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Short story rubric: grades K–2, 3–5 and 6–8

This short story rubric scores the parts of a made-up story: characters the reader can picture, a setting, a plot with a problem that builds and gets solved, dialogue, descriptive details, and conventions. Grades 3–5 and 6–8 use four levels with points, with plot counting twice, and 6–8 adds point of view and pacing. K–2 uses three plain levels for a first story. Print it, or open it in the rubric maker to change any cell.

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

Short story rubric, grades K–2

3 levels, 4 criteria, no points (a switch in the maker adds them).

Short story rubric (Grades K–2)Name ____________________ Date ________
CriteriaWow!YesNot yet
CharactersI tell who is in my story and what they are like.I tell who is in my story.I do not tell who is in my story yet.
SettingI tell where and when my story happens.I tell where my story happens.I do not tell where yet.
Problem and fixMy story has a problem, tries to fix it, and a fix at the end.My story has a problem and a fix.My story does not have a problem yet.
Beginning, middle, endMy story has a clear beginning, middle and end.My story has two of the three parts.My story has one part.
Open in the maker
  • I can tell who is in my story.
  • I can tell where my story happens.
  • I can tell a problem and how it gets fixed.
  • I can write a beginning, middle and end.

Short story rubric, grades 3–5

4 levels, 5 criteria, 24 points in all.

Short story rubric (Grades 3–5)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
CharactersMain character has clear traits shown through actions, words and feelings.Main character has traits the reader can tell.Characters are named but not described.Characters are unclear./ 4
SettingSetting is described with details that help the reader picture it.Setting is clear.Setting is mentioned but not described.No setting is given./ 4
Plotcounts ×2A clear problem, rising events that build, a climax, and a solution that makes sense.A problem, events and a solution.A problem with events, but the ending is missing or rushed.Events do not connect to a problem./ 8
DialogueDialogue shows who characters are and is punctuated correctly.Some dialogue with mostly correct punctuation.Dialogue is hard to follow or punctuation is missing.No dialogue./ 4
Details and word choiceVivid verbs, sensory details and strong adjectives throughout.Some vivid words and details.Few details; words are plain.No details are given./ 4
Open in the maker
  • I can create characters with feelings and actions.
  • I can describe where and when my story takes place.
  • I can write a plot with a problem, events and a solution.
  • I can use dialogue with correct punctuation.
  • I can use vivid words and details.

Short story rubric, grades 6–8

4 levels, 6 criteria, 28 points in all.

Short story rubric (Grades 6–8)Name ____________________ Date ________ Total ____ / 28
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
CharacterizationMain character's wants, traits and change are shown through action, dialogue and thought.Main character has clear traits and some change.Character is described more than shown; no change.Characters are flat or unclear./ 4
Plot and conflictcounts ×2Conflict builds with rising tension to a climax; resolution is earned, not lucky.Clear conflict, rising action, climax and resolution.Conflict is weak or the resolution is rushed.No clear conflict or plot./ 8
Point of viewPoint of view is chosen on purpose and held throughout.Point of view stays mostly consistent.Point of view shifts in places.Point of view is confusing./ 4
Dialogue and pacingDialogue reveals character and moves the plot; pacing slows for key moments.Dialogue and pacing support the story.Dialogue is filler or pacing drags or rushes.No dialogue; pacing is uneven throughout./ 4
CraftPrecise words, sensory details and figurative language create a clear mood.Some precise words and sensory details.Language is general; little mood.Language is vague./ 4
ConventionsAlmost no errors, including dialogue paragraphs.A few errors that do not distract.Errors distract in places.Errors make the story hard to read./ 4
Open in the maker
  • I can develop a character who wants something and changes.
  • I can build a conflict that rises to a climax and resolves.
  • I can keep a consistent point of view.
  • I can use dialogue and pacing to move the story.
  • I can use precise language and sensory details to create mood.
  • I can edit for grammar, punctuation and paragraphs.

When to use it

  • A fiction writing unit, a class anthology, or a story contest.
  • After reading short stories as models, so students score the same parts they studied.
  • As a peer review sheet: partners mark one strength and one row to work on.

What to say to students

  • Your main character wants something. What gets in the way?
  • Show where and when your story happens.
  • Let your characters talk, and start a new line each time someone new speaks.
  • Your ending should solve the problem in a way that makes sense.

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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.