JCPS Elementary Literacy Team Page 1

Transcription

1 JCPS Elementary Literacy Team Page

2 KINDERGARTEN REAL & IMAGINED NARRATIVE WRITING SCORING RUBRIC PARTIALLY MEETS MEETS EXCEEDS NARRATIVE Draws and narrates, but ideas are not connected Draws, narrates and writes one () sentence about the topic Draws, narrates, and writes a piece that tells a real or imagined story (W.K.) Provides a title Establishes the situation or event (W.K.) Contains loosely linked events (W.K.) Uses time order words (W.K.) Provides a reaction to what happened (W.K.) Provides a senses of closure Responds to questions and suggestions from peers and adds details to strengthen writing as needed (L.K.5) Writes many consonant-vowel-consonant words (i.e., demonstrates the alphabetic principle) (L.K.c) Writes phonetically spelled words (L.K.d) Writes left to right and return sweeps Uses correct initial and ending sounds in most words written (L.K.d) Most words spaced Uses transition words to move reader from one detail to the next Meets all expectations set forth in () Uses some descriptive words Generates random formation of letters or marks Uses uppercase letters randomly or within words Uses only uppercase letters in writing Uses no punctuation mark(s) Uses simple sentences and/or compound sentences (L.K.f) Begins to write uppercase letters at the beginning of a sentence and ends with a punctuation mark (L.K.a, L.K.b) Begins to spell simple words phonetically, drawing on knowledge of sound-letter relationships (L.K.d) Meets all expectations set forth in () Uses a variety of simple and compound sentences Writes uppercase letters at the beginning of sentences and ends with punctuation marks Writes proper names with capital letters Offers peers random questions and suggestions Does not share project with others Shares and discusses project with others but makes no needed improvements in the project Listens to others and takes turns when speaking about the project (SL.K.a, SL.K.6) Responds to questions and suggestions from peers to clarify ideas and discuss revision plans (SL.K., SL.K.5) Meets all expectations set forth in () Asks clarifying questions of others and offers suggestions based on material shared Total Points: Minimum Partially Meets Minimum Meets Minimum Total Points: Exceeds Minimum JCPS Elementary Literacy Team 0 0 Page

3 KINDERGARTEN INFORMATIVE & EXPLANATORY WRITING SCORING RUBRIC PARTIALLY MEETS MEETS EXCEEDS INFORMATIVE / EXPLANATORY Draws and narrates, but ideas are not connected Draws, narrates and writes one () sentence about the topic Draws, narrates, and writes a piece that gives information (W.K.) Establishes topic in title Establishes topic at the beginning of the piece (W.K.) Supplies relevant facts and information (W.K.) Uses sources such as print and Internet to gather information about the topic (W.K.7) Uses linking words such as but, then, when Provides a sense of closure Responds to questions and suggestions from peers and adds details to strengthen writing as needed (W.K.5) Writes many consonant-vowel-consonant words (i.e., demonstrates the alphabetic principle) (L.K.c) Writes phonetically spelled words (L.K.d) Writes left to right and return sweeps Uses correct initial and ending sounds in most words written (L.K.d) Spaces most words appropriately Uses transition words to move reader from one detail to the next Uses some descriptive words Random formation of letters or marks Uppercase letters are random or within words Uses only uppercase letters in writing No punctuation mark(s) Uses simple sentences, and/or compound sentences (L.K.) Begins to write uppercase letters at the beginning of a sentence and ends with a punctuation mark (L.K.a) Begins to spell simple words phonetically, drawing on knowledge of sound-letter relationships (L.K.d) Uses a variety of simple and compound sentences Writes uppercase letters at the beginning of sentences and ends with punctuation marks Writes proper names with capital letters Offers peers random questions and suggestions Does not share project with others Shares and discusses project with others but does to make needed improvements in the project Listens to others and takes turns when speaking about the project (SL.K.a, SL.K.6) Responds to questions and suggestions from peers to clarify ideas and discuss revision plans (SL.K., SL.K.5) Asks clarifying questions of others and offers suggestions based on material shared Total Points: Minimum Partially Meets Minimum Meets Minimum Total Points: Exceeds Minimum JCPS Elementary Literacy Team 0 0 Page

4 KINDERGARTEN OPINION & ARGUMENT WRITING SCORING RUBRIC PARTIALLY MEETS MEETS EXCEEDS OPINION / ARGUMENT Draws and narrates, but ideas are not connected Draws, narrates and writes one () sentence about the topic Draws, narrates, and writes a piece that gives an opinion (W.K.) Establishes topic within title and beginning of the piece Expresses preferences to topic (W.K.) Uses connecting words such as because to connect opinion to reasons (W.K.) Uses sources such as print and Internet to gather information about the topic (W.K.7) Provides a sense of closure Responds to questions and suggestions from peers and adds details to strengthen writing as needed (W.K.5) Writes many consonant vowel-consonant words (i.e., demonstrates the alphabetic principle) (L.K.c) Writes phonetically spelled words (L.K.d) Writes left to right and return sweeps Uses correct initial and ending sounds in most words written (L.K.d) Spaces most words appropriately Uses transition words to move reader from one detail to the next Meets all expectations set forth in () Uses some descriptive words Random formation of letters or marks Uppercase letters are random or within words Uses only uppercase letters in writing No punctuation mark(s) Uses simple sentences, and/or compound sentences (L.K.) Begins to write uppercase letters at the beginning of a sentence and ends with a punctuation mark (L.K.a) Begins to spell simple words phonetically, drawing on knowledge of sound-letter relationships (L.K.d) Meets all expectations set forth in () Uses a variety of simple and compound sentences Writes uppercase letters at the beginning of sentences and ends with punctuation marks Writes proper names with capital letters Offers peers random questions and suggestions Does not share project with others Shares and discusses project with others but does to make needed improvements in the project Listens to others and takes turns when speaking about the project (SL.K.a, SL.K.6) Responds to questions and suggestions from peers to clarify ideas and discuss revision plans (SL.K., SL.K.5) Meets all expectations set forth in () Asks clarifying questions of others and offers suggestions based on material shared Total Points: Minimum Partially Meets Minimum Meets Minimum Total Points: Exceeds Minimum JCPS Elementary Literacy Team 0 0 Page

5 GRADE ONE REAL & IMAGINED NARRATIVE WRITING SCORING RUBRIC PARTIALLY MEETS MEETS EXCEEDS NARRATIVE Writes - incomplete sentences about the topic Uses minimal details Writes off-topic Words are randomly written Some words are illegible Writes - pattern or non-pattern complete sentences about the topic Includes character and setting Uses a few details Uses little description Writes a narrative piece that tells a story (W..) Describes a real or imaged experience (W..) Includes character, setting, and problem & solution Establishes a situation with the opening sentence Recounts appropriately sequenced events using correct time-order words (W..) Uses details to describe action and incidents (W..) Provides a conclusion (W..) Responds to questions and suggestions from peers and adds details to strengthen writing as needed (W..5) Clearly develops character, setting, problem & solution Uses dialogue Concluding sentence connects to the title Uses many details to describe the narrative Uses many descriptive words Includes description of setting and characters Clearly develops a plot with a beginning, middle, and end Uses uppercase letters at random or within words Lacks punctuation Begins to write uppercase at the beginning of a sentence Begins to use correct punctuation at the end of a sentence Writes phonetically-spelled words Uses complete sentences, and/or compound sentences (L..j) Correctly uses singular and/or plural nouns (L..c) Correctly uses contractions (if used) Uses a period, exclamation point, or question mark at the end of the sentences (L..b) Uses knowledge of the basic rules of punctuation and capitalization (L..) Capitalizes the first word of sentences, names of people, and the pronoun I (L..a) Spells most - letter short vowel words and gradelevel appropriate sight words (L..d, L..e) Uses a variety of simple and compound sentences Capitalizes titles, initials of people, months, and days of the week Correctly uses and spells contractions (if used) All appropriate letters are capitalized Spells all - letter short vowel words and grade-level-appropriate sight words Spells many irregular words SPEAKING & Offers peers random questions and suggestions Does not share project with others Shares and discusses project with others but does not make needed improvements in the project Participates in conversations with peers and adults when speaking about the project (SL..a, SL..c) Responds to questions and suggestions from peers to clarify ideas and discuss revision plans (SL.., SL..6) Asks clarifying and probing questions of others and offers suggestions based on material shared Total Points: Minimum Partially Meets Minimum Meets Minimum Total Points: Exceeds Minimum JCPS Elementary Literacy Team 0 0 Page 5

6 GRADE ONE INFORMATIVE & EXPLANATORY WRITING SCORING RUBRIC PARTIALLY MEETS MEETS EXCEEDS INFORMATIVE / EXPLANATORY Writes - incomplete sentences about the topic Uses minimal details Strays significantly from topic Words are randomly written Some words are illegible Writes - pattern or non-pattern complete sentences about the topic Topic is unclear Uses no facts Does not describe the topic Writes left to right and return sweeps Spaces most words appropriately Writes a piece that gives information or explains (W..) Provides a title to establish the topic Goes beyond title to establish topic at the beginning of the piece Supplies facts and information about the topic (W..) Uses sources such as print and Internet to gather information about the topic without plagiarizing (W..7) Uses linking words such as but, then, however (L..g) Provides a conclusion (W..) Uses some descriptive words Uses transition words to move the reader from one detail to the next Responds to questions and suggestions from peers and adds details to strengthen writing as needed (W..5) Uses several facts to develop topic Sequence is well organized and logical Uses many descriptive words Includes two of the three elements of an informative writing piece (who, what, where) Uppercase letters are random or within words Punctuation is missing Begins to write uppercase at the beginning of a sentence Begins to use correct punctuation at the end of a sentence Writes phoneticallyspelled words Uses complete sentences, and/or compound sentences (L..j) Prints legibly and spaces letters, words, and sentences appropriately Correctly uses singular and/or plural nouns (L..c) Correctly uses contractions (if used) Uses a period, exclamation point, or question mark at the end of the sentences (L..b) Uses knowledge of the basic rules of punctuation and capitalization (L..) Capitalizes the first word of sentences, names of people, and the pronoun I (L..a) Spells most - letter short vowel words and grade-level appropriate sight words (L..d, L..e) Uses a variety of simple and compound sentences Capitalizes titles, initials of people, months, and days of the week Correctly uses and spells contractions (if used) All appropriate letters are capitalized Spells all - letter short vowel words and grade-level-appropriate sight words Spells many irregular words Offers peers random questions and suggestions Does not share project with others Shares and discusses project with others but does not make needed improvements in the project Participates in conversations with peers and adults when speaking about the project (SL..a, SL..c) Responds to questions and suggestions from peers to clarify ideas and discuss revision plans (SL.., SL..6) Asks clarifying and probing questions of others and offers suggestions based on material shared Total Points: Minimum Partially Meets Minimum Meets Minimum Total Points: Exceeds Minimum JCPS Elementary Literacy Team 0 0 Page 6

7 GRADE ONE OPINION & ARGUMENT WRITING SCORING RUBRIC PARTIALLY MEETS MEETS EXCEEDS OPINION / ARGUMENT Writes - incomplete sentences about the topic Uses no details Writes off-topic Words are randomly written Some words are illegible Writes - pattern or nonpattern complete sentences about the topic Uses a few details Writes a piece that states an opinion (W..) Provides a title to establish the topic Establishes a situation with the opening sentence Expresses preferences to topic (W..) Supplies a fact or reason that supports the opinion (W..) Uses linking words such as because, and, or, also to connect reasons and opinion (L..g) Uses sources such as print and Internet to gather information about the topic (W..7) Provides a conclusion (W..) Stays on topic Uses some descriptive words Uses transition words to move the reader from one detail to the next. Responds to questions and suggestions from peers and adds details to strengthen writing as needed (W..5) Includes several facts or reasons to support opinion Sequence is well organized and logical Uses many descriptive words Uppercase letters are random or within words Punctuation is missing Begins to write uppercase at the beginning of a sentence Begins to use correct punctuation at the end of a sentence Writes phonetically-spelled words Writes left to right and return sweeps Most words are spaced Uses complete sentences and/or compound sentences (L..j) Prints legibly and spaces letters, words, and sentences appropriately Correctly uses singular and/or plural nouns (L..c) Correctly uses contractions (if used) Uses a period, exclamation point, or question mark at the end of the sentences (L..b) Uses knowledge of the basic rules of punctuation and capitalization (L..) Capitalizes the first word of sentences, names of people, and the pronoun I (L..a) Spells most - letter short vowel words and grade-level appropriate sight words (L..d, L..e) Uses a variety of simple and compound sentences Capitalizes titles, initials of people, months, and days of the week Correctly uses and spells contractions (if used) All appropriate letters are capitalized Spells all - letter short vowel words and grade-levelappropriate sight words Spells many irregular words Offers peers random questions and suggestions Does not share project with others Shares and discusses project with others but does not make needed improvements in the project Participates in conversations with peers and adults when speaking about the project (SL..a, SL..c) Responds to questions and suggestions from peers to clarify ideas and discuss revision plans (SL.., SL..6) Asks clarifying and probing questions of others and offers suggestions based on material shared Total Points: Minimum Partially Meets Minimum Meets Minimum Total Points: Exceeds Minimum JCPS Elementary Literacy Team 0 0 Page 7

8 GRADE TWO REAL & IMAGINED NARRATIVE WRITING SCORING RUBRIC PARTIALLY MEETS MEETS EXCEEDS NARRATIVE Lacks logical ordering of events Lacks description Omits characters, objects, or events Wanders off-topic and does not return to it Includes a few illegible words Lacks one of the characteristics of narrative (setting, character/s, problem, solution or conclusion) Contains limited logical order of events Lacks logical ordering of details Lacks beginning, middle and end Prewriting task not used to develop piece Lives the writing process by planning, drafting, revising, and editing to generate a piece (W..5) Describes a fictional or autobiographical experience using well-elaborated events (W..) Establishes a situation with the opening sentence Recounts appropriately sequenced events using correct time order words (W..) Uses details and/or dialogue to describe actions, thoughts, and feelings (W..) Provides a conclusion (W..) Has a clear beginning, middle, and end (W..) Clearly plans writing using a prewriting task (W..5) Creates a readable project with legible handwriting Uses transition words to move the reader from one detail to the next (W..) Clearly develops a setting, character/s, objects, and events with adjectives, adverbs, specific nouns, and action verbs Develops an interesting plot and uses an imaginative approach Includes clear beginning, middle and end with smooth transitions Creates and uses a well-designed prewriting task Generates a polished project Uses incorrect word order Uses some incomplete sentences Uses no periods, commas, question marks, or exclamation marks Includes many capitalization errors Spells most words in Uses mostly correct word order Uses mostly simple sentences Uses some periods, commas, question marks, or exclamation marks Uses quotation marks in Includes some incomplete sentences Uses incorrect word order at times Includes a few capitalization errors Spells some words Uses correct word order Uses a variety of simple and compound sentences (L..f) Correctly uses various parts of speech, including nouns and verbs (L..a, L..b, L..c, L..d, L..e, L..f) Uses commas in dates and items in a series, when applicable (L..b) Uses quotation marks, when applicable Capitalizes all proper nouns, words at the beginning of sentences, months of the year, days of the week, titles, and initials of people (L..a) Spells frequently used, irregular words (L..d, L..e) Spells basic short vowel, long vowel, r-controlled, and consonant-blend patterns (L..d, L..e) Uses a variety of simple, compound and complex sentences Consistently uses periods and question marks Uses commas in areas other than in a series and dates Uses quotation marks with proper paragraphing and capitalization Uses complete sentences with compound and/or complex structures Spells most words Offers peers random questions and suggestions Does not share project with others Shares and discusses project with others but does not make needed improvements in the project Prepares for and participates effectively in response group discussions about the project with peers and adults (SL..a, SL...b, SL..c) Offers meaningful feedback to peers, questioning and offering suggestions when speaking about the project (SL..a, SL..b, SL..c, SL.., SL..) Responds to questions and suggestions from peers to clarify ideas and discuss revision plans (SL.., SL..6) Asks clarifying and probing questions of others and offers suggestions based on material shared Total Points: Minimum Partially Meets Minimum Meets Minimum Total Points: Exceeds Minimum JCPS Elementary Literacy Team 0 0 Page 8

9 GRADE TWO INFORMATIVE & EXPLANATORY WRITING SCORING RUBRIC ) PARTIALLY MEETS MEETS EXCEEDS INFORMATIVE / EXPLANATORY Topic is unclear Lacks consistent focus Lacks evidence of sources Uses no prewriting task or planning to generate piece Uses a few illegible words Lacks beginning focus Includes unclear supporting sentences Uses one source to acquire information Use of prewriting task or planning not evident Presents information copied from source Lacks logical order of details Lives the writing process by planning, drafting, revising, and editing to generate a piece (W..5) Writes an informative/explanatory piece that informs and/or explains (W..) Begins with a clear and interesting lead that tells the topic Includes relevant and supporting sentences in logical order (W..) Groups related ideas, and maintains consistent focus on topic (W..) Uses facts and definitions to develop points (W..) Uses linking words such as, also, another, and, more and but to connect ideas (L..) Uses sources such as print and Internet to gather information about the topic (W..7) Takes some notes on facts (W..7) Shares the information in own words (W..7) Provides a conclusion (W..) Plans writing using prewriting task (W..5) Uses transition words to move the reader from one detail to the next (W..) Creates readable documents with legible handwriting Contains more than one paragraph with correct indention Uses more than two sources to find information about the topic Takes notes on facts Uses incorrect word order Uses some incomplete sentences Uses no periods, commas, question marks, or exclamation marks Includes many capitalization errors Spells most words in Uses mostly correct word order Uses mostly simple sentences Uses some periods, commas, question marks, or exclamation marks Uses quotation marks in Includes some incomplete sentences Uses incorrect word order at times Includes a few capitalization errors Spells some words Uses correct word order Uses a variety of simple and compound sentences (L..f) Correctly uses various parts of speech, including nouns and verbs (L..a, L..b, L..c, L..d, L..e, L..f) Uses commas in dates and items in a series, when applicable (L..b) Uses quotation marks, when applicable Capitalizes all proper nouns, words at the beginning of sentences, months of the year, days of the week, titles, and initials of people (L..a) Spells frequently used, irregular words (L..d, L..e) Spells basic short vowel, long vowel, r-controlled, and consonant-blend patterns (L..d, L..e) Uses a variety of simple, compound and complex sentences Consistently uses periods and question marks Uses commas in areas other than a in series and dates Uses quotation marks with proper paragraphing and capitalization Uses complete sentences with compound and/or complex structures Spells most words Offers peers random questions and suggestions Does not share project with others Shares and discusses project with others but does not make needed improvements in the project Prepares for and participates effectively in response group discussions about the project with peers and adults (SL..a, SL...b, SL..c) Offers meaningful feedback to peers, questioning and offering suggestions when speaking about the project (SL..a, SL..b, SL..c, SL.., SL..) Responds to questions and suggestions from peers to clarify ideas and discuss revision plans (SL.., SL..6) Asks clarifying and probing questions of others and offers suggestions based on material shared Total Points: Minimum Partially Meets Minimum Meets Minimum Total Points: Exceeds Minimum JCPS Elementary Literacy Team 0 0 Page 9

10 GRADE TWO OPINION & ARGUMENT WRITING SCORING RUBRIC PARTIALLY MEETS MEETS EXCEEDS OPINION / ARGUMENT Topic is unclear Lacks consistent focus Lacks evidence of sources Includes title but does not connect with topic Uses no prewriting task or planning to generate piece Uses a few illegible words Lacks topic sentence Opinion is not evident Lacks clarity in supporting sentences Provides a title to establish topic Lacks logical order to details Generates but may not use prewriting task for the piece Lives the writing process by planning, drafting, revising, and editing to generate a piece (W..5) Begins by effectively introducing the topic (W..) States an opinion about the topic and/or book (W..) Includes relevant facts and reasons to support opinion about the topic and/or book in logical order (W..) Uses linking words and phrases such as because, and, or also to connect opinions and reasons (W..) Uses sources such as print and Internet to gather information about the topic (W..7) Provides a conclusion (W..) Clearly plans with prewriting task (W..5) Uses transition words to move the reader from one detail to the next (W..) Creates readable project with legible handwriting Uses several facts and information to support opinion Uses well-designed prewriting task Presents polished project Uses incorrect word order Uses some incomplete sentences Uses no periods, commas, question marks, or exclamation marks Includes many capitalization errors Spells most words in Uses mostly correct word order Uses mostly simple sentences Uses some periods, commas, question marks, or exclamation marks Uses quotation marks in Includes some incomplete sentences Uses incorrect word order at times Includes a few capitalization errors Spells some words Uses correct word order Uses a variety of simple and compound sentences (L..f) Correctly uses various parts of speech including nouns and verbs (L..a, L..b, L..c, L..d, L..e, L..f) Uses commas in dates and items in a series, when applicable (L..b) Uses quotation marks, when applicable Capitalizes all proper nouns, words at the beginning of sentences, months of the year, days of the week, titles, and initials of people (L..a) Spells frequently used, irregular words (L..d, L..e) Spells basic short vowel, long vowel, r-controlled, and consonant-blend patterns (L..d, L..e) Uses a variety of simple, compound and complex sentences Consistently uses periods and question marks Uses commas in areas other than in a series and dates Uses quotation marks with proper paragraphing and capitalization Uses complete sentences with compound and/or complex structures Spells most words SPEAKING & Offers peers random questions and suggestions Does not share project with others Shares and discusses project with others but does not make needed improvements in the project Prepares for and participates effectively in response group discussions about the project with peers and adults (SL..a, SL...b, SL..c) Offers meaningful feedback to peers, questioning and offering suggestions when speaking about the project (SL..a, SL..b, SL..c, SL.., SL..) Responds to questions and suggestions from peers to clarify ideas and discuss revision plans (SL.., SL..6) Asks clarifying and probing questions of others and offers suggestions based on material shared Total Points: Minimum Partially Meets Minimum Meets Minimum Total Points: Exceeds Minimum JCPS Elementary Literacy Team 0 0 Page 0

11 GRADE THREE REAL & IMAGINED NARRATIVE WRITING SCORING RUBRIC PARTIALLY MEETS MEETS EXCEEDS NARRATIVE Setting or characters are not developed Lacks two of the four basic parts of a narrative (setting, characters, problem, or solution) Sequence of plot is difficult to follow Disjointed ideas Facts or details are missing Incomplete or missing prewriting task Setting and characters are mentioned, but not well-developed Lacks one of the four basic parts of a narrative (setting, characters, problem, or solution) Plot is not sufficiently developed Solution (if applicable) not transitioned smoothly Includes some details Prewriting task is not followed Lives the writing process by planning, drafting, revising, and editing to generate a piece (W..5) Piece develops a real or imagined experience or events that unfold naturally (W.., W..0) Uses descriptive details and clear event sequences (W..) Establishes a situation and introduces a narrator and/or characters (W..a) Uses dialogue and/or description of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations (W..b) Uses temporal words and phrases to signal event order (W..c) Provides a sense of closure (W..e) Includes well-developed supporting details Uses transition words to move the reader from one detail to the next (W..c) Clearly plans writing with prewriting task Project is neat and legible Responds to questions and suggestions from peers and makes revisions to strengthen writing as needed (W..5) Vivid description of setting and action Develops an interesting plot and uses an imaginative approach Piece is well-developed with smooth transitions and indentations Well-designed prewriting task Writes incomplete sentences No subject/verb agreement or usage of pronouns, adjectives, compound words and articles Incorrect use of past, present, and future verb tenses Uses no punctuation, including commas, or capitalization Invented spelling demonstrates a lack of knowledge of most spelling patterns Writes mostly simple sentences with correct punctuation Some correct use of subject verb/agreement, pronouns, adjectives, compound words, and articles Some correct use of past, present and future verb tenses Some correct use of punctuation and capitalization Spells basic short vowels, long vowel, r-controlled and consonant-blend patterns Use a variety of simple, compound, and complex sentences (L..i) Uses subject/verb agreement, pronouns, adjectives, compound words, and articles (L..a, L..f) Uses past, present, and future verb tenses (L..e) Punctuates dates, city, state, and titles of books (L..a, L..b) Capitalizes geographical names, holidays, historical periods, and special events (L..a) Spells one-syllable words that have blends, contractions, compounds, orthographic patterns (doubling consonants, change y to ies), and common homophones (L..e, L..f) Uses irregular verbs, adverbs, prepositions and coordinating conjunctions Uses commas in direct quotations, and apostrophes in possessive case of nouns and in contractions when appropriate Uses underlining, quotation marks or italics to identify titles of projects, when appropriate Capitalizes names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations, when appropriate Spells prefixes and suffixes Offers peers random questions and suggestions Does not share project with others Shares and discusses project with others but does not make needed improvements in the project Prepares for and participates effectively in response group discussions about the project with peers and adults (SL..a, SL...b, SL..c) Offers meaningful feedback to peers, questioning and offering suggestions when speaking about the project (SL..a, SL..b, SL..c, SL..d, SL.., SL..) Responds to questions and suggestions from peers to clarify ideas and discuss revision plans (SL.., SL..6) Asks clarifying and probing questions of others and offers suggestions based on material shared Total Points: Minimum Partially Meets Minimum Meets Minimum Total Points: Exceeds Minimum JCPS Elementary Literacy Team 0 0 Page

12 GRADE THREE INFORMATIVE & EXPLANATORY WRITING SCORING RUBRIC PARTIALLY MEETS MEETS EXCEEDS INFORMATIVE/ EXPLANATORY Limited information on topic Includes little to no facts for focus No outside sources Disjointed ideas Organization not well planned Incomplete or missing prewriting task Describes some aspects of topic, but lacks topic sentence Includes few facts and details for focus Draws information from one source Minimal notes Includes simple supporting details that follow a logical order Prewriting task not followed Lives the writing process by planning, drafting, revising, and editing to generate a piece (W..5) Begins piece with a clear and interesting topic sentence that introduces the topic (W..a) Groups related information together (W..a) Supports with facts, details, definitions, and illustrations when useful to aiding comprehension (W..b) Uses linking words and phrases such as also, another, and, more, and but to connect ideas within categories or information (W..c) Uses multiple sources such as print and Internet to gather information about the topic (W..7) Takes notes and shares information in own words (W..7) Provides a concluding statement or section (W..d) Includes well-developed supporting facts and details Uses transition words to move the reader from one detail to the next Clearly plans writing with prewriting task (W..5) Project is neat and legible Supports with several facts and details Uses any combination of definitions, illustrations, pictures, graphs, or charts to enhance topic Piece is well-developed with smooth transitions and indentations Well-designed prewriting task Writes incomplete sentences No subject/verb agreement or usage of pronouns, adjectives, compound words and articles Incorrect use of past, present, and future verb tenses Uses no punctuation, including commas, or capitalization Invented spelling demonstrates a lack of knowledge of most spelling patterns Writes mostly simple sentences with correct punctuation Some correct use of subject/verb agreement, pronouns, adjectives, compound words, and articles Some correct use of past, present and future verb tenses Some correct use of punctuation, commas and capitalization Spells basic short vowel, long vowel, r-controlled and consonant-blend patterns Use a variety of simple, compound, and complex sentences (L..i) Uses subject/verb agreement, pronouns, adjectives, compound words, and articles (L..a, L..f) Uses past, present, and future verb tenses (L..e) Punctuates dates, city, state, and titles of books (L..a, L..b) Uses commas in dates, locations, and addresses and for items in a series (L..a, L..b) Capitalizes geographical names, holidays, historical periods, and special events (L..a) Spells one-syllable words that have blends, contractions, compounds, orthographic patterns (doubling consonants, change y to ies), and common homophones (L..e, L..f) Uses irregular verbs, adverbs, prepositions and coordinating conjunctions Uses commas in direct quotations, and apostrophes in possessive case of nouns and in contractions, when appropriate Uses underlining, quotation marks or italics to identify titles of projects, when appropriate Capitalizes names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations, when appropriate Spells prefixes and suffixes Offers peers random questions and suggestions Does not share project with others Shares and discusses project with others but does not make needed improvements in the project Prepares for and participates effectively in response group discussions about the project with peers and adults (SL..a, SL...b, SL..c) Offers meaningful feedback to peers, questioning and offering suggestions when speaking about the project (SL..a, SL..b, SL..c, SL..d, SL.., SL..) Responds to questions and suggestions from peers to clarify ideas and discuss revision plans (SL.., SL..6) Asks clarifying and probing questions of others and offers suggestions based on material shared Total Points: Minimum Partially Meets Minimum Meets Minimum Total Points: Exceeds Minimum JCPS Elementary Literacy Team 0 0 Page

13 GRADE THREE OPINION & ARGUMENT WRITING SCORING RUBRIC PARTIALLY MEETS MEETS EXCEEDS OPINION / ARGUMENT Limited information on topic Does not state an opinion Includes little to no facts for focus Disjointed ideas Organization not well planned Incomplete or missing prewriting task Lacks topic sentence Opinion is not evident Supporting sentences are unclear Includes simple supporting details that follow a logical order Prewriting task not followed Lives the writing process by planning, drafting, revising, and editing to generate a piece(w..5) Begins with a clear and interesting topic sentence that states an opinion about a topic and/or text (W..a) Includes relevant and supporting sentences (W..a) Organizational structure lists reasons (W..a) Provides well-developed facts, details and reasons that support the opinion (W..b) Uses linking words and phrases such as because, therefore, since, and for example to connect opinion and reasons (W..c) Uses multiple sources such as print and Internet to gather information about the topic (W..7) Provides a concluding statement or section (W..d) Uses transition words to move the reader from one detail to the next (W..c) Clearly plans writing with prewriting task (W..5) Project is neat and legible Provides reasons that are supported by facts and details Piece is well-developed with smooth transitions and indentations States an opinion with supporting details, if applicable Well-designed prewriting task Writes incomplete sentences No subject-verb agreement or usage of pronouns, adjectives, compound words and articles Incorrect use of past, present, and future verb tenses Uses no punctuation, including commas, or capitalization Invented spelling demonstrates a lack of knowledge of most spelling patterns Writes mostly simple sentences with correct punctuation Some correct use of subject/verb agreement, pronouns, adjectives, compound words, and articles Some correct use of past, present and future verb tenses Some correct use of punctuation and capitalization Spells basic short vowel, long vowel, r-controlled and consonant blend patterns Uses a variety of simple, compound, and complex sentences (L..i) Uses subject/verb agreement, pronouns, adjectives, compound words, and articles (L..a, L..f) Uses past, present, and future verb tenses (L..e) Punctuates dates, city, state, and titles of books (L..a, L..b) Uses commas in dates, locations, and addresses and for items in a series (L..a, L..b) Capitalizes geographical names, holidays, historical periods, and special events (L..a) Spells one-syllable words that have blends, contractions, compounds, orthographic patterns (doubling consonants, change y to ies), and common homophones (L..e, L..f) Uses a variety of simple and compound sentences Capitalizes titles, initials of people, months, and days of the week Correctly uses and spells contractions (if used) All appropriate letters are capitalized Spells all - letter short vowel words and grade-level-appropriate sight words Spells many irregular words SPEAKING & Offers peers random questions and suggestions Does not share project with others Shares and discusses project with others but does not make needed improvements in the project Prepares for and participates effectively in response group discussions about the project with peers and adults (SL..a, SL...b, SL..c) Offers meaningful feedback to peers, questioning and offering suggestions when speaking about the project (SL..a, SL..b, SL..c, SL..d, SL.., SL..) Responds to questions and suggestions from peers to clarify ideas and discuss revision plans (SL.., SL..6) Asks clarifying and probing questions of others and offers suggestions based on material shared Total Points: Minimum Partially Meets Minimum Meets Minimum Total Points: Exceeds Minimum JCPS Elementary Literacy Team 0 0 Page

14 GRADE FOUR REAL & IMAGINED NARRATIVE WRITING SCORING RUBRIC PARTIALLY MEETS MEETS EXCEEDS NARRATIVE Setting undeveloped Author not identified Details about character or problem missing Sequence of plot is difficult to follow Disjointed ideas Facts or details missing Missing or incomplete prewriting task Setting mentioned but not well-developed Lacks one of the four basic parts of a narrative (setting, character/s, problem, solution) Plot not sufficiently developed Solution (if appropriate) not transitioned smoothly Lives the writing process by planning, drafting, revising, and editing to generate a piece (W..5) Develops real or imagined experiences or events (W..) Establishes a situation and introduces a narrator and/or characters (W..a) Sequence of events unfolds naturally (W..a) Describes character, plot, problem and solution with well-developed, supporting and concrete sensory details (W..d) Uses dialogue and/or description to develop experiences and events or show the responses of characters to situations (W..b) Uses a variety of transitional words and phrases to manage the sequence of events and move the reader from one detail to the next (W..c) Uses concrete words and phrases, and sensory details to convey experiences and events precisely (W..d) Provides a conclusion that follows from the narrated experiences or events (W..e) Clearly planned writing with prewriting task (W..5) Project is neat and legible Vivid description of setting, plot, problem and solution with numerous adjectives, adverbs, descriptive nouns and action verbs Gives some insight, either directly or indirectly, as to the significance of incident Some correct use of subject/verb agreement, pronouns, adjectives, compound words, and articles Some correct use of past, present and future verb tenses Some correct use of punctuation, including commas, and capitalization Spells basic short vowel, long vowel, r-controlled and consonant-blend patterns Uses subject/verb agreement, pronouns, adjectives, compound words, and articles Uses past, present, and future verb tenses Punctuates dates, city, state, and titles of books Uses commas in dates, locations, and addresses and for items in a series Capitalizes geographical names, holidays, historical periods, and special events Spells one-syllable words that have blends, contractions, compounds, orthographic patterns (doubling consonants, change y to ies), and common homophones Uses a variety of simple, compound, and complex sentences (L..f) Combines, short related sentences with appositives, participle phrases, adjectives, adverbs, and prepositional phrases (L..c) Uses regular and irregular verbs, adverbs, prepositions and coordinating conjunctions (L..e, L..a, L..b) Uses parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and contractions (L..b) Uses underlining, quotation marks, or italics to identify titles of documents (L.b) Capitalizes names of magazines, newspapers, works of art, musical compositions, organizations and the first word in quotations when appropriate (L..a) Spells roots, inflections, suffixes, prefixes, and syllable constructions (L..d) Uses prepositional phrases, appositives, and dependent and independent clauses Uses verbs that are often misused (lie/lay, sit/set, rise/raise) Uses a colon to introduce a list, when applicable Uses quotation marks around the exact words of a speaker and titles of poems, songs, and short stories Offers peers random questions and suggestions Does not share project with others Shares and discusses project with others but does not make needed improvements in the project Prepares for and participates effectively in response group discussions about the project with peers and adults (SL..a, SL...b, SL..c, SL..d) Offers meaningful feedback to peers, questioning and offering suggestions when speaking about the project (SL..a, SL..b, SL..c, SL..d, SL..) Responds to questions and suggestions from peers to clarify ideas and discuss revision plans (SL..c, SL..d) Asks clarifying and probing questions of others and offers suggestions based on material shared score Total Points: Minimum Partially Meets Minimum Meets Minimum Total Points: Exceeds Minimum JCPS Elementary Literacy Team 0 0 Page

15 GRADE FOUR INFORMATIVE & EXPLANATORY WRITING SCORING RUBRIC PARTIALLY MEETS MEETS EXCEEDS INFORMATIVE / EXPLANATORY Includes limited information on topic Includes little to no facts for focus Uses no outside source Presents ideas in disjointed ways Lacks organization Uses no prewriting task Describes some aspects of topic, but lacks a focused purpose Includes few facts and details for focus Draws information from one source Notes are not used Includes simple supporting details that follow logical order Prewriting task completed but not used to generate piece Lives the writing process by planning, drafting, revising, and editing to generate a piece (W..5) Introduces a topic clearly, and groups related information in paragraphs and sections, including headings (W..a) May contain illustrations or multimedia when useful in aiding comprehension (W..a) Develops the topic with facts, definitions, concrete details, quotations, or other information related to the topic (W..b) Links ideas within categories of information using words and phrases such as another, for example, also, and because (W..c) Uses precise language and domain-specific vocabulary to inform or explain the topic (W..d) Provides a concluding statement or section related to the information or explanation presented (W..e) Uses multiple sources to gather information about the topic (Internet, media, speakers, books, newspapers, magazines, etc.) (W..7) Notes are organized, used as references, and information is shared in own words. (W..8) Uses transition words to move the reader from one detail to the next Uses prewriting task to plan and complete project (W..5) Project is neat and legible Contains illustrations and multimedia to aid comprehension Piece is well-developed with smooth transitions and indentations Well-designed prewriting task Some correct use of subject/verb agreement, pronouns, adjectives, compound words, and articles Some correct use of past, present and future verb tenses Some correct use of punctuation, including commas, and capitalization Spells basic short vowel, long vowel, r-controlled and consonant-blend patterns Uses subject/verb agreement, pronouns, adjectives, compound words, and articles Uses past, present, and future verb tenses Punctuates dates, city, state, and titles of books Uses commas in dates, locations, and addresses and for items in a series Capitalizes geographical names, holidays, historical periods, and special events Spells one-syllable words that have blends, contractions, compounds, orthographic patterns (doubling consonants, change y to ies), and common homophones Uses a variety of simple, compound, and complex sentences (L..f) Combines, short related sentences with appositives, participle phrases, adjectives, adverbs, and prepositional phrases (L..c) Uses regular and irregular verbs, adverbs, prepositions and coordinating conjunctions (L..e, L..a, L..b) Uses parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and contractions (L..b) Uses underlining, quotation marks, or italics to identify titles of documents (L.b) Capitalizes names of magazines, newspapers, works of art, musical compositions, organizations and the first word in quotations when appropriate (L..a) Spells roots, inflections, suffixes, prefixes, and syllable constructions (L..d) Uses prepositional phrases, appositives, and dependent and independent clauses Uses verbs that are often misused (lie/lay, sit/set, rise/raise) Uses a colon to introduce a list, when applicable Uses quotation marks around the exact words of a speaker and titles of poems, songs, and short stories Offers peers random questions and suggestions Does not share project with others Shares and discusses project with others but does not make needed improvements in the project Prepares for and participates effectively in response group discussions about the project with peers and adults (SL..a, SL...b, SL..c, SL..d) Offers meaningful feedback to peers, questioning and offering suggestions when speaking about the project (SL..a, SL..b, SL..c, SL..d, SL..) Responds to questions and suggestions from peers to clarify ideas and discuss revision plans (SL..c, SL..d) Asks clarifying and probing questions of others and offers suggestions based on material shared Total Points: Minimum Partially Meets Minimum Meets Minimum Total Points: Exceeds Minimum JCPS Elementary Literacy Team 0 0 Page 5

16 GRADE FOUR OPINION & ARGUMENT WRITING SCORING RUBRIC PARTIALLY MEETS MEETS EXCEEDS OPINION / ARGUMENT Provides limited information on topic Does not state opinion Includes little to no facts for focus Lacks organization Uses no prewriting task to plan work Lacks topic sentence Opinion is not evident Supporting sentences are unclear Includes simple supporting details that follow a logical order Prewriting task generate but not used to create project Lives the writing process by planning, drafting, revising, and editing to generate a piece (W..5) Begins project by clearly stating an opinion about a topic and/or text (W..a) Includes relevant and supporting sentences (W..a) Organizational structure supports the writer s purpose (W..a) Provides reasons that are supported by facts and details (W..b) Links opinion and reasons using words and phrases such as for instance, in order to, and in addition (W..c) Uses multiple sources to gather information about the topic (Internet, media, speakers, books, newspaper, magazines, etc.) (W..7) Provides a concluding statement or section that is related to the opinion (W..d) Uses transition words to move the reader from one detail to the next Clearly planned project with prewriting task (W..5) Project is neat is legible Meets all expectations set forth in () Provides logically ordered reasons that are supported by facts and details Project is well-developed with smooth transitions and indentations Well-developed prewriting task Some correct use of subject/verb agreement, pronouns, adjectives, compound words, and articles Some correct use of past, present and future verb tenses Some correct use of punctuation, including commas, and capitalization Spells basic short vowel, long vowel, r-controlled and consonant-blend patterns Uses subject/verb agreement, pronouns, adjectives, compound words, and articles Uses past, present, and future verb tenses Punctuates dates, city, state, and titles of books Uses commas in dates, locations, and addresses and for items in a series Capitalizes geographical names, holidays, historical periods, and special events Spells one-syllable words that have blends, contractions, compounds, orthographic patterns (doubling consonants, change y to ies), and common homophones Uses a variety of simple, compound, and complex sentences (L..f) Combines, short related sentences with appositives, participle phrases, adjectives, adverbs, and prepositional phrases (L..c) Uses regular and irregular verbs, adverbs, prepositions and coordinating conjunctions (L..e, L..a, L..b) Uses parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and contractions (L..b) Uses underlining, quotation marks, or italics to identify titles of documents (L.b) Capitalizes names of magazines, newspapers, works of art, musical compositions, organizations and the first word in quotations when appropriate (L..a) Spells roots, inflections, suffixes, prefixes, and syllable constructions (L..d) Meets all expectations set forth in () Uses prepositional phrases, appositives, and dependent and independent clauses Uses verbs that are often misused (lie/lay, sit/set, rise/raise) Uses a colon to introduce a list, when applicable Uses quotation marks around the exact words of a speaker and titles of poems, songs, and short stories Offers peers random questions and suggestions Does not share project with others Shares and discusses project with others but does not make needed improvements in the project Prepares for and participates effectively in response group discussions about the project with peers and adults (SL..a, SL...b, SL..c, SL..d) Offers meaningful feedback to peers, questioning and offering suggestions when speaking about the project (SL..a, SL..b, SL..c, SL..d, SL..) Responds to questions and suggestions from peers to clarify ideas and discuss revision plans (SL..c, SL..d) Meets all expectations set forth in () Asks clarifying and probing questions of others and offers suggestions based on material shared Total Points: Minimum Partially Meets Minimum Meets Minimum Total Points: Exceeds Minimum JCPS Elementary Literacy Team 0 0 Page 6