Spreadsheet: 298909d1392939281-getting-the-average-of-only-some-columns-excelforum
Sheet: OpinionRubric

GRADE 1  •  Writing  •  Rubric
STANDARDS |  |  |  | LEVEL 1: NOVICE | LEVEL 2: BEGINNER | LEVEL 3: PROFICIENT | LEVEL 4: EXPERT
[NAME] opinion pieces in which they 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. |  | a | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Student does not include an intorduction. | L2 Student attempts to introduce the subject of the opinion, but it is somewhat unclear. | L3 Student introduces the subject of their opinion. | [NAME] explicitly introduces the subject with elaboration. | NA
 |  | b | CHOOSE LEVEL FROM PULLDOWN MENU | L1 There is no opinion, or the opinion is unrelated to the topic. | L2 The opinion may be unclear or indirectly connected to the introduction. | L3 Student supplies a reason for their opinion. | [NAME] includes their opinion and acknowledges the opinion of others. | NA
 |  | c | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Student may not supply a reason for their opinion. | L2 Student attempts to supply a reason which may not fully connect to their opinion. | L3 Student supplies a reason for the opinion. | [NAME] supplies reasons for their opinion. | NA
 |  | d | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Student writing lacks any sense of closure. | L2 Student supplies a minimal sense of closure. | L3 Student supplies some sense of closure. | [NAME] effectively develops closure. | NA
W.1.2  Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. |  | a | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Student does not write an informative/explanatory text in which they name a topic. | L2 Student writes informative/explanatory texts in which they name a topic, though it may be somewhat confusing or somewhat off topic. | [NAME] writes an informative/explanatory text in which they name a topic. | [NAME] writes an informative/explanatory text in which they name a topic, thoroughly and thoughtfully. | NA
 |  | b | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Student does not supply facts about the topic. | L2 Student writes informative/explanatory texts in which they supply few facts about the topic. | [NAME] writes an informative/explanatory text in which they supply some facts about the topic. | [NAME] writes informative/explanatory texts in which they supply many significant facts about the topic. | NA
 |  | c | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Student does not write an informative/explanatory text in which they provide some sense of closure. | L2 Student writes an informative/explanatory text in which they provide some sense of closure, though it may be somewhat confusing or somewhat unrelated to the topic. | [NAME] writes an informative/explanatory text in which they provide some sense of closure. | [NAME] writes a thoughtful and insightful  informative/explanatory text in which they provide some sense of closure that is clearly connected back to the topic. | NA
W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. |  | a | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Student does not write a narrative that includes events; writing may be list-like or copied text. | L2 Student writes a narrative in which they recount only one event. | [NAME] writes a narrative in which they recount two or more appropriately sequenced events | [NAME] writes a narrative in which they recount many appropriately sequenced events | NA
 |  | b | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Student does not write a narrative in which they include  details regarding what happened. | L2 Student writes a narrative in which they include few details regarding what happened. | [NAME] writes a narrative in which they include some details regarding what happened. | [NAME] writes a narrative in which they include many details regarding what happened. | NA
 |  | c | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Student does not write a narrative in which they use temporal words to signal event order. | L2 Student writes a narrative in which they use few temporal words to signal event order. | [NAME] writes a narrative in which they use some appropriately used temporal words to signal event order. | [NAME] writes a narrative in which they use several appropriately used temporal words & phrases to signal event order. | NA
 |  | c | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Student does not write a narrative in which they provide a sense of closure. | L2 Student attempts to write a narrative in which they provide some sense of closure, though it may be somewhat confusing or indirectly related to the narrative. | [NAME] writes a narrative in which they provide some sense of closure. | [NAME] writes a narrative in which they provide a sense of closure that is insightful and thoughfully connected to the narrative. | NA
W.1.5 |  |  | CHOOSE LEVEL FROM PULLDOWN MENU | L1 With guidance and support from adults, student shows little or no focus on a topic, rarely responds to questions and suggestions from peers, and adds little to no details to strengthen writing as needed. | L2 With guidance and support from adults, focuses on a topic with only some distractions, responds to some questions and suggestions from peers, and adds some details to strengthen writing as needed. | L3 With guidance and support from adults, focuses on a topic with little or no distraction, responds to most questions and suggestions from peers, and adds details to strengthen writing as needed. | [NAME] does not require guidance and support from adults, focus on a topic, respond to all questions and suggestions from peers, and purposefully adds details to strengthen writing as needed. | NA
W.1.6 |  |  | CHOOSE LEVEL FROM PULLDOWN MENU | L1 With guidance and support from adults, student still does not use a variety of digital tools to produce and publish writing, including very litle collaboration with peers. | L2 With guidance and support from adults, student uses some digital tools to produce and publish writing, including some collaboration with peers. | L3 With guidance and support from adults, student uses a variety of digital tools to produce and publish writing, including collaboration with peers. | [NAME] does not require guidance and support from adults; thoughtfully and purposefully uses a variety of digital tools to produce and publish writing, including thoughtful and purposeful collaboration with peers. | NA
W.1.7 |  |  | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Little to no participation 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). | L2 Some participatation 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). | [NAME] 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). | [NAME], leads, and thoughtfully plans 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). | NA
W.1.8 |  |  | CHOOSE LEVEL FROM PULLDOWN MENU | L1 With guidance and support from adults, student recalls little to no information from experiences or gathers little to no information from provided sources to answer a question. | L2 With guidance and support from adults, recalls some information from experiences or gathers some information from provided sources to answer a question. | L3 With guidance and support from adults, recalls information from experiences or gathers information from provided sources to answer a question. | [NAME] does not require guidance and support from adults, recalls vast information from experiences or gathers vast and relevant information from provided sources to answer a question. | NA
L.1.1 Demonstrate command  of the conventions of standard English grammar and usage  when writing or speaking. |  | a | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Prints little to no upper- and lowercase letters. | L2 Prints some upper- and lowercase letters. | L3 Print most upper- and lowercase letters. | [NAME] Prints all upper- and lowercase letters. | NA
 |  | b | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Does not use common, proper, and possessive nouns or uses with many errors severly impairing readability. | L2 Uses common, proper, and possessive nouns with some errors, which may impair some readability. | L3 Uses common, proper, and possessive nouns with only a few errors that do not impair readability. | [NAME] common, proper, and possessive nouns with no errors. | NA
 |  | c | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Does not use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop or uses with many errors severly impairing radability. | L2 Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop) with some errors, which may impair some readability. | L3 Uses singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop) with only a few errors that do not impair readability. | [NAME] singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop) with no errors. | NA
 |  | d | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Does not use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything) or uses with many errors severly impairing readability. | L2 Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything) with some errors, which may impair some readability. | L3 Uses personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything) with only a few errors that do not impair readability. | [NAME] personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything) with no errors. | NA
 |  | e | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Does not use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home) or uses with many errors severly impairing readability. | L2 Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home) with some errors, which may impair some readability. | L3 Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home) with only a few errors that do not impair readability. | [NAME] verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home) with no errors. | NA
 |  | f | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Does not use frequently occurring adjectives or uses with many errors severly impairing readability. | L2 Uses frequently occurring adjectives with some errors, which may impair some readability. | L3 Uses frequently occurring adjectives with only a few errors that do not impair readability. | [NAME] frequently occurring adjectives with no errors. | NA
 |  | g | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Does not use frequently occurring conjunctions (e.g., and, but, or, so, beca se) or uses with many errors severly impairing readability. | L2 Uses frequently occurring conjunctions (e.g., and, but, or, so, beca se) which may impair some readability. | L3 Uses frequently occurring conjunctions (e.g., and, but, or, so, beca se) with only a few errors that do not impair readability. | [NAME] frequently occurring conjunctions (e.g., and, but, or, so, beca se) with no errors. | NA
 |  | h | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Does not use determiners (e.g., articles, demonstratives) or uses with many errors severly impairing readability. | L2 Uses determiners (e.g., articles, demonstratives) with some errors, which may impair some readability. | L3 Uses determiners (e.g., articles, demonstratives) with only a few errors that do not impair readability. | [NAME] determiners (e.g., articles, demonstratives) with no errors. | NA
 |  | i | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Does not use frequently occuring prepositions (e.g., during, beyond, toward) or uses with many errors severly impairing readability. | L2 Uses frequently occuring prepositions (e.g., during, beyond, toward) with some errors, which may impair some readability. | L3 Uses frequently occuring prepositions (e.g., during, beyond, toward) with only a few errors that do not impair readability. | [NAME] Use frequently occuring prepositions (e.g., during, beyond, toward). | NA
 |  | j | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Does not produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts or does so with many errors severly impairing readability. | [NAME] and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts with some errors, which may impair some readability.. | L3 Produces and expands complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts with only a few errors that do not impair readability.. | [NAME] and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts with no errors.. | NA
L.1.2 Demonstrate command  of the conventions of standard English capitalization,  punctuation, and spelling  when writing. |  | a | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Capitalize few to no dates and names of people. | L2 Capitalizes some dates and names of people. | L3 Capitalizes most dates and names of people. | [NAME] all dates and names of people. | NA
 |  | b | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Uses few to no end punctuation for sentences. | [NAME] end punctuation for sentences correctly  some of the time. | [NAME] end punctuation for sentences correctly most of the time. | [NAME] end punctuation for sentences correctly all of the time. | NA
 |  | c | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Uses few to no commas in dates and to separate single words in a series. | [NAME] commas in dates and to separate single words in a series with some errors. | [NAME] commas in dates and to separate single words in a series, with only a few errors. | [NAME] in dates and to separate single words in a series with accuracy. | NA
 |  | d | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Does not or rarely uses conventional spelling for words with common spelling patterns and for frequently occurring irregular words. | L2 Uses conventional spelling for words with common spelling patterns and for frequently occurring irregular words with some errors, which may impair some readability. | L3 Uses conventional spelling for words with common spelling patterns and for frequently occurring irregular words with few errors that do not impair readability. | L4 Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words with no errors. | NA
 |  | e | CHOOSE LEVEL FROM PULLDOWN MENU | L1 Does not attempt or spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. | [NAME] untaught words phonetically, drawing on phonemic awareness and spelling conventions, only when promted. | L3 Attempts to spell untaught words phonetically, drawing on phonemic awareness and spelling conventions most of the time, with only some prompting. | [NAME] to spell untaught words phonetically, drawing on phonemic awareness and spelling conventions with no prompting. | NA