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

This letter writing rubric scores a friendly or formal letter on the parts of a letter, a clear purpose, writing for the reader, the right tone, and conventions. Grades 3–5 and 6–8 use four levels with points, with purpose counting twice; K–2 uses three levels in words a young writer can follow. 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, 4 criteria, no points (a switch in the maker adds them).

Letter writing rubric (Grades K–2)Name ____________________ Date ________
CriteriaWow!YesNot yet
Letter partsI write Dear, my message, a closing like Love or From, and my name.I write Dear, my message and my name.My letter is missing Dear or my name.
My messageI tell why I am writing and add two or more details.I tell why I am writing.It is hard to tell why I am writing.
My readerI talk to my reader and ask them a question.I use my reader's name.My letter does not talk to my reader yet.
Neat and checkedI use capitals, end marks and spaces, and I check my letter.I use some capitals and end marks.My reader will have a hard time reading it.
Open in the maker
  • I can write the parts of a letter.
  • I can tell my reader why I am writing.
  • I can write to my reader like I am talking to them.
  • I can check my letter so my reader can read it.

Grades 3–5

4 levels, 5 criteria, 24 points in all.

Letter writing rubric (Grades 3–5)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Parts of a letterDate, greeting, body in paragraphs, closing and signature, all in the right place with correct commas.All five parts are present and mostly in the right place.One or two parts are missing or out of place.Several parts are missing./ 4
Purposecounts ×2The purpose is clear in the first lines and every paragraph supports it with details or reasons.The purpose is clear and supported with some details.The purpose is unclear or comes late; details wander.No clear purpose./ 8
AudienceSpeaks directly to the reader, refers to what they know or care about, and asks or answers a question.Speaks to the reader by name and stays aware of them.Mostly about the writer, with little attention to the reader.Could be written to anyone./ 4
ToneTone fits the letter type throughout: warm and chatty, or polite and businesslike.Tone mostly fits the letter type.Tone slips, such as slang in a formal letter.Tone does not fit the reader./ 4
ConventionsNearly free of errors in spelling, capitals and punctuation; easy to read.A few errors that do not get in the way.Errors sometimes make it hard to read.Many errors make it hard to read./ 4
Open in the maker
  • I can include and place every part of a letter.
  • I can make the reason for my letter clear and support it.
  • I can write to my reader and what they care about.
  • I can use a tone that fits a friendly or formal letter.
  • I can check spelling, capitals and punctuation.

Grades 6–8

4 levels, 5 criteria, 24 points in all.

Letter writing rubric (Grades 6–8)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
FormatCorrect format for the type, including addresses and block layout for a formal letter, with consistent spacing.Correct format with only minor slips.Format is partly right; some parts are missing or mixed up.No recognizable letter format./ 4
Purpose and requestcounts ×2States the purpose in the opening, supports it with specific reasons or examples, and ends with a clear request or next step.States the purpose and supports it; a request or next step is included.The purpose is stated but loosely supported; the ask is vague.Purpose and request are missing or confusing./ 8
AudienceAnticipates what the reader knows and might object to, and answers those points respectfully.Gives the reader the background they need.Assumes the reader knows things they may not.Ignores who the reader is./ 4
Tone and word choiceTone and word choice are deliberate and consistent, persuasive or warm as needed, never rude.Tone suits the reader and purpose with only minor slips.Tone shifts or sounds too casual or too stiff.Tone works against the purpose./ 4
ConventionsReady to send: no errors in spelling, grammar or punctuation, and varied sentences.A few minor errors; ready after a quick fix.Several errors that a reader would notice.Errors make it hard to understand./ 4
Open in the maker
  • I can use the correct format for a friendly or formal letter.
  • I can state my purpose and, if needed, a clear request or next step.
  • I can anticipate what my reader knows, needs and might object to.
  • I can choose words and a tone that suit my reader and purpose.
  • I can edit so my letter is ready to send.

When to use it

  • Friendly letters to a classmate, pen pal or family member, and thank-you notes.
  • Formal letters: asking a question, making a request, or giving an opinion to a business or community leader.
  • Emails count too: the greeting, body and closing work the same way.

What to say to students

  • Before you write, say who will read this letter and what you want them to know or do.
  • Talk to your reader like a real person. Ask them a question.
  • A letter to a friend can be chatty. A letter to a mayor should be polite and to the point.
  • Check the five parts: date, greeting, body, closing, signature.

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.