Skip to the content
Peabody TeachFor teachers and grown-ups

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

This speaking rubric scores oral language in five parts: volume and clarity, pace, expression, staying on topic, and listening and responding. It scores whether listeners can follow the ideas, never an accent, dialect or home language. Grades 3–5 and 6–8 use four levels with points, with staying on topic counting twice; K–2 uses three levels in words a child 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, 5 criteria, no points (a switch in the maker adds them).

Speaking rubric (Grades K–2)Name ____________________ Date ________
CriteriaWow!YesNot yet
Loud and clearEveryone in the room can hear and follow my words.Most friends can hear me.My voice is too quiet to hear yet.
Just right speedI talk at a just right speed and stop between ideas.I talk at a good speed most of the time.I talk too fast or stop a lot.
My voice shows feelingMy voice goes up, down, happy or sad to match my words.My voice shows feeling some of the time.My voice sounds the same the whole time.
On topicAll my words are about my topic.Most of my words are about my topic.I talk about other things.
Listen and answerI listen and answer a question with a full sentence.I answer a question with help.I do not answer questions yet.
Open in the maker
  • I can speak so everyone can hear me.
  • I can talk not too fast and not too slow.
  • I can make my voice show how I feel.
  • I can stick to what I am talking about.
  • I can listen and answer a friend's question.

Grades 3–5

4 levels, 5 criteria, 24 points in all.

Speaking rubric (Grades 3–5)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Volume and clarityCan be heard everywhere in the room, and every word is easy to follow.Can be heard by most listeners, and most words are easy to follow.Is sometimes too quiet or mumbles, so listeners miss parts.Is hard to hear for most of the talk./ 4
PaceSteady pace, with pauses that help listeners take in each idea.Mostly steady pace, with a few rushed or slow parts.Often too fast or too slow for listeners to follow.Pace makes the talk very hard to follow./ 4
ExpressionChanges tone and stress to show meaning and keep listeners interested.Uses some expression that fits the words.Uses little expression; the voice stays flat.No expression, or expression does not fit the words./ 4
Staying on topiccounts ×2Every point is on topic, with details and examples that help listeners understand.Stays on topic, with a few details.Drifts off topic at times, or gives few details.Mostly off topic, or ideas are hard to connect./ 8
Listening and respondingListens closely, then answers or adds on with a response that connects to what was said.Listens and gives a response that fits.Responds, but not to what was said.Does not listen or respond./ 4
Open in the maker
  • I can speak loudly and clearly enough for everyone to follow.
  • I can speak at a steady pace and pause between ideas.
  • I can use my voice to show meaning and feeling.
  • I can stay on my topic and share details that fit.
  • I can listen to others and respond to what they said.

Grades 6–8

4 levels, 5 criteria, 24 points in all.

Speaking rubric (Grades 6–8)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Volume and clarityProjects to the whole room and articulates clearly, even with new or technical words.Is heard by the whole room, and words are clear.Volume or clarity drops, so listeners miss key points.Is hard to hear or follow for most of the talk./ 4
Pace and pausingVaries pace on purpose and pauses to stress key points.Keeps a steady pace with natural pauses.Rushes or drags in places, which loses listeners.Pace makes the talk hard to follow throughout./ 4
Expression and registerAdjusts tone and formality to fit audience and purpose, and uses precise words.Uses a tone and word choice that fit the situation.Tone or word choice sometimes does not fit the audience.Tone or word choice does not fit the situation./ 4
Focus and supportcounts ×2Every point serves the main idea and is supported with precise reasons and evidence.Stays on the main idea with relevant support.Some points drift or lack support.No clear main idea; points are unrelated./ 8
Listening and respondingParaphrases a speaker's point, then builds on it, questions it, or links it to another idea.Responds directly to what was said with a relevant comment or question.Responses only partly connect to what was said.Does not respond, or ignores the speaker./ 4
Open in the maker
  • I can project my voice and say words clearly for any room.
  • I can control my pace and use pauses for effect.
  • I can adjust my tone and language to my audience and purpose.
  • I can stay focused on a main point and support it with reasons and evidence.
  • I can build on, question or summarize what others say.

When to use it

  • Morning meeting shares, book talks, show-and-tell, and short speeches.
  • Oral language checks across the year, using the same rows each time to show growth.
  • As a practice guide: partners score each other on one row before the real talk.

What to say to students

  • Speak so the person farthest away can hear you.
  • Clear does not mean a certain accent. It means we can follow your words and ideas.
  • Slow down, and take a breath between ideas.
  • When it is your turn to listen, be ready to say back one thing you heard.

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.