Book report rubric: grades K–2, 3–5 and 6–8
This book report rubric scores a written or oral report on four or five things: the summary, the characters and setting, the reader's opinion with reasons, organization, and clear writing or speaking. Grades 3–5 and 6–8 use four levels with points, with the summary or the response counting twice; K–2 uses three levels in plain words, with no points. Print it, copy it into Google Docs, or open it in the rubric maker to change any cell.
Grades K–2
3 levels, 4 criteria, no points (a switch in the maker adds them).
| Criteria | Wow! | Yes | Not yet |
|---|---|---|---|
| Title and author | I tell the title and the author, and I spell them right. | I tell the title and the author. | I leave out the title or the author. |
| What happened | I tell the beginning, middle and end in order. | I tell two things that happened. | I tell one thing, or it is hard to tell what happened. |
| Who is in it | I name the main character and tell what they do and feel. | I name the main character. | I do not name who the book is about. |
| What I think | I say what I think and give two reasons. | I say what I think and give one reason. | I do not say what I think of the book. |
- I can tell the title and who wrote the book.
- I can tell what happened in the book.
- I can tell about the main character.
- I can say if I liked the book and why.
Grades 3–5
4 levels, 5 criteria, 24 points in all.
| Criteria | Exceeds4 points | Meets3 points | Approaching2 points | Beginning1 point | Score |
|---|---|---|---|---|---|
| Summarycounts ×2 | Retells the main events in order, including the problem and how it is solved, without extra detail. | Retells most main events in order, including the problem. | Retells some events, but leaves out the problem or mixes up the order. | Lists a few details, or the summary is missing. | / 8 |
| Characters and setting | Describes the main character's traits and changes, with examples, and explains the setting. | Describes the main character and names the setting. | Names the main character or the setting with little description. | Characters and setting are not described. | / 4 |
| Opinion and reasons | Gives a clear opinion with two or more reasons that point to parts of the book. | Gives a clear opinion with at least one reason from the book. | Gives an opinion, but the reason is vague or not from the book. | No opinion is given. | / 4 |
| Organization | Clear opening with title and author, sections in a logical order, and a closing thought. | Has an opening, a middle and a closing, mostly in order. | Parts are present but jump around. | Hard to follow; no clear order. | / 4 |
| Writing or speaking | Complete sentences, correct spelling and punctuation, or clear, steady speaking. | Mostly correct sentences with few errors, or speech that is easy to hear. | Errors or unclear speaking make parts hard to follow. | Errors or unclear speaking make the report hard to understand. | / 4 |
- I can retell the most important events in order.
- I can describe the main character and where the story happens.
- I can give my opinion of the book with reasons from the story.
- I can put my report in an order that makes sense.
- I can write or speak clearly so others understand my report.
Grades 6–8
4 levels, 5 criteria, 24 points in all.
| Criteria | Exceeds4 points | Meets3 points | Approaching2 points | Beginning1 point | Score |
|---|---|---|---|---|---|
| Summary | A concise, objective summary of the central conflict, key turning points and resolution. | A clear summary of the conflict and main events, with little extra detail. | The summary retells too much, misses a key event, or mixes in opinion. | A list of events, or no summary. | / 4 |
| Character and theme | Explains how a character changes and connects that change to a theme the book develops. | Describes a character's change and names a theme. | Describes a character but the theme is missing or stated without support. | Character and theme are not discussed. | / 4 |
| Response with evidencecounts ×2 | A clear judgment of the book supported by quoted or cited evidence, with an explanation of each piece. | A clear judgment supported by at least two specific examples from the text. | A judgment with general reasons and little evidence from the text. | No judgment, or no reference to the text. | / 8 |
| Author's craft | Identifies a specific craft choice, such as point of view or pacing, and explains its effect on the reader. | Identifies an author's choice and says what it does. | Mentions the writing style in general terms. | Does not discuss how the book is written. | / 4 |
| Conventions and delivery | Precise word choice, varied sentences and almost no errors, or a confident, well-paced talk. | Clear language with few errors, or a clear talk with steady pacing. | Errors or a rushed delivery distract from the ideas. | Errors or delivery make the report hard to follow. | / 4 |
- I can summarize the plot briefly without giving my opinion.
- I can explain how a character changes and what theme the book develops.
- I can support my response to the book with quotes or examples from the text.
- I can point out a choice the author made and its effect.
- I can write or present with precise language and few errors.
When to use it
- Any book report, written on paper or given as a short talk to the class.
- Hand it out with the book choice so students know what to notice while they read.
- As a conference sheet: read one row together and set one goal for the next book.
What to say to students
- Tell the big events in order, but do not tell every page.
- Say what you thought of the book and give a reason from the story.
- Name the main character and tell one thing they want or learn.
- Read your report out loud once before you hand it in or present it.
Related
The criteria are generic and written for this site, with no standards codes, so they fit any curriculum. Open one in the maker to change a word, add a row or switch to a single-point rubric; what you change stays in your browser.