6 + 1 Scoring Rubric/CCSS
IDEAS
W.K.2
W.K.7
RI.K.1
RI.K.2
RI.K.3
SL.K.1
SL.K.4
SL.K.5
ORGANIZATION
W.K.2
W.K.6
W.K.7
W.K.8
RF.K.1
RF.K.2
RF.K.3
VOICE
Kindergarten –Informational
5 - Experienced
4 - Capable
3 - Developing
2 -Emerging
1 - Experimenting
Ready to move *
Small amount of
revision is needed
Strengths and need for
revision are about equal
Just starting
Unrelated or no evidence
Finding and Focusing a Topic (Big Idea):

Topic is narrowed and focused

Develops one clear, main idea
Using Juicy Details:

Uses interesting, important details (illustrations
and words) for support

Writer understands the topic well
Finding and Focusing a Topic (Big Idea):

Writing attempts to convey information

Idea is generally on topic
Using Juicy Details:

Illustration supports the writing

Some details are present but may not be fully developed
Finding and Focusing a Topic (Big Idea):

Some recognizable words are present

Dictates information
Using Juicy Details:

Includes a picture plan that shows detail

Labels pictures

Pictures supported by some words
Creating the Lead with a Bold Beginning:

The beginning is solid and clear
Creating a Mighty Middle:

Important ideas stand out

Easy to follow

Transitions connect main ideas
Adding a Terrific Title:

An original title is present (if requested)
Creating the Lead with a Bold Beginning:

Attempts a beginning
Creating a Mighty Middle:

Key ideas begin to surface

Logical sequencing

Attempts transitions from sentence to sentence
Adding a Terrific Title:

Appropriate title is present (if requested)
Creating the Lead with a Bold Beginning:

No beginning present
Creating a Mighty Middle:

Begins to group similar words/pictures

Transitions or evidence of sequencing are haphazard
Adding a Terrific Title:

No title is present (if requested)
Expressing a Feeling/Tone:

Cares deeply about the topic

Writes with a clear sense of audience
Communicating the Purpose
(with Sparkle and Pizzazz):

Informational writing reflects strong commitment
to topic
Reaching Out to Connect with the Reader/Audience:

Uses text to elicit a variety of emotions
Saying Things in New Ways:

Takes some risks to say more than what is
expected
Expressing a Feeling/Tone:

Writes to convey information to the reader

Writing is individual and expressive
Communicating the Purpose
(with Sparkle and Pizzazz):

Informational writing shows some engagement with a
topic
Reaching Out to Connect to the Reader/Audience:

Personal treatment of a standard topic
Saying Things in New Ways

Attempts to express ideas in new ways
Expressing a Feeling/Tone:

Hints of voice present in words and phrases

Energy/mood is present
Communicating the Purpose
(with Sparkle and Pizzazz):

Reasons for creating the piece are unclear
Reaching Out to Connect to the Reader/Audience:

Audience is fuzzy-could be anybody, anywhere
Saying Things in New Ways:

Treatment of topic is predictable
K Informational Rubric
WORD
CHOICE
SL.K.4
SL.K.5
SENTENCE
FLUENCY
W.K.2
W.K.6
W.K.7
W.K.8
CONVENTIONS
W.K.2
W.K.6
W.K.7
W.K.8
L.K.2
5 - Experienced
4 - Capable
3 - Developing
2 -Emerging
1 - Experimenting
Ready to move *
Small amount of
revision is needed
Strengths and need for
revision are about equal
Just starting
Unrelated or no evidence
Selecting “Just Right” Words:

Everyday words used correctly

Precise, accurate, fresh, original words

Avoids repetition
Choosing Words to Create Meaning:

Creates vivid images in a natural way

Attempts at figurative language
Selecting “Just Right” Words:

Uses favorite words correctly

Experiments with new and different words with some
success
Choosing Words to Create Meaning:

Tries to choose words for specificity

Attempts to use descriptive words to create images
Selecting “Just Right” Words:

Recognizable words

Environmental words used correctly
Choosing Words to Create Meaning:

Attempts at phrases

Functional language
Building Complete Sentences:

Sentence structure is solid and grammatically
correct
Starting Sentences in Different Ways:

A variety of sentence beginnings
Making Smooth Sounding Sentences:

Natural rhythm and flow
Building Complete Sentences:

Simple and compound sentences present and effective

Attempts complex sentences
Starting Sentences in Different Ways:

Not all sentences begin in the same way
Making Smooth Sounding Sentences:

Sections of writing have rhythm and flow
Building Complete Sentences:

Letter strings present

Strings words together into phrases

Attempts simple sentences
Starting Sentences in Different Ways:

Not present
Making Smooth Sounding Sentences:

Short repetitive sentence pattern
Spelling:

High-frequency words are spelled correctly, and
very close on the other words
Capitalizing Correctly:

Capitals used for obvious proper nouns as well as
sentence beginnings
Punctuating Effectively:

Uses end marks correctly and/or creatively
Applying Basic Grammar:

Shows control over standard grammar
Spelling:

High-frequency words usually spelled correctly

Uses phonetic spelling on personal words
Capitalizing Correctly:

Capitals at the beginning of sentences and variable use of
proper nouns
Punctuating Effectively:

Usually uses ending punctuation
Applying Basic Grammar:

Mistakes in grammar and usage are throughout the piece,
but can be easily corrected
Spelling:

Attempts semi-phonetic spelling

Uses spaces between words

Consistently writes left to write
Capitalizing Correctly:

Shows no control over the use of capitals

Mixes upper and lower case letters
Punctuating Effectively:

Neglects punctuation or uses punctuation incorrectly
Applying Basic Grammar:

Limited writing makes it difficult to determine what the
writer knows about grammar and usage
*If column 5 is mastered in all traits, then a * indicates that student will/has moved on to the first grade 6+1 writing rubric.
SL= Speaking and Listening in CCSS
RF= Reading Foundations in CCSS
L = Language in CCSS
Adapted by Dearborn Public Schools from Ruth Culham’s “6 Traits of Writing” and the English Language Arts Common Core State Standards
K Informational Rubric
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