CUSD Writing Rubric

Based on California ELA & Common Core Adjustments

Kindergarten

Below Basic
1 / Basic
2 / Proficient
3 / Advanced
4
  • Uses scribble (squiggle) writing
  • Strings letters together
  • Writes only in initial consonants
  • Makes no attempt to write
  • Does not relate writing to prompt
  • Copies isolated words
  • Not a complete thought
/
  • Writes a complete thought
  • May contain some errors in capitalization /
punctuation
  • Uses some phonetic spelling and relationships
  • Uses left-right / top-bottom progressions
  • Is understood by the reader
  • Some response to the prompt
/
  • Writes a minimum of one correct sentence
  • Uses correct punctuation
  • Uses appropriate capitalization
  • Uses legible penmanship
  • Uses proper spacing between words
  • Uses sound-symbol relationships (phonetic spelling)
  • Spells 3 letter short vowel words and applies basic knowledge
/
  • Writes two or more varied sentences related to the topic
  • Uses descriptive words or phrases
  • Uses phonetic spelling and standard spelling for simple words

First Grade

Below Basic
1 / Basic
2 / Proficient
3 / Advanced
4

STRATEGIES &

APPLICATIONS /
  • Poor response to prompt
  • No evidence of focus
  • Little evidence of organization and sequencing of ideas
  • No use, or inappropriate use of frequently occurring adjectives
  • No use, or inappropriate use of temporal words
  • Writes words or phrases rather than sentences
/
  • Some response to prompt
  • Focus may not be clear
  • Some evidence of organization and sequencing
  • Sequence may not be logical
  • Uses few frequently occurring adjectives
  • Uses few temporal words
  • May write the assertion and/or a conclusion and fewer than 3 detailed sentences
  • Writes simple sentences
  • Uses little sentence variation
  • Uses frame type sentences
  • Uses run-on or fragmented sentences
/
  • Clear, coherent response to prompt
  • Maintains a consistent focus
  • Demonstrates ability to organize ideas in a logical sequence
  • Uses some frequently occurring adjectives
  • Writes the assertion, a conclusion and at least 3 clear coherent sentences
  • Uses some sentence variation
  • Uses some complex/compound sentences
/
  • Clear, well organized response to prompt
  • Maintains a consistent focus
  • Demonstrates ability to organize ideas in a logical sequence that includes a clear beginning, middle, and end
  • Consistently uses frequently occurring adjectives
  • Writes the assertion, a conclusion and at least three clear, coherent sentences using sentence, expansion, creativity and imagination

CONVENTIONS /
  • Contains many errors in capitalization, punctuation, grammar and spelling (errors interfere with reader’s understanding)
  • Handwriting may not be legible
  • Letters and words may not be spaced or sized appropriately*
  • Poor line control*
* Handwriting standard has been removed from Common Core Standards /
  • Contains many errors in capitalization, punctuation, grammar and spelling (may spell phonetic and grade-level sight words incorrectly)
  • Handwriting is mostly legible
  • Some letters and words may not be spaced or sized appropriately*
  • Line control may be poor*
* Handwriting standard has been removed from Common Core Standards /
  • Shows correct use of capitalization (beginning of sentences, names of people and dates)
  • Shows correct use of end punctuation
  • Uses commas in dates and to separate single words in a series
  • Shows correct use of grammar (use of singular and plural nouns with matching verbs, conjunctions, frequently occurring prepositions, and personal, possessive and indefinite pronouns)
  • Shows correct use of spelling (spells most phonetic and grade-level sight words correctly)
  • Some errors
  • Handwriting is mostly clear and legible with appropriate spacing and sizing of letters and words*
  • Demonstrates line control most of the time*
* Handwriting standard has been removed from Common Core Standards /
  • Consistently shows correct use of capitalization (beginning of sentences, names of people and dates)
  • Consistently shows correct use of end punctuation
  • Consistently uses commas in dates and to separate single words in a series
  • Consistently shows correct use of grammar (use of singular and plural nouns with matching verbs, conjunctions, frequently occurring prepositions, and personal, possessive and indefinite pronouns).
  • Consistently shows correct use of spelling (phonetic and high-frequency words)
  • Almost completely free of errors
  • Handwriting is consistently clear and legible with appropriate spacing and sizing of letters and words*
  • Consistently demonstrates line control*
* Handwriting standard has been removed from Common Core Standards

Second Grade

BelowBasic
1 / Basic
2 / Proficient
3 / Advanced
4
STRATEGIES & APPLICATIONS / Lacksa clear assertion, conclusionand details.
Omitscharacters/objects andsetting andevents.
  • No opinion is evident in paragraph.
Wandersofftopicanddoesnotreturn. / Lacksa clear assertion, conclusionor details.
Maylacksettingand/orcharacters/
objects and/orevents.
  • States an opinion but lacks support and/or conclusion.
Wandersbackandforthfromtopic. / Hasaclearassertion,conclusionand details.
Describes setting,character/objects, andevents indetail.
  • States an opinion, supports it and concludes with a statement.
Stays on topic. / Hasstrongassertionandconclusion withspecific details andsmooth
transitions
Developsasetting,character/objects, andevents with adjectives and verbs.
  • States a strong opinion and supplies reasons that support it and a concluding statement.
Neverstraysfromfocusortopic.
Usesdescriptivesupportingsentences.
Elicitsfeelingsfrom thereader
CONVENTIONS / Punctuation
None
Nocomplete sentences.
Spelling
Fewwords spelledcorrectly.
Capitalization
Manyerrors.
Legibility
Mostwordsillegible.
Paragraphisnotindented / Punctuation
Usesperiods,questionmarks, exclamation marks,andcommas,BUT
incorrectly.
Manycomplete sentences.
Spelling
Manygrade-level words spelled correctly.
Capitalization
Few errors.
Legibility
Fewwordsillegible / Punctuation
Usesperiods,questionmarks, exclamation marks,andcommas
correctly.
Uses complete sentences.
Spelling
Most grade-level words spelled correctly.
Capitalization
Uses capitalscorrectly:
1. Beginningofsentences
2. Propernouns
3. Titles
4. Initials
Legibility
Legiblehandwriting / Punctuation
1.Usesperiods,questionmarks, exclamation marks,andcommas
correctly.
Sentencevariation,combinationand/or expandedsentences areused.
Completesentenceswithcompound and/orcomplexstructure.
Spelling
Allgrade-levelwordsandmanyabove grade-level words spelledcorrectly.
Capitalization
Uses capitalscorrectly:
1.Beginningofsentences
2.Propernouns
3.Titles
4.Initials
Legibility
Superiorhandwriting

Third Grade

Below Basic
1 / Basic
2 / Proficient
3 / Advanced
4
STRATEGIES & APPLICATIONS /
  • Uses simplistic vocabulary
  • Uses no details
  • No consideration of prompt
  • No evidence of logical paragraph plan
  • Lacks assertion and ideas are disjointed
/
  • Uses basic vocabulary
  • Uses minimal details
  • Some consideration of prompt
  • Some evidence of logical paragraph plan
  • Suggests an assertion with limited facts and details
/
  • Uses appropriate vocabulary
  • Uses details, facts, and/or definitions that support the assertion
  • Considers prompt
  • Logical paragraph plan
  • Uses temporal words and phrases to signal event order
  • Related details are grouped appropriately
  • Creates a paragraph that introduces a topic with a clearly stated assertion with supporting facts, details, or definitions and a conclusion that addresses the assertion
  • Sentences need to flow and make sense with the rest of the paragraph
  • Uses linking words and phrases to connect ideas within categories of information
/
  • Uses advanced vocabulary
  • Uses vivid details
  • Clearly addresses prompt
  • Well developed plan
  • Paragraph has a clearly stated assertion with many supporting facts and details and a strong conclusion

CONVENTIONS /
  • Contains many errors in capitalization, punctuation and grammar (errors interfere with reader’s understanding)
  • Has many incomplete sentences
  • Poor spelling
/
  • Contains errors in capitalization, punctuation and grammar
  • Has few incomplete sentences
  • Spells some words correctly
/
  • Shows correct use of punctuation, capitalization, and grammar most of the time
  • Uses simple verb tenses appropriately
  • Shows subject-verb agreement
  • Indents assertion
  • Complete sentences, some containing compound and/or complex structure
  • Spells grade-level words correctly
  • Standard margins (fill in the lines)
/
  • Consistently shows correct use of punctuation (.?,!)
  • Contains few, if any, errors in capitalization, punctuation and grammar
  • Complete sentences with compound and/or complex structure
  • Spells most words correctly

Fourth Grade

Below Basic
1 / Basic
2 / Proficient
3 / Advanced
4

STRATEGIES &

APPLICATIONS /
  • Addresses only one part of the writing task
  • Demonstrates no understanding of purpose
  • Lacks a clear point of view, focus, and/or organizational structure
  • Lacks a central idea but may contain marginally related facts, details, and/or explanations
/
  • Addresses only parts of the writing task
  • Demonstrates little understanding of purpose
  • Maintains an inconsistent point of view, focus, and/or organizational structure
  • Suggests a central idea with limited facts, details and/or explanations
/
  • Addresses all parts of the writing task
  • Demonstrates a general understanding of purpose, task and audience.
  • Maintains a mostly consistent point of view, focus, and organizational structure, including paragraphing when appropriate
  • Presents a central idea with mostly relevant facts, details, and/or explanations
/
  • Clearly addresses all parts of the writing task
  • Demonstrates clear, coherent writing appropriate to task, purpose and audience
  • Maintains a consistent point of view, focus, and organizational structure, including paragraphing when appropriate
  • Includes a clearly presented central idea with relevant facts, details, and /or explanations

CONVENTIONS /
  • Contains serious errors in the conventions of the English language (grammar, punctuation, capitalization, spelling)
  • Errors interfere with the reader’s understanding of the writing
  • Includes no sentence variety
/
  • Contains several errors in the conventions of the English language (grammar, punctuation, capitalization, spelling)
  • Errors may interfere with the reader’s understanding of the writing
  • Includes little variety in sentence types
/
  • Contains some errors in the conventions of the English language (grammar, punctuation, capitalization, spelling)
  • Errors do not interfere with the reader’s understanding of the writing
  • Includes a variety of sentence types
/
  • Contains few, if any, errors in the conventions of the English language (grammar, punctuation, capitalization, spelling)
  • Errors do not interfere with the reader’s understanding of the writing
  • Includes a variety of sentence types, with no run-ons or fragmented sentences

Fourth Grade

Below Basic
1 / Basic
2 / Proficient
3 / Advanced
4
NARRATIVE
  • Lacks a sequence of events to relate ideas, observations, and/or memories
  • Lacks descriptive language and sensory details that enable the reader to visualize the events or experiences
/ NARRATIVE
  • Provides a minimally developed sequence of events to relate ideas, observations, and/or memories
  • Includes limited descriptive language and sensory details that enable the reader to visualize the events or experiences
/ NARRATIVE
  • Provides an adequately developed sequence of significant events to relate ideas, observations, and/or memories
  • Includes some descriptive language, and sensory details that enable the reader to visualize the events or experiences
/ NARRATIVE
  • Provides a thoroughly developed sequence of significant events to relate ideas, observations, and/or memories
  • Includes vivid descriptive details, and provides insight into why the incident is memorable. Dialogue and descriptions may show response of characters to situations.

SUMMARY
  • Is characterized by substantial copying of indiscriminately selected phrases or sentences
/ SUMMARY
  • Is characterized by substantial copying of key phrases and minimal paraphrasing
/ SUMMARY
  • Is characterized by paraphrasing of the main idea(s) and includes some details
/ SUMMARY
  • Is characterized by paraphrasing of the main idea(s) and significant details.

RESPONSE TO LITERATURE
  • Demonstrates little understanding of the literary work
  • Fails to provide support for judgments
/ RESPONSE TO LITERATURE
  • Demonstrates a limited understanding of the literary work
  • Provides weak support for judgments
/ RESPONSE TO LITERATURE
  • Demonstrates an understanding of the literary work
  • Provides some evidence from text to support analysis, reflection and research.
/ RESPONSE TO LITERATURE
  • Demonstrates a clear understanding of the literary work
  • Provides evidence from literary text to support analysis, reflection and research.

Fifth Grade

BelowBasic
1 / Basic
2 / Proficient
3 / Advanced
4
STRATEGIES & APPLICATIONS /  Addresses only one part of the writing task
 Demonstrates no understanding of purpose
 Lacks a clear point of view, focus, and/or organizational structure
 Lacks a central idea but may contain marginally related
facts, details, and/or explanations /  Addresses only parts of the writingtask
 Demonstrates little understanding of purpose
 Maintains an inconsistent point of view, focus, and/or organizational structure
 Suggests a central idea with limited facts, details and/or
explanations /  Addresses all parts of the writingtask
 Demonstrates a general understanding of purpose
 Maintains a mostly consistent point of view, focus, and organizational structure, including paragraphing when appropriate
 Presents a central idea with mostly relevant facts, details,
and/or explanations /  Clearlyaddresses all parts of the writing task
 Demonstrates a clear understanding of purpose
 Maintains a consistent point of view, focus, and organizational structure, including paragraphing when appropriate
 Includes a clearly presented central idea with relevant
facts, details, and /or explanations
CONVENTIONS /  Contains serious errors in the conventions of the English
language(grammar, punctuation, capitalization, spelling)
 Errors interfere with the reader’s understanding ofthe
writing
 Includes no sentence variety /  Contains several errors in the conventions of the English
language(grammar, punctuation, capitalization, spelling)
 Errors may interfere with the reader’s understanding ofthe
writing
 Includes little variety in sentence types /  Contains some errors in the conventions of the English
language(grammar, punctuation, capitalization, spelling)
 Errors do not interfere with the reader’s understanding of
the writing
 Includes a variety of sentence types /  Contains few, if any, errors in the conventions of the
English language (grammar, punctuation, capitalization, spelling)
 Errors do not interfere with the reader’s understanding of
the writing
 Includes a variety of sentence types, with no run-ons or fragmented sentences

Fifth Grade

Essay Writing

BelowBasic
1 / Basic
2 / Proficient
3 / Advanced
4
STRATEGIES & APPLICATIONS /  Attempts to write toa topic
 Lacksdetails and/or evidenceto supportproposal or position
 Uses poor or confused organizationalpattern
 Does not link one paragraphto another
 Does notwritea concluding paragraph
 Uses simplisticvocabulary
 Informationforclarity missing
 Vague or nonexistentpoint of view /  Writes a multi-paragraph compositionto atopic
 Uses minimalevidence and detail to support a position
 Generally organizesinformation sequentially
 Uses minimal transitional wordsor phrases
 Includesaconcluding paragraph that doesnot adequately summarize
important idealsanddetails
 Usesbasic vocabulary
 Rarely anticipates readerconcerns
 Usespointof view with little support /  Writes a multi-paragraph composition withindentation on a
topic
 States a clearposition insupportof a proposal with relevant evidence and detail in subsequentparagraphs
 Overall organizes composition sequentially
 Uses transitional wordsor phrases that clearly link oneparagraphto
another
 Includesaconcluding paragraph that summarizes important ideas and details
 Usesappropriatevocabulary
 Addressesreaderconcerns andis aware ofaudience and purpose
 Supports pointof viewwith details /  Writes a convincingmulti- paragraphcomposition with
indentation on atopic
 Fully developsa positionin support of aproposal
 Follows aclear sophisticated organizationalpattern
 Hassmooth transitionsbetween paragraphs
 Concludeswitha detailedsummary linked tothe purpose
 Uses advanced vocabulary
 Addressesreader’sconcerns and may addressopposing viewpoints or counter-arguments
 Clearly develops pointof view
 Exceptional expressionand voice that connectswiththe reader
CONVENTIONS /  Uses incomplete or confused sentencestructure
 Frequently misuses verbs
 Uses incorrectcapitalization, punctuation, and/or spelling which
distracts reader
 These errors interfere with the reader’s understanding ofthe writingand has no flow
 May write illegibly /  Uses mainly simple andcompound sentences
 May showsome confusion with subject /verb agreement, correct
verbtense
 Makes some errors incapitalization, punctuation,and spelling ofhigh frequencywords
 These errors interfere with the reader’s understanding ofthe writingand has little orno flow
 Writes legibly /  Uses compoundand complex sentencestructures
 Usesprepositional phrases, transitions, and conjunctions
correctly
 Usesregular and irregularverbs
 Uses correct capitalization, grammar,punctuation,and spelling
 Theseerrors do notinterferewith the flow andfocusof theprompt
 Writes legibly /  Usesvariedand sophisticated sentencestructures
 Usesprepositional phrases, appositions, transitions,
independent/dependent clausesand conjunctionsto elaborate ideas
 Uses correctgrammar, capitalization,and punctuation
throughoutpaper
 Theseerrors do notinterferewith flowand focus ofthe prompt
 Uses correct spellingthroughout paper
 Writes legibly

Boldface indicates a Common Core adjustment to the current standard 5.2.12kw