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Informational writing rubric: grades K–2, 3–5 and 6–8

This informational writing rubric scores informational, explanatory and expository writing on the topic, facts and details, organization, vocabulary and conventions. Grades 3–5 and 6–8 use four levels with points, with the facts counting twice, and 6–8 asks for sources and precise terms; K–2 uses three levels with no points. Print it, copy it into Google Docs, or open it in the rubric maker to change any cell.

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

Grades K–2

3 levels, 5 criteria, no points (a switch in the maker adds them).

Informational writing rubric (Grades K–2)Name ____________________ Date ________
CriteriaWow!YesNot yet
My topicI name my topic at the start and get my reader interested.I name my topic.It is hard to tell what my topic is.
My factsI write three or more true facts about my topic.I write two true facts.I write one fact, or my facts are not about my topic.
Pictures and labelsMy picture has labels that teach something new.I have a picture that matches my words.I have no picture, or it does not match.
My endingMy ending tells why my topic is cool or important.I have an ending sentence.My writing stops without an ending.
Capitals and periodsEvery sentence has a capital, a period and spaces between words.Most sentences have a capital, a period and spaces.I forget capitals, periods or spaces most of the time.
Open in the maker
  • I can name my topic.
  • I can write facts about my topic.
  • I can add a picture with labels that teach.
  • I can write an ending sentence.
  • I can use capitals, periods and spaces.

Grades 3–5

4 levels, 5 criteria, 24 points in all.

Informational writing rubric (Grades 3–5)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
TopicIntroduces the topic with a hook and tells the reader what they will learn.Introduces the topic clearly.The topic is named but not introduced.The topic is unclear./ 4
Facts and detailscounts ×2Many accurate facts, definitions and examples that fully explain the topic.Several accurate facts and details that explain the topic.A few facts, some unclear or off topic.Facts are missing or inaccurate./ 8
OrganizationRelated facts grouped under headings or paragraphs, with linking words and a conclusion.Facts grouped in sections with a conclusion.Some grouping, but facts jump around.No grouping; facts are listed at random./ 4
VocabularyUses several topic words correctly and explains each for the reader.Uses some topic words correctly.Uses few topic words, or uses them incorrectly.Uses no topic words./ 4
ConventionsAlmost no errors in spelling, capitals or punctuation.A few errors that do not confuse the reader.Several errors that slow the reader down.Many errors make the writing hard to read./ 4
Open in the maker
  • I can introduce my topic clearly.
  • I can teach my reader with facts, definitions and examples.
  • I can group related facts into sections or paragraphs.
  • I can use topic words and explain what they mean.
  • I can check spelling, capitals and punctuation.

Grades 6–8

4 levels, 5 criteria, 24 points in all.

Informational writing rubric (Grades 6–8)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
FocusA clear, focused introduction that gives context and previews the main ideas.Introduces the topic and its main ideas.The introduction is broad or does not preview the ideas.No clear topic or focus./ 4
Development and sourcescounts ×2Well-chosen facts, definitions, quotations and examples from credible, cited sources, each explained.Relevant facts and examples from named sources.Facts are general, unexplained, or sources are missing.Little information, or it is inaccurate./ 8
StructureLogical categories, purposeful transitions and helpful formatting such as headings or diagrams.Clear categories with transitions.Categories overlap or transitions are weak.No clear structure./ 4
Precise languagePrecise, subject-specific vocabulary and a formal, objective tone throughout.Mostly precise vocabulary and a formal tone.Vague words or a casual tone in places.Language is vague or too casual for the reader./ 4
Conclusion and conventionsA conclusion that explains the significance of the topic, and nearly error-free writing.A conclusion that sums up, with few errors.A weak conclusion or errors that distract.No conclusion, and frequent errors./ 4
Open in the maker
  • I can introduce a topic and preview what I will explain.
  • I can develop my topic with relevant facts and quotations from credible sources.
  • I can organize ideas into categories with transitions and formatting.
  • I can use precise, subject-specific words in a formal style.
  • I can write a conclusion that explains why the topic matters and edit my work.

When to use it

  • Any writing that teaches the reader: an all-about book, a how-to, an animal report, an explanation of a science process.
  • At the end of a content unit, so students show what they learned in writing.
  • With a graphic organizer: students plan one section per row before they draft.

What to say to students

  • Pretend your reader knows nothing about your topic. What do they need first?
  • Put facts that go together in the same section or paragraph.
  • Use the real words experts use, and explain them.

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.