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Compare and contrast rubric: grades K–2, 3–5 and 6–8

This compare and contrast rubric scores how a student shows what two things share and how they differ: naming both subjects, likenesses, differences, details that prove each point, comparison words, and a clear structure. It works for an essay, a paragraph or a Venn diagram with sentences. Grades 3–5 and 6–8 use four levels with points; K–2 uses three plain levels. Print it, or open it in the rubric maker to change any cell.

Written for Peabody Teach. Checked . Free to print, copy and change.

Compare and contrast rubric, grades K–2

3 levels, 4 criteria, no points (a switch in the maker adds them).

Compare and contrast rubric (Grades K–2)Name ____________________ Date ________
CriteriaWow!YesNot yet
Two thingsI name both things at the start and tell about each one.I name both things.I only name one thing.
SameI tell two or more ways they are the same.I tell one way they are the same.I do not tell how they are the same yet.
DifferentI tell two or more ways they are different.I tell one way they are different.I do not tell how they are different yet.
Compare wordsI use both, and, but or not like in my sentences.I use one compare word.I do not use compare words yet.
Open in the maker
  • I can name the two things I am comparing.
  • I can tell how they are the same.
  • I can tell how they are different.
  • I can use words like both and but.

Compare and contrast rubric, grades 3–5

4 levels, 5 criteria, 24 points in all.

Compare and contrast rubric (Grades 3–5)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
IntroductionIntroduces both subjects and tells the reader what will be compared and why.Introduces both subjects.Introduces only one subject, or it is unclear.No introduction./ 4
SimilaritiesExplains three or more important likenesses.Explains two likenesses.Lists one likeness, or likenesses are minor.No likenesses given./ 4
DifferencesExplains three or more important differences, telling what each subject is like.Explains two differences.Lists one difference, or only tells about one subject.No differences given./ 4
Supporting detailscounts ×2Every point has a specific detail, example or fact from the text or research.Most points have a detail or example.Few points have details.No details support the points./ 8
Comparison wordsUses a variety of words like both, similarly, however, unlike and on the other hand.Uses some comparison words.Uses the same one or two words over and over.Does not use comparison words./ 4
Open in the maker
  • I can introduce both subjects and what I will compare.
  • I can explain how the two subjects are alike.
  • I can explain how the two subjects are different.
  • I can back up each point with a detail or example.
  • I can use comparison words to link ideas.

Compare and contrast rubric, grades 6–8

4 levels, 5 criteria, 24 points in all.

Compare and contrast rubric (Grades 6–8)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
ThesisThesis names both subjects and states an insight the comparison reveals.Thesis names both subjects and the points of comparison.Thesis names the subjects but no point of comparison.No thesis is stated./ 4
Points of comparisoncounts ×2Chooses significant points and treats both subjects evenly on every point.Chooses clear points and covers both subjects on most of them.Points are minor, or one subject gets most of the attention.Points are missing or random./ 8
EvidencePrecise, cited evidence for both subjects on every point.Relevant evidence for most points.Evidence is general or for one subject only.Little or no evidence./ 4
AnalysisExplains the significance of each likeness and difference and ties it to the thesis.Explains some significance beyond listing.Mostly lists likenesses and differences.Lists without explanation, or lists are incomplete./ 4
StructureA consistent block or point-by-point structure with varied transitions and a conclusion that extends the thesis.A clear structure with transitions and a conclusion.Structure switches or is hard to follow in places.No clear structure./ 4
Open in the maker
  • I can write a thesis that says what the comparison reveals.
  • I can choose meaningful points and treat both subjects on each.
  • I can support each point with evidence from texts or research.
  • I can explain why the likenesses and differences matter.
  • I can organize the essay block by block or point by point.

When to use it

  • Comparing two characters, two books, two animals, two places or two times in history.
  • After a Venn diagram or T-chart, when students turn the notes into sentences.
  • Older students: block or point-by-point essays with a thesis about what the comparison shows.

What to say to students

  • Name the two things you are comparing right at the start.
  • Tell how they are alike and how they are different.
  • Use words like both, also, but, however and unlike.
  • Give a detail or example for every point you make.

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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.