ELL Assessments and Language Skill Packs Writing Scoring Rubrics Grades 1-2

ELL Assessments and Language Skill Packs • Writing Scoring Rubrics • Grades 1–2
Level refers to performance expectations at the indicated language proficiency level.
Skill Area Level 1 Level 2 Level 3 Level 4 Level 5
Language • Uses drawings or writes • Uses drawings or writes • Writes phrases or complete • Writes phrases or complete • Writes phrases or complete
single words or phrases single words or phrases simple sentences sentences of varied length sentences of varied length
• Spells some words correctly, • Spells many (morethanhalf) • Spells most words correctly and linguistic complexity
• Some attempts to
but errors may impede words correctly, and errors with a few errors • Spells words correctly with
phonetically spell
comprehension do not impede minimal errors
words
• Attempts to phonetically comprehension
spell words
• Content may be • Includes a limited
Content • Uses a graphic organizer • Uses a graphic organizer to • Uses a graphic organizer
unrelated to the development of details
to generate ideas generate and organize ideas to generate and organize
prompt • Relies on general language,
• Includes a limited main idea • Includes a focused main ideas effectively and
• Does not use graphic and lack of vocabulary may
• Includes some supporting idea independently
organizer (may have 1 be evident
details • Includes many supporting • Includes strongly focused
or 2 words) • Attempts to complete
• Attempts to use content details main idea
***If they do not write graphic organizer to
vocabulary • Organizes ideas from • Includes extensive details
anything, it is a 0 organize/generate ideas
general to specific that clearly support the
• Uses some content main idea
vocabulary with precision • Cohesively organizes ideas
and accuracy from general to specific
• Uses content vocabulary
with precision and accuracy
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Opinion Writing Rubric
Skill Area Level 1 Level 2 Level 3 Level 4 Level 5
Language • Writes single words • Writes phrases or • Writes with complete • Writes in complete sentences • Writes in complete sentences
or phrases short sentences sentences that are simple of varied length and type of varied length and
• Attempts simple • Uses simple grammatical or at times compound • Writes with control of simple linguistic complexity
grammatical structures structures with few errors • Uses simple grammatical grammatical structures; uses • Writes with control of simple
that contain errors • Writes with errors structures; attempts more more complex structures, and complex grammatical
• Attempts to in punctuation and complex structures but but with some errors structures
phonetically spell capitalization with errors • Writes with few errors • Writes with minimal errors
words • Spells some words • Writes with some errors in punctuation and in punctuation and
correctly, but errors may in punctuation and capitalization capitalization
impede comprehension capitalization • Spells most words correctly • Spells words correctly with
• Spells many words correctly with a few errors minimal errors
with some errors that do not
impede comprehension
• Very limited • Attempts to include an

Content • Writes with limited focus, • Writes with a focus and • Writes with a strong focus
details introduction sentence
and main idea may be a main idea and easily identifiable point
• Attempts to answer • Attempts to use three
unclear at times • Includes an introduction of view
prompt detail sentences
• Includes an introduction sentence that states the • Includes an introduction
• Lack of vocabulary is • Relies on general language,
sentence that states the opinion somewhat clearly sentence that clearly states
evident and lack of vocabulary may
opinion • Includes three or more the opinion
• be evident
• Includes three sentences sentences that explain the • Includes three or more detail
to explain the opinion opinion somewhat clearly sentences that clearly and
• Uses a conclusion that is • Uses a conclusion that extensively explain
copied from the introduction restates the writer’s opinion the opinion
sentence • Uses some new vocabulary • Uses a conclusion that
• Attempts to use new clearly restates the writer’s
vocabulary opinion in a different way
than the introduction
• Uses new vocabulary with
precision and accuracy

ELL Assessments and Language Skill Packs Writing Scoring Rubrics Grades 1-2

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ELL Assessments and Language Skill Packs • Writing Scoring Rubrics • Grades 1–2

Level refers to performance expectations at the indicated language proficiency level.

Skill Area Level 1 Level 2 Level 3 Level 4 Level 5

Skill Area Level 1 Level 2 Level 3 Level 4 Level 5

• Very limited • Attempts to include an

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