Written Language Rubric

This is the Prekindergarten summative written language rubric. Prekindergartners 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 school year. This rubric will go home quarterly along with the report card.

Exceeding Proficient Approaching Emerging
Production & Distribution of Writing Student provides evidence of revision with limited guidance and support from peers and teacher Student provides evidence of revision with guidance and support from peers and teacher Student provides evidence of revision with additional teacher support Student requires multiple reminders and heavy teacher support to provide evidence of revision
Student selects and writes on a variety of topics in an efficient manner Student selects an appropriate topic with teacher support Student selects an appropriate topic with additional teacher support Student requires consistent prompting  from teachers and peers to select an appropriate topic in an efficient manner
Student uses text structures to organize their writing Student uses a text structure to organize their writing with little teacher support Student uses a text structure to organize their writing with additional teacher support Student requires multiple reminders and heavy teacher support to organize their writing
Research to Build & Present Knowledge Student uses experiences to develop a narrative text Student uses experiences to develop a narrative text with little teacher support Student uses experiences to develop a narrative text with additional teacher support Student requires multiple reminders and heavy teacher support to recall experiences to develop a narrative text
Student uses schema or information gathered to develop an informational text Student uses schema or information gathered to develop an informational text with little teacher support Student uses schema or information gathered to develop an informational text with additional teacher support Student requires multiple reminders and heavy support to use schema or information gathered to develop an informational text
Conventions Not applicable Student consistently forms letters correctly Student frequently forms  letters correctly Student inconsistently forms letters correctly
Student consistently puts an uppercase letter at the beginning of sentences and their name Student puts an uppercase letter at the beginning of sentences and their name with little teacher support Student puts an uppercase letter at the beginning of sentences and their name with additional teacher support Student requires multiple reminders and heavy teacher support to put an uppercase letter at the beginning of sentences and their name
Not applicable Student consistently uses correct spacing with little teacher support Student frequently uses correct spacing with additional teacher support With multiple reminders and heavy teacher support, student uses correct spacing
Student intentionally uses punctuation and/or print options to enhance their writing Student consistently uses ending punctuation with little teacher support Student frequently uses ending punctuation with additional teacher support With multiple reminders and heavy teacher support, student inconsistently uses ending punctuation
Student consistently spells above grade level words correctly in writing Student consistently spells grade-appropriate words correctly in writing Student frequently spells grade-appropriate words correctly in writing Student inconsistently spells grade-appropriate words correctly in writing
Student uses spelling patterns to write words correctly Student records most sounds heard in unknown words making it easy to read Student records some sounds heard in unknown words making it difficult to read Student records few sounds heard in unknown words

 

 

 

 

 

 

 

 

 

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