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iRubric: Personal Narrative Rubric

iRubric: Personal Narrative Rubric

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Personal Narrative Rubric 
Lucy Calkins Personal Narrative Rubric for 5th Grade
Students wrote a narrative essay using small moments from personal experiences.
Rubric Code: R2W4W88
By jlary0086
Ready to use
Public Rubric
Subject: Education  
Type: Assessment  
Grade Levels: (none)

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W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
  1

1 pts

2

2 pts

3

3 pts

4

4 pts

Overall

1

The writer wrote about when he/she did something.
2

The writer wrote about one time when he/she did something.
3

The writer told the story bit by bit.
4

The writer wrote the important
part of an event bit by bit and
took out unimportant parts.
Lead

1

The writer tried to make a
beginning for his/her story.
2

The writer thought about how
to write a good beginning and
chose a way to start his/her story.
3

The writer wrote a beginning in which he/she helped readers know who the characters were
and what the setting was in the story.
4

The writer wrote a beginning in which she showed what was
happening and where, getting readers into the world of the
story.
Transitions

1

The writer put his/her events in order.
2

The writer told the story in order by using words such as when, then, and after.
3

The writer told the story in order by using phrases such as a little later and after that.
4

The writer showed how much time went by with words and
phrases that mark time such as just then and suddenly (to show when things happened
quickly) or after a while and a little later (to show when a little time passed).
Ending

1

The writer found a way to end his/her story.
2

The writer chose the action, talk, or feeling that would make a good ending.
3

The writer chose the action, talk, or feeling that would make a good ending and worked to write it well.
4

The writer wrote an ending that connected to the beginning or the middle of the
story. The writer used action, dialogue, or feeling to bring her story to a close.
Development
W.5.3. Use concrete words and phrases and sensory details to convey experiences and events precisely.
  1

2 pts

2

4 pts

3

6 pts

4

8 pts

Elaboration

1

The writer did not use dialogue or specific enough details to bring his/her characters to life.
2

The writer used some dialogue and details, but did not do enough to bring his/her characters to life.
3

The writer tried to bring his/her characters to life with dialogue, details, and actions.
4

The writer added more to the heart of his/her story, including not only actions and dialogue but
also thoughts and feelings.
Craft

1

The writing did not create a picture in the readers mind. The story was just a series of events.
2

The writer chose some strong words that would help readers picture his/her story.
3

The writer not only told his/her story, but also wrote it in ways that got readers to picture
what was happening and that brought his/her story to life.
4

The writer showed why
characters did what they did by including their thinking. The writer made some parts of the story go quickly, some slowly.
The writer included precise and sometimes sensory details and used figurative language to bring his/her story to life.
The writer used a storytelling voice and conveyed the emotion or tone of his/her story through description, phrases, dialogue, and thoughts.
Language Conventions
L.5.2. Demonstrate command of the
conventions of standard English capitalization, punctuation, and spelling when writing.
  1

1 pts

2

2 pts

3

3 pts

4

4 pts

Spelling

1

Spelling errors made the story difficult to read.
2

Spelling errors distracted from the enjoyment of the story. Requires a lot of help to correct spelling errors before editing.
3

The writer used what he/she knew about spelling patterns to help spell and edit before he/she wrote the final draft.
The writer got help from others to check spelling and punctuation before he/she wrote the final draft.
4

The writer used what he/she knew about word families and spelling rules to help spell and edit.
Punctuation

1

Punctuation errors made the story difficult to read. The writer did not correct any errors before the final draft. Needed help with basic punctuation.
2

Punctuation errors still present before the final draft. Writer needed help to correct basic punctuation errors.
3

The writer punctuated dialogue correctly with commas and quotation marks.
While writing, the writer used punctuation at the end of every sentence.
The writer wrote in ways that helped readers read with
expression, reading some parts quickly, some slowly, some
parts in one sort of voice and others in another.
4

When writing long, complex sentences, the writer used commas to make them clear
and correct.




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