Rubric for On-Demand Narrative Writing First Grade

Name ____________________________________________________________________________________________Date:_____________________________

Rubric for On-Demand Narrative Writing ? First Grade

Points Score

0-Off Topic Points: 1-16.5

Points: 17-27.5

Points: 28-38.5

Points: 39-44

Writing on-demand scores are reported on a parent assessment letter sent with report cards. The scores will indicate a student's general performance in writing to a prompt.

Standards Score

4 ? Area of Concern Pre-Kindergarten

3 ? Developing Kindergarten

2 ? Meeting Grade 1

1 ? Exceeding Grade 2

(1 point)

1.5

(2 points)

2.5

(3 points)

3.5

(4 points)

Rubric adapted from Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project

STRUCTURE

Overall Lead

Transitions Ending Organization

The writer told a story with

Mid-

pictures and some "writing."

level

The writer started by drawing or Mid-

saying something.

level

The writer kept on working.

Mid-

level

The writer's story ended.

Mid-

level

On the writer's paper, there was a Mid-

place for drawing and a place

level

where she tried to write words.

The writer told, drew, and wrote a whole story. The writer had a page that showed what happened first.

Mid- The writer wrote about when she Mid-

level did something.

level

Mid- The writer tried to make a

Mid-

level beginning for his story.

level

The writer uses natural

Mid- The writer put her pages in order. Mid-

transitions to move the story level She used words such as and and level

along.

then, so, or uses natural

transitions.

The writer had a page that Mid- The writer found a way to end his Mid-

showed what happened last level story.

level

in her story.

The writer has a beginning, Mid- The writer wrote her story with a Mid-

middle and end.

level beginning, middle, and end with level

appropriate detail.

DEVELOPMENT

The writer wrote about one time when he did something. The writer thought about how to write a good beginning and chose a way to start her story. She chose the action, talk, or setting that would make a good beginning. The writer told the story in order by using words such as when, then, and after or uses natural transitions (or more variety of transitions) The writer chose the action, talk, or feeling that would make a good ending. The writer chose 4 or more lines for each part of the story or wrote across several pages.

Elaboration* Craft*

The writer put more and then more on the page.

Midlevel

The writer's story indicated Mid- The writer uses (show not tell)

Mid-

who was there, what they level details in pictures and words to level

did, and how the characters

show what is happening with the

felt.

character.

The writer tried to bring her characters to life with details, talk, and actions.

In the writer's story, she told and Mid- The writer drew and wrote Mid- The writer used pictures and

Mid- The writer chose strong words that

showed what happened.

level some details about what

level words to give details.

level help readers visualize using show

happened.

not tell in his story.

Score

(x2) (x2)

Spelling

LANGUAGE CONVENTIONS

The writer could read his pictures Mid- The writer could read her

Mid- The writer used all he knew

Mid-

and some of his words. The writer level writing. The writer wrote a

level about words and chunks of words level

tried to make words.

letter for the sounds she

(at, op, it, etc.) to help him spell.

heard.

To spell a word, the writer used what he knew about spelling patterns (tion, er, ly, etc.).

Name ____________________________________________________________________________________________Date:_____________________________

Punctuation

The writer could label pictures. The writer could write her name.

Mid- The writer put spaces

Mid- The writer ended sentences

Mid-

level between words. The writer level with punctuation.

level

used lowercase letters unless

The writer used a capital letter

capitals were needed.

for names.

The writer wrote capital

The writer used commas in dates

letters to start every

and lists.

sentence.

The writer used quotation marks to show what characters said. When the writer used words such as can't and don't, she used the apostrophe.

Total

*Elaboration and Craft are double-weighted categories.

Number of Points 1-16.5 17-27.5 28-38.5 39-44

Standard Score Area of Concern Developing Meeting Exceeding

Name_______________________________________________________________________________Date__________________________________________

Rubric for On-Demand Information Writing ? First Grade

Points Score

0-Off Topic Points: 1-16.5

Points: 17-27.5

Points: 28-38.5

Points: 39-44

Writing on-demand scores are reported on a parent assessment letter sent with report cards. The scores will indicate a student's general performance in writing to a prompt.

Standards 4 ? Area of Concern

3 ? Developing

2 ? Meeting

1 ? Exceeding

Score

Pre-Kindergarten

Kindergarten

Grade 1

Grade 2

1.5

2.5

3.5

(1 point)

pts

(2 points)

pts

(3 points)

pts

(4 points)

Score

Overall Lead Transitions Ending Organization

Elaboration*

Craft*

Rubric adapted from Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project

STRUCTURE

The writer told and drew

Mid- The writer told, drew, and wrote Mid- The writer taught her readers

Mid-

The writer taught readers

pictures about a topic she

level about a topic.

level about a topic.

level

some important points

knew.

about a subject.

The writer started by

Mid- The writer told what her topic

Mid- The writer named his topic in

Mid-

The writer wrote a beginning

drawing or saying something. level was.

level the beginning and got the

level

in which he named a subject

readers' attention.

and tried to interest readers.

The writer kept on working. Mid- The writer put different things he Mid- The writer told different parts

Mid-

The writer used words such

level knew about the topic on his

level about her topic on different

level

as and and also to show he

pages.

pages.

had more to say.

After the writer said, drew, Mid- The writer had a last part or page. Mid- The writer wrote an ending.

Mid-

The writer wrote some

and "wrote" all he could

level

level

level

sentences or a section at the

about his topic, he ended it.

end to wrap up her piece.

On the writer's paper, there Mid- The writer told, drew, and wrote Mid- The writer told about her topic Mid-

The writer's writing had

was a place for the drawing level information across pages.

level part by part.

level

different parts. Each part

and a place where she tried

told different information

to write words.

about the topic.

DEVELOPMENT

The writer put more and

Mid- The writer drew and wrote some Mid- The writer put facts in his

Mid-

The writer used different

(x2)

then more on the page.

level important things about the topic. level writing to teach about his topic. level

kinds of information in her

writing such as facts,

definitions, details, steps,

and tips.

The writer said, drew, and

Mid- The writer told, drew, and wrote Mid- The writer used labels and

Mid-

The writer tried to include

(x2)

"wrote" things she knew

level some details about the topic.

level words to give facts.

level

the words that showed he

about the topic.

was an expert on the

subject.

Name_______________________________________________________________________________Date__________________________________________

Spelling

The writer could read his pictures and some of his words.

The writer tried to make words.

LANGUAGE CONVENTIONS

Mid- The writer could read her writing. Mid- The writer used all he knew

Mid-

To spell a word, the writer

level The writer wrote a letter for the level about words and chunks of

level

used what she knew about

sounds she heard.

words (at, op, it, etc.) to help

spelling patterns (tion, er, ly,

him spell.

etc)

Punctuation

The writer could label pictures.

The writer could write her name.

Mid- The writer could put spaces

Mid- The writer ended sentences

Mid-

level between words.

level with punctuation.

level

The writer used lowercase letters

The writer used a capital letter

unless capitals were needed.

for names.

The writer wrote capital letters to

The writer used commas in

start every sentence.

dates and lists.

When the writer used words such as can't and don't, he used the apostrophe.

Total

*Elaboration and Craft are double-weighted categories.

Note that this piece of writing is not about the accuracy of the information but rather the ability to write an informational article using the appropriate form and structure. Students may have misconceptions about some facts regarding the content.

Number of Points 1-16.5 17-27.5 28-38.5 39-44

Standard Score Area of Concern Developing Meeting Exceeding

Name______________________________________________________________________Date_________________________________________________

Rubric for On-Demand Opinion Writing ? First Grade

Points Score

0-Off Topic Points: 1-16.5

Points: 17-27.5

Points: 28-38.5

Points: 39-44

Writing on-demand scores are reported on a parent assessment letter sent with report cards. The scores will indicate a student's general performance in writing to a prompt.

Standards 4 ? Area of Concern

3 ? Developing

2 ? Meeting

1 ? Exceeding

Score

Pre-Kindergarten

Kindergarten

Grade 1

Grade 2

1.5

2.5

3.5

(1 point)

pts

(2 points)

pts

(3 points)

pts

(4 points)

Score

Rubric developed by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project

Overall Lead

Transitions Ending Organization

Elaboration*

The writer told about

Mid-

something she liked or

level

disliked with pictures and

some "writing."

The writer started by

Mid-

drawing or saying

level

something.

The writer kept on working. Midlevel

The writer ended working Midwhen he had said, drawn, level and "written" all he could about his opinion. On the writer's paper, there Midwas a place for the drawing level and a place where she tried to write words.

The writer put more and

Mid-

then more on the page.

level

STRUCTURE

The writer told, drew, and

Mid-

wrote his opinion or likes and level

dislikes about a topic or

book.

The writer wrote her opinion Mid-

in the beginning.

level

The writer wrote his idea and Mid-

then said more. He used

level

words such as because.

The writer had a last part or Mid-

page.

level

The writer told his opinion in Mid-

one place and in another

level

place he said why.

DEVELOPMENT

The writer put everything she Midthought about the topic (or level book) on the page.

The writer wrote her opinion or her likes and dislikes and said why.

Mid- The writer wrote his opinion or his level likes and dislikes and gave reasons

for his opinion.

The writer wrote a

Mid- The writer wrote a beginning in

beginning in which he got level which she not only gave her

readers' attention. He

opinion, but also set readers up to

named the topic or text he

expect that her writing would try

was writing about and gave

to convince them of it.

his opinion.

The writer said more about Mid- The writer connected parts of his

her opinion and used words level piece using words such as also,

such as and and because.

another, and because.

The writer wrote an ending Mid- The writer wrote an ending in

for his piece.

level which she reminded readers of

her opinion.

The writer wrote a part

Mid- The writer's piece had different

where she got readers'

level parts; he wrote a lot of lines for

attention and a part where

each part.

she said more.

The writer wrote at least

Mid- The writer wrote at least two

(x2)

one reason for his opinion. level reasons and wrote at least a few

sentences about each one.

Craft*

The writer said, drew, and Mid- The writer had details in "wrote" some things about level pictures and words. what she liked and did not like.

Mid- The writer used labels and Mid- The writer chose words that would (x2)

level words to give details.

level make readers agree with his

opinion.

Name______________________________________________________________________Date_________________________________________________

Spelling Punctuation

The writer could read his pictures and some of his words. The writer tried to make words. The writer could label pictures. The writer could write her name.

LANGUAGE CONVENTIONS

Mid- The writer could read her

Mid- The writer used all he knew Mid- To spell a word, the writer used

level writing. The writer wrote a level about words and chunks of level what she knew about spelling

letter for the sounds she

words (at, op, it, etc.) to

patterns (tion, er, ly, etc.).

heard.

help him spell.

Mid- The writer put spaces

Mid- The writer ended sentences Mid- The writer used quotation marks

level between words. The writer level with punctuation. The

level to show what characters said.

used lowercase letters unless

writer used a capital letter

When the writer used words such

capitals were needed. The

for names. The writer used

as can't and don't, he put in the

writer wrote capital letters to

commas in dates and lists.

apostrophe.

start every sentence.

Total

*Elaboration and Craft are double-weighted categories.

Number of Points 1-16.5 17-27.5 28-38.5 39-44

Standard Score Area of Concern Developing Meeting Exceeding

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