1st Grade ELA – SBRC First Trimester
Word Study for Spelling Rubric for Report Card Events
Basic/Developing: 2
Proficient: 3
Advanced: 4
The student is not meeting the
standard as described in the
performance indicators.
The student is beginning to, and
occasionally does, meet the
standard as described by grade
level performance indicators for
this trimester.
The student regularly meets the
standard as described by the
following grade level
performance indicators for this
trimester:
The student consistently meets
the grade level indicators
described above and exceeds the
standard as described by the
performance indicators below.
Applies sound, pattern,
and/or visual patterns
on studied words and
matching patterns on
assessment
More than 2 words spelled
incorrectly at any level
Words spelled accurately (no more
than 2 incorrect) at the Emergent
Stage (Alphabet, Beginning/Final
Sounds, Concepts of Word/About
Print) and below on assessments
Words spelled accurately (no more
than 2 incorrect) at the Letter
Words spelled accurately (no more
than 2 incorrect) at the mid Within
Word (R Control Vowels, Complex
Consonants, & Abstract Vowels) stage
and above on assessments
Applies spelling
discovery/generalization
in new words that were
not studied but fit the
pattern
Is unable to spell features new
words on writing assessments
Understands spelling
discovery as evidenced
in written discovery
statement on
assessment
(Will be assessed in
Trimester 2 & 3)
Is unable to accurately identify
and communicate orally and/or in
writing the spelling discovery at
any level
Written
Spelling
Assessment
9/20/13
Below Basic: 1
2013-14
Can accurately spell features
correctly in new words on word
study assessments at the
Emergent Stage (Alphabet,
Beginning/Final Sounds, Concepts of
Word/About Print and below and
below
Can accurately identify and
communicate a spelling discovery
in writing on assessment at the
Emergent Stage (Alphabet,
Beginning/Final Sounds, Concepts of
Word/About Print and below
Name (Beginning/Final
Consonants, Short Vowels, and
Beginning Blends/Diagraphs) or
early Within Word (Long Vowels
CVCe/CVVC) stage on assessments
Can accurately spell features
correctly in new words on word
study assessments at the Letter
Name (Beginning/Final
Consonants, Short Vowels, and
Beginning Blends/Diagraphs) or
early Within Word (Long Vowels
CVCe/CVVC) stage
Can accurately identify and
communicate a spelling discovery
verbally or in writing on
assessment at the Letter Name
(Beginning/Final Consonants,
Short Vowels, and Beginning
Blends/Diagraphs) or early
Within Word (Long Vowels
CVCe/CVVC) stage
Can accurately all spell new
features on word study
assessments at the mid Within
Word (R Control Vowels, Complex
Consonants, & Abstract Vowels) stage
and above
Can accurately identify and
communicate a spelling discovery
in writing on assessment at the
mid Within Word (R Control Vowels,
Complex Consonants, & Abstract
Vowels) stage and above
1st Grade ELA – SBRC Second & Third Trimesters
Written
Spelling
Assessment
Applies sound, pattern,
and/or visual patterns
on studied words and
matching patterns on
assessment
Applies spelling
discovery/generalization
in new words that were
not studied but fit the
pattern
Understands spelling
discovery as evidenced
in written discovery
statement on
assessment
Below Basic: 1
2013-14
Basic/Developing: 2
Proficient: 3
Advanced: 4
The student is not meeting the
standard as described in the
performance indicators.
The student is beginning to, and
occasionally does, meet the
standard as described by grade
level performance indicators for
this trimester.
The student regularly meets the
standard as described by the
following grade level
performance indicators for this
trimester:
The student consistently meets
the grade level indicators
described above and exceeds the
standard as described by the
performance indicators below.
Words spelled accurately (no more
than 2 incorrect) at the Emergent
Stage (Alphabet, Beginning/Final
Sounds, Concepts of Word/About
Print) and below on assessments
OR
More than 2 words spelled
incorrectly at any level
Words spelled accurately (no more
than 2 incorrect) at the Early Letter
Words spelled accurately (no more
than 2 incorrect) at the mid/late
Name (Beginning/Final
Consonant, Beginning
Blends/Diagraphs, Short Vowels)
Letter Name (Final
Blends/Diagraphs) or early
Within Word (Long Vowels
CVCe/CVVC & R Controlled
Vowels) stage on assessments
Words spelled accurately (no more
than 2 incorrect) at the mid Within
Word ( Complex Consonants, &
Abstract Vowels) stage and above on
assessments
Can accurately spell features
correctly in new words on word
study assessments at the
Can accurately spell features
correctly in new words on word
study assessments at the Early
Letter Name (Beginning/Final
Consonants, Beginning
Blends/Diagraphs, Short Vowels)
Emergent Stage (Alphabet,
Beginning/Final Sounds, Concepts of
Word/About Print) and below
OR
Is unable to spell features new
words on writing assessments
Can accurately identify and
communicate a spelling discovery
in writing on assessment at the
Emergent Stage (Alphabet,
Beginning/Final Sounds, Concepts of
Word/About Print) and below
OR
Is unable to accurately identify
and communicate orally and/or in
writing the spelling discovery at
any level
9/20/13
Word Study for Spelling Rubric for Report Card Events
and below on assessments
and below on assessments
Can accurately identify and
communicate a spelling discovery
in writing on assessment at the
Early Letter Name
(Beginning/Final Consonants,
Beginning Blend/Diagraphs, Short
Vowels) and below on assessments
Can accurately spell features
correctly in new words on word
study assessments at the mid/late
Letter Name (Final
Blends/Diagraphs) or early
Within Word (Long Vowels
CVCe/CVVC & R Controlled
Vowels) stage
Can accurately all spell new
features on word study
assessments at the mid Within
Can accurately identify and
communicate a spelling discovery
verbally or in writing on
assessment at the mid/late Letter
Name (Final Blends/Diagraphs) or
early Within Word (Long Vowels
CVCe/CVVC & R Controlled
Vowels) stage
Can accurately identify and
communicate a spelling discovery
in writing on assessment at the
Word (Complex Consonants, &
Abstract Vowels) stage and above
mid Within Word (Complex
Consonants, & Abstract Vowels)
stage and above
1st Grade ELA – SBRC All Trimesters
Word Study for Spelling Rubric for Report Card Events
Basic: 2
Proficient: 3
Advanced: 4
The student is not meeting the
standard as described in the
performance indicators.
The student is beginning to, and
occasionally does, meet the
standard as described by grade
level performance indicators for
this trimester.
The student regularly meets the
standard as described by the
following grade level
performance indicators for this
trimester:
The student consistently meets
the grade level indicators
described above and exceeds the
standard as described by the
performance indicators below.
Uses learned spelling
patterns to revise own
writing
Is unable to produce source of
evidence to show how they
applied spelling patterns in their
writing
Produces revised writing sample
with at one or two sources of
evidence to show how they
applied spelling patterns in their
writing
Produces revised writing sample
with at least three sources of
evidence to show how they
applied spelling patterns in their
writing
Generates new words
that follow spelling
patterns using other
texts (independent
reading, dictionary, etc.)
Does not generate words
independently that meet each
spelling pattern of focus and
produces this evidence to
teachers
Generates one to two words
independently that meet each
spelling pattern of focus and
produces this evidence to
teachers (can use independent
texts or dictionary)
Generates three words
independently that meet each
spelling pattern of focus and
produces this evidence to
teachers (can use independent
texts or dictionary)
Produces writing pieces revises
entirely to utilize correct spelling
of learned features and other
grade appropriate spelling skills
(sight words, vocabulary,
grammar, etc. that are related
back to previous or current grade
level study
Generates more than three words
independently that meet each
spelling pattern of focus and
produces this evidence to
teachers (can use independent
texts or dictionary)
Word Study
Assessment
through
Conferences
9/20/13
Below Basic: 1
2013-14