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  • Craft

  1.  
    • Attempts to establish and maintain a formal tone in writing.
    • Almost always writes in 3rd person plural; appropriate verb tense;
    • Establishes and maintains an appropriate distance with regard to purpose and audience;
    • Limited use of contractions.
    • Almost always writes with an appropriate distance, with regard to audience and purpose, maintaining consistent style and tone. Almost no vague pronouns.
    • Consistently writes with an appropriate distance, with regard to audience and purpose, maintaining consistent style and tone.
  1.  
    • N/A 5th and 6th
    • N/A 5th and 6th
    • N/A 5th and 6th
    • N/A 5th and 6th
    • Attempts to use rhetorical device (i.e., rhetorical questions, analogies, figurative language, parallel structure) to engage reader.
    • Attempts to use multiple rhetorical devices to engage reader.
    • Attempts to use multiple rhetorical devices to engage reader. Use of varied syntax attempts to engage the reader.
    • Effectively uses multiple rhetorical devices to engage reader.
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  • Fluency

  • Concision

  1.  
    • Mostly uses complete sentences.
    • Simple and compound sentence types are used.
    • Sentences are free of obvious fragments and run-ons.
    • Some sentences are varied in length and structure. Although easy to read aloud, writing may have some choppiness.
    • Sentence beginnings vary, but sometimes they are routine, generic.
    • Sometimes writes in the active voice.
    • Generally, sentences are varied in length and structure. Although easy to read aloud, writing may have some choppiness.
    • Sentence beginnings vary yet are routine, generic. Uses simple, compound and some complex sentence structures that are clear.
    • Generally writes in the active voice.
    • Some sentences are rhythmic and flowing. When read aloud sentence structure flows well and moves reader through the piece.
    • Sentence beginnings are varied and generally add interest and energy; four sentence types (simple, compound, complex, and compound-complex) are effective.
    • Mostly writes in the active voice.
    • Sentences are generally varied and well built (parallel structure, some appositives, gerunds, etc.). They have flow, rhythm, and cadence that invites expressive oral reading.
    • Varied sentence beginnings help strengthen the piece, adding interest and energy; four sentence types (simple, compound, complex, and compound-complex) create appropriate balance and variety.
    • Writes primarily in the active voice.
    • Sentences are varied and well built. They have flow, rhythm, and cadence that invites expressive oral reading.
    • Varied sentence beginnings help strengthen the piece, adding interest and energy; four sentence types (simple, compound, complex, and compound-complex) create appropriate balance and variety.
    • Writes primarily in the active voice.
  1.  
    • N/A 5th
    • N/A 5th
    • Writing is generally free of extraneous expressions (i.e.. "this shows," "maybe," "the quote is," etc.).
    • Writing is largely free of extraneous expressions. 1-2 exceptions may exist.
    • Writing is free of extraneous expressions and generally free of unnecessary repetition of ideas.
    • Writing is free of extraneous expressions and generally free of unnecessary repetition of ideas; unnecessary fat is completely trimmed from writing.
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  • Range and Quality

  1.  
    • Prompt language is used correctly. Attempts to use academic or sophisticated language.
    • Rough use of active verbs. Most active verbs are used appropriately.
    • Generally words convey intended meaning.
    • Prompt and non-prompt academic and content language is used accurately and precisely.
    • Rough use of active verbs adds a sense of engagement and voice.
    • In most cases, words are "just right" and clearly communicate intended meaning.
    • Prompt and non-prompt, varied academic and content language is used accurately, precisely, and effectively.
    • Varied use of active verbs gives a sense of individuality and voice.
    • Prompt and non-prompt, varied academic and content language is used accurately, precisely, and effectively.
    • Varied use of active verbs gives a sense of individuality and voice. Almost all words are necessary and contribute to meaning.
    • Non-prompt, varied academic and content language is engaging and used powerfully.
    • Varied use of active verbs gives a sense of individuality and voice.
    • Words convey intended meaning in a precise, interesting, and natural way.
    • Non-prompt, varied academic and content language is engaging and used powerfully. Varied use of active verbs gives a sense of individuality and voice.
    • Connotation of words convey intended meaning and tone in a precise, interesting, and natural way.
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  • Spelling

  • Grammar

  1.  
    • Numerous errors in spelling hinder comprehension.
    • Any spelling errors are still decipherable and do not inhibit overall comprehension, although some sentences may be hard to understand.
    • Any spelling errors are still decipherable and do not inhibit overall comprehension. Almost all words from prompt and text (names of characters/ places) spelled correctly. Generally, homophones are spelled correctly.
    • Spelling is mostly correct. Mostly, homophones are spelled correctly. Almost all words from prompt/text are spelled correctly.
    • Almost all homophones are spelled correctly. All words from prompt/text are spelled correctly.
    • Spelling is overwhelmingly correct; spelling errors do not hinder comprehension of essay.
    • All words, including above grade-level vocabulary, spelled correctly.
  1.  
    • Numerous errors in grammar hinder comprehension.
    • Strong command of grammar supports and enhances ideas presented.