Narrative Rubric Grade 5

1 (emerging) 2 (developing) 3 (meets standards) 4 (exceeds)

Ideas The writer worked toward
developing characters, but too much
or too little detail may leave the
reader with questions.

The writers characters could be
more realistic. Many characters
share characteristics.

The writer worked to slow down
parts of the story, but many parts of
the story seemed to be given equal
attention.

The writer is developing the ability
to use storytelling and summary in a
narrative piece.

The writer is developing the
characters, setting, and plot. More
elaboration could help the reader,
particularly to highlight the heart of
the story.

The writer is developing the ability
to show why the characters did what
they did. Some differences are
apparent in the characters.

The writer did slow down some
parts of the story, but some parts
needed more or less detail.

The writer attempted some
storytelling and/or summary, but
needs to learn when to use these
techniques in a balanced way.
The writer developed characters,
setting, and plot throughout the
story, especially the heart of the
story.

The writer showed why characters
did what they did by including their
thinking and their unique responses
to what happened.

The writer slowed down the heart of
the story making less important
parts shorter and less detailed.

The writer blended storytelling and
summary as needed.
The writer wrote a real or imagined
piece that was beginning to show
tension, resolution, and how the
characters significantly transformed
in some way.

The writers characters were
somewhat realistic and developed
with descriptions of feelings and
thoughts. It was clear why they
responded the way in the unique
way that they did.

The writer chose some key parts to
stretch out and several more to
move quickly through.

The writer was beginning to use a
variety of narrative techniques, such
as dialogue and pacing, to develop
experiences, events, and characters.
Organization The writer wrote a beginning that
showed what was happening and
where. Few clues were given as to
what would happen later.

The writer used some transitional
phrases to show passage of time, but
few attempts were made to include
parts that flash back or flash forward
or these parts.

The writer wrote an ending that
connected to the beginning of the
story, but the ending may be
formulaic. The writer is developing
the ability to show how characters
transform or respond to an event.

The writer occasionally used
paragraphs to separate different
parts or time of the story and to
show when a new character was
speaking. Many parts of the story
were given equal attention.
The writer wrote a beginning that
showed what was happening and
where, but is only developing the
ability to give some clues to what
would happen later.

The writer used transitional phrases
to show passage of time, but the
reader may be confused during the
parts that flash back or flash
forward.

The writer wrote an ending that
connected to the beginning of the
story, but the ending may eave the
reader with questions about the
characters transformation.

The writer used paragraphs to
separate different parts or time of
the story and to show when a new
character was speaking, but some
parts of the story needed more
development.
The writer wrote a beginning that
showed what was happening and
where, but also gave some clues to
what would happen later to the
characters.

The writer wrote transitional
phrases to show passage of time in
complicated ways, perhaps by
showing things happening at the
same time (meanwhile, at the same
time) or flash back or flash forward
(early that morning, three hours
later).

The writer wrote an ending that
connected to the main part of the
story. The character said, did or
realized something at the end that
came from what happened in the
story. The writer gave readers some
sense of closure.

The writer used paragraphs to
The writer wrote a beginning that
set the plot in motion and is
beginning to establish the tone and
direction for the story.

The writer managed the pace of the
story in complicated ways, including
parts of the story that flash back and
flash forward. The writer leaves the
reader with few questions about
where or when each part occurred
and why some parts were given
more attention than others.

The writer wrote an ending that
connected all of the elements of the
story. The characters were
transformed in some way and left
the reader content with the
unexpected, yet satisfying
conclusion.

The writer used paragraphs to
separate different parts or time of
Narrative Rubric Grade 5

separate different parts or time of
the story and to show when a new
character was speaking. Some parts
of the story were longer and more
developed than others.
the story and to show when a new
character was speaking. The writer
deliberately chose the parts of the
story were longer and more
developed than others with the
reader in mind.
Voice The writer occasionally wrote in a
storytelling voice.

The writer wrote for a reader, but is
developing the ability to include
details or transitions that would
have helped the reader understand.

The writer wrote in a storytelling
voice most of the time.

The writer wrote for a reader, but
may need more attention to details
or transitions that would have
helped the reader.
The writers piece reads like a story
even though it might be a true
account.

The writer wrote with the reader in
mind, considering what the reader
needed to know.
The writers storytelling is effective
and convincing even though it might
be a true account.

The writer is beginning to create
emotion for and in the reader.
Word Choice The writer used some appropriate
details and figurative language, but
readers had questions regarding the
setting, characters, and/or events.

The writer is developing the ability
to use dialogue that is not formulaic
and helps the reader to differentiate
characters.

The writer occasionally uses objects
or actions as symbols, but they are
not developed or may be
unintentional.
The writer included good details and
figurative language, but more
deliberate selection may help
readers picture the setting,
characters, and/or events.

The writer used dialogue and is
beginning to differentiate the
characters and to provide insight
into their personalities.

The writer is beginning to use
objects or actions as symbols, but
they may not be effective or
appropriate.
The writer included precise details
and figurative language so that
readers could picture the setting,
characters, and events.

The writer used dialogue to
differentiate the characters and to
provide insight into their
personalities.

The writer used some objects or
actions as symbols in an effective
way.
The writers use of details and
figurative language is effective and
shows an attempt to weave elements
together so that readers can picture
the setting, characters, and events
exactly as the writer intended.

The writer is beginning to use
dialogue to differentiate the
characters language, tone, or style.

The writer effectively used objects
or actions as symbols and is
beginning to weave them together.
Sentence
Fluency
The writer occasionally varied
sentences, but the flow may be not
be smooth or used to vary the pace
or tone.
The writer varied the sentences, but
may not have used sentence variety
to create the pace and tone.
The writer varied the sentences to
create the pace and tone of the
narrative.
The writer effectively and
deliberately varied the sentences to
manage the pace and tone of the
narrative.
Conventions The writer inconsistently applied
grade-level conventions: errors may
obscure meaning. If there were no
errors, the writer may have taken
few risks.

The writer may need to use
resources more often or more
deliberately to spell unfamiliar
words.

The writers use of punctuation
reflects minimal risks and is not yet
contributing to the mood or tone of
the story.
The writer applied grade-level
conventions most of the time; errors
may obscure meaning.

The writer occasionally used
resources (peers, dictionary, and
thesaurus) to spell unfamiliar words.

The writers punctuation reflects
some risks and occasionally
contributes to the mood of the story.
The writer demonstrated grade-level
appropriate conventions; errors are
minor and do not obscure meaning.
Errors show risk beyond grade-level
expectations.

The writer used resources to spell
unfamiliar words (peers, dictionary,
and thesaurus) to spell correctly and
chose nuanced words.

The writer used correct
capitalization and punctuation,
including dialogue, to convey
meaning. Any errors in conventions
The writer demonstrated above
grade-level use of conventions.
Errors show risk beyond grade-level
expectations.

The writer used resources to spell
unfamiliar words (peers, dictionary,
and thesaurus) and to choose words
with nuanced meanings.

The writers use of punctuation is
deliberate and conveys the meaning
or builds tension in the story. Any
errors in conventions show
advanced use of language.
Narrative Rubric Grade 5

show advanced use of language.
Writing
Process