Poetry rubric: grades K–2, 3–5 and 6–8
This poetry rubric scores a poem a student writes: imagery, word choice, a form chosen on purpose, sound and rhythm, and revision. Rhyme is never required; a free verse poem can earn every top score. Grades 3–5 and 6–8 use four levels with points, with imagery counting twice; K–2 uses three levels in words a young poet can follow. Print it, copy it into Google Docs, or open it in the rubric maker.
Grades K–2
3 levels, 4 criteria, no points (a switch in the maker adds them).
| Criteria | Wow! | Yes | Not yet |
|---|---|---|---|
| Word pictures | My words make a clear picture, and I use my senses. | My words make a picture of one thing. | It is hard to picture what my poem is about. |
| Strong words | I pick strong, fun words like zoom, sparkle or crunch. | I pick one or two strong words. | I use only the same easy words again and again. |
| Poem shape | I write in short lines and choose where each line ends. | I write my poem in lines. | My poem looks like a story, not in lines yet. |
| Read it aloud | I read my poem aloud and change a word to make it sound better. | I read my poem aloud to a friend. | I have not read my poem aloud yet. |
- I can use words that make a picture in your mind.
- I can pick fun and strong words.
- I can write my poem in short lines.
- I can read my poem and make it sound good.
Grades 3–5
4 levels, 5 criteria, 24 points in all.
| Criteria | Exceeds4 points | Meets3 points | Approaching2 points | Beginning1 point | Score |
|---|---|---|---|---|---|
| Imagerycounts ×2 | Vivid sensory details and at least one fresh comparison make a clear picture the reader can feel. | Sensory details make a clear picture; a comparison may be included. | A few details, but the picture is general or unclear. | Tells about the topic with few or no details a reader can picture. | / 8 |
| Word choice | Precise verbs and nouns throughout; no extra words; every word earns its place. | Several strong, specific words; few weak or repeated ones. | Some strong words, but many general ones like nice, good or thing. | Mostly general or repeated words. | / 4 |
| Form on purpose | Chooses a form that fits the topic and uses line breaks and stanzas on purpose. | Follows a chosen form; line breaks mostly make sense. | Written in lines, but breaks seem random or the form is not followed. | Written as sentences or a paragraph, with no clear form. | / 4 |
| Sound and rhythm | Uses repetition, sound words, rhythm or rhyme by choice so the poem flows when read aloud. | Uses at least one sound tool, and the poem reads smoothly. | Some lines are choppy, or rhyme forces odd word choices. | Hard to read aloud; little attention to sound. | / 4 |
| Revision | Draft shows several changes, such as stronger words, cut lines or new breaks, that improve the poem. | Draft shows at least two changes that help. | One small change, mostly spelling. | No changes from the first draft. | / 4 |
- I can use sensory details and comparisons to paint a picture.
- I can choose precise, lively words.
- I can choose a form and line breaks that fit my poem.
- I can make my poem sound good when it is read aloud.
- I can revise my poem to make it stronger.
Grades 6–8
4 levels, 6 criteria, 28 points in all.
| Criteria | Exceeds4 points | Meets3 points | Approaching2 points | Beginning1 point | Score |
|---|---|---|---|---|---|
| Imagery and figurative languagecounts ×2 | Original images, metaphor or personification build a mood or idea the whole poem develops. | Clear sensory images and figurative language that fit the topic. | Images are familiar or cliché, or figurative language feels added on. | Little imagery; the poem mostly tells instead of shows. | / 8 |
| Word choice | Every word is exact; connotation and sound are weighed; nothing is wasted. | Precise, vivid language with only a few loose or extra words. | Mix of strong and vague words; some filler. | Vague or repeated words; meaning is hard to find. | / 4 |
| Form and structure | Form, line breaks and white space create emphasis, pauses or surprise that serve the meaning. | Form fits the poem; breaks and stanzas are mostly purposeful. | Form is followed but adds little; some breaks are arbitrary. | No clear form, or the form fights the meaning. | / 4 |
| Sound and rhythm | Uses alliteration, repetition, meter or rhyme by choice to strengthen meaning and mood. | Sound devices make the poem pleasing to read aloud. | Some sound devices, but rhythm is uneven or rhyme is forced. | Little control of sound; reads as prose. | / 4 |
| Theme | A clear, layered idea or feeling builds through the poem and lands in the ending. | A clear idea or feeling comes through. | The idea is hinted at but unclear. | No sense of what the poem means or why it was written. | / 4 |
| Revision | Drafts show bold revisions, and a short note explains why key changes were made. | Drafts show several revisions that strengthen the poem. | Revisions are mostly small edits. | No revision from the first draft. | / 4 |
- I can use imagery and figurative language that create meaning, not only decoration.
- I can choose exact words for their meaning, sound and feeling.
- I can choose a form, line breaks and stanzas that shape how my poem is read.
- I can use sound devices and rhythm to support the poem's meaning.
- I can write a poem that leaves the reader with an idea or feeling.
- I can revise a poem deliberately and explain my choices.
When to use it
- A poetry unit, a poem a week, or a class poetry book or reading.
- Any form: free verse, list poems, acrostics, haiku, shape poems, rhyming poems. Rhyme is a choice, not a rule.
- As a revision guide: students pick one row to work on before the final copy.
What to say to students
- A poem does not have to rhyme. Pick words that make a picture, not words that only match.
- Use your senses: what do you see, hear, smell, taste or feel?
- Read your poem out loud. Listen for where to break the line.
- Change at least one word to a stronger one before you share.
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.