Writing Rubrics and Checklists: Grade 3
NOTE: The language in these rubrics has been adapted from the SBAC and PARCC rubrics. The language in bold is taken directly from the CCSS.
Grade level rubrics for each of the three types of writing laid out in the new standards: opinion/argument (W.1), informative/explanatory (W.2), and narrative.
EL Education created these K-5 rubrics based on an analysis of the grade-level demands of the CCSS, rubrics used by PARCC and Smarter Balanced, and EL Education's own professional expertise (including attention to the Writing for Understanding framework). The downloads for grades 3-5 includes Writing Rubrics, Informal Checklists, and the Phonics and Word Recognition Checklist.
Opinion Writing Rubric: Grade 3
Write opinion pieces on topics or texts, supporting a point of view with reasons.
| Reading Comprehension | |||||
| 4 – Advanced | 3 – Proficient | 2 – Developing | 1 – Beginning | ||
|---|---|---|---|---|---|
A | RI.3.1 | Demonstrates a deep understanding of the topic or issue by developing an insightful opinion supported by logical reasons and well-chosen textual evidence | Demonstrates a clear understanding of the topic or issue by developing an opinion supported by logical reasons and textual evidence | Demonstrates a limited understanding of the topic or issue by developing an opinion weakly supported by textual evidence | Does not demonstrate understanding, or shows a limited understanding, of the topic or issue by offering an opinion unsupported by textual evidence |
| Organization and Purpose | |||||
| 4 – Advanced | 3 – Proficient | 2 – Developing | 1 – Beginning | ||
|---|---|---|---|---|---|
B | W.3.1a | Opinion is introduced, clearly communicated, and the focus is strongly maintained | Opinion is clearly stated, and the focus is mostly maintained | Opinion may be somewhat unclear, or the focus may be insufficiently maintained | Opinion may be confusing or ambiguous; or the focus may drift |
C | W.3.Z1a W.3.1d | Effective or engaging introduction and concluding statement or section | Introduction provides some context on the topic or text Concluding statement or section restates the opinion of the piece | Introduction and/or conclusion may be weak | Introduction and/or conclusion may be missing or unrelated to the topic or text |
D | W.3.1a | Logical progression of ideas from beginning to end | Creates an organizational structure that lists reasons | Progression of ideas is sometimes unclear | No discernable organizational pattern |
E | W.3.1c | Consistently uses a variety of transitional strategies to clarify the relationships between and among ideas | Uses linking words and phrases to connect opinion and reasons | Some transitions and connections may be awkward or unclear | No linking words or phrases used |
| Evidence and Elaboration | |||||
| 4 – Advanced | 3 – Proficient | 2 – Developing | 1 – Beginning | ||
|---|---|---|---|---|---|
F | W.3.2b | Comprehensive evidence (facts and details) from the source material is integrated, relevant, and specific | Provides evidence and reasons that support the opinion | Opinion is insufficiently supported by reasons and evidence from source materials; evidence may be weakly integrated, imprecise, repetitive, vague, and/or copied | Supporting reasons and evidence are minimal, irrelevant, absent, in error, incorrectly used, or predominantly copied |
G | L.3.3 L.3.6 W.3.4 | Vocabulary is carefully chosen and clearly appropriate for the audience and purpose Effective, appropriate style enhances content | Vocabulary is generally appropriate for the audience and purpose Voice and tone are appropriate to purpose and audience | Vocabulary use is uneven or somewhat inappropriate for the audience and purpose Voice and tone are generally appropriate to purpose and audience, but may be inconsistent | Uses basic vocabulary, and simple or repetitive sentence structure Voice and tone are not appropriate to purpose and audience |
H | W.3.8 (partial) | Provides a list of sources that is clear, accurate, and complete | Provides a list of sources | Provides a list of sources that is incomplete, unclear, or inaccurate | No attempt to cite source material |
| Conventions | |||||
| 4 – Advanced | 3 – Proficient | 2 – Developing | 1 – Beginning | ||
|---|---|---|---|---|---|
I | L.3.1 | Few, if any, errors in usage and sentence formation | Some errors in usage and sentence formation are present, but no systematic pattern of errors is displayed | Frequent errors in usage may obscure meaning | Errors in punctuation, capitalization, and spelling are frequent and severe and often obscure meaning |
J | L.3.2 | Effective and consistent use of punctuation, capitalization, and spelling | Adequate use of punctuation, capitalization, and spelling | Inconsistent use of punctuation, capitalization, and spelling | Errors in punctuation, capitalization, and spelling are frequent and severe and often obscure meaning |
Informative/Explanatory Writing Rubric: Grade 3
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
| Reading Comprehension | |||||
| 4 – Advanced | 3 – Proficient | 2 – Development | 1 – Beginning | ||
|---|---|---|---|---|---|
A | RI.3.1 | Demonstrates a deep understanding of ideas (both stated and inferred) by developing an insightful focus supported by well-chosen textual evidence. | Demonstrates a clear understanding of ideas (both stated and inferred) by developing an accurate focus adequately supported by textual evidence | Demonstrates a limited understanding of ideas by developing an accurate focus weakly supported by textual evidence | Does not demonstrate understanding, or shows a misunderstanding, of ideas by offering a focus unsupported by textual evidence |
| Organization and Purpose | |||||
| 4 – Advanced | 3 – Proficient | 2 – Developing | 1 – Beginning | ||
|---|---|---|---|---|---|
B | W.3.3a | Focus is clearly communicated and strongly maintained | Focus is clear and mostly maintained | Focus may be somewhat unclear and/or insufficiently maintained | Focus may be confusing or ambiguous |
C | W.3.2a W.3.2d | Effective or engaging introduction and concluding statement or section | Introduces the topic Concluding statement or section restates the focus of the piece | Connection between the topic and the introduction and/or conclusion may be unclear | Introduction and/or conclusion is missing |
D | W.3.2a | Logical progression of ideas from beginning to end; strong connections between and among ideas | Related information is grouped together to show connections between and among ideas | Inconsistent or unclear connections between and among ideas | Frequent extraneous ideas; ideas seem randomly ordered |
E | W.3.2c | Consistently uses a variety of transitional strategies to clarify the relationships between and among ideas | Uses linking words and phrases where needed to connect ideas within categories of information | Connects some ideas using linking words and phrases: some transitions and connections may be awkward or unclear | No linking words or phrases used |
| Evidence and Elaboration | |||||
| 4 – Advanced | 3 – Proficient | 2 – Developing | 1 – Beginning | ||
|---|---|---|---|---|---|
F | W.3.2b W.3.2a | Well-chosen evidence (facts and details) from the source material develops the topic and is integrated, relevant, and specific | Adequately develops the topic by integrating relevant facts, definitions, and details from the source materials; includes illustrations when useful to aiding comprehension | Topic is insufficiently developed with facts and details from source materials; evidence may be weakly integrated, imprecise, repetitive, vague, and/ or copied | Supporting facts and details are minimal, irrelevant, absent, in error, incorrectly used, or predominantly copied |
G | W.3.4 | Effective style; clear and engaging | Style is generally appropriate to purpose and audience | Inconsistent or weak attempt to create appropriate style | Little or no evidence of appropriate style |
H | L.3.6 | Vocabulary is carefully chosen and clearly appropriate for the audience and purpose | Accurately uses grade-appropriate general academic and domain-specific vocabulary to inform or explain about the topic | Uses some grade-appropriate general academic and domain-specific vocabulary | Uses basic vocabulary, and simple or repetitive sentence structure |
| Conventions | |||||
| 4 – Advanced | |||||
|---|---|---|---|---|---|
I | L.3.1 | Few, if any, errors in usage and sentencebformation | Some errors in usage and sentence formation are present, but no systematic pattern of errors is displayed | Frequent errors in usage may obscure meaning | Errors in usage are frequent and severe and often obscure meaning |
J | L.3.2 | Effective and consistent use of punctuation, capitalization, and spelling | Adequate use of punctuation, capitalization, and spelling | Inconsistent use of punctuation, capitalization, and spelling | Errors in punctuation, capitalization, and spelling are frequent and severe and often obscure meaning |
Narrative Writing Rubric: Grade 3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
| Reading Comprehension | |||||
| 4 – Advanced | 3 – Proficient | 2 – Development | 1 – Beginning | ||
|---|---|---|---|---|---|
A | RL/RI.3.1 | Connections to source materials enhance the narrative | Connections to source the narrative | Connections to source materials may be ineffective, awkward, or vague but do not interfere with the narrative | Connections to source materials are not evident or detract from the narrative |
| Organization and Purpose | |||||
| 4 – Advanced | 3 – Proficient | 2 – Developing | 1 – Beginning | ||
|---|---|---|---|---|---|
B | W.3.3a | Effectively establishes a situation and narrator/characters | Adequately establishes a situation and narrator/characters | Minimally establishes a situation and narrator/characters | Little or no attempt to establish a situation and/or narrator/characters May be brief |
C | W.3.3d | Closing is effective and satisfying | Provides a sense of closure | Closing is weak or confusing | Ends abruptly |
D | W.3.3a | Natural, cohesive sequence of events from beginning to end | Organizes an event sequence that unfolds naturally | Weak or uneven sequence of events | Little or no organization of an event sequence: frequent extraneous ideas and/ or a major drift may be evident |
E | W.3.3c L.3.6 | Uses a variety of temporal words and phrases to signal event order | Uses temporal words and phrases to signal event order | Minimal use of temporal words and phrases to signal event order | Lack of temporal words and phrases may cause confusion |
| Development and Elaboration | |||||
| 4 – Advanced | 3 – Proficient | 2 – Developing | 1 – Beginning | ||
|---|---|---|---|---|---|
F | W.3.3b L.3.3 | Effectively uses dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations | Uses dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations | Contains some dialogue and descriptions of actions, thoughts, and feelings; use of narrative techniques may not develop experiences or events | Use of narrative techniques may be minimal, absent, or irrelevant |
G | L.3.3a | Effective use of sensory and concrete language clearly advances the purpose | Adequate use of sensory and concrete language advances the purpose | Weak use of sensory and concrete language that may not advance the purpose | Little or no use of sensory, concrete, and figurative language |
H | W.3.4 | Effective style; clear and engaging | Style is generally appropriate to task and purpose | Inconsistent or weak attempt to create appropriate style | Little or no evidence of appropriate style |
| Conventions | |||||
| 4 – Advanced | 3 – Proficient | 2 – Developing | 1 – Beginning | ||
|---|---|---|---|---|---|
I | L.3.1 | Few, if any, errors in usage and sentence formation | Some errors in usage and sentence formation are present, but no systematic pattern of errors is displayed | Frequent errors in usage may obscure meaning | Errors in usage are frequent and severe and often obscure meaning |
J | L.3.2 | Effective and consistent use of punctuation, capitalization, and spelling | Adequate use of punctuation, capitalization, and spelling | Inconsistent use of punctuation, capitalization, and spelling | Errors in punctuation, capitalization, and spelling are frequent and severe and oftenobscure meaning |
Informal Checklists
Informal Checklists are available online for download at Curriculum.ELeducation.org, or at the bottom of this page.
These checklists are for use when informally assessing speaking and listening activities, the writing process, and when students are reading aloud, and are organized according to the Common Core State Standards addressed. The speaking and listening checklists include a suggested activity that students might be participating in for the checklist to be a useful tool to measure student progress. Teaching notes in module lessons also suggest when these checklists might be used. Use your assessment to guide students in where and how they can improve.
Consider having students create a folder to store their informal checklists, keeping them organized and giving them easy access to information on how they are progressing across the year. To assess student progress, prepare one checklist for each student. Place a check mark in the appropriate column using the following key:
1 = Beginning
2 = Developing
3 = Proficient
4 = Advanced
| Grade | Checklist | Standard(s) |
|---|---|---|
3–5 | Reading Fluency Checklist: | RF.3.4a, RF.3.4b, RF.3.4c |
3-5 | Writing Record Checklist: | W.3.10 |
3 | Writing Process Checklist: | W.3.4, W.3.5, W.3.6, W.3.8, L.3.1i, L.3.2a, L.3.2c, L.3.2d, L.3.2e, L.3.2f, L.3.2g, L.3.3a, L.3.3b, L.3.6 |
3 | Collaborative Discussion Checklist: | SL.3.1a-d, SL.3.3, SL.3.6, L.3.1b-i, L.3.3a, L.3.3b, L.3.6 |
3 | Presentation of Knowledge and Ideas Checklist: | SL.3.4, SL.3.5, SL.3.6 |
3 | Speaking and Listening Comprehension Checklist I: | SL.3.2 |
3 | Speaking and Listening Comprehension Checklist II: | SL.3.3 |
Reading Fluency Checklist
This informal assessment centers on CCSS ELA RF.3.4. In this assessment, a student reads a short, unfamiliar passage aloud to demonstrate sufficient accuracy and fluency. Choose an on-level text for the student to read aloud. Time the student as he or she reads the text aloud, noting any miscues and self-corrections as he or she reads.
CCSS Assessed
RF.3.4 | Read with sufficient accuracy and fluency to support comprehension. |
RF.3.4a | Read grade-level text with purpose and understanding. |
RF.3.4b | Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. |
RF.3.4c | Use context to confirm or self-correct word recognition and understanding, rereading as necessary |
Writing Record Checklist
This checklist tracks the different kinds of writing students complete across the year in order to show their progress toward W.3.10. It is suggested that each student have a folder in which to store informal checklists. Student progress can then quickly be seen across the year.
Consider having students create a folder to store their informal checklists, keeping them organized and giving them easy access to information on how they are progressing across the year.
Refer to the following key to complete the checklist:
| Column | Abbreviations |
|---|---|
Short or Extended Time Frame | S = Short (a day or two) E = Extended (several days or several weeks) |
Writing Type | I/E = Informative/Explanatory |
Subject | S = Science |
Audience | parents |
Writing Process Checklist
CCSS Assessed
W.3.4 | With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. |
W.3.5 | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. |
W.3.6 | With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. |
W.3.8 | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. |
L.3.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
L.3.1i | Produce simple, compound, and complex sentences. |
L.3.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
L.3.2a | Capitalize appropriate words in titles. |
L.3.2c | Use commas and quotation marks in dialogue. |
L.3.2d | Form and use possessives. |
L.3.2e | Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). |
L.3.2f | Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. |
L.3.2g | Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. |
L.3.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
L.3.3a | Choose words and phrases for effect. |
L.3.3b | Recognize and observe differences between the conventions of spoken and written standard English |
L.3.6 | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). |
Collaborative Discussion Checklist
This informal assessment centers on CCSS ELA SL.3.1, SL.3.3, SL.3.6, L.3.1, L.3.3, and L.3.6. In this assessment, students participate in a collaborative discussion on grade 3 topics and texts.
Choose a topic or text and pose a question for students to discuss. Allow students to review any notes and/or texts before the discussion. As students engage in the discussion, use the checklists on the following pages to assess students’ language use and ability to build on others’ ideas and express their own ideas clearly. Remove columns from the checklist as necessary, based on what standards are being assessed.
CCSS Assessed
SL.3.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. |
SL.3.1a | Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. |
SL.3.1b | Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). |
SL.3.1c | Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. |
SL.3.1d | Explain their own ideas and understanding in light of the discussion. |
SL.3.3 | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. |
SL.3.6 | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.) |
L.3.1 | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. |
L.3.1b | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
L.3.1c | Form and use regular and irregular plural nouns. |
L.3.1d | Use abstract nouns (e.g., childhood). |
L.3.1e | Form and use regular and irregular verbs. |
L.3.1f | Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. |
L.3.1g | Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. |
L.3.1h | Use coordinating and subordinating conjunctions. |
L.3.1i | Produce simple, compound, and complex sentences. |
L.3.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
L.3.3a | Choose words and phrases for effect. |
L.3.3b | Recognize and observe differences between the conventions of spoken and written standard English. |
L.3.6 | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). |
Presentation of Knowledge and Ideas Checklist
This informal assessment centers on CCSS ELA SL.3.4, SL.3.5, and SL.3.6. In this assessment, students orally present on a topic or text, tell a story, or recount an experience. As the student presents, use the checklist to assess that student’s ability to present knowledge and ideas effectively. Remove rows from the checklist as necessary, based on standards being assessed.
CCSS Assessed
SL.3.4 | Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. |
SL.3.5 | Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. |
SL.3.6 | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. |
Speaking and Listening Comprehension Checklist I
This informal assessment centers on CCSS ELA SL.3.2. In this assessment, students listen to a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Choose a text or other format related to the topic of study. Have students listen/watch the text/media twice—first to determine the gist and a second time to take notes. Then invite students to respond to the following prompt:
What is the main idea of the information you saw and/or heard? Be sure to include specific details that support your response.
CCSS Assessed
SL.3.2 | Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
Speaking and Listening Comprehension Checklist II
This informal assessment centers on CCSS ELA SL.3.3. In this assessment, students ask and answer questions about information from a speaker. Choose a speaker to present on the topic of study. Have students listen and take notes as the speaker presents. As the speaker presents, use the checklist on the next page to assess students’ ability to ask and answer questions effectively.
CCSS Assessed
SL 3.3 | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. |
Phonics and Word Recognition Checklist
Assessments are available online for download at Curriculum.ELeducation.org or at the bottom of this page.
These assessments center on CCSS ELA RF.3. Teaching Notes in module lessons suggest when this checklist might be used. Use your assessment to guide students in where and how they can improve. There are three parts to the assessment in Grade 3. The basic assessment has two parts. In Part I of the assessment, a student reads a short, unfamiliar passage aloud to demonstrate proficient phonics and word analysis skills in decoding in context. In Part II, a student reads from a word list to demonstrate proficient phonics and word analysis skills out of context. Part III is a short, written assessment that provides information about whether students can identify, and know the meanings of, common prefixes and suffixes.
Note: Because students read an unfamiliar passage aloud in Part I of the assessment, consider using this opportunity to assess reading fluency (RF.4) at the same time, using the Grade 3: Reading Fluency Checklist.
If, during this assessment, it is evident that students are unable to meet the grade-level expectations and require additional support with learning to read, consider using and/or adapting EL Education’s K–2 Reading Foundations Skills Block. Begin by determining a student’s micro-phase (“early,” “middle,” or “late” within a phase; e.g., Consolidated Alphabetic) based on assessment results (for details, see Benchmark: Teacher Administration Guidance and Student Scoring sheets in the K-2 Skills Block Resource Manual). Then use the Assessment Conversion chart (see the K-2 Skills Block Resource Manual) to identify cycles of lessons within the K-2 continuum that best meet the specific needs of a student or group of students for differentiated small group instruction.
Consider having students create a folder to store checklists. This will keep the checklists organized and offer easy access to information as students progress throughout the year.
To assess students’ progress, prepare one checklist and materials indicated for each student. Write the student’s score in the appropriate box using the following key:
1 = Beginning
2 = Developing
3 = Proficient
4 = Advanced
Contents
| Grade | Checklist | Standard(s) |
|---|---|---|
3 | Phonics and Word Recognition Recording For: | RF.3 |
3 | Phonics and Word Recognition Checklist, Part I: | RF.3.3a, RF.3.3b, RF.3.3c, RF.3.3d |
3 | Phonics and Word Recognition Checklist, Part II: | RF.3.3a, RF.3.3b, RF.3.3c, RF.3.3d |
3 | Phonics and Word Recognition Checklist, Part III: | RF.3.3a |
Reading Foundational Skills Assessment: Phonics and Word Recognition Checklist
Part I
Before the assessment, prepare the included passage for the student’s grade level, the teacher’s version of the passage, and the corresponding checklist. Alternatively, substitute your own text for the student to read aloud. If selecting a new text, identify the following types of words in the text, recording them in the corresponding row on the checklist:
- Words with common prefixes and derivational suffixes (see Grade 3 Affix List in Module 1, Unit 1, Lesson 6)
- Words with common Latin suffixes (see Grade 3 Affix List)
- Multisyllable words
- Grade-appropriate irregularly spelled words Invite the student to read the text aloud.
During the oral reading, use the teacher’s version of the passage to note any miscues and self-corrections as the student reads. If the student pauses at an unknown word, or if the student attempts the word but is clearly struggling, allow 3 seconds before providing the word and prompting the student to continue. Use the words and criteria on the checklist to analyze and assess the student’s phonics and word analysis skills in context.
Part II
Invite the student to read the word list aloud, noting any miscues or self-corrections as he or she reads the corresponding checklist. If the student pauses at an unknown word, or if the student attempts the word but is clearly struggling, allow three seconds before providing the word and prompting the student to continue. For additional information on rate and ease of decoding, time the student’s reading.
CCSS Assessed
RF.3.3 | Know and apply grade-level phonics and word analysis skills in decoding words |
RF.3.3a | Identify and know the meaning of the most common prefixes and derivational suffixes |
RF.3.3b | Decode words with common Latin suffixes. |
RF.3.3c | Decode multisyllable words |
RF.3.3d | Read grade-appropriate irregularly spelled words |
Part III
This section of the assessment can be given individually or administered to a full class or small group. Distribute the Common Affixes assessment and briefly review the directions with students. Allow students to work independently for 10 minutes. Collect and score the assessment. A score of 80 percent or above is considered proficient.
RF.3.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
RF.3.3a | Identify and know the meaning of the most common prefixes and derivational suffixes. |
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