• RCK12   K-2 Writing Rubric

     

    Beginning Learner

    1

    Developing Learner

    2

    Proficient Learner

    3

    Distinguished Learner

    4

     

    • Ideas are unclear; the writer’s  

       print sense is just beginning

    • Supporting details are not

       present

    • Pictures are not clear

    • Focus is not present

    • There is no development of the

       idea

    • A big idea is stated or conveyed in a

       general way through text, labels, symbols,  

       and pictures

    • Supporting details are minimal

    • Pictures, graphs, and charts (if present)

       offer supporting details

    •The writing is unclear or extremely limited

    • The development of the idea is simplistic

    • The big idea is clear, but general; the

       writing involves a simple story or

       explanation

    • Supporting details are present

    • Pictures, graphs, and charts (if present)

       clarify the text

    • The writing is generally focused and

       stays on topic

    • The development of the idea is  

        complete

    • The big idea is clear and original; the topic is

       narrowed

    • Supporting details are relevant, accurate,

       and specific

    • Pictures, graphs, and charts (if present)

        enhance the text

    • The writing is focused and stays on topic

    • The development of the idea is generous

       and complete

     

     

     

    • There is no sense of structure

    • Picture elements are random,

       scattered, or unbalanced

    • There are no transitions

    • There is no sense of sequencing

    • There is no beginning

    • There is no sense of formatting

    • A sense of structure is beginning to

       emerge

    • Pictures show attempts to order and

       balance elements

    • Some transitions are missing

    • Sequencing is confusing

    • A bare beginning and middle are present;  

       there is no clear ending

    • Formatting signs are emerging (left-right  

       orientation, picture and text placement,

       spacing)

    • The structure is easy to follow

    • Pictures (if present) clarify the text

    • Transitions work in a predictable  

       fashion

    • Sequencing shows planning

    • A beginning, middle, and predictable

       ending are present (“the end”)

    • The format is generally accurate in the

       placement of elements

    • The structure showcases the main idea

    • Pictures (if present) enhance the text

    • Transitions are smooth and varied

    • Sequencing shows planning for impact

    • An inviting lead and a developed ending are

       present

    • The format assists the reader’s orientation

     

    • No words are present (imitative

       writing)

    • There is no word choice present

    • There is no vocabulary present

    • The writer makes inconsistent  

       letter shapes, includes imitative

       writing, or does not write at all

    • Word groups and phrases convey the topic

       with some help from pictures

    • The writer’s word choice makes sense

    • Vocabulary is limited to environmental

       print and/or “known” or “safe” words

    • There is frequent repetition of “safe”

       words and phrases

    • The words stand on their own to

       convey a simple message

    • Word choice contains moments of

       sparkle; everyday words are used well

    • Vocabulary is mostly routine, with a

       few more challenging words

    • Some repetition is present

    • The text comprises words that convey a

       complete message

    • Word choice includes striking and

       memorable phrases

    • Vocabulary reflects precision and accuracy

    • Repetition is rarely present or is used

       intentionally to achieve a specific effect

     

    • The writer’s print sense is still

       emerging

    • The writer does not use

       punctuation

    • The writer’s sense of spelling is   

       prephonetic or is not present

    • The writer does not use

       grammatical constructions

    • The writer does not use

       paragraphs

    • The writer’s use of capitalization for

       sentence beginnings, names, and titles is

       inconsistent

    • The writer occasionally uses periods and

       other end punctuation

    • The writer typically uses phonetic spelling

       that is decodable and occasionally spells

       some words correctly

    • The writer uses some grammatical

       constructions, but there are many missing

       parts

    • The writer does not use paragraphs

    • The writer’s use of capitals for

       sentence beginnings, proper names,

       and titles is usually correct

    • The writer’s use of end punctuation is

       usually correct and there is some use

       of punctuation for effect

    • The writer uses grade-level words

       accurately most of the time

    • The writer uses correct grammar most

       of the time

    • The writer indents the first line of the

       piece of writing

    • The writer uses correct capitalization for

       sentence beginnings, proper names, and  

       titles

    • The writer uses correct end punctuation,

       commas in a series, and other punctuation

       for stylistic effect

    • The writer uses grade-level words; difficult

       words are spelled logically, if not correctly

    • The writer uses correct grammar

    • The writer uses consistent indentation of

        paragraphs