San Diego Unified School District

Office of the Deputy Superintendent Instruction and CurriculumDivision

Literacy and History-Social Science Department

Grade 1
August 2006 DRAFT page 1

NARRATIVE Writing Rubric

Advanced Proficient Basic Below Basic HOLISTIC
SCORE _____ 3 2 1 3 2 1 3 2 1 3 2 1
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IDEAS/
CONTENT

Skillfully develops a
central idea that describes
real or imaginary personal
experiences, familiar
objects and events






Develops a central idea(s)
that describes real or
imaginary personal
experiences, familiar
objects and events
WS 1.0, 1.1, 1.2; WA 2.0, 2.1; FW
pp. 26-27, 50-51
Central idea is
underdeveloped


Central idea is absent

ORGANIZA-
TION
Skillfully uses sequence
or other logical order
Uses sequence or other
logical order
RC 2.1; WA 2.0; FW pp. 26-27,
50-51
Sequence is
underdeveloped or
incomplete

Sequence is illogical
VOICE Writers voice adds
interest to the message

Writers voice is
appropriate to the audience
and purpose
WS 1.0; WA 2.0; FW pp. 26-27,
50-51

Writers voice is
mechanical and/or
repetitive (e.g., series of
facts/ideas)
No sense of voice,
purpose and/or audience
WORD AND
LANGUAGE
CHOICE
Words/phrases convey
precise meaning
appropriate to the genre
Skillfully uses descriptive
words and sensory details

Words/phrases convey
meaning appropriate to the
genre
Uses descriptive words
and sensory details
appropriately
WS 1.0 1.2; WA 2.0, 2.1; FW pp.
23-25, 26-27, 48
Words/phrases are
vague/general
Includes some
descriptive words and
sensory details



Limited or
inappropriate use of
vocabulary

W
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S
T
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SENTENCE
FLUENCY
Skillfully uses complete
and coherent sentences
Sentences are complete
and coherent
WS 1.0, 1.1; WA 2.0, 2.1; LC 1.0,
1.1; FW pp. 26-27, 50-51

Sentences are usually
complete and coherent

Sentences are
incomplete/incoherent

CONVENTIONS Shows creativity and
flexibility when using
conventions to enhance
meaning
Uses grade level
appropriate conventions;
errors are minor and do not
obscure meaning
WS 1.0; WA 2.0; LC 1.0, 1.1, 1.2,
1.3, 1.4, 1.5, 1.6, 1.7, 1.8; FW pp.
26-27, 50-51

Uses grade level
appropriate
conventions; errors
occasionally obscure
meaning
Limited understanding
of grade level
appropriate conventions



San Diego Unified School District
Office of the Deputy Superintendent Instruction and CurriculumDivision
Literacy and History-Social Science Department

Grade 1
August 2006 DRAFT page 2

INFORMATIONAL/EXPOSITORY (DESCRIPTION) Writing Rubric

Advanced Proficient Basic Below Basic

HOLISTIC
SCORE _____ 3 2 1 3 2 1 3 2 1 3 2 1
W
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A
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IDEAS/
CONTENT

Skillfully develops a
central idea in expository
description of real
objects, people, places,
or events
Skillfully uses
appropriate details to
support the central idea
Develops a central idea in
expository descriptions of
real objects, people, places,
or events
Uses appropriate details
to support the central idea
WS 1.0, 1.1; WA 2.0, 2.2; FW pp.
26-27, 50-51





Central idea is
underdeveloped/overly
broad
Limited or contrived use
of details to support the
central idea
No central idea
Details are not
included


ORGANIZA-
TION
Skillfully maintains
focus on central idea
Maintains focus on
central idea
WS 1.0, 1.1, 1.2; WA 2.0, 2.2; FW
pp. 26-27, 50-51

Focus on central idea is
inconsistent
Does not include a
central idea
VOICE Writers voice adds
interest to the message

Writers voice is
appropriate to the audience
and purpose
WS 1.0; WA 2.0; FW pp. 26-27,
50-51

Writers voice is
mechanical and/or
repetitive (e.g., series of
facts/ideas)
No sense of voice,
purpose and/or audience
WORD AND
LANGUAGE
CHOICE
Words/phrases convey
precise meaning
appropriate to the genre
Skillfully uses
descriptive words and
sensory details

Words/phrases convey
meaning and are
appropriate to the genre
Uses descriptive words
and sensory details
appropriately
WS 1.0 1.2; WA 2.0, 2.1; FW pp.
23-25, 26-27, 48

Words/phrases are
vague/general
Includes some descriptive
words and sensory details



Limited or
inappropriate use of
vocabulary

W
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S
T
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A
T
E
G
I
E
S

SENTENCE
FLUENCY
Skillfully uses
complete and coherent
sentences
Sentences are complete
and coherent
WS 1.0, 1.1; WA 2.0, 2.1; LC 1.0,
1.1; FW pp. 26-27, 50-51

Sentences are usually
complete and coherent

Sentences are
incomplete/incoherent

CONVENTIONS Shows creativity and
flexibility when using
conventions to enhance
meaning
Uses grade level
appropriate conventions;
errors are minor and do not
obscure meaning
WS 1.0; WA 2.0; LC 1.0, 1.1, 1.2,
1.3, 1.4, 1.5, 1.6, 1.7, 1.8; FW pp.
26-27, 50-51

Uses grade level
appropriate conventions;
errors occasionally obscure
meaning
Limited understanding
of grade level
appropriate conventions


San Diego Unified School District
Office of the Deputy Superintendent Instruction and CurriculumDivision
Literacy and History-Social Science Department

Grade 1
August 2006 DRAFT page 3

RESPONSE TO LITERATURE Writing Rubric

Advanced Proficient Basic Below Basic HOLISTIC
SCORE _____ 3 2 1 3 2 1 3 2 1 3 2 1
IDEAS/
CONTENT

Skillfully demonstrates
understanding of text(s)
by describing a central
idea

Demonstrates
understanding of text(s)
by describing a central
idea
WS 1.0; WA 2.0; RC 2.0; LR
3.0; FW pp. 26-27, 50-52
Demonstrates a limited
understanding by
retelling events that
loosely link to a central
idea

Relies on known or
anecdotal information

Analysis Analyzes literary
elements (e.g., plot,
setting, character)

Identifies and describes
literary elements (e.g.,
plot, setting, character)
RC 2.0, 2.2, 2.6; LR 3.0, 3.1,
3.3; FW pp. 25, 49-50
Identifies literary
elements using vague
descriptions

No evidence or
understanding of literary
elements

Interpretation Skillfully reacts to
texts/ideas/literary
elements within texts
Reacts to
texts/ideas/literary
elements within texts
RC 2.0, 2.7; LR 3.0, 3.3; FW
pp. 25, 49-50
Interpretation is limited
to a retell of selected
events
Interpretation is
erroneous or absent
W
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Support Supports
interpretations
convincingly by relating
relevant prior knowledge
to textual information
Supports interpretation
by relating prior
knowledge to textual
information
RC 2.0, 2.6; LR 3.0, 3.3; FW
pp. 25; 49-50
Prior knowledge is
marginally related to
textual information
Erroneous or no
evidence is offered to
support interpretations
ORGANIZA-
TION
Writer selects a
compelling focus

Writer selects a clear
focus
WS 1.0, 1.1, 1.2; WA 2.0, 2.2;
RC 2.0; LR 3.0; FW pp. 26-27,
50-52

Ideas are loosely related
to the focus

Ideas are incoherent

VOICE Writers voice adds
interest to the message

Writers voice is
appropriate to the
audience and purpose
WS 1.0; WA 2.0; FW pp. 26-
27, 50-51

Writers voice is
mechanical and/or
repetitive (e.g., series of
facts/ideas)
No sense of voice,
purpose and/or audience
WORD AND
LANGUAGE
CHOICE
Words/phrases convey
precise meaning
appropriate to the genre
Skillfully uses
descriptive words and
sensory details

Words/phrases convey
meaning appropriate to
the genre
Uses descriptive words
and sensory details
appropriately
WS 1.0, 1.2; WA 2.0, 2.1; FW
pp. 23-25, 26-27, 48
Words/phrases are
vague/general
Includes some
descriptive words and
sensory details



Limited or
inappropriate use of
vocabulary

W
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S
T
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A
T
E
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I
E
S

SENTENCE
FLUENCY
Skillfully uses
complete and coherent
sentences
Sentences are complete
and coherent
WS 1.0, 1.1; WA 2.0, 2.1; LC
1.0, 1.1; FW pp. 26-27, 50-51
Sentences are usually
complete and coherent

Sentences are
incomplete/incoherent

CONVENTIONS Shows creativity and
flexibility when using
conventions to enhance
meaning
Uses grade level
appropriate conventions;
errors are minor and do
not obscure meaning
WS 1.0; WA 2.0; LC 1.0, 1.1,
1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8;
FW pp. 26-27, 50-51

Uses grade level
appropriate conventions;
errors occasionally
obscure meaning
Limited understanding
of grade level
appropriate conventions

San Diego Unified School District
Office of the Deputy Superintendent Instruction and CurriculumDivision
Literacy and History-Social Science Department

Grade 1
August 2006 DRAFT page 4

RESPONSE TO EXPOSITORY TEXT Writing Rubric

Advanced Proficient Basic Below Basic

HOLISTIC
SCORE ______ 3 2 1 3 2 1 3 2 1 3 2 1
IDEAS/
CONTENT
Skillfully synthesizes
the central idea(s) of the
text
Skillfully
demonstrates literal,
inferential and applied
understandings of text
as appropriate to the
text and the task

Effectively synthesizes
the central idea(s) of the
text
Effectively demonstrates
literal, inferential and
applied understandings of
text as appropriate to the
text and the task
RC 2.0, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
2.7; WS 1.0, 1.1, 1.2; WA 2.0, 2.2;
LC 1.0; LS 1.0; SA 2.0, 2.4; FW
pp. 25-29, 31, 34, 44, 48-49, 51-
52
Synthesis of the central
idea(s) requires some
revision
Demonstrates an over-
reliance on literal
understandings of text

No evidence of
synthesis
Demonstrates a weak
or incomplete
understanding of text

Analysis Insightfully relates
prior knowledge with
textual information
(including text features
as appropriate) to
clarify ideas

Relates prior knowledge
with textual information
(including text features as
appropriate) to clarify
ideas
RC 2.0, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7;
WS 1.0, 1.1, 1.2; WA 2.0, 2.2; LC
1.0; LS 1.0, 1.2; SA 2.0, 2.4; FW
pp. 25-29, 31, 34, 44, 48-49, 51-
52
Over-relies on the use of
prior knowledge with
limited reference(s) to the
text (including text
features as appropriate)
Little or no analysis
of text


Interpretation Demonstrates an
insightful interpretation
of the text
Insightfully interprets
information from
illustrations, diagrams
and charts as
appropriate

Demonstrates an
appropriate interpretation
of the text
Interprets information
from illustrations, diagrams
and charts as appropriate
RC 2.0, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
2.7; WS 1.0, 1.1, 1.2; WA 2.0, 2.2;
LC 1.0; LS 1.0; SA 2.0; FW pp.
25-29, 31, 34, 64, 67-68

Interpretation of text
weak or loosely connected
to the text
Limited or disconnected
interpretation of
illustrations, diagrams and
charts as appropriate

Interpretation is
absent or erroneous

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Support Supports perceptive
interpretation with
convincing textual
information and prior
knowledge
Supports interpretation
with prior knowledge and
textual information
RC 2.0, 2.6, 2.7; WS 1.0, 1.1, 1.2;
WA 2.0, 2.2; LC 1.0; LS 1.0; SA
2.0, 2.4; FW pp. 25-29, 31, 34, 64,
67-68

Supports interpretation
with limited and/or
questionable textual
information and prior
knowledge
Little or no evidence
is offered to support
interpretation
ORGANIZA-
TION




Skillfully relates ideas
using a logical
organizational structure
Relates ideas in a logical
sequence
WS 1.0, 1.1, 1.2, 1.3; LS 2.0, 2.1,
2.3; FW pp. 34-35
Sequence may detract
from the overall meaning
Structure is random
or absent
S
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VOICE Writers voice adds
interest to the message

Writers voice is
appropriate to the audience
and purpose
WS 1.0; WA 2.0; FW pp. 26-27,
50-51

Writers voice is
mechanical and/or
repetitive (e.g., series of
facts/ideas)
No sense of voice,
purpose and/or
audience
San Diego Unified School District
Office of the Deputy Superintendent Instruction and CurriculumDivision
Literacy and History-Social Science Department

Grade 1
August 2006 DRAFT page 5

RESPONSE TO EXPOSITORY TEXT Writing Rubric



WORD AND
LANGUAGE
CHOICE
Words/phrases
convey precise
meaning appropriate to
the genre
Skillfully uses
descriptive words and
sensory details

Words/phrases convey
meaning appropriate to the
genre
Uses descriptive words
and sensory details
appropriately
WS 1.0 1.2; WA 2.0, 2.1; FW pp.
23-25, 26-27, 48
Words/phrases are
vague/general
Includes some
descriptive words and
sensory details



Limited or
inappropriate use of
vocabulary

W
R
I
T
I
N
G

SENTENCE
FLUENCY
Skillfully uses
complete and coherent
sentences
Sentences are complete
and coherent
WS 1.0, 1.1; WA 2.0, 2.1; LC 1.0,
1.1; FW pp. 26-27, 50-51

Sentences are usually
complete and coherent

Sentences are
incomplete/incoherent

CONVENTIONS Shows creativity and
flexibility when using
conventions to enhance
meaning
Uses grade level
appropriate conventions;
errors are minor and do not
obscure meaning
WS 1.0; WA 2.0; LC 1.0, 1.1, 1.2,
1.3, 1.4, 1.5, 1.6, 1.7, 1.8; FW pp.
26-27, 50-51

Uses grade level
appropriate conventions;
errors occasionally
obscure meaning
Limited
understanding of grade
level appropriate
conventions