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Download Name: Writing Piece: Date:______ Grade 1 Informational Writing
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Name:_____________________________________________________________________________ Writing Piece:______________________________________________________________________________ Date:__________ Grade 1 Informational Writing Rubric Witten Expression Organization Written Expression Development of Ideas W2 CCR Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 3- Above Grade-Level Expectations 2- Meets Grade-Level Expectations 1-Approaching Grade-Level Expectations 0- Below Grade-Level * Expectations for the end of 2nd grade * Expectations for the end of 1st grade * Expectations for the end of kindergarten Expectations Introduce a topic Use facts and definitions to develop points Written Expression Clarity Name a topic in the title or a simple introductory sentence Establishes a topic Lacks a topic Supply some facts about the topic in writing Supply some facts about the topic Lacks facts Lacks a topic sentence Lacks facts related to the topic Lacks conjunctions Lacks words and phrases related to the topic Lacks simple sentences Lacks subject/verb agreement Lacks prepositions to expand sentences There are frequent distracting errors in grammar and usage that often impede meaning. * Develop and write a clear and focused introductory sentence that identifies the topic Develop and write a simple introductory sentence that states the topic Develop and represent a simple sentence that states the topic Organize facts and definitions to write a paragraph or multiple paragraphs related to a topic Write several sentences using the facts that are all related to the topic Uses transition words o Use linking words to connect or expand ideas (conjunctions - e.g., because, and, also) o Use transition words to organize ideas (first, next, also) Begin to use transition words o Use frequently occurring conjunctions to signal simple relationships (e.g. because) o Begin to use transition words to organize ideas as appropriate (first, next, also) With prompting and support, express orally or via developmentally appropriate writing several sentences using the facts that are all related to the topic Attempt to use frequently occurring conjunctions to signal simple relationships (e.g. because) Lacks a sense of closure Use words and phrases acquired through conversations, reading, and being read to o Use frequently occurring adjectives (as appropriate to topic and purpose) o Begin to use specific verbs to clarify meaning (look, peek, glare) With modeling and exposure to a variety of texts, uses words and phrases acquired through conversations, reading and being read to o Use frequently occurring nouns and verbs o Begin to use frequently occurring adjectives (as appropriate to topic and purpose) Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Produce simple sentences o Demonstrate subject/verb agreement With prompting and support, use frequently occurring prepositions to expand sentences (to, from, of, by, in, with) There are multiple distracting errors in grammar and usage that sometimes impede meaning.* Knowledge of Language and Conventions Provide a concluding statement or section Use facts and definitions o Use appropriate vocabulary o Use specific nouns and verbs o Use adjectives and adverbs (as appropriate to topic and purpose) Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). There may be a few minor errors in grammar and usage, meaning is clear throughout the response.* , Provide some sense of closure There may be a few distracting errors in grammar and usage, but meaning is clear throughout the response.* The italics indicate that the wording was taken from the Essential Skills and Knowledge. The bold print indicates the change in expectations. Refer to the Maryland Common Core Writing Frameworks for additional grade-level expectations. *Please refer to the MD Common Core Language Frameworks for specific teaching points. Next Teaching Points: 5.6.16