Grade 1: Writing Rubrics

NOTE: The language in these rubrics has been adapted from the SBAC and PARCC rubrics. The language in bold
is taken directly from the CCSS.

Opinion Writing Rubric: Grade 1

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion,
and provide some sense of closure.

4 – Advanced 3 – Proficient 2 – Developing 1 – Beginning

Knowledge and Understanding

A RL/ Demonstrates a deep Demonstrates a clear Demonstrates a limited Does not demonstrate
RI.1.10 understanding of topic understanding of topic or text understanding of topic understanding, or shows a
or text or text misunderstanding, of topic or text

Organization and Purpose

B W.1.1 Opinion is clearly stated States a relevant opinion Stated opinion is Opinion is not stated
unrelated to task
C Introduction provides Briefly introduces the topic or Introduction is confusing Introduction is missing
some context about topic text or off topic
or text
D Concluding statement or Concluding statement or section Conclusion is confusing Conclusion is missing
section clearly restates the provides some sense of closure or off topic
opinion in the piece

Evidence and Elaboration

E W.1.1 Supplies more than one Supplies a reason that supports Reason(s) are confusing No reason given
W.1.8 relevant reason to support the opinion or irrelevant
the opinion
F L.1.6 Uses conjunctions and Uses frequently occurring Uses a basic vocabulary Uses a limited vocabulary
topic-related words and conjunctions to signal the
phrases acquired through relationship between opinion
conversations, reading and reason
and being read to, and
responding to texts

Conventions
G L.1.1j Uses a variety of simple Writes in complete simple and Writes in clear simple Errors in usage are frequent;
and compound sentences compound sentences sentences and phrases sentences are often difficult to
understand

H L.1.2a No errors in capitalization Capitalizes the first word in Inconsistently capitalizes Minimal or incorrect use of upper
a sentence, the pronoun I, the first word in a case letters
names, and dates sentence, the pronoun I,
names, and dates

I L.1.2b Correctly uses commas Correctly uses end punctuation Inconsistently uses end Errors in end punctuation are
and/or apostrophes in punctuation frequent, making the piece
addition to end punctuation difficult to read

J L.1.2d Generalizes learned spelling Uses conventional spelling for Frequent errors in the Errors in spelling are severe and
L.1.2e patterns and shows words with common patterns spelling of grade- often obscure meaning
evidence of using reference and for frequently occurring appropriate words
materials (Word Walls, irregular words
personal dictionaries, etc.)
when writing words Spells untaught words
phonetically

1
 Grade 1: Writing Rubrics

Informative/Explanatory Writing Rubric: Grade 1

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

4 – Advanced 3 – Proficient 2 – Developing 1 – Beginning

Knowledge and Understanding

A RL/ Demonstrates a deep Demonstrates a clear Demonstrates a limited Does not demonstrate
RI.1.10 understanding of understanding of information understanding of understanding, or shows a
information and ideas and ideas information and ideas misunderstanding, of information
and ideas

Organization and Purpose

B W.1.2 Focus is clearly stated and Names a topic and states a Topic and/or focus is Topic is unrelated to task
mostly maintained focus unclear

Evidence and Elaboration

C W.1.2 Relevant facts and details Supplies some information Supporting facts and Supporting facts and details are
W.1.8 develop the topic about the topic details may be minimal, absent or irrelevant
repetitive, vague, and/or
copied

D L.1.6 Uses many academic and Uses words and phrases Uses a basic vocabulary Vocabulary is limited or repetitive
domain-specific vocabulary acquired through
words conversations, reading and
being read to, and responding
to text

Conventions

E L.1.1j Uses a variety of simple Writes in complete simple and Writes in clear simple Errors in usage are frequent;
and compound sentences compound sentences sentences and phrases sentences are often difficult to
understand

F L.1.2a No errors in capitalization Capitalizes the first word in Inconsistently capitalizes Minimal or incorrect use of upper
a sentence, the pronoun I, the first word in a case letters
names, and dates sentence, the pronoun I,
names, and dates

G L.1.2b Correctly uses commas Correctly uses end punctuation Inconsistently uses end Errors in end punctuation are
and/or apostrophes in punctuation frequent, making the piece
addition to end punctuation difficult to read

H L.1.2d Generalizes learned Uses conventional spelling for Frequent errors in the Errors in spelling are severe and
spelling patterns and words with common patterns spelling of grade- often obscure meaning
shows evidence of using and for frequently occurring appropriate words
reference materials (word irregular words
walls, personal dictionaries,
etc.) when writing words

I L.1.2e Spells untaught words

phonetically

EL Education Curriculum 2
Tools and Work: Teacher Guide

Narrative Writing Rubric: Grade 1

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.

4 – Advanced 3 – Proficient 2 – Developing 1 – Beginning

Knowledge and Understanding

A RL/ Connects well to source Connects to source materials Connects loosely to Does not connect to source
RI.1.10 materials and assigned and assigned topic source materials and materials and assigned topic
topic assigned topic

Organization and Purpose

B W.1.3 Organizes an event Recounts two or more Narrates a single event Central event is vague or unclear
sequence that unfolds sequenced events
naturally

C Uses a variety of temporal Uses temporal words to signal Minimal or no use of Lack of temporal words and
words and phrases to event order temporal words and phrases causes confusion
signal event order phrases to signal event
order

D Creates a satisfying ending Provides a sense of closure Closing is vague or Ends abruptly
confusing

Evidence and Elaboration

E W.1.3 Uses detail to develop Includes some details Detail is minimal and/or Does not include detail; may be
experiences and/or regarding what happened seems unrelated to the very brief
characters sequence of events

F L.1.6 Demonstrates a rich and Uses words and phrases Basic word choice and Vocabulary is very limited,
varied vocabulary acquired through vocabulary repetitive
conversations, reading, and
being read to

Conventions

G L.1.1j Uses a variety of simple Writes in complete simple and Writes in clear simple Errors in usage are frequent;
and compound sentences compound sentences. sentences and phrases sentences are often difficult to
understand

H L.1.2a No errors in capitalization Capitalizes the first word in Inconsistently capitalizes Minimal or incorrect use of upper
a sentence, the pronoun I, the first word in a case letters
names, and dates sentence, the pronoun I,
names, and dates

I L.1.2b Correctly uses commas Correctly uses end punctuation Inconsistently uses end Errors in end punctuation are
and/or apostrophes in punctuation frequent, making the piece
addition to end punctuation difficult to read

J L.1.2d Generalizes learned spelling Uses conventional spelling for Frequent errors in the Errors in spelling are severe and
L.1.2e patterns and shows words with common patterns spelling of grade- often obscure meaning
evidence of using reference and for frequently occurring appropriate words
materials (Word Walls, irregular words; spells untaught
personal dictionaries, etc.) words phonetically
when writing words