Adapted Writing Rubric Pre-School-2nd

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Adapted Writing Rubric

Preschool, Kindergarten, First Grade, Second Grade

	1 Searching	2 Emergent	3 Exploring	4 Beginning	5 Developing
Content Ideas	~Pictures convey ideas ~Uses strings of letters that has to be interpreted	~Write 1 or more words as labels in drawing	~Writes with limited sense of purpose	~Writes simple ideas with few details ~Beginning to write with a sense of purpose	~Simple ideas supported by sketchy details ~Topic shows promise but development is still limited
Organization	~Inconsistent organization in drawings ~Limited details in drawings	~Uses some planning is their drawing ~Some good details in drawing	~No visible prewriting plan ~Writing lacks clear sense of direction	~Developed lead and conclusion ~Inconsistent sequencing ~Limited connection of ideas	~Develops prewriting plan ~Many minor details ~Big between points ~Dialogue may be present ~Recognizable Into and conclusion
Sentence Fluency	~Attempts to "read" drawings ~Does not elaborate	~Fluently "reads" their picture	~Write incomplete sentences ~Repetitive sentence patterns	~Sentences are short, simple, choppy	~Variety of sentence patterns ~Run-ons may be present
Word Choice	~Incomplete sentences when "reading" story	~Copies recognizable words ~Complete sentences when "reading" their story	~Writes simple repetitive vocabulary ~Sight words	~Limited, simple vocabulary ~Words and phrases repeated	~Variety of words selected ~Attempted words may not always fit
Voice	~Drawings are immature ~Audience does not recognize their drawings	~Drawings easily recognized by the audience ~Uses details when drawing	~Writing flat and lifeless ~Not written to any one in particular	~Sense of interaction with reader emerging ~Ideas still come across in routine way	~Individuality is demonstrated ~Experiments with expression
Conventions	~No real meaning in print Inconsistent directional pattern ~Copies words but does not understand what they mean ~Uses random letters ~Mostly capitals letters	~Inventive spelling (writer has to interpret the meaning) ~Inconsistent use of vowels, word spacing, lower case letters, handwriting	~Transitional spelling (interpreted by reader with help) ~Spaces between words ~Aware of capitalization ~Aware of punctuation ~Consistent lower case, showing improvement	~Spelling more conventional than transitional ~Limited word endings ~Correct capitalization ~Correct punctuation ~Correct letter formation	~Self-edits for: Punctuation, Spelling, and Grammar ~Attempts paragraphs