The Message Or Point to This Writing Is Very Clear

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