How to use rubrics to support student writing
Let's go!
"a scoring tool that lists the criteria for a piece of work or 'what counts.'
Heidi Goodrich Andrade, a rubrics expert, defines a rubric as
Continue
Why rubrics matter
Rubrics create clarity for teachers and students
Rubrics define quality, support feedback, and guide revision.
When teachers use rubrics frequently, student writing improves.
Rubrics guide teachers and students to begin with the end in mind.
Continue
What a Rubric IS
What a Rubric IS NOT
+info
+info
Click on the colored buttons
Continue
5th Grade Narrative Writing Rubric
Click each category to see descriptions and guidance for classroom use.
Continue
A mini lesson with "the end in mind"
"We do"
"I do"
Click on the picture showing people to see a model mini lesson using a rubric
"You do"
Continue
“In the backward design model, assessment is not only something that occurs at the end of instruction but also is a tool for planning from the beginning.”
-Olson
Continue
Use Rubrics for . . .
Set Writing Goals
Self Assessment
Conferencing
Rubrics help students:✨ Understand what “better writing” actually looks like ✨ See a clear path from where they are to where they want to be ✨ Take ownership of their goals ✨ Improve writing through targeted, meaningful practice
Rubrics show students exactly what strong writing looks like. They help students see what they did well and what they need to improve. Rubrics make it easier for students to set goals and revise their work independently.
Use the rubric to show the student what they are doing well and where they are in the writing process. Compare their work to the next level to guide the discussion toward specific improvements. Turn the rubric descriptors into clear, actionable goals the student can work on in their next draft.
Continue
5th grade Writing Sample
Title: The Field Trip We went on a field trip to the science museum. It was fun. We saw some exhibits and walked around. My class liked the trip. Then we went back to school. It was a good day.
Click for sample conference discussion questions
Continue
5th grade Writing Sample
5th grade Writing Sample
5th grade Writing Sample
Title: The Field Trip Last Friday, our class took a field trip to the Dallas Science Museum, and it was one of the most exciting days of the year. As soon as we walked in, a huge T. rex skeleton towered above us, and our guide explained how scientists figure out a dinosaur’s size just from its bones. Then we explored the space exhibit, where I got to touch a real meteorite that looked like a burned rock but felt surprisingly smooth. My favorite part of the trip was the tornado simulator. When the wind started swirling around us, it felt like we were standing in the middle of a real storm, just like the ones we’ve been learning about in science class. By the time we got back on the bus, everyone was talking about their favorite part of the museum. I learned so much, and it’s a trip I’ll remember for a long time.
Click for sample conference discussion questions
Continue
Highlight rubric section "ideas and details"
“I woke up and went to school.” Add ideas and details: “After hitting snooze five times this morning, I jumped out of bed and rushed to school.”
“I see that the rubric says vivid, specific details. That tells me what to look for as I write today. Notice how the purpose of today’s lesson connects to a specific part of the rubric. That’s why rubrics are helpful—they show what strong writing includes.”
Model thinking aloud
Mentor Text
Ideas & Details:
- Includes vivid, specific details that help the reader picture the moment.
Character and Setting
- Writers describe characters and setting to build context.
- Strong narratives show feelings, thoughts, and reactions.
Dialogue and Narrative Techniques
- Dialogue, pacing, sensory details, and actions help move the story forward.
- Writers should balance showing and telling.
Only a grading tool
Have students highlight the part of the rubric that says “ideas and details.” Give students a sample text. Have them add detail in their groups.
Invite 2-3 students to share their thinking.
A roadmap for revision
Self Assessment
A guide for instruction
Students work on their own narrative to add details.
Something used once at the end
Writing Conferences
Conventions
- Writers check spelling, punctuation, capitalization, and grammar.
- Clear writing helps the reader focus on the story.
A replacement for instruction
A secret teacher document
A tool for describing levels of performance
Ideas and Details
- Writers include details that help the reader picture the moment.
- Strong writing uses specific, vivid details instead of general ones.
- Tip for students: “If someone read this who wasn’t there, would they see it in their mind?”
Organization
- Stories should have a clear beginning, middle, and end.
- Transitions help guide the reader smoothly.
Setting Writing Goals
A way to support self‑assessment
“If I wasn’t on the field trip with you, what would I need to know to picture what you and your class were doing while you ‘walked around’?”
“You said you ‘saw some exhibits.’ Can you tell me about one exhibit you remember so we can add that detail to your writing?”
“When you wrote ‘It was fun,’ what exactly happened at the science museum that made it fun for you?”
“You described several exciting moments, like the T. rex skeleton and the tornado simulator—could you choose one of those and add an even more specific detail to help the reader picture it better?”
“Is there a part of the trip that you remember clearly but didn’t include? How might adding that detail make your main idea even stronger?”
“You connected the tornado simulator to what you learned in science—are there other parts of the trip that also connect to your learning that you could explain?”
How to use rubrics to support student writing
Jaclyn Ford
Created on February 18, 2026
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Transcript
How to use rubrics to support student writing
Let's go!
"a scoring tool that lists the criteria for a piece of work or 'what counts.'
Heidi Goodrich Andrade, a rubrics expert, defines a rubric as
Continue
Why rubrics matter
Rubrics create clarity for teachers and students
Rubrics define quality, support feedback, and guide revision.
When teachers use rubrics frequently, student writing improves.
Rubrics guide teachers and students to begin with the end in mind.
Continue
What a Rubric IS
What a Rubric IS NOT
+info
+info
Click on the colored buttons
Continue
5th Grade Narrative Writing Rubric
Click each category to see descriptions and guidance for classroom use.
Continue
A mini lesson with "the end in mind"
"We do"
"I do"
Click on the picture showing people to see a model mini lesson using a rubric
"You do"
Continue
“In the backward design model, assessment is not only something that occurs at the end of instruction but also is a tool for planning from the beginning.”
-Olson
Continue
Use Rubrics for . . .
Set Writing Goals
Self Assessment
Conferencing
Rubrics help students:✨ Understand what “better writing” actually looks like ✨ See a clear path from where they are to where they want to be ✨ Take ownership of their goals ✨ Improve writing through targeted, meaningful practice
Rubrics show students exactly what strong writing looks like. They help students see what they did well and what they need to improve. Rubrics make it easier for students to set goals and revise their work independently.
Use the rubric to show the student what they are doing well and where they are in the writing process. Compare their work to the next level to guide the discussion toward specific improvements. Turn the rubric descriptors into clear, actionable goals the student can work on in their next draft.
Continue
5th grade Writing Sample
Title: The Field Trip We went on a field trip to the science museum. It was fun. We saw some exhibits and walked around. My class liked the trip. Then we went back to school. It was a good day.
Click for sample conference discussion questions
Continue
5th grade Writing Sample
5th grade Writing Sample
5th grade Writing Sample
Title: The Field Trip Last Friday, our class took a field trip to the Dallas Science Museum, and it was one of the most exciting days of the year. As soon as we walked in, a huge T. rex skeleton towered above us, and our guide explained how scientists figure out a dinosaur’s size just from its bones. Then we explored the space exhibit, where I got to touch a real meteorite that looked like a burned rock but felt surprisingly smooth. My favorite part of the trip was the tornado simulator. When the wind started swirling around us, it felt like we were standing in the middle of a real storm, just like the ones we’ve been learning about in science class. By the time we got back on the bus, everyone was talking about their favorite part of the museum. I learned so much, and it’s a trip I’ll remember for a long time.
Click for sample conference discussion questions
Continue
Highlight rubric section "ideas and details"
“I woke up and went to school.” Add ideas and details: “After hitting snooze five times this morning, I jumped out of bed and rushed to school.”
“I see that the rubric says vivid, specific details. That tells me what to look for as I write today. Notice how the purpose of today’s lesson connects to a specific part of the rubric. That’s why rubrics are helpful—they show what strong writing includes.”
Model thinking aloud
Mentor Text
Ideas & Details: - Includes vivid, specific details that help the reader picture the moment.
Character and Setting
Dialogue and Narrative Techniques
Only a grading tool
Have students highlight the part of the rubric that says “ideas and details.” Give students a sample text. Have them add detail in their groups.
Invite 2-3 students to share their thinking.
A roadmap for revision
Self Assessment
A guide for instruction
Students work on their own narrative to add details.
Something used once at the end
Writing Conferences
Conventions
A replacement for instruction
A secret teacher document
A tool for describing levels of performance
Ideas and Details
Organization
Setting Writing Goals
A way to support self‑assessment
“If I wasn’t on the field trip with you, what would I need to know to picture what you and your class were doing while you ‘walked around’?”
“You said you ‘saw some exhibits.’ Can you tell me about one exhibit you remember so we can add that detail to your writing?”
“When you wrote ‘It was fun,’ what exactly happened at the science museum that made it fun for you?”
“You described several exciting moments, like the T. rex skeleton and the tornado simulator—could you choose one of those and add an even more specific detail to help the reader picture it better?”
“Is there a part of the trip that you remember clearly but didn’t include? How might adding that detail make your main idea even stronger?”
“You connected the tornado simulator to what you learned in science—are there other parts of the trip that also connect to your learning that you could explain?”