Second Grade Narrative Writing Rubric
Ready To Begin (1) / Exploring (2) / Expanding (3) / Extending (4) / Established (5)Ideas / * The piece shows little meaning
* Letters are not consistent or standard
* The writer is needed to understand the message / * One or more ideas are expressed in a general way
* Sporadic details are present
* The reader gets the basic idea but needs writer’s assistance to fully understand / * The text contains grade appropriate words
* Details are present but not precise.
* Details show some specifics
* Text is understandable by reader / * Credible details with some support
* The writing works by itself to explain a simple story or idea
* The writing makes sense, but some information may be missing or irrelevant
* New ways of thinking about topic are attempted / * The idea is clear and coherent
* The text is a well-developed paragraph
* Interesting details helps clarify meaning for reader
* The writer shows understanding through personal experience
* Writes fantasy or imaginary stories
* Clear, focused and answers reader’s questions
Organization / * There is no sense of order / * No transitions are indicated
* The arrangement of text shows an awareness of the importance of structure and pattern / * The simple title states the topic
* The piece contains a basic beginning, middle, and end
* Sentence parts are linked with conjunctions (but, and, or) / * Ideas follow a logical but obvious sequence
* The writer uses a pattern to spotlight the most important details
* The writing’s pace is even; it doesn’t slow the reader down
* Transitions link one sentence to the next / * The title is thoughtful and effective
* There is a clear beginning, middle, and end
* Important ideas are emphasized within the text
* Everything fits together nicely
* The text slows down and speeds up to highlight the ideas and shows the writer’s skill at pacing
* Clear transition words/phrases or time cue words to connect one sentence to the next
Voice / * No awareness of audience is present
* Nothing distinguishes the work to make it the writer’s own / * The piece is a routine response to the assignment
* The text connects with the reader in the most general way / * There are fleeting glimpses of how the writer looks at the topic
* Touches of originality are found in the text
* Big letters, exclamation points, underlining, repetition, are used for emphasis
* A routine summary statement conceals the writer’s individuality / * The writer takes a standard topic and addresses it in a nonstandard way
* The writer tries new words, interesting imagery, or unusual details
* The writing speaks to the reader in many places
* The writing captures a specific mood
* The writer shows how he or she really thinks and feels about the topic / * The writer “owns” the topic
* The writing contains the writer’s imprint
* The writer is mindful of the audience and connects purposefully with the reader
* The tone is identifiable – bittersweet, compassionate, frustrated, terrified, and so on
* The writer takes risks, creating a truly individual piece of writing
*Begins to develop characters through action and dialogue
Word Choice / * Vocabulary is limited
* Words do not convey meaning
* Language is functional / * Vocabulary is somewhat limited
*Words convey general meaning
* Attempts interesting words / * Words begin to enhance meaning
* One or two “shining” moments
* Grade appropriate vocabulary is used / * The writer “stretches” by using different types of words
* Grade appropriate vocabulary is used in interesting ways
* Words/phrases work well
*Begins to use precise nouns, verbs, adjectives, and adverbs / * The writer uses everyday words and phrases with a fresh and original spin
* The words paint a clear picture in the reader’s mind
* The writer uses just the right words or phrase
* Powerful and engaging words are used
* Includes descriptive adjectives and adverbs, and strong verbs
Sentence Fluency / * It’s difficult to figure out how the elements go together
* Choppy, rambling or incomplete sentences / * Attempts variation in sentence beginnings
* The writer stumbles when reading the text aloud and may have to back up and reread / * Basic subject- verb agreement occurs in simple sentences
* Simple conjunctions are used to make compound sentences
* The piece is easy to read aloud, although it may contain repetitive or awkward sentence patterns / * The sentences are of different lengths
* Some sentences read smoothly while others still need work
* Conjunctions are correctly used in long and short sentences
* Aside from a couple of awkward moments, the piece can be read aloud easily / * Different sentence lengths give the writing a nice sound. There is playfulness and experimentation
* Varied sentence beginnings create a pleasing rhythm
* Different kinds of sentences are present
* The flow from one sentence to the next is smooth
* The piece is a breeze to read aloud
* Sentences relate and build upon each other
Conventions / * Letters are formed irregularly, there is no intentional use of upper and lowercase letters
* Spacing is uneven between letters and words
* Punctuation is not present
* The piece does not employ standard conventions / * The words are unreadable to the untrained eye
* There is little discrimination between upper- and lowercase letters
* Spacing between letters and words is present
* The writer experiments with punctuation
* The use of conventions is not consistent / * Spelling is inconsistent but readable
* Upper and lowercase letters are used correctly
* Capitals mark the beginning of sentences
* End punctuation marks are generally used correctly
* The writing correctly follows simple conventions / * Spelling is correct or close on high use words
* Sentence beginnings and proper nouns are usually capitalized
* Only minor editing is required to show thoughtful use of conventions
* The writer uses end punctuation and commas ( in a series) correctly
* The writer may try more advanced punctuation (dashes, ellipses, quotation marks) but not always with success / * High use words are spelled correctly and others are easy to read
* The writer applies basic capitalization rules with consistency
* Punctuation marks are used effectively to guide the reader
* Standard English grammar is used
* Conventions are applied consistently and accurately
* One or more paragraphs with indenting are present
* The writer uses advanced punctuation (dashes, ellipses, quotation marks) effectively
Presentation / * No margins are present
* The handwriting is messy and illegible
* There are many cross-outs, stray marks or tears from erasing
* Little care went into this piece to make it readable or understandable / * Letters slant in different directions and form different shapes and sizes
* Many cross-outs, marks, and tears divert attention
* Only a last minute attempt was made to create a readable piece
* Attempts at margins are inconsistent / * The handwriting is more legible at the beginning than at the end
* There are cross-outs and stray marks but only a few small smudges or tears from erasing
* Margins show awareness of left to right/top to bottom directionality, though they are not evenly spaced / * Most letters are formed correctly and legibly
* A few cross-outs and smudges mar an otherwise pleasing appearance
* The overall presentation is organized with only minor distractions
* Margins are present but not consistent / * The margins frame the text for easy reading
* Text and pictures look planned and work where they are placed
* The handwriting is legible and consistent in form
* There are no stray marks, cross-outs, or tears on the paper
* The overall appearance is neat and pleasing to the eye
Troup County Schools 2012
Second Grade
First Nine Weeks