2012-2013 Quarter 2 - 1st Grade Rubric
English Language Arts
Rubric Key:
- Standards introduced and assessed
- Standards maintained and assessed as needed
Reading Foundational
Print Concepts
Standard
4
3
2
1
Notes
ELACC1RF1: Demonstrate understanding of the organization and basic features of print.
a. Recognize the
Locates a sentence within Identifies the beginning of Identifies the beginning of Identifies isolated words
(e.g., first words,
distinguishing features of a text and explains the
a sentence (capital letter) a sentence (capital letter) in a text.
capitalization, ending
a sentence
features of a sentence
and (punctuation)
or (punctuation)
punctuation)
Phonological Awareness
Standard
4
3
2
1
Notes
ELACC1RF2: Demonstrate understanding of spoken words, syllables and sounds (phonemes)
a. Distinguish long
Demonstrates
Demonstrates
Demonstrates
Seldom demonstrates
Use phonics inventories
from short vowel
understanding of
understanding of
understanding of
understanding of
based on your school
sounds in spoken
previously taught spoken previously taught spoken previously taught spoken previously taught spoken phonics programs scope
single-syllable words.
words, syllables and
words, syllables and
words, syllables and
words, syllables and
and sequence.
b. Orally produce
sounds (phonemes). All of sounds (phonemes). Most sounds (phonemes).
sounds (phonemes).
* Communicate amongst
single-syllable words
the time.
of the time.
Some of the time.
grade-level for consistent
by blending sounds
assessments.
(phonemes),
including consonant
-Reading A-Z phonological
blends.
awareness inventories
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
September 18, 2012
Grade 1: Quarter 2
Page 1 of 11
Reading Foundational
Phonics and Word Recognition
Standard
4
3
2
ELACC1RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
a. Know the spellingKnows and applies
Knows and applies
Knows and applies
sound correspondences previously taught gradepreviously taught gradepreviously taught gradefor common consonant
level phonics and word
level phonics and word
level phonics and word
digraphs.
analysis skills in decoding analysis skills in decoding analysis skills in decoding
b. Decode regularly
words. All of the time.
words. Most of the time. words. Some of the time.
spelled one-syllable
words.
c. Know final-e and
common vowel team
conventions for
representing long vowel
sounds.
g. Recognize and read
Reads automatically 90
Reads automatically 89Reads automatically 79grade-appropriate
or more Dolch words
80 Dolch words
60 Dolch words
irregularly spelled
words.
Fluency
ELACC1RF4: Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text
Reads a level F text (cold
Reads a level F text (cold
Reads a level F text (cold
with purpose and
read) at 30 WCPM and
read) at 30 WCPM or with read) with 90-97%
understanding.
with at least 98%
at least 98% accuracy.
accuracy.
b. Read on-level text
accuracy.
orally with accuracy,
appropriate rate and
expression on
successive readings.
September 18, 2012
1
Seldom knows and
applies previously taught
grade-level phonics and
word analysis skills in
decoding words.
Reads automatically 59 or
less Dolch words
Reads a level F text (cold
read) below 89%
accuracy.
Grade 1: Quarter 2
Notes
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
Dolch assessment
*Words should be read
accurately and quickly.
Level F Reader (Fountas &
Pinnell)
Level 9/10 (Rigby)
Reading A-Z (level F)
*Independent level
should be identified and
clearly communicated to
parents based on running
records.
Page 2 of 11
Reading Literary
Key Ideas and Details
Standard
ELACC1RL1: Ask and
answer questions about
key details in a text.
ELACC1RL2: Retell
stories, including key
details, and
demonstrate
understanding of their
central message or
lesson.
ELACC1RL3: Describe
characters, settings, and
major events in a story,
using key details.
ELACC1RL4: Identify
words and phrases in
stories or poems that
suggest feelings or
appeal to the senses.
September 18, 2012
4
Asks and answers Who,
What, When, Where,
Why and How questions
about key details of an
independently read level
F text. All of the time.
Retells stories using at
least 3 key details in
sequence (BME) and
explains the central
message or lesson from
an independently read
level F text. All of the
time.
Describes all of the
following; characters,
settings, and major
events in a story, using
key details in an
independently read level
F text.
All of the time.
Identifies words and
phrases in stories or
poems that suggest
feelings (feeling words)
and appeal to the senses.
3
Asks and answers Who,
What, When, Where,
Why and How questions
about key details of an
independently read level
F text. Most of the time.
Retells stories using at
least 3 key details in
sequence (BME) or
explains the central
message or lesson from
an independently read
level F text.
2
Asks and answers Who,
What, When, Where,
Why and How questions
about key details of an
independently read level
F text. Some of the time.
Can identify some key
details and/or explains
the central message or
lesson from an
independently read level
F text.
Describes most of the
following; characters,
settings, and major
events in a story, using
key details in an
independently read level
F text.
Describes some
characters, settings, or
major events in a story,
using key details an
independently read level
F text.
Craft and Structure
Identifies most words and Identifies some words
phrases in stories or
and phrases in stories or
poems that suggest
poems that suggest
feelings (feeling words) or feelings (feeling words) or
appeal to the senses.
appeal to the senses.
1
Does not ask and answer
who, what, when, where,
why and how questions
about key details of an
independently read level
F text.
Does not recall key details
or explains the central
message or lesson from
an independently read
level F text.
Describes a limited
amount of the following;
characters, settings, and
major events in a story,
using key details an
independently read level
F text.
Does not identify words
and phrases in stories or
poems that suggest
feelings (feeling words) or
appeal to the senses.
Grade 1: Quarter 2
Notes
Level F 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.
Example: The roaring
thunder woke me up and
caused me to skyrocket
from my bed. (sensory
details)
Page 3 of 11
Standard
ELACC1RL9: Compare
and contrast the
adventures and
experiences of
characters in stories.
4
Can compare and
contrast in detail the
adventures and
experiences of characters
in stories. All of the time
(within and among text)
Standard
ELACC1RI1: Ask and
answer questions about
key details in a text.
4
Ask and answer questions
about key details of an
independently read level
F text. All of the time.
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
F text. All of the time.
Reading Literary
Integration of Knowledge and Ideas
3
2
Can compare and
Can compare and
contrast in detail the
contrast in detail the
adventures and
adventures and
experiences of characters experiences of characters
in stories. Most of the
in stories. Some of the
time (within and among
time (within and among
text)
text)
Reading Informational
Key Ideas and Details
3
2
Ask and answer
Ask and answer questions
questions about key
about key details of an
details of an
independently read level
independently read level
F text. Some of the time.
F text. Most of the time.
Identifies the main topic
Identifies the main topic
and retells at least 3 key
and retells at least 3 key
details about a topic from details about a topic from
an informational
an informational
independently read level
independently read level
F text. Most of the time.
F text. Some 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
F text. All of the time.
Can make and describe
connections from an
independently read level
F text. Most of the time.
September 18, 2012
Can make and describe
connections from an
independently read level
F text. Some of the time.
1
Can compare and
contrast in detail the
adventures and
experiences of characters
in stories. A limited
amount of the time
(within and among text)
Notes
-Benchmark Level F text
Students should
independently identify
and describe clear
similarities and
differences.
1
Ask and answer questions
about key details of an
independently read level
F text. A limited amount
of the time.
Identifies the main topic
and retells at least 3 key
details about a topic from
an informational
independently read level
F text. A limited amount
of the time.
Can make and describe
connections from an
independently read level
F text. A limit amount of
the time.
Notes
Level F benchmark text
-topics, facts, reasons,
steps, supporting details
before, during and after
reading
Grade 1: Quarter 2
Refer to the notes in RL
for more information on
benchmark level texts
Level F benchmark text
Connections include but
are not limited to;
individuals(text to self,
text, world)
Events/ideas and pieces
of information
Page 4 of 11
Reading Informational
Craft and Structure
Standard
ELACC1RI4: Ask and
answer questions to help
determine or clarify the
meaning of words and
phrases in a text.
4
Ask and answer questions
to help determine or
clarify the meaning of
words and phrases in a
text. All of the time.
3
Ask and answer questions
to help determine or
clarify the meaning of
words and phrases in a
text. Most of the time.
2
Ask and answer questions
to help determine or
clarify the meaning of
words and phrases in a
text. Some of the time.
1
Ask and answer questions
to help determine or
clarify the meaning of
words and phrases in a
text. A limited amount of
the time.
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.
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 labels
Newspapers
Informational books
Venn diagrams
Charts
Graphs
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.
Integration of Knowledge and Ideas
Cleary compares and
Cleary compares and
contrasts with examples
contrasts with examples
of two texts on the same
of two texts on the same
topic. Most of the time.
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
September 18, 2012
Grade 1: Quarter 2
Notes
Use prior knowledge to
explain the meaning of
words
Recognize grade level
words with multiple
meanings (bat/bat)
Students can use
dictionaries, internet,
make word lists
Text features, headings,
tables of content,
glossaries, diagrams,
electronic menus, icons
Teachers can incorporate
Science and Soc. Studies
topics and resources
Page 5 of 11
Writing
Text Types and Purposes
Standard
ELACC1W2: Write
informative/explanatory
texts in which they
name a topic, supply
some facts about the
topic, and provide some
sense of closure.
Standard
ELACC1W5: 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).
September 18, 2012
4
Writes
informative/explanatory
texts in which they name
a topic, supplies 3 or
more facts about the
topic, and provides some
sense of closure. All of
the time.
3
2
Writes
Writes
informative/explanatory
informative/explanatory
texts in which they name texts in which they name
a topic, supplies 3 or
a topic, supplies 3 or
more facts about the
more facts about the
topic, and provides some topic, and provides some
sense of closure. Most of sense of closure. Some of
the time.
the time.
Production and Distribution of Writing
4
3
2
Identify and focus on a
Identify and focus on a
Identify and focus on a
topic; responds to
topic; responds to
topic; responds to
questions and suggestions questions and suggestions questions and suggestions
from peers; may include
from peers; may include
from peers; may include
oral or pre- written
oral or pre- written
oral or pre- written
graphic organizers.
graphic organizers.
graphic organizers.
All of the time.
Most of the time.
Some of the time.
1
Writes
informative/explanatory
texts in which they name
a topic, supplies 3 or
more facts about the
topic, and provides some
sense of closure. A
limited amount of time.
Notes
Stays on one topic
Uses organizational
structure (BME)
Sense of closure
1
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.
Notes
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.
Grade 1: Quarter 2
Page 6 of 11
ELACC1W7: Participate
in shared research and
writing projects.
Participates
collaboratively in shared
research and writing
projects. All of the time.
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.
Research to Build and Present Knowledge
Participates
Participates
collaboratively in shared
collaboratively in shared
research and writing
research and writing
projects. Most of the
projects. Some of the
time.
time.
Uses a variety of
Uses a variety of
resources and strategies
resources and strategies
to gather information to
to gather information to
write about a topic. Most write about a topic. Some
of the time.
of the time.
Participates
collaboratively in shared
research and writing
projects. A limited
amount of the time.
Uses a variety of
resources and strategies
to gather information to
write about a topic. A
limited amount of the
time.
Writing length should
increase each quarter
e.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.
Language
Standard
3
2
1
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
Independently and
Independently and
Independently and
Independently and
lowercase letters.
correctly prints all upper- correctly prints all upper- correctly prints all upper- correctly prints all upperk. Prints with
and lower case letters
and lower case letters
and lower case letters
and lower case letters
appropriate spacing
and prints appropriate
and prints appropriate
and prints appropriate
and prints appropriate
between words and
spacing between words
spacing between words
spacing between words
spacing between words
sentences.
and sentences all of the
and sentences most of
and sentences some of
and sentences a limited
time.
the time.
the time.
amount of the time.
b. Use common, proper, Demonstrates knowledge Demonstrates knowledge Demonstrates knowledge Does not demonstrate
and possessive nouns.
of all of the following;
of most of the following;
of some of the following; knowledge of the
c. Use singular and
common, proper, singular common, proper, singular common, proper, singular following; common,
plural nouns with
and plural nouns with
and plural nouns with
and plural nouns with
proper, singular and
matching verbs in basic
matching verbs,
matching verbs,
matching verbs,
plural nouns with
sentences (e.g., He hops; adjectives, and
adjectives, and
adjectives, and
matching verbs,
We hop).
determiners in a basic
determiners in a basic
determiners in a basic
adjectives, and
f. Use frequently
sentence.
sentence.
sentence.
determiners in a basic
occurring adjectives.
sentence.
h. Use determiners (e.g.,
articles, demonstratives)
September 18, 2012
4
Grade 1: Quarter 2
Notes
Articles – a, an, the
Demonstratives– this,
that, these, those
Page 7 of 11
j. Produce and expand
complete simple and
compound declarative
interrogative,
imperative, and
exclamatory sentences
in response to questions
and prompts.
Produces complete
simple declarative,
interrogative, imperative,
and exclamatory
sentences all of the time.
Produces complete
simple declarative,
interrogative, imperative,
and exclamatory
sentences most of the
time.
Produces complete
simple declarative,
interrogative, imperative,
and exclamatory
sentences some of the
time.
Produces complete
simple declarative,
interrogative, imperative,
and exclamatory
sentences a limited
amount of the time.
ELACC1L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize dates and
Demonstrates knowledge Demonstrates knowledge Demonstrates knowledge Seldom demonstrates
names of people.
of all of the following;
of most of the following;
of some of the following; knowledge of the
b. Use end punctuation
capitalization of dates and capitalization of dates and capitalization of dates and following; capitalization
for sentences.
names of people (proper
names of people (proper
names of people (proper
of dates and names of
nouns); punctuation of
nouns); punctuation of
nouns); punctuation of
people (proper nouns);
sentences. (periods)
sentences. (periods)
sentences. (periods)
punctuation of sentences.
ELACC1L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d. Use conventional
Independently spells all
Spells most words using
Spells some words using
Seldom spells words using
spelling for words with
words using spelling
spelling patterns,
spelling patterns,
spelling patterns,
common spelling
patterns, phonemic
phonemic awareness and phonemic awareness and phonemic awareness and
patterns and for
awareness and sight
sight words when writing. sight words when writing. sight words when writing.
frequently occurring
words when writing.
irregular words.
e. Spell untaught words
phonetically, drawing on
phonemic awareness
and spelling
conventions.
September 18, 2012
Grade 1: Quarter 2
Sentences must contain
correct capitalization/
punctuation and be a
complete thought.
ExamplesDeclarative - We walked
outside.
Imperative- Bring me
some water.
Interrogative- Where’s
my cheese?
Exclamatory- Watch out
for the bus!
Capitalizing at the
beginning of the sentence
was addressed in
Kindergarten
ELACCKL2
Continue to practice and
expect mastery
See ELACC1RF3 for
current spelling and sight
word expectations.
Schools should base
expectations on their
phonics scope and
sequence
Page 8 of 11
Vocabulary Acquisition and Use
ELACC1L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
a. Sort words into
Categorize and classify
Sorts words into
Sorts words into
Shows limited
categories to gain a
words using key
categories and identifies a categories.
understanding of word
sense of the concepts
attributes and real-life
key attribute of each
relationships.
the categories represent. connections.
word.
b. Define words by
category and by one or
more key attributes
c. Identify real-life
connections between
words and their use
ELACC1L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
d. Distinguish shades of
Demonstrates knowledge Demonstrates knowledge Demonstrates knowledge Demonstrates knowledge
meaning among verbs
of words that are
of words that are
of words that are
of words that are
differing in manner and
antonyms and synonyms
antonyms and synonyms
antonyms and synonyms antonyms and synonyms
adjectives differing in
for verbs and adjectives
for verbs and adjectives
for verbs and adjectives
for verbs and adjectives a
intensity by defining or
all of the time.
most of the time.
some of the time.
limited amount of the
choosing them or by
time.
acting out the meanings.
September 18, 2012
Grade 1: Quarter 2
(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)
(e.g., look, peek, glance,
stare, glare, scowl)
(e.g., large, gigantic, huge,
enormous)
Page 9 of 11
Speaking and Listening
Comprehension and Collaboration
Standard
4
3
2
1
Notes
ELACC1SL1: 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
Participates
Participates
Participates but lacks
Rarely participates in
Supporting standard;
rules for discussions
collaboratively by
collaboratively by
understanding of
classroom discussions.
ELACC1SL3: Ask and
(e.g., listening to others following rules for
following rules for
collaborative rules and
answer questions about
with care, speaking one discussions, building on
discussions.
topic relevance.
what a speaker says in
at a time about the
other’s ideas and by
order to gather additional
topics and texts under
asking questions for
information or clarify
discussion).
clarity about topic/text.
something that is not
b. Build on others’ talk
understood.
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.
September 18, 2012
Grade 1: Quarter 2
Page 10 of 11
Speaking and Listening
Comprehension and Collaboration
Standard
4
3
2
1
Notes
ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
ELACC1SL2: Ask and
Asks and answers
Asks and answers
Asks and answers
Asks and answers
Shared Reading
answer questions about
questions about key
questions about key
questions about key
questions about key
key details in a text read details in a text read
details in a text read
details in a text read
details in a text read
aloud or information
aloud or information
aloud or information
aloud or information
aloud or information
presented orally or
presented orally or
presented orally or
presented orally or
presented orally or
through other media.
through other media.
through other media.
through other media.
through other media.
All the time.
Most the time.
Some the time.
A limited amount of the
time.
Presentation of Knowledge and Ideas
ELACC1SL4: Describe
Shares in oral, visual and
Shares in oral, visual and
Shares in oral, visual and
Shares in oral, visual and
Show and tell
people, places, things,
written form to clearly
written form to clearly
written form to clearly
written form to clearly
Reader’s Theater
and events with relevant express ideas and feeling express ideas and feeling express ideas and feeling express ideas and feeling Pixie Projects
details, expressing ideas with descriptive detail. All with descriptive detail.
with descriptive detail.
with descriptive detail. A
Author’s Chair
and feelings clearly.
of the time.
Most of the time.
Some of the time.
limited of the time.
Presentation on a topic
ELACC1SL5: Add
drawings or other visual
The focus is what the
displays to descriptions
student is presenting but
when appropriate to
how it is presented may
clarify ideas, thoughts,
vary.
and feelings.
ELACC1SL6: Produce
complete sentences
when appropriate to task
and situation. (See grade
1 Language standards 1
and 3 for specific
expectations.)
September 18, 2012
Grade 1: Quarter 2
Page 11 of 11