1st Grade Rubric
HomeFirst Grade Report Card1st Grade Rubric
 
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Thursday, October 1, 2009By: Michelle Schmitz
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  1st Grade Rubric


ES- Exceeds Standard
MS- Meets Standards
AS- Approaching Standards  
NS- Needs Support
X- Not Assessed

*  By the end of the school year we expect all students to be at MS. (meets standards)


Reading:

Reads at grade level.
ES:     Independently reads above grade level readers.
MS:     Independently reads on level readers.
AS:     Independently reads below level readers.
NS:     Unable to read below level readers.

Reads grade level text fluently.
ES:     Reads grade level text with consistent expression, smoothness, and pace.
MS:     Reads grade level text with appropriate expression, smoothness, and pace.
AS:     Reads grade level text with occasional expression, smoothness, and pace.
NS:     Does not read text with expression, smoothness, and pace.

Uses Reading Strategies.
ES:     Reads text and consistently using reading strategies to decode words.
MS:     Reads text and appropriately uses reading strategies to decode words.
AS:     Reads text and occasionally needs assistance with reading strategies to decode words.
NS:     Does not use reading strategies to decode words.
(Reading strategies include: phonics, rereading so it makes sense, using picture cues, tracking words, self correct, skipping words and go back, etc.)

Reads Decodable Words.
ES:     Decodes above grade-level words, identifies and produces letter-sound correspondences (i.e. consonant, short vowels, long vowels, etc), blends sounds, reads common word families, and checks accuracy of own decoding using picture/context clues.
MS:     Decodes grade-level words, identifies and produces letter-sound correspondences (i.e. consonant, short vowels, long vowels, etc), blends sounds, reads common word families, and checks accuracy of own decoding using picture/context clues.
AS:     Partially decodes grade-level words, identifies and produces letter-sound correspondences (i.e. consonant, short vowels, long vowels, etc), blends sounds, reads common word families, and checks accuracy of own decoding using picture/context clues.
NS:     Does not decode grade-level words, identify or produce letter-sound correspondences (i.e. consonant, short vowels, long vowels, etc), blend sounds, read common word families, or check accuracy of own decoding using picture/context clues.

Demonstrates Reading Comprehension.
ES:     Consistently uses comprehension strategies (i.e. predict/confirm, reread, self-correct, retell and answer questions correctly etc.) to clarify meaning of text and applies/expands to daily life.
MS:     Appropriately uses comprehension strategies (i.e. predict/confirm, reread, self-correct, retell and answer questions correctly etc.) to clarify meaning of text.
AS:     Occasionally uses comprehension strategies (i.e. predict/confirm, reread, self-correct, retell and answer questions correctly etc.) to clarify meaning of text.
NS:     Does not use comprehension strategies (i.e. predict/confirm, reread, self-correct, retell and answer questions correctly etc.) to clarify meaning of text.

Demonstrates and uses Vocabulary Words.
ES:     Recognizes and uses vocabulary words consistently in oral and written language.
MS:     Recognizes and uses vocabulary words appropriately in oral and written language.
AS:     Recognizes and uses vocabulary occasionally in oral and written language.
NS:     Does not recognize or use vocabulary words in oral and written language.
(Vocabulary includes: Robust words and high frequency words)


Spelling:

Spells list words correctly.
ES:     Consistently scores a 10 or above on weekly spelling tests.
MS:     Consistently scores an 8 or above on weekly spelling tests.
AS:     Consistently scores a 6 or above on weekly spelling tests.
NS:     Consistently scores a 5 or below on weekly spelling tests.

Applies spelling words to daily work.
ES:     Consistently recognizes and uses spelling words in daily work.
MS:     Frequently recognizes and uses spelling words in daily work.
AS:     Occasionally recognizes and uses spelling words in daily work.
NS:     Does not recognize and use spelling words in daily work.

Uses spelling strategies and resources.
ES:     Consistently uses developing knowledge of letter-sound correspondence (i.e. invented spelling, etc.) to independently spell grade-level decodable words (i.e. word families) as well as word walls and dictionaries.
MS:     Appropriately uses developing knowledge of letter-sound correspondence (i.e. invented spelling, etc.) to independently spell grade-level decodable words (i.e. word families, etc.) as well as word walls.
AS:     Occasionally uses developing knowledge of letter-sound correspondence (i.e. invented spelling, etc.) to independently spell grade-level decodable words (i.e. word families).
NS:     Does not use developing knowledge of letter-sound correspondence (i.e. invented spelling, etc.) to independently spell grade-level decodable words (i.e. word families).


Writing:

Understands writing process (plan, draft, revise and publish).
ES:     Student is able to plan, draft, revise and publish independently.
MS:     Student is able to plan, draft, revise and publish with teacher guidance.
AS:     Student is able to do some parts of the writing process with teacher guidance.
NS:     Does not demonstrate understanding of the writing process with teacher guidance.

Reads own written work.
ES:     Able to be read by all intended audiences.
MS:     Reads own written work.
AS:     Reads own written work with some explanation.
NS:     Unable to read own written work.

Uses Handwriting Skills.
ES:     Writes legibly all uppercase and lowercase manuscript letters with correct size and form.
MS:     Writes legibly most uppercase and lowercase manuscript letters with correct size, and form.
AS:     Occasionally writes legibly most uppercase and lowercase manuscript letters with correct size, and form. May have some reversals.
NS:     Does not write legibly most uppercase or lowercase manuscript letters with correct size, and form, with many letter reversals.
 
Demonstrates use of Ideas in Writing: Clear and Focused-Student stays on topic.
ES:     The writing is completely focused on the topic and has a clear purpose all of the time.
MS:     The writing is focused on the topic and purpose.
AS:     The writing is related to the topic but does not have a clear focus.
NS:     The writing is not focused on the topic and purpose.

Demonstrates use of Organization in Writing: Writing contains a beginning, middle and an end.
ES:     The ideas in the writing are well organized and presented in logical order from beginning to end.
MS:     The organization of the writing is clear and includes a beginning, middle and an end.
AS:     The writing is somewhat organized but seems unfinished.
NS:     There is no organization to the writing.

Demonstrates use of Conventions in Writing.
ES:     Students are able to use a variety of punctuation marks (question marks, exclamation marks and periods) correctly with few or no errors.  Sentences begin with a capital letter. Student attempts to capitalize proper nouns.
MS:     Students consistently are able to use periods at the end of sentences with few or no errors, and or sentences begin with a capital letter with few or no errors.
AS:     Students sometimes use periods at the end of sentences, and or sentences sometimes begin with a capital letter.
NS:     Students does not use periods to end a sentence, and or sentences do not begin with a capital letter.

Demonstrates use of Grammar in Writing: Sentence Structure- Each sentence is written with a naming part and a telling part.
ES:     Each sentence is written with a naming part and a telling part.  Student expands writing to include describing and action words.
MS:     Each sentence is written with a naming part and a telling part.
AS:     Each sentence is written with a naming part and a telling part most of the time.
NS:     Sentences do not include naming and/or telling parts.


Speaking/Listening:

Participates in group discussion.
ES:     Student consistently provides information on topic.
MS:     Student shares information on topic independently.
AS:     Student participates when called upon.
NS:     Student does not participate.

Expresses complete thoughts.
ES:     Student expresses complete thought without support.
MS:     Student expresses complete thought with minimal support.
AS:     Student expresses complete thought through modeling.
NS:     Student does not express complete thought.

Uses appropriate voice levels.
ES:     Student uses appropriate voice level without reminders.
MS:     Student uses appropriate voice level with minimal reminders.
AS:     Student uses appropriate voice level through modeling.
NS:     Student does not use appropriate voice level.

Listens without interrupting.
ES:     Student listens without interrupting without reminders.
MS:     Student listens without interrupting with minimal reminders.
AS:     Student listens without interrupting through modeling.
NS:     Student does not listen without interrupting.

Follows multiple-step directions.
ES:     Exceeds expectations of multiple-step directions given to them.
MS:     Follows multiple-step directions independently.
AS:     Follows multiple-step directions with reminders.
NS:     Does not follow multiple-step directions with reminders.


Math:

Uses strategies/manipulatives to solve basic + facts to 10.
ES:     Uses a variety of strategies to solve addition problems to sums of 18.
MS:     Uses a variety of strategies to solve addition problems to sums of 10.
AS:     Uses limited strategies to solve addition problems to 10.
NS:     Does not solve addition problems to 10.

Uses strategies/manipulatives to solve basic – facts to 10.
ES:     Uses a variety of strategies to solve subtraction problems to sums of 18.
MS:     Uses a variety of strategies to solve subtraction problems to sums of 10.
AS:     Uses limited strategies to solve subtraction problems to 10.
NS:     Does not solve subtraction problems to 10.

Understands, identifies and describes geometric shapes.
ES:     Names and describes and compares 2D and 3D geometric shapes.
MS:     Names and describes all 2D and 3D geometric shapes.
AS:     Names and describes most 2D and 3D geometric shapes.
NS:     Does not yet name and describe characteristics of shapes.

Tells time to the hour and half hour.
ES:     Tells time to the hour, half hour, quarter hour, etc. on the analog and digital clock.
MS:     Tells time to the hour and half hour on the analog and digital clock all of the time.
AS:     Tells time to the hour and half hour most of the time on an analog and digital clock.
NS:     Does not tell time to the hour and half hour.
dard units.
ES:     Consistently measures length using appropriate tools.
MS:     Frequently measures length using appropriate tools.
AS:     Occasionally measures length using appropriate tools.
NS:     Does not measure length using appropriate tools.

Recognizes coins and their values.
ES:     Identifies name and value of additional currency.
MS:     Identifies name and value of a penny, nickel, dime and quarter all of the time.  
AS:     Identifies name or value of a penny, nickel, dime and quarter.
NS:     Does not identify name or value of a penny, nickel, dime and quarter.

Counts like coins to $1.00.
ES:     Counts mixed coins to $1.00.
MS:     Counts like coins to $1.00 all of the time.
AS:     Occasionally counts like coins to $1.00.
NS:     Does not count coins to $1.00.

Identifies and writes # to 100.
ES:     Identifies and writes numbers above 100 in and out of order.
MS:     Identifies and writes numbers to 100 in and out of order all of the time.
AS:     Occasionally identifies and writes numbers to 100 in and out of order.
NS:     Does not identify and write numbers to 100.

Demonstrates counting patterns (skip counting).
ES:     Consistently demonstrates counting patterns 2’s, 5’s, 10’s to 100.
MS:     Frequently demonstrates counting patterns 2’s, 5’s, 10’s to 100.
AS:     Occasionally demonstrates counting patterns 2’s, 5’s, 10’s to 100.
NS:     Does not demonstrate counting patterns.

Applies strategies to solve one-step word problems.
ES:     Consistently applies strategies to solve word problems.
MS:     Frequently applies strategies to solve word problems.
AS:     Occasionally applies strategies to solve word problems.
NS:     Does not apply strategies to solve word problems.
(use correct number operations to solve problems, correct order of operations)

Sequences and compares numbers using greater than and less than.
ES:     Student sequences numbers greater than 100 and compares them using greater than and less than.
MS:     Consistently student is able to sequence numbers between 0-100 and compare them using greater than and less than.
AS:     Occasionally student is able to sequence numbers between 0-100 and compare them using greater than and less than.
NS:     Does not sequence numbers between 0-100 and compare them using greater than and less than.
AS:     Occasionally identifies and writes numbers to 100

Understands and uses place value (ones and tens).
ES:     Understands and uses place value beyond the tens place.
MS:     Understands and uses place value to the tens place all of the time.
AS:     Occasionally understands and uses place value to the tens place.
NS:     Does not understand and use place value.



Social Development/Work Habits:

Practices self-control
Cooperates with and respects others
Avoids unnecessary talking
Accepts responsibility for personal and school property
Uses good manners
Follows classroom rules and routines
Follows school/playground rules
Follows directions first time given
Seeks teacher’s attention appropriately
Accepts Responsibility for Behavior
Gives best effort
Stays on task, works independently
Takes care of personal needs
Handles conflict appropriately
Completes and returns materials/work in a timely manner
Responds positively to adult guidance















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