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 | |
Production & Distribution of Writing | Student provides evidence of revision & editing with limited guidance and support from peers and teacher | Student provides evidence of revision & editing with guidance and support from peers and teacher | Student provides evidence of revision & editing with additional teacher support | Student requires multiple reminders and heavy teacher support to provide evidence of revision & editing |
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 multiple reminders and heavy teacher support to select an appropriate topic | |
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 fully 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 fully 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, their name, the word “I” and proper nouns | Student consistently puts an uppercase letter at the beginning of sentences, their name and the word “I” | Student frequently puts an uppercase letter at the beginning of sentences, their name and the word “I” | Student inconsistently puts an uppercase letter at the beginning of sentences, their name and the word “I” | |
Not applicable | Student consistently uses correct spacing | Student frequently uses correct spacing | Student inconsistently uses correct spacing | |
Student intentionally uses punctuation and/or print options to enhance their writing | Student consistently uses appropriate ending punctuation | Student frequently uses appropriate ending punctuation | Student inconsistently uses appropriate 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 |
5.7.18