Beaverton School District Standards Based Assessment - Writing Grade Level Indicators
FIRST GRADE - IDEAS and CONTENT
(Learning Targets: 1.1 With assistance, write for a variety of different purposes and to a specific audience or person.
1.2 Develop an idea with an identifiable beginning, middle and end. (Main ideas) 1.3 Use descriptive words when writing (Description, detail and transitions).
Novice
1
•Student writing is
random, no mode is
evident
•No main idea
•Lacks details
•No topic or purpose is
evident
•Writing is difficult to
comprehend
Working Toward
2
Nearly Proficient
3
•Student writing attempts
to follow mode
•Main idea is unclear or
absent
•Details are minimal,
irrelevant, repetitive
and/or unrelated
•Topic is undeveloped
•Student writing attempts
to follow mode
•Main idea is simplistic
and unclear
•Details are limited or too
general; may be off topic
•Topic or purpose is
underdeveloped
Proficient
4
•Student writing follows
mode
•Main idea is simplistic
but clear
•Includes supporting
details
•Topic or purpose is
explored
Highly Proficient
5/6
•Student writing follows
mode
•Main idea is clear and
interesting
•Supporting details are
relevant
•Descriptions are specific
to purpose
•Topic or purpose is
thoroughly explored
•Writing holds the
reader's attention
FIRST GRADE – ORGANIZATION
(Learning Targets: 1.1 Write in complete sentences (Sentences, paragraphs).
1.2: Sequence two or more events. Organize information using beginning, middle and end (Sequence)
1
Novice
•Writing may be either a
string of words and/or
labels
•Ideas are not related
2
Working Toward
•Writing is a mixture of
words and phrases
•List-like writing
•Ideas may be related
3
Nearly Proficient
4
Proficient
5/6
Highly Proficient
•Attempts to organize
writing
•Attempts to use
transition words, may
overuse "and"
•Ideas are related but may
be out of sequence
•Writing is predictable
•Organizes writing using
beginning, middle, and
end
•Sequences two or more
events
•Groups ideas together in
an order that makes sense
•Uses transition words
•Writing is predictable
•Writing has introductory,
supporting and
concluding sentences
(6 = Writing is in paragraph
form)
•Beginning, middle, and
end are developed
•Related ideas are
grouped in an order that
makes sense
•Uses effective transition
words
(6 = Uses transitional
phrases)
Beaverton School District Standards Based Assessment - Writing Grade Level Indicators
FIRST GRADE – VOICE
(Learning Target: 1.1 With assistance, the writer demonstrates an awareness of audience and commitment to the topic.)
1
Novice
2
Working Toward
3
Nearly Proficient
•No commitment to the
topic
•Lack of audience
awareness
• No hint of writer behind
words
•May not write enough to
show genuine interest in
topic
•Writing shows little
sense of involvement or
commitment to the topic
•Lack of audience
awareness
•Attempts to show
personality, but generally
flat
•Writing may be too short
to demonstrate consistent,
appropriate voice
•Commitment to the topic
is inconsistent
•Limited sense of
audience
•Flat at times, but
occasionally engaging
•Writing may be too short
to demonstrate consistent,
appropriate voice
4
Proficient
•Writing reflects
personality and
commitment to the topic
•Sense of "writing to be
read"
•In places, the writing is
engaging
• Sounds like the writer
and in the writer's
language
5/6
Highly Proficient
•Writing strongly reflects
personality and commitment
to the topic
• Strong sense of writing “to
be read”
•Especially sincere, funny,
engaging, or original
FIRST GRADE – WORD CHOICE
(Learning Target: 1.1 Use descriptive words when writing.)
1
Novice
•Misuse of words obscures
the message
•Writing reflects extremely
limited vocabulary
2
Working Toward
•Monotonous or misused
words may detract from
the message
•Writing reflects limited
vocabulary
3
Nearly Proficient
4
Proficient
5/6
Highly Proficient
•Words convey a message
•Language may be basic
and is mostly correct
•Writing relies on familiar
word choices that work but
lack variety
•Words convey a message
• Language may be basic
but is used correctly
• Attempts at colorful
language
•Words convey an
intended message in an
interesting way
•Accurate and specific
words energize the writing
•Writing employs a variety
of words
Beaverton School District Standards Based Assessment - Writing Grade Level Indicators
FIRST GRADE – SENTENCE FLUENCY
(Learning Target: 1.1 Write in complete sentences and recognize incomplete sentences.)
1
Novice
•Parts of a sentence may be
present
•List-like or repetitive
writing
•Sentence patterns are
confusing and often
obscure meaning
•Writing does not permit
smooth oral reading
•Text may be too short to
demonstrate variety or
control
2
Working Toward
•Writing is a mixture
of words and phrases
•List-like writing, rhythm
is not present
•Little or no control over
simple sentence structures
•Awkward constructions
force the reader to slow
down or reread
•Text may be too short to
demonstrate variety or
control
3
Nearly Proficient
4
Proficient
5/6
Highly Proficient
•Writing is mechanical
•Some control over simple
sentence structures
•Writing tends to be
choppy and repetitive
•Awkward constructions
may force the reader to
slow down or reread
•Text may be too short to
demonstrate variety or
control
•Writing is mechanical but
functional
•Control over simple
sentence structures
•Sentences do not always
begin the same way
•Easily read aloud
•Writing generally flows,
though at times feels
mechanical
•Good control over simple
sentence structures
•Some control over more
complex sentences
•Some variety in sentence
patterns, some repetition
•Easily read aloud with
some expression
FIRST GRADE – CONVENTIONS
(Learning Targets: 1.1 Spell correctly 3 and 4 letter words (can, will). Use spelling/phonics-based knowledge to spell independently when necessary.
1.2 Identify and correctly write singular and plural nouns. Identify and correctly write simple possessive pronouns (my, mine, his/hers)
1.3 Correctly use periods, exclamation points and question marks at the end of a sentence.
1.4 Capitalizes the first word of the sentence, names of people and proper noun I.
1.5 Print legibly and space letter, words and sentences appropriately (Handwriting/Concepts of Print)
1
Novice
2
Working Toward
3
Nearly Proficient
4
Proficient
5/6
Highly Proficient
•Beginning sounds of
words may be present
•Word and/or letter order
impedes readability and
understanding
•Little or no end
punctuation
•Random capitalization
•No spaces between
words/letters
•Text may be too simple or
too short
•Extensive need for editing
•Attempts to use phonetic
spelling
•Attempts to match noun
and verb forms
•Random use or lack of
end punctuation
•Random or lack of
capitalization
•Lack of spacing interferes
with readability
•Text may be too simple or
too short
•Significant need for
editing
•Spells phonetically with
correct beginning, ending and
some middle sounds.
•Attempts to match noun and
verb forms
•Some singular and plural
nouns are used correctly
•Some end punctuation is
used correctly
•Attempts to use
capitalization at the beginning
of sentences and for the
pronoun I
•Lack of spacing may
interfere with readability
•Moderate need for editing
•Spells most common words
correctly
•Uses phonetic spelling for
longer words
•Most noun and verb forms
match
•Singular and plural nouns
are used correctly
•Most end punctuation is
used correctly
•Student uses capitalization
at the beginning of a sentence
and for the pronoun I
•Letters, words and sentences
are spaced appropriately
• Some need for editing
•Spells common words
correctly
•Uses phonetic spelling for
longer words
•Matches noun and verb
forms
•Correctly uses end
punctuation
•Student uses
capitalization at the
beginning of a sentence, for
the pronoun I, and most
proper nouns
•Little or no need for
editing