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Grade 3 Procedural Writing Rubric: Approaching Meeting Grade 3 Expectations Exceeding

The rubric evaluates 3rd grade procedural writing across several categories: content and ideas, organization, word choice, sentence structure and fluency, spelling, punctuation, and publishing. Students are rated on their ability to provide clear steps, relevant details, outlines, risk-taking, feedback incorporation, engaging openings and closings, transitions, paragraph structure, precise vocabulary, varied sentences, spelling mastery, correct punctuation, and polished final drafts.

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386 views3 pages

Grade 3 Procedural Writing Rubric: Approaching Meeting Grade 3 Expectations Exceeding

The rubric evaluates 3rd grade procedural writing across several categories: content and ideas, organization, word choice, sentence structure and fluency, spelling, punctuation, and publishing. Students are rated on their ability to provide clear steps, relevant details, outlines, risk-taking, feedback incorporation, engaging openings and closings, transitions, paragraph structure, precise vocabulary, varied sentences, spelling mastery, correct punctuation, and polished final drafts.

Uploaded by

api-410458690
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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GRADE 3 PROCEDURAL WRITING RUBRIC

Approaching Meeting Grade 3 Expectations Exceeding

I used clear steps to teach the reader


how to do something.
Content & Ideas
I included relevant details.

Writing Process
I brainstormed/created an outline at the
beginning of my procedural writing.

I showed courage and was a risk-taker


in my writing.
I checked my writing to make sure that
other people could follow the steps that
I wrote.

I used feedback from others to make


changes to my procedural writing.

Organization
The beginning of my writing engages
Hook the reader and clearly tells about my
topic.

I used a variety of transition words and


Transitions phrases to show sequence.

Ending
My ending:
 Tells the reader they are finished
 Retells what the writing is about
 Includes a hope for the reader to
use this skill in the future
I grouped my ideas into paragraphs.
Overall Each part was about one thing that
connected to my big topic.
 

I picked (and even defined) words that


helped the reader to understand the
meaning.
Word Choice
I used specific words that related to the
topic and helped to provide the reader
with a better understanding.

I used a few complex sentences.

My sentences are complete.


Sentence Structure and Fluency
I include some sentences which vary in
length and beginnings.

I checked my spelling using a strategy


that works for me.
Spelling
I correctly spelled the words from the
G3 Fountas and Pinnell list that I am
expected to master before Grade 4.
Conventions

I put punctuation correctly at the end of


every sentence and used apostrophes
correctly for contractions and
Punctuation possessives.

I used commas correctly after each


transition word or phrase.
I duplicated my writing and/or
highlighted the changes I made for
each draft.

I organized my writing into proper


paragraphs. (left aligned, as wide as
Publishing the page)

I indented each paragraph.

PYP W 3.9 proofread their own writing and make some corrections and improvements.
PYP W 3.15 with teacher guidance, publish written work, in handwritten form or in digital format.
NB W 9.1 create written and media texts using a variety of forms -Experiment with a combination of writing with other media to increase the impact of their
presentations

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