Collinsville School District #10 First Grade English Language Arts Rubric Quarter 1
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1 Collinsville School District #10 First Grade English Language Arts Rubric Quarter 1 Reading Foundational Skills (RF) Demonstrate the understanding of the organization and basic features of print Demonstrate and understanding of spoken words, syllables and sounds Student is just beginning to recognize the distinguishing features of a sentence. Student can locate a sentence by identifying the first word and ending punctuation. Student can demonstrate(s) an understanding of spoken words, syllables, and sounds. Student inconsistently produces single-syllable words by isolating or blending consonants sounds, utilizing correct short vowel sounds and segmenting words into sounds. RF.1.1: Student can locate the beginning and ending of a sentence, identify ending punctuation, and/or recognize capitalization. RF.1.2: In singlesyllable, spoken words, the student can consistently: a. distinguish short vowel sounds; and/or b. orally produce singlesyllable words by blending sounds; and/or c. isolate and pronounce initial, medial short vowel, and final sounds. and/or d. segment words into their Student can recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Student consistently demonstrates an understanding of spoken words, syllables, and sounds, particularly in terms of isolation of individual sounds and recognition of vowel sounds in single-syllable words.
2 complete sequence of individual sounds. demonstrate knowledge of or apply several of the following: Know and apply grade level phonics and word analysis skills RF.1.3: Student does not consistently demonstrate(s) knowledge of and the ability to apply gradelevel phonics and word analysis skills in decoding words. a. Spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. Recognize and read gradeappropriate irregularly Student consistently demonstrates knowledge of and the ability to apply grade-level phonics and word analysis skills in decoding words, including consonant digraphs, final e, syllable segmentation rules, and regular and irregular spelling patterns.
3 spelled words. Read required high frequency words Read grade level texts with accuracy and fluency RF.1.3g: Student can read less than 103 words on the district high frequency word assessment. (Discontinue assessment when at student frustration level.) Student can read texts at a level of A-D with consistent aspects of fluency. Student does not consistently read(s) approaching level texts with instructional level accuracy (90%). Student can read words on the district high frequency word assessment. RF.1.4: Student consistently is able to read a text at a level of E-I or approaching-level with accuracy of 90%. Student can read words on the district high frequency word assessment. Student is able to read a text at on-level or level of J or higher with instructional or independent level accuracy and demonstrates fluency that clearly supports comprehension. Reading Literature (RL) and Informational Text (RI) Ask and answer questions about key details in text ask and answer questions about key details in a text at a level of A-D. RL.1.1/RI.1.1: Student can consistently ask and answer questions about key details in a text at a level of approaching Student can ask and answer questions about key details in a text at on-level or level of J or higher.
4 or E-I. Student can retell familiar stories, including some key details, and inconsistently demonstrates understanding of central message or lesson of a text at a level of approachinglevel or E-I. describe characters, settings, and major events in a story, using key details in a text at a level of approaching or E-I. Retell stories, including key details, and understand central message RL.1.2: Student can retell familiar stories, including some key details, of a text at a level of A-D. retell familiar stories, including key details, and demonstrate understanding of central message or lesson of a text at on-level or level of J or higher. Student can describe characters, settings, and major events in a story, using key details in a text at on-level or level of J or higher. Student can identify words and phrases in stories or poems that suggest feelings or appeal to the senses in a text at on-level or level of J or higher. Student can compare and contrast the elements in two texts at on-level or level of J or higher. Describe characters, settings, and major events in a story, including key details RL.1.3: Student can consistently describe characters, settings, and/or major events in a story, using key details in a text at a level of A-D. Identify words and phrases that suggest feelings or appeal to the senses RL.1.4: Student can consistently identify words and/or phrases in stories or poems that suggest feelings or appeal to the senses in a text at a level of A-D. Student can compare and/or contrast the elements in two texts at a level of A-D. identify words and phrases in stories or poems that suggest feelings or appeal to the senses in a text at a level of approaching or E-I. RL.1.9: Student can consistently compare and/or contrast the elements in two texts at approaching level of E-I. RI.1.2: Student can consistently identify the main topic and key details of an approaching-level or E-I level text. Compare and contrast characters experiences in familiar stories Identify the main topic and retell key details of a text Students can identify the main topic and key details of a text at the level of A-D. identify the main topic of an on-level or level J or higher text.
5 Describe the connections between two individuals, events, ideas, or pieces of information in a text Ask and answer questions to determine or clarify meaning of unknown words and phrases Use text features to locate key facts or information in a text Use illustrations and details in the text to describe key ideas Identify basic similarities in and differences between two texts on the same topic RI.1.3: Student can describe the connections between two individuals, events, ideas, or pieces of information in a text at a level of A-D. RI.1.4: Student can ask and answer questions to determine or clarify meaning of unknown words and phrases at a level of A-D. RI.1.5: Student can use text features to locate key facts or information in a text at a level of A-D. RL.1.7/RI.1.7: Student can use illustrations and details in the text to describe key ideas at a level of A-D. RI.1.9: Student can identify basic similarities in and differences between two texts on the same topic at the level of A-D. Student can describe the connections between two individuals, events, ideas, or pieces of information in a text at an approaching-level or a level of E-I. Student can ask and answer questions to determine or clarify meaning of unknown words and phrases at an approaching-level or a level of E-I. Student can use text features to locate key facts or information in a text at an approaching-level or a level of E-I. Student can use illustrations and details in the text to describe key ideas at a level of approaching or E-I. Student can identify basic similarities in and differences between two texts on the same topic at the level of approaching-level or E-I. Student can describe the connections between two individuals, events, ideas or pieces of information in a text at an on-level or a level of J or higher. Student can ask and answer question to determine or clarify meaning of unknown words and phrases at an onlevel or level of J or higher. Student can use text features to locate key facts or information in a text at an on-level or a level of J or higher. Student can use illustrations and details in the text to describe key ideas at a level of on or J or higher. Student can identify basic similarities in and differences between two texts on the same topic at the level of J or higher. Writing (W) Use writing to communicate W.1.1/1.2/1.3: When directed which When directed which
6 ideas and information effectively Student can: 1) state and opinion and supply one reason for the opinion, OR 2) name a topic and supply a fact about the topic, OR 3) recount two events and include details regarding what happened in writing genre to use, student can: 1) write opinion pieces in which an opinion is stated and a reason for the opinion is supplied. The topic or name of the book they are writing about and/or a sense of closure may be missing. 2) Student can write informative/explanat ory texts in which they supply some facts about the topic. The topic may not be directly named and/or a sense of closure may be missing. Student can write narratives in which they recount two or more events and include some details regarding what happened. Student may use a genre to use, student can: 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, and provide some sense of closure. 2) write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. write narratives in which they recount two or more appropriately sequenced events, include some details regarding what
7 Focus on given topic. Respond to questions/suggestions from others. Add details to improve writing. Produce and publish writing using technology W.1.5: Not assessed this quarter W.1.6: Not assessed this quarter few temporal/ transitional/ordinal words to demonstrate sequencing of events. A sense of closure may be missing. happened, use temporal words to signal event order, and provide some sense of closure. Speaking and Listening (SL) Engage effectively in collaborative conversation Student does not engage in collaborative conversation. SL.1.1: Student inconsistently engages in collaborative conversation. Student consistently engages in collaborative conversation. Express thoughts, feelings, Not assessed this quarter SL.1.4 and ideas clearly Language (L) Demonstrate a command of grade-appropriate conventions of standard English grammar and usage Demonstrate a command of the conventions of standard English capitalization, punctuation, and spelling when writing Student cannot demonstrate a command of gradeappropriate conventions. Student cannot demonstrate a command of conventions using capitalization, punctuation and spelling when writing. L.1.1: Student can inconsistently demonstrate a command of grade-appropriate conventions. L.1.2: Student can inconsistently demonstrate a command of conventions using capitalization, punctuation and spelling when writing. demonstrate a command of grade-appropriate conventions. demonstrate a command of conventions using capitalization, punctuation and spelling when writing.
8 Acquire and use gradeappropriate vocabulary not assessed this quarter L.1.6:
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