Ideas
*CCLS:

W -2
Organization
CCLS:

W-2
4
(Above Grade Level)

Responds with all statements related to the prompt

Identifies topic in introductory sentence

Supplies some facts about the topic

Provides some sense of closure

Independently produces and expands complete sentences
3
(At Grade Level)

Responds with all statements, phrases, and/or drawing(s) related to the prompt
2
(Approaching Grade Level)

Responds with most statements, phrases, and/or drawing(s) related to the prompt

Identifies topic about which they are writing

Supplies some information about the topic

Produces and expands complete sentences in shared language activities

Identifies topic about which they are writing in a student-dictated phrase or sentence

Attempts to supply some information but may be unrelated to topic

Expands complete sentences in shared language activities
1
(Below Grade Level)

Responds with some or no statements, phrases, and/or drawing(s) related to the prompt

Identifies opinion in drawing(s) or not at all

Supplies no information about topic

Does not complete sentences in shared writing activities
Sentence
Fluency
CCLS:

L-1f
Conventions
CCLS:

L-1b

L-2, a-d
Word Choice
CCLS:

L-6

Uses a variety of words, including proper nouns and strong verbs

Capitalizes correctly and consistently with no errors: first word in a sentence, “I,” and proper nouns

Uses end punctuation correctly

Uses conventional spelling for words with common spelling patterns

Spells irregular and/or highfrequency words correctly

Words are used correctly and enhance the writing

Uses nouns and appropriately

Capitalizes correctly and consistently with a minor error: first word in a sentence and the pronoun “I”

Uses end punctuation

Writes letters for most consonant and short-vowel sounds

Spells simple words phonetically

Words are used correctly but do not enhance the writing

A few words can be identified
(i.e.: a string of letters lacking

Uses random strings of conventional letters across the
 spaces and correct spelling)
Capitalizes correctly and consistently with some errors: page Capitalizes incorrectly with many errors

Does not use end punctuation

Writes letters with little to no first word in a sentence and the pronoun “I”

Uses end punctuation incorrectly

Inconsistently writes letters for consonant and short-vowel sound/spelling correspondence of consonants and short vowels

Spells few to no simple words phonetically sounds

Spells some simple words phonetically

A few words are used incorrectly

Words are used incorrectly
08.15.2013

Voice

Exceptionally strong sense of audience, topic, purpose

Strong sense that the topic has come alive

Engaging, lively, honest, exciting, humorous

Obviously aware of reader

Strong sense of audience, topic, purpose

Sense that the topic has come alive

Engaging, lively, honest

Awareness of reader

Some sense of audience, topic, purpose

Inappropriately casual or stiff

Glimpse of liveliness

Awareness of reader

Limited sense of audience, topic, purpose

Writing is mechanical

Little glimpse of writer

Awareness of reader is unclear
Presentation

L-1a

Formatting of text and pictures assists comprehension

Handwriting is neat and easy to read; proper manuscript or cursive is used

White space is used well within piece and to frame text
 Pictures are “balanced” with text and match content

Markers enrich, enhance, and/or help showcase text (i.e.: page numbers, headings, bullets, etc.)

Formatting of text and pictures is clear and thoughtful

Handwriting reveals proper manuscript, spaced and written appropriately

Words, sentences, and paragraphs have proper spacing

Pictures add detail, support piece, and are appropriate

Markers organized on the text
(i.e.: title on top, author below)

Formatting of text and pictures is generally correct

Handwriting includes few discrepancies in letter shape; shapes are easily identifiable

Spacing of words is mostly correct

Pictures fit with text

Some markers placed on the text
(i.e.: title and/or author)
*CCLS – Common Core Learning Standards alignment (“W” = Writing strand; “L”= Language strand)

No formatting clues are present; placement of text and pictures is totally random

Only scribbles are present

Letters and/or words are strung together with no spacing

If pictures are present, they are randomly placed

No identifiable markers (title and/or author) exist
08.15.2013

NYS Common Core Learning Standards (CCLS) Alignment
NOTES: 1) In the left criterion boxes of the rubric, the CCLS-aligned standards have been identified. As a resource for teachers, below are the standards for the current grade (K) as well as the subsequent grade. Since the rubric score of “4” represents “above grade level” work, the 1 st grade standards were referenced. 2) The
“3 – At Grade Level” work would be a developmentally appropriate goal for the end of kindergarten; therefore, the rubric numbers are intended to show student progress as a developmental continuum.
The letter abbreviations are as follows: CCLS = Common Core State Standards W = Writing L=Language
Strand (Domain)
Writing
Kindergarten
2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
1st
2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
Language-
Conventions of
Grammar and
Usage
1.
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
Language –
Conventions of
Capitalization,
Punctuation, and
Spelling
2.
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing. a.
Capitalize the first word in a sentence and the pronoun I. b.
Recognize and name end punctuation. c.
Write a letter or letters for most consonant and short-vowel sounds (phonemes). d.
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
1.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a.
Capitalize dates and names of people. b.
Use end punctuation for sentences. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
08.15.2013