Literacy Squared® Writing Rubric
Quantitative Rubric Assumptions
General Assumptions:
 The students’ Spanish and English writing samples will be scored side-by-side.
 Critical descriptors are cumulative. To receive a 10 in Content, the student must exhibit all of the
relevant indicators listed in the previous levels.
 All samples should be scored, but if the student did not respond to the prompt, this should be
indicated at the top of the rubric.
 Samples written in a language other than the language of the prompt are scored as a 1 for Content.
This score credits the child for demonstrating an understanding of the task and the topic. Additionally,
it recognizes that bilingual students bring multiple linguistic resources to the learning environment. All
other constructs are scored 0.
 Children are not penalized for non-standard syntax (noun/adjective- agua frio; noun/article- los
serpiente; verb/adjective- están grande).
Content
 “Descriptive language (use of adjectives/adverbs at the word level)” – this includes more than basic
adjectives such as my blue bike. Instead, to be considered descriptive language, the student must
include more extensive descriptions. For example, I like my bunny that is white and soft contains
adjectives but is not considered descriptive language. Me gusta el perro porque me obedece cuando le
digo siéntate. También porque está bonito, tiene pelaje y lo puedo vestir como quiera, is an example of
descriptive language. (I like my dog because he obeys me when I say, “Sit.” Also because he is cute, he
has fur, and I can dress him as I wish.)
 “Varied sentence structures” - Just because each sentence starts a different way does not necessarily
qualify as “varied sentence structures”. To be varied sentences, the composition should be contain
some combination of:
o Simple sentences- independent clause, contains a subject and verb, includes a complete
thought
o Compound sentences- two independent clauses connected by a coordinator: for, and, nor, but,
or, yet, so
o Complex sentences- independent clause joined by one or more dependent clauses contains
subordinators (because, since, although, when), relative pronouns (that, who, which), etc.
Structural Elements
 Structural Elements are those elements the writer uses to guide readers through the text. They include
the use of capitalization, punctuation marks, and paragraphing. Punctuation marks include: periods,
commas, question marks, guiones, quotation marks, exclamation points, apostrophes, hyphens.
 Accent marks are NOT considered punctuation- they are part of spelling.
 “Controls” in critical descriptor 3, means mostly controls (at least 85% or more)
Spelling
 Children are not penalized in the spelling section for approximated codeswitches.
 Majority = at least 50%
 Most = at least 85% or more
 Reversed letters are counted as spelling approximations if the reversed letter is a different letter (b/d).
However, if the reversed letter does not represent another letter (reversed letter c) it is not counted as
a spelling approximation.

Words that are written with hyper- (con migo/conmigo, snow man/snowman) or hypo- segmentation
(ala/ a la, a lot/ a lot) are counted as spelling approximations.
Rater ID:
___________
Student ID:
____________
Not to prompt
(Circle)
Literacy Squared® Writing Rubric: Grades K, 1, 2, 3, 4 & 5
2012-2013
____
SPANISH
SCORE
10
9
8
7
6
5
4
3
2
1
0
Span
(Circle Grade)
CONTENT
Focused composition, conveys emotion or uses figurative language, is
engaging to the reader; clearly addresses the prompt; book language
Organization of composition includes effective transitions & vivid examples
Writing includes complex sentence structures and has a discernable,
consistent structure
Sense of completeness – Clear introduction and clear conclusion
Includes descriptive language (use of adjectives, adverbs at the word level)
or varied sentence structures
Main idea discernable with supporting details, or main idea can be inferred
or stated explicitly, or repetitive vocabulary: may include unrelated ideas
Two ideas– I like my bike and/because it is blue
One idea expressed through a subject & predicate, subject may be implied
(I like my bike, amo, or run)
Label(s), list of words. May communicate an idea w/o subject & predicate
Prewriting: Picture only, not readable, or written in a language other than
the prompt
The student did not prepare a sample
ENGLISH
SCORE
10
9
8
7
6
5
4
3
2
1
0
STRUCTURAL ELEMENTS
5
4
3
2
1
0
Multi-paragraph composition with accurate punctuation and capitalization
Controls most structural elements and includes paragraphing
Controls beginning and ending punctuation in ways that make sense and is
attempting additional structural elements (commas, question marks,
guiones, apostrophes, ellipses, parentheses, hyphens, and indentation)
Uses one or more of the structural elements correctly
Uses one or more of the structural elements incorrectly
Structural elements not evident
5
4
3
2
1
0
SPELLING
6
5
4
3
2
1
0
Accurate spelling
Most words are spelled conventionally
Majority of HFW are correct and child is approximating standardization in
errors
Most words are not spelled conventionally but demonstrates an emerging
knowledge of common spelling patterns
Represents most sounds in words and most high frequency words are
spelled incorrectly
Represents some sounds in words
Message is not discernable
6
5
4
3
2
1
0
|
Eng
Literacy Squared® Qualitative Analysis of Student Writing
Bilingual Strategies
(Spanish  English)
(English  Spanish)
Spanish  English
(bidirectional)
DISCOURSE
 Rhetorical structures (first, next, last)
 Punctuation (signals awareness of codeswitches- me gusta “basketball,” or ¡Run fast!)
SENTENCE/PHRASE
Syntax (subject omission, word order- the
bike of my sister)
Literal Translations (agarré todas bien/I
got them all right)
 Code-switching (no puedo hablar in just
one language)
WORD LEVEL
 Code-switching
 Loan words (soccer, mall)
Nativized words
(spláchate/splashed)
PHONICS
Spanish English (japi/happy)
English  Spanish (awua/agua)
Spanish  English
(bihave/behave, lecktura/lectura)
Developmental Language Specific Approximations
SPANISH
ENGLISH
Structural elements, syntax, spelling, hypo/hyper segmentation
Structural elements, syntax, spelling, hypo/hyper segmentation