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Name: ________________________________________________________ Date: __________________

Narrative Writing Self-Assessment Checklist

Grade 5 I write narratives to develop real or imagined experiences or events using effective

technique, descriptive details, and clear event sequences. 3

Meets

2 Approaching

1 Not Yet

Introduction (W.5.3a)

I wrote a beginning by establishing a situation to help orient my readers so they know what my story is going to be about.

I introduced and told about the narrator.

I introduced the characters and described them.

Organization (W.5.3a)

I wrote my story with actions and events that happen in a natural order.

I used paragraphs to separate what happened first from what happened later (and finally) in my story.

Elaboration (W.5.3b)

I wrote my story in such a way that readers could picture the actions, thoughts, and feelings of my characters.

I used dialogue to help readers know what my characters were thinking and feeling.

I used detailed descriptions and pacing to develop the experiences and events in my story.

I even showed how my characters responded to situations.

(W.5.3d) I included concrete words, phrases, and sensory details to bring life to my story.

Transitions (W.5.3c)

I used a variety of interesting transition words, phrases, and clauses to manage the sequence of events.

Conclusion (W.5.3e)

I wrote a conclusion that made sense based on the experiences and events in my story.

Task Focus My whole story stayed focused on the task or prompt.

Grammar Usage (L.5.1)

I used strong words and phrases correctly to bring my writing to life.

I used complete sentences. I used different kinds of sentences to make my writing interesting.

Punctuation (L.5.2)

Before I wrote my final draft I checked to make sure I used punctuation correctly (capitalization, commas, quotations, etc.).

Spelling (L.5.2)

Before I wrote my final draft I checked to make sure all my words were spelled correctly or I used resources to help me spell words I wasn’t sure about.

Design inspired from the work of Lucy Calkins’ Units of Study.