Written Language Rubric

This is the kindergarten summative written language rubric. Kindergartners are assessed in the area of writing each quarter. The goal is to see progressive growth in students’ writing over the course of the entire school year. We would expect students to reach proficiency by the end of the fourth quarter. This rubric will go home quarterly along with the report card.

  Exceeding Proficient Approaching Emerging
Text Types & Purposes Student needs no adult support to write under the influence and use genre elements of:

· Poetry

· Non-Fiction (informative)

·Advice Writing (opinion)

·Literary Non-Fiction (informative)

·Practical How-To (informative)

Student needs little adult support to write under the influence and use genre elements of.

·Poetry

·Non-Fiction (informative)

·Advice Writing (opinion)

·Literary Non-Fiction (informative)

·Practical How-To (informative)

Student needs some adult support to write under the influence and use genre elements of:

·Poetry

·Non-Fiction (informative)

·Advice Writing (opinion)

·Literary Non-Fiction (informative)

·Practical How-To (informative)

Student needs heavy adult support to write under the influence and use genre elements of:

·Poetry

·Non-Fiction (informative)

·Advice Writing (opinion)

·Literary Non-Fiction (informative)

·Practical How-To (informative)

Production & Distribution of Writing The writer provides evidence of revision & editing with limited guidance and support from peers and adults The writer provides evidence of revision & editing with guidance and support from peers and adults The writer provides little evidence of revision & editing after multiple reminders or heavy support The writer provides no evidence of revision & editing after multiple reminders or heavy support
Independently uses a variety of tools (which may include digital tools) to produce and publish writing With guidance and support from adults, uses a variety of tools (which may include digital tools) to produce and publish writing With guidance and support from adults, uses a limited variety of tools (which may include digital tools) to produce and publish writing With guidance and support from adults, uses a tool (which may include digital tools) to produce and publish writing
Independently varies topic, structure (& sometimes genre) With help from an adult, varies topic & structure Has little variation of topic and structure Does not vary topic and structure
Research to Build & Present Knowledge With little guidance and support from an adult recalls and uses relevant information from experiences and/or gathers information from research to write or answer a question With guidance and support from an adult recalls and uses relevant information from experiences and/or gathers information through research to write or answer a question With heavy guidance and support recalls and uses relevant information from experiences to write or answer a question Has difficulty recalling and using relevant background knowledge to write or answer a question
Conventions

 

 

 

 

 

 

 

 

 

 

 

Conventions

Not applicable for this grade level Prints all letters legibly Prints some letters legibly Prints few or no letters legibly
Not applicable for this grade level Consistently uses correct spacing between words Frequently uses correct spacing between words Rarely uses spacing between words
With consistency, creativity and risk-taking, independently demonstrates command of the conventions of standard English grammar and usage when writing:

·nouns

·verbs

·question words

·prepositions

Independently demonstrates command of the conventions of standard English grammar and usage when writing:

·nouns

·verbs

·question words

·prepositions

With adult support is beginning to demonstrate some command of the conventions of standard English grammar and usage when writing:

·nouns

·verbs

·question words

·prepositions

With adult support demonstrates little to no command of the conventions of standard English grammar and usage when writing:

·nouns

·verbs

·question words

·prepositions

Exceeding Proficient Approaching Emerging
With consistency, creativity and risk-taking, independently demonstrates command of the conventions of standard English capitalization, punctuation and spelling when writing:

·capitalize first word in a sentence

·capitalize the pronoun (I)

·recognize & name ending punctuation

·uses temporary spelling

·spell grade-appropriate words correctly in writing

Independently demonstrates command of the conventions of standard English capitalization, punctuation and spelling when writing:

·capitalize first word in a sentence

·capitalize the pronoun (I)

·recognize & name ending punctuation

·uses temporary spelling

·spell grade-appropriate words correctly in writing

With adult support is beginning to demonstrate some command of the conventions of standard English capitalization, punctuation and spelling when writing:

·capitalize first word in a sentence

·capitalize the pronoun (I)

·recognize & name ending punctuation

·uses temporary spelling

·spell grade-appropriate words correctly in writing

With adult support demonstrates little to no command of the conventions of standard English capitalization, punctuation and spelling when writing:

·capitalize first word in a sentence

·capitalize the pronoun (I)

·recognize & name ending punctuation

·uses temporary spelling

·spell grade-appropriate words correctly in writing

Vocabulary Acquires and appropriately uses sophisticated vocabulary to enhance writing Acquires and appropriately uses grade level vocabulary to enhance writing Attempts to acquire and appropriately use simple vocabulary to enhance writing Has a limited acquisition and use of vocabulary in writing
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