student friendly writing rubric for grades 1-2 Download

Transcript
submitted by Courtney Wolfram
Grade Span 1-2 Student Friendly WIDA Writing Rubric
Level
Linguistic Complexity
I write an organized paragraph
with a topic sentence, 3 or more
supporting sentences, and a
6
Reaching closing sentence. My sentences
have details, and sometimes I
connect two related thoughts in
a sentence using a joining word.
I write several detailed
sentences on the same topic.
Sometimes I connect two related
5
thoughts in a sentence with a
Bridging
joining word. I have a topic
sentence and some related
supporting sentences.
I write sentences. Sometimes I
connect two related thoughts in
a sentence with a joining word. I
4
Expanding add some details such as
adjectives, or details about
sequence, or who, what, when
and where.
I write a simple sentence.
Sometimes I use adjectives to
make my writing more
3
Developing descriptive.
2
Beginning
1
Entering
I draw a picture and label it.
Sometimes my labels are copied
from a model. I can also write a
one or two word caption for a
picture that I drew. Sometimes
my words are just one or two
letters that I hear in that word.
I draw a picture and label it. My
labels are copied from a model.
Sometimes the teacher does the
writing for me.
Vocabulary Usage
Language Control
I always use just the right words.
Some of these words are words I
know from school and home,
and many of them are special
literacy, math, science and social
studies words which I have been
taught.
I use many special literacy, math,
science and social studies words
I have been taught. I can make
changes to words so that they
make sense in my writing.
I make the same amount of
mistakes in my writing as my
friends who speak English at
home.* The mistakes I make
don’t change the meaning of
what I wrote.
I use special literacy, math,
science and social studies words
I have been taught. I almost
always can think of the words
that I need.
My sentences almost always
make sense when read out loud.
If I make a mistake, it doesn’t
really change the meaning of
what I wrote.
I use special literacy, math,
science and social studies words
I have been taught. Once in a
while I can’t come up with the
word I need.
My simple sentences usually
make sense when read out loud.
I make mistakes when I write
more complicated sentences.
I use words I know from home,
as well as literacy, math, science
and social studies words I have
been taught. Sometimes I can’t
come up with the word I need.
The words I write are either very
simple, familiar to me, or they
are copied. If I write a more
difficult word on my own,
sometimes it doesn’t make
sense when read out loud.
I use words I know from home
and school.
I copy the words I write. When I
do not copy the words, they
don’t make sense when read out
loud.
I make only a few more mistakes
in my writing than my friends
who speak English at home.*
The mistakes I make don’t
change the meaning of what I
wrote.
submitted by Courtney Wolfram
*While I feel like this is a good interpretation of the rubric, and is student friendly and understandable at a first and
second grade level, I don’t love this language. I am always telling my students to not compare themselves to each other,
or to their native English-speaking peers.