2nd Grade Writing Rubrics

 

2nd Grade Writing

2017-2018

CUSD Narrative Writing Checklist

Sharing our work with our friends...

Lead- I chose a way to start a good beginning. I chose dialogue, setting, action, onomatopoeia, or a question to make a good beginning.

Transitions - I told my story using words that refer to time such as when, then, and after.

Ending - I chose an action, dialogue, feeling, wish, or lesson that would make a good ending.

Organization - I have a beginning, middle and end.

2nd Graders edit and revise...

Development

Elaboration - I tried to bring my characters to life using details such as action, thoughts and feelings.

Craft - I wrote about one time I did something where there was a (BTH) Big Thing That Happened.

2nd Graders revise and edit.

Language Conventions

Spelling - I spelled my high frequency words correctly.  I broke down the sounds of hard words and wrote each sound down.

Punctuation - I used quotation marks to show what characters said. I capitalized the first word in each sentence. I capitalized "I", names, dates and places. I used punctuation at the end of each sentence.  

Second Grade

STRATEGIES AND APPLICATIONS

2016-2017 SBAC Based Writing Rubrics with CUSD Adjustments

Thorough (4)

The response is consistently focused on the topic:

The response has a clear and effective organizational structure with at least three supporting details and some sense of closure(N) or concluding statement (O/I).

Writing demonstrates clear, coherent sentences using sentence expansion, many descriptive words, creativity, and imagination

OPINION: supplies specific reasons for the opinion

-Uses linking words (because, and, also…)

NARRATIVE: effectively uses temporal words

INFORMATIVE/EXPLANATORY:

effectively uses facts/definitions

about the topic

Adequate ( 3)

The response is generally focused on the topic:

The response has a clear and effective organizational structure with at least three

supporting details and some sense of closure (N) or concluding statement (O/I).

Writing demonstrates clear, coherent sentences using some descriptive words,

OPINION: supplies specific reasons for the opinion

-Uses linking words (because, and, also…)

NARRATIVE: effectively uses temporal words

INFORMATIVE/EXPLANATORY:

effectively uses facts/definitions about the topic

Partial (2)

The response is somewhat focused and may not be clear

The response has an inconsistent organizational structure, and flaws are evident with fewer than 3 detailed

sentences, and may lack sense of closure.

Writing demonstrates limited evidence, sentence variation and few descriptive words.

OPINION: uses few reasons for the opinion

NARRATIVE: uses few temporal words

INFORMATIVE/EXPLANATORY:

uses few facts about the topic

Minimal (1)

The response may be related to the purpose but may offer little or no focus:

The response has little or no discernible organizational structure or focus on topic,

missing details and or conclusion with fewer than 2 sentences.

Writing demonstrates limited evidence, no sentence variation and no descriptive words.

OPINION: no supporting evidence

NARRATIVE: inappropriate use or lack of temporal words

INFORMATIVE/EXPLANATORY: no related facts

 

CONVENTIONS

Thorough (4)

The response demonstrates a strong command of conventions:

few, if any, errors in usage and sentence formation

effective and consistent use of:

punctuation (end punctuation, commas in dates and to separatesingle words in a series)

capitalization (beginning of sentences, names of people, dates)

spelling (phonetic and high frequency words)

grammar (use of singular and plural with matching verbs, conjunctions, frequently occurring prepositions,

and personal, possessive, and indefinite pronouns)

Adequate ( 3)

The response demonstrates an adequate command of conventions:

some errors in usage and sentence

formation are present, but no systematic pattern of errors is displayed

adequate use of:

punctuation (end punctuation, commas in dates and to separate single words in a series)

capitalization (beginning of sentences, names of people, dates)

spelling (spells most phonetic and grade-level sight words correctly)

grammar (use of singular and plural with matching verbs, conjunctions, frequently occurring prepositions,

and personal, possessive, and indefinite pronouns)

Partial (2)

The response demonstrates a partial command of conventions:

frequent errors in usage may obscure meaning

inconsistent use of:

punctuation (end punctuation, commas in dates and to separate single words in a series)

capitalization (beginning of sentences, names of people, dates)

spelling (may spell phonetic and grade-level sight words incorrectly)

grammar (use of singular and plural with matching verbs, conjunctions, frequently occurring prepositions,

and personal, possessive, and indefinite pronouns)

Minimal (1)

The response demonstrates a lack of command of conventions:

errors are frequent and severe and meaning is often obscure

lack of command of:

punctuation (missing)

capitalization (many errors)

spelling (few words spelled correctly)

grammar (no evidence)