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

This paragraph writing rubric scores one paragraph on its topic sentence, supporting details, closing sentence, flow and conventions. Grades 3–5 and 6–8 use four levels with points, with the details counting twice; K–2 uses three levels in short words a young writer can follow, 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, 4 criteria, no points (a switch in the maker adds them).

Paragraph writing rubric (Grades K–2)Name ____________________ Date ________
CriteriaWow!YesNot yet
Topic sentenceMy first sentence tells my topic in a fun way.My first sentence tells my topic.My first sentence does not tell my topic.
DetailsI write three or more sentences that tell more about my topic.I write two sentences that tell more.I write one sentence, or my sentences are about something else.
Closing sentenceMy last sentence wraps up my topic in my own words.I have a last sentence about my topic.My writing stops without a last sentence.
Neat sentencesEvery sentence has a capital, a period and spaces between words.Most sentences have a capital, a period and spaces.It is hard to tell where my sentences start and stop.
Open in the maker
  • I can write a first sentence that tells my topic.
  • I can write sentences that tell more about my topic.
  • I can write a last sentence that wraps it up.
  • I can use capitals, periods and spaces.

Grades 3–5

4 levels, 5 criteria, 24 points in all.

Paragraph writing rubric (Grades 3–5)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Topic sentenceA clear, interesting topic sentence that tells exactly what the paragraph is about.A clear topic sentence that tells the main idea.The topic sentence is unclear or only hints at the main idea.There is no topic sentence./ 4
Supporting detailscounts ×2Three or more specific details or examples, each clearly supporting the topic sentence.Two or three details that support the topic sentence.One or two details, or some details are off topic.Details are missing or do not match the topic./ 8
Closing sentenceA closing sentence that restates the main idea in new words and leaves the reader thinking.A closing sentence that restates the main idea.A closing sentence that repeats the topic sentence word for word or wanders.No closing sentence./ 4
FlowUses varied linking words (first, also, for example, finally) so sentences flow smoothly.Uses some linking words; sentences are in a sensible order.Few linking words; the order is sometimes confusing.Sentences are out of order and do not connect./ 4
ConventionsAlmost no errors in spelling, capitals or punctuation.A few small errors that do not confuse the reader.Several errors that slow the reader down.Many errors make the paragraph hard to read./ 4
Open in the maker
  • I can write a topic sentence that tells the main idea.
  • I can give details that support my topic sentence.
  • I can write a closing sentence that wraps up my paragraph.
  • I can use linking words so my sentences connect.
  • I can check spelling, capitals and punctuation.

Grades 6–8

4 levels, 5 criteria, 24 points in all.

Paragraph writing rubric (Grades 6–8)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Topic sentenceA precise topic sentence that makes a focused, arguable or specific point the paragraph proves.A clear topic sentence that states the paragraph's point.The topic sentence is too broad or only names the subject.No topic sentence, or it does not match the paragraph./ 4
Evidence and explanationcounts ×2Specific evidence (facts, quotes or examples) with a sentence of explanation after each piece.Relevant evidence with some explanation of how it supports the point.Evidence is general, or it is listed without explanation.Little or no evidence; the paragraph repeats its point./ 8
Concluding sentenceA concluding sentence that draws out the significance of the point or links to a larger idea.A concluding sentence that restates the point in new words.A concluding sentence that repeats the topic sentence or adds a new idea.No concluding sentence./ 4
CohesionPurposeful transitions and a logical order make every sentence build on the last.Transitions and a logical order connect most sentences.Transitions are repetitive or missing; some sentences feel out of place.Sentences read as a disconnected list./ 4
Language and conventionsPrecise vocabulary, varied sentences and nearly error-free grammar and punctuation.Clear vocabulary and few errors.Vague words or errors distract the reader.Frequent errors make the paragraph hard to follow./ 4
Open in the maker
  • I can write a topic sentence that makes a focused point.
  • I can support my point with evidence and explain why it matters.
  • I can end with a sentence that shows why my point matters.
  • I can use transitions so each sentence builds on the one before.
  • I can write with precise words and correct grammar.

When to use it

  • Any single-paragraph task: a short answer, a daily writing prompt, a summary, an exit ticket.
  • Early in the year, before multi-paragraph essays, so every student can build one strong paragraph.
  • As a self-check: students color the cell that matches their paragraph before they hand it in.

What to say to students

  • Your first sentence tells the reader what the whole paragraph is about.
  • Give at least three details, and make each one prove your topic sentence.
  • Your last sentence wraps it up without just copying your first one.

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.