Six Trait Six Point Rubric for K-1 Writers

Voice

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Trait Description – The type of voice will vary according to the purpose and type or piece (expressive or academic), but it should be appropriately formal or casual, distant or intimate, depending on the audience and purpose

**Academic writing requires students to write about, from or through material in a content area. It allows the writer to speak from an authoritative point of view and has a formal language register.

 

6

Experienced

5

Capable

4

Developing

·  Uses text to elicit emotion

·  Point of view is evident

·  Effective and easy to follow sequencing

·        Writer conveys a message effectively to the audience

·        Writer uses the appropriate language register

·        Writer uses text to convey a deep understanding of a concept

·        Writer uses technical language when appropriate

 

·  Writing is individual and expressive

·  Writes to convey a story or idea to the reader in the appropriate language register

·  Limited repetition of text

·  Writes to inform reader

 

·  Communicates through writing

·  Message may be supported by drawing

·  Text conveys a sense of audience

·  May have repetition of text (patterned text)

 

3

Emerging

2

Pre-emergent

1

Experimenting

·  Communicates through drawing

·  Details are evident in drawing

·  Drawing must be supported by letters or words

·  A complete thought is conveyed

 

·  Details begin to emerge in picture (color, shape, line)

·  Communication to reader begins to emerge in drawing and/or letter(s)

 

·  Lack of audience awareness

·  Picture lacks details

·  Doesn’t communicate with the reader (i.e. scribbles)

 

 

 

Adapted  from Ruth Culham, 1998. Assessment and Evaluation Program. Northwest Regional Educational Laboratory, Portland, Oregon, the AIMS Six Trait Analytic Writing Rubric and the TUSD vision for academic writing