Writing Rubrics
| The following rubrics were developed
for my kindergarten writing program. They are coordinated with the themes
I teach. I am also including the writing assessment I use with each theme.
I hope you'll find them helpful. The rubrics that I've developed build on
skills I introduce in Writing Workshop. For Georgia teachers, I am including the
standards. |
|
ELAKW1
The student begins
to understand the principles of writing. The student
a. Writes or dictates to describe familiar persons,
places, objects, or experiences.
b. Uses drawings, letters, and phonetically spelled
words to create meaning.
c. Accurately prints name, all uppercase and lowercase
letters of the alphabet, and teacher-selected words.
d. Uses left-to-right pattern of writing.
e. Begins to use capitalization at the beginning of
sentences and punctuation (periods and question marks) at the end of
sentences. |
| ELAKW2 The
student produces informational writing that:
a. involves one topic
b. uses drawings, letters and phonetically spelled words to share
information.
c. begins to use organizational structures.
d. may include describing words.
e. may include a sense of closure.
f. includes oral or written prewriting to generate ideas (graphic
organizers and pictures).
g. may include a draft developed from prewriting
h. may include a final copy.
|
| ELAKW2 The
student produces a personal narrative that:
a. involves one event.
b. uses drawings, letters, and phonetically spelled words to
describe a personal experience.
c. begins to use organizational structures (beginning, middle, end)
d. may include describing words.
e. may include a sense of closure.
f. includes oral or written prewriting to generate ideas (graphic
organizers and pictures).
g. may include a draft developed from prewriting. |
| ELAKW2 The
student produces a response to literature
that:
a. retells a story through pictures and or writing.
b. makes connections text-to-self, text-to-text, text-to-world.
c. begins to use organizational structures (beginning, middle, end)
d. prewrites orally or written to generate ideas (graphic
organizers, pictures)'
e. may include a draft developed from prewriting.
f. may include a sense of closure.
|
| Nursery Rhymes
At the beginning of the Nursery Rhyme
theme, I introduce the book, The Missing Tarts by B.J. Hennessey.
We discuss the cover of the book and I tell them about the theft of the
queen's tarts. Over the next few weeks, the students will be introduced to
many nursery rhyme characters. At the end of the unit, each student will
be asked to design a wanted poster and choose the character that they
think stole the queen's tarts.
ELAKW1 (a,b,c,d)
ELAKW2 (Response to Literature) |
Nursery Rhyme Rubric
| Apples/ Scarecrows
and Pumpkins After fall themes the
students are asked to write a fact (s) that they've learned about the
unit.
Writing Ideas
- I saw ...................... in the fall.
- Apple Facts
- My scarecrow has a ......................
- Pumpkin Facts
ELAKW1 (a,b,c,d,e)
ELAKW2 (Informational Writing) |
Apple Rubric
Scarecrows, Pumpkins, Fall Rubric
| Gingerbread Man
At the end of our Gingerbread Man unit,
students are asked to pretend they are the
gingerbread man. They are asked to draw a picture and write a sentence
about where they would hide.
ELAKW1 (a,b,c,d)
ELAKW2 (Response to Literature) |
Gingerbread Man Rubric
| Winter
Students are asked to draw a picture
and write about their favorite winter activity.
ELAKW1 (a,b,c,d,e)
ELAKW2 (Narrative) |
Winter Rubric
| Food
At the end of our food unit, the students are asked
to create a "silly" sandwich with construction paper. They write a
description of their sandwich. Below I've included the checklist and
writing rubric.
ELAKW1 (a,b,c,d,e) ELAKW2(Narrative) |
Silly Sandwich checklist
Food Rubric
| Pond, Farm, Insects
At the end of each theme, students
will be asked to write about an animal or insect from the unit.
ELAKW1 (a,b,c,d,e)
ELAKW2(Informational Writing) |
Teacher and Student Writing Checklist
Pond
Farm
Insects
|