1st Grade Rubrics ! !
!
!
!
!
!
!
Content Area: Reading
Report Card Language: RF.1.4 The student can decode and comprehend first grade level texts
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
STAR Early Literacy
Assessment
Not making expected Progressing toward
progress to standard
the standard
Student’s independent
Student’s independent
reading level is well below reading level is on track to
grade level or is not on-track meeting end of year
STAR Reading Assessment to meet end of year
standards, or is nearly
standards.
meeting by the end of the
DRA or Running Records
year.
1st Trimester
DRA Level 16 is end of first DRA below level 6
1st Trimester
grade proficiency.
Student reads level 6-14
2nd Trimester
DRA below level 10
2nd Trimester
95% Accuracy and
Student reads levels 10-14
Comprehension
3rd Trimester
required to be able to
DRA below level 14
3rd Trimester
be tested on the next
Student reads level 14
level.
STAR Early Literacy
classification: Early or Late STAR Early Literacy
Emergent Reader
Classification: Transitional
Reader
Not able to take STAR
STAR Reading SS < 133
Reading at end of year
Meets the standard
Exceeds the
(proficient)
standard
Student’s independent
Student is independently
reading level is at end-ofreading texts that are above
year grade level standards. first grade level.
1st Trimester
Student reads level 16
1st Trimester
Student reads level 18+
2nd Trimester
Student reads level 16
2nd Trimester
Student reads level 18+
3rd Trimester
Student reads level 16
3rd Trimester
Student reads level 18+
STAR Early Literacy
Classification: Probable
Reader
STAR Reading SS > 250
STAR Reading SS > 133
1st Grade Rubrics ! !
!
!
!
!
!
Content Area: Reading Foundational Skills
Report Card Language: RF 1.1 The student can recognize the features of a sentence (first word, capitalization, and ending punctuation).
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
• Features of a Sentence
Assessment (Goggle Doc)
(Teachers use the
student’s assessment
sheet and highlight
student’s achievement in
each area on this rubric.)
Not making expected Progressing toward
progress to standard
the standard
• Rarely or never recognizes • Sometimes recognizes that
that the first word in a
the first word in a sentence
sentence is capitalized
!
!
• Sometimes recognizes that
• Rarely or never recognizes words are separated by
that words are separated by spaces before and after
spaces before and after
them! !
!
!
them
• Sometimes recognizes that
• Rarely or never recognizes a sentence ends with a
that a sentence ends with a punctuation mark
punctuation mark
Meets the standard
Exceeds the
(proficient)
standard
• Consistently and
independently recognizes
that the first word in a
sentence is capitalized
!
!
• Consistently and
independently recognizes
that words are separated
by spaces before and after
them
• Students who exceed
this standard would read
fluently and use features
of a sentence to enhance
oral reading and
comprehension of a
sentence or passage
through voice, timing, and
expression.
• Consistently and
independently recognizes
that a sentence ends with
a punctuation mark
1st Grade Rubrics ! !
!
!
!
!
Content Area: Reading Foundational Skills
Report Card Language: The student uses first grade-level phonics and word analysis skills in reading.
Included in this standard are the following skills:
a. Know the spelling-sound correspondences for common consonant diagraphs (two letters that represent one sound).
b. Decode regularly spelled one-syllable words.
c. Know final-e and common vowel teams for representing long vowel sounds.
d. Use knowledge that syllables must have a vowel sound to determine number of syllables in a word.
e. Decode two syllable words following basic patterns by breaking the words into syllables.
f. Read words with inflectional endings (e.g., -s, -ed, -ing)
g. Recognize and read grade-appropriate irregularly spelled words.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
• Classroom phonics
assessments
•Quick Phonics Screener
•STAR Early Literacy
Phonics Sub-domain
•DIBELS Next Nonsense
Word Fluency
Not making expected Progressing toward
progress to standard
• Student is not showing
consistent or effective use
of most of the phonics and
word analysis skills to
read unfamiliar words or
texts.
the standard
• Uses some, but not all of
the first grade level
phonics and word analysis
skills to read unfamiliar
words and texts. For
example, able to
consistently use 3-4 of the
skills.
Meets the standard
Exceeds the
(proficient)
standard
• Consistently uses all of
the grade level phonics
and word analysis skills to
read unfamiliar grade level
words and texts.
• Uses phonics and word
analysis skills and
strategies that are above
first grade level to read
unfamiliar words and texts
that are beyond first grade
level.
1st Grade Rubrics ! !
!
!
!
!
Content Area: Reading Foundational Skills
Report Card Language: RL.1.10 The student can read first grade high frequency words.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
• Treasures High
Frequency Word Lists
(Student assessment to
take place with the word
lists. The score was
generated by allowing
miscues of two words
for each unit. Student
proficiency is to be
shown on the word list
form. Assess all words
each time).
Not making expected Progressing toward
progress to standard
the standard
Meets the standard
Exceeds the
(proficient)
standard
Rarely or never identifies/
reads high frequency
words
Inconsistently identifies/
reads high frequency
words
Consistently identifies/
reads high frequency
words
● Trimester 1
(76 words taught from SS,
Unit 1, & Unit 2)
Student knows less than
70 words
● Trimester 2
(135 words taught from
SS & Units 1-4)
Student knows less than
127 words
● Trimester 1
(76 words taught from SS,
Unit 1, & Unit 2)
Student knows 70/177
words
● Trimester 2
(135 words taught from SS
& Units 1-4)
Student knows 127/177
words
● Trimester 1
(76 words taught from SS,
Unit 1, & Unit 2)
Student knows 177/177
words
● Trimester 2
(135 words taugth from SS
& Units 1-4)
Student knows 177/177
words
● Trimester 3
(177 words taught from
SS & Units 1-6)
Student knows less than
163 words
● Trimester 3
(177 words taught from SS
& Units 1-6)
Student knows 163/177
● Trimester 3
(177 words taught from SS
& Units 1-6)
Student knows 177/177
words
Independently identifies/
reads high frequency
words in all settings at all
times
From Trimester 1 through
Trimester 3: Students
knows 177/177 words and
reads high frequency
words from 2nd grade and
beyond.
1st Grade Rubrics ! !
!
!
!
!
Content Area: Reading Foundational Skills
Report Card Language: RF.1.4 The student can read first grade text orally with accuracy and fluency to support comprehension.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
• Treasures Fluency
Assessments
•DIBELS Next Oral
Reading Fluency (winter
and spring)
Not making expected Progressing toward
progress to standard
• Rarely reads connected
text with fluency. Is
sounding out words in
isolated segments. Is
learning letter-sound
correspondence.
• The student reads less
than 16 words correct per
minute.
• The student reads with
less than 68% accuracy
on ORF passage.
the standard
• Is reading connected text
but hesitates to sound out
words. Occasionally
makes self-corrections
• Fluently produces letter
sound correspondence.
• The student reads 16-45
words correct per minute.
• The student reads with
68-89% accuracy on an
ORF passage.
Meets the standard
Exceeds the
(proficient)
standard
• Consistently reads
unfamiliar grade level texts
with few stoppages to
sound out unfamiliar
words. Self-corrects errors.
• Independently reads first
grade level texts at well
above 40 words per
minute.
• Uses voice, timing, and
expression to convey
meaning.
• The student reads 46-86
words correct per minute.
• The student reads with
90-96% accuracy on an
ORF passage.
• Independently uses
voice, timing and
expression to convey
meaning of texts beyond
first grade level.
• The student’s reads at a
rate of at least 87 words
correct per minute.
• The student reads with
97-100% accuracy on an
ORF passage.
1st Grade Rubrics ! !
!
!
!
!
Content Area: Reading Foundational Skills
Report Card Language: L.1.4 The student can use strategies to learn and use new vocabulary words.
This standard incorporates the following strategies:
a. Sort words into categories to gain a sense of the concepts the categories represent.
b. Define words by category and by one or more key attributes (e.g, a duck is a bird that swims).
c. Identify real-life connections between words and their use.
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, stare) and adjectives differing in intensity (e.g., large,
gigantic) by defining or choosing them or acting out meanings.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
• Classroom formative/
summative assessments
•STAR Early Literacy
Vocabulary Sub-domain
Not making expected Progressing toward
progress to standard
the standard
• Student rarely
demonstrates strategies
and skills for learning and
using new vocabulary
words.
• Vocabulary skills are on
track to meet the end of
year standards or are
nearly meeting by the end
of the year.
• Student is not showing
consistent and effective
use of most of the skills
when applied to unfamiliar
words or phrases at the
first grade level.
• Student should show
consistent and effective
use of 2-3 of the
vocabulary skills when
applied to unfamiliar words
or phrases at the first
grade level.
Meets the standard
Exceeds the
(proficient)
standard
• Independent vocabulary
skills are meeting the end
of the year standards.
• Student should show
consistent and effective
use of all of the vocabulary
skills when applied to
unfamiliar words or
phrases at the first grade
level.
• Independent vocabulary
skills are reflective of more
advanced vocabulary
skills such as using
context clues, prefixes and
roots to determine
meanings of words.
1st Grade Rubrics ! !
!
!
!
!
!
Content Area: Reading Literature
Report Card Language: RL.1.1/RL.1.2 The student can ask and answer questions about the key details in the text (e.g. who, what, where,
when, why, and how) from stories they have heard or read.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Classroom formative/
summative
assessments
Not making expected Progressing toward
progress to standard
• The student is rarely able
to ask questions about a
1st grade level text they
have heard or read.
• The student is rarely able
to answer questions about
key details from a text
they have heard or read.
• The student is
sometimes able to tell a
few details, but will miss
most key details.
Meets the standard
Exceeds the
(proficient)
standard
• The student is able to ask
and answer some
questions about a 1st
grade level text they have
heard or read.
• The student is able to ask
and answer questions
about key details of a 1st
grade level text they have
heard or read.
• The student is able to
ask and answer questions
about key details of texts
that are above the 1st
grade level.
• The student identifies
some of the key details of
a 1st grade level text they
have heard or read.
• The student identifies
most of the key details of a
1st grade level text they
have heard or read.
• The student identifies
most of the key details of
a text that is above 1st
grade level.
the standard
• The student is able to
answer and ask questions
about key details of texts
that are simple to
comprehend.
1st Grade Rubrics ! !
!
!
!
!
!
Content Area: Reading Literature
Report Card Language: RL.1.9 The student can compare and contrast adventures and experiences of characters from stories they have
heard or read.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Classroom Formative/
Summative
assessments
Not making expected Progressing toward
progress to standard
the standard
Meets the standard
Exceeds the
(proficient)
standard
• Independently compares
the adventures or
experiences of characters
by sharing several (3 or
more) details of
similarities.
• Rarely compares the
adventures or experiences
of characters by sharing
one detail of how they are
alike.
• Occasionally compares
the adventures or
experiences of characters
by sharing one detail of
how they are alike.
• Consistently compare the
adventures or experiences
of characters by sharing
one or more details of how
they are alike.
• Rarely contrasst the
adventures or experiences
of characters by sharing
one detail of how they are
different.
• Occasionally contrast the
adventures or experiences
of characters by sharing
one detail of how they are
different.
• Consistently contrast the
adventures or experiences
of characters by sharing
one or more details of how
they are different.
• With support is able to
describe characters but
not make comparisons or
contrasts.
• Makes comparisons or
contrasts with teacher
support or with simpler
texts.
• Independently contrasts
the adventures and
experiences of characters
by sharing several (3 or
more) details of
differences.
1st Grade Rubrics ! !
!
!
!
!
!
!
Content Area: Reading - Informational Text
Report Card Language: RI.1.3 student can make a connection between two individuals, events, or ideas in informational text
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Classroom formative/
summative
assessments
Not making expected Progressing toward
progress to standard
Rarely able to identify
the connection between
two individuals, events,
ideas, or pieces of
information in a text.
May be able to identify
individuals, events, or
information, but is not
able to make
connections even with
adult prompting and
support.
the standard
Occasionally describes
the connection between
two individuals, events,
or pieces of information
in an informational text
(e.g., connects important
people in a biography or
makes connections
about two events in
history).
Able to identify
individuals, events, or
information, but only
able to make
connections with adult
prompting and support.
Meets the standard
Exceeds the
(proficient)
standard
Consistently describes
the connection between
two individuals, events,
or pieces of information
in an informational text
(e.g., connects important
people in a biography or
makes connections
about two events in
history).
Independently describes
the connection between
a series (more than two)
of historical events,
scientific ideas or
concepts, or steps in
technical procedures in
a text.