spring student and teacher writing rubrics

Reading and Writing Workshop By Carolyn Wilhelm Wise Owl Factory

and DigiWebStudio.com

Table of Contents: 2. Balloons teacher and student writing rubrics 4. . Fall Writing Workshop Student and Teacher Rubrics a 6. Teacher and student writing rubrics b 8. . Winter teacher and student writing rubrics 10. Inferring teacher rubric 11. Inferring student rubric 12. Interesting Words 13. Lined writing paper no dashes 14. Mental images when reading and after book discussion 15. Metacognition Student work page #1 16. Metacognition Student work page #2 17. Nonfiction graphic organizer self-assessment 18. Nonfiction graphic organizer 19. Nonfiction teacher rubric 20. Story mapping page 21, Primary writing page with space for drawing 22. Primary writing paper with no drawing space 23. Schema page a 24. Schema page b 25. Story web teacher assessment 26. Story star graphic organizer 27. Story star self-evaluation 28. Story star teacher assessment 29. Story web self-assessment 30. Story web teacher assessment 31. Story mapping writing and drawing page 32. Story mapping with some ideas 33. Thinking about my thinking: Metacognition rubric 34. Synthesizing layers page 35. Synthesis Wheel 36. Synthesizing and reading student page 37. Teacher assessment synthesizing rubric 38. Student synthesizing rubric 39. Text to self drawing page 40. Text to self writing page 41. Text to self student evaluation rubric a 42. Text to self student evaluation rubric b 43. Text to self teacher evaluation 44. Text to text connections drawing page a 45. Text to text connections drawing page b 46. Text to self connections writing page 47. Text to text connections student evaluation page 48. Text to text connection teacher evaluation form 49. Text to text connections teacher evaluation 50. Text to world connections student evaluation form 51. Text to world connections drawing page 52. Text to world connections teacher evaluation form 53. Text to world connections writing page 54. Visualizing student rubric 55. Visualizing teacher rubric 56. Visualizing after hearing text 57. Visualizing story planning page 59. Changing mental images while reading drawing page 60. Expanding connections (self, text, and world on one page)

My Writing Self-Evaluation Rubric Writing Workshop

Name ____________________________

Comments: _____________________________________________________________

OK Good My Best I write and work all the

time during Writers’ Workshop.

I write using temporary spelling on the rough

draft.

I fix up and fancy up spelling for the diamond draft.

I try my best.

I do my best on the

illustrations.

Writing Workshop Teacher Evaluation

Name ____________________________

Comments: _____________________________________________________________ _______________________________________________________________________

OK Good The Best! Writes and works all

the time during Writers’ Workshop.

Writes using temporary spelling on

the rough draft.

Fixes up and fancies up spelling for the

diamond draft.

Work effort.

Best work on illustrations?

My Writing Self-Evaluation Rubric Fall Writing Workshop

Name ____________________________

Comment: ________________________________________________________

OK Good My Best I write and work all the time

during Writing Workshop.

I write using temporary spelling on the rough draft.

I fix up and fancy up spelling for the diamond draft.

I try my best.


Writing Teacher Evaluation Rubric Fall Writing Workshop

Name ____________________________

Comment: ________________________________________________________

OK Good The Best I write and work all the time

during Writing Workshop.


Fixes up and fancies up spelling for the diamond

draft.

Work effort.



Name ____________________________

Comments: _____________________________________________________________

OK Good My BestI write and work all the


I write using temporary

spelling on the rough draft.

I fix up and fancy up

spelling for the diamond draft.

I try my best.

I do my best on the

illustrations.

Writing Workshop Teacher Evaluation

Name ____________________________

Comments: _____________________________________________________________ _______________________________________________________________________

OK Good The Best!Writes and works all


Writes using

temporary spelling on the rough draft.


diamond draft.

Work effort.



Name ____________________________

Comments: _____________________________________________________________

OK Good My Best I write and work all the



I fix up and fancy up spelling for the diamond

draft.

I try my best.

I do my best on the illustrations.

Dictionary

First Grade Writing Workshop Teacher Evaluation

Name ____________________________

Comments: _____________________________________________________________ _______________________________________________________________________

OK Good The Best! Writes and works all


Writes using temporary spelling on

the rough draft.


diamond draft.

Work effort.


Dictionary

Inferring and Reading, Teacher Rubric Name ____________________ Date _________

Good Very good Excellent I know generally what inferring is. . . (the text plus the reader's thoughts)

hazy and unclear

clear

crystal clear

I use inference when reading . . . (student thinks about what is being read)

confused

able to use inference

able to use inference and can explain it to someone else

I am comfortable reading between the lines when reading to understand the story.

uncertain

confident

excited to make inferences and readily shares

Inferring and Reading, Teacher Rubric Name ____________________ Date _________

Good Very good Excellent Student knows generally what inferring is. . . (the text plus the reader's thoughts)

hazy and unclear

clear

crystal clear

Student uses inference when reading . . . (student thinks about what is being read)

confused

able to use inference

able to use inference and can explain it to someone else

Student is comfortable reading between the lines when reading to understand the story.

uncertain

confident

excited to make inferences and readily shares

Name_________________________

Interesting WordsInteresting WordsInteresting WordsInteresting Words WordWordWordWord Drawing or MeaningDrawing or MeaningDrawing or MeaningDrawing or Meaning

Name ___________________________ Page _________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Mental images from:__________________________ Author: ___________________

Name_______________________ Date _________________

My image after reading:

My image after having a conversation with ____________:

Real Reading: Thinking plus Text Name _________________________ Metacognition, Think While Reading

THINKING What’s going on in my head while I read. . . I’m noticing ___________________________ I’m thinking ____________________________ I’m feeling __________________________ ___________________________________

TEXT What the book says:____________

Real Reading

Real Reading: Thinking plus Text Name _________________________ Metacognition, Think While Reading

TEXT What the book says:_________

Real Reading: What I’m thinking as I’m reading:

Comments:

Non-Fiction Graphic Organizer Self-AssessmentName _________________________ Date _____________ Put a check in the box that tells if your graphic organizer has the following:

My web has: I can do this myself and explain how to do this.

I can do this myself.

I can do this with help.

Title and Author

Main Idea 1

Supporting Details 1

Main Idea 2


More Main Ideas

Details to support more main ideas

Big Idea of Book

Non-Fiction Graphic Organizer

Name _____________________ Date _______________

A Main Idea:

Detail:

___________________

Book Title:

Author:

_____________________________

A Main Idea:

Detail:

___________________

A Main Idea:

Detail:

___________________

A Main Idea:

Detail:

___________________

Comments:

Non-Fiction Graphic Organizer Teacher-AssessmentName _________________________ Date _____________ Put a check in the box that tells if the graphic organizer has the following:

Web contains: Student understands and explains

Student knows this independently

Student needs help in this area

Title and Author

Main Idea 1


Main Idea 2


More Main Ideas

Details to support more main ideas

Big Idea of Book

Story Mapping Name: ___________________

Book title: __________________________ setting

problem

characters

solution

theme____________________________________________________________________________________________________________

Name ___________________________________________ Page Number _____________________

Name ___________________________ Page _________

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Thin

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Abo

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Whe

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Readers Activate prior knowledge

Name _____________________ Date _____________

Thinking About Connections When I heard the part about____________________________________ I remembered or it made me think about __________________________________________________________

Story Web Teacher Assessment Name ______________________________ Put a check in the box that tells how story was retold:

Web contains: Student

understands and explains



Names of characters Character traits

Setting

Goal of Story

Problem and Solution

Comments: ____________________________________________

______________________________________________________________________

Story Star Graphic Organizer

Name _____________________ Date _______________

Setting: _________________________________________________________________________________

Characters and traits: _________________________________________________________________________________

Problem Solution: _________________________________________________________________________________

Story Goal: _________________________________________________________________________________

Story Star Self-Evaluation Name ______________________________ This is how I evaluate my Story Star:

My star contains: I understand

and explain I knows this

independently I need help in

this area Names of characters and or character traits

Setting

Goal of Story


Comments: ____________________________________________

Story Star Teacher Assessment Name ______________________________ Put a check in the box that tells how story was retold:

Story star contains: Student




Names of characters Character traits

Setting

Goal of Story


Comments: ____________________________________________

Story Web Self-Assessment Name ______________________________ Put a check in the box that tells how you retold your story:

My Web contains: I can do

this myself and explain how to do

this.

I can do this myself.

I can do this with help.

Names of characters

Character traits

Setting

Goal of Story


Sequence of Events

Conclusion (ending)

Comments: ____________________________________________

Story Web Teacher Assessment Name ______________________________ Put a check in the box that tells how story was retold:

Web contains: Student




Names of characters

Character traits

Setting

Goal of Story


Sequence of Events

Conclusion (ending)

Comments: ____________________________________________

Story Mapping Name: ___________________

Writing piece or book title:

_________________________________________________________ Settings: ___________________________________________

Problem: _________________ ___________________________

Characters: ______________________________________________

Story Goal: _________________ _____________________________

Story Mapping Name: ___________________ Title: _________________________

Check one: _____my own story _____ a book I read

Settings: town, country, house, apartment, school, park or where? Problem: What do the characters want?

Characters: people, animals, family Story Goal: What the characters wanted and did!

Thinking when I am reading helps me read because _______________________________________ _________________________________________________________________________________

Thinking About My Thinking: Metacognition

Name ____________________ Date _________ Good Very good Excellent How to read and

think. . . It is hazy and unclear.

It is clear.

It is crystal clear!

Metacognition I am confused.

I can do this.

I can do this and explain it to someone else.

How I feel about thinking while

reading.

Uncertain

I feel confident.

I am excited to think when I am reading.

Synthesizing:

Author: ________________

___________ ___________ ___________ ___________

___________

___________ ___________ ___________

___________

___________ ___________ ___________

___________

___________ ___________ ___________

Name __________________________________

Synthesis Wheel Name: _____________________________

Synthesis of: _________________________

Thinking about: ___________________________

Thinking about:

________________________

Synthesizing and Reading Name ____________________ Date _________ Good Very good Excellent I know what synthesizing when reading is . . .

It is hazy and unclear.

It is clear.

It is crystal clear!

I can use synthesizing when I read . . .

I am confused.

I can do this.

I can do this and explain it to someone

else.

How I feel about synthesizing when I’m reading to help me understand the story.

Uncertain.

I feel confident.

I am excited to think when I am reading.

Teacher Assessment Synthesizing Rubric Synthesizing is like pealing the layers of an onion. Try to read and comprehend the layers in the text.

Name _______________________ Date ____________

Synthesis helps

comprehension of text. Tells how thinking and

understanding the story improved through reading. Gives detailed examples.

Synthesizes from the beginning of the story by

remembering what was read and connecting it to the whole text. Discusses

learning or understanding while reading and figures out

the story.

Tells the story in a random fashion. Does

not see how understanding sequence helps comprehension.

WOW!

Very good!

Keep working at

it!

Student Synthesizing Rubric Synthesizing is like pealing the layers of an onion.

I try to read and comprehend the layers in the text.

Name __________________ Date _______________

I can tell my thinking

changed from the beginning until the end of the story or

book, and give many examples.

I paid attention and remembered what I read from the very beginning of the text. I can explain

how I figured out the story while I was reading.

I can tell something about the story, but

not that much.

WOW!

Very good!

Keep working at

it!

Text-to-Self Connections Name _________________________

When I read: ________________________________

By: _______________________________________

These are the things I connected with that helped me understand and learn from the reading:

Title


When I read: ________________________________

By: _______________________________________


My Text-to-Self CONNECTIONStudent Evaluation Form

Name _________________ Date __________ OK

Good

Very Good

1 Is my connection meaningful?

a little yes it was meaningful and I could explain why

2 Did it help me understand the story?

a little

yes yes, and I could explain how

3 Did it help me learn more about the story?

a little yes it really helped me and I could explain what I learned

4 How many connections did I make?

one 2 or 3 valid connections

4 or more or one excellent connection

How does thinking about your own life help you to read?

____________________________________________________________________________________________________________________________________

Text-to-Self CONNECTIONS Student Self-Evaluation Form

Name _________________ Date __________ OK

Good

Very Good

1 meaningful connection

a little understanding

I had connections

Yes, and I explained why

2 connection helped comprehension

a little

yes Yes, and I explained why

3 connection furthered learning

a little yes Yes, and I explained why

4 number of connections

1 2 or 3 4 or more or

Notes:

____________________________________________________________________________________________________________________________________ Graphics licensed from: www.digiwebstudio.com which has www.countrylifegraphics.com

Text-to-Self CONNECTIONTeacher Evaluation Form

Name _________________ Date __________ OK

Good

Very Good

1 Meaningful Connection?

a little yes meaningful

2 Did the student understand the story better because of the connection?

a little

yes Yes, and the student explained why

3 Did the student learn something from the story because of connections made?

a little yes Yes, and the student explained what was learned

4 Number of connections



How does thinking about your own life help you to read?

____________________________________________________________________________________________________________________________________

Text-to-Text Connections

Name _________________________

When I read these stories: 1) ________________________________ 2) ________________________________

These are the things I connected:

Text-to-Text Connections

Name _________________________

When I read the story ________________________________

I connected it to other stories.


When I read: ________________________________


Text-to-Text ConnectionsStudent Evaluation Form

Name _________________ Date __________ OK

Good

Very Good

1 Is my connection valid?

somewhat of a connection

clear and helpful connection

connection(s) very clearly related and helps me understand the story and I can tell why it helped me read

2 Clear written work that is easy to read and understand?

messy

a little messy very neat and complete

3 Point-and Talk

pointed out words or pictures in story that led to connections

only a few supporting reasons discussed

great thinking beyond the words in the book

4 Details

one detail 2 or 3 details four or more details noted

How does thinking help you to read?

____________________________________________________________________________________________________________________________________

Text-to-Text CONNECTIONTeacher Evaluation Form

Name _________________ Date __________ OK

Good

Very Good

1 Was there a meaningful connection?

a little yes it was meaningful and an explanation was given of why

2 Did it help with understanding?

a little

yes yes, and an explanation was given of how

3 Did it help with learning more from the story or passage read?

a little yes yes, and there was an explanation of what was learned

4 How many connections were made?

one OK connection

2 or 3 valid connections


Comments:

____________________________________________________________________________________________________________________________________

Text-to-Text CONNECTIONS Teacher Evaluation Form

Name _________________ Date __________ OK

Good

Very Good

1 meaningful connection

a little yes meaningful and explained

2 connection helped comprehension

a little

yes Yes, explanation given

3 connection furthered learning

a little yes Yes, explanation given

4 number of connections

one 2 or 3 4 or more or

Notes:

____________________________________________________________________________________________________________________________________

My Text-to-World CONNECTIONS Student Evaluation Form

Name _________________ Date __________ OK

Good

Very Good

1 Is my connection meaningful?

a little yes it was meaningful and I could explain why

2 Did it help me understand the story?

a little

yes yes, and I could explain how

3 Did it help me learn more about the story?

a little yes it really helped me and I could explain what I learned

4 How many connections did I make?



How does thinking about events and things in the world help you to read?

____________________________________________________________________________________________________________________________________

Text-to-World Connections Name _________________________

Story ________________________________

These are the things I connected to things I know about the world:

Text-to-World CONNECTIONSTeacher Evaluation Form

Name _________________ Date __________ OK

Good

Very Good

1 Meaningful Connection?

a little yes meaningful

2 Did the student understand the story better because of the connection?

a little

yes Yes, and the student explained why

3 Did the student learn something from the story because of connections made?

a little yes Yes, and the student explained what was learned

4 Number of connections



Comments, if any:

____________________________________________________________________________________________________________________________________

Text-to-World Connections Name _________________________

When I read: ________________________________


VisualizingStudent Evaluation Form

Name _________________ Date __________ OK

Good

Very Good

1 Do the pictures and words match the story?

a little 2 or 3 words sketch is colored

4 or more words and a beautiful picture!

2 Clear work that is easy to read and understand?

a little messy

neat Very neat and complete!

3 Point-and Talk

Didn’t stay on the story all the time, talked about other things.

Only a few details discussed

Great thinking beyond the words in the book!

4 Details

One detail 2 or 3 details Four or more details noted!

How visualizing helps me read:

_____________________________________________________________________________________________________________________________________________________________________

VisualizingTeacher Evaluation Form

Name _________________ Date __________ OK

Good

Very Good

1 Do the pictures and words match the story?

a little 2 or 3 words sketch is colored

4 or more words and a beautiful picture!

2 Clear work that is easy to read and understand?

a little messy

neat, maybe not complete

Very neat and complete!

3 Point-and Talk

Didn’t stay on the story all the time, talked about other things.

Only a few details discussed

Great thinking beyond the words in the book!

4 Details

One detail 2 or 3 details Four or more details noted!

Comments or notes:

_____________________________________________________________________________________________________________________________________________________________________

Visualizing and Using My Senses Name _________________________

When I read just the text of the story: ________________________________

These are the things I see . . .

These are the things I hear . . .

These are the feelings I get. . .

These are the words from the story that

stick . . .

1

Page | 1

Visualizing and Using My Senses Name _________________________

Pre-writing: MY STORY WRITING PLAN

These are the things I want people to see in

my story . . .

These are the things I want people to hear in my story . . .

These are the feelings I want people to have

when they read my story . . .

These are the words from the story that will stick with the readers. . .

__________________________________ __________________________________ __________________________________

2

Page | 2

Characters: ___________________________________________ Problem: __________________________________________________ Solution: __________________________________________________ Beginning: __________________________________________________ Middle: __________________________________________________ End: __________________________________________________

Changing Mental Images While Reading Title: __________________________ by __________________________ Name_________________________ Date ______________________ 1) My image after about 1/4 of the story

2) My image after about 1/2 of the story

2) My image after about 3/4 of the story

4) My image after all of the story

Expanding ConnectionsName

_________________________

When I read the story ________________________________

These are the things I connected to myself: Text-to-Self Connections

These are the things I connected to other books: Text-to-Text Connections

These are the connections I made to the world: Text-to-World Connections

Thank you for downloading my lesson!

Here are links to my free materials:

1. The Wise Owl Factory elementary education website---All FREE Lessons for SMART board,

Power Point, and PDFs

2. The Wise Owl Factory Book a Day Blog with all free PDF work pages and writing frames to

accompany children's books FREE

3. Connect-a-Blog blog for dozens of blogs, PDFs and lessons, many free materials

Here are my licensed graphics sources, with a star

by the one(s) used in these lessons:

1. *Digi Web Studio 2. *Graphics Factory 3. Lettering Delights

4. Digi Scraps

It is illegal to use commercially licensed graphics that you did not purchase yourself from the correct source.

Reading Strategies Teacher Quick-View Sheets

1

Reading Strategies Teacher Information Pages

Real reading uses metacognition and is the umbrella term to cover all of the other reading strategies working together.

Metacognition Text plus thinking equals real reading.

Object: Umbrella, metacognition (thinking while reading) covers all of the

reading strategies

Possible books to use in mini-lessons:

Scarecrow by Cynthia Rylant

Long Night Moon by Cynthia

Rylant

Elmer and the Dragon by Ruth Stiles Gannett

Thinking stems for metacognition include: I’m thinking . . .I’m noticing . . .I’m feeling . . .


2

Using schema (background knowledge) to read helps you because . . . Makes your thinking go deeper and faster, and you learn so much more because you are ready to learn.

Schema

Which object helps you remember to use schema (background knowledge)? A mirror! Only you know your background knowledge.


The Berenstain Bears and the Trouble with Chores by Stan and Jan Berenstain

Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst

Ira Sleeps Over by Bernard Waber

Thinking stems for schema include … That reminds me of... I’m remembering... One time ... When I was little ...


3

Inferring is the thinking skill that helps readers and thinkers . . . read between the lines of a story to understand what the author is trying to convey.

The Author + Me = Inferring

Inferring

Which object helps you remember to use inferring when reading? OBJECT: An old stuffed animal or toy, obviously well loved.

Who loved this stuffed animal? Did the child own it very long? Where do you think it slept? Why do you think that?

Possible books to use in mini-lessons:Knuffle Bunny : A Cautionary Tale by Mo Willems (any Knuffle Bunny Book, really)

The Rainbow Fish by Marcus Pfister

Seven Blind Mice by Ed Young

Thinking stems for inferring include ... Maybe ... Perhaps ... That could mean ... I hope this means...


4

Using the thinking skill of questioning helps readers and thinkers because . . . Questions help propel you through a book . . . you have to read and find out answers.

Questioning The object that reminds us to use questioning in our reading and thinking is a . . . raised hand!

Possible books to use in mini-lessons: The Stranger by Chris Van Allsburg

Just a Dream by Chris Van Allsburg

Jumanji by Chris Van Allsburg

Thinking stems for questioning include: What if? Why? How could . . .?


5

Using the thinking skill of determining importance helps readers and thinkers because . . . it helps you single out and process what is meaningful and how to set aside distractions.

Determining Importance

The object that reminds us to use

determining importance in our reading and thinking is a . . . A child's overnight

bag. What would be important to include? Would it be the same for

everyone in the class? What special items would you want to have?

Photo from Wikipedia Commons

Possible books to use in mini-lessons: (non-fiction titles work the best)

The non-fiction companions to the

Magic Treehouse Series have wonderfully excellent information, and students will be interested enough to

pay attention and sort through what is most important to small portions of the

books at a time.

Sample title: Dolphins and Sharks: A Nonfiction Companion to Dolphins at Daybreak (Magic Tree House Research Guide Series) by Natalie Pope Boyce, Mary Pope Osborne, Sal Murdocca (Illustrator)

*Note: Pre-read to avoid accidently

telling too gross of or too scary information.

Thinking stems for determining importance include:The thing I want to remember is ….What is important here is ... One thing we should notice is ...


6

Using the thinking skill of visualizing helps readers and thinkers because . . . It deepens our engagement with what we are learning.

Visualizing

The object that reminds us to use visualizing in our reading and thinking is glasses. Who do you visualize when you see a pair of glasses? Does the person seem to be thinking? How do the words visual and visualizing relate to each other?

Possible books to use in mini-lessons: Use the same stories by different authors and or illustrators and discuss how they all visualized the stories differently, such as Cinderella:

Visualizing includes using all the senses, so food titles are good anchors: Eating the Alphabet : Fruits & Vegetables from A to Z by Lois Ehlert

Thinking stems for visualizing include:I’m imagining... I can feel ... I can see ... I can taste ... I can touch ... I can hear ... My mental images include ...


7

Graphics licensed through from www.graphicsfactory.com & from Wikipedia Commons

Using the thinking skill of synthesizing helps readers and thinkers because . . . Our information expands as we read or learn more during a story.

Synthesizing

Object: Agate with many layers. The layers remind us to use synthesizing in our reading and thinking.

Photo from Wikipedia Commons


Agate, What Good is a Moose?

By Joy Morgan Dey and Nikki Johnson The Greedy Triangle by Marilyn Burns

Thinking stems for synthesizing include:I used to think ____ but now I think ... I’m beginning to think … Now I understand why ...

spring student and teacher writing rubrics

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