
organized - it is evident that seems as if the writer planned The paragraphs are somewhat statement. There is no clear
the writer planned out which out most of the essay and which organized, but each paragraph distinction between one
information to present, and information to present, and in has some random information paragraph and the next - it's all a
in what order, based on the what order, based on the thesis and it's not clear what the topic jumble.
thesis statement. Each statement. Each paragraph is is.
paragraph is about ONE generally about ONE topic, and There is little to no smooth
topic, and there is no extra there is not a lot of extra random transition or connection between
random information. information. one paragraph and the next.
Each paragraph sometimes
Each paragraph transitions Each paragraph generally transitions smoothly from one to No clear conclusion.
smoothly from one to the transitions smoothly from one to the other, but often there is no
other, using transitions such the other, often using transitions real connection between the
as "Similarly", "By contrast", such as "Similarly", "By contrast", end of one paragraph and the
or "One example of this is..." or "One example of this is..." start of the next.

There is a strong, logical The conclusion for the audience Somewhat logical conclusion for
conclusion that reinforces supports the claim / thesis the audience, but it doesn't
the claim / thesis statement statement. really reinforce the claim / thesis
for the audience. statement.
 EL
Regularly uses relevant and Often uses relevant and specific Sometimes uses relevant and Doesn't include more than one Copies
specific
A facts and details to facts and details to teach the specific facts and details to fact or detail, and it may not be text from
teach the reader useful reader useful information about teach the reader useful relevant or teach the reader another
B
information about the topic. the topic. information about the topic. useful information about the author.
O topic.
R
Consistently cites the sources Usually cites the facts and details, Only sometimes cites the facts Off topic.
AT
for the included facts and letting the reader know which and details, letting the reader If it uses facts and details, doesn't
details. sources the information came know which sources the cite where they came from.
from. information came from.
Consistently uses strong, Doesn't use strong, clear word
clear word choice Usually uses strong, clear word Sometimes uses strong, clear choice.
appropriately. choice appropriately. word choice appropriately.
Doesn't use effective transitions.
Effectively uses elaborative Often effectively uses elaborative Sometimes uses elaborative
techniques such as metaphor techniques such as metaphor techniques such as metaphor Doesn’t use any elaborative
and personal experiences to and personal experiences to and personal experiences to techniques.
support the thesis. support the claim. support the claim.

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C Adequate use of use of Limited use of correct Rare use of correct punctuation, Copies text from another author.
O correct punctuation, punctuation, capitalization, capitalization, grammar,
N capitalization, grammar, grammar, spelling and sentence spelling and sentence Off topic.
V
spelling and sentence formation. formation.
formation.

Common Core Standards: W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.

W.6.2.a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast,
and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

W.6.2.b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

W.6.2.c Use appropriate transitions to clarify the relationships among ideas and concepts.

W.6.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.6.2.e Establish and maintain a formal style.

W.6.2.f Provide a concluding statement or section that follows from the information or explanation presented.
OPINION WRITING RUBRIC in 6th grade Name: _____________________________________________

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O
R introduction makes a clear
The The introduction makes a claim - The introduction makes a claim, There is little or no claim - Copies
G - the writer's argument is
claim the writer's argument is pretty but it takes a while to figure out it's difficult for the reader text from
A to the reader.
obvious obvious to the reader. what it is, and it's not very clear. to understand what the another
NI writer is trying to author.
The
ZAargument is extremely The argument is generally The argument is not always communicate.
consistent
TI throughout the essay. consistent throughout the essay, consistent, and there are many Off topic.
though there may be moments times when the reader The argument is
The argument is clearly organized where it's not exactly clear where questions the author's position. inconsistent throughout.
- it is evident that the writer the author is going.
planned out the reasons that The argument is somewhat The argument is
support her or his claim and The argument is organized - it organized, but each paragraph is disorganized. There is no
explains them one by one. Each seems as if the writer planned out a mix of different reasons and clear distinction between
paragraph focuses on one clear most of the essay and focuses each details. one paragraph and the
reason. paragraph mostly on just one next - it's all a jumble.
reason. Sometimes uses effective
Consistently uses effective transitions, such as "First", Doesn't use effective
transitions, such as "First", Usually uses effective transitions, "Second", "In other words", and transitions to orient the
"Second", "In other words", and such as "First", "Second", "In other "On the other hand” to orient reader.
"On the other hand" to orient the words", and "On the other hand" to the reader.
reader. orient the reader. No clear or convincing
Somewhat convincing conclusion.
Very convincing conclusion for Convincing conclusion for audience conclusion for audience which
audience which supports the which supports the claim. supports the claim.
claim.
 EL
Regularly uses relevant and Often uses facts and details from Uses facts and details, but they Doesn't include more than Copies
A
specific facts and details from research in a way that supports the aren't really relevant and don't one fact or detail, and it text from
B
research in a way that clearly argument. always support the argument. isn't relevant and doesn't other
supports the argument. support the argument. authors.
Usually cites the facts and details Only sometimes cites the facts
Consistently cites the facts and from research, i.e. states which and details from the sources, If it uses facts and details Off topic.
details from the research, i.e. sources the information came from. and doesn't always state which from the sources, doesn't
states where the information sources the information came cite which sources they
came from. Usually uses strong, clear word from. came from.
choice.
Consistently uses strong, clear Sometimes uses strong, clear Doesn't use strong, clear
word choice. Often effectively uses elaborative word choice. word choice.
techniques such as metaphor and
Effectively uses elaborative personal experiences to support the Sometimes uses elaborative Doesn’t use elaborative
techniques such as metaphor and claim. techniques such as metaphor techniques.
personal experiences to support and personal experiences to
the claim. support the claim.

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C
O Adequate use of correct Limited use of correct punctuation, Rare use of use of correct Copies text from other authors.
N punctuation, capitalization, capitalization, grammar, spelling punctuation, capitalization,
V grammar, spelling and sentence and sentence formation. grammar, spelling and sentence Off topic.
E
formation. formation.

Common Core Standards: W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

W.6.1.a Introduce claim(s) and organize the reasons and evidence clearly.

W.6.1.b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

W.6.1.c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

W.6.1.d Establish and maintain a formal style.

W.6.1.e Provide a concluding statement or section that follows from the argument presented.