Cobb County Grade 1 Writing Assessment: Scoring Rubric
CONVENTIONS
All Genres
Domain 4: Conventions – The degree to which the writer demonstrates control of Sentence Formation, Usage, and Mechanics.
Component
Element
Does Not Meet Standard
Meets Standard
Exceeds Standard
Inconsistently writes letters with correct Writes letters with correct shape, size,
Consistently writes letters with correct
Clarity and Correction
shape, size, slant, and spacing
slant, and spacing; prints with
shape, size, slant, and spacing, prints
appropriate spacing between words and with appropriate spacing between
Sentence
sentences
words and sentences, and writes in
Formation
complete sentences with correct
subject-verb agreement.
Majority clear and correct sentences
No variation in sentence structure
Begins to write different types of
Consistently writes various types of
Complexity
sentences (e.g., simple/compound and
sentences throughout a piece
declarative/interrogative)
Subject/Verb Agreement Frequent mistakes in subject-verb
Writes in complete sentences with
Consistently writes in complete
agreement within and across sentences
correct subject-verb agreement
sentences with correct subject-verb
agreement across a variety of contexts
Noun
Forms
Frequent
mistakes
in
noun
forms
Uses
nouns
(singular
and
plural)
Consistently uses nouns (singular,
Usage
(singular and plural)
correctly
plural, and possessive) correctly
Personal and Possessive
Pronouns
Little or no evidence of using personal
and possessive pronouns
Begins to use personal pronouns (e.g., I,
me, we, us) in place of nouns; Uses
singular possessive pronouns
Consistently and correctly uses singular
and plural personal pronouns and
possessive pronouns correctly
Spelling
Frequent and severe spelling errors that
may distract the reader
Begins to use common rules of spelling
and correctly spells grade level
appropriate high-frequency sight words
most of the time
Punctuation: Ending
marks (periods and
question marks)
Little or no evidence of ending
punctuation and/or frequent errors
Uses appropriate end punctuation
(period and question mark)
Punctuation: Commas
in a series of items
If not applicable to the
piece of writing do not
mark at all
Capitalization:
Beginning of sentences
and proper nouns
Little or no use of commas and/or
commas used incorrectly
Uses commas in a series of items
Little or no use of capitalization and/or
frequent errors in capitalization
Uses correct capitalization of initial
words and common proper nouns (e.g.,
proper names, months, cities, countries,
streets, days of the week)
Consistently applies common rules of
spelling and correctly spells grade level
appropriate high – frequency sight
words; spelling errors occur in words
that are above grade level
Consistently and correctly uses
appropriate punctuation (periods,
question marks, and exclamation
marks) at the end of sentences
Consistently uses commas in a series
correctly, and begins to use commas
correctly in other organizational
structures (friendly letters, cities and
states, dates)
Uses correct capitalization of initial
words and common proper nouns that
are not as common to this grade level
(e.g., holidays, restaurants, book titles)
Mechanics
Cobb County School District Grade 1 Writing Assessment: Scoring Rubric
INFORMATIONAL WRITING
Domain 1: Ideas – The degree to which the writer establishes a focus and develops the main points with examples, facts, and details.
Component
Does Not Meet Standard
Meets Standard
Exceeds Standard
Focus
Little or no evidence of focus
Writes an informational piece that
Consistent focus throughout the piece
describes an experience, stays on one
topic, and begins to maintain a focus
Supporting Details
Details are limited and/or may be
Adds details to expand a topic;
Includes multiple relevant facts and/or details;
irrelevant; No evidence of graphic begins to use graphic features (charts, may include, diagrams, maps and/or other
features
pictures, headings)
graphics that enhance the reader’s understanding
of the text
Use of Resources
Development/Completeness
Little or no use of resources
Insufficient information to address
a topic; no sense of closure
Begins to use a variety of resources
(i.e., , picture dictionaries, Internet,
books) and strategies to gather
information to write about a topic;
Writes texts of a length appropriate to
address a topic and tell a story;
Begins to develop a sense of closure
Restates information from resource materials
Complete information; topic is well developed;
closure may be tied back to the beginning
Domain 2: Organization –The degree to which the ideas are arranged in a clear order with an introduction, body, and conclusion. (Beginning, middle, end)
Component
Does Not Meet Standard
Meets Standard
Exceeds Standard
Organizational Pattern
Little or no evidence of an
Begins to capture a reader’s interest;
Contains a clear introduction, body, and
introduction, body, and
may contain an introduction, body,
conclusion
conclusion
and conclusion;
Grouping of Ideas
Little or no evidence of
Begins to use organizational
Consistently maintains organizational structures
organizational structures and
structures (steps, chronological
and strategies throughout the piece
strategies
order), and strategies (description).
Groups ideas together
Domain 3: Style – The degree to which the writer controls language to capture the reader’s interest.
Component
Does Not Meet Standard
Meets Standard
Word Choice
Language is simple and repetitive Begins to use a mixture of simple and
interesting language (e.g., descriptive,
sensory details, content related and/or
speaking vocabulary)
Audience Awareness
Little or no awareness of audience Begins to show attention to the
audience; some sense of the writer’s
voice (personality on paper) is
apparent
Exceeds Standard
Uses a mixture of simple and interesting language
(e.g., descriptive, sensory details, content related
and/or speaking vocabulary) throughout the piece
Attention to the audience carried into the
development of the piece; writer’s voice is more
evident
Cobb County School District Grade 1 Writing Assessment: Scoring Rubric
NARRATIVE WRITING
Domain 1: Ideas – The degree to which the writer establishes a focus and develops the main points with examples, facts, and details.
Component
Does Not Meet Standard
Meets Standard
Exceeds Standard
Focus
Little or no evidence of focus
Begins to capture a reader’s interest Captures a reader’s interest and maintains a
by writing a personal story; begins
consistent focus throughout the piece
to maintain a focus
Supporting Details
Details are limited and may be
Adds details to expand a story
Uses sensory details, descriptive adjectives,
irrelevant
and/or strong verbs throughout the piece
Character/Setting Development
Little or no evidence of character or
Begins to develop character(s)
Develops character(s) and setting using
setting development
through dialogue and/or descriptive sensory details, descriptive adjectives,
adjectives; Begins to develop
and/or strong verbs
setting through descriptive
adjectives
Development/Completeness
Insufficient information to tell a story Writes text of a length appropriate
Complete information; the events of the
to address a topic; begins to develop story are well developed; closure may tie
a sense of closure
back to the beginning
Domain 2: Organization –The degree to which the ideas are arranged in a clear order with an introduction, body, and conclusion. (Beginning, middle, end)
Component
Does Not Meet Standard
Meets Standard
Exceeds Standard
Organizational Pattern
Little or no evidence of an
Begins to use an organizational
Contains a clear organizational structure
(Beginning, Middle, End)
organizational structure, transition
structure (beginning, middle, end);
(beginning, middle, end)
words, or time cue words
one part of the paper may not be as
strong as the others
Chronological Sequence of Ideas Little or no evidence of sequencing
Incorporates at least three
Incorporates at least four or more
chronologically sequenced ideas
chronologically sequenced ideas
Transitions
Little or no evidence of transitions or
Begins to use transition words and
Varied transition words and time cue words
time cue words
time cue words
are used appropriately to link the beginning,
middle, and end
Domain 3: Style – The degree to which the writer controls language to capture the reader’s interest.
Component
Does Not Meet Standard
Meets Standard
Word Choice
Language is simple and repetitive
Begins to develop characters and
Little or no evidence of dialogue
setting through dialogue and
and/or descriptive adjectives
descriptive adjectives
Audience Awareness
Little or no awareness of audience
Begins to show attention to the
audience; some sense of the writer’s
voice (personality on paper)
Exceeds Standard
A mixture of dialogue and descriptive
adjectives are used effectively throughout
the piece
Attention to the audience carried into the
development of the piece; writer’s voice is
apparent
Cobb County School District Grade 1 Writing Assessment: Scoring Rubric
RESPONSE TO LITERATURE
Domain 1: Ideas – The degree to which the writer establishes a focus and develops the main points with examples, facts, and details.
Component
Does Not Meet Standard
Meets Standard
Exceeds Standard
Focus
Little or no evidence of position or
Generally consistent focus:
Consistent focus;
opinion
Captures a reader’s interest by stating a
Captures a reader’s interest by developing a
position/opinion about a text
position/opinion about a text
Supporting Details
Insufficient understanding of the text Begins to demonstrate an understanding
Demonstrates an understanding of the text
demonstrated by incomplete oral
of the text through oral retelling, pictures, in writing, including relevant facts, and/or
retelling, pictures, or writing
or in writing
details
Connecting to Text
No connections made in response to
Makes connections: text-to-self, text-toConnects the text to self, another text,
text
text, text-to-world
and/or the outside world,
including details from the text
Development/Completeness Insufficient information to address
Writes text of a length appropriate to
Position/opinion is completely supported
the topic; No sense of closure
address a topic; Begins to develop a sense and developed with a clear sense of closure
of closure
Domain 2: Organization –The degree to which the ideas are arranged in a clear order with an introduction, body, and conclusion. (Beginning, middle, end)
Component
Does Not Meet Standard
Meets Standard
Exceeds Standard
Organizational Pattern
Little or no evidence of beginning,
Begins to use organizational structures
Contains a clear beginning, middle, and end
middle, and end; Minimal details
(beginning, middle, and end with details
with details from the text; Closure is linked
from the text; No sense of closure
from the text); May have a sense of
back to the beginning
closure
Grouping of Ideas
Ideas are not arranged in a
Related ideas are generally grouped
Related ideas are consistently grouped
meaningful order
together
together
Transitions
Little or no evidence of transition
Some transition words and/or phrases
Varied transition words and/or phrases are
words and/or phrases
used
used appropriately to link the beginning,
middle, and end
Domain 3: Style – The degree to which the writer controls language to capture the reader’s interest.
Component
Does Not Meet Standard
Meets Standard
Word Choice
Language is simple and repetitive
Begins to use a mixture of simple and
interesting language (e.g., descriptive,
sensory details, content related and/or
speaking vocabulary)
Audience Awareness
Little or no awareness of audience
Begins to show attention to the audience;
some sense of the writer’s voice
(personality on paper)
Exceeds Standard
Uses a mixture of simple and interesting
language (e.g., descriptive, sensory details,
content related and/or speaking vocabulary)
throughout the piece
Attention to the audience carried into the
development of the piece; writer’s voice is
apparent
Cobb County Grade 1 Writing Assessment: Scoring Rubric
PERSUASIVE WRITING
Domain 1: Ideas – The degree to which the writer establishes a focus and develops the main points with examples, facts, and details.
Component
Focus
Does Not Meet Standard
Little or no evidence reflecting a
statement of a position/opinion
Supporting Details
Details are limited and may be
irrelevant
Position
Lacks a clear position/opinion
Development/Completeness
Insufficient information to address the
topic
Meets Standard
Captures a reader's interest by stating a
position/opinion; Begins to maintain a
focus
Adds details to support an opinion
Captures a reader's interest by stating a
position/opinion
Writes texts of a length appropriate to
address a topic and tell a story.
Exceeds Standard
Reader’s interest is sustained
throughout the piece; Consistent focus
with evidence of a position/opinion
Adds supportive details throughout the
paper that may include relevant
examples and/or facts
Establishes and develops a clear
position/opinion
Complete information; Includes
appropriate length to clearly address the
topic;
Domain 2: Organization –The degree to which the ideas are arranged in a clear order with an introduction, body, and conclusion.
Component
Does Not Meet Standard
Meets Standard
Exceeds Standard
Organizational Pattern
Little or no evidence of an appropriate
Begins to use formats appropriate to the Clear and appropriate persuasive format
(introduction, body,
format
genre (letter, list of reasons, poster);
with an introduction, body, and
conclusion)
may have a sense of closure
conclusion; provides a clear sense of
closure
Grouping of Ideas
Ideas are not arranged in a meaningful
Related ideas are grouped together
Related ideas are consistently grouped
order
appropriately
together in a meaningful order
Transitions
Little or no evidence of transitions
Some transition words and/or phrases
Varied transition words and/or phrases
used
are used appropriately to link the
beginning, middle, and end
Domain 3: Style – The degree to which the writer controls language to capture the reader’s interest.
Component
Does Not Meet Standard
Meets Standard
Word Choice
Sentences are simple, not varied, and/or Begins to write a mixture of sentences
do not fit the purpose; language is
(simple, compound, declarative,
simple, repetitive, or imprecise; little or interrogative) that fit the purpose;
no interesting language
begins to use interesting language
(description, content related vocabulary,
sensory details, strong verbs)
Audience Awareness
Little or no awareness of audience
Some awareness of audience by holding
a reader's interest in parts of the paper;
some sense of voice
Exceeds Standard
Clear mixture of sentences used with
sustained use of interesting language
(e.g., descriptive language, content
related vocabulary, sensory details,
strong verbs)
Attention to the audience in the
introduction, body, and conclusion;
writer’s voice is clear and appropriate
st
1 Grade
Student Friendly Rubrics
Writing Rubric
1 Grade Narrative Student/Teacher Friendly Rubric
st
Focus
Ideas
Supporting Details
Character Development
Approaching (Does not Meet)
Expectations
My story is confusing. I’m still
trying to figure out what I want to
say.
I have a few details, but I need to
say more. Or the details I do
have don’t fit my story.
My characters have names, but
they aren’t described.
Development/Completeness I haven’t told my whole story yet.
Organization
Organizational Pattern
(Beginning, Middle, End)
Chronological Sequence of
Ideas
Transitions
My story is very hard to follow. I
cannot tell where the middle of
my story is.
The ideas in my story are not in
order.
I use very few transition words or
time words (first, next, then,
finally)
Word Choice
I write the same words over and
over.
Audience Awareness
This does not sound like me. It’s
just words.
Style
Meets Expectations
Exceeds Expectation
My story grabs my reader’s interest and
is about one main thing.
My story is clear. It makes sense all
the way through.
I have written some details that go with
my story.
I have added many interesting details,
used some descriptive adjectives and
strong verbs to describe to help the
reader understand my story
My characters are described by what
they look like, how they are feeling,
how they are acting, and what they
are thinking. I have described the
setting using descriptive adjectives,
sensory details and strong verbs in
order to help the reader get a picture
in his head.
The characters have a plan.
There is a problem in my story to be
solved. The setting is clear.
My beginning, middle, and end are
easy to follow. My opening is catchy
and my ending wraps things up.
I have at least four or more events in
my story and they are in order.
My story is easy to understand
because I use transition and time cue
words in the beginning, middle, and
end of my story.
I use interesting words in many parts
of my story The words I choose help
me to show, not just tell, what
happens in my story.
I’m thinking about who is going to
read my paper as I’m writing it. I
make sure the reader hears my voice
in many parts of my paper.
I have described my characters through
talking and by describing what they
look like, how they are feeling, and
what they are thinking. I have also
described the setting.
My story has characters, setting, and
plot (things that happen to my
characters).
There is a beginning, middle, and end to
my story,
I have at least three events in my story
and they are in order.
I use some transition and time cue
words
I am starting to use interesting words
when I write about my characters and
setting. The words I use help the reader
get a picture in his/her head.
You can hear my voice in some of my
paper. I know other people will read
my paper, but I am not really thinking
about them.
1st Grade Convention Student/Teacher Friendly Rubric
Clarity
Sentence
Formation
Correction
Complexity
Subject/Verb Agreement
Noun Forms (singular and
plural)
Usage
Personal and Singular
Possessive Pronouns
Spelling
Mechanics
Punctuation: Ending
Marks
Punctuation: Commas in a
series of items
(If they are needed)
Capitalization: Beginning
of sentences and proper
nouns
Approaching (Does not Meet)
Expectations
Some of my letters are formed
correctly.
I have some good spacing
between my words.
I have some complete sentences
in my paper.
All of my sentences start the same
way.
I have sentences, but most of my
subject and verbs don’t match.
I am starting to use singular and
plural nouns, but have a lot of
mistakes.
I am not using personal and
possessive pronouns correctly in
my writing.
My spelling mistakes make it
hard for my story to be
understood.
I do not have ending marks on my
sentences.
I needed commas, but didn’t use
them at all.
I have no capitals letters or most
of my capital letters are in the
wrong place.
Meets Expectations
Exceeds Expectation
Most of my letters are formed correctly.
I have good spacing between most of
my words
My letters are formed correctly.
I have good spacing between all of my
words.
Most of my sentences are complete
sentences.
Some of my sentences start in different
ways and I have different types of
sentences.
In most of my sentences, my subject
and my verb go together.
In most of my sentences, I have singular
nouns where they are needed and plural
nouns where they are needed.
I have some personal and possessive
pronouns used correctly in my
sentences.
I have some spelling mistakes, but my
sentences can still be understood.
All of my sentences are complete
sentences.
My sentences start in many different
ways and I have different types of
sentences.
In every one of my sentences, my
subject and my verb go together.
I have singular nouns and plural nouns
written correctly in every one of my
sentences.
I have used personal and possessive
pronouns correctly in my sentences.
Most of my sentences have ending
marks.
I used commas when needed, but didn’t
do it correctly.
All of my sentences have ending
marks.
If I needed commas, I used them
correctly.
I have capitalized most of my proper
nouns correctly.
I have capitalized the beginning of most
of my sentences.
I have capitalized all of my proper
nouns correctly.
I have capitalized all the beginning of
my sentences correctly.
I have very few spelling mistakes.
1st Grade Informational Student/Teacher Friendly Rubric
Focus
Approaching (Does not Meet)
Expectations
It is hard to tell what my paper is
about.
Meets Expectations
Supporting Details
I don’t have enough details about
my topic for the reader to
understand my information.
It is clear that I am writing an
informational paper about one main
thing.
I have some facts that go with my topic.
I may have included pictures/diagrams
and/or maps.
Use of Resources
I didn’t look in any resources or I
just looked in one resource for
information.
I looked in at least two resources for
information and I included some of the
information I found (pictures or words).
Ideas
Development/Completeness I don’t have enough information
to tell about my topic.
Organizational Pattern
Organization
Grouping of Ideas
Transitions
My paper is very hard to follow.
I cannot tell where the middle of
my piece is.
My ideas are not grouped in a
meaningful order.
I have no transition words.
I have enough information for my
reader to learn something. My ending
says something more than just “The
End.”
There is a beginning, middle, and end to
my piece, but I need to make at least
one part better.
My ideas are grouped a meaningful
order, but I may have one or two things
in the wrong place.
I have some transition words.
Word Choice
I write the same words over and
over.
I am starting to use interesting words.
The words I use help the reader get a
picture in his/her head.
Audience Awareness
This does not sound like me. It’s
just words.
You can hear my voice in some of my
paper. I know other people will read
my paper, but I am not really thinking
about them.
Style
Exceeds Expectation
The topic is clear and well written.
My paper has many facts or details
about my topic. I also have
pictures/diagrams and/or maps to help
the reader understand my paper.
I looked in many resources for
information on my topic and I
included some of the information in
my own words.
I have used my words,
pictures/diagrams and/or maps to help
my reader learn something. My
ending is tied back to the beginning.
My beginning, middle, and end are
easy to follow. My opening is catchy
and my ending wraps things up.
My ideas are grouped in a meaningful
way through out my whole paper.
I have transition words and they are
not all the same.
I use interesting words in many parts
of my piece. The words I choose help
me to show, not just tell, about my
information.
I’m thinking about who is going to
read my paper as I’m writing it. I
make sure the reader hears my voice
in many parts of my paper.
1st Grade Response to Literature Student/Teacher Friendly Rubric
Focus
Approaching (Does not Meet)
Expectations
It is hard to tell what my paper is
about.
Meets Expectations
It is clear that I am writing about a book
that I read or heard
Ideas
Supporting Details
Connecting to the Text
I need more details about the
book to show that I understood it.
I have one detail or the details I
have are not about the book.
I have not written any
connections to the book.
Development/Completeness I did not write about the main
idea of the book and/or tell why I
did or did not like it.
Organizational Pattern
My piece is very hard to follow.
Organization
Grouping of Ideas
Transitions
My ideas are not grouped in a
meaningful order.
I have no transition words.
I drew pictures, to show my
understanding of the book. I have at
least two details (events, facts) about
the book, but I could use more.
I have made at least one connection to
the book
(Text to Text or Text to Self)
I have written about the main idea of
the book and given at least one reason
why I like or don’t like the book.
There is a beginning, middle, and end to
my story, but I need to make at least
one part better.
My ideas are grouped a meaningful
order, but I may have one or two things
in the wrong place.
I have some transition words.
Word Choice
I write the same words over and
over.
I am starting to use interesting words.
The words I use help the reader get a
picture in his/her head.
Audience Awareness
This does not sound like me. It’s
just words.
You can hear my voice in some of my
paper. I know other people will read
my paper, but I am not really thinking
about them.
Style
Exceeds Expectation
It is clear that I am writing about the
book I read or heard and it makes
sense all the way through.
I have many details about the book.
I have many more than one
connection to the book. (Text to Text
or Text to Self)
I have written about the main idea of
the book and given more than one
reason why I like or don’t like the
book.
My beginning, middle, and end are
easy to follow. My opening is catchy
and my ending wraps things up.
My ideas are grouped in a meaningful
way through out my whole paper.
I have transition words and they are
not all the same.
I use interesting words in many parts
of my piece. The words I choose help
me to show, not just tell, about my
information.
I’m thinking about who is going to
read my paper as I’m writing it. I
make sure the reader hears my voice
in many parts of my paper.