OJRSD ~ ELA Trimester 1
1st Grade
Standards Based Report Card Rubrics 2013-14
1.1 Foundational Skills
Below Basic - 1
Print
Concepts
Phonological
Awareness
Demonstrate understanding of the
organization and basic features of
print.
 Follow words left to right, top to
bottom, and page by page.
Recognize and name all upper and
lower case letters of the alphabet.
Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
Demonstrate understanding of spoken
words, syllables, and sounds
(phonemes).
 Recognize rhyming words and
when two or more words begin
with the same sound (alliteration).
 Segment single-syllable spoken
words.
 Isolate and pronounce initial
sounds.
 Recognize and produce rhyming words
Phonics &
Word
Recognition
Fluency
Basic/Developing - 2
Identify basic features of print.
 Differentiate between numbers and letters
and letters and words.
Recognize and name some upper and lower
case letters of the alphabet.
Proficient - 3
Advanced – 4 (Grade 2)
Demonstrate understanding of the organization and
basic features of print.
 Recognize the distinguishing features of a
sentence ( spaces).
 Recognize that spoken words are represented in
written language by specific sequences of letters
*Fall Only, and Winter/Spring for anyone scoring 2 or
less in the Fall
Demonstrate understanding of spoken words, syllables,
and sounds (phonemes).
 Identify short vowel sounds in spoken singlesyllable words.
 Count and segment syllables in spoken and written
words.
 Isolate and pronounce the initial and final sound
(phonemes) in the three-phoneme (CVC) words.
 Blend and segment onsets and rimes of singlesyllable spoken words.
N/A
Know and apply grade level phonics and word
analysis skills in decoding words.
 Distinguish long and short vowels when
reading regularly spelled one-syllable
words.
 Decode two-syllable words with long
vowels and words with common prefixes
and suffixes.
 Read grade level high-frequency sight
words and words with inconsistent but
common spelling-sound correspondences.
 Reads grade level high-frequency sight
words with automaticity. (see chart below)
 Words spelled accurately at the mid
Within Word (R Control Vowels, Complex
Consonants, & Abstract Vowels) stage and
above on assessments
Depending on student background knowledge
of subject matter Read with accuracy and
fluency to support comprehension (see chart):
 Read above-level text with purpose and
understanding.
 Read on-level text orally with accuracy,
appropriate rate, and expression on
successive readings.
 Use context to confirm or self-correct
word recognition
Develop beginning phonics and word skills.
 Associates some letters with their names
and sounds.
 Read grade level high-frequency sight
words with automaticity (0-50).
Know and apply grade level phonics
and word analysis skills in decoding
words.
 Read grade level high-frequency
sight words with automaticity (see
chart below).
 Identify familiar words and
environmental print.
 Words/letters spelled accurately
at the Emergent Stage (Alphabet,
Beginning/Final Sounds, Concepts
of Word/About Print)
Know and apply grade level phonics and word analysis
skills in decoding words.
 Demonstrate basic knowledge of one-to one
letter-sound correspondence.
 Associate short sounds with common spellings for
the five major vowels.
 Read grade level high-frequency sight words with
automaticity (see chart below).
 Distinguish between similarly spelled words by
identifying the sounds of the letters that differ.
 Words spelled accurately at the Letter Name
(Beginning/Final Consonants, Short Vowels, and
Beginning Blends/Diagraphs) or early Within
Word (Long Vowels CVCe/CVVC) stage on
assessments
Developing concepts of print and/or concept of
word
Depending on student background
knowledge of subject matter read
emergent/early reader text (see
reading level chart) with purpose and
understanding (after students have
been taught how to read, phrase, show
understanding of text patterns, etc.).
Depending on student background knowledge of
subject matter reads with accuracy and fluency to
support comprehension (see chart):
 Read on-level text with purpose and
understanding.
 Read on-level text orally with accuracy,
appropriate rate, and expression on successive
readings.
 Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
N/A
OJRSD – ELA Trimester 1
1st Grade
Standards Based Report Card Rubrics 2013-14
READING LEVEL GUIDE (approximate)
4
3
2
1
Kindergarten
T1
T2
T3
E+
G+
I+
B
C
D
A
B
C
<A
A
T1
K+
F
E
D
B
3
Beg
&End
Cons
Beg
Cons
2
Random
1
Letter
Like
T3
M+
J
I
H
1st Grade
T1
T2
T3
Kindergarten
T1
T2
T3
4
1st Grade
T2
L+
H
G
F
2nd Grade
3rd Grade
4th Grade
T1
T2
T3
T1
T2
T3
T1
T2
T3
N+
O+
P+
Q+
R+
S+
T+
U+
V+
K
L
M
N
O
P
Q
R
S
J
K
L
M
N
O
P
Q
R
I
J
K
L
M
N
O
P
Q
WORD STUDY GUIDE (approximate)
2nd Grade
3rd Grade
4th Grade
T1
T2
T3
T1
T2
T3
T1
T2
T3
T1
W+
T
S
R
5th Grade
T2
X+
U
T
S
T3
Y+
V
U
T
T1
Z+
W
V
U
6th Grade
T2
Z+
X
W
V
T3
Z+
Y
X
W
5th Grade
T1
T2
T3
6th Grade
T1
T2
T3
C+
E+
G+
I+
I+
K+
K+
K+
M+
M+
N+
P+
Q+
R+
S+
T+
T+
T+
T+
T+
Beg
&End
Cons
Beg
Cons
A-D
A-F/H
E-G
E-G
E-J
F/H-J
F-J
F/HK/L
G-K/L
G-M
I-O
J-P
J-Q
K-R
M-S
M-T
M-T
O-T
P-T
Beg
&End
Cons
Beg
Cons
Emerg
A-D
C-D
C-E
D-E
E
E
F/H
F/H
F/H-G
G-I
G-I
I-J
J
K-L
K-L
L-M
M-O
N/A
Emerg
B
B
C
D
D
E
E
E
F/H
F/H
G
I
J
J
K
L
Random
SIGHT WORD GUIDE
4
3
2
1
Narrative
Informational
Functional
Poetic
st
T1
Kindergarten
T2
T3
N/A
35+
51+
N/A
19-34
N/A
0-18
N/A
Kindergarten
T1
T2
T3
X
X
N/A
T1
2nd Grade
T2
T3
201+
251+
301+
126-150
150-200
200-250
74-99
100-125
125-149
0-74
0-99
0-124
T1
1 Grade
T2
T3
83+
126+
151+
35-50
74-82
100-125
19-34
51-73
0-50
0-18
st
1 Grade
T1
T2
T3
X
X
X
T1
3rd Grade
T2
T3
376+
451+
N/A
250-300
300-375
375-450
450-500
150-199
200-249
250-299
300-374
375-449
0-149
0-199
0-249
0-299
0-374
WRITING MODE GUIDE
2 Grade
3rd Grade
T1
T2
T3
T1
T2
T3
X
X
X
X
X
X
X
nd
4th Grade
T1
T2
T3
X
X
X
5th Grade
T1
T2
T3
X
X
X
X
6th Grade
T1
T2
T3
X
X
X
X
2
OJRSD – ELA Trimester 1
Standards Based Report Card Rubrics 2013-14
1st Grade
1.2 Reading Literature
Thinking
Within
the Text
Below Basic - 1
Basic/Developing - 2
Proficient - 3
Solving Words

With prompting and support, clarify
unknown words or phrases read aloud. (uses
strategies with echo/choral reading)
Monitoring & Correcting

With prompting and support, answer
questions about unfamiliar words read aloud
from a text.
Searching for & Using Information

With prompting and support identify the front
cover, back cover and title page of a book.
Retelling/ Summarizing

With prompting and support, retell a familiar
story in sequence with picture support.
Solving Words

With prompting and support, Determine or
clarify the meaning of unknown and multiplemeaning word and phrases based on grade
level reading and content. (uses sight words,
letter/sounds, onset/rimes, connections to
other words, chunk the word,
context/pictures)
Monitoring & Correcting

With prompting and support, ask and answer
questions about unknown words in a text.

With prompting, uses multiple sources of
information (visual, syntax, meaning)
Searching for & Using Information

Identify parts of a book (title, author)

Name the author and illustrator of a story.
Retelling/ Summarizing

With prompting and support, retell familiar
stories.

With prompting and support, identify
characters and settings.
Solving Words

Determine or clarify the meaning of unknown
and multiple-meaning word and phrases
based on grade level reading and content.
(uses sight words, letter/sounds, onset/rimes,
connections to other words, chunk the word,
syllables, context/pictures, context clues)
Monitoring & Correcting

Ask and answer questions to help determine
or clarify the meaning of words and phrases in
a text.

Use multiple sources of information (visual,
syntax, meaning)
Searching for & Using Information

Identify parts of a book (title, author) and
parts of a text (beginning, end, details).

Name the author and illustrator of a story and
define the role of each in telling the story
Retelling/Summarizing

Retell stories, including key details and
understanding of the text

Describe characters and setting.
Advanced – 4 (Grade 2)
Solving Words

Ask and answer questions to help clarify the
meaning of words and phrases in a text

Demonstrate knowledge of flexible ways to
solve words (word parts, endings and
prefixes, onset rhymes, letter, sound, or
spelling patterns)
Monitoring & Correcting

Use multiple sources of information (language
structure, meaning, and letter-sound
information)

Self-correct at point of error (or before overt
error)

When reading aloud, self-correct information
when it does not reflect the meaning.
Searching for & Using Information

Use various text features and search tools to
locate key facts or information in a text
efficiently (use chapter titles to foreshadow
content)

Identify who is telling the story at various
points in the text and uses a change voice
while reading aloud
Retelling/Summarizing

Summarize a longer narrative text with
multiple episodes

Identify important ideas in a text and support
them in an organized way, either orally or in
writing
Thinking
Beyond
the Text
Making Connections:

With prompting and support, make
connections between the illustrations and the
text in a story (read or read aloud).
Synthesizing:

With prompting and support, talk about what
the reader already knows relative to
information in the text

With prompting and support, identify new
information in text or pictures
Making Connections:

Make connections between the illustrations
and the text in a story (read or read aloud).

With support and prompting, compare and
contrast the adventures and experiences of
characters in familiar stories.
Synthesizing:

With prompting and support, acquire and
report new information from the text

Talk about what the reader already knows
about a topic or character prior to reading
Inferring:

Talk about characters’ feelings
Predicting

Uses text structure to predict the outcome of
a narrative text.

With prompting and support, make & justify
predictions using evidence

With prompting and support, search for/use
information to confirm or disconfirm
predications.
Making Connections

Compare and contrast the adventures and
experiences of characters in stories.
Synthesizing

Acquire and report new information from the
Predicting

Use text structure to predict the outcome of a
narrative

Predict what characters will do based on the
traits revealed by the writer
Making Connections

Compare and contrast adventures and
experiences of characters in multiple stories

Make connections between the text and
other texts that have been read or heard

Bring background knowledge to the
understanding of a text before, during, and
after reading.
3
OJRSD – ELA Trimester 1
Standards Based Report Card Rubrics 2013-14
text
Show evidence in the text of new ideas or
information
Inferring

Infer and talk about characters’ feelings,
motives

1st Grade
Synthesizing

Identify the reasons an author gives to
support points in a text

Differentiate between what is known and new
information
Inferring

Infer causes of problems or of outcomes in
fictions and nonfiction texts.

Show understanding of characters and their
traits.
Thinking
About
the Text
Is not demonstrating any of these skills at this
time.
Analyzing:

Answer questions about a particular story
(who, what, how, when, and where).

Describe pictures in books using details.
Critiquing:

Share opinions about a text.
Share opinions about illustrations
Analyzing

Ask and answer questions about key details in
a text.

Understand how the ideas of a book are
related to each other

Understand how the ideas in a text are
related to the title
Critiquing

With support and prompting , express
opinions about the quality of text
Analyzing

Ask and answer questions about key details in
a text.

Notice descriptive language and how it adds
to enjoyment or understanding.
Critiquing

Judge the text as to whether it is interesting,
humorous, and/or exciting and specify why
(for example, humorous characters or
situations)

Agree or disagree with the ideas in a text.
4
OJRSD – ELA Trimester 1
1st Grade
Standards Based Report Card Rubrics 2013-14
1.3 Narrative Writing (assess in trimester 1)
Below Basic - 1
Basic/Developing - 2
Proficient - 3
Advanced – 4 (Grade 2)
Dictate narratives to describe real or
imagined experiences or events.
Use a combination of drawing,
dictating, and writing to compose
narratives that describe real or
imagined experiences or events.
Write narratives to develop real or
imagined experiences or events.
Write narratives to develop real or
imagined experiences or events.
Focus

Intentionally Blank

Draws, tells, and writes a whole story.

Establish “who” and “what” the narrative
will be about.

Content

Intentionally Blank.

Draws, tells, and writes what happens
B-M-E

Wrote about a small moment (something
from the student’s life)
Include a beginning sentence
Include feelings to describe experiences
and events.
Include pictures that match student writing
Recount a single event ,tell about the
events in the order in which they occurred
Put story pages in order
Use transition words (and, then, next, so)
Story has an ending sentence
Use labels and words to give details.


Organization
Style


Intentionally Blank.
Intentionally Blank


Puts pages in order B-M-E
Draws and writes some details about what
happens.











Establish a situation and introduce a
narrator and/or characters
Write about one topic
Include thoughts and feeling to describe
experience and events to show the
response of characters to situations.
Elaborate using details, dialogue, and
action
Organize a short sequence of events, using
temporal words (such as when, then, and
after) to signal event order; Include a
beginning, a middle, and provide a sense of
closure.
Use words and phrases for effect to help
readers picture the story
5
OJRSD – ELA Trimester 1
1.4 Conventions
Below Basic -1
Basic/Developing - 2
Grammar
Intentionally left blank
Punctuation
Intentionally left blank

With prompting and support uses the simple verb
tenses (e.g., I walked; I walk, I will walk).

Uses noun and verb agreement (I can)



With prompting and support, capitalize names of
people.
Uses word wall as a spelling resource
With prompting and support, use end punctuation;
use commas in dates and words in series.



Identifies nouns, verbs, adjectives, and adverbs in
general and their functions in particular sentences.

Use the simple verb tenses (e.g., I walked; I walk; I
will walk).



Capitalize proper nouns.
Use commas and apostrophes appropriately.
Use quotation marks around the speaker’s exact
words
Spells words drawing on common spelling patterns
for CVC patterns and some CVCe patterns,
phonemic awareness and spelling conventions
appropriate to beginning writers

With prompting and support spells words drawing
on common spelling patterns, phonemic
awareness and spelling conventions appropriate to
beginning writers



Spell words drawing on common spelling patterns.
Consult reference material as needed.
Spell word wall words correctly.
Intentionally left blank

With explicit teacher guidance, chooses words and
phrases for effect.
Reads back their writing

With prompting and support, chooses words and
phrases for effect.
Reads back their writing


Choose words and phrases for effect.
Reads back their writing

Writing Process
With prompting and support, capitalize names of
people.
Uses word wall as a spelling resource
Advanced - 4
Use the simple verb tenses (e.g., I walked; I walk; I
will walk).

Revising
Distribution of
Proficient - 3

Intentionally left blank
Spelling
Editing/
Production and
1st Grade
Standards Based Report Card Rubrics 2013-14
Intentionally left blank


Revises and edits with explicit teacher
feedback
Recognizes and uses spaces between words


Revises and edits with teacher support and
guidance

With guidance and support from adults and
peers, focus on a topic and strengthen
writing as needed by revising and editing.
6
OJRSD – ELA Trimester 1
1st Grade
Standards Based Report Card Rubrics 2013-14
1.5 Speaking & Listening
Below Basic - 1
Comprehension
& Collaboration

Is not demonstrating any of these skills
at this time.
Basic/Developing - 2



Proficient - 3
Respond to what a speaker says in order
to follow directions, seek help, or gather
information.
With prompting and support, participate
in collaborative conversations with
peers and adults in small and larger
groups.
With prompting and support, answer
questions about key details in a text
read aloud or information presented
orally or through other media.



Advanced – 4 (Grade 2)
Ask and answer questions about what a
speaker says in order to gather
additional information or clarify
something that is not understood.
Participate in collaborative
conversations with peers and adults in
small and larger groups.
Ask and answer questions about key
details in a text read aloud or
information presented orally or through
other media.



Presentation of
Ideas

Is not demonstrating any of these skills
at this time.

Using simple sentences, share stories,
familiar experiences, and interests
speaking clearly enough to be
understood by most audiences.

Share stories, familiar experiences, and
interests speaking clearly enough to be
understood by all most audiences using
appropriate volume.

Integration of
Knowledge,
Multimedia and
ideas
Integration of
Knowledge and
Ideas
Conventions of
Standard
English

Intentionally Blank

Intentionally Blank

Intentionally Blank


Is not demonstrating any of these skills
at this time.

Using simple sentences, express
thoughts, feelings, and ideas, speaking
clearly enough to be understood by
most audiences.
Demonstrate command of the
conventions of Standard English when
speaking based on kindergarten level
and content.

Speak audibly and express thoughts,
feelings, and ideas clearly.


Demonstrate command of the
conventions of Standard English when
speaking based on pre-kindergarten
level and content.

Ask and answer questions about what a
speaker says in order to clarify
comprehension, gather additional
information, or deepen understanding
of a topic or issue.
Participate in collaborative
conversations with peers and adults in
small and larger groups.
Recount or describe key ideas or details
from a text read aloud or information
presented orally or through other
media..
Shares stories, familiar experiences and
interests by describing people, places,
things and events. Speaking clearly
enough to be understood by all
audiences using appropriate volume.
Intentionally Blank.
Produce complete sentences when
appropriate to task and situation.


Demonstrate command of the
conventions of Standard English when
speaking based on grade 1 level and
content.

Demonstrate command of the
conventions of standard English when
speaking based on grade 2 level and
content.
7