INFORMATIONAL SCORING RUBRIC FIRST GRADE November 2013

1 - Not Yet
Information is not connected to the topic of the provided text

2 - Approaches Expectations
Information is connected to topic of the provided text and includes a detail from the provided text.

3 - Meets Grade Level Expectations

Includes some details from the text, including some vocabulary and/or descriptive words. Ideas presented demonstrate generally accurate understanding of the topic. Most information is connected to the prompt and writer includes some detailed facts about the topic. Writer clearly names the topic and all sentences are on topic. Most sentences follow logical progression of ideas. Attempts varied transition words (such as , next, last/after). Has a brief conclusion/provides some sense of closure. Informs or explains using the most significant details from the text.

4 - Advanced
Includes multiple details from the text, including important vocabulary and descriptions.

Reading & Research

Content Learning

Content Understanding

Content is consistently irrelevant, inappropriate, or inaccurate. Ideas are unrelated to the prompt. Topic not established. No organization or progression of ideas. No transitions No conclusion

Shows limited understanding of the topic being studied.

Ideas presented demonstrate an accurate and relevant understanding of the topic by citing evidence from the provided text. All facts and details relate to the prompt and inform about the topic. Topic is developed throughout using ideas and/or information from the text. All sentences follow a logical progression of ideas. Transitions are implied and/or evident throughout writing. Writes a concluding statement that restates the focus/prompt. Uses relevant and adequate facts and definitions from the text.

Structure & Development

(matches prompt)

Focus

Controlling Idea Organization

Some information is connected to the topic and addresses the prompt. Some sentences are on topic. Limited progression of ideas. Uses 1 or 2 transition words. Attempts a conclusion.

Development

No attempts to use details from the text.

Informs or explains by presenting a few details from the text. Consistent sound/ symbol correlation for CVC words. Uses phonetic spelling to write with letters generally representing each dominant sound in a word. Many sentences are incomplete or have repetitive structure. Uses basic language. Capitalizes the first word of some sentences, and pronoun I. Experiments with punctuation. Spaces between many of the words.

Language Conventions

Spelling/ Grammar & Usage

Random letters strung together/no sound/symbol correlation. Lacks phonetic spelling. Lacks any sentence structure. Writing lacks basic language.

Some words are spelled conventionally. Uses familiar words and chunks (-at, -op, -it) to help spell. Most sentences are complete with varied structure. Experiments with descriptive language.

Most words are spelled conventionally. Applies above grade level spelling rules and patterns correctly. Produces sentences with a variety of sentence structures (simple, compound, complex). Uses some varied and descriptive word choice.

Capitalization & Punctuation

Writes in an assortment of capital/lowercase letters or writes in all capital letters. Lacks punctuation. Inappropriate spacing.

Uses capital letters for names and proper nouns most of the time. Ends sentences with correct punctuation most of the time. Spacing is consistent between letters and words.

Capitalizes correctly and consistently. Uses commas, apostrophes, and end punctuation correctly most of the time and/or experiments with quotation marks when citing sources.

INFORMATIONAL SCORING RUBRIC FIRST GRADE November 2013