Grade K 1 2
Rowan-Salisbury School System Writing Rubric for Grades K, 1, 2
(From the North Carolina K-2 Literacy Assessment - 2009)
DEVELOPMENTAL STAGES OF WRITING
PREWRITING EARLY EMERGENT EMERGENT EARLY DEVELOPING DEVELOPING EARLY INDEPENDENT INDEPENDENT
• Relies primarily on drawings • Uses drawing and words to • Establishes a relationship • Relates drawings and writing to • Uses drawings to enhance • Writes a series of related ideas • Maintains a clear focus
to convey meaning. convey meaning. between drawing and print. create a more meaningful text. meaning of writing. in an organized logical throughout the text.
• Uses random numbers and • Copies words, names, and • Adds details to drawing. • Drawings show a sequence of • Writes several sentences sequence. • Connects ideas smoothly
letters to represent words. labels from environment. • Writes 1 or 2 sentences events. about a topic. • Writes stories with a clear and logically.
• Tells about own drawing and • Uses mostly beginning and focused on a topic. • Writes a few short, patterned, • Writes in complete beginning, middle, and end. • Uses varied sentence
writing. ending consonants to spell • Writes in a way one would repetitive sentences focused on a sentences. • Uses varied sentence patterns patterns and lengths that
words. speak. topic. • Writes in a logical and lengths. develop and extend the
• Uses upper and lowercase • Writes left to right and top to • Writes about familiar topics and sequence. • Enhances ideas using details topic.
letters indiscriminately. bottom. experiences. • Uses list-like details and and descriptive language. • Uses language and details
• Pretends to read own • Uses upper and lowercase • Shows evidence of using language descriptive language. • Begins to use elaboration to that create a vivid mental
writing. letters indiscriminately. from books. • Uses vocabulary support details. picture.
• Uses spacing between • Writes left to right across several appropriate for the topic. • Uses alternatives for commonly • Uses elaboration to
words inconsistently. lines. • Spells many high used words to enhance the support details that is
• Spells names and familiar • Uses spacing between words frequency words correctly. text. related to the topic.
words correctly. consistently. • Uses temporary spelling • Spells most high frequency • Uses a variety of
• Uses temporary spelling. • Spells simple words and some high that can generally be read words correctly. resources to spell
• Begins to read own writing. frequency words correctly. by others and is moving • Uses a variety of spelling unfamiliar words.
• Uses temporary spelling with some toward conventional strategies to spell unfamiliar • Spells most words
phonetic elements. spelling. words. correctly.
• Uses capital letters for names and • Uses capital letters and • Uses more conventional than • Experiments with dialogue
the beginning of sentences. end punctuation correctly temporary spelling. to enhance writing.
• Uses periods correctly. and consistently. • Uses commas and apostrophes • Writes with standard
• Uses question marks and • Begins to write with a correctly. punctuation, capitalization,
exclamation points inconsistently. sense of audience. • Begins to write with a sense of and grammar.
• Reads own writing with fluency. audience. • Writes with a sense of
• Uses paragraphs audience.
inconsistently. • Uses paragraphs correctly.
Stage ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______
Date Date Date Date Date Date Date
Teacher’s Signature_______________________________________________ Date _______________________________
Rowan-Salisbury School System
Elementary Curriculum Department