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How-to writing rubric: grades K–2, 3–5 and 6–8

This how-to writing rubric scores procedural writing: a clear topic, a list of materials, steps in the right order, words that link the steps, pictures or diagrams, and an ending. The best test is simple: could someone follow it? Grades 3–5 and 6–8 use four levels with points, with the steps counting twice; K–2 uses three plain levels for a first how-to book. Print it, or open it in the rubric maker to change any cell.

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

How-to writing rubric, grades K–2

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

How-to writing rubric (Grades K–2)Name ____________________ Date ________
CriteriaWow!YesNot yet
My topicI tell what I am teaching on my first page with a title.I tell what I am teaching.My reader cannot tell what I am teaching yet.
Steps in orderI write every step in the right order.I write most steps in order.My steps are missing or mixed up.
Order wordsI use first, next, then and last.I use some order words.I do not use order words yet.
PicturesEach step has a picture that shows what to do.Some steps have pictures.My pictures do not match my steps.
Open in the maker
  • I can tell what I am teaching.
  • I can write my steps in order.
  • I can use first, next, then and last.
  • I can draw a picture for each step.

How-to writing rubric, grades 3–5

4 levels, 5 criteria, 24 points in all.

How-to writing rubric (Grades 3–5)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
IntroductionNames the task and hooks the reader with why it is useful or fun.Names the task clearly.Task is unclear until the steps begin.No introduction./ 4
MaterialsComplete list of materials with amounts or sizes where needed.List of the main materials.Some materials are missing.No list of materials./ 4
Stepscounts ×2Every step is clear, complete and in order; a partner could follow it with no help.Steps are in order and mostly clear.Some steps are missing, unclear or out of order.Steps could not be followed./ 8
Transition wordsUses varied transitions such as first, after that, meanwhile and finally.Uses some transitions.Uses the same transition over and over.No transitions./ 4
Pictures and labelsLabeled pictures or diagrams make hard steps easy to follow.Pictures match the steps.Pictures are few or do not help.No pictures./ 4
Open in the maker
  • I can introduce my topic and tell why it is useful.
  • I can list everything the reader will need.
  • I can write clear steps a reader could follow.
  • I can use transition words to connect my steps.
  • I can add pictures or diagrams with labels.

How-to writing rubric, grades 6–8

4 levels, 5 criteria, 24 points in all.

How-to writing rubric (Grades 6–8)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Purpose and audienceNames the outcome, the reader and any skill they need first, in a short introduction.Names the outcome and the reader.Outcome is clear but the reader is not considered.Purpose is unclear./ 4
Materials and setupPrecise list with amounts, sizes and any setup or safety notes before the steps.Complete list of materials.List has gaps or vague amounts.No materials or setup./ 4
Stepscounts ×2Numbered steps, one action each, start with precise verbs; a new reader succeeds on the first try.Steps are numbered, ordered and clear.Steps combine actions or skip details.Steps could not be followed./ 8
Format and visualsHeadings, numbering, white space and labeled diagrams make the guide easy to scan.Clear format with a visual that helps.Format is crowded; visuals add little.No helpful format or visuals./ 4
Tips and troubleshootingWarns of common mistakes and tells how to fix them, and ends with how to know it worked.Includes a tip or a way to check the result.A vague tip only.No tips or ending./ 4
Open in the maker
  • I can write for a specific reader and tell them what they will be able to do.
  • I can list materials and setup precisely.
  • I can write precise, numbered steps that begin with action verbs.
  • I can use headings, numbering and visuals to help the reader.
  • I can predict problems and help the reader fix them.

When to use it

  • How-to books in K–2, recipes, game rules, and science procedures.
  • Test it live: a partner follows the steps exactly as written, then scores the steps row.
  • Older students: technical writing such as directions, guides and manuals for a real reader.

What to say to students

  • Pick something you know how to do really well.
  • List everything your reader will need before they start.
  • Write one step at a time, in order, with words like first, next and last.
  • Add a picture that shows the hardest step.

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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.