1st Grade Narrative Student/Teacher Friendly Rubric

Ideas / Approaching (Does not Meet) Expectations / Meets Expectations / Exceeds Expectation
Focus / My story is confusing. I’m still trying to figure out what I want to say. / My story is about one main thing. / My story is clear. It makes sense all the way through.
Supporting Details / I have a few details, but I need to say more. Or the details I do have don’t fit my story. / I have written some details that go with my story. / I have added many interesting details that make my story better.
Development/Completeness / I haven’t told my whole story yet. / My story has characters, setting, and plot (things that happen to my characters). / The characters have a plan.
There is a problem in my story to be solved.
The setting is clear.
Organization / Organizational Pattern
(Beginning, Middle, End) / My story is very hard to follow. I cannot tell where the middle of my story is. / There is a beginning, middle, and end to my story, but I need to make at least one part better. / My beginning, middle, and end are easy to follow. My opening is catchy and my ending wraps things up.
Chronological Sequence of Ideas / The ideas in my story are not in order. / I have at least two events in my story and they are in order. / All of the events in my story are in order.
Style / Word Choice / I write the same words over and over. / I am starting to use interesting words. The words I use help the reader get a picture in his/her head. / I use interesting words in many parts of my story The words I choose help me to show, not just tell, what happens in my story.
Audience Awareness / This does not sound like me. It’s just words. / You can hear my voice in some of my paper. I know other people will read my paper, but I am not really thinking about them. / I’m thinking about who is going to read my paper as I’m writing it. I make sure the reader hears my voice in many parts of my paper.

1st Grade Convention Student/Teacher Friendly Rubric

Sentence Formation / Approaching (Does not Meet) Expectations / Meets Expectations / Exceeds Expectation
Clarity / Some of my letters are formed correctly.
I have some good spacing between my words. / Most of my letters are formed correctly.
I have good spacing between most of my words / My letters are formed correctly.
I have good spacing between all of my words.
Correction / I have some complete sentences in my paper. / Most of my sentences are complete sentences. / All of my sentences are complete sentences.
Complexity / All of my sentences start the same way. / Some of my sentences start in different ways and I have different types of sentences. / My sentences start in many different ways and I have different types of sentences.
Usage / Subject/Verb Agreement / I have sentences, but most of my subject and verbs don’t match. / In most of my sentences, my subject and my verb go together. / In every one of my sentences, my subject and my verb go together.
Noun Forms (singular and plural) / I am starting to use singular and plural nouns, but have a lot of mistakes. / In most of my sentences, I have singular nouns where they are needed and plural nouns where they are needed. / I have singular nouns and plural nouns written correctly in every one of my sentences.
Personal and Singular Possessive Pronouns / I am not using personal and possessive pronouns correctly in my writing. / I have some personal and possessive pronouns used correctly in my sentences. / I have used personal and possessive pronouns correctly in my sentences.
Mechanics / Spelling / My spelling mistakes make it hard for my story to be understood. / I have some spelling mistakes, but my sentences can still be understood. / I have very few spelling mistakes.
Punctuation: Ending Marks / I do not have ending marks on my sentences. / Most of my sentences have ending marks. / All of my sentences have ending marks.
Punctuation: Commas in a series of items
(If they are needed) / I needed commas, but didn’t use them at all. / I used commas when needed, but didn’t do it correctly. / If I needed commas, I used them correctly.
Capitalization: Beginning of sentences and proper nouns / I have no capitals letters or most of my capital letters are in the wrong place. / I have capitalized most of my proper nouns correctly.
I have capitalized the beginning of most of my sentences. / I have capitalized all my proper nouns correctly.
I have capitalized all the beginning of my sentences correctly.

1st Grade InformationalStudent/Teacher Friendly Rubric

Ideas / Approaching (Does not Meet) Expectations / Meets Expectations / Exceeds Expectation
Focus / It is hard to tell what my paper is about. / It is clear that I am writing an informational paper about one main thing. / The topic is clear and well written.
Supporting Details / I don’t have enough details about my topic for the reader to understand my information. / I have some facts that go with my topic. I may have included pictures/diagrams and/or maps. / My paper has many facts or details about my topic. I also havepictures/diagrams and/or maps to help the reader understand my paper.
Use of Resources / I didn’t look in any resources or I just looked in one resource for information. / I looked in at least two resources for information and I included some of the information I found (pictures or words). / I looked in many resources for information on my topic and I included some of the information in my own words.
Development/Completeness / I don’t have enough information to tell about my topic. / I have enough information for my reader to learn something. My ending says something more than just “The End.” / I have used my words, pictures/diagrams and/or maps to help my reader learn something. My ending is tied back to the beginning.
Organization / Organizational Pattern / My paper is very hard to follow. I cannot tell where the middle of my piece is. / There is a beginning, middle, and end to my piece, but I need to make at least one part better. / My beginning, middle, and end are easy to follow. My opening is catchy and my ending wraps things up.
Grouping of Ideas / My ideas are not grouped in a meaningful order. / My ideas are grouped a meaningful order, but I may have one or two things in the wrong place. / My ideas are grouped in a meaningful way through out my whole paper.
Transitions / I have no transition words. / I have some transition words. / I have transition words and they are not all the same.
Style / Word Choice / I write the same words over and over. / I am starting to use interesting words. The words I use help the reader get a picture in his/her head. / I use interesting words in many parts of my piece. The words I choose help me to show, not just tell, about my information.
Audience Awareness / This does not sound like me. It’s just words. / You can hear my voice in some of my paper. I know other people will read my paper, but I am not really thinking about them. / I’m thinking about who is going to read my paper as I’m writing it. I make sure the reader hears my voice in many parts of my paper.

1st Grade Response to LiteratureStudent/Teacher Friendly Rubric

Ideas / Approaching (Does not Meet) Expectations / Meets Expectations / Exceeds Expectation
Focus / It is hard to tell what my paper is about. / It is clear that I am writing about a book that I read or heard / It is clear that I am writing about the book I read or heard and it makes sense all the way through.
Supporting Details / I have one detail or the details I have are not about the book. / I have at least two details (events, facts) about the book, but I could use more. / I have many details about the book.
Connecting to the Text / I have not written any connections to the book. / I have made at least one connection to the book
(Text to Text or Text to Self) / I have many more than one connection to the book. (Text to Text or Text to Self)
Development/Completeness / I did not write about the main idea of the book and/or tell why I did or did not like it. / I have written about the main idea of the book and given at least one reason why Ilike or don’t like the book. / I have written about the main idea of the book and given more than one reason why I like or don’t like the book.
Organization / Organizational Pattern / My piece is very hard to follow. / There is a beginning, middle, and end to my story, but I need to make at least one part better. / My beginning, middle, and end are easy to follow. My opening is catchy and my ending wraps things up.
Grouping of Ideas / My ideas are not grouped in a meaningful order. / My ideas are grouped a meaningful order, but I may have one or two things in the wrong place. / My ideas are grouped in a meaningful way through out my whole paper.
Transitions / I have no transition words. / I have some transition words. / I have transition words and they are not all the same.
Style / Word Choice / I write the same words over and over. / I am starting to use interesting words. The words I use help the reader get a picture in his/her head. / I use interesting words in many parts of my piece. The words I choose help me to show, not just tell, about my information.
Audience Awareness / This does not sound like me. It’s just words. / You can hear my voice in some of my paper. I know other people will read my paper, but I am not really thinking about them. / I’m thinking about who is going to read my paper as I’m writing it. I make sure the reader hears my voice in many parts of my paper.