Developed for Canon City Schools by Educational Performance Consulting, LLC.

1st Grade Narrative Descriptive Text-Based Writing Rubric – Unit 1 W.1.3 Write narratives in which they recount sequenced events.

Construct Measured

3 = Meets Grade Level Expectations

2 = Approaching Grade Level Expectations

1 = Below Grade Level Expectations

Points Awarded

Re

adin

g C

om

pre

he

nsi

on

* K

ey Id

eas

& D

etai

ls

(RL.1.1) (L/M)

The writing:

demonstrates understanding by accurately answering questions about key details in a text.

The writing: demonstrates some understanding by partially

answering questions about key details in a text.

The writing: does not demonstrate understanding by failing

to answer questions about key details in a text.

3 = Meets 2 = Approaching 1 = Below

Wri

tin

g

Stru

ctu

re &

Org

aniz

atio

n

W.1.3 (L)

The writing:

effectively recount two or more appropriated sequenced events.

provides an effective sense of closure.

The writing:

partially recounts two or more appropriately sequenced events.

provides a partial sense of closure.

The writing:

fails to or inappropriately recounts two or more sequenced events.

does not provide a sense of closure.

5-6 = Meets 4 = Approaching < 4 = Below

Wri

tin

g

Dev

elo

pm

ent

&

Elab

ora

tio

n

W.1.3 (L)

The writing: effectively addresses the prompt/task with a

focused response.

includes some details regarding what happened.

uses temporal words to signal event order.

The writing: addresses the prompt/task with some drift in

focus.

includes limited details regarding what happened.

uses limited temporal words to signal event order.

The writing: does not address the prompt/task and may lack

focus.

does not include details regarding what happened.

does not use temporal words to signal event order.

7-9 = Meets 5-6 = Approaching < 5 = Below

Lan

guag

e

Co

nve

nti

on

s &

Vo

cab

ula

ry

L.1.1

(L)

L.1.2 (L)

(L.1.6) (L)

The writing: may have a few minor errors in grammar

and usage, however, meaning is clear throughout the response.

demonstrates command of the conventions of standard English consistent with effectively edited writing.

accurately uses words and phrases important for comprehension.

The writing: contains some errors in grammar and usage

that occasionally impedes understanding.

demonstrates an inconsistent command of the conventions of standard English consistent with edited writing.

incorporates some words and phrases to support comprehension.

The writing: contains multiple distracting errors in grammar

and usage that impedes understanding.

demonstrates a weak command of the conventions of standard English with minimal editing.

uses simplistic words.

7-9 = Meets 5-6 = Approaching <5 = Below

*Reading evidence outcomes may vary depending on the type of textual evidence required by the specific writing prompt and/or task. ( ) = partially meets requirements of the standard.

Score “O” - The writing is scored with “O” when there is no response, the response is too limited to evaluate, the response is undecipherable, and/or the response is not written in English.

22 – 27 = Meets Grade Level Expectations 16 – 21 = Approaching Grade Level Expectations < 16 = Below Grade Level Expectations Overall Score:

Subtotal:

Subtotal:

Subtotal:

Subtotal:

Developed for Canon City Schools by Educational Performance Consulting, LLC.

1st Grade Informative/Explanatory Text-Based Writing Rubric with Shared Research - Unit 2

Construct Measured

3 = Meets Grade Level Expectations

2 = Approaching Grade Level Expectations

1 = Below Grade Level Expectations

Points Awarded

Re

adin

g C

om

pre

he

nsi

on*

K

ey Id

eas

& D

etai

ls

(RI.1.1) (L/M)

The writing: demonstrates understanding by accurately

answering questions about key details in a text.

The writing: demonstrates some understanding by partially

answering questions about key details in a text.

The writing: does not demonstrate understanding by

failing to answer questions about key details in a text.

3 = Meets 2 = Approaching 1 = Below

Wri

tin

g

Stru

ctu

re &

Org

aniz

atio

n

W.1.2 (L/M)

(L)

The writing: effectively names a topic.

provides an effective sense of closure.

The writing: partially names a topic.

provides a limited sense of closure.

The writing: fails to name or only minimally references

a topic.

fails to provide a sense of closure.

5-6 = Meets 4 = Approaching < 4 = Below

Wri

tin

g

Dev

elo

pm

ent

&

Elab

ora

tio

n

W.1.2 (L/M)

(W.1.7) (L)

(W.1.8) (L)

The writing: addresses the prompt/task with a focused

response. accurately supplies some facts about the topic. accurately integrates knowledge gained from

shared research and writing projects.

accurately integrates information gathered about the topic from sources to answer a question.

The writing: addresses the prompt/task with some drift in

focus. partially supplies some facts about the topic.

makes limited references to the knowledge

gained from shared research and writing projects.

makes limited reference to information gathered about the topic from sources to answer a question.

The writing: does not address the prompt/task and may

lack focus. fails to or inaccurately supplies some facts

about the topic. does not make reference to knowledge

gained from shared research and writing projects.

does not make reference to information gathered about the topic from sources to answer a question.

10-12 = Meets 7-9 = Approaching < 7 = Below

Lan

guag

e

Co

nve

nti

on

s &

Vo

cab

ula

ry

L.1.1

(L)

L.1.2 (L)

(L.1.6) (L)

The writing: may have a few minor errors in grammar and

usage, however, meaning is clear throughout the response.

demonstrates command of the conventions of standard English consistent with effectively edited writing.

accurately uses words and phrases important for comprehension.

The writing: contains some errors in grammar and usage that

occasionally impedes understanding. demonstrates an inconsistent command of the

conventions of standard English consistent with edited writing.

incorporates some words and phrases to support

comprehension.

The writing: contains multiple distracting errors in

grammar and usage that impedes understanding.

demonstrates a weak command of the conventions of standard English with minimal editing.

uses simplistic words.

7-9 = Meets 5-6= Approaching <5 = Below

*Reading evidence outcomes may vary depending on the type of textual evidence required by the specific writing prompt and/or task. ( ) = partially meets requirements of the standard.

Score “O” - The writing is scored with “O” when there is no response, the response is too limited to evaluate, the response is undecipherable, and/or the response is not written in English.

26 – 33 = Meets Grade Level Expectations 20 – 25 = Approaching Grade Level Expectations < 20 = Below Grade Level Expectations Overall Score:

Subtotal:

Subtotal:

Subtotal:

Subtotal:

Developed for Canon City Schools by Educational Performance Consulting, LLC.

1st Grade Opinion Text-Based Writing Rubric – Unit 3 W.1.1 Write opinion pieces about topics or books.

Construct Measured

3 = Meets Grade Level Expectations

2 = Approaching Grade Level Expectations

1 = Below Grade Level Expectations

Points Awarded

Re

adin

g

Co

mp

reh

en

sio

n*

Key

Idea

s &

Det

ails

(RL.1.1)

or (RI.1.1) (L/M)

The writing:

demonstrates understanding by accurately answering questions about key details in a text.

The writing:

demonstrates some understanding by partially answering questions about key details in a text.

The writing:

does not demonstrate understanding by failing to answer questions about key details in a text.

3 = Meets 2 = Approaching 1 = Below

Wri

tin

g

Stru

ctu

re &

Org

aniz

atio

n

W.1.1 (L/M)

(L)

The writing: introduces the topic or names the book they

are writing about.

clearly states an opinion.

effectively provides some sense of closure.

The writing: partially introduces the topic or names the book

they are writing about.

makes reference to an opinion.

provides a limited sense of closure.

The writing: fails to introduce the topic or name the book

they are writing about.

does not state an opinion or opinions may be confusing or ambiguous.

does not provide a sense of closure.

7-9 = Meets 5-6 = Approaching < 5 = Below

Wri

tin

g

Dev

elo

pm

ent

&

Elab

ora

tio

n

W.1.1 (L)

The writing: purposefully addresses the prompt/task

with a focused response.

effectively provides a reason for the opinion.

The writing: generally addresses the prompt/task with some

drift in focus.

provides a partial reason for the opinion.

The writing: does not address the prompt/task and may

offer little or no focus.

fails to provide a reason or may provide a reason for the opinion which is irrelevant.

5-6 = Meets 4 = Approaching <4 = Below

Subtotal:

Subtotal:

Subtotal:

Developed for Canon City Schools by Educational Performance Consulting, LLC.

1st Grade Opinion Text-Based Writing Rubric – Unit 3 (continued)

W.1.1 Write opinion pieces about topics or books.

Construct Measured

3 = Meets Grade Level Expectations

2 = Approaching Grade Level Expectations

1 = Below Grade Level Expectations

Points Awarded

Lan

guag

e

Co

nve

nti

on

s &

Vo

cab

ula

ry

L.1.1 (L)

L.1.2 (L)

(L.1.6) (L)

The writing: may have a few minor errors in grammar and

usage, however, meaning is clear throughout the response.

demonstrates command of the conventions of standard English consistent with effectively edited writing.

accurately uses words and phrases to describe the topic or book.

The writing: contains some errors in grammar and usage that

occasionally impedes understanding.

demonstrates an inconsistent command of the

conventions of standard English consistent with edited writing.

uses some words and phrases to partially

describe the topic or book.

The writing: contains multiple distracting errors in

grammar and usage that impedes understanding.

demonstrates a weak command of the conventions of standard English with minimal editing.

uses simplistic words.

7-9 = Meets 5-6 = Approaching <5 = Below

( ) = partially meets expectations of the

standard.

*Reading evidence outcomes may vary depending on the type of textual evidence required by the specific writing prompt and/or task.

Score “O” - The writing is scored with “O” when there is no response, the response is too limited to evaluate, the response is undecipherable, and/or the response is not written in English.

22 – 27 = Meets Grade Level Expectations 16 – 21 = Approaching Grade Level Expectations Overall Score: < 16 = Below Grade Level Expectations

Subtotal:

Developed for Canon City Schools by Educational Performance Consulting, LLC.

1st Grade Narrative Story Writing Rubric – Unit 4a W.1.3 Write narratives in which they recount sequenced events.

Construct Measured

3 = Meets Grade Level Expectations

2 = Approaching Grade Level Expectations

1 = Below Grade Level Expectations

Points Awarded

Wri

tin

g

Stru

ctu

re &

Org

aniz

atio

n

W.1.3

(L/M)

The writing:

effectively recount two or more appropriated sequenced events.

provides an effective sense of closure.

The writing:

partially recounts two or more appropriately sequenced events.

provides a partial sense of closure.

The writing:

fails to or inappropriately recounts two or more sequenced events.

does not provide a sense of closure.

5-6 = Meets 4 = Approaching < 4 = Below

Wri

tin

g

Dev

elo

pm

ent

&

Elab

ora

tio

n

W.1.3 (L)

The writing: effectively addresses the prompt/task with a

focused response.

includes some details regarding what happened.

skillfully uses temporal words to signal event order.

The writing: addresses the prompt/task with some drift in

focus.

includes limited details regarding what happened.

uses limited temporal words to signal event order.

The writing: does not address the prompt/task and may lack

focus.

does not include details regarding what happened.

does not use temporal words to signal event order.

7-9 = Meets 5-6 = Approaching < 5 = Below

Lan

guag

e

Co

nve

nti

on

s &

Vo

cab

ula

ry

L.1.1 (L)

L.1.2 (L)

(L.1.6) (M/A)

The writing: may have a few minor errors in grammar

and usage, however, meaning is clear throughout the response.

demonstrates command of the conventions of standard English consistent with effectively edited writing.

accurately uses words and phrases important for comprehension.

The writing: contains some errors in grammar and usage

that occasionally impedes understanding.

demonstrates an inconsistent command of the conventions of standard English consistent with edited writing.

incorporates some words and phrases to support comprehension.

The writing: contains multiple distracting errors in grammar

and usage that impedes understanding.

demonstrates a weak command of the conventions of standard English with minimal editing.

uses simplistic words.

7-9 = Meets 5-6 = Approaching <5 = Below

Score “O” - The writing is scored with “O” when there is no response, the response is too limited to evaluate, the response is undecipherable, and/or the response is not written in English. ( ) = partially meets requirements of the standard

19 – 24 = Meets Grade Level Expectations 14 – 18 = Approaching Grade Level Expectations Overall Score: < 14 = Below Grade Level Expectations

Subtotal:

Subtotal:

Subtotal:

Developed for Canon City Schools by Educational Performance Consulting, LLC.

1st Grade Informative/Explanatory Text-Based Writing Rubric with Shared Research - Unit 4b

Construct Measured

3 = Meets Grade Level Expectations

2 = Approaching Grade Level Expectations

1 = Below Grade Level Expectations

Points Awarded

Re

adin

g C

om

pre

he

nsi

on*

K

ey Id

eas

& D

etai

ls

(RI.1.1) (M/A)

The writing: demonstrates understanding by accurately

answering questions about key details in a text.

The writing: demonstrates some understanding by partially

answering questions about key details in a text.

The writing: does not demonstrate understanding by

failing to answer questions about key details in a text.

3 = Meets 2 = Approaching 1 = Below

Wri

tin

g

Stru

ctu

re &

Org

aniz

atio

n

W.1.2 (L/M)

(L)

The writing: effectively names a topic.

provides an effective sense of closure.

The writing: partially names a topic.

provides a limited sense of closure.

The writing: fails to name or only minimally references

a topic.

fails to provide a sense of closure.

5-6 = Meets 4 = Approaching < 4 = Below

Wri

tin

g

Dev

elo

pm

ent

&

Elab

ora

tio

n

W.1.2 (L)

(W.1.7) (L)

(W.1.8) (L)

The writing: addresses the prompt/task with a focused

response. accurately supplies some facts about the topic. accurately integrates knowledge gained from

shared research and writing projects.

accurately integrates information gathered about the topic from sources to answer a question.

The writing: addresses the prompt/task with some drift in

focus. partially supplies some facts about the topic.

makes limited references to the knowledge

gained from shared research and writing projects.

makes limited reference to information gathered about the topic from sources to answer a question.

The writing: does not address the prompt/task and may

lack focus. fails to or inaccurately supplies some facts

about the topic. does not make reference to knowledge

gained from shared research and writing projects.

does not make reference to information gathered about the topic from sources to answer a question.

10-12 = Meets 7-9 = Approaching < 7 = Below

Lan

guag

e

Co

nve

nti

on

s &

Vo

cab

ula

ry

L.1.1

(L)

L.1.2 (L)

(L.1.6) (M/A)

The writing: may have a few minor errors in grammar and

usage, however, meaning is clear throughout the response.

demonstrates command of the conventions of standard English consistent with effectively edited writing.

accurately uses words and phrases important for comprehension.

The writing: contains some errors in grammar and usage that

occasionally impedes understanding. demonstrates an inconsistent command of the

conventions of standard English consistent with edited writing.

incorporates some words and phrases to support

comprehension.

The writing: contains multiple distracting errors in

grammar and usage that impedes understanding.

demonstrates a weak command of the conventions of standard English with minimal editing.

uses simplistic words.

7-9 = Meets 5-6= Approaching <5 = Below

*Reading evidence outcomes may vary depending on the type of textual evidence required by the specific writing prompt and/or task. ( ) = partially meets requirements of the standard.

Score “O” - The writing is scored with “O” when there is no response, the response is too limited to evaluate, the response is undecipherable, and/or the response is not written in English.

26 – 33 = Meets Grade Level Expectations 20 – 25 = Approaching Grade Level Expectations < 20 = Below Grade Level Expectations Overall Score:

Subtotal:

Subtotal:

Subtotal:

Subtotal:

Developed for Canon City Schools by Educational Performance Consulting, LLC.

1st Grade Opinion Text-Based Writing Rubric – Unit 5 W.1.1 Write opinion pieces about topics or books.

Construct Measured

3 = Meets Grade Level Expectations

2 = Approaching Grade Level Expectations

1 = Below Grade Level Expectations

Points Awarded

Re

adin

g

Co

mp

reh

en

sio

n*

Key

Idea

s &

Det

ails

(RL.1.1)

or (RI.1.1)

(M/A)

The writing:

demonstrates understanding by accurately answering questions about key details in a text.

The writing:

demonstrates some understanding by partially answering questions about key details in a text.

The writing:

does not demonstrate understanding by failing to answer questions about key details in a text.

3 = Meets 2 = Approaching 1 = Below

Wri

tin

g

Stru

ctu

re &

Org

aniz

atio

n

W.1.1 (M/A)

(L/M)

The writing: introduces the topic or names the book they

are writing about.

clearly states an opinion.

effectively provides some sense of closure.

The writing: partially introduces the topic or names the book

they are writing about.

makes reference to an opinion.

provides a limited sense of closure.

The writing: fails to introduce the topic or name the book

they are writing about.

does not state an opinion or opinions may be confusing or ambiguous.

does not provide a sense of closure.

7-9 = Meets 5-6 = Approaching < 5 = Below

Wri

tin

g

Dev

elo

pm

ent

&

Elab

ora

tio

n

W.1.1 (L/M)

The writing: purposefully addresses the prompt/task

with a focused response.

effectively provides a reason for the opinion.

The writing: generally addresses the prompt/task with some

drift in focus.

provides a partial reason for the opinion.

The writing: does not address the prompt/task and may

offer little or no focus.

fails to provide a reason or may provide a reason for the opinion which is irrelevant.

5-6 = Meets 4 = Approaching <4 = Below

Subtotal:

Subtotal:

Subtotal:

Developed for Canon City Schools by Educational Performance Consulting, LLC.

1st Grade Opinion Text-Based Writing Rubric – Unit 5 (continued)

W.1.1 Write opinion pieces about topics or books.

Construct Measured

3 = Meets Grade Level Expectations

2 = Approaching Grade Level Expectations

1 = Below Grade Level Expectations

Points Awarded

Lan

guag

e

Co

nve

nti

on

s &

Vo

cab

ula

ry

L.1.1 (L)

L.1.2 (L)

(L.1.6) (L/M)

The writing: may have a few minor errors in grammar and

usage, however, meaning is clear throughout the response.

demonstrates command of the conventions of standard English consistent with effectively edited writing.

Accurately uses words and phrases to describe the topic or book.

The writing: contains some errors in grammar and usage that

occasionally impedes understanding.

demonstrates an inconsistent command of the

conventions of standard English consistent with edited writing.

uses some words and phrases to partially

describe the topic or book.

The writing: contains multiple distracting errors in

grammar and usage that impedes understanding.

demonstrates a weak command of the conventions of standard English with minimal editing.

uses simplistic words.

7-9 = Meets 5-6 = Approaching <5 = Below

( ) = partially meets expectations of the

standard.

*Reading evidence outcomes may vary depending on the type of textual evidence required by the specific writing prompt and/or task.

Score “O” - The writing is scored with “O” when there is no response, the response is too limited to evaluate, the response is undecipherable, and/or the response is not written in English.

22 – 27 = Meets Grade Level Expectations 16 – 21 = Approaching Grade Level Expectations Overall Score: < 16 = Below Grade Level Expectations

Subtotal:

Developed for Canon City Schools by Educational Performance Consulting, LLC.

1st Grade Informative/Explanatory Text-Based Writing Rubric with Shared Research - Unit 6a

Construct Measured

3 = Meets Grade Level Expectations

2 = Approaching Grade Level Expectations

1 = Below Grade Level Expectations

Points Awarded

Re

adin

g C

om

pre

he

nsi

on*

K

ey Id

eas

& D

etai

ls

(RI.1.1) (M/A)

The writing: demonstrates understanding by accurately

answering questions about key details in a text.

The writing: demonstrates some understanding by partially

answering questions about key details in a text.

The writing: does not demonstrate understanding by

failing to answer questions about key details in a text.

3 = Meets 2 = Approaching 1 = Below

Wri

tin

g

Stru

ctu

re &

Org

aniz

atio

n

W.1.2 (M/A)

(L/M)

The writing: effectively names a topic.

provides an effective sense of closure.

The writing: partially names a topic.

provides a limited sense of closure.

The writing: fails to name or only minimally references

a topic.

fails to provide a sense of closure.

5-6 = Meets 4 = Approaching < 4 = Below

Wri

tin

g

Dev

elo

pm

ent

&

Elab

ora

tio

n

W.1.2 (M/A)

(W.1.7) (L/M)

(W.1.8) (A)

The writing: addresses the prompt/task with a focused

response. accurately supplies some facts about the topic. accurately integrates knowledge gained from

shared research and writing projects.

accurately integrates information gathered about the topic from sources to answer a question.

The writing: addresses the prompt/task with some drift in

focus. partially supplies some facts about the topic.

makes limited references to the knowledge

gained from shared research and writing projects.

makes limited reference to information gathered about the topic from sources to answer a question.

The writing: does not address the prompt/task and may

lack focus. fails to or inaccurately supplies some facts

about the topic. does not make reference to knowledge

gained from shared research and writing projects.

does not make reference to information gathered about the topic from sources to answer a question.

10-12 = Meets 7-9 = Approaching < 7 = Below

Lan

guag

e

Co

nve

nti

on

s &

Vo

cab

ula

ry

L.1.1

(L)

L.1.2 (L)

(L.1.6) (M/A)

The writing: may have a few minor errors in grammar and

usage, however, meaning is clear throughout the response.

demonstrates command of the conventions of standard English consistent with effectively edited writing.

accurately uses words and phrases important for comprehension.

The writing: contains some errors in grammar and usage that

occasionally impedes understanding. demonstrates an inconsistent command of the

conventions of standard English consistent with edited writing.

incorporates some words and phrases to support

comprehension.

The writing: contains multiple distracting errors in

grammar and usage that impedes understanding.

demonstrates a weak command of the conventions of standard English with minimal editing.

uses simplistic words.

7-9 = Meets 5-6= Approaching <5 = Below

*Reading evidence outcomes may vary depending on the type of textual evidence required by the specific writing prompt and/or task. ( ) = partially meets requirements of the standard.

Score “O” - The writing is scored with “O” when there is no response, the response is too limited to evaluate, the response is undecipherable, and/or the response is not written in English.

26 – 33 = Meets Grade Level Expectations 20 – 25 = Approaching Grade Level Expectations < 20 = Below Grade Level Expectations Overall Score:

Subtotal:

Subtotal:

Subtotal:

Subtotal:

Developed for Canon City Schools by Educational Performance Consulting, LLC.

1st Grade Opinion Text-Based Writing Rubric – Unit 6b W.1.1 Write opinion pieces about topics or books.

Construct Measured

3 = Meets Grade Level Expectations

2 = Approaching Grade Level Expectations

1 = Below Grade Level Expectations

Points Awarded

Re

adin

g

Co

mp

reh

en

sio

n*

Key

Idea

s &

Det

ails

(RL.1.1)

or (RI.1.1)

(M/A)

The writing:

demonstrates understanding by accurately answering questions about key details in a text.

The writing:

demonstrates some understanding by partially answering questions about key details in a text.

The writing:

does not demonstrate understanding by failing to answer questions about key details in a text.

3 = Meets 2 = Approaching 1 = Below

Wri

tin

g

Stru

ctu

re &

Org

aniz

atio

n

W.1.1 (M/A)

(L/M)

The writing: introduces the topic or names the book they

are writing about.

clearly states an opinion.

effectively provides some sense of closure.

The writing: partially introduces the topic or names the book

they are writing about.

makes reference to an opinion.

provides a limited sense of closure.

The writing: fails to introduce the topic or name the book

they are writing about.

does not state an opinion or opinions may be confusing or ambiguous.

does not provide a sense of closure.

7-9 = Meets 5-6 = Approaching < 5 = Below

Wri

tin

g

Dev

elo

pm

ent

&

Elab

ora

tio

n

W.1.1 (L/M)

The writing: purposefully addresses the prompt/task

with a focused response.

effectively provides a reason for the opinion.

The writing: generally addresses the prompt/task with some

drift in focus.

provides a partial reason for the opinion.

The writing: does not address the prompt/task and may

offer little or no focus.

fails to provide a reason or may provide a reason for the opinion which is irrelevant.

5-6 = Meets 4 = Approaching <4 = Below

Subtotal:

Subtotal:

Subtotal:

Developed for Canon City Schools by Educational Performance Consulting, LLC.

1st Grade Opinion Text-Based Writing Rubric – Unit 6b (continued)

W.1.1 Write opinion pieces about topics or books.

Construct Measured

3 = Meets Grade Level Expectations

2 = Approaching Grade Level Expectations

1 = Below Grade Level Expectations

Points Awarded

Lan

guag

e

Co

nve

nti

on

s &

Vo

cab

ula

ry

L.1.1 (L)

L.1.2 (L)

(L.1.6) (M/A)

The writing: may have a few minor errors in grammar and

usage, however, meaning is clear throughout the response.

demonstrates command of the conventions of standard English consistent with effectively edited writing.

accurately uses words and phrases to describe the topic or book.

The writing: contains some errors in grammar and usage that

occasionally impedes understanding.

demonstrates an inconsistent command of the

conventions of standard English consistent with edited writing.

uses some words and phrases to partially

describe the topic or book.

The writing: contains multiple distracting errors in

grammar and usage that impedes understanding.

demonstrates a weak command of the conventions of standard English with minimal editing.

uses simplistic words.

7-9 = Meets 5-6 = Approaching <5 = Below

( ) = partially meets expectations of the

standard.

*Reading evidence outcomes may vary depending on the type of textual evidence required by the specific writing prompt and/or task.

Score “O” - The writing is scored with “O” when there is no response, the response is too limited to evaluate, the response is undecipherable, and/or the response is not written in English.

22 – 27 = Meets Grade Level Expectations 16 – 21 = Approaching Grade Level Expectations Overall Score: < 16 = Below Grade Level Expectations

Subtotal:

Developed for Canon City Schools by Educational Performance Consulting, LLC.

1st Grade Informative/Explanatory Text-Based Writing Rubric with Shared Research - Unit 7a

Construct Measured

3 = Meets Grade Level Expectations

2 = Approaching Grade Level Expectations

1 = Below Grade Level Expectations

Points Awarded

Re

adin

g C

om

pre

he

nsi

on*

K

ey Id

eas

& D

etai

ls

(RI.1.1) (M/A)

The writing: demonstrates understanding by accurately

answering questions about key details in a text.

The writing: demonstrates some understanding by partially

answering questions about key details in a text.

The writing: does not demonstrate understanding by

failing to answer questions about key details in a text.

3 = Meets 2 = Approaching 1 = Below

Wri

tin

g

Stru

ctu

re &

Org

aniz

atio

n

W.1.2 (M/A)

(L/M)

The writing: effectively names a topic.

provides an effective sense of closure.

The writing: partially names a topic.

provides a limited sense of closure.

The writing: fails to name or only minimally references

a topic.

fails to provide a sense of closure.

5-6 = Meets 4 = Approaching < 4 = Below

Wri

tin

g

Dev

elo

pm

ent

& E

lab

ora

tio

n

W.1.2 (M/A)

(W.1.7) (L/M)

(W.1.8) (M/A)

The writing: addresses the prompt/task with a focused

response. accurately supplies some facts about the topic. accurately integrates knowledge gained from

shared research and writing projects.

accurately integrates information gathered about the topic from sources to answer a question.

The writing: addresses the prompt/task with some drift in

focus. partially supplies some facts about the topic.

makes limited references to the knowledge

gained from shared research and writing projects.

makes limited reference to information gathered about the topic from sources to answer a question.

The writing: does not address the prompt/task and may

lack focus. fails to or inaccurately supplies some facts

about the topic. does not make reference to knowledge

gained from shared research and writing projects.

does not make reference to information gathered about the topic from sources to answer a question.

10-12 = Meets 7-9 = Approaching < 7 = Below

Lan

guag

e

Co

nve

nti

on

s &

Vo

cab

ula

ry

L.1.1

(L)

L.1.2 (L)

(L.1.6) (M/A)

The writing: may have a few minor errors in grammar and

usage, however, meaning is clear throughout the response.

demonstrates command of the conventions of standard English consistent with effectively edited writing.

accurately uses words and phrases important for comprehension.

The writing: contains some errors in grammar and usage that

occasionally impedes understanding. demonstrates an inconsistent command of the

conventions of standard English consistent with edited writing.

incorporates some words and phrases to support

comprehension.

The writing: contains multiple distracting errors in

grammar and usage that impedes understanding.

demonstrates a weak command of the conventions of standard English with minimal editing.

uses simplistic words.

7-9 = Meets 5-6= Approaching <5 = Below

*Reading evidence outcomes may vary depending on the type of textual evidence required by the specific writing prompt and/or task. ( ) = partially meets requirements of the standard.

Score “O” - The writing is scored with “O” when there is no response, the response is too limited to evaluate, the response is undecipherable, and/or the response is not written in English.

26 – 33 = Meets Grade Level Expectations 20 – 25 = Approaching Grade Level Expectations < 20 = Below Grade Level Expectations Overall Score:

Subtotal:

Subtotal:

Subtotal:

Subtotal:

Developed for Canon City Schools by Educational Performance Consulting, LLC.

1st Grade Opinion Text-Based Writing Rubric – Unit 7b W.1.1 Write opinion pieces about topics or books.

Construct Measured

3 = Meets Grade Level Expectations

2 = Approaching Grade Level Expectations

1 = Below Grade Level Expectations

Points Awarded

Re

adin

g

Co

mp

reh

en

sio

n*

Key

Idea

s &

Det

ails

(RL.1.1)

or (RI.1.1)

(M/A)

The writing:

demonstrates understanding by accurately answering questions about key details in a text.

The writing:

demonstrates some understanding by partially answering questions about key details in a text.

The writing:

does not demonstrate understanding by failing to answer questions about key details in a text.

3 = Meets 2 = Approaching 1 = Below

Wri

tin

g

Stru

ctu

re &

Org

aniz

atio

n

W.1.1 (M/A)

The writing: introduces the topic or names the book they

are writing about.

clearly states an opinion.

effectively provides some sense of closure.

The writing: partially introduces the topic or names the book

they are writing about.

makes reference to an opinion.

provides a limited sense of closure.

The writing: fails to introduce the topic or name the book

they are writing about.

does not state an opinion or opinions may be confusing or ambiguous.

does not provide a sense of closure.

7-9 = Meets 5-6 = Approaching < 5 = Below

Wri

tin

g

Dev

elo

pm

ent

&

Elab

ora

tio

n

W.1.1 (M/A)

The writing: purposefully addresses the prompt/task

with a focused response.

effectively provides a reason for the opinion.

The writing: generally addresses the prompt/task with some

drift in focus.

provides a partial reason for the opinion.

The writing: does not address the prompt/task and may

offer little or no focus.

fails to provide a reason or may provide a reason for the opinion which is irrelevant.

5-6 = Meets 4 = Approaching <4 = Below

Subtotal:

Subtotal:

Subtotal:

Developed for Canon City Schools by Educational Performance Consulting, LLC.

1st Grade Opinion Text-Based Writing Rubric – Unit 7b (continued)

W.1.1 Write opinion pieces about topics or books.

Construct Measured

3 = Meets Grade Level Expectations

2 = Approaching Grade Level Expectations

1 = Below Grade Level Expectations

Points Awarded

Lan

guag

e

Co

nve

nti

on

s &

Vo

cab

ula

ry

L.1.1 (L)

L.1.2 (L)

(L.1.6) (A)

The writing: may have a few minor errors in grammar and

usage, however, meaning is clear throughout the response.

demonstrates command of the conventions of standard English consistent with effectively edited writing.

accurately uses words and phrases to describe the topic or book.

The writing: contains some errors in grammar and usage that

occasionally impedes understanding.

demonstrates an inconsistent command of the

conventions of standard English consistent with edited writing.

uses some words and phrases to partially

describe the topic or book.

The writing: contains multiple distracting errors in

grammar and usage that impedes understanding.

demonstrates a weak command of the conventions of standard English with minimal editing.

uses simplistic words.

7-9 = Meets 5-6 = Approaching <5 = Below

( ) = partially meets expectations of the

standard.

*Reading evidence outcomes may vary depending on the type of textual evidence required by the specific writing prompt and/or task.

Score “O” - The writing is scored with “O” when there is no response, the response is too limited to evaluate, the response is undecipherable, and/or the response is not written in English.

22 – 27 = Meets Grade Level Expectations 16 – 21 = Approaching Grade Level Expectations Overall Score: < 16 = Below Grade Level Expectations

Subtotal:

Developed for Canon City Schools by Educational Performance Consulting, LLC.

1st Grade Narrative Story Writing Rubric – Unit 8 W.1.3 Write narratives in which they recount sequenced events.

Construct Measured

3 = Meets Grade Level Expectations

2 = Approaching Grade Level Expectations

1 = Below Grade Level Expectations

Points Awarded

Wri

tin

g

Stru

ctu

re &

Org

aniz

atio

n

W.1.3 (M/A)

The writing:

effectively recount two or more appropriated sequenced events.

provides an effective sense of closure.

The writing:

partially recounts two or more appropriately sequenced events.

provides a partial sense of closure.

The writing:

fails to or inappropriately recounts two or more sequenced events.

does not provide a sense of closure.

5-6 = Meets 4 = Approaching < 4 = Below

Wri

tin

g

Dev

elo

pm

ent

&

Elab

ora

tio

n

W.1.3 (L/M)

The writing: effectively addresses the prompt/task with a

focused response.

skillfully includes some details regarding what happened.

skillfully uses temporal words to signal event order.

The writing: addresses the prompt/task with some drift in

focus.

includes limited details regarding what happened.

uses limited temporal words to signal event order.

The writing: does not address the prompt/task and may lack

focus.

does not include details regarding what happened.

does not use temporal words to signal event order.

7-9 = Meets 5-6 = Approaching < 5 = Below

Lan

guag

e

Co

nve

nti

on

s &

Vo

cab

ula

ry

L.1.1 (L/M)

L.1.2 L/M)

(L.1.6) (L/M)

The writing: may have a few minor errors in grammar

and usage, however, meaning is clear throughout the response.

demonstrates command of the conventions of standard English consistent with effectively edited writing.

accurately and skillfully uses words and phrases important for comprehension.

The writing: contains some errors in grammar and usage

that occasionally impedes understanding.

demonstrates an inconsistent command of the conventions of standard English consistent with edited writing.

incorporates some words and phrases to support comprehension.

The writing: contains multiple distracting errors in grammar

and usage that impedes understanding.

demonstrates a weak command of the conventions of standard English with minimal editing.

uses simplistic words.

7-9 = Meets 5-6 = Approaching <5 = Below

Score “O” - The writing is scored with “O” when there is no response, the response is too limited to evaluate, the response is undecipherable, and/or the response is not written in English. ( ) = partially meets requirements of the standard

19 – 24 = Meets Grade Level Expectations 14 – 18 = Approaching Grade Level Expectations Overall Score: < 14 = Below Grade Level Expectations

Subtotal:

Subtotal:

Subtotal: