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Reading response rubric: grades K–2, 3–5 and 6–8

This reading response rubric scores a written answer to a book, story or article, or a reader's response journal entry: answering the question, using details from the text, the reader's own thinking, and clear writing. Grades 3–5 and 6–8 use four levels with points, with text evidence counting twice; K–2 uses three levels in plain words, 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).

Reading response rubric (Grades K–2)Name ____________________ Date ________
CriteriaWow!YesNot yet
Answer the questionI answer the question and my answer makes sense.I answer part of the question.I write about something else.
Use the bookI tell two things from the book or its pictures.I tell one thing from the book or its pictures.I do not use the book in my answer.
My thinkingI tell what I think and why, or how it is like my life.I tell what I think or feel.I do not tell what I think.
Neat and clearI use a capital, spaces and an end mark in every sentence.Most of my words can be read.It is hard to read my words.
Open in the maker
  • I can answer the question about what I read.
  • I can use a detail from the book.
  • I can tell what I think or feel about it.
  • I can write so others can read it.

Grades 3–5

4 levels, 4 criteria, 20 points in all.

Reading response rubric (Grades 3–5)Name ____________________ Date ________ Total ____ / 20
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Answers the questionRestates the question and answers every part of it clearly in the first sentences.Answers the question clearly.Answers part of the question, or the answer is unclear.Does not answer the question asked./ 4
Text evidencecounts ×2Uses two or more accurate details or quotes from the text and explains how each supports the answer.Uses at least two accurate details from the text.Uses one detail, or details that do not fit the answer.No details from the text./ 8
ThinkingMakes a thoughtful inference or connection and explains it clearly.Makes a connection or inference that fits the text.Shares a feeling or connection with little explanation.Only retells the text./ 4
WritingComplete sentences, correct spelling of grade-level words, and correct punctuation throughout.Mostly complete sentences with a few errors.Several errors make some parts hard to read.Errors make the response hard to understand./ 4
Open in the maker
  • I can answer every part of the question.
  • I can use details from the text to support my answer.
  • I can share my own thinking: a connection, a question or an inference.
  • I can write complete sentences with correct spelling and punctuation.

Grades 6–8

4 levels, 4 criteria, 20 points in all.

Reading response rubric (Grades 6–8)Name ____________________ Date ________ Total ____ / 20
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
ClaimA precise claim that answers the whole question and shows insight into the text.A clear claim that answers the question.A general or partial claim.No claim, or it does not answer the question./ 4
Text evidencecounts ×2Cites the strongest, accurately quoted evidence, introduced smoothly with page or paragraph references.Cites relevant quoted or paraphrased evidence with references.Evidence is general, weak or not referenced.No evidence from the text./ 8
AnalysisExplains how each piece of evidence supports the claim and what it reveals about character, theme or the author's purpose.Explains how the evidence supports the claim.Explanation mostly repeats the quote or summary.No explanation of the evidence./ 4
Language and conventionsPrecise, academic word choice, varied sentences and almost no errors.Clear language with only a few minor errors.Vague words or errors distract from the ideas.Errors make the response hard to understand./ 4
Open in the maker
  • I can answer the question with a clear, focused claim.
  • I can cite the strongest evidence from the text to support my claim.
  • I can explain how my evidence supports my claim.
  • I can write with precise words and correct conventions.

When to use it

  • Reader's response journals, after independent or partner reading.
  • A written answer to a question about a story, poem or article.
  • As a weekly check: score the same rows each week so students see their growth.

What to say to students

  • Read the question twice and answer it in your first sentence.
  • Show me where in the text you found it: a detail, a quote or a page number.
  • Tell me what you think, not only what happened.

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.