Revised January 12, 2010 Literacy Rubrics Grade 1 Standards 1-Not Meeting Standard 2-Progressing Toward Standard 3-Meeting Standard 4-Exceeding Standard Applies word recognition Strategies and skills (Phonics) Utilizes reading comprehension strategies (self-corrects, rereads, uses context clues) Student is unable to blend beginning, middle, and ending sounds when decoding unfamiliar words. Student demonstrates only literal comprehension. Student attempts to generate or answer questions about a story with limited success. Demonstrates little to no ability to write or draw a response that shows comprehension of a story. Student is starting to use the blending of letter sounds and word patterns to decode unfamiliar words. use strategies to self correct. read simple text with some accuracy and emerging fluency. Student demonstrates literal and some inferential comprehension. use prior knowledge, make predictions, and draws and supports conclusions when reading text. Demonstrates some ability to write or draw a response that shows uses the blending of letter sounds and word patterns to decode unfamiliar words. Student will reread, use picture clues, phonetic skills, and other strategies to self correct. Student reads grade appropriate text with accuracy and emerging fluency. Student demonstrations literal and inferential comprehension. uses prior knowledge, makes predictions, and draws and supports conclusions when reading text. write or draw a response that shows comprehension of read complex words in above grade level material. Student reads above grade level text with accuracy, fluency, and correct expression. Above grade level Student will consistently and independently use a variety of comprehension strategies to understand text that is above grade level. Student will independently generate and answer literal and inferential questions
comprehension of a story. a story. about a story. Reads fluently with expression Note: Please also refer to AIMS WEB and MAP guidelines. Student does not yet read grade level text fluently. Student reads grade level text at a moderate rate with some expression and beginning attention to punctuation. reads grade level text at an appropriate rate with correct expression and attention to punctuation. reads above grade leve text at an appropriate rate with correct expression and attention to punctuation. Reads Grade Level materials Note: Please also refer to AIMS WEB and MAP guidelines. Significantly below grade level Slightly below grade level Within grade level Above grade level Prints legibly Student has difficulty using correct formation of uppercase and lowercase letters of the alphabet and numbers. Student is not able to space words and sentences appropriately. Student occasionally uses correct formation of uppercase and lowercase letters of the alphabet and numbers. space words and sentences appropriately. Student usually uses correct formation of uppercase and lowercase letters of the alphabet and numbers. spaces words and sentences appropriately. and independently use correct formation of letters and numbers. spaces words and sentences appropriatel on all assignments.
Uses capitalization and punctuation Student has limited understanding and does not apply capitalization and punctuation. use correct capitalization and punctuation. Student is using correct capitalization and punctuation. and independently use correct capitalization and punctuation on all assignments. Uses the writing process to compose writing Student has difficulty generating ideas. Writing consists of pictures and/or labels. generate ideas. Writing consists of short simple sentences. Student writing tends to be focused and organized. Sentence structure may contain some variation and interesting vocabulary. Student writing consists of a focused, organized text that ma include supportive details, descriptive language and/or interesting vocabulary Learns spelling words Spells weekly spelling words at less than 75% accuracy. Spells weekly spelling words at 75% - 90% accuracy. Spells weekly spelling words with at least 90% accuracy. Consistently spells challenge words correctly. Applies spelling to writing Student spells very few grade appropriate spelling words correctly, and does not apply spelling patterns in writing. Student spells some grade appropriate spells words correctly, and is beginning to apply spelling patterns in writing. Student spells most grade appropriate spelling words correctly, and applies spelling patterns in writing. Student spells many above grade level words correctly in daily writing.
Math Rubrics Grade 1 Standards 1-Not Meeting Standard 2-Progressing Toward Standard 3-Meeting Standard 4-Exceeding Standard Develops strategies for addition and subtraction facts Student does not yet understand how to use models or strategies to solve addition and subtraction problems. Student is unable to compose and decompose numbers up to 12. use models or strategies to solve addition and subtraction problems. compose and decompose numbers up to 12 with some success. January to 10 June to 12 uses a variety of models and strategies to solve addition and subtraction problems. (Models may include pictures, objects, number lines, etc. Strategies may include counting up and back, making tens, etc.) compose and decompose numbers up to 12 with consistent success. shows mastery of addition and subtraction facts. Student uses the relationship between addition and subtraction to solve basic facts. January to 12 June to 18
Place Value/ Number operations Student does not yet understand place value. Student cannot yet read, write, and/or represent numbers past 10. Student inconsistently uses place value to describe whole numbers between 10 and 100 in terms of groups of tens and ones. Student is inconsistent when reading, writing, and representing numbers up to 120. Student inconsistently counts forwards and backwards from any given number by 1 s and 10 s using a number grid. Student uses place value to describe whole numbers between 10 and 100 in terms of groups of tens and ones. read, write, and represent numbers up to 120. count forward and backwards from any given number by 1 s and 10 s using a number grid. Student s problem solving with multidigit numbers is efficient and accurate. Student explains problem solving verbally, in writing, and with numbers. Describes / Classifies objects using geometric properties * You may want to use an NA for this are in January if you feel you do not have enough evidence of learning. Student has little to no knowledge of the characteristics of 2 & 3 dimensional objects. Student shows inconsistent knowledge of 2 & 3 dimensional objects, and the ability to combine and take apart 2 & 3 dimensional figures. (Ex. Decompose a regular hexagon into 6 triangles.) Student correctly describes the characteristics of 2 & 3 dimensional objects. combine and take apart 2 & 3 dimensional figures. combine and take apart 2 & 3 dimensional figures in various ways. visualize the shapes that make up various 3D figures.
Measure objects (cm, in.) *You may want to use an NA for this area in January if you feel you do not have enough evidence of learning. Tells Time Student does not yet understand the difference between centimeters and inches. Student is not able to correctly use a linear measuring tool. January/June - Student does not yet understand the concept of time. Student understands the difference between centimeters and inches. Student measures objects to the nearest centimeter or inch with inconsistent success. January- Student inconsistently tells time to the hour. June - Consistently tells time to the hour. Inconsistently tells time to the ½ hour. Student understands the difference between centimeters and inches. Student measures objects to the nearest centimeter or inch with consistent success. January - Student consistently tells time to the hour. June Consistently tells time to the hour and ½ hour. Inconsistently tells time to the ¼ hour. Student understands the difference between centimeters and inches and applies this knowledge to solve word problems involving linear measurement. Recognizes and applies connections among measurement concepts independently. January/June Student consistently tells the correct time. Counts Coins January/June - Student does not consistently identify coins (P,N,D) and their values. January Student is able to identify coins but unable to count combinations of these coins. June Student is able to identify coins (P,N,D) and to count January - Student is able to identify coins (P,N,D) and to count combinations of these with some success. June Student is able to identify coins (P,N,D) and count January/June - Student is able to identify coins (P,N,D) and count combinations of these coins beyond $1.00 with consistent success. Student is
combinations of these with some success. combinations of these coins with consistent success. able to solve word problems that involve comparing different amounts of money. Problem Solving Student does not yet understand how to solve a mathematical word problem. use number sentences to represent and solve a mathematical word problem. solves mathematical word problems and is able to generate the corresponding number sentence. Student demonstrates mathematical reasoning and convincingly justifies answers, both verbally and in written form when solving word problems.
Science Grade 1 Standards 1-Not Meeting Standard 2-Progressing Toward Standard 3-Meeting Standard 4-Exceeding Standard Understands scientific concepts and Does not displays an understanding of the scientific concepts and Inconsistently displays an understanding of the scientific concepts and Usually displays an understanding of the scientific concepts and Consistently displays an understanding of the scientific concepts and Social Studies Grade 1 Standards 1-Not Meeting Standard 2-Progressing Toward Standard 3-Meeting Standard 4-Exceeding Standard Understands concepts Does not display an understanding of social studies concepts Inconsistently displays an understanding of social studies concepts Usually displays an understanding of social studies concepts Consistently displays an understanding of social studies concepts