Common Core Writing Rubrics, Grade 1

Transcription

1 Common Core Writing Rubrics, Grade 1 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major writing type described in Writing Stards 1 3: argument, exposition, narration. Posted with permission from the EGUSD Curriculum Pressional Learning Department.

2 Opinion/Argument

3 EGUSD Opinion/Argument Rubric, Grade 1 Focus/ Opinion CCSS*: W 1 Organization W 1 Support/ Evidence W 1 L 1c, j Capitalization L 2 a-e 4 (Above Grade Level) Responds skillfully with all statements related to the prompt States an opinion that demonstrates an insightful understing topic/text Introduces the topic states a strong opinion Supplies multiple reasons to support the opinion Provides a concluding statement Uses linking word(s) to connect opinion reasons Supports opinion(s) with two or more relevant facts details Uses verb tenses plural nouns correctly, including irregular forms Produces, exps, rearranges simple compound sentences consistently with no errors: first end punctuation correctly all the time Applies conventional sound/ spelling for words with common spelling patterns irregular sight words 3 (At Grade Level) Responds with all statements related to the prompt States an opinion that demonstrates an understing the topic/text Introduces the topic states a clear opinion Supplies a reason to support the opinion Provides some sense closure Supports opinion with a relevant reason Uses singular plural nouns with correctly matching verbs Produces correct simple compound sentences consistently with a minor error: first Uses commas in a series with a conjunction correctly; uses apostrophes end punctuation correctly Applies conventional sound/ spelling for words with common spelling patterns frequently occurring irregular words 2 (Approaching Grade Level) Responds with most statements related to the prompt States an opinion that demonstrates limited understing the topic/text Introduces the topic states an unclear opinion Supplies a reason that does not support the opinion Attempts some sense closure Supports opinion with minimal /or irrelevant reasons Uses some singular plural nouns with correctly matching verbs Produces mostly correct simple /or compound sentences consistently with some errors: first end punctuation correctly some the time Applies conventional sound/spelling for most consonant short-vowel sounds 1 (Below Grade Level) Responds with little or no statements related to the prompt Does not state an opinion /or demonstrates little to no understing topic/text Does not introduce the topic /or opinion is missing Does not supply a reason Does not provide a sense closure Does not support opinion Uses few singular plural nouns with correctly matching verbs Produces mostly incorrect simple /or compound sentences Capitalizes incorrectly with many errors end punctuation incorrectly or not at all Applies little to no sound/ spelling correspondence consonants short vowels *CCSS Common Core State Stards alignment ( W = Writing str; RIT =Reading Informational Text; L = Language str)

4 CA Common Core State Stards (CCSS) Alignment NOTES: In the left criterion boxes the rubric, the CCSS-aligned stards have been identified. As a resource for teachers, below are the stards for the current grade (1 st ) as well as the previous subsequent grades. Since the rubric score 4 represents above grade level work, the 2nd grade stards were referenced. The letter abbreviations are as follows: CCSS = Common Core State Stards W = Writing RIT= Reading Informational Text L=Language Str (Domain) Writing Capitalization, Kindergarten 1st 2nd 1. Use a combination drawing, dictating, writing to compose opinion pieces in which they tell a reader the topic or the name the book they are writing about state an opinion or preferences about the topic or book (e.g., My favorite book is ). 1. Demonstrate comm the conventions stard English grammar usage when writing or speaking. 2. Demonstrate comm the conventions stard English capitalization, punctuation, spelling when writing. a. Capitalize the first word in a sentence the pronoun I. b. Recognize name end punctuation. c. Write a letter or letters for most consonant short-vowel sounds (phonemes). 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, provide some sense closure. 1. Demonstrate comm the conventions stard English grammar usage when writing or speaking. c. Use singular plural nouns with matching verbs in basic sentences j. Produce exp complete simple compound declarative, interrogative, imperative, exclamatory sentences in response to prompts. 2. Demonstrate comm the conventions stard English capitalization, punctuation, spelling when writing. a. Capitalize dates names people. b. Use end punctuation for sentences. c. Use commas in dates to separate single words in a series. d. Use conventional spelling for words with common spelling patterns for frequently occurring irregular words. 1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, also) to connect opinion reasons, provide a concluding statement or section. 1. Demonstrate comm the conventions stard English grammar usage when writing or speaking. 2. Demonstrate comm the conventions stard English capitalization, punctuation, spelling when writing.

5 Informational/Expository

6 Focus/ Information CCSS*: W 2 Organization W 2 Support/ Evidence W 2 L 1b, c, j Capitalization L 2 a-e 4 (Above Grade Level) Responds skillfully with all statements related to the prompt Demonstrates a strong understing topic/text Organizes ideas information into paragraph structure using a clear topic sentence, facts definitions, concluding sentence Uses linking words to connect ideas Develops the topic skillfully with facts definitions Uses common, proper, possessive, collective nouns correctly Uses verb tenses plural nouns correctly, including irregular forms Produces, exps, rearranges simple compound sentences consistently with no errors: first end punctuation correctly all the time words with common spelling patterns irregular sight words Spells with learned spelling patterns with untaught words EGUSD Informational/Expository Text-Based Rubric, Grade (At Grade Level) (Approaching Grade Level) Responds with all statements related to the prompt Demonstrates an understing the topic/text Organizes ideas information into paragraph structure using a clear topic sentence, facts, a sense closure Develops the topic with facts Uses common, proper, possessive nouns correctly Uses singular plural nouns with correctly matching verbs Produces correct simple compound sentences consistently with a minor error: first Uses commas in a series with a conjunction correctly; uses end punctuation correctly words with common spelling patterns frequently occurring irregular words Spells untaught words phonetically Responds with most statements related to the prompt Demonstrates limited understing the topic/text Organizes ideas information in an incomplete paragraph structure (e.g., missing sense closure) Develops the topic with limited facts Uses some common, proper, possessive nouns correctly Uses some singular plural nouns with correctly matching verbs Produces mostly correct simple compound sentences consistently with some errors: first end punctuation correctly some the time most consonant short-vowel sounds Spells simple words phonetically 1 (Below Grade Level) Responds with little or no statements related to the prompt Demonstrates little or no understing the topic/text Organizes with no evidence paragraph structure Uses few to no facts Uses few common, proper, possessive nouns correctly Uses few singular plural nouns with correctly matching verbs Produces mostly incorrect simple compound sentences Capitalizes incorrectly with many errors end punctuation incorrectly or not at all Applies little to no sound/ spelling correspondence consonants short vowels Spells few to no simple words phonetically *CCSS Common Core State Stards alignment ( W = Writing str; RIT =Reading Informational Text; L = Language str)

7 CA Common Core State Stards (CCSS) Alignment NOTES: In the left criterion boxes the rubric, the CCSS-aligned stards have been identified. As a resource for teachers, below are the stards for the current grade (1 st ) as well as the previous subsequent grades. Since the rubric score 4 represents above grade level work, the 2nd grade stards were referenced. The letter abbreviations are as follows: CCSS = Common Core State Stards W = Writing RIT= Reading Informational Text L=Language Str (Domain) Writing Capitalization, Kindergarten 1st 2nd 2. Use a combination drawing, dictating, writing to compose informative/explanatory texts in which they name what they are writing about supply some information about the topic. 2. Demonstrate comm the conventions stard English grammar usage when writing or speaking. 2. Demonstrate comm the conventions stard English capitalization, punctuation, spelling when writing. a. Capitalize the first word in a sentence the pronoun I. b. Recognize name end punctuation. c. Write a letter or letters for most consonant short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge sound-letter relationships. 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, provide some sense closure. 2. Demonstrate comm the conventions stard English grammar usage when writing or speaking. b. Use common, proper, possessive nouns. c. Use singular plural nouns with matching verbs in basic sentences j. Produce exp complete simple compound declarative, interrogative, imperative, exclamatory sentences in response to prompts. 2. Demonstrate comm the conventions stard English capitalization, punctuation, spelling when writing. d. Capitalize dates names people. e. Use end punctuation for sentences. f. Use commas in dates to separate single words in a series. d. Use conventional spelling for words with common spelling patterns for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness spelling conventions. 2. Write informative/explanatory texts in which they introduce a topic, use facts definitions to develop points, provide a concluding statement or section. 1. Demonstrate comm the conventions stard English grammar usage when writing or speaking. 2. Demonstrate comm the conventions stard English capitalization, punctuation, spelling when writing.

8 Narrative

9 Focus/ Setting CCSS*: W 3 4 (Above Grade Level) Establishes a well-elaborated recounting two or more appropriately sequenced events EGUSD Narrative Rubric, Grade (At Grade Level) (Approaching Grade Level) Recounts two or more appropriately sequenced events Attempts to recount two appropriately sequenced events. Missing information creates confusion. 1 (Below Grade Level) Fails to recount two sequenced events. Events are irrelevant or not related. Organization /Plot W 3 Narrative Techniques W - 3 L 1b, c, j Capitalization L 2 a-e Uses temporal words phrases to signal event order Provides clear closure. Includes vivid details that describe what happened Uses common, proper, possessive, collective nouns correctly Uses verb tenses plural nouns correctly, including irregular forms Produces, exps, rearranges simple compound sentences Uses temporal words to signal event order Provide a sense closure Includes details that describes what happened Uses some common, proper, possessive nouns correctly Uses singular plural nouns with correctly matching verbs Produces correct simple compound sentences Limited use temporal words to signal event order Attempts to provide closure Includes few or irrelevant details to describe what happened Uses few common, proper, possessive nouns correctly Uses some singular plural nouns with correctly matching verbs Produces mostly correct simple compound sentences consistently with no errors: first end punctuation correctly all the time words with common spelling patterns irregular sight words Spells with learned spelling patterns with untaught words consistently with a minor error: first word in a sentence, I, proper Uses commas in a series with a conjunction correctly; uses end punctuation correctly words with common spelling patterns frequently occurring irregular words Spells untaught words phonetically consistently with some errors: first end punctuation correctly some the time most consonant short-vowel sounds Spells simple words phonetically *CCSS Common Core State Stards alignment ( W = Writing str; L = Language str) No use temporal words or only uses temporal words without events. Does not provide closure Insufficient or no details Does not use common, proper, possessive nouns correctly Does not use singular plural nouns with correctly matching verbs Produces mostly incorrect simple compound sentences Capitalizes incorrectly with many errors Uses commas, apostrophes, end punctuation incorrectly or not at all Applies little to no sound/ spelling correspondence consonants short vowels Spells little to no simple words phonetically

10 CA Common Core State Stards (CCSS) Alignment NOTES: In the left criterion boxes the rubric, the CCSS-aligned stards have been identified. As a resource for teachers, below are the stards for the current grade (1 st ) as well as the previous subsequent grades. Since the rubric score 4 represents above grade level work, the 2nd grade stards were referenced. The letter abbreviations are as follows: CCSS = Common Core State Stards W = Writing RL= Reading Literature L=Language Str (Domain) Writing Capitalization, Kindergarten 1st 2nd 3. Use a combination drawing, dictating, writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, provide a reaction to what happened. 3. Demonstrate comm the conventions stard English grammar usage when writing or speaking. 2. Demonstrate comm the conventions stard English capitalization, punctuation, spelling when writing. a. Capitalize the first word in a sentence the pronoun I. b. Recognize name end punctuation. c. Write a letter or letters for most consonant short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge sound-letter relationships 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, provide some sense closure. 3. Demonstrate comm the conventions stard English grammar usage when writing or speaking. 2. Demonstrate comm the conventions stard English capitalization, punctuation, spelling when writing. g. Capitalize dates names people. h. Use end punctuation for sentences. i. Use commas in dates to separate single words in a series. d. Use conventional spelling for words with common spelling patterns for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness spelling conventions. 3. Write narratives in which they recount a wellelaborated event or short sequence events, include details to describe actions, thoughts, feelings, use temporal words to signal event order, provide a sense closure. 1. Demonstrate comm the conventions stard English grammar usage when writing or speaking. a. Print all upper- lowercase letters. c. Use singular plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). 2. Demonstrate comm the conventions stard English capitalization, punctuation, spelling when writing. b. Use collective nouns (e.g., group). c. Form use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). e. Form use the past tense frequently occurring irregular verbs (e.g., sat, hid, told). g. Produce, exp, rearrange complete simple compound sentences.