Generic rubric template based on the Year 2 English Achievement Standards
Curriculum
Levels
A
Excellent
1
Advanced
B
Good
2
Proficient
C
Satisfactory
3
Functional
D
Partial
4
Developing
E
Minimal
5
Beginning
Understand how similar texts
share characteristics by
identifying text structures and
language features used to
describe characters, settings and
events
Sophisticated
understanding and
highly competent
identification
Thorough
understanding and
mostly competent
identification
Sound understanding
and generally
competent
identification
Basic understanding
and identification
with guidance
Limited
understanding and
identification with
direction
Read texts that contain varied
sentence structures, some
unfamiliar vocabulary, a
significant number of high
frequency sight words and images
that provide additional information
Highly skilful and
highly independent
reading
Mostly skilful and
mostly independent
reading
Reasonably skilful
and generally
independent reading
Reading texts with
guidance
Reading texts with
direction
Monitor meaning and self-correct
using context, prior knowledge,
punctuation, language and phonic
knowledge
Highly competent
monitoring and self
correction
Mostly competent
monitoring and self
correcting
Generally competent
monitoring and self
correcting
Some competence
shown when
monitoring and self
correcting
Minimal competency
shown. Direction
needed
Identify literal and implied
meaning, main ideas and
supporting detail
Comprehensive and
in-depth identification
Considerable and
deep identification
Credible and
thoughtful
identification
Basic identification
with guidance
Simple identification
with direction
Make connections between texts
by comparing content
Extensively reasoned
comparisons
Well-reasoned
comparisons
Adequately reasoned
comparisons
Some reasoning with
guidance
Little reasoning with
direction
Listen for particular purposes
Highly effective and
consistent listening
Mostly effective
listening
Generally effective
listening
Partially effective
listening
Cursory listening
Criteria
(Assessable Elements)
Receptive:
Listening
Reading
Viewing
Generic rubric template based on the Year 2 English Achievement Standards
Productive:
Speaking
Use everyday language features
and topic-specific vocabulary
when discussing their ideas and
experiences
Highly effective and
highly appropriate
use of everyday
language features
and topic-specific
vocabulary when
discussing their ideas
and experiences
Mostly effective and
mostly appropriate
use of everyday
language features
and topic-specific
vocabulary when
discussing their
ideas and
experiences
Generally effective
and reasonably
appropriate use of
everyday language
features and topicspecific vocabulary
when discussing their
ideas and
experiences
Partially effective and
some appropriate
use of everyday
language features
and topic-specific
vocabulary when
discussing their ideas
and experiences
Minimally effective
and inappropriate
use of everyday
language features
and topic-specific
vocabulary when
discussing their ideas
and experiences
Explain their preferences for
aspects of texts using other texts
as comparisons
Comprehensively
justified explanations
using highly
appropriate texts as
comparison
Well-justified
explanations using
mostly appropriate
texts as comparison
Adequate justification
for preferences using
reasonably
appropriate texts as
comparison
Partially justified
explanations using
texts with guidance
Simple explanations
with direction
Create texts that show how
images support the meaning of
the text
Discerning and highly
effective texts
created
Perceptive and
mostly effective texts
created
Thoughtful and
generally effective
texts created
Partially effective
texts created with
guidance
Beginning to create
texts with direction
Create texts, drawing on their own
experiences, their imagination and
information they have learned
Insightful and
comprehensive texts
created
Perceptive and
substantial texts
created
Thoughtful and
adequate texts
created
Basic texts with
guidance
Simple texts created
with direction
Use a variety of strategies to
engage in group and class
discussions and make
presentations
Diverse range of
strategies used
Wide range of
strategies used
Adequate range of
strategies used
Narrow range of
strategies used
Limited range of
strategies used
Accurately spell familiar words
and attempt to spell less familiar
words and use punctuation
accurately
Highly accurate and
extensive use of
spelling knowledge
and punctuation
Mostly accurate use
of spelling
knowledge and
punctuation
Generally accurate
use of spelling
knowledge and
punctuation
Partially accurate use
of spelling knowledge
and punctuation
Beginning to use
spelling knowledge
and punctuation
Legibly write unjoined upper- and
lower-case letters
Consistently legible
writing of unjoined
letters
Mostly legible writing
of unjoined letters
Generally legible
writing of unjoined
letters
Writing of unjoined
letters only
occasionally legible
Writing of unjoined
letters rarely legible
Writing
Creating
Updated 21/9/2015