Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
READING
Essential Standard: Asks and answers questions about key details, words and
phrases in a text heard or read. (L, I)
Third Trimester: Benchmarks
ESSENTIAL KNOWLEDGE OUTCOME:
Students learn to use skills and strategies needed to comprehend, analyze and evaluate
literary and informational text.
Needs
Improvement
(2)
With prompting and support asks and answers questions about key
details and to determine the meaning of words in a text
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.R L I 1 Ask and answer questions about key details in a text
1. R I 4 Ask and answer questions to help determine or clarify the meaning of words
and phrases in a text.
Proficient (3)
Independently asks and answers questions about key details and
determines the meaning of words in a text
Advanced (4)
Independently analyzes and evaluates key details and discovers
meanings of unknown words in a text
Warning (1)
Unable to ask and answer questions about key details and to determine
the meaning of words in a text
First Trimester: Benchmarks
Warning (1)
Unable to ask and answer questions about key details and to determine
the meaning of words in a text
Needs
Improvement
(2)
With prompting and support asks and answers questions about key
details and determines the meaning of words in a text
Proficient (3)
Independently asks and answers questions about key details and
determines the meaning of words in a text
Advanced (4)
Independently analyzes and evaluates key details and discovers
meanings of unknown words in a text
Second Trimester
Warning (1)
Unable to ask and answer questions about key details and to determine
the meaning of words in a text
Needs
Improvement
(2)
With prompting and support asks and answers questions about key
details and to determine the meaning of words in a text
;Proficient (3)
Independently asks and answers questions about key details and
determines the meaning of words in a text
Advanced (4)
Independently analyzes and evaluates key details and discovers
meanings of unknown words in a text
Revised August 2012
Copyright 2008 Centerville Elementary School
1
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
READING
Essential Standard: Retells stories heard or read. (L)
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.RL.2 Retell stories including key details and demonstrate understanding of their
central message or lesson
1.RL.6 Identify who is telling the story at various points in a text
First Trimester: Benchmarks
Warning (1)
Needs Improvement (2)
Proficient (3)
Advanced (4)
Unable to retell familiar stories including key details and to
demonstrate understanding of their central message or
lesson; unable to identify who is telling the story at various
points in a text
With prompting and support, retells familiar stories including
key details, demonstrates an understanding of their central
message or lesson and identifies who is telling the story at
various points in the text
Independently retells familiar stories including key details
and demonstrates an understanding of their central message
or lesson, identifies who is telling the story at various points
in the text
Third Trimester: Benchmarks
Unable to retell familiar stories including key details and to
demonstrate understanding of their central message or
Warning (1)
lesson; unable to identify who is telling the story at various
points in a text
With prompting and support, retells familiar stories including
key details, demonstrates an understanding of their central
Needs Improvement (2)
message or lesson and identify who is telling the story at
various points in the text.
Independently retells familiar stories including key details
and demonstrates an understanding of their central message
Proficient (3)
or lesson, identifies who is telling the story at various points
in the text.
Independently analyzes and evaluates text ie. compares
Advanced (4)
central message, rewrites endings or critiques text
Independently analyzes and evaluates text ie. compares
central message, rewrites endings or critiques text
Second Trimester: Benchmarks
Unable to retell familiar stories including key details and to
demonstrate understanding of their central message or
Warning (1)
lesson; unable to identify who is telling the story at various
points in a text
With prompting and support, retells familiar stories including
key details, demonstrates an understanding of their central
Needs Improvement (2)
message or lesson and identifies who is telling the story at
various points in the text
Independently retells familiar stories including key details
and demonstrates an understanding of their central message
Proficient (3)
or lesson, identifies who is telling the story at various points
in the text
Independently analyzes and evaluates text ie. compares
Advanced (4)
central message, rewrites endings or critiques text
Revised August 2012
Copyright 2008 Centerville Elementary School
2
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
READING
Essential Standard: Identifies main topic and retells key details of text heard
or read. (I)
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.RI 2: Identify the main topic and retell key details of a text.
1.RI 8: Identify the reasons an author gives to support points in a text.
First Trimester: Benchmarks
Unable to identify the main topic and retell key details of a
Warning (1)
text
Needs Improvement (2)
Proficient (3)
Advanced (4)
With prompting and support, identifies the main topic and
retells key details of a text
Third Trimester: Benchmarks
Unable to identify the main topic and retell key details of a
Warning (1)
text and identify the reasons an author gives to support
points in a text
With prompting and support identifies the main topic and
Needs Improvement (2)
retells key details of a text; identifes the reasons an author
gives to support points in a text
Independently identifies the main topic and retells key
Proficient (3)
details of a text; identifies the reasons an author gives to
support points in a text
Independently compares and contrasts main topics and key
Advanced (4)
details from different selections and uses inference and
responds critically to questions based on text
Independently identifies the main topic and retells key
details of a text
Independently compares and contrasts main topics and key
details from different selections. Uses inference and
responds critically to questions based on text
Second Trimester: Benchmarks
Unable to identify the main topic and retell key details of a
Warning (1)
text
Needs Improvement (2)
Proficient (3)
Advanced (4)
Revised August 2012
With prompting and support, identifies the main topic and
retells key details of a text
Independently identifies the main topic and retells key
details of a text
Independently compares and contrasts main topics and key
details from different selections and uses inference and
responds critically to questions based on text
Copyright 2008 Centerville Elementary School
3
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
READING
Essential Standard: Describes and compares characters, settings, and events
within a story and between two stories (L)
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.RL. 3: Describe and compare characters, setting and major events in a story.
1.RL. 9: Compare and contrast the adventures and experiences of characters in
stories.
First Trimester: Benchmarks
Warning (1)
Unable to describe and compare characters, setting and major events
in a story
Needs
Improvement
(2)
With prompting and support, describes and compares characters,
setting and major events in a story
Proficient (3)
Independently describes and compares characters, setting and major
events in a story
Advanced (4)
Independently describes characters, setting, and /or elements of plot
using colorful descriptive language
Third Trimester: Benchmarks
Unable to identify and compare characters, setting and major events
Warning (1)
in a story and unable to compare and contrast the adventures and
experiences of characters in familiar stories
Needs
With prompting and support, identifies and compares characters,
Improvement
setting and major events in a story and compare and contrast the
(2)
adventures and experiences of characters in familiar stories
Independently identifies and compares characters, setting and major
Proficient (3)
events in a story and compares and contrasts the adventures and
experiences of characters in familiar stories
Independently identifies characters, setting, and/or elements of plot
using colorful descriptive language. Compares and contrasts the
Advanced (4)
adventures and experience of characters in familiar stories and makes
connections to other stories and self
Second Trimester: Benchmarks
Warning (1)
Unable to describe and compares characters, setting and major
events in a story
Needs
Improvement
(2)
With prompting and support, describes and compares characters,
setting and major events in a story
Proficient (3)
Independently describes and compares characters, setting and major
events in a story
Advanced (4)
Independently describes characters, setting, and/or elements of plot
using colorful descriptive language
Revised August 2012
Copyright 2008 Centerville Elementary School
4
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
READING
Essential Standard: Describes connections within a text (I)
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.RI. 3 Describe the connections between two individuals, events, ideas or pieces of
information in a text.
First Trimester: Benchmarks
Unable to describe the connection between two individuals,
Warning (1)
events, ideas, or pieces of information in a text
Needs Improvement (2)
Proficient (3)
Advanced (4)
With substantial prompting and support describes the
connection between two individuals, events, ideas, or pieces
of information in a text
Third Trimester: Benchmarks
With substantial prompting and support describes the
connection between two individuals, events, ideas, or pieces
Warning (1)
of information in a text.
Needs Improvement (2)
Proficient (3)
Advanced (4)
With prompting and support consistently describes the
connection between two individuals, events, ideas, or pieces
of information in a text
Independently describes the connection between two
individuals, events, ideas, or pieces of information in a text
Justifies or evaluates the connection between two
individuals, events, ideas, or pieces of information in a text
With prompting and support, consistently describes the
connection between two individuals, events, ideas, or pieces
of information in a text
Independently, describes the connection between two
individuals, events, ideas, or pieces of information in a text
Second Trimester: Benchmarks
With substantial prompting and support describes the
connection between two individuals, events, ideas, or pieces
Warning (1)
of information in a text
Needs Improvement (2)
With prompting and support consistently describes the
connection between two individuals, events, ideas, or pieces
of information in a text
Proficient (3)
Independently describes the connection between two
individuals, events, ideas, or pieces of information in a text
Advanced (4)
Justifies or evaluates the connection between two
individuals, events, ideas, or pieces of information in a text
Revised August 2012
Copyright 2008 Centerville Elementary School
5
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
READING
Essential Standard: Identifies similarities and differences between two
texts on the same topic (I)
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.RI 9: Identify basic similarities in and differences between two texts on the same topic
(e.g. in illustrations, descriptions or procedures)
First Trimester: Benchmarks
Not assessed this trimester
Second Trimester: Benchmarks
Unable to identify similarities and differences between
Warning (1)
two texts on the same topic
Needs Improvement (2)
With prompting and support identifies similarities and
differences between two texts on the same topic
Proficient (3)
Independently identifies similarities and differences
between two texts on the same topic
Advanced (4)
Independently identifies similarities and differences
between many texts on the same topic
Third Trimester: Benchmarks
Unable to identify similarities and differences between
Warning (1)
two texts on the same topic
Needs Improvement (2)
With prompting and support identifies similarities and
differences between two texts on the same topic
Proficient (3)
Independently identifies similarities and differences
between two texts on the same topic
Advanced (4)
Independently identifies similarities and differences
between many texts on the same topic
Revised August 2012
Copyright 2008 Centerville Elementary School
6
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
READING
Essential Standard: Identifies and explains characteristics of various types
of texts (L, I)
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.RL MA8A: Identify characteristics commonly shared by folktales and fairy tales
1.RL 5: Explain major differences between books that tell stories and books that give
information, drawing on a wide reading of a range of text types
1.RI 5: Know and use various text features (e.g. headings, tables of contents,
glossaries, electronic menus, icons) to locate key facts in a text.
First Trimester: Benchmarks
Unable to identify characteristics commonly shared by
Warning (1)
folktales and fairy tales.
Needs Improvement (2)
Proficient (3)
Advanced (4)
With prompting and support identifies characteristics
commonly shared by folktales and fairy tales.
Independently identifies characteristics commonly shared by
folktales and fairy tales.
Independently creates folktales and fairy tales using the
characteristics.
Second Trimester: Benchmarks
Warning (1)
Needs Improvement (2)
Proficient (3)
Advanced (4)
Unable to identify major differences between narrative and
expository text.
With prompting and support identifies major differences
between narrative and expository text.
Identifies major differences between narrative and
expository text.
Independently compares and contrasts various types of text
using the characteristics of each genre.
Third Trimester: Benchmarks
Unable to identify major differences between narrative and
Warning (1)
expository text. Unable to know and use various text
features.
With prompting and support identifies major differences
Needs Improvement (2)
between narrative and expository text. With prompting and
support knows and uses various text features.
Independently identifies major differences between narrative
Proficient (3)
and expository text. Knows and uses various text features.
Independently compares and contrasts various types of text
Advanced (4)
using the characteristics of each genre. Differentiates
between and uses various text features.
Revised August 2012
Copyright 2008 Centerville Elementary School
7
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
READING
Third Trimester: Benchmarks
Essential Standard: Distinguishes between and use information provided
by pictures and text to describe key ideas (I)
Warning (1)
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.RI 6 Distinguishes between information provide by pictures or other illustrations and
information provided by words in a text.
1.RI.7 Uses illustrations and details in a text to describe its key ideas.
Needs
Improvement (2)
Proficient (3)
Advanced (4)
Unable to use illustrations and details in a text to describe its key
ideas
With prompting and support uses illustrations and details in a text
to describe its key ideas
Independently uses illustrations and details in a text to describe its
key ideas
Independently evaluates and ranks key illustrations and details in
order of effectiveness in helping the reader understand the main
idea
First Trimester: Benchmarks
Unable to distinguish between information provided by pictures or
Warning (1)
other illustrations and information provided by words in a text
Needs
Improvement (2)
Proficient (3)
Advanced (4)
With prompting and support distinguishes between information
provided by pictures or other illustrations and information provided
by words in a text
Independently distinguishes between information provided by
pictures or other illustrations and information provided by words in
a text
Judges and explains which information is most helpful in
understanding the text (written or illustrated). Composes new
additional information about the same topic that could be included
in a text(written or illustrated)
Second Trimester: Benchmarks
Unable to use illustrations and details in a text to describe its key
Warning (1)
ideas
Needs
Improvement (2)
Proficient (3)
Advanced (4)
With prompting and support uses illustrations and details in a text
to describe its key ideas
Independently uses illustrations and details in a text to describe its
key ideas
Independently evaluates and ranks key illustrations and details in
order of effectiveness in helping the reader understand the main
idea
Revised August 2012
Copyright 2008 Centerville Elementary School
8
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
READING
Essential Standard: Identifies words /phrases in stories and poems that
suggest feelings or appeal to the senses (L)
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.RL 4 Identify words and phrases in stories and poems that suggest feelings or appeal
to the senses
1.RL 10 With prompting and support read prose and poetry of appropriate complexity
for grade 1
First Trimester: Benchmarks
Unable to read prose and poetry of appropriate complexity
Warning (1)
for grade 1
Needs Improvement (2)
Proficient (3)
Advanced (4)
With substantial prompting and support reads prose and
poetry of appropriate complexity for grade 1
Third Trimester: Benchmarks
Unable to read prose and poetry of appropriate complexity
Warning (1)
for grade 1 and to identify words and phrases in stories and
poems that suggest feelings or appeal to the senses
With substantial prompting and support reads prose and
poetry of appropriate complexity for grade 1 and identifes
Needs Improvement (2)
words and phrases in stories and poems that suggest
feelings or appeal to the senses
With prompting and support reads prose and poetry of
appropriate complexity for grade 1 and independently
Proficient (3)
identifies words and phrases in stories and poems that
suggest feelings or appeal to the senses
Independently reads prose and poetry of appropriate
complexity for grade 1 and composes new words and
Advanced (4)
phrases in stories and poems that suggest feelings or appeal
to the senses
With prompting and support reads prose and poetry of
appropriate complexity for grade 1
Independently reads prose and poetry of appropriate
complexity for grade 1
Second Trimester: Benchmarks
Unable to read prose and poetry of appropriate complexity
for grade 1 and to identify words and phrases in stories and
Warning (1)
poems that suggest feelings or appeal to the senses
Needs Improvement (2)
Proficient (3)
Advanced (4)
Revised August 2012
With substantial prompting and support reads prose and
poetry of appropriate complexity for grade 1 and identifies
words and phrases in stories and poems that suggest
feelings or appeal to the senses
With prompting and support reads prose and poetry of
appropriate complexity for grade 1 and identifies words and
phrases in stories and poems that suggest feelings or appeal
to the senses
Independently reads prose and poetry of appropriate
complexity for grade 1 and identifies words and phrases in
stories and poems that suggest feelings or appeal to the
senses
Copyright 2008 Centerville Elementary School
9
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
FOUNDATIONAL SKILLS
Third Trimester: Benchmarks
Essential Standard: Recognizes the distinguishing features of a sentence
when reading grade level text
Warning (1)
ESSENTIAL KNOWLEDGE OUTCOME:
Students learn and use skills and strategies needed to comprehend literary and
informational text.
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.RF.1 Demonstrate understanding of the organization and basic features of print .
a. Recognize the distinguishing features of a sentence (e.g. first word, capitalization,
ending punctuation).
Needs
Improvement (2)
Proficient (3)
Advanced (4)
Unable to recognize the distinguishing features of a sentence
including capitalization of the first word and ending punctuation
With prompting and support recognizes the distinguishing features
of a sentence including capitalization of the first word and ending
punctuation
Independently recognizes the distinguishing features of a sentence
including capitalization of the first word and ending punctuation
Independently applies the distinguishing features of complex
sentences
First Trimester: Benchmarks
Warning (1)
Unable to recognize the distinguishing features of a sentence
including capitalization of the first word and ending punctuation
Needs
Improvement (2)
Proficient (3)
Advanced (4)
With prompting and support recognizes the distinguishing features
of a sentence including capitalization of the first word and ending
punctuation
Independently recognizes the distinguishing features of a sentence
including capitalization of the first word and ending punctuation
Independently applies the distinguishing features of complex
sentences
Second Trimester: Benchmarks
Warning (1)
Unable to recognize the distinguishing features of a sentence
including capitalization of the first word and ending punctuation
With prompting and support recognizes the distinguishing features
Needs
of a sentence including capitalization of the first word and ending
Improvement (2)
punctuation
Independently recognizes the distinguishing features of a sentence
Proficient (3)
including capitalization of the first word and ending punctuation
Independently applies the distinguishing features of complex
Advanced (4)
sentences
Revised August 2012
Copyright 2008 Centerville Elementary School
10
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
FOUNDATIONAL SKILLS
Third Trimester: Benchmarks
Essential Standard: Demonstrates understanding of spoken words, syllables,
and sounds (phonemes) when reading grade level text.
Warning (1)
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.RF.2:
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 (phonemes)
Needs
Improvement (2)
Proficient (3)
Advanced (4)
Unable to distinguish long from short vowel sounds in spoken
single-syllable words
With prompting and support distinguishes long from short vowel
sounds in spoken single-syllable words
Independently distinguishes long from short vowel sounds in
spoken single-syllable words
Independently identifies multi-syllable words
First Trimester: Benchmarks
Unable to isolate and pronounce initial, medial vowel, and final
Warning (1)
sounds in spoken single-syllable words and segment spoken
single-syllable words.
With prompting and support is able to isolate and pronounce
Needs
initial, medial vowel, and final sounds in spoken single-syllable
Improvement (2)
words and segment spoken single-syllable words
Independently is able to isolate and pronounce initial, medial
Proficient (3)
vowel, and final sounds in spoken single-syllable words and
segment spoken single-syllable words
Advanced (4)
Independently identifies two-syllable words
Second Trimester: Benchmarks
Warning (1)
Needs
Improvement (2)
Proficient (3)
Advanced (4)
Unable to orally produce single syllable words by blending sounds
including consonant blends
With prompting and support is able to orally produce single
syllable words by blending sounds including consonant blends
Independently is able to orally produce single syllable words by
blending sounds including consonant blends
Independently identifies multi-syllable words
Revised August 2012
Copyright 2008 Centerville Elementary School
11
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
FOUNDATIONAL SKILLS
Essential Standard: Knows and applies grade level phonics and word analysis
skills in decoding words.
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.RF.3
a.
b.
c.
d.
e.
f.
Know the spelling-sound correspondences for common consonant digraphs.
Decode regularly spelled one-syllable words.
Know final -e and common vowel team conventions for representing long vowel
sounds.
Use knowledge that every syllable must have a vowel sound to determine the
number of syllables in a printed word.
Decode two-syllable words following basic patterns by breaking the words into
syllables.
Read words with inflectional endings.
Third Trimester: Benchmarks
Unable to recognize that the number of vowel sounds
Warning (1)
determines the number of syllables and to decode two
syllable words and read words with inflectional endings
With prompting and support recognizes that the number of
vowel sounds determines the number of syllables and
Needs Improvement (2)
decodes two syllable words and reads words with inflectional
endings
Independently recognizes that the number of vowel sounds
Proficient (3)
determines the number of syllables and decodes two syllable
words and reads words with inflectional endings
Advanced (4)
Independently applies complex word analysis skills
First Trimester: Benchmarks
Unable to identify the spelling sound correspondence of
Warning (1)
consonant digraphs taught and decode regularly spelled
words
With prompting and support identifies the spelling sound
Needs Improvement (2) correspondence of consonant digraphs taught and decodes
regularly spelled words
Independently identifies the spelling sound correspondence
Proficient (3)
of consonant digraphs taught and decodes regularly spelled
words
Advanced (4)
Independently applies complex word analysis skills
Second Trimester: Benchmarks
Unable to recognize the final –e and common vowel team
Warning (1)
conventions for representing long vowel sounds and
With prompting and support recognizes the final –e
Needs Improvement (2)
common vowel team conventions for representing long
vowel sounds
Independently recognizes the final –e and common vowel
Proficient (3)
team conventions for representing long vowel sounds
Advanced (4)
Revised August 2012
Independently applies complex word analysis skills
Copyright 2008 Centerville Elementary School
12
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
FOUNDATIONAL SKILLS
Essential Standard: Reads grade appropriate irregularly spelled /high
frequency words
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.RF.3:
Recognize and read grade appropriate irregularly spelled words.
First Trimester: Benchmarks
Warning (1)
Unable to read grade appropriate irregularly spelled words
Needs
Improvement (2)
With prompting and support reads grade appropriate irregularly
spelled words
Proficient (3)
Independently reads grade appropriate irregularly spelled words
Advanced (4)
Independently reads more complex words
Second Trimester: Benchmarks
Warning (1)
Unable to read grade appropriate irregularly spelled words
Needs
Improvement (2)
With prompting and support reads grade appropriate irregularly
spelled words
Proficient (3)
Independently reads grade appropriate irregularly spelled words
Advanced (4)
Independently reads more complex words
Revised August 2012
Copyright 2008 Centerville Elementary School
13
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
FOUNDATIONAL SKILLS
Third Trimester: Benchmarks
Essential Standard: Reads grade level text with sufficient accuracy and
fluency to support comprehension
Warning (1)
Unable to read grade level text with accuracy and fluency to demonstrate
comprehension
Essential Standard/Student Demonstration:
Needs
Improvement
(2)
With prompting and support reads grade level text at a rate less than 62
wcpm with accuracy and fluency to demonstrate comprehension. Does not
use context to confirm or self-correct to monitor comprehension.
1.RF.4: Read with sufficient accuracy and fluency to support comprehension.
Proficient (3)
Independently reads grade level text at a rate of 62 wcpm with accuracy
and fluency to demonstrate comprehension. Uses context to confirm or
self-correct to monitor comprehension and improves accuracy, rate, and
expression with successive readings
Advanced (4)
Independently reads grade level text at a rate of 90 wcpm with accuracy
and fluency to demonstrate comprehension. Uses context to confirm or
self-correct to monitor comprehension
a. Read grade-level text with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on
successive readings.
c. Use context to confirm or self-correct word recognition and understanding,
rereading as necessary
First Trimester: Benchmarks
Not assessed this trimester
Second Trimester: Benchmarks
Warning (1)
Unable to read grade level text with accuracy and fluency to demonstrate
comprehension
Needs
Improvement
(2)
With prompting and support reads grade level text at a rate less than 31
wcpm with accuracy and fluency to demonstrate comprehension. Does not
use context to confirm or self-correct to monitor comprehension.
Proficient (3)
Independently reads grade level text at a rate of 31 wcpm with accuracy
and fluency to demonstrate comprehension. Uses context to confirm or
self-correct to monitor comprehension
Advanced (4)
Independently reads grade level text at a rate of 62 wcpm with accuracy
and fluency to demonstrate comprehension. Uses context to confirm or
self-correct to monitor comprehension
Revised August 2012
Copyright 2008 Centerville Elementary School
14
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
WRITTEN LANGUAGE
WRITTEN LANGUAGE
Essential Standard: Formulates and writes an opinion about a topic or
book
Essential Standard: Writes about a topic in informational/explanatory text
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
W1: 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.
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
W2: Write informative/explanatory texts in which they name a topic, supply some facts
about the topic, and provide some sense of closure.
First Trimester: Benchmarks
First Trimester: Benchmarks
Warning (1)
Unable to dictate an opinion.
Warning (1)
Unable to supply information about a topic
Needs Improvement (2)
With prompting and support writes an opinion about a topic
or book.
Needs
Improvement (2)
Proficient (3)
Independently writes an opinion about a topic or book.
Proficient (3)
Advanced (4)
Independently writes an opinion about a topic or book and
supplies a reason
Advanced (4)
With prompting and support, dictates the name of a topic and
supplies information about that topic
Independently writes the name of a topic and supplies simple
facts about that topic
Writes the name of a topic and supplies information about that
topic with many details
Second Trimester: Benchmarks
Warning (1)
Needs Improvement (2)
Proficient (3)
Advanced (4)
Unable to write an opinion.
With prompting and support writes an opinion about a topic
or book.
Independently writes an opinion about a topic or book and
gives a reason
Independently writes an opinion about a topic or book and
supplies many reasons.
Third Trimester: Benchmarks
Warning (1)
Needs Improvement (2)
Proficient (3)
Advanced (4)
Unable to write an opinion.
With prompting and support composes a piece including an
opinion or preference about a topic or book.
Independently composes a piece including an opinion or
preference about a topic or books and supplies many reasons
for the opinion and provides closure.
Compose a piece including an opinion or preference about a
topic or book and supplies many reasons for the opinion and
provides closure.
Revised August 2012
Copyright 2008 Centerville Elementary School
Second Trimester: Benchmarks
Unable to supply information about a topic or dictate information
Warning (1)
with prompting and support.
Needs
With prompting and support names, writes or draws information
Improvement (2)
about that topic.
Independently writes information about a topic and supplies some
Proficient (3)
facts about that topic
Advanced (4)
Writes information about a text and supplies elaborative details.
Third Trimester: Benchmarks
Little or no understanding about supplying information about a
Warning (1)
topic
Needs
With prompting and support writes information about a topic
Improvement (2)
Independently writes information about a topic and supplies some
Proficient (3)
facts and provides a sense of closure
Writes information about a text and supplies many supporting
Advanced (4)
details and provides a sense of closure
15
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
WRITTEN LANGUAGE
Essential Standard: Writes narratives with sequenced events
Essential Standard/Student Demonstration:
W3: Write narratives in which they recount two or more appropriately sequenced
events, include some details regarding what happened, use temporal words
to signal event order, and provide some sense of closure.
Third Trimester: Benchmarks
Warning (1)
Unable to write narratives with two or more sequenced events
Needs
Improvement
(2)
With prompting and support writes narratives with two or more
sequenced events
Proficient (3)
First Trimester: Benchmarks
Warning (1)
Unable to write narratives with two or more sequenced events
Needs
Improvement
(2)
With prompting and support writes or dictates narratives with two or
more sequenced events
Proficient (3)
Independently writes narratives with two or more sequenced events
Advanced (4)
Independently writes narratives with two or more sequenced events,
including some details regarding what happened
Second Trimester: Benchmarks
Warning (1)
Unable to write narratives with two or more sequenced events
Needs
Improvement
(2)
With prompting and support writes narratives with two or more
sequenced events
Proficient (3)
Independently writes narratives with two or more sequenced events.
Advanced (4)
Independently writes narratives with many sequenced events, , uses
temporal words to signal event order and provides some sense of
closure
Advanced (4)
Independently writes narratives with two sequenced events, including
some details regarding what happened, uses temporal words to signal
event order and provides some sense of closure
Independently writes narratives with two or more sequenced events,
including elaborative details regarding what happened, uses temporal
words to signal event order, and provides a sense of closure using
complex language
WRITTEN LANGUAGE
Essential Standard: Writes poems with rhyme and repetition
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
MA.3A 3a.: Write poems with rhyme and repetition
First Trimester: Benchmarks
Not assessed during this trimester
Second Trimester: Benchmarks
Not assessed during this trimester
Third Trimester: Benchmarks
Revised August 2012
Copyright 2008 Centerville Elementary School
Warning (1)
Unable to write poetry
Needs
Improvement (2)
With prompting and support writes poems with rhyme and
repetition
Proficient (3)
Independently writes poems with rhyme and repetition
Advanced (4)
Independently creates varied poems with rhyme and repetition
using sensory details
16
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
WRITTEN LANGUAGE
WRITTEN LANGUAGE
Essential Standard: Edits and revises writing
Essential Standard: Uses a variety of digital tools to produce and publish
writing
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
W5: 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.
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
W6: With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.
First Trimester: Benchmarks
First Trimester: Benchmarks
Not assessed during this trimester
Not assessed during this trimester
Second Trimester: Benchmarks
Second Trimester: Benchmarks
Not assessed during this trimester
Not assessed during this trimester
Third Trimester: Benchmarks
Third Trimester: Benchmarks
Warning (1)
Warning (1)
Needs
Improvement (2)
Proficient (3)
Advanced (4)
Unable to edit and revise
With prompting and support from adults responds to questions
and suggestions from peers and adds details to strengthen writing
as needed
Independently responds to questions and suggestions from peers
and adds detail to strengthen writing as needed
Independently responds to questions and suggestions from peers
and adds many supporting details to strengthen writing
Revised August 2012
Copyright 2008 Centerville Elementary School
Needs
Improvement (2)
Proficient (3)
Advanced (4)
Unable to produce and publish writing
With substantial prompting and support from adults explores a
variety of digital tools to produce and publish writing including in
collaboration with peers
With prompting and support explores a variety of digital tools to
produce and publish writing including in collaboration with peers
Independently explores a variety of digital tools to produce and
publish writing including in collaboration with peers
17
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
Revised August 2012
Copyright 2008 Centerville Elementary School
18
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
Revised August 2012
Copyright 2008 Centerville Elementary School
19
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
WRITTEN LANGUAGE
Essential Standard: Participates in shared research and writing projects
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
W7: Participate in shared research and writing projects (e.g., explore a number
of “how-to” books on a given topic and use them to write a sequence of
instructions).
First Trimester: Benchmarks
Not assessed during this trimester
Second Trimester: Benchmarks
Not assessed during this trimester
Third Trimester: Benchmarks
Warning (1)
Unable to participate in shared research and writing projects
Needs
Improvement (2)
With prompting and support participates in shared research and
writing projects
Independently participates in shared research and writing
projects
Takes a leadership role when participating in shared research
and writing projects
Proficient (3)
Advanced (4)
Revised August 2012
Copyright 2008 Centerville Elementary School
20
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
WRITTEN LANGUAGE
Essential Standard: Gathers information from sources and experiences to
answer a question
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
W8: With guidance and support from adults, recall information from experiences
or gather information from provided sources to answer a question
First Trimester: Benchmarks
Unable to recall information from experiences or gather
Warning (1)
information from provided sources to write an answer to a
question
With substantial prompting gand support from adults, recalls
Needs
information from experiences or gather information from
Improvement (2)
provided sources to write and answer to a question
With prompting and support from adults, recalls information from
Proficient (3)
experiences or gather information from provided sources to write
an answer to a question
Independently recalls information from experiences or gathers
Advanced (4)
information from provided sources to write an answer to a
question
Third Trimester: Benchmarks
Unable to recall information from experiences or gather
Warning (1)
information from provided sources to write an answer to a
question
With substantial prompting and support from adults, recalls
Needs
information from experiences or gather information from
Improvement (2)
provided sources to write an answer to a question
With prompting and support from adults, recall information from
Proficient (3)
experiences or gather information from provided sources to write
an answer to a question
Independently recalls information from experiences or gathers
Advanced (4)
information from provided sources to write an answer to a
question
Second Trimester: Benchmarks
Unable to recall information from experiences or gather
Warning (1)
information from provided sources to write an answer to a
question
With substantial prompting and support from adults, recalls
Needs
information from experiences or gather information from
Improvement (2)
provided sources to write an answer to a question
With prompting and support from adults, recall information from
Proficient (3)
experiences or gather information from provided sources to
answer a question
Independently recalls information from experiences or gathers
Advanced (4)
information from provided sources to write an answer to a
question
Revised August 2012
Copyright 2008 Centerville Elementary School
21
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
SPEAKING AND LISTENING
Essential Standard: Participates in collaborative conversations with peers and
adults
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
SL.1 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
First Trimester: Benchmarks
Unable to participate in collaborative conversations with
Warning (1)
peers and adults about grade level topics and texts: listening
with care, taking turns to speak with multiple exchanges
With prompting and support participates in collaborative
conversations with peers and adults about grade level topics
Needs Improvement (2)
and texts: listening with care, taking turns to speak with
multiple exchanges
Independently participates in collaborative conversations
with peers and adults about grade level topics and texts
Proficient (3)
including listening with care, taking turns to speak with
multiple exchanges
Independently initiates and is able to take a leadership role
in collaborative conversations with peers and adults about
Advanced (4)
grade level topics and texts: listening with care, taking turns
to speak with multiple exchanges, and asking questions
Revised August 2012
Copyright 2008 Centerville Elementary School
Second Trimester: Benchmarks
Unable to participate in collaborative conversations with
peers and adults about grade level topics and texts: listening
Warning (1)
with care, taking turns to speak with multiple exchanges,
and asking questions
With prompting and support participates in collaborative
conversations with peers and adults about grade level topics
Needs Improvement (2)
and texts: listening with care, taking turns to speak with
multiple exchanges, and asking questions
Independently participates in collaborative conversations
with peers and adults about grade level topics and texts
Proficient (3)
including listening with care, taking turns to speak with
multiple exchanges, and asking questions
Independently initiates and is able to take a leadership role
in collaborative conversations with peers and adults about
Advanced (4)
grade level topics and texts: listening with care, taking turns
to speak with multiple exchanges, and asking questions
Third Trimester: Benchmarks
Unable to participate in collaborative conversations with
peers and adults about grade level topics and texts: listening
Warning (1)
with care, taking turns to speak with multiple exchanges,
and asking questions
With prompting and support participates in collaborative
conversations with peers and adults about grade level topics
Needs Improvement (2)
and texts: listening with care, taking turns to speak with
multiple exchanges, and asking questions
Independently participates in collaborative conversations
with peers and adults about grade level topics and texts
Proficient (3)
including listening with care, taking turns to speak with
multiple exchanges, and asking questions
Independently initiates and is able to take a leadership role
in collaborative conversations with peers and adults about
Advanced (4)
grade level topics and texts: listening with care, taking turns
to speak with multiple exchanges, and asking questions
22
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
SPEAKING AND LISTENING
Essential Standard: Asks and answers questions about information
presented orally
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
SL.2. Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
SL.3 Ask and answers questions about what a speaker says in order to gather
additional information or clarify something that is not understood
Third Trimester: Benchmarks
Warning (1)
Needs
Improvement (2)
Proficient (3)
First Trimester: Benchmarks
Warning (1)
Needs
Improvement (2)
Proficient (3)
Advanced (4)
Unable to understand text read aloud or information presented
orally
Advanced (4)
Unable to understand text read aloud or information presented
orally.
With prompting and support confirms understanding of a text read
aloud or information presented orally by asking and answering
questions about key details and requesting clarification when
needed. .
Independently confirms understanding of a text read aloud or
information presented orally by asking and answering questions
about key details and requesting clarification when needed.
Asks and answers complex questions about key details in a text
read aloud or information presented orally
With prompting and support confirms understanding of a text read
aloud or information presented orally by asking and answering
questions about key details and requesting clarification when
needed. .
Independently confirms understanding of a text read aloud or
information presented orally by asking and answering questions
about key details and requesting clarification when needed.
Asks and answers complex questions about key details in a text
read aloud or information presented orally
Second Trimester: Benchmarks
Warning (1)
Needs
Improvement (2)
Proficient (3)
Advanced (4)
Unable to understand text read aloud or information presented
orally.
With prompting to confirms understanding of a text read aloud or
information presented orally by asking and answering questions
about key details and requesting clarification when needed
Independently confirms understanding of a text read aloud or
information presented orally by asking and answering questions
about key details and requesting clarification when needed.
Asks and answers complex questions about key details in a text
read aloud or information presented orally
Revised August 2012
Copyright 2008 Centerville Elementary School
23
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
SPEAKING AND LISTENING
Essential Standard: Describes familiar people, places, things or events with
detail and appropriate visual displays
Third Trimester: Benchmarks
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
SL.4 Describe people, places, things, and events with relevant details,
expressing ideas and feelings clearly.
SL.5 Add drawings or other visual displays to descriptions when appropriate to
clarify ideas, thoughts, and feelings.
Needs
Improvement (2)
First Trimester: Benchmarks
Warning (1)
Needs
Improvement (2)
Proficient (3)
Advanced (4)
Unable to describe familiar people, places, things, and events.
Warning (1)
Proficient (3)
Advanced (4)
Unable to describe familiar people, places, things, and events.
With prompting and support describes familiar people, places,
things, and events and adds appropriate visual displays to their
description.
Independently describes familiar people, places, things, and events
and, with prompting and support, provides additional detail and
adds appropriate visual displays to their description.
Independently describes familiar people, places, things, and events
and provides elaborative detail. Adds elaborate visual displays to
their description
With prompting and support describes familiar people, places,
things, and events and adds appropriate visual displays to their
description.
Independently describes familiar people, places, things, and events
and, with prompting and support, provides additional detail and
adds appropriate visual displays to their description.
Independently describes familiar people, places, things, and events
and provides elaborative detail. Adds elaborate visual displays to
their description.
Second Trimester: Benchmarks
Warning (1)
Needs
Improvement (2)
Proficient (3)
Advanced (4)
Unable to describe familiar people, places, things, and events.
With prompting and support describes familiar people, places,
things, and events and adds appropriate visual displays to their
description.
Independently describes familiar people, places, things, and events
and, with prompting and support, provides additional detail and
adds appropriate visual displays to their description.
Independently describes familiar people, places, things, and events
and provides elaborative detail. Adds elaborate visual displays to
their description
Revised August 2012
Copyright 2008 Centerville Elementary School
24
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
SPEAKING AND LISTENING
Third Trimester: Benchmarks
Essential Standard: Speaks audibly and expresses ideas clearly
Warning (1)
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
SL.6. Produce complete sentences when appropriate to task and situation.
Needs
Improvement (2)
Proficient (3)
First Trimester: Benchmarks
Warning (1)
Needs
Improvement (2)
Proficient (3)
Advanced (4)
Unable to speak audibly or express ideas clearly and use complete
sentences when appropriate to the task and situation
Advanced (4)
Unable to speak audibly or express ideas clearly and use complete
sentences when appropriate to the task and situation
With prompting and support speaks audibly, expresses ideas clearly
using complete sentences when appropriate to the task and
situation
Independently speaks audibly and expresses ideas clearly, using
complete sentences when appropriate to the task and situation
Independently speaks using rich language in complex sentences.
With prompting and support speaks audibly, expresses ideas clearly
using complete sentences when appropriate to the task and
situation
Independently speaks audibly and expresses ideas clearly using
complete sentences when appropriate to the task and situation
Independently speaks using rich language in complex sentences
Second Trimester: Benchmarks
Warning (1)
Needs
Improvement (2)
Proficient (3)
Advanced (4)
Unable to speak audibly or express ideas clearly and use complete
sentences when appropriate to the task and situation
With prompting and support speaks audibly, expresses ideas clearly
using complete sentences when appropriate to the task and
situation
Independently speaks audibly and expresses ideas clearly using
complete sentences when appropriate to the task and situation
Independently speaks using rich language in complex sentences
Revised August 2012
Copyright 2008 Centerville Elementary School
25
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
Language and Vocabualry
Essential Standard: Demonstrates command of English grammar speaking
ESSENTIAL KNOWLEDGE OUTCOME:
Students use standard English grammar and conventions of language when speaking
and writing. Students acquire, understand, and use new and diverse vocabulary
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.L 1: Demonstrate command of the conventions of 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 sentences (e.g., He
hops; We hop).
d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they,
them, their; anyone, everything).
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I
walked home; Today I walk home; Tomorrow I will walk home).
f. Use frequently occurring adjectives.
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
h. Use determiners (e.g., articles, demonstratives).
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
j. Produce and expand complete simple and compound declarative, interrogative,
imperative, and exclamatory sentences in response to prompts.
Revised August 2012
Copyright 2008 Centerville Elementary School
First Trimester: Benchmarks
Unable to use singular and plural nouns with matching verbs in
Warning (1)
basic sentences when speaking
Needs
With prompting and support uses singular and plural nouns with
Improvement (2)
matching verbs in basic sentences when speaking
Independently speaks clearly using singular and plural nouns with
Proficient (3)
matching verbs in basic sentences
Advanced (4)
Consistently uses singular and plural nouns with matching verbs
in complex sentences when speaking
Second Trimester: Benchmarks
Unable to speak clearly using correct pronouns, conjunctions and
Warning (1)
adjectives in basic sentences in speaking
With prompting and support speaks clearly using correct
Needs
pronouns, conjunctions and adjectives in basic sentences when
Improvement (2)
speaking
Independently speaks clearly using correct pronouns,
Proficient (3)
conjunctions and adjectives in basic sentences
Consistently uses correct pronouns, conjunctions, and adjectives
Advanced (4)
in complex sentences when speaking
Third Trimester: Benchmarks
Unable to produce and expand complete simple and compound
declarative, interrogative, imperative, and exclamatory
Warning (1)
sentences. Unable to use frequently occurring prepositions and
determiners when speaking
With prompting and support can produce and expand complete
Needs
simple and compound declarative, interrogative, imperative, and
Improvement (2)
exclamatory sentences. Requires support to use frequently
occurring prepositions and determiners when speaking
Independently produces and expands complete simple and
compound declarative, interrogative, imperative, and exclamatory
Proficient (3)
sentences. Uses frequently occurring prepositions and
determiners when speaking
Consistently uses many varied kinds of sentences in complex
Advanced (4)
language when speaking
26
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
LANGUAGE AND VOCABULARY
Essential Standard: Demonstrates command of English grammar writing
ESSENTIAL KNOWLEDGE OUTCOME:
Students use standard English grammar and conventions of language when speaking
and writing. Students acquire, understand, and use new and diverse vocabulary
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.L 1: Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
a. Print all upper and lower case letters
b. Use common, proper, and possessive nouns.
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He
hops; We hop).
d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they,
them, their; anyone, everything).
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I
walked home; Today I walk home; Tomorrow I will walk home).
f. Use frequently occurring adjectives.
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
h.
Use determiners (e.g., articles, demonstratives).
i.
Use frequently occurring prepositions (e.g., during, beyond, toward).
j. Produce and expand complete simple and compound declarative, interrogative,
imperative, and exclamatory sentences in response to prompts.
Revised August 2012
Copyright 2008 Centerville Elementary School
First Trimester: Benchmarks
Unable to write using words and phrases with correct letter
Warning (1)
formation
With prompting and support writes using singular and plural
Needs
nouns with matching verbs in basic sentences and requires
Improvement (2)
assistance to print all upper and lower case letters correctly
Independently writes using singular and plural nouns with
Proficient (3)
matching verbs in basic sentences and prints all upper and lower
case letters correctly.
Advanced (4)
Independently writes using complete, complex sentences
Second Trimester: Benchmarks
Unable to write clearly using correct pronouns, conjunctions and
Warning (1)
adjectives in basic sentences
Needs
With prompting and support writes using correct pronouns,
Improvement (2)
conjunctions and adjectives in basic sentences
Independently writes using correct pronouns, conjunctions and
Proficient (3)
adjectives in basic sentences
Advanced (4)
Independently writes using complete, complex sentences
Third Trimester: Benchmarks
Unable to write simple and compound declarative, interrogative,
Warning (1)
imperative, and exclamatory sentences. Unable to use frequently
occurring prepositions and determiners
With prompting and support writes and expand simple and
Needs
compound declarative, interrogative, imperative, and exclamatory
Improvement (2)
sentences. Requires support to use frequently occurring
prepositions and determiners
Independently writes and expands simple and compound
declarative, interrogative, imperative, and exclamatory
Proficient (3)
sentences. Uses frequently occurring prepositions and
determiners
Advanced (4)
Independently writes various types of complex sentences
27
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
LANGUAGE AND VOCABULARY
Essential Standard: Demonstrates conventions of standard English (eg.
spelling, punctuation, and capitalization) when writing
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.L2: 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.
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
First Trimester: Benchmarks
Unable to include end punctuation for sentences and capitals for
Warning (1)
names and dates when writing and spell words phonetically
With prompting and support includes end punctuation for
Needs
sentences and capitals for names and dates when writing and
Improvement (2)
spells words phonetically.
Independently includes end punctuation for sentences and
capitals for beginning of sentences, names and dates when
Proficient (3)
writing and spells words phonetically
Independently uses conventional spelling, capitals, and ending
Advanced (4)
punctuation when writing complex sentences
Revised August 2012
Copyright 2008 Centerville Elementary School
Second Trimester: Benchmarks
Unable to use conventional spelling for words with common
spelling patterns and for frequently occurring irregular words and
Warning (1)
to write including end punctuation for sentences and capitals for
names and dates
With prompting and support uses conventional spelling for words
Needs
with common spelling patterns and for frequently occurring
Improvement (2)
irregular words; and the use of end punctuation for sentences
and capitals for names and dates
Independently uses conventional spelling for words with common
spelling patterns and for frequently occurring irregular words; and
Proficient (3)
the use of end punctuation for sentences and capitals for names
and dates
Independently spells frequently used irregular words and uses
Advanced (4)
correct punctuation consistently including those not specifically
taught but seen in grade level work
Third Trimester: Benchmarks
Unable to use conventional spelling of words with common
spelling patterns for frequently occurring irregular words. Unable
Warning (1)
to capitalizes proper nouns and uses commas appropriately in
dates and when writing nouns in a series
With prompting and support uses conventional spelling of words
Needs
with common spelling patterns for frequently occurring irregular
Improvement (2)
words; and to capitalizes proper nouns, and use of commas
appropriately in dates and when writing nouns in a series
Proficient (3)
Independently uses conventional spelling of words with common
spelling patterns for frequently occurring irregular words and
capitalizes proper nouns, and uses commas appropriately in dates
and when writing nouns in a series
Advanced (4)
Independently spells frequently used irregular words in all written
work
28
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
LANGUAGE AND VOCABULARY
Essential Standard: Uses strategies to determine the meaning of unknown
or multiple meaning words and phrases
ESSENTIAL KNOWLEDGE OUTCOME:
Students use standard English grammar and conventions of language when speaking
and writing. Students acquire, understand, and use new and diverse vocabulary
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.L.4Determine 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 frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms
(e.g., looks, looked, looking).
Third Trimester: Benchmarks
Unable to use context clues to determine the meaning of a word.
Warning (1)
Unable to identify frequently used root words and their
inflectional endings
With prompting and support uses context clues to determine the
Needs
meaning of a word and to identify frequently used root words and
Improvement (2)
their inflectional endings
Independently uses context clues to determine the meaning of a
Proficient (3)
word and identifies frequently used root words and their
inflectional endings
Advanced (4)
Independently understands complex words with affixes and
applies prior knowledge and context to determine word meaning
First Trimester: Benchmarks
Warning (1)
Unable to use sentence context clues to uncover meaning
Needs
Improvement (2)
With prompting and support uses sentence context clues to
uncover meaning
Independently uses sentence context clues to uncover meaning
of unknown words
In addition to context clues, understands the relationship of
affixes and base words
Proficient (3)
Advanced (4)
Second Trimester: Benchmarks
Unable to use frequently occurring affixes to determine the
Warning (1)
meaning of words. Unable to use context clues to determine the
meaning of a word
With prompting and support uses frequently occurring affixes to
Needs
determine the meaning of words and to use context clues to
Improvement (2)
determine the meaning of a word
Independently uses frequently occurring affixes to determine the
Proficient (3)
meaning of words and uses context clues to determine the
meaning of a word
Advanced (4)
Explains how affixes are related to the meaning of the root word.
Applies knowledge to untaught words
Revised August 2012
Copyright 2008 Centerville Elementary School
29
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
LANGUAGE AND VOCABULARY
Essential Standard: Demonstrates understanding of word relationships and
meanings
ESSENTIAL KNOWLEDGE OUTCOME:
Students use standard English grammar and conventions of language when speaking
and writing. Students acquire, understand, and use new and diverse vocabulary
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.L 5: With guidance and support from adults, demonstrate understanding of word
relationships and nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts
the categories represent.
b. Define words by category and by one or more key attributes (e.g., a duck is a bird
that swims; a tiger is a large cat with stripes).
c, Identify real-life connections between words and their use (e.g., note places at
home that are cozy).
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek,
glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by
defining or choosing them or by acting out the meanings.
1.L6: 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 (e.g., because).
Second Trimester: Benchmarks
Warning (1)
Unable to define words by attributes
Needs
Improvement (2)
With prompting and support defines words by attributes
Proficient (3)
Advanced (4)
Independently defines words by attributes and elaborates with
details
Independently distinguishes shades of meaning among verbs and
adjectives
Third Trimester: Benchmarks
Unable to use vocabulary in real life connections and
Warning (1)
distinguish shades of meaning among verbs and adjectives
With prompting and support uses vocabulary in real life
Needs
connections to distinguish shades of meaning among verbs and
Improvement (2)
adjectives
Independently uses vocabulary in real life connections and
Proficient (3)
distinguishes shades of meaning among verbs, adjectives and
elaborates with details.
Advanced (4)
Independently uses conjunctions to explain and expand thoughts
to support ideas.
First Trimester: Benchmarks
Warning (1)
Unable to sort words into categories
Needs
Improvement (2)
With prompting and support sorts words into categories
Proficient (3)
Advanced (4)
Independently sorts words into categories and defines words by
attributes
Independently identifies real-life connections between words and
their use
Revised August 2012
Copyright 2008 Centerville Elementary School
30
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
Revised August 2012
Copyright 2008 Centerville Elementary School
31
Grade 1 Scoring Rubric/Curriculum Guide
English Language Arts – First Grade
Revised August 2012
Copyright 2008 Centerville Elementary School
32
Grade 1 Scoring Rubric/Curriculum Guide
Mathematics – First Grade
OPERATIONS AND ALGEBRIC THINKING
Essential Standard: Solves addition word problems up to twenty
ESSENTIAL KNOWLEDGE OUTCOME:
Students understand addition and subtraction through modeling and manipulation of
objects and apply these skills to solve problems.
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.OA. Represent and solve problems involving addition and subtraction.
1. Use addition and subtraction within 20 to solve word problems
involving situations of adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all positions, e.g., by using
objects drawings, and equations with a symbol for the unknown
number to represent the problem.
2. Solve word problems that call for addition of three whole numbers
whose sum is less than or equal to 20, e.g., by using objects,
drawings, and equations with a symbol for the unknown number to
represent the problem.
First Trimester: Benchmarks
Warning (1)
Needs Improvement
(2)
Proficient (3)
Advanced (4)
Revised August 2012
Unable to use addition to 10 to solve word problems
involving situations of adding to, putting together; using
manipulatives, drawings, and simple equations with a
symbol for the unknown
With prompting and support uses addition to 10 to solve
word problems involving situations of adding to, putting
together; using manipulatives, drawings, and simple
equations with a symbol for the unknown
Independently uses addition to 10 to solve word problems
involving situations of adding to, putting together; using
manipulatives, drawings, and simple equations with a
symbol for the unknown
Applies knowledge of addition to solve and explain complex
word problems and equations
Copyright 2008 Centerville Elementary School
Second Trimester: Benchmarks
Warning (1)
Needs Improvement
(2)
Proficient (3)
Advanced (4)
Unable to use addition to 20 to solve word problems
involving situations of adding to; putting together,
using manipulatives, drawings, and simple equations
with a symbol for the unknown
With prompting and support uses addition to 20 to
solve word problems involving situations of adding to,
putting together; using manipulatives, drawings, and
simple equations with a symbol for the unknown
Independently uses addition to 20 to solve word
problems involving situations of adding to, putting
together; using manipulatives, drawings, and simple
equations with a symbol for the unknown
Applies knowledge of addition to solve and explain
complex word problems and equations.
Third Trimester: Benchmarks
Unable to solve word problems that call for addition of
three whole numbers by using objects, drawings, and
Warning (1)
equations with a symbol for the unknown number to
represent the problem.
With prompting and support, solves word problems
that call for addition of three whole numbers by using
Needs Improvement (2)
objects, drawings, and equations with a symbol for
the unknown number to represent the problem.
Independently solves word problems that call for
addition of three whole numbers whose sum is less
Proficient (3)
than or equal to 20, by using objects, drawings, and
equations with a symbol for the unknown number to
represent the problem.
Applies knowledge of addition to solve and explain
Advanced (4)
complex word problems and equations involving three
whole numbers.
33
Grade 1 Scoring Rubric/Curriculum Guide
Mathematics – First Grade
OPERATIONS AND ALGEBRIC THINKING
Essential Standard: Solves subtraction word problems up to twenty
ESSENTIAL KNOWLEDGE OUTCOME:
Students understand addition and subtraction through modeling and manipulation of
objectis and apply these skills to solve problems.
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.OA. Represent and solve problems involving addition and subtraction.
1. Use addition and subtraction within 20 to solve word problems
involving situations of adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all positions, e.g., by using
objects, drawings, and equations with a symbol for the unknown
number to represent the problem.
First Trimester: Benchmarks
Warning (1)
Needs Improvement
(2)
Proficient (3)
Advanced (4)
Unable to use subtraction up to 10 to solve word problems
involving situations of taking from, taking apart; using
manipulatives, drawings, and simple equations with a
symbol for the unknown
With prompting and support uses subtraction up to 10 to
solve word problems involving situations of taking from,
taking apart; using manipulatives, drawings, and simple
equations with a symbol for the unknown
Independently uses subtraction up to 10 to solve word
problems involving situations of taking from, taking apart;
using manipulatives, drawings, and simple equations with a
symbol for the unknown in all positions
Applies knowledge of subtraction to solve and explain
complex word problems and equations
Second Trimester: Benchmarks
Warning (1)
Needs Improvement
(2)
Proficient (3)
Advanced (4)
Copyright 2008 Centerville Elementary School
Applies knowledge of subtraction to solve and explain
complex word problems and equations
Third Trimester: Benchmarks
Warning (1)
Needs Improvement (2)
Proficient (3)
Advanced (4)
Revised August 2012
Unable to use subtraction up to 20 to solve word problems
involving situations of taking from, taking apart; using
manipulatives, drawings, and simple equations with a
symbol for the unknown
With prompting and support uses subtraction up to 20 to
solve word problems involving situations of taking from,
taking apart; using manipulatives, drawings, and simple
equations with a symbol for the unknown
Independently uses subtraction up to 20 to solve word
problems involving situations of taking from, taking apart;
using manipulatives, drawings, and simple equations with a
symbol for the unknown in all positions
Unable to use subtraction up to 20 to solve word
problems involving situations of taking from, taking
apart, and comparing; using manipulatives,
drawings, and simple equations with a symbol for the
unknown
With teacher prompting and support uses subtraction
up to 20 to solve word problems involving situations
of taking from, taking apart, and comparing; using
manipulatives, drawings, and simple equations with a
symbol for the unknown
Independently uses subtraction up to 20 to solve
word problems involving situations of taking from,
taking apart, and comparing; using manipulatives,
drawings, and simple equations with a symbol for the
unknown
Applies knowledge of subtraction to solve and explain
complex word problems and equations.
34
Grade 1 Scoring Rubric/Curriculum Guide
Mathematics – First Grade
Third Trimester: Benchmarks
Math
Essential Standard: Applies properties of operations as strategies to add
Warning (1)
and subtract
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.OA Understand and apply properties of operations and the relationship between
addition and subtraction.
3. Apply properties of operations as strategies to add and subtract.
4. Understand subtraction as an unknown-addend problem.
First Trimester: Benchmarks
Unable to solve addition problems within 10 by applying
Warning (1)
commutative property of addition. (2+6=6+2=8commutative)
Needs
With prompting and support solves addition problems
Improvement
within 10 by applying commutative property of addition.
(2)
(2+6=6+2=8-commutative)
Proficient (3)
Advanced (4)
Needs
Improvement (2)
Proficient (3)
Advanced (4)
Unable to apply commutative and associative properties of
addition to solve problems to 20, to understand subtraction
as an unknown addend; (related facts, fact families)
With prompting and support applies commutative and
associative properties of addition to solve problems to 20;
understands subtraction as an unknown addend (related
facts, fact families)
Independently applies commutative and associative
properties of addition to solve problems to 20, understands
subtraction as an unknown addend (related facts, fact
families)
Consistently demonstrates and applies commutative and
associative properties of addition to solve complex
problems, consistently demonstrates an understanding of
subtraction as an unknown addend in complex problems.
Independently solves addition problems within 10 by
applying commutative property of addition. (2+6=6+2=8commutative)
Consistently applies knowledge of commutative property to
solve and explain complex problems.
Second Trimester: Benchmarks
Warning (1)
Needs
Improvement (2)
Unable to apply commutative and associative properties of
addition to solve problems to 20 (2+6=6+2=8commutative) (2+6+4=2+10=12-associative)
With prompting and support applies commutative and
associative properties of addition to solve problems to 20
(2+6=6+2=8-commutative) (2+6+4=2+10=12associative)
Proficient (3)
Applies commutative and associative properties of addition
to solve problems to 20. (2+6=6+2=8-commutative)
(2+6+4=2+10=12- associative)
Advanced (4)
Consistently applies knowledge of commutative and
associative properties to solve and explain complex
problems.
Revised August 2012
Copyright 2008 Centerville Elementary School
35
Grade 1 Scoring Rubric/Curriculum Guide
Mathematics – First Grade
Third Trimester: Benchmarks
Math
Warning (1)
Essential Standard: Adds fluently to 10
Needs Improvement (2)
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
Proficient (3)
1.OA 5. Relate counting to addition and subtraction
Advanced (4)
Unable to fluently solve addition facts to 10
With prompting and support fluently solves addition facts to
10
Independently solves addition facts to 10
fluently
Fluently solves addition facts and explains strategy used.
1.OA.6. Add and subtract to 20 demonstrating fluency for addition and subtraction
within 10. Use mental strategies such as counting on, making ten (e.g.,
8+6=8+2+4=10+4=14, decomposing a number leading to a ten (e.g., 13-4=133-1=10-1=9, using the relationship between addition and subtraction (e.g.,
knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or
known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 = 12+1
=13
First Trimester: Benchmarks
Warning (1)
Needs Improvement (2)
Unable to fluently solve addition facts to 5
With prompting and support fluently solves addition facts to
5
Proficient (3)
Independently solves addition facts to 5 fluently
Advanced (4)
Fluently solves addition facts and explains strategy used.
Second Trimester: Benchmarks
Warning (1)
Needs Improvement (2)
Unable to fluently solve addition facts to 10
With prompting and support fluently solves addition facts
to 10
Proficient (3)
Independently solves addition facts to 10 fluently
Advanced (4)
Fluently solves addition facts and explains strategy used.
Revised August 2012
Copyright 2008 Centerville Elementary School
36
Grade 1 Scoring Rubric/Curriculum Guide
Mathematics – First Grade
Math
Third Trimester: Benchmarks
Essential Standard: Subtracts fluently from 10
Warning (1)
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
Needs Improvement (2)
Unable to fluently solve subtraction facts from 10
With prompting and support fluently solves subtraction facts
from 10
Proficient (3)
Independently solves subtraction facts to from 10 fluently
Advanced (4)
Fluently solves subtraction facts and explains strategy used.
1.OA Add and subtract within 20
5. Relate counting to addition and subtraction
6. Add and subtract to 20 demonstrating fluency for addition and subtraction within 10.
Use mental strategies such as counting on, making ten (e.g.,
8+6=8+2+4=10+4=14, decomposing a number leading to a ten (e.g., 13-4=133-1=10-1=9, using the relationship between addition and subtraction (e.g.,
knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or
known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 = 12+1
=13
First Trimester: Benchmarks
Warning (1)
Needs Improvement (2)
Unable to fluently solve subtraction facts from 5
With prompting and support fluently solves subtraction facts
from 5
Proficient (3)
Independently solves subtraction facts to from 5 fluently
Advanced (4)
Fluently solves subtraction facts and explains strategy used.
Second Trimester: Benchmarks
Warning (1)
Needs Improvement (2)
Unable to fluently solve subtraction facts from 10
With prompting and support fluently solves subtraction facts
from 10
Proficient (3)
Independently solves subtraction facts to from 10 fluently
Advanced (4)
Fluently solves subtraction facts and explains strategy used.
Revised August 2012
Copyright 2008 Centerville Elementary School
37
Grade 1 Scoring Rubric/Curriculum Guide
Mathematics – First Grade
Math
Third Trimester: Benchmarks
Essential Standard: Adds within 20
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.OA Add and subtract within 20
5. Relate counting to addition and subtraction
6. Add and subtract to 20 demonstrating fluency for addition and subtraction within 10.
Warning (1)
Needs Improvement (2)
Proficient (3)
Advanced (4)
Unable to creates equivalent but easier or known sums to
solve addition facts within 20
With prompting and support creates equivalent but easier or
known sums to solve addition facts within 20
Independently creates equivalent but easier or known sums
to solve addition facts within 20
Independently creates equivalent but easier or known sums
to solve addition facts within 20 and explain strategy
Use mental strategies such as counting on, making ten (e.g.,
8+6=8+2+4=10+4=14, decomposing a number leading to a ten (e.g., 13-4=133-1=10-1=9, using the relationship between addition and subtraction (e.g.,
knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or
known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 = 12+1
=13
First Trimester: Benchmarks
Unable to use counting on strategy, to solve addition
problems within 20
Warning (1)
With prompting and support uses counting on strategy, to
solve addition problems within 20
Independently uses counting on strategy, to solve addition
problems within 20
Needs Improvement (2)
Proficient (3)
Solves addition problems within 20 and explains strategy
used
Advanced (4)
Second Trimester: Benchmarks
Warning (1)
Needs Improvement (2)
Proficient (3)
Advanced (4)
Unable to use making a ten strategy to solve addition
problems within 20
With prompting and support uses making a ten strategy to
solve addition problems within 20
Independently uses making a ten strategy to solve addition
problems within 20
Uses and explains making a ten strategy to solve addition
problems within 20
Revised August 2012
Copyright 2008 Centerville Elementary School
38
Grade 1 Scoring Rubric/Curriculum Guide
Mathematics – First Grade
Math
Third Trimester: Benchmarks
Essential Standard: Subtracts within 20
Warning (1)
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1OA Add and subtract within 20
5. Relate counting to addition and subtraction
Needs Improvement (2)
Proficient (3)
6. Add and subtract to 20 demonstrating fluency for addition and subtraction
within 10. Use mental strategies such as counting on, making ten (e.g.,
8+6=8+2+4=10+4=14, decomposing a number leading to a ten (e.g., 13-4=133-1=10-1=9, using the relationship between addition and subtraction (e.g.,
knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or
known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 = 12+1
=13
Advanced (4)
Unable to understand the relationship between
addition and subtraction to subtract within 20
(related facts and fact families)
With prompting and support understands the
relationship between addition and subtraction to
subtract within 20 (related facts and fact families)
Independently understands the relationship between
addition and subtraction to subtract within 20
(related facts and fact families)
Understands the relationship between addition and
subtraction and explains the strategy.
First Trimester: Benchmarks
Warning (1)
Needs Improvement (2)
Proficient (3)
Advanced (4)
Unable to count back to solve subtraction problems
within 20
With prompting and support counts back to solve
subtraction problems within 20
Independently counts back to solve subtraction
problems within 20
Solves subtraction problems within 20 and explains
the strategy used
Second Trimester: Benchmarks
Warning (1)
Needs Improvement (2)
Proficient (3)
Advanced (4)
Unable to decompose a number leading to a ten to
solve subtraction problems within 20.
With prompting and support decomposes a number
leading to a ten to solve subtraction problems within
20.
Independently decomposes a number leading to a ten
to solve subtraction problems within 20.
Decomposes a number leading to a ten to solve
subtraction problems within 20 and explains strategy.
Revised August 2012
Copyright 2008 Centerville Elementary School
39
Grade 1 Scoring Rubric/Curriculum Guide
Mathematics – First Grade
Third Trimester: Benchmarks
Math
Essential Standard: Works with addition and subtraction equations
Warning (1)
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
Needs Improvement (2)
1.OA Works with addition and subtraction equations
Proficient (3)
7. Understand the meaning of the equal sign, and determine if equations
involving addition and subtraction are true or false. For example, which of the
following equations are true and which are false? 6=6, 7=8-1, 5+2=2+5,
4+1=5+2
Unable to write and solve number sentences from problem
situations that express relationships involving addition and
subtraction within 20
With prompting and support writes and solve number
sentences from problem situations that express relationships
involving addition and subtraction within 20
Independently writes and solve number sentences from
problem situations that express relationships involving
addition and subtraction within 20
Advanced (4)
8. Determine the unknown whole number in an addition or subtraction equation
relating 3 whole numbers. For example determine the unknown number that
makes the equation true in each of the equations 8+?=11, 5=?-3, 6+6=?
MA.9 Write and solve number sentences from problem situations that express
relationships involving addition and subtraction within 20
First Trimester: Benchmarks
Warning (1)
Needs Improvement (2)
Proficient (3)
Advanced (4)
Unable to demonstrate understanding of the equal sign
With prompting and support demonstrates understanding of
the equal sign
Independently demonstrates understanding of the equal
sign
Demonstrates understanding of the equal sign in complex
equations.
Second Trimester: Benchmarks
Warning (1)
Needs Improvement (2)
Proficient (3)
Advanced (4)
Revised August 2012
Unable to solve an equation for a missing addend or sum
With prompting and support solves an equation for the
unknown minuend, subtrahend, or difference
Independently solves an equation for the unknown minuend
subtrahend, or difference
Solves an equation for the unknown minuend, subtrahend,
or difference and explains strategies
Copyright 2008 Centerville Elementary School
40
Grade 1 Scoring Rubric/Curriculum Guide
Mathematics – First Grade
Third Trimester: Benchmarks
Math
Essential Standard: Counts, reads and writes numbers to 120 starting
at any number
Not assessed during this trimester
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.NBT.1. Counts to 120, starting at any number less than 120. Read and write numerals
and represent a number of objects with a written numeral.
First Trimester: Benchmarks
Unable to: count to 100, starting at any number less
Warning (1)
than 100, read and write numerals and represent a
number of objects with a written numeral.
With prompting and support: counts to 100, starting at
Needs Improvement
any number less than 100, reads and writes numerals
(2)
and represent a number of objects with a written
numeral.
Independently counts to 100, starting at any number
Proficient (3)
less than 100. Reads and writes numerals and
represents a number of objects with a written numeral.
Independently counts to 120, starting at any number
Advanced (4)
less than 120. Reads and writes numerals and
represents a number of objects with a written numeral.
Second Trimester: Benchmarks
Unable to: count to 120, starting at any number less
Warning (1)
than 120, read and write numerals and represent a
number of objects with a written numeral.
With prompting and support: counts to 120, starting
at any number less than 120, reads and writes
Needs Improvement (2)
numerals and represents a number of objects with a
written numeral.
Independently counts to 120, starting at any number
less than 120. Reads and writes numerals and
Proficient (3)
represents a number of objects with a written
numeral.
Independently counts to more than 120, starting at
Advanced (4)
any number; reads and writes numerals and
represent a number of objects with a written numeral.
Revised August 2012
Copyright 2008 Centerville Elementary School
41
Grade 1 Scoring Rubric/Curriculum Guide
Mathematics – First Grade
Math
Third Trimester: Benchmarks
Essential Standard: Understands place value
Not assessed during this trimester
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.NBT.2. Understands that the two digits of a two-digit number represent amounts of
tens and ones. Understands the following as special sitiations:
a. 10 can be thought of as a bundle of ten ones—called a “ten.”
b. The numbers from 11-19 are composed of a ten and one, two, three, up to nine
ones.
c. The numbers 10,20,30-90 refer to one, two ,three—nine tens.(and 0 ones)
First Trimester: Benchmarks
Unable to understand that the two digits (of a two-digit number)
Warning (1)
represent amounts of tens and ones.
With prompting and support understands that the two digits (of a
Needs
two-digit number) represent amounts of tens and ones.
Improvement (2)
Proficient (3)
Independently understands that the two digits (of a two-digit
number) represent amounts of tens and ones.
Advanced (4)
Independently applies place value knowledge in situations
involving more than two digit numbers
Second Trimester: Benchmarks
Unable to understand that the two digits (of a two-digit number)
Warning (1)
represent amounts of tens and ones.
Needs
Improvement (2)
With prompting and support understands that the two digits (of a
two-digit) number represent amounts of tens and ones.
Proficient (3)
Independently understands that the two digits (of a two-digit
number) represent amounts of tens and ones.
Advanced (4)
Independently applies place value knowledge in situations
involving more than two digit numbers
Revised August 2012
Copyright 2008 Centerville Elementary School
42
Grade 1 Scoring Rubric/Curriculum Guide
Mathematics – First Grade
Math
Compares two two-digit numbers
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1. NBT.3. Compares two two-digit numbers of the tens and ones digits, recording the
results of comparisons with the symbols <, =, and >.
First Trimester: Benchmarks
Not assessed during this trimester
Second Trimester: Benchmarks
Not assessed during this trimester
Third Trimester: Benchmarks
Unable to compare two two-digit numbers of the tens and
ones digits, recording the results of comparisons with the
Warning (1)
symbols <, =, and >.
Needs Improvement (2)
Proficient (3)
Advanced (4)
With prompting and support compares two two-digit
numbers of the tens and ones digits, recording the results
of comparisons with the symbols <, =, and >.
Independently compares two two-digit numbers of the tens
and ones digits, recording the results of comparisons with
the symbols <, =, and >.
Independently compares more than two two-digit numbers
of the tens and ones digits, recording the results of
comparisons with the symbols <, =, and >.
Revised August 2012
Copyright 2008 Centerville Elementary School
43
Grade 1 Scoring Rubric/Curriculum Guide
Mathematics – First Grade
Math
Third Trimester: Benchmarks
Essential Standard: Adds a one digit number to a two digit number up to 100
with an understanding of place value
Warning (1)
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1. NBT. 4. Adds within 100, including adding a two-digit number and a one-digit
number, and adding a two-digit number and a multiple of 10, using concrete models or
drawings and strategies based on place value, properties of operations, and /or the
relationships between addition and subtraction; relate the strategy to a written method
and explain the reasoning used. Understands that in adding two-digit numbers, one
adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
Needs
Improvement (2)
Unable to add a one digit number to a two digit number up to 100 with
an understanding of place value with regrouping.
Unable to add a one digit number to a two digit number up to
100 with an understanding of place value with regrouping
Proficient (3)
Independently adds a one digit number to a two digit number up
to 100 with an understanding of place value with regrouping.
Advanced (4)
Independently adds a two digit number to a two digit number up
to 100 with an understanding of place value with regrouping.
First Trimester: Benchmarks
Not assessed during this trimester
Second Trimester: Benchmarks
Unable to add a one digit number to a two digit number up to 100
Warning (1)
with an understanding of place value with no regrouping.
With prompting and support, adds a one digit number to a two
Needs
digit number up to 100 with an understanding of place value with
Improvement (2)
no regrouping.
Proficient (3)
Independently adds a one digit number to a two digit number up
to 100 with an understanding of place value with no regrouping.
Advanced (4)
Independently adds a one digit number to a two digit number up
to 100 with an understanding of place value with some
regrouping.
Revised August 2012
Copyright 2008 Centerville Elementary School
44
Grade 1 Scoring Rubric/Curriculum Guide
Mathematics – First Grade
Math
Math
Essential Standard: Mentally finds 10 more or 10 less than a number
Essential Standard: Subtracts multiples of 10 up to 90
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1 NBT.5. Given a two digit number, mentally finds 10 more or 10 less than the number
without having to count; explain the reasoning used.
First Trimester: Benchmarks
First Trimester: Benchmarks
Not assessed during this trimester
Second Trimester: Benchmarks
Third Trimester: Benchmarks
Unable to mentally find 10 more and 10 less than a number.
Warning (1)
Proficient (3)
Advanced (4)
Not assessed during this trimester
Second Trimester: Benchmarks
Not assessed during this trimester
Needs
Improvement (2)
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.NBT.6,Subtracts multiples of 10 in the range 10-90 from multiples of 10 in the range
10-90 (positive or zero differences), uses concrete models or drawings and strategies
based on place value, properties of operations and/or the relationship between addition
and subtraction, relate the strategy to a written method and explain the reasoning used.
With prompting and support mentally finds 10 more and 10
less than a number.
Independently finds 10 more and 10 less than a number
(mentally), and explains the reasoning used.
Not assessed during this trimester
Third Trimester: Benchmarks
Warning (1)
Unable to subtract multiples of 10 up to 90
Needs Improvement (2)
With prompting and support subtracts multiples of 10
up to 90
Proficient (3)
Independently subtracts multiples of 10 up to 90
Advanced (4)
Independently subtracts multiples of 10 beyond 90
Independently finds multiples of 10 more and less than a
number (mentally) and explains the reasoning used.
Revised August 2012
Copyright 2008 Centerville Elementary School
45
Grade 1 Scoring Rubric/Curriculum Guide
Mathematics – First Grade
MEASUREMENT AND DATA
ESSENTIAL KNOWLEDGE OUTCOME: Students understand how to collect, represent,
analyze, and interpret data gathered using a variety of tools.
Math
Essential Standard: Tell and write time.
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1. MD. 3. Tell and write time in hours and half-hours using analog and digital clocks.
Math
Essential Standard: Measure by comparison and same size length units.
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.MD 1. Order three objects by length; compare the lengths of two objects indirectly by
using a third object.
1. MD. 2. Express the length of an object as a whole number of length units, by laying
multiple copies of a shorter object (the length unit) end to end; understand that the
length unit measurement of an object is the number of same size length units that span
it with no gaps or overlaps. Limit to contexts where the object being measured is
spanned by a whole number of length units with no gaps or overlaps.
First Trimester: Benchmarks
Not assessed during this trimester
First Trimester: Benchmarks
Unable to tell and write time in hours using analog and
Warning (1)
digital clocks.
Needs Improvement (2)
Proficient (3)
Advanced (4)
Second Trimester: Benchmarks
Unable to tell and write time in hours and half hours using
Warning (1)
analog and digital clocks
Needs Improvement
(2)
Second Trimester: Benchmarks
Unable to order three objects by length and express the length of an
Warning (1)
object as a whole number of length units
Needs
Improvement (2)
With prompting and support orders three objects by length and
expresses the length of an object as a whole number of length units
Proficient (3)
Independently orders three objects by length; expresses the length
of an object as a whole number of length units
Advanced (4)
Applies understanding of various units of measurement in more
complex contexts.
With prompting and support tells and writes time in hours
using analog and digital clocks.
Independently tells and writes time in hours using analog
and digital clocks.
Demonstrates knowledge of the time concepts at a complex
level through problem solving and well developed
explanations.
Proficient (3)
Advanced (4)
With prompting and support tells and writes time in hours and
half hours using analog and digital clocks.
Independently tells and writes time in hours and half-hours
using analog and digital clocks.
Demonstrates knowledge of the time concepts at a complex
level through problem solving and well developed explanations.
Third Trimester: Benchmarks
Not assessed during this trimester
Third Trimester: Benchmarks
Not assessed during this trimester
Revised August 2012
Copyright 2008 Centerville Elementary School
46
Grade 1 Scoring Rubric/Curriculum Guide
Mathematics – First Grade
Math
Essential Standard: Interpret data on a graph
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.MD Represent and interpret data.
4. Organize, represent, and interpret data with up to three categories; ask and answer
questions about the total number of data points, how many in each category, and how
many more or less are in one category than in another
First Trimester:
Not assessed during this trimester
Third Trimester: Benchmarks
Unable to: interpret data with up to three categories, ask and
answer questions about the total number of data points, how
Warning (1)
many in each category, and how many more or less are in one
category than in another
With prompting and support: interprets data with up to three
Needs
categories; ask and answer questions about the total number of
Improvement (2)
data points, how many in each category, and how many more or
less are in one category than in another
Independently interprets data with up to three categories; asks
Proficient (3)
and answers questions about the total number of data points,
how many in each category, and how many more or less are in
one category than in another
Advanced (4)
Applies knowledge to interpret complex data
Second Trimester: Benchmarks
Unable to interpret data with up to three categories and ask and
Warning (1)
answers questions about how many in each category.
With prompting and support: interprets data with up to three
Needs
categories, asks and answers questions about how many in each
Improvement (2)
category.
Proficient (3)
Independently interprets data with up to three categories; asks
and answers questions about how many in each category.
Advanced (4)
Applies knowledge to interpret complex data.
Revised August 2012
Copyright 2008 Centerville Elementary School
47
Grade 1 Scoring Rubric/Curriculum Guide
Mathematics – First Grade
Math
Essential Standard: Identifies and tells the value of all U.S. coins
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.MA.5. Identify the values of all U.S. coins and know their comparative values (e.g. a
dime is of greater value than a nickel). Find equivalent values (e.g., a nickel is
equivalent to 5 pennies). Use appropriate notation (e.g.69¢). Use the values of coins in
the solutions of problems
First Trimester: Benchmarks
Unable to identify the value of a penny, nickel. Does not use
appropriate notation or use the values of coins in the
Warning (1)
solutions of problems.
Third Trimester: Benchmarks
Unable to identify the value of a penny, nickel, dime, quarter,
half dollar. Does not use appropriate notation or use the
Warning (1)
values of coins in the solutions of problems.
Needs Improvement (2)
Proficient (3)
Advanced (4)
With prompting and support identifies the value of a penny,
nickel, dime, quarter, and half dollar and uses appropriate
notation and uses the values of coins in the solutions of
problems.
Independently identifies the value of a penny, nickel, dime,
quarter, and half dollar. Uses appropriate notation. Uses the
values of coins in the solutions of problems.
Applies knowledge of coins in complex contexts.
With prompting and support identifies the value of a penny,
nickel and uses appropriate notation and uses the values of
coins in the solutions of problems.
Needs Improvement (2)
Independently identifies the value of a penny, nickel Uses
appropriate notation. Uses the values of coins in the
solutions of problems.
Proficient (3)
Advanced (4)
Applies knowledge of coins in complex contexts.
Second Trimester: Benchmarks
Unable to identify the value of a penny, nickel, dime. Does not
use appropriate notation or use the values of coins in the
Warning (1)
solutions of problems.
Needs Improvement (2)
Proficient (3)
Advanced (4)
With prompting and support identifies the value of a penny,
nickel, and dime and uses appropriate notation and uses the
values of coins in the solutions of problems.
Independently identifies the value of a penny, nickel, and
dime and uses appropriate notation and uses the values of
coins in the solutions of problems.
Applies knowledge of coins in complex contexts.
Revised August 2012
Copyright 2008 Centerville Elementary School
48
Grade 1 Scoring Rubric/Curriculum Guide
Mathematics – First Grade
GEOMETRY
ESSENTIAL KNOWLEDGE OUTCOME: Students understand, explain and apply the
properties and relationships among and between geometric figures to appreciate the
importance of geometry in our world.
Math
Math
Essential Standard: Describe attributes of shapes
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.G.2. Compose two or three- dimensional shapes to create a composite shape and
compose new shapes from the composite shape.
*students do not need to learn the formal names such as right rectangular prism
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.G. 1 . Distinguish between defining attributes (e.g. triangles are closed and threesided) versus non defining attributes (e.g. color, orientation, overall size); build and
draw shapes that possess defining attributes.
First Trimester: Benchmarks
First Trimester: Benchmarks
Unable to distinguish between defining attributes versus non
Warning (1)
defining attributes; build and draw shapes that possess defining
attributes.
With prompting and support distinguishes between defining
Needs
attributes versus non defining attributes, builds and draws
Improvement (2)
shapes that possess defining attributes.
Proficient (3)
Advanced (4)
Independently distinguishes between defining attributes versus
non defining attributes; builds and draws shapes that possess
defining attributes.
Essential Standard: Compose two and three dimensional shapes
Not assessed during this trimester
Second Trimester: Benchmarks
Unable to compose two dimensional shapes to create a
Warning (1)
composite shape and compose new shapes from the composite
shape
With prompting and support composes two dimensional shapes
Needs
to create a composite shape and compose new shapes from the
Improvement (2)
composite shape
Proficient (3)
Evaluate and compare shapes by attributes and explain.
Advanced (4)
Second Trimester: Benchmarks
Independently composes two dimensional shapes to create a
composite shape and compose new shapes from the composite
shape.
Compare, contrast and explain the new shapes composed
Third Trimester: Benchmarks
Third Trimester: Benchmarks
Unable to compose three dimensional shapes to create a
Warning (1)
composite shape and compose new shapes from the composite
shape
With prompting and support composes three dimensional shapes
Needs
to create a composite shape and compose new shapes from the
Improvement (2)
composite shape
Not assessed during this trimester
Proficient (3)
Not assessed during this trimester
Revised August 2012
Copyright 2008 Centerville Elementary School
Independently composes three dimensional shapes to create a
composite shape and compose new shapes from the composite
shape.
49
Grade 1 Scoring Rubric/Curriculum Guide
Mathematics – First Grade
Math
Essential Standard: Create and describe equal shares in circles and
rectangles
ESSENTIAL STANDARD/STUDENT DEMONSTRATION:
1.G.3. Partition circles and rectangles into two and four equal shares using the
words halves, fourths, and quarters, and use the phrases half of, fourth of, and
quarter of. Understand for these examples that decomposing into more equal
shares creates smaller shares.
First Trimester: Benchmarks
Not assessed during this trimester
Second Trimester: Benchmarks
Not assessed during this trimester
Third Trimester: Benchmarks
Unable to partition circles and rectangles into two and four
equal shares using the words halves, fourths, and quarters,
Warning (1)
and use the phrases half of, fourth of, and quarter of. Unable
to understand for these examples that decomposing into
more equal shares creates smaller shares.
With prompting and support partitions circles and rectangles
into two and four equal shares using the words halves,
Needs
fourths, and quarters, and use the phrases half of, fourth of,
Improvement (2) and quarter of. With support understands for these examples
that decomposing into more equal shares creates smaller
shares
Independently partitions circles and rectangles into two and
four equal shares using the words halves, fourths, and
quarters, and use the phrases half of, fourth of, and quarter
Proficient (3)
of. Understands for these examples that decomposing into
more equal shares creates smaller shares.
Advanced (4)
Revised August 2012
Copyright 2008 Centerville Elementary School
50