Ideas/Content / Organization /

Conventions

4 / 4 The messageis very clear and focused.
  • The message or point to this writing is very clear.
  • The writing is strongly focused on a single message or point.
  • Many supporting details make the writing interesting.
/ 4 The writing is well organized and easy to follow.
  • The introduction is clever and/or unusual and may have multiple sentences.
  • Information and/or events are sequenced in an intentionalway that makes sense.
  • A variety of transitions are used or time/order is very clear without specific transitions. (Student has moved beyond formulaic writing)
  • The conclusion wraps up the writing in a unique and/or interesting way.
/ 4 Errors are so few and so minor that they may be overlooked.
  • Capitals are used correctly.
  • End marks are used correctly.
  • Almost all words are spelled correctly.
  • All letters are formed correctly, touch the line, and are evenly spaced.

3 / 3 The messageis generally focused.
  • There is a message or point to this writing.
  • The message is clear.
  • Some supporting details make the writing interesting.
/ 3 Organization is present and the writing is easy to follow most of the time.
  • The introduction is a simple sentence and/or a restatement of the prompt.
  • Information and/or events are sequenced in a way that makes sense.
  • Transitions are used. (e.g., first, next, then, last, etc.)
  • The conclusion feels like an exit.
/ 3 Minor errors, though noticeable, do not interrupt the reading.
  • Capitals are used correctly most of the time.
  • End marks are used correctly most of the time.
  • Many grade level words are spelled correctly.
  • Almost all letters are formed correctly, touch the line, and are evenly spaced.

2 / 2 The message isunclear.
  • It is difficult to find a focus in this paper.
  • The message is not clear.
  • Lackssufficientsupporting details.
/ 2 An attempt has been made to organize the writing.
  • The introduction has been attempted.
  • The sequence of information and/or events does not always make sense.
  • Some transitions don’t fit or are missing.
  • The conclusion is abrupt. (Incomplete sentence i.e., “The End”, “Bye, Bye”, etc.).
/ 2 Errors may make the writing difficult to read or understand in places.
  • Some capitals are missing or not used correctly.
  • Some end marksare missing or not used correctly.
  • Some grade level words are spelled correctly.
  • The handwriting can be read but appearance is sloppy.

1 / 1 There is no message.
  • The writing is copied words or unreadable.
  • Ideas are missing.
  • Supporting details are missing or cause confusion.
/ 1 The writing is unorganized and difficult to follow.
  • The introduction is missing.
  • The sequence of information and/or events is scrambled.
  • Transitions are missing.
  • The conclusion is missing.
/ 1 Many errors make the writing almost impossible to read.
  • Capitals are missing or not used correctly.
  • End marksare missing.
  • There are many spelling errors.
  • The handwriting is not legible.

Sumner School District (revised work of NWREL Macintosh HD:Desktop Folder:1st Grade Rubric Nov 2006 .doc

November 2006

Word Choice

/

Sentence Fluency

/ Voice
4 / 4 Precise, interesting and vivid words effectively convey the message.
  • Words are usedaccurately and precisely.
  • Strong energetic words enliven the writing.
  • Clear, colorful and vivid imagesare created.
/ 4 The sentences are clear, varied and easy to read.
  • The writing is smooth and expressive. One idea flows easily into the next idea.
  • Sentences begin in many different ways.
  • Sentences vary throughout the piece of writing; some sentences are short and some are long.
  • Grammar is used appropriately.
/ 4 The writer behind the writing is clearly seen.
  • Voice is just right for the audience and purpose.
  • Writing is highly original.
  • Writing shows strong confidence and personality.
  • The feelings of the writer are strong and clear.

3 / 3 Words are carefully chosen so the message gets across.
  • Most words are usedaccurately and precisely.
  • Many descriptive words. (e.g., color words, wow, scary)
  • Recognizes overused words and makes substitutions. (e.g., said/yelled)
  • Images are created.
/ 3 The sentences are clear, readable, and smooth with just a bump or two.
  • The writing is generally smooth and readable.
  • Most of the sentences begin in different ways and are different lengths.
  • Simple, some compound (e.g., and, but) and complex sentences (e.g., because) are used.
  • Grammar is used appropriately most of the time.
/ 3 There is a sense of the writer behind the writing.
  • Sense of voice is appropriate to the audience and purpose.
  • Writing has a sense of originality.
  • Writing shows personality.
  • The feelings of the writer are evident.

2 / 2 Words convey the message with little imagination.
  • Some words may bemisused.
  • Words are ordinary.
  • Some attempts to create images.
/ 2 Some of the sentences are smooth and some are hard to read.
  • In some places, it is hard to tell where one sentence stops and the next one begins.
  • Most sentences start the same way.
  • There are several run-on sentences or lots of short, choppy sentences.
  • Grammar is used appropriately some of the time.
/ 2 There is littlesense of the writer behind the writing.
  • Writing has limited sense of audience and purpose.
  • Writing shows limited originality.
  • Writing shows limited personality.
  • The feelings of the writer somewhat evident.

1 / 1 Words are misused, unclear or overused.
  • Words are often misused.
  • The wording is vague and/or confusing.
  • No image is created.
/ 1 This is hard to read.
  • The reader can’t tell one sentence from another.
  • All the sentences are the same.
  • Sentences are incomplete.
  • Frequent grammatical errors interrupt the reading
/ 1 There is no sense of the writer behind the writing.
  • Does not seem to be writing to a particular audience or for a specific purpose.
  • Lacksoriginality.
  • Personality of the writer is not seen.
  • The feelings of the writer are not evident.

Sumner School District (revised work of NWREL Macintosh HD:Desktop Folder:1st Grade Rubric Nov 2006 .doc

November 2006