Grade 1 Scoring Rubric/Curriculum Guide

English Language Arts - Grade 1

Reading

Reads grade level sight words

Essential Standard/Student Demonstration

1.RF.3.g Recognize and read grade-appropriate irregularly spelled words.

End of Year Benchmark

Exceeding Standards

Independently reads more complex words.

Meeting Standards

Independently recognizes and reads grade appropriate irregularly spelled words.

Working Toward the Standards

With prompting and support, recognizes and reads grade appropriate irregularly spelled words.

Limited Progress Toward the Standards

Unable to recognize and read grade level appropriate irregularly spelled words

Reading

Decodes words using grade level phonics skills

Essential Standard/Student Demonstration

1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

1. Distinguish long from short vowel sounds in spoken single-syllable words .
2. Orally produces single-syllable words by blending sounds (phonemes), including consonant blends.
3. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
4. Segment spoken single-syllable words into their complete sequence of individual sounds.

1.RF.3  Know and apply grade level phonics and word analysis skills in decoding words.

1. Know the spelling sound for spelling correspondences for common consonant digraphs.
2. Decode regularly spelled one-syllable words.
3. Know final -e and common vowel team conventions for representing long vowel sounds.
4. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
5. Decode two-syllable words following basic patterns by breaking the words into syllables.
6. Read words with inflectional endings.

End of Year Benchmark

Exceeding Standards

Independently decodes more complex words.

Meeting Standards

Independently decodes words using grade level phonics skills.

Working Toward the Standards

With prompting and support decodes words using grade level phonics skills.

Limited Progress Toward the Standards

Unable to decode words using grade level phonics skills.

Reading

Reads with appropriate expression and accuracy

Essential Standard/Student Demonstration

1.RF.4 Read with sufficient accuracy and fluency to support comprehension.

1. Read grade-level text with purpose and understanding.
2. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
3. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

End of Year Benchmark

Exceeding Standards

Independently reads with an accelerated rate with accuracy and fluency to support comprehension. Reads for purpose and meaning and uses context to confirm or self-correct word recognition and understanding, and demonstrates a rereading when necessary.

Meeting Standards

Independently reads with sufficient accuracy and fluency to support comprehension. Reads for purpose and meaning and uses context to confirm or self-correct word recognition and understanding, and demonstrates a rereading when necessary.

Working Toward the Standards

With prompting and support reads with sufficient accuracy and fluency to support comprehension. Reads for purpose and meaning, uses context to confirm or self-correct word recognition for understanding, and demonstrates when rereading as necessary.

Limited Progress Toward the Standards

Unable to read with sufficient accuracy and fluency to support comprehension, read for for purpose and meaning, use context to confirm or self-correct word recognition, and is unable to understand when rereading as necessary.

Reading

Retells a story to demonstrate understanding (comprehension)

Essential Standard/Student Demonstration

1.RL.1 Ask and answer questions about key details in a text.

1.RL.2 Retells stories, including key details, to demonstrate an understanding of their central message or lesson.

1.RL.3 Describe characters, settings, and major events in a story, using key details.

1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

1.RL.5 Identify characteristics of common types of stories, including folktales and fairy tales.

1.RL.6 Identify who is telling the story at various points in a text.

1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events.

1.RL.9 Compare and contrast the adventures and experiences of characters in stories.

1.RL.10 With prompting and support, read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 1.

1.RI.1 Ask and answer questions about key details in a text.

1.RI.2 Identify the main topic and retell key details of a text.

1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

1.RI.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

1.RI.7 Use the illustrations and details in a text to describe its key ideas.

1.RI.8 Identify the reasons an author gives to support points in a text.

1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., illustrations, descriptions, or procedures).

1.RI.10 With prompting and support, read and comprehend informational texts exhibiting complexity appropriate for at least grade 1

1.RF.1 Demonstrate understanding of the organization and basic features of print.

1. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

End of Year Benchmark

Exceeding Standards

Independently analyzes and evaluates a story to demonstrate understanding (comprehension) Is able to ask and answer questions, retells stories with key details, describes characters and a setting, (plot) identifies words and phrases that suggest feelings, identifies different genres, uses illustrations to gain meaning, compare and contrast texts, and knows text features within non-fiction texts.

Meeting Standards

Independently retells a story to demonstrate understanding (comprehension) Is able to ask and answer questions, retells stories with key details, describes characters and a setting, (plot) identifies words and phrases that suggest feelings, identifies different genres, uses illustrations to gain meaning, compare and contrast texts, and knows text features within non-fiction texts.

Working Toward the Standards

With prompting and support retells a story to demonstrate understanding (comprehension) Is able to ask and answer questions, retells stories with key details, describes characters and a setting, (plot) identifies words and phrases that suggest feelings, identifies different genres, uses illustrations to gain meaning, compare and contrast texts, and knows text features within non-fiction texts.

Limited Progress Toward the Standards

Unable to retell a story to demonstrate understanding (comprehension)

Writing/Language

Uses grade level capitalization, punctuation and spelling

Essential Standard/Student Demonstration

1.L.2 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.

1. Print legibly-upper and lowercase letters.
2. Use end punctuation for sentences.
3. Capitalize the names of people and months.
4. Use commas in dates and to separate individual words in a series.
5. Uses conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
6. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
7. Write numerals up to 120. Understand that numbers are also written as words; write words for numbers from one to ten.

End of Year Benchmark

Exceeding Standards

Independently demonstrates command of the conventions of standard English with capitalization, punctuation, and spelling when writing. Written pieces show evidence of print that is legible, capitals for sentences, names months, commas in dates and words in a series. There is evidence of conventional spelling for words with common spelling patterns and irregular words. Student grasps the concept of independently editing and the editing is evident within finished work.

Meeting Standards

Independently demonstrates command of the conventions of standard English with capitalization, punctuation, and spelling when writing. Written pieces show evidence of print that is legible, capitals for sentences, names months, commas in dates and words in a series. There is evidence of conventional spelling for words with common spelling patterns and irregular words.

Working Toward the Standards

With prompting and support demonstrates command of the conventions of standard English with capitalization, punctuation, and spelling when writing. Written pieces show evidence of print that is legible,  capitals for sentences, names months, commas in dates and words in a series. There is little evidence of conventional spelling for words with common spelling patterns and irregular words.

Limited Progress Toward the Standards

Unable to demonstrate command of the conventions of standard English with capitalization, punctuation, and spelling when writing. Written pieces do not show evidence of print that is legible, capitals for sentences, names months, commas in dates and words in a series. There is no evidence of conventional spelling for words with common spelling patterns and irregular words.

Writing/Language

Organizes ideas to express complete thoughts

Essential Standard/Student Demonstration

1.W.1 Write opinion pieces that introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

1.W.2 Write informative/explanatory texts that name a topic, supply some facts about the topic, and provide some sense of closure.

1.W.3 Write narratives in prose or poem form that recount two or more appropriately sequenced events or experiences, include some details about what happened or was experienced, use temporal words to signal order where appropriate, and provide some sense of closure.

1. For poems, use rhyming words and words that repeat long and short vowel sounds to create structure

1.W.4 Produce writing in which the development and organization are appropriate to task, purpose, and audience.

1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

1. Demonstrate the ability to choose and use appropriate vocabulary.

1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

1.W.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

1.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

1.W.10 Write routinely for a range of tasks, purposes, and audiences.

End of Year Benchmark

Exceeding Standards

Independently organizes ideas to express complete thoughts while writing informative/explanatory texts, narrative poems, opinion pieces, shared research, and while gathering information from provided sources to answer a question. Composed piece uses complete and complex sentences, provides many elaborative details and gives the reader a sense of closure.

Meeting Standards

Independently organizes ideas to express complete thoughts while writing informative/explanatory texts, narrative poems, opinion pieces, shared research, and while gathering information from provided sources to answer a question.

Working Toward the Standards

With prompting and support organizes ideas to express complete thoughts while writing informative/explanatory texts, narrative poems, opinion pieces, shared research, and while gathering information from provided sources to answer a question.

Limited Progress Toward the Standards

Unable to organize ideas to express complete thoughts while writing informative/explanatory texts, narrative poems, opinion pieces, shared research, and while gathering information from provided sources to answer a question.

Speaking and Listening

Participation in collaborative conversations with peers and adults

Essential Standard/Student Demonstration

1.SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

1. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
2. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
3. Ask questions to clear up any confusion about the topics and texts under discussion.

1.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

1.SL.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

1.L.6 Use words and phrases acquired through conversations, activities in the grade 1 curriculum, reading and being read to, and responding to texts, including using frequently occurring conjunctions (e.g.,because) to signal simple relationships.

End of Year Benchmark

Exceeding Standards

Independently initiates collaborative conversations with peers and adults with grade level topics and texts. Grasps the concepts of listening with care and taking turns to speak with multiple exchanges. Asks questions to gain more meaning. Builds others' talk in conversations.  

Meeting Standards

Independently participates in collaborative conversations with peers and adults with grade level topics and texts. Grasps the concepts of listening with care and taking turns to speak with multiple exchanges.

Working Toward the Standards

With prompting and support is able to participate in collaborative conversations with peers and adults with grade level topics and texts. Is starting to grasp the concept of listening with care and taking turns to speak with multiple exchanges.

Limited Progress Toward the Standards

Unable to participate in collaborative conversations with peers and adults about grade level topics and texts.  Is limited with the ability to listen with care, taking turns to speak with multiple exchanges.

Speaking and Listening

Speaks in complete sentences

Essential Standard/Student Demonstration

1.SL.6 Produce complete sentences when appropriate to task and situation.

1.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades.

1. Sentence Structure and Meaning - Produce and expand simple and compound sentences.
2. Sentence Structure and Meaning - Demonstrate an understanding that a question is a type of sentence.
3. Sentence Structure and Meaning - Use singular and plural nouns with matching verbs in sentences.
4. Sentence Structure and Meaning - Use verbs to convey a sense of past, present, and future.
5. Word Usage - Use common, proper, and possessive nouns.
6. Word Usage - Use personal, possessive, and indefinite pronouns.
7. Word Usage - Use frequently occurring prepositions, adjectives, adverbs, conjunctions and articles.

1.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

1. Use sentence-level context as a clue to the meaning of a word or phrase.
2. Use frequently occurring affixes as a clue to the meaning of a word.
3. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

1.L.5 With guidance and support from adults, demonstrate an understanding of word relationships and nuances in word meanings.

1. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
2. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
3. Identify real-life connections between words and their use (e.g., note places at home that are cozy).
4. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

1.SL.4 Produce complete sentences when appropriate to task and situation.

1.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

End of Year Benchmark

Exceeding Standards

Independently produces and expands complete sentences when appropriate to task and situation. Demonstrates command of the conventions of standard English grammar and usage, and uses many varied kinds of sentences with complex language when speaking.

Meeting Standards

Independently produces complete sentences when appropriate to task and situation. Demonstrates command of the conventions of standard English grammar and usage when speaking.

Working Toward the Standards

With prompting and support produces complete sentences when appropriate to task and situation. Demonstrates command of the conventions of standard English grammar and usage when speaking.

Limited Progress Toward the Standards

Unable to produce complete sentences when appropriate to task and situation and a command of the conventions of standard English grammar and usage when speaking.