€¦ · web view2012-2013 quarter 3 - 1st grade rubric . english language arts. rubric key: -...

2012-2013 Quarter 3 - 1st Grade Rubric English Language Arts

Rubric Key: - Standards introduced and assessed - Standards maintained and assessed as neededReading Foundational

Print ConceptsStandard 4 3 2 1 Notes

ELACC1RF1: Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence (e.g., first words, capitalization, ending punctuation).

Locates a sentence within a text and explains the features of a sentence (e.g., first words, capitalization, ending punctuation)

Identifies the beginning of a sentence (capital letter) and the end of sentence (punctuation)

Identifies the beginning of a sentence (capital letter) or the end of sentence (punctuation)

Identifies isolated words in a text.

Phonological AwarenessELACC1RF2: Demonstrate understanding of spoken words, syllables and sounds (phonemes)

a. Distinguish long from short vowel sounds in spoken single-syllable words.b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds.

Demonstrates understanding of previously taught spoken words, syllables and sounds (phonemes). All of the time.

Demonstrates understanding of previously taught spoken words, syllables and sounds (phonemes). Most of the time.

Demonstrates understanding of previously taught spoken words, syllables and sounds (phonemes). Some of the time.

Seldom demonstrates understanding of previously taught spoken words, syllables and sounds (phonemes).

Use phonics inventories based on your school phonics programs scope and sequence.* Communicate amongst grade-level for consistent assessments.

-Reading A-Z phonological awareness inventories

Revised: December 14, 2012 Grade 1: Quarter 3 of 13

Reading FoundationalPhonics and Word Recognition

Standard 4 3 2 1 NotesELACC1RF3: Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.e. Decode two-syllable words following basic patterns by breaking the words into syllables.f. Read words with inflectional endings

Knows and applies previously taught grade-level phonics and word analysis skills in decoding words. All of the time.

Knows and applies previously taught grade-level phonics and word analysis skills in decoding words. Most of the time.

Knows and applies previously taught grade-level phonics and word analysis skills in decoding words. Some of the time.

Seldom knows and applies previously taught grade-level phonics and word analysis skills in decoding words.

Use phonics inventories based on your school phonics programs scope and sequence.* Communicate amongst grade-level for consistent assessments.

-Reading A-Z phonics inventories-Non-sense words and real words inventories

g. Recognize and read grade-appropriate irregularly spelled words.

Reads automatically 130 or more Dolch words

Reads automatically 129- 120 Dolch words

Reads automatically 119-90 Dolch words

Reads automatically 90 or less Dolch words

Dolch assessment*Words should be read accurately and quickly.


Reading FoundationalFluency

Standard 4 3 2 1 NotesELACC1RF4: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate and expression on successive readings.

Reads a level H text (cold read) at 50 WCPM and with at least 98% accuracy.

Reads a level H text (cold read) at 50 WCPM or with at least 98% accuracy.

Reads a level H text (cold read) with 90-97% accuracy.

Reads a level H text (cold read) below 89% accuracy.

Level H Reader (Fountas & Pinnell)Level 13/14 (Rigby)Reading A-Z (level H)*Independent level should be identified and clearly communicated to parents based on running records.

Reading LiteraryKey Ideas and Details

ELACC1RL1: Ask and answer questions about key details in a text.

Asks and answers Who, What, When, Where, Why and How questions about key details of an independently read level H text. All of the time.

Asks and answers Who, What, When, Where, Why and How questions about key details of an independently read level H text. Most of the time.

Asks and answers Who, What, When, Where, Why and How questions about key details of an independently read level H text. Some of the time.

Does not ask and answer who, what, when, where, why and how questions about key details of an independently read level H text.

Level H is the benchmark level. Teachers should assess all students at the benchmark.Students should be given opportunities during guided reading to practice skills at their independent and instructional reading level based on running records.

Teachers should be continually assessing and progress monitoring throughout the quarter.

ELACC1RL7: Use illustrations and details in a story to describe characters, setting, or events. Supporting standard and taught throughout year but not assessed separately.

ELACC1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Retells stories using at least 3 key details in sequence (BME) and explains the central message or lesson from an independently read level H text.

Retells stories using at least 3 key details in sequence (BME) or explains the central message or lesson from an independently read level H text.

Can identify some key details and/or explains the central message or lesson from an independently read level H text.

Does not recall key details or explains the central message or lesson from an independently read level H text.

ELACC1RL3: Describe characters, settings, and major events in a story, using key details.

Describes characters, settings, and major events in a story, using key details in an independently read level H text.

Describes most of the following; characters, settings, and major events in a story, using key details in an independently read level H text.

Describes some characters, settings, or major events in a story, using key details an independently read level H text.

Describes a limited amount of the following; characters, settings, and major events in a story, using key details an independently read level H text.


Craft and Structure Standard 4 3 2 1 Notes

ELACC1RL4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Identifies words and phrases in stories or poems that suggest feelings (feeling words) and appeal to the senses.

Identifies most words and phrases in stories or poems that suggest feelings (feeling words) or appeal to the senses.

Identifies some words and phrases in stories or poems that suggest feelings (feeling words) or appeal to the senses.

Does not identify words and phrases in stories or poems that suggest feelings (feeling words) or appeal to the senses.

The roaring thunder woke me up and caused me to skyrocket from my bed. (sensory details)

ELACC1RL5: Explain major differences between books that tell stories and book that give information, drawing on a wide of reading rage of text types.

Explains (compare and contrast) major differences between fiction and non-fiction all of the time.

Explains (compare and contrast) major differences between fiction and non-fiction most of the time.

Explains (compare and contrast) major differences between fiction and non-fiction some of the time.

Explains (compare and contrast) major differences between fiction and non-fiction a limited amount of the time.

-poems, songs, stories, articles, novels, biographies, letters, etc..

Integration of Knowledge and IdeasELACC1RL7: Use illustrations and details in a story to describe its characters, setting, or events.

Makes predictions from pictures and titles, uses graphic features and organizers, uses drawings letters, and phonetically spelled words to create meaning all of the time .

Makes predictions from pictures and titles, uses graphic features and organizers, uses drawings letters, and phonetically spelled words to create meaning most of the time.

Makes predictions from pictures and titles, uses graphic features and organizers, uses drawings letters, and phonetically spelled words to create meaning some of the time.

Makes predictions from pictures and titles, uses graphic features and organizers, uses drawings letters, and phonetically spelled words to create meaning a limited amount of the time .

Graphic features of textGraphic organizersTitlesIllustrationsVariety of books

ELACC1RL9: Compare and contrast the adventures and experiences of characters in stories.

Can compare and contrast in detail the adventures and experiences of characters in stories. All of the time (within and among text)

Can compare and contrast in detail the adventures and experiences of characters in stories. Most of the time (within and among text)

Can compare and contrast in detail the adventures and experiences of characters in stories. Some of the time (within and among text)

Can compare and contrast in detail the adventures and experiences of characters in stories. A limited amount of the time (within and among text)

-Benchmark Level H textStudents should independently identify and describe clear similarities and differences.


Reading InformationalKey Ideas and Details

Standard 4 3 2 1 NotesELACC1RI1: Ask and answer questions about key details in a text.

Ask and answer questions about key details of an independently read level H text. All of the time.

Ask and answer questions about key details of an independently read level H text. Most of the time.

Ask and answer questions about key details of an independently read level H text. Some of the time.

Ask and answer questions about key details of an independently read level H text. A limited amount of the time.

Level H benchmark text-topics, facts, reasons, steps, supporting details before, during and after reading

Refer to the notes in RL for more information on benchmark level texts

ELACC1RI2: Identify the main topic and retell key details of a text.

Identifies the main topic and retells at least 3 key details about a topic from an informational independently read level H text. All of the time.

Identifies the main topic and retells at least 3 key details about a topic from an informational independently read level H text. Most of the time.

Identifies the main topic and retells at least 3 key details about a topic from an informational independently read level H text. Some of the time.

Identifies the main topic and retells at least 3 key details about a topic from an informational independently read level H text. A limited amount of the time.

ELACC1RI3: Describe the connection between individuals, events, ideas or pieces of information in text

Can make and describe connections from an independently read level H text. All of the time.

Can make and describe connections from an independently read level H text. Most of the time.

Can make and describe connections from an independently read level H text. Some of the time.

Can make and describe connections from an independently read level H text. A limited amount of the time.

Level H benchmark textConnections include but are not limited to; individuals(text to self, text, world) Events/ideas and pieces of information


Craft and StructureStandard 4 3 2 1 Notes

ELACC1RI4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. All of the time.

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Most of the time.

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Some of the time.

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. A limited amount of the time.

Use prior knowledge to explain the meaning of wordsRecognize grade level words with multiple meanings (bat/bat)Students can use dictionaries, internet, make word lists

ELACC1RI5: Know and use various text features to locate key facts or information in a text.

Independently knows and uses various text features to locate key facts and information in a text quickly and accurately all of the time.

Independently knows and uses various text features to locate key facts and information in a text quickly and accurately most of the time.

With assistance knows and uses various text features to locate key facts and information in a text quickly and accurately some of the time.

Seldom knows and uses various text features to locate key facts and information in a text quickly and accurately.

Text features; headings, tables of content, glossaries, diagrams, electronic menus, iconsTeachers can incorporate Science and Soc. Studies Topics and resources

ELACC1RI6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Clearly compares and contrasts information provided by pictures or other illustrations and information provided by the words in a text all of the time.

Clearly compares and contrasts information provided by pictures or other illustrations and information provided by the words in a text most of the time.

Clearly compares and contrasts information provided by pictures or other illustrations and information provided by the words in a text some of the time.

Clearly compares and contrasts information provided by pictures or other illustrations and information provided by the words in a text a limited amount of the time.

Example:Signs and labelsNewspapersInformational booksVenn diagrams Charts Graphs


Reading InformationalIntegration of Knowledge and Ideas

Standard 4 3 2 1 NotesELACC1RI8: Identify the reasons an author uses to support points in a text.

Identifies the author’s purpose and supports with text details all of the time.

Identifies the author’s purpose and supports with text details most of the time.

Identifies the author’s purpose and supports with text details some of the time.

Identifies the author’s purpose and supports with text details a limited amount of the time.

Example:To entertain, To inform,To persuade

ELACC1ARI9: Identify basic similarities in and differences between two texts on the same topic.

Cleary compares and contrasts with examples of two texts on the same topic. All of the time.

Cleary compares and contrasts with examples of two texts on the same topic. Most of the time.

Cleary compares and contrasts with examples of two texts on the same topic. Some of the time.

Cleary compares and contrasts with examples of two texts on the same topic. A limited amount of the time.

Examples:Text to text Venn diagrams

WritingText Types and Purposes

Standard 4 3 2 1 NotesELACC1W1: Write opinion pieces in which they introduce the topic or the name of the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Writes opinion pieces in which they introduce the topic or the name of the book they are writing about, states an opinion, supplies more than one reason for the opinion, and provides some sense of closure all of the time.

Writes opinion pieces in which they introduce the topic or the name of the book they are writing about, states an opinion, supplies more than one reason for the opinion, and provides some sense of closure most of the time.

Writes opinion pieces in which they introduce the topic or the name of the book they are writing about, states an opinion, supplies more than one reason for the opinion, and provides some sense of closure some of the time.

Writes opinion pieces in which they introduce the topic or the name of the book they are writing about, states an opinion, supplies more than one reason for the opinion, and provides some sense of closure a limited amount of the time.

Stays on one topicUses organizational structure (BME)Supports opinion with evidence from the text Sense of closure

Production and Distribution of WritingELACC1W5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.a. May include oral or written prewriting (graphic organizers).

Identify and focus on a topic; responds to questions and suggestions from peers; may include oral or pre- written graphic organizers. All of the time.

Identify and focus on a topic; responds to questions and suggestions from peers; may include oral or pre- written graphic organizers. Most of the time.

Identify and focus on a topic; responds to questions and suggestions from peers; may include oral or pre- written graphic organizers. Some of the time.

Identify and focus on a topic; responds to questions and suggestions from peers; may include oral or pre- written graphic organizers. A limited amount of the time.

Peer review, Checklists,Teacher /student writing conferencing, Modeling appropriate questions,Exemplar texts

Supporting Standard:ELACC1W6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in


collaboration with peers.Research to Build and Present Knowledge

Standard 4 3 2 1 NotesELACC1W7: Participate in shared research and writing projects.

Participates collaboratively in shared research and writing projects. All of the time.

Participates collaboratively in shared research and writing projects. Most of the time.

Participates collaboratively in shared research and writing projects. Some of the time.

Participates collaboratively in shared research and writing projects. A limited amount of the time.

Writing length should increase each quartere.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions.Recipes/ science experiments

Resources; picture dictionaries, internet, books, articles, etc.

ELACC1W8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Uses a variety of resources and strategies to gather information to write about a topic. All of the time.

Uses a variety of resources and strategies to gather information to write about a topic. Most of the time.

Uses a variety of resources and strategies to gather information to write about a topic. Some of the time.

Uses a variety of resources and strategies to gather information to write about a topic. A limited amount of the time.


LanguageStandard 4 3 2 1 Notes

Conventions of Standard English ELACC1L1: Demonstrate command of the conventions of the standard English grammar and usage when writing or speaking. a. Print all upper- and lowercase letters. k. Prints with appropriate spacing between words and sentences.

Independently and correctly prints all upper-and lower case letters and prints appropriate spacing between words and sentences all of the time.

Independently and correctly prints all upper-and lower case letters and prints appropriate spacing between words and sentences most of the time.

Independently and correctly prints all upper-and lower case letters and prints appropriate spacing between words and sentences some of the time.

Independently and correctly prints all upper-and lower case letters and prints appropriate spacing between words and sentences a limited amount of the time.

ELACC1L1: Demonstrate command of the conventions of the standard English grammar and usage when writing or speaking. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentencesd. Use personal, possessive, and indefinite pronouns e. Use verbs to convey a sense of past, present, and future.f. Use frequently occurring adjectives.g. Use frequently occurring conjunctions h. Use determiners i. Use frequently occurring prepositions

Demonstrates knowledge of all of the following; common, proper, singular and plural nouns with matching verbs in a basic sentence, adjectives, conjunctions, determiners, and prepositions.

Demonstrates knowledge of most of the following; common, proper, singular and plural nouns with matching verbs in a basic sentence, adjectives, conjunctions, determiners, and prepositions.

Demonstrates knowledge of some of the following; common, proper, singular and plural nouns with matching verbs in a basic sentence, adjectives, conjunctions, determiners, and prepositions.

Does not demonstrate knowledge of the following; common, proper, singular and plural nouns with matching verbs in a basic sentence, adjectives, conjunctions, determiners, and prepositions.

Articles – a, an, theDemonstratives– this, that, these, thosePrepositions - during, beyond, towardPersonal Possessives – I, me, my; they, them, their, anyone, everythingVerbs – Yesterday I walked home; Today I walk home; Tomorrow I will walk home

j. Produce and expand complete simple and compound declarative interrogative, imperative, and exclamatory sentences in response to questions and prompts.

Produces and expands complete simple and compound declarative, interrogative, imperative, and exclamatory sentences. All of the time.

Produces and expands complete simple and compound declarative, interrogative, imperative, and exclamatory sentences. Most of the time.

Produces and expands complete simple and compound declarative, interrogative, imperative, and exclamatory sentences. Some of the time.

Produces and expands complete simple and compound declarative, interrogative, imperative, and exclamatory sentences. A limited amount of the time.

Sentences must contain correct capitalization/ punctuation and be a complete thought.Examples-The dog runs.The dog walks.The dog runs and walks.


LanguageConventions of Standard English

Standard 4 3 2 1 NotesELACC1L2: 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. c. Use commas in dates and to separate single words in a series.

Demonstrates knowledge of all of the following; capitalization of dates and names of people (proper nouns); punctuation of sentences, and commas in dates and series.

Demonstrates knowledge of most of the following; capitalization of dates and names of people (proper nouns); punctuation of sentences, and commas in dates and series.

Demonstrates knowledge of some of the following; capitalization of dates and names of people (proper nouns); punctuation of sentences, and commas in dates and series.

Seldom demonstrates knowledge of the following; capitalization of dates and names of people (proper nouns); punctuation of sentences, and commas in dates and series.

Capitalizing at the beginning of the sentence was addressed in Kindergarten ELACCKL2Continue to practice and expect mastery

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.

Independently spells all words using spelling patterns, phonemic awareness and sight words when writing.

Spells most words using spelling patterns, phonemic awareness and sight words when writing.

Spells some words using spelling patterns, phonemic awareness and sight words when writing.

Seldom spells words using spelling patterns, phonemic awareness and sight words when writing.

See ELACC1RF3 for current spelling and sight word expectations. Schools should base expectations on their phonics scope and sequence

Vocabulary Acquisition and UseELACC1L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.a. Use sentence-level context as a clue to the meaning of a word or phrase.b. Use frequent occurring affixes as clue to the meaning of a word.c. Identify frequently occurring root words and their inflectional forms.

Determine and clarifies the meaning of words using all of the following; multiple-meaning words, affixes, root words and their inflected endings.

Determine and clarifies the meaning of words using most of the following; multiple-meaning words, affixes, root words and their inflected endings.

Determine and clarifies the meaning of words using some of the following; multiple-meaning words, affixes, root words and their inflected endings.

Determine and clarifies the meaning of words using a limited amount of the following; multiple-meaning words, affixes, root words and their inflected endings.

Multiple Meaning words: bat/batAffixes: tie/untie, help/helpfulInflected endings: look, looks, looked, looking


Vocabulary Acquisition and UseStandard 4 3 2 1 Notes

ELACC1L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories to gain a sense of the concepts the categories represent.b. Define words by category and by one or more key attributes c. Identify real-life connections between words and their use

Categorizes and classifies words using key attributes and real-life connections.

Sorts words into categories and identifies a key attribute of each word.

Sorts words into categories.

Shows limited understanding of word relationships.

(e.g., colors, clothing)(e.g., a duck is a bird that swims; a tiger is a large cat with stripes).(e.g., note places at home that are cozy)

d. Distinguish shades of meaning among verbs differing in manner and adjectives differing in intensity by defining or choosing them or by acting out the meanings.

Demonstrates knowledge of words that are antonyms and synonyms for verbs and adjectives all of the time.

Demonstrates knowledge of words that are antonyms and synonyms for verbs and adjectives most of the time.

Demonstrates knowledge of words that are antonyms and synonyms for verbs and adjectives some of the time.

Demonstrates knowledge of words that are antonyms and synonyms for verbs and adjectives a limited amount of the time.

(e.g., look, peek, glance, stare, glare, scowl)(e.g., large, gigantic, huge, enormous)

ELACC1L6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships .

Use words and phrases, including using frequently occurring conjunctions, to signal simple relationships all of the time.

Use words and phrases, including using frequently occurring conjunctions, to signal simple relationships most of the time.

Use words and phrases, including using frequently occurring conjunctions, to signal simple relationships some of the time.

Use words and phrases, including using frequently occurring conjunctions, to signal simple relationships a limited amount of the time.

(e.g., I named my hamster Nibblet because she nibbles too much. She likes that).


Speaking and ListeningComprehension and Collaboration

Standard 4 3 2 1 NotesELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.

Participates collaboratively by following rules for discussions, building on other’s ideas and by asking questions for clarity about topic/text.

Participates collaboratively by following rules for discussions.

Participates but lacks understanding of collaborative rules and topic relevance.

Rarely participates in classroom discussions.

Supporting standards;ELACC1SL3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

ELACC1SL2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Asks and answers questions about key details in a text read aloud or information presented orally or through other media.All the time.

Asks and answers questions about key details in a text read aloud or information presented orally or through other media.Most the time.

Asks and answers questions about key details in a text read aloud or information presented orally or through other media.Some the time.

Asks and answers questions about key details in a text read aloud or information presented orally or through other media.A limited amount of the time.

Shared Reading


Speaking and ListeningPresentation of Knowledge and Ideas

Standard 4 3 2 1 NotesELACC1SL4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ELACC1SL5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. ELACC1SL6: Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

Shares in oral, visual and written form to clearly express ideas and feeling with descriptive detail. All of the time.

Shares in oral, visual and written form to clearly express ideas and feeling with descriptive detail. Most of the time.

Shares in oral, visual and written form to clearly express ideas and feeling with descriptive detail. Some of the time.

Shares in oral, visual and written form to clearly express ideas and feeling with descriptive detail. A limited of the time.

Show and tell Reader’s TheaterPixie ProjectsAuthor’s Chair Presentation on a topic

The focus is what the student is presenting but how it is presented may vary.


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