Kindergarten Informative/Explanatory Writing Rubric Focus/Information CCSS.ELA-Literacy.W.K.2: Use combinations of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about topics. CCSS.ELA-Literacy.W.K.2: Use combinations of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about topics. Development with Support/Evidence CCSS.ELA-Literacy.W.K.2: Use combinations of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about topics. Language—Conventions of Grammar and Usage CCSS.ELA-Literacy.L.K.1: Demonstrate command of conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.K.1a: Print many upper- and lowercase letters. Language—Conventions of Capitalization, Punctuation, and Spelling CCSS.ELA-Literacy.L.K.2: Demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.K.2a: Capitalize first word in sentences and the pronoun “I.” CCSS.ELA-Literacy.L.K.2b: Recognize and name end punctuation. CCSS.ELA-Literacy.L.K.2c: Write a letter or letters for most consonant and short vowel sounds (phonemes). CCSS.ELA-Literacy.L.K.2d: Spell simple words phonetically, drawing on knowledge of soundletter relationships. Denver Public Schools/Adapted from EGUSD 0 (No Score): No response or copies directly from text(s). Organization Not Yet Approaches Meets Advanced 1 (Not Meeting) 2 (Approaching) 3 (Effective) 4 (Distinguished) Responds with few or no statements, phrases, and/or drawings related to prompt. Responds with most statements, phrases, and/or drawings related to prompt. Responds with all statements, phrases, and/or drawings related to prompt. Responds with all statements related to prompt. Identifies topic only in drawing(s) or not at all. Identifies topic about which he or she is writing in student-dictated phrases or sentences. Identifies topic about which he or she is writing. Identifies topic in introductory sentence. Does not supply information about topic. Attempts to supply some information but may be unrelated to topic. Supplies some information about topic. Supplies some facts about topic. Prints few upper- and lowercase letters correctly. Prints some upper- and lowercase letters correctly. Prints many upper- and lowercase letters correctly. Prints all upper- and lowercase letters correctly. Demonstrates little to no proficiency of proper spacing between words and word placement on the lines. Demonstrates some proficiency of proper spacing between words and word placement on the lines. Demonstrates proficiency of proper spacing between most words and word placement on the lines. Demonstrates mastery of proper spacing between all words and word placement on the lines. Capitalizes incorrectly with many errors. Does not use end punctuation. Capitalizes correctly and consistently with some errors: first word in sentences and the pronoun “I.” Capitalizes correctly and consistently with minor errors: first word in sentences and the pronoun “I.” Capitalizes correctly and consistently with no errors: first word in sentences, “I,” and proper nouns. Writes letters with few to no sound/spelling, correspondence of consonants, and short vowels. Uses end punctuation incorrectly. Uses end punctuation. Uses end punctuation correctly. Inconsistently writes letters for consonant and short vowel sounds. Writes letters for most consonant and short vowel sounds. Uses conventional spelling for words with common spelling patterns. Spells some simple words phonetically. Spells simple words phonetically. Spells irregular and/or high-frequency words correctly. Spells few to no simple words phonetically. Provides some sense of closure. CCSS—Common Core State Standards alignment (W—Writing strand, L—Language strand)