Aligned

with
CCSS

By:
Kim Miller

Narrative
argumentative/opinion
informative/Explanatory

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About this product:

This product comes with 15 on demand
writing prompt assessments.

Aligned
with
CCSS

5 Narrative Prompts
5 Argumentative/Opinion Prompts
5 Informative/Explanatory Prompts
*Rubrics are included at the end.
To begin each writing assessment, students
will need:
a copy of the writing prompt page
copies of the lined paper (unless you prefer
students to write on notebook paper)

a blank sheet of paper for brainstorming

Students may need to complete short
research projects in order to form a
response to the Argumentative/Opinion
Prompts and the Informational/Explanatory
Prompts.

meets all
common
core
writing
standards
for 3rd 6th
grades.
Note: In order to
meet standards
W.3.6, W.4.6,
W.5.6, and W.6.6
students will
need to publish
their writing
through word
processing.

These short research projects will help

meet standards W.3.7, W.4.7, W.5.7,
W.6.7, W.3.8, W.4.8, W.5.8, W.6.8,
W.3.9, W.4.9, W.5.9, W.6.9
(W.3.9 begins in 4th grade)

Write your final copy here.

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Copyright Kim Miller (For a Love of Teaching) 2015

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Copyright Kim Miller (For a Love of Teaching) 2015

Writing Assessment

narrative

Name: _________________ Date:____________ Grade:_____

Writing Prompt:
Imagine that you were playing in your room one day and one of your
toys came to life. Write a story about what happened.

As you write your story, remember to:

Focus your story on what happened the day one of your toys came to life.

Use details to support the topic/subject of your story.

Make sure your story is complete and has a beginning, middle, and end.

Check to be sure that you are writing good paragraphs.

Use your best grammar, spelling, punctuation, and capitalization.

Use the blank sheet of paper given to you by your

teacher to plan your story. Anything you write on the
blank sheet will not be scored. You must write the
final copy of your story on the next page.

Write the final copy of your story on the next page.

Copyright Kim Miller 2015

Writing Assessment

narrative

Name: _________________ Date:____________ Grade:_____

Writing Prompt:
Everyone has a special place he or she loves to go and visit. Think
about your special place. It could be a vacation spot, someones
home, or a special place you like to go to be alone. Write a story
about a time your visited your special place.

As you write your story, remember to:

Focus your story on what happened when you visited your special place.

Use details to support the topic/subject of your story.

Make sure your story is complete and has a beginning, middle, and end.

Check to be sure that you are writing good paragraphs.

Use your best grammar, spelling, punctuation, and capitalization.

Use the blank sheet of paper given to you by your

teacher to plan your story. Anything you write on the
blank sheet will not be scored. You must write the
final copy of your story on the next page.

Write the final copy of your story on the next page.

Copyright Kim Miller 2015

Writing Assessment

narrative

Name: _________________ Date:____________ Grade:_____

Writing Prompt:
Imagine that a celebrity came to your house one day to visit you and
your family. It could be an actor, actress, singer, or famous athlete.
Tell about what happened when this celebrity visited you.

As you write your story, remember to:

Focus your story on the day a celebrity came to visit you and your family.

Use details to support the topic/subject of your story.

Make sure your story is complete and has a beginning, middle, and end.

Check to be sure that you are writing good paragraphs.

Use your best grammar, spelling, punctuation, and capitalization.

Use the blank sheet of paper given to you by your

teacher to plan your story. Anything you write on the
blank sheet will not be scored. You must write the
final copy of your story on the next page.

Write the final copy of your story on the next page.

Copyright Kim Miller 2015

Writing Assessment

narrative

Name: _________________ Date:____________ Grade:_____

Writing Prompt:
We all have good days and bad days. Think about a really good day
you have had that you will never forget. Write a story telling about
your day. What happened that made it so good?

As you write your story, remember to:

Focus your story on a good day you have had, and describe what
happened.

Use details to support the topic/subject of your story.

Make sure your story is complete and has a beginning, middle, and end.

Check to be sure that you are writing good paragraphs.

Use your best grammar, spelling, punctuation, and capitalization.

Use the blank sheet of paper given to you by your

teacher to plan your story. Anything you write on the
blank sheet will not be scored. You must write the
final copy of your story on the next page.

Write the final copy of your story on the next page.

Copyright Kim Miller 2015

Writing Assessment

narrative

Name: _________________ Date:____________ Grade:_____

Writing Prompt:
Imagine that you have been visited by a genie and granted the wish
of becoming invisible for the day. Describe what happened. Write a
story about the day you were invisible.

As you write your story, remember to:

Focus your story on the day a genie granted you the wish of becoming
invisible. Describe what happened.

Use details to support the topic/subject of your story.

Make sure your story is complete and has a beginning, middle, and end.

Check to be sure that you are writing good paragraphs.

Use your best grammar, spelling, punctuation, and capitalization.

Use the blank sheet of paper given to you by your

teacher to plan your story. Anything you write on the
blank sheet will not be scored. You must write the
final copy of your story on the next page.

Write the final copy of your story on the next page.

Copyright Kim Miller 2015

Writing Assessment

argumentative
opinion

Name: _________________ Date:____________ Grade:_____

Writing Prompt:
Think about the job of being the President. Do you think it would be
an easy or difficult job? Brainstorm the pros and cons of being the
President. In your opinion, do you think it is an easy or difficult job.

As you write your response, remember to:

Focus on the reasons why you think being the President is a difficult or
easy job.

Give reasons and evidence to support your opinion.

Use opinion starters and phrases in your writing.

Check to be sure that you are writing good paragraphs.

Use your best grammar, spelling, punctuation, and capitalization.

Use the blank sheet of paper given to you by your

teacher to plan your writing. Anything you write on
the blank sheet will not be scored. You must write
the final copy of your response on the next page.

Write the final copy of your response on the next page.

Copyright Kim Miller 2015

Writing Assessment

argumentative
opinion

Name: _________________ Date:____________ Grade:_____

Writing Prompt:
Some school districts have chosen to add one hour to the end of the
school day to improve students learning. Do you think this is a good
idea or a bad idea? Write a letter to your school board giving your
opinion of adding one hour to the end of each day.

As you write your response, remember to:

Focus on the reasons why you think adding an hour to the end of each
school day is a good idea or a bad idea.

Give reasons and evidence to support your opinion.

Use opinion starters and phrases in your writing.

Check to be sure that you are writing good paragraphs.

Use your best grammar, spelling, punctuation, and capitalization.

Use the blank sheet of paper given to you by your

teacher to plan your writing. Anything you write on
the blank sheet will not be scored. You must write
the final copy of your response on the next page.

Write the final copy of your response on the next page.

Copyright Kim Miller 2015

Writing Assessment

argumentative
opinion

Name: _________________ Date:____________ Grade:_____

Writing Prompt:
You just read a story in the newspaper about elephants no longer
performing in the circus. Some people think it is cruel to make
elephants perform. Other people think its fun to watch elephants
perform in the circus. What do you think? Give your opinion. Tell
why or why not elephants should perform in the circus.

As you write your response, remember to:

Focus on the reasons for why or why not elephants should perform in the
circus.

Give reasons and evidence to support your opinion.

Use opinion starters and phrases in your writing.

Check to be sure that you are writing good paragraphs.

Use your best grammar, spelling, punctuation, and capitalization.

Use the blank sheet of paper given to you by your

teacher to plan your writing. Anything you write on
the blank sheet will not be scored. You must write
the final copy of your response on the next page.

Write the final copy of your response on the next page.

Copyright Kim Miller 2015

Writing Assessment

argumentative
opinion

Name: _________________ Date:____________ Grade:_____

Writing Prompt:
Many children have cell phones. Some people think parents should
not buy their children cell phones until they are older. Other people
think its okay for children to have cell phones. What do you think?
Give your opinion. Tell why parents should or should not buy cell
phones for their children.

As you write your response, remember to:

Focus on the reasons for why parents should or should not buy their
children cell phones.

Give reasons and evidence to support your opinion.

Use opinion starters and phrases in your writing.

Check to be sure that you are writing good paragraphs.

Use your best grammar, spelling, punctuation, and capitalization.

Use the blank sheet of paper given to you by your

teacher to plan your writing. Anything you write on
the blank sheet will not be scored. You must write
the final copy of your response on the next page.

Write the final copy of your response on the next page.

Copyright Kim Miller 2015

Writing Assessment

argumentative
opinion

Name: _________________ Date:____________ Grade:_____

Writing Prompt:
New laws are created and voted on by our government every day.
Think about a law you would like to create or change. Why do you
think this would be a good law? Write a letter to the government
giving your opinion of this new law and why you think they should
consider it.

As you write your response, remember to:

Focus on the reasons for why the government should consider your new
law.

Give reasons and evidence to support your opinion.

Use opinion starters and phrases in your writing.

Check to be sure that you are writing good paragraphs.

Use your best grammar, spelling, punctuation, and capitalization.

Use the blank sheet of paper given to you by your

teacher to plan your writing. Anything you write on
the blank sheet will not be scored. You must write
the final copy of your response on the next page.

Write the final copy of your response on the next page.

Copyright Kim Miller 2015

Writing Assessment

informative
explanatory

Name: _________________ Date:____________ Grade:_____

Writing Prompt:
Choose your favorite game and explain its rules. It can be a favorite
sport, board game, electronic game, or card game. Explain it so that
someone who has never played it will understand the rules of the
game. Be sure to include any equipment needed to play.

As you write your response, remember to:

Focus on explaining the rules of your game clearly and step-by-step.

Be descriptive and use facts, definitions, and examples as needed.

Use outside resources to gather information as needed.

Check to be sure that you are writing good paragraphs.

Use your best grammar, spelling, punctuation, and capitalization.

Use the blank sheet of paper given to you by your

teacher to plan your writing. Anything you write on
the blank sheet will not be scored. You must write
the final copy of your response on the next page.

Copyright Kim Miller 2015

Write the final copy of your response on the next page.

Writing Assessment

informative
explanatory

Name: _________________ Date:____________ Grade:_____

Writing Prompt:
Everyone has important people in their lives. It might be a family
member, friend, or a teacher. Think about all the important people
in your life. Pick one person who is especially important to you.
Explain who this person is, and why he or she is so important to you.

As you write your response, remember to:

Focus on explaining who your important person is and why he or she is

especially important to you.

Be descriptive and use facts, definitions, and examples as needed.

Use outside resources to gather information as needed.

Check to be sure that you are writing good paragraphs.

Use your best grammar, spelling, punctuation, and capitalization.

Use the blank sheet of paper given to you by your

teacher to plan your writing. Anything you write on
the blank sheet will not be scored. You must write
the final copy of your response on the next page.

Copyright Kim Miller 2015

Write the final copy of your response on the next page.

Writing Assessment

informative
explanatory

Name: _________________ Date:____________ Grade:_____

Writing Prompt:
Many animals live in harsh environments and have to adapt to their
surroundings in order to survive. Think about an animal that must
adapt to survive. Give a description of the animal, and tell how it
adapts to the environment it lives in. Use any materials or resources
necessary to write your response.

As you write your response, remember to:

Focus on describing your animal, and explain how it adapts to the

environment it lives in.

Be descriptive and use facts, definitions, and examples as needed.

Use outside resources to gather information as needed.

Check to be sure that you are writing good paragraphs.

Use your best grammar, spelling, punctuation, and capitalization.

Use the blank sheet of paper given to you by your

teacher to plan your writing. Anything you write on
the blank sheet will not be scored. You must write
the final copy of your response on the next page.

Copyright Kim Miller 2015

Write the final copy of your response on the next page.

Writing Assessment

informative
explanatory

Name: _________________ Date:____________ Grade:_____

Writing Prompt:
The climate changes from one place to another all over the world.
Write about the climate where you live. What is the weather like in
the spring, summer, fall, and winter? Give a detailed description of
the weather and how it changes with the seasons.

As you write your response, remember to:

Focus on describing the changing climate where you live.

Be descriptive and use facts, definitions, and examples as needed.

Use outside resources to gather information as needed.

Check to be sure that you are writing good paragraphs.

Use your best grammar, spelling, punctuation, and capitalization.

Use the blank sheet of paper given to you by your

teacher to plan your writing. Anything you write on
the blank sheet will not be scored. You must write
the final copy of your response on the next page.

Copyright Kim Miller 2015

Write the final copy of your response on the next page.

Writing Assessment

informative
explanatory

Name: _________________ Date:____________ Grade:_____

Writing Prompt:
We all have bad habits. Think about a bad habit you have or have
had in the past. Write instructions telling how to break your bad
habit and give suggestions for replacing it with a good one.

As you write your response, remember to:

Focus on giving instructions for breaking a bad habit and suggestions for
replacing it with a good one.

Be descriptive and use facts, definitions, and examples as needed.

Use outside resources to gather information as needed.

Check to be sure that you are writing good paragraphs.

Use your best grammar, spelling, punctuation, and capitalization.

Use the blank sheet of paper given to you by your

teacher to plan your writing. Anything you write on
the blank sheet will not be scored. You must write
the final copy of your response on the next page.

Copyright Kim Miller 2015

Write the final copy of your response on the next page.

Narrative Writing Rubric

4

Above Grade Level

Focus &
Setting

Organization
& Plot

Support &
Elaboration

Sentence
Structure &
Language

Topic/Subject is clear
Maintains focus and responds to all parts
of the prompt
Establishes a vivid situation and
introduces characters, narrator, and
setting

On Grade Level

Topic/Subject is generally clear, though

may not be stated
Exhibits minor lapses in focus and
response to the prompt
Establishes a situation and includes
characters, narrator, and setting

Slightly Below Grade

Level

Well Below Grade Level

Topic/Subject is vague
May lose or exhibit major lapses in focus
and response to the prompt
Establishes a situation and attempts to
include characters, narrator, and setting

Topic/Subject is unclear or confusing

May fail to establish focus and does not
respond to the prompt
Fails to establish a situation and does not
include characters, narrator, and setting

Organizes a clear sequence of events that

unfolds naturally
Clearly uses words and phrases to signal
event order

Provides a clear conclusion that follows

the sequence of events

Organizes a clear sequence of events that

unfolds naturally, although minor lapses
may be present

Uses some words and phrases to signal

event order
Provides some sense of closure

Organizes some sequence of events but

may confuse the reader
Uses very little words and phrases to
signal event order; minor lapses may be
present
Attempts to provide a conclusion

Support and elaboration are evident and

supportive of topic/subject
Consists of specific, developed details to
describe experiences and events
Uses vivid dialogue or responses of
characters to support events and
situations

Support and elaboration may have minor

weaknesses
Consists of some specific details to
describe experiences and events
Uses dialogue or responses of characters
to support events and situations

Support and elaboration may have major

weaknesses
Consists of undeveloped details; may be
presented in a list-like fashion

Attempts to use some dialogue or

responses of characters to support events
and situations

Very little support and elaboration is

evident; may be confusing or unrelated to
the topic/subject
Consists of very little or no details to
describe experiences or events
Does not use dialogue or responses of
character to support events and situations

Demonstrates skillful use of sentence

structure
Utilizes precise and purposeful word
choices
Exhibits skillful use of grammar,
punctuation, capitalization, and spelling

Demonstrates minimal use of sentence

structure
Utilizes vague or basic word choices
Exhibits some grade-level appropriate
conventions; errors may impede
understanding

May not demonstrate correct sentence

structure
Lacks word choices that are precise and
purposeful
Exhibits limited understanding of gradelevel appropriate conventions; errors
interfere with the meaning

Demonstrates reasonable use of sentence

structure
Utilizes reasonable use of word choice

that are grade-level appropriate

Exhibits grade appropriate use of

conventions; errors are minor and does
not impede understanding

Copyright Kim Miller (For a Love of Teaching) 2015

May fail to organize sequence of events

that unfold in a logical order
Does not use words or phrases to
sequence events in a logical order; may
be confusing to the reader
No attempt made to provide a conclusion;
leaves the reading hanging

Argumentative/Opinion Writing Rubric

4

Above Grade Level

Focus &
Opinion

Organization

Support &
Evidence

Sentence
Structure &
Language

On Grade Level

Topic/Subject is clear
Maintains focus and responds to all parts
of the prompt
States an opinion that demonstrates
insightful understanding of topic or text

Organizes ideas and information in a

logical order with paragraphs that include
elaboration that is insightful and
purposeful
Clearly uses words and phrases to
skillfully connect reasons to opinion

Supports opinion skillfully with relevant

facts, substantial information, details,
and/or reasons
Provides insightful information with an
explanation of how evidence supports
opinion

Demonstrates skillful use of sentence

structure
Utilizes precise and purposeful word
choices
Exhibits skillful use of grammar,
punctuation, capitalization, and spelling

Slightly Below Grade

Level

Topic/Subject is generally clear, though

may not be stated
Exhibits minor lapses in focus and
response to the prompt
States an opinion that demonstrates an
understanding of topic or text

Organizes ideas and information in a

logical order with paragraphs that include
some elaboration
Uses words and phrases to appropriately
connect reasons to opinion

Supports opinion with relevant facts,

substantial information, details, and/or
reasons
Provides a clear explanation of how
evidence supports opinion

Demonstrates reasonable use of sentence

structure
Utilizes reasonable use of word choice

that are grade-level appropriate

Exhibits grade appropriate use of

conventions; errors are minor and does
not impede understanding

Topic/Subject is vague
May lose or exhibit major lapses in focus
and response to the prompt
States an opinion that demonstrates
limited understanding of topic or text

Well Below Grade Level

Topic/Subject is unclear or confusing

May fail to establish focus and does not
respond to the prompt
Fails to state an opinion and/or
demonstrates no understanding of topic or
text

Attempts to organize some ideas and

information in a logical order; minor lapses

and elaboration may be present

Uses very little words and phrases to

connect reasons to opinion

Fails to organize ideas and information in

a logical order; no elaboration is present
Does not use words or phrases to connect
reasons to opinion

Minimally supports opinion; may include

irrelevant facts, information, details, and/or

reasons

Provides some explanation of how

evidence supports opinion

Does not support opinion with facts,

information, details, and/or reasons
Provides little or no explanation of how
evidence supports opinion; information
may be inaccurate

Demonstrates minimal use of sentence

structure
Utilizes vague or basic word choices
Exhibits some grade-level appropriate
conventions; errors may impede
understanding

May not demonstrate correct sentence

structure
Lacks word choices that are precise and
purposeful
Exhibits limited understanding of gradelevel appropriate conventions; errors
interfere with the meaning

Copyright Kim Miller (For a Love of Teaching) 2015

Informative/Explanatory Writing Rubric

4

Above Grade Level

Focus &

Information

Organization

Support &
Evidence

Sentence
Structure &
Language

On Grade Level

Topic/Subject is clear
Maintains focus and responds to all parts
of the prompt
Demonstrates a strong understanding of
the topic or text(s)

Organizes ideas and information in a

logical order with paragraphs that are
coherent and clear to the reader
Skillfully groups information into
paragraphs and sections
Effectively uses words and phrases to
connect ideas within categories

Skillfully uses relevant facts, substantial

information, and text support from
resources with accuracy
Uses credible information and a variety of
resources
Provides facts, definitions, details,
quotations, examples to develop the topic

Demonstrates skillful use of sentence

structure
Utilizes precise and purposeful word
choices
Exhibits skillful use of grammar,
punctuation, capitalization, and spelling

Slightly Below Grade

Level

Topic/Subject is generally clear, though

may not be stated
Exhibits minor lapses in focus and
response to the prompt
Demonstrates an understanding of the
topic or text(s)

Organizes ideas and information in a

logical order with reasonable structure of
paragraphs
Groups related information together.
Uses words and phrases to connect ideas
within categories

Uses relevant facts, substantial

information, and text support from
resources with accuracy
Uses credible information and resources.
Provides facts, definitions, and details to
develop the topic

Demonstrates reasonable use of sentence

structure
Utilizes reasonable use of word choice

that are grade-level appropriate

Exhibits grade appropriate use of

conventions; errors are minor and does
not impede understanding

Well Below Grade Level

Topic/Subject is vague

May lose or exhibit major lapses in focus

and response to the prompt

Demonstrates limited understanding of the
topic or text(s)

Topic/Subject is unclear or confusing.

May fail to establish focus and does not
respond to the prompt
Demonstrates little or no understanding of
the topic or text(s)

Attempts to organize some ideas and

information in a logical order; may include
incomplete paragraph structure
Lacks grouping of ideas and information
together; may be list-like or repetitive
Uses very little words and phrases to
connect ideas within categories

Fails to organize ideas and information in

a logical order; no evidence of paragraph
structure
Does not group related information
together
Does not use words or phrases to connect
ideas within categories

Uses mostly relevant facts and

information; may lack sufficient evidence
or inaccurate use of text support
Uses mostly credible information and
resources
Provides limited facts, definitions, or
details to develop the topic

Demonstrates minimal use of sentence

structure
Utilizes vague or basic word choices
Exhibits some grade-level appropriate
conventions; errors may impede
understanding

Copyright Kim Miller (For a Love of Teaching) 2015

Does not use relevant facts and

information; lacks sufficient evidence with
accurate text support
Use little or no credible information and
resources
Provides little to no facts, definitions, or
details to help develop the topic
May not demonstrate correct sentence
structure
Lacks word choices that are precise and
purposeful
Exhibits limited understanding of gradelevel appropriate conventions; errors
interfere with the meaning

TERMS OF USE (copyright)

Copyright Kim Miller (For a Love of Teaching) . All rights
reserved by author. This product is to be used by the original
downloader only. Copying for more than one teacher, classroom,
department, school, or school system is prohibited. This product
may not be distributed or displayed digitally for public view. Failure
to comply is a copyright infringement and a violation of the
Digital Millennium Copyright Act (DMCA) . Clipart and elements
found in this PDF are copyrighted and cannot be extracted and
used outside of this file without permission or license. Intended
for classroom and personal use ONLY.

*Please purchase additional licenses if you plan on

sharing with someone else.

Thank you!

Kim
Email: kimberleyb.miller@gmail.com