Grade 1 Language Arts Report Card Rubric
Reading
Effort/Work habits during Reader’s Workshop
CD
UD
ID
RD
Consistently:
Usually:
Inconsistently:
Rarely, without teacher
assistance:
Pays attention and
participates during the
mini-lesson.
Pays attention and
participates during the minilesson.
Pays attention and
participates during the mini
lesson.
Pays attention and participates
during the mini lesson.
Transitions from minilesson to independent
reading appropriately.
Transitions from minilesson to independent
reading appropriately.
Transitions from mini-lesson
to independent reading
appropriately.
Transitions from mini-lesson to
independent reading
appropriately.
Chooses a just right book.
Chooses a just right book.
Chooses a just right book.
Chooses a just right book.
Demonstrates expected
stamina when reading
independently.
Demonstrates expected
stamina when reading
independently.
Demonstrates expected
stamina when reading
independently.
Demonstrates expected
stamina when reading
independently.
Shows respect for
classmates who are
reading/conferencing with
the teacher.
Shows respect for
classmates who are
reading/conferencing with
the teacher.
Shows respect for classmates
who are reading/conferencing
with the teacher.
Shows respect for classmates
who are reading/conferencing
with teacher.
Reads on Expected Independent Reading Level with Accuracy and Fluency Necessary to Support Comprehension
Quarter 3
Quarter 4
Quarter 1
Quarter 2
BG = B or below
AG =C/D
MG = E
EG = F or above
BG = C or below
AG = D/E
MG =F/G
EG = H or above
BG = E or below
AG = F/G
MG = H/I
EG = J or above
BG = G or below
AG = H
MG = I/J/K (55-95 WPM)
EG = L or above
Knows and Applies Grade-Level Phonics and Word Analysis Skills in Decoding Words
CD
UD
ID
RD
Consistently applies
expected grade level word
solving strategies to daily
reading and writing.
Usually applies expected
grade level word solving
strategies to daily reading
and writing.
Inconsistently applies
expected grade level word
solving strategies to daily
reading and writing.
Rarely, without teacher
assistance, applies expected
grade level word solving
strategies to daily reading and
writing.
Scores on Fundations unit
assessments are within
the 91-100% range.
Scores on Fundations unit
assessments are within the
80-90% range.
Scores on Fundations unit
assessments are within the
65-79% range.
Reads Irregularly Spelled, High-Frequency (Sight) Words
Scores on Fundations unit
assessments are below 65%.
Grade 1 Language Arts Report Card Rubric
CD
UD
ID
RD
Consistently:
Usually:
Inconsistently:
Rarely:
Uses strategies for
acquiring a large core of
high-frequency words.
Uses strategies for
acquiring a large core of
high-frequency words.
Uses strategies for acquiring
a large core of high-frequency
words.
Uses strategies for acquiring a
large core of high-frequency
words.
Recognizes and uses
high-frequency words with
three or more letters.
Recognizes and uses highfrequency words with three
or more letters.
Recognizes and uses highfrequency words with three or
more letters.
Recognizes and uses highfrequency words with three or
more letters.
Reads and writes more
than 180 high-frequency
words, by the end of the
school year.
Reads and writes up to
between 160 and 180 highfrequency words, by the
end of the school year.
Reads and writes between
130 and 160 high-frequency
words, by the end of the
school year.
Reads and writes fewer than
130 high-frequency words, by
the end of the school year.
Writing
Effort/Work Habits During Writer’s Workshop
CD
UD
ID
RD
Consistently:
Usually:
Inconsistently:
Rarely, without teacher
assistance:
Pays attention and
participates during the
mini-lesson.
Pays attention and
participates during the minilesson.
Pays attention and
participates during the mini
lesson.
Pays attention and participates
during the mini lesson.
Transitions from minilesson to independent
writing appropriately.
Transitions from minilesson to independent
writing appropriately.
Transitions from mini-lesson
to independent writing
appropriately.
Transitions from mini-lesson to
independent writing
appropriately.
Demonstrates expected
stamina when writing
independently.
Demonstrates expected
stamina when writing
independently.
Demonstrates expected
stamina when writing
independently.
Demonstrates expected
stamina when writing
independently.
Shows respect for
classmates who are
writing/conferencing with
teacher.
Shows respect for
classmates who are
writing/conferencing with
teacher.
Shows respect for classmates
who are writing/conferencing
with teacher.
Shows respect for classmates
who are writing/conferencing
with teacher.
Writing Reflects the Structure and Characteristics of a Particular Genre
EG
MG
AG
BG
Writes an engaging
beginning and an ending
that satisfies the reader.
Writes a beginning and
ending.
Attempts to write beginning
and ending.
With assistance from teacher,
may be able to write a
beginning and ending.
Provides relevant
facts/details.
Attempts to relevant
facts/details.
Uses grade and subject
appropriate vocabulary.
Attempts to use grade and
subject appropriate
vocabulary.
Provides relevant and
interesting facts/details
and is able to elaborate.
Uses above grade and
subject appropriate
vocabulary.
Demonstrates grade
appropriate command of
the conventions of writing.
Attempts to spell high
frequency words correctly.
With assistance from teacher,
may be able to provide
facts/details.
With assistance from teacher,
may be able to use grade and
subject appropriate vocabulary.
Grade 1 Language Arts Report Card Rubric
Spells high frequency
words correctly.
Spells high frequency
words correctly.
Demonstrates above
grade appropriate
command of the
conventions of writing.
Attempts to demonstrate
grade appropriate command
of the conventions of writing.
With assistance from teacher,
may be able to spell high
frequency words correctly.
With assistance from teacher,
may be able to demonstrate
grade appropriate command of
the conventions of writing.
With Prompting and Support from Adults and Peers, Strengthens Writing by Planning, Revising, and Editing
CD
UD
ID
RD
Consistently:
Usually:
Inconsistently:
Rarely, without teacher
assistance:
Understands revision as a
means to making writing
stronger and clearer.
Understands revision as a
means to making writing
stronger.
Understands revision as a
means to making writing
stronger.
Uses editing checklist for a
specific genre.
Uses editing checklist for a
specific genre.
Uses editing checklist for a
specific genre..
Understands revision as a
means to making writing
stronger.
Uses editing checklist for a
specific genre.
Demonstrates Command of the Conventions of Writing:Punctuation, Capitalization, Grammar, and Spelling
CD
UD
ID
RD
Consistently:
Usually:
Inconsistently:
Rarely:
Prints all upper- and
lowercase letters.
Prints all upper- and
lowercase letters.
Prints all upper- and
lowercase letters.
Prints all upper- and lowercase
letters.
Uses common, proper,
and possessive nouns.
Uses common, proper, and
possessive nouns.
Uses common, proper, and
possessive nouns.
Uses common, proper, and
possessive nouns.
Uses singular and plural
nouns with matching verbs
in basic sentences (He
hops. We hop.).
Uses singular and plural
nouns with matching verbs
in basic sentences (He
hops. We hop.).
Uses singular and plural
nouns with matching verbs in
basic sentences (He hops.
We hop.).
Uses singular and plural nouns
with matching verbs in basic
sentences (He hops. We hop.).
Uses personal,
possessive, and indefinite
pronouns (I, me, my; they,,
them, their; anyone,
everything).
Uses personal, possessive,
and indefinite pronouns (I,
me, my; they,, them, their;
anyone, everything).
Uses personal, possessive,
and indefinite pronouns (I,
me, my; they,, them, their;
anyone, everything).
Uses personal, possessive,
and indefinite pronouns (I, me,
my; they,, them, their; anyone,
everything).
Grade 1 Language Arts Report Card Rubric
Uses verbs to convey a
sense of past, present,
future (Yesterday I walked
home. Today I walk home.
Tomorrow I will walk
home.).
Uses frequently occurring
adjectives.
Uses frequently occurring
conjunctions (and, but, or,
so, because).
Uses determiners (articles,
demonstratives).
Uses frequently occurring
prepositions (during,
beyond, toward).
Produces and expands
complete simple and
compound declarative,
interrogative, imperative,
and exclamatory
sentences in response to
prompts.
Capitalizes dates and
names of people.
Uses end punctuation for
sentences.
Uses commas in dates
and to separate single
words in a series.
Uses conventional spelling
for words with common
spelling patterns and for
frequently occurring
irregular words.
Spells untaught words
phonetically, drawing on
phonemic awareness and
spelling connections.
Uses verbs to convey a
sense of past, present,
future (Yesterday I walked
home. Today I walk home.
Tomorrow I will walk
home.).
Uses frequently occurring
adjectives.
Uses frequently occurring
conjunctions (and, but, or,
so, because)
Uses determiners (articles,
demonstratives).
Uses frequently occurring
prepositions (during,
beyond, toward).
Produces and expands
complete simple and
compound declarative,
interrogative, imperative,
and exclamatory sentences
in response to prompts.
Capitalizes dates and
names of people.
Uses end punctuation for
sentences.
Uses commas in dates and
to separate single words in
a series.
Uses conventional spelling
for words with common
spelling patterns and for
frequently occurring
irregular words.
Spells untaught words
phonetically, drawing on
phonemic awareness and
spelling connections.
Uses verbs to convey a sense
of past, present, future
(Yesterday I walked home.
Today I walk home. Tomorrow
I will walk home.).
Uses verbs to convey a sense
of past, present, future
(Yesterday I walked home.
Today I walk home. Tomorrow
I will walk home.).
Uses frequently occurring
adjectives.
Uses frequently occurring
adjectives.
Uses frequently occurring
conjunctions (and, but, or, so,
because).
Uses frequently occurring
conjunctions (and, but, or, so,
because).
Uses determiners (articles,
demonstratives).
Uses determiners (articles,
demonstratives)
Uses frequently occurring
prepositions (during, beyond,
toward).
Uses frequently occurring
prepositions (during, beyond,
toward)
Produces and expands
complete simple and
compound declarative,
interrogative, imperative, and
exclamatory sentences in
response to prompts.
Produces and expands
complete simple and
compound declarative,
interrogative, imperative, and
exclamatory sentences in
response to prompts.
Capitalizes dates and names
of people.
Capitalizes dates and names of
people.
Uses end punctuation for
sentences.
Uses end punctuation for
sentences.
Uses commas in dates and to
separate single words in a
series.
Uses commas in dates and to
separate single words in a
series.
Uses conventional spelling for
words with common spelling
patterns and for frequently
occurring irregular words.
Uses conventional spelling for
words with common spelling
patterns and for frequently
occurring irregular words.
Spells untaught words
phonetically, drawing on
phonemic awareness and
spelling connections.
Spells untaught words
phonetically, drawing on
phonemic awareness and
spelling connections.
Acquires and Uses Grade Appropriate Vocabulary
CD
UD
ID
RD
Consistently:
Usually:
Inconsistently:
Rarely:
Determines or clarifies the
meaning of unknown and
multiple-meaning words
and phrases based on
Determines or clarifies the
meaning of unknown and
multiple-meaning words
and phrases based on
Determines or clarifies the
meaning of unknown and
multiple-meaning words and
Determines or clarifies the
meaning of unknown and
multiple-meaning words and
Grade 1 Language Arts Report Card Rubric
grade one reading and
content.
grade one reading and
content.
phrases based on grade one
reading and content.
phrases based on grade one
reading and content.
Demonstrates,
understanding of word
relationships and nuances
in word meanings, with
guidance and support from
adults.
Demonstrates,
understanding of word
relationships and nuances
in word meanings, with
guidance and support from
adults.
Demonstrates, understanding
of word relationships and
nuances in word meanings,
with guidance and support
from adults.
Demonstrates, understanding
of word relationships and
nuances in word meanings,
without considerable guidance
and support from adults.
Uses words and phrases
acquired through
conversations, reading
and being read to, and
responding to texts,
including using frequently
occurring conjunctions to
signal simple relationships
(because).
Uses words and phrases
acquired through
conversations, reading and
being read to, and
responding to texts,
including using frequently
occurring conjunctions to
signal simple relationships
(because).
Uses words and phrases
acquired through
conversations, reading and
being read to, and responding
to texts, including using
frequently occurring
conjunctions to signal simple
relationships (because).
Uses words and phrases
acquired through
conversations, reading and
being read to, and responding
to texts, including using
frequently occurring
conjunctions to signal simple
relationships (because).
Listening and Speaking
Effectively Engages in Collaborative Discussions about Grade 1 Topics and Texts
CD
UD
ID
RD
Consistently, with peers
and adults in small groups
and larger groups:
Usually, with peers and
adults in small groups and
larger groups:
Inconsistently, with peers and
adults in small groups and
larger groups:
Rarely, with peers and adults
in small groups and larger
groups:
Follows agreed upon rules
for discussion (e.g.,
listening to others with
care, speaking one at a
time about the topic and
texts under discussion).
Follows agreed upon rules
for discussion (e.g.,
listening to others with
care, speaking one at a
time about the topic and
texts under discussion).
Follows agreed upon rules for
discussion (e.g., listening to
others with care, speaking
one at a time about the topic
and texts under discussion).
Follows agreed upon rules for
discussion (e.g., listening to
others with care, speaking one
at a time about the topic and
texts under discussion).
Builds on others’ talk in
conversations by
responding to the
comments of others
through multiple
exchanges.
Builds on others’ talk in
conversations by
responding to the
comments of others
through multiple
exchanges.
Builds on others’ talk in
conversations by responding
to the comments of others
through multiple exchanges.
Builds on others’ talk in
conversations by responding to
the comments of others
through multiple exchanges.
Asks questions to clear up
any confusion about the
topics or texts under
discussion.
Asks questions to clear up any
confusion about the topics or
texts under discussion.
Asks questions to clear up
Asks questions to clear up
any confusion about the
any confusion about the
topics or texts under
topics or texts under
discussion.
discussion.
Describes and Expresses Ideas and Feelings Clearly with Appropriate Pace, Volume, and Expression
Grade 1 Language Arts Report Card Rubric
CD
UD
ID
RD
Consistently presents
information in ways that
engage listeners attention,
using appropriate pace,
volume and expression
Usually presents
information in ways that
engage listeners attention,
using appropriate pace,
volume and expression
Inconsistently presents
information in ways that
engage listeners attention,
using appropriate pace,
volume and expression
Rarely presents information in
ways that engage listeners
attention, using appropriate
pace, volume and expression