6+1 Trait® Writing Rubrics

Grades K–2
 IDEAS
KEY QUESTION

Does the writing engage the reader with fresh information or perspective on a focused topic?
Not proficient Proficient
1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Does not Attempts to share a Shares an idea in Presents a simple, Conveys a clear, Conveys a rich,
communicate vague idea but lacks writing in a general clear main idea (e.g., focused main idea focused, and well-
an idea through support through way (e.g., word a story, information, in writing, using developed main idea
writing, drawing, writing or drawing, string, sentence), but or opinion) in multiple sentences in writing that is
or dictation or support is not support is lacking or writing, with some with supporting fresh or original
connected very weak details details

Uses scribbles or Uses some recognizable Shares a simple Conveys a simple, Conveys a clear, focused Presents a rich, focused,
shapes that imitate letters or words that experience or clear main idea (e.g., main idea; drawing, if and fresh or original
letters and/or writes may include line forms information about an through a story, present, supports main idea; drawing, if present,
letters randomly; may imitating text; drawing, idea using words, but information, or idea enhances main idea
dictate ideas or labels if present, may be meaning is not entirely opinion); drawing, if
for pictures labeled but may not clear; drawing, if present, present, is appropriate
relate to writing; may may relate to writing; to the main idea
A. Main idea

dictate ideas or labels for may dictate ideas

pictures

Shares drawing or Shares simple details in Offers one or two Uses multiple details Includes many specific Features specific,
writing that is lacking a drawing but does not details in writing but and/or reasons that details and/or reasons interesting, well-
details support the main idea does not support the support the main idea that develop the main developed details and/
main idea (e.g., provides in writing; drawing, if idea in writing; drawing, or reasons that enrich
lists without additional present, relates to main if present, provides the main idea in writing;
explanation); drawing, idea additional detail drawing, if present,
if present, may add deepens meaning
B. Details and support

details that have limited

connection

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 ORGANIZATION
KEY QUESTION

Does the organizational structure enhance the ideas and make them easier to understand?
Not proficient Proficient
1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Has no obvious Attempts an Begins developing Uses a basic Demonstrates an Provides an
organization or organizational a simple organizational organizational organizational
structure structure in writing organizational structure in writing structure in writing structure in writing
or drawing, but it structure in writing; that orders ideas that connects that enhances ideas
is incomplete or may be confusing in using transitions and ideas using varied using rich and varied
confusing places; uses limited logical sequencing transitions and transitions and
transitions and/or sequencing that sequencing that
random sequencing extends meaning enriches meaning

Has no sense of Has a beginning sense Begins developing an Has a beginning, middle, Has a beginning, Includes an inviting
beginning, middle, of organizational organizational structure and end though that middle, and end that beginning, a middle with
or end; drawings, if structure in writing and/ in writing though may may not be entirely work together to appropriate details, and
present, may appear or drawing, but text be hard to follow; clear or work together communicate clearly; a developed ending that
A. Beginning, middle, and end

random or disconnected may be out of order or experiments with a smoothly; includes a includes identifiable is effective, interesting,
incomplete beginning (e.g., “Once lead and/or a concluding lead and concluding and/or thoughtful
upon a time”) and/or sentence sentences
a middle, but includes
no clear ending except
possibly “The End”

Demonstrates no sense Attempts to group like Includes limited Uses often predictable Selects frequently varied Connects ideas in
of order or grouping of words and/or drawings; transitions but relies transitions (e.g., linking transitions to connect interesting, workable
words and/or drawings may attempt limited primarily on simple and temporal words); main ideas and details; ways using a variety of
transitions words (e.g., so, and, drawing, if present, links drawing, if present, transitions; drawing,
then); drawing, if ideas builds connections if present, elaborates
present, may attempt to connections
link ideas
B. Transitions

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 ORGANIZATION
KEY QUESTION

Does the organizational structure enhance the ideas and make them easier to understand?
Not proficient Proficient
1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Shows no sense of Has random sequencing Attempts sequencing in Uses logical sequencing Uses sound sequencing Uses convincing
sequencing in writing in writing and/or writing and/or drawing that organizes text; that clarifies meaning; sequencing to enhance
and/or drawing drawing that may be confusing or drawing, if present, drawing, if present, also or extend meaning;
out of order also reflects logical clarifies meaning drawing, if present, also
C. Sequencing

sequencing or enhances or extends

placement meaning

Has no title Has an unrelated or Includes a basic title Creates a title that Develops an interesting Creates an original,
confusing title (e.g., “The Dog”) or connects adequately to title that reflects the insightful, or clever title
D. Title (optional)

a title that does not the main idea main idea that reflects the main
directly link to the main idea
idea

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 VOICE
KEY QUESTION

Does the reader hear the writer speaking in the text?

Not proficient Proficient
1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Shows Makes ineffective Uses emerging Employs voice Strengthens writing Uses voice uniquely,
indifference or attempts to connect voice that does not that supports task with voice that demonstrating
distance with task and/or yet support task and purpose and fully addresses powerful ownership
purpose and engage and/or purpose or audience, engaging task, purpose, and of task, purpose, and
reader engage audience reader adequately audience audience
Expresses little or no Offers hints of feelings Shares predictable Shares identifiable Features writing that Creates writing
feeling through words, phrases, feelings or personal feelings or personal has strong feelings and/ intentionally to show
and/or drawing, but is opinions in writing and/ opinions in writing; or personal opinions; a variety of feelings;
A. Feelings/mood

not yet clear or drawing, though drawing, if present, may drawing, if present, drawing, if present,
may be weak and/or support feelings highlights emotion enhances emotional
repetitive appeal

Reveals nothing Reveals little of writer’s Offers glimpses of Expresses personality; Frequently interacts and Reveals highly unique
specific about writer personality in writing personality in writing drawing, if present, engages with reader in personality that enriches
in writing and/or and/or drawing and/or drawing but conveys personality; an authentic, committed text; drawing, if present,
drawing shows minimal risk- may take risks in one or manner heightens personality;
taking two places that surprise, demonstrates risk-taking
delight, and/or move that makes it easy to
B. Individual

reader “hear” writer

Expression

Has no connection Has little connection Shows limited Connects with reader in Connects with reader Creates close connection
with or awareness with or awareness of connection with reader some places; drawing, in several places, with reader; shows
C. Engagement/ audience

of reader in writing reader in writing and/or but is unsuccessful; if present, supports demonstrating clear sense of audience
and/or drawing drawing may express a general connection awareness of audience; throughout; drawing, if
awareness that writing drawing, if present, present, engages reader
and/or drawing will be strengthens connection
awareness

seen by someone else and engages reader

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 WORD CHOICE
KEY QUESTION

Does the language convey precise and compelling meaning and/or create a vivid picture
for the reader?
Not proficient Proficient
1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Uses no or very Has some simple Uses words, word Uses basic Uses precise, Uses precise,
few printed words; words that may groups, and/ vocabulary correctly, accurate, varied accurate, varied,
uses drawings to be difficult to or phrases with including basic vocabulary, and/or creative
represent words decode; may rely on possible drawing; domain-specific including domain- vocabulary,
and/or copies some environmental print vocabulary is limited vocabulary if specific vocabulary including domain-
environmental print, to general, known appropriate; may if appropriate; may specific vocabulary
making meaning words and may be attempt a few attempt creative if appropriate;
unclear repetitious creative word word choice may employ
choices including figurative figurative language;
language vocabulary reflects
understanding
Uses drawings to Uses some simple words Uses general or ordinary Uses favorite and/ Uses precise, accurate, Uses precise, accurate,
represent words and and/or phrases that may words and/or phrases, or basic vocabulary varied vocabulary, varied, and creative
phrases; writes some be decodable to make sometimes incorrectly, correctly, including including basic domain- vocabulary, including
letters and/or letter meaning to make meaning; basic domain- specific vocabulary domain-specific
strings inconsistently, may attempt new or specific vocabulary if appropriate; may vocabulary if appropriate
and meaning cannot be challenging words that if appropriate; may experiment with more
A. Word meaning

decoded may not fit meaning attempt varied, sophisticated words

sophisticated words with
some success

Uses no descriptive Uses comfortable, high- Uses familiar and/or Uses some descriptive Frequently uses creative Consistently chooses
words frequency, and/or simple basic words; attempts vocabulary to provide vocabulary to provide expressive vocabulary
words and that may be descriptive words to details and/or create a details and/or create to create vivid, detailed
repetitive (e.g., names, create an image vivid image a vivid image; may images that linger in
letters, high- frequency attempt more advanced the reader’s mind; may
words) and/or figurative use metaphors, similes,
B. Word quality

language or other figurative

language

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 WORD CHOICE
KEY QUESTION

Does the language convey precise and compelling meaning and/or create a vivid picture
for the reader?
Not proficient Proficient
1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Uses no or very little Uses functional words Uses limited, simple Uses basic and Chooses varied, Consistently chooses
print or drawings to and words copied from words; may occasionally appropriate vocabulary; accurate vocabulary for rich, varied, accurate,
represent words but environmental print but be incorrect or may attempt creative specific purposes (e.g., creative vocabulary to
does not make sense; may be incorrect and/or repetitious word usage (e.g., synonyms, adjectives, enhance meaning and/
may attempt to copy repetitious synonyms, adjectives, adverbs) and to create or create a vivid picture
C. Word usage

environmental print adverbs) but may not be a vivid picture for the for the reader
correct reader

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 SENTENCE FLUENCY
KEY QUESTION

Does the writer control sentences so the piece flows smoothly when read aloud?
Not proficient Proficient
1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Has no sentences; Includes part of a Has some decodable Uses simple Uses multiple Uses a variety of
may make random, sentence that is sentences, but they sentences with sentences with sentences with
undecodable decodable, but text are choppy and lack limited transitional transitional varied transitional
attempt to represent contains no sense of rhythm words; may have words, including a words, that flow
words rhythm little variety and/or variety of sentence smoothly and are
rhythm beginnings; has easy to read aloud
rhythm that is fluid
and easy to read
aloud

Has no sentence Uses short, phrase-like Correctly uses simple Correctly uses simple Effectively uses varied Employs varied, effective
A. Sentence structure

structure but may use wording as sentences, sentences that have no sentences with some simple and more varied sentence structure
left-to-right progression some of which are variation in sentence variation in sentence sentence patterns to throughout text;
in marks or letter strings decodable patterns patterns; may be create strong sentences sentences are frequently
across the page mechanical creative

Contains no sentences or Uses short, repetitive Uses sentences that Uses some varied Uses a variety of Purposefully uses a
sentence fragments word patterns; has begin the same way, sentence beginnings sentence beginnings variety of sentence
B. Sentence variety

no variety; may be with few exceptions; and lengths that help and lengths that make beginnings and lengths
incomplete in places uses sentences that are make the text flow the text flow smoothly that enhance flow
about the same length,
resulting in choppiness

Has no transition words Uses a few simple Includes a few simple Uses transitions to Uses transitions to Uses varied transitions
C. Connecting sentence

transitions among transitions; may be connect words and/or connect words and/or smoothly and effectively
clusters of words that are repetitive phrases with minimal phrases correctly; creates to enhance readability
not yet sentences errors readability

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 SENTENCE FLUENCY
KEY QUESTION

Does the writer control sentences so the piece flows smoothly when read aloud?
Not proficient Proficient
1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Has no or limited words; Has limited text and very Lacks rhythm due Has some rhythm but Has frequent rhythm Uses natural rhythm
has no rhythm little rhythm when read to uneven sentence may be somewhat and flow; sounds natural and cadence to create
D. Sentence rhythms

aloud structure and/or mechanical in parts; is when read aloud a flow that is easy and
repetition; text is difficult easily read aloud enjoyable to read aloud
to read aloud

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 CONVENTIONS
KEY QUESTION

How well does the text illustrate the writer’s proficiency with grade-appropriate conventions?
(Note: For the trait of conventions, grade level matters. Expectations should be based on grade level and include only skills that have been taught.)

Not proficient Proficient

1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Demonstrates little Has many types Handles conventions Applies standard Has few errors with Uses conventions
or no understanding of convention well at times but grade-level only minor editing effortlessly without
of grade-level errors scattered makes errors that conventions needed to publish; significant errors;
conventions throughout text impair readability accurately on most may attempt may use conventions
occasions more complex to creatively
conventions enhance message

Uses letter strings Attempts phonetic Has inconsistent spelling Uses generally correct Spells grade-level, high- Spells nearly all words
indicating gaps in spelling (e.g., MTR, of grade-level, high- grade-level, high- frequency words with correctly, including
knowing letter/sound KLOSD, UM, KD) that is frequency words; uses frequency words minimal errors; attempts grade-level, high-
relationships; has mostly decodable; may some phonetic spelling correctly; uses phonetic more difficult words frequency, and more
emerging print sense include some simple spelling for less frequent logically difficult words
words spelled correctly words
A. Spelling

Attempts some random

punctuation

Has no punctuation Attempts some random Experiments with end Has end punctuation Uses end punctuation Uses end punctuation
punctuation punctuation that is mostly correct that is usually correct; correctly; often
attempts other correctly uses advanced
punctuation with some punctuation with
correctness few errors; may use
B. Punctuation

punctuation for style

and/or effect

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 CONVENTIONS
KEY QUESTION

How well does the text illustrate the writer’s proficiency with grade-appropriate conventions?
(Note: For the trait of conventions, grade level matters. Expectations should be based on grade level and include only skills that have been taught.)

Not proficient Proficient

1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Has no or little Uses upper and/ Has inconsistent Has mostly correct Uses correct Uses consistently
capitalization or lower-case letters capitalization but shows capitalization at the capitalization at the correct capitalization for
inconsistently signs of appropriate use beginnings of sentences beginnings of sentences sentence beginnings,
and for names and/or and for names, titles, names, titles, and/or
titles and usually for proper proper nouns; may use
C. Capitalization

nouns; may attempt creative capitalization for

creative capitalization for emphasis
effect

Demonstrates no Demonstrates limited Attempts basic grammar Has mostly correct noun/ Uses correct grammar Shows consistent
understanding of basic understanding of and usage, but is mostly pronoun agreement, nearly all the time and correct use of
grammar and/or usage grammar and/or usage uneven, overly simplistic, verb tenses, and subject/ grammar at grade-
D. Grammar/usage

in text in text or incorrect verb agreement in level expectations and

simple constructions frequently beyond

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 PRESENTATION
KEY QUESTION

Is the finished piece easy to read, polished in presentation, and pleasing to the eye?
Not proficient Proficient
1 Beginning 2 Emerging 3 Developing 4 Capable 5 Experienced 6 Exceptional
Strings letters or Begins to make Has some Has most letters, Produces an easily Creates a text that is
words together letters but may be discrepancies in words, and readable text, with polished with proper
with no sense randomly placed; letter shape; has sentences properly appropriate spacing; spacing and effective
of spacing; may drawings lack mostly correct spaced; drawings/ drawings/graphics, use of white space;
use drawings connection to text spacing of letters graphics, if present, if present, logically drawings/graphics, if
randomly and words; drawings include pictures, connect to and present, purposefully
connect to text charts, tables, and/or support text enrich the text
graphs that logically
connect to text
Has no consistent Shapes some letters Shows inconsistencies in Has consistent letter Uses letters that are well Features handwriting
shape to marks or properly, but others are letter shape, but many shape that makes formed and easy to read that can be read easily, is
A. Handwriting

letters; alphabetic difficult to recognize or letters are identifiable most letters and words attractive, and shows style
understanding may inaccurate readable

Strings letters and Shows random attempts Has some letters and Uses proper spacing for Has words and Features words and
words together to use spacing between words that are readable; most letters, words, and sentences that are sentences that are
randomly without letters and words and/or uses mostly correct sentences; may attempt correctly spaced; uses consistently and evenly
spacing or margins use margins on page spacing to indent first line(s) of proper margins; indents spaced throughout; uses
paragraph(s) first line of paragraph(s) margins that frame text;
consistently indents or
B. Spacing

blocks paragraphs, if used

Places drawings Places drawings Places drawings or Positions drawings or Incorporates text Uses text features to
C. Drawings and graphics (optional)

randomly on the randomly within text, graphics to support text graphics logically features that help extend meaning and/or
page; does not making it distracting to integrate ideas, develop more complete
support print if articulate meaning, and understanding
present support reading

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Education Northwest developed the 6+1 Trait® Writing Model of Instruction & Assessment to help educators provide clear, consistent,
and evidence-based feedback on student writing. As more schools and districts emphasize students’ writing skills across the curriculum,
it’s essential that all staff members use a common terminology and shared strategies to provide feedback. We offer a broad range of
training, technical assistance, and resources, including free starter materials such as rubrics and Common Core crosswalks.

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