K Informative Rubric - Cortland School District

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Informative/Explanatory Text-Based Rubric, Grade K
4
(Above Grade Level)
Ideas
3
(At Grade Level)
2
(Approaching Grade Level)
1
(Below Grade Level)
 Responds with all statements
related to the prompt
 Responds with all statements,
phrases, and/or drawing(s) related
to the prompt
 Responds with most statements,
phrases, and/or drawing(s) related
to the prompt
 Responds with some or no
statements, phrases, and/or
drawing(s) related to the prompt
 Identifies topic in introductory
sentence
 Identifies topic about which they
are writing
 Identifies opinion in drawing(s)
or not at all
 Supplies some facts about the topic
 Supplies some information about
the topic
 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
 A few words can be identified
(i.e.: a string of letters lacking
spaces and correct spelling)
 Capitalizes correctly and
consistently with some errors:
first word in a sentence and the
pronoun “I”
 Uses end punctuation incorrectly
 Inconsistently writes letters for
consonant and short-vowel
sounds
 Spells some simple words
phonetically
 A few words are used incorrectly
 Uses random strings of
conventional letters across the
page Capitalizes incorrectly
with many errors
 Does not use end punctuation
 Writes letters with little to no
sound/spelling correspondence
of consonants and short vowels
 Spells few to no simple words
phonetically
*CCLS:
 W -2
Organization
CCLS:
 W-2
Sentence
Fluency
 Provides some sense of closure
 Independently produces and
expands complete sentences
 Produces and expands complete
sentences in shared language
activities
 Supplies no information about
topic
 Does not complete sentences in
shared writing activities
CCLS:
 L-1f
Conventions
CCLS:
 L-1b
 L-2, a-d
Word Choice
CCLS:
 L-6
08.15.2013
 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
 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 and
enhance the writing
 Words are used correctly but do
not enhance the writing
 Words are used incorrectly

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
 Some sense of audience, topic,
purpose
 Inappropriately casual or stiff
 Limited sense of audience,
topic, purpose
 Writing is mechanical
 Engaging, lively, honest
 Glimpse of liveliness
 Little glimpse of writer
 Awareness of reader
 Awareness of reader
 Awareness of reader is unclear

Formatting of text and pictures
assists comprehension

Formatting of text and pictures is
clear and thoughtful

Formatting of text and pictures
is generally correct


Handwriting is neat and easy to
read; proper manuscript or cursive
is used
White space is used well within
piece and to frame text

Handwriting reveals proper
manuscript, spaced and written
appropriately
Words, sentences, and
paragraphs have proper spacing

Handwriting includes few
discrepancies in letter shape;
shapes are easily identifiable
Spacing of words is mostly
correct


Voice


Presentation


L-1a


08.15.2013



Pictures are “balanced” with text
 Pictures add detail, support piece,  Pictures fit with text

and match content
and are appropriate
Markers enrich, enhance, and/or
 Markers organized on the text
 Some markers placed on the text 
help showcase text (i.e.: page
(i.e.: title on top, author below)
(i.e.: title and/or author)
numbers, headings, bullets, etc.)
*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
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 1st 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)
Kindergarten
2. Write informative/explanatory texts in which they name a topic,
supply some facts about the topic, and provide some sense of
closure.
Writing
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.
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
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.
2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
LanguageConventions of
Grammar and
Usage
Language –
Conventions of
Capitalization,
Punctuation, and
Spelling
08.15.2013
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.
1st
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.
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