Curriculum Leaders/NRRC Summer Writing Institute
Rubric 2012-13
Grade: 2
Subject: Informational Prompt #1
 Narrative (for ELA only)
Informational
 Argument/Opinion
Associated Writing Prompt: Think about something you know how to do well. Write instructions to teach others how to do this. Make sure
to include what you need and explain the steps you need to follow.
Standards:
2.W.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a
concluding statement or section.
2.W.8 Recall information from experiences or gather information from provided sources to answer a question.
2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched
the movie; The action movie was watched by the little boy).
2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
2.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.
Informational Writing Rubric, Grade 2
Trait
Ideas
(4) Strong/Exceeding
(3) Meeting/Developed
(2) Developing/Emerging
(1) Beginning/Rudimentary

Topic is easily identified and was
carefully selected
Includes many relevant facts and
definitions to develop points
Is focused and stays on topic
throughout the piece
Opening is creative and interesting
Facts and definitions are organized
in a well thought out way
Provides an interesting/creative
concluding statement or section

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Topic is introduced
Includes some facts and definitions
to develop points
Mostly stays on topic


Topic is weak or limited
Includes minimal or irrelevant facts
and definitions
May be off topic at times


Opening is recognizable
Facts and definitions are organized
Provides a concluding statement or
section


Opening is weak
Some facts and definitions may be
out of order
Provides no concluding statement or
section


Includes evidence of writer’s
personality and begs to be read
aloud
Writer thoughtfully creates a
personal connection with the reader
Voice is consistently appropriate for
the purpose, audience, topic and/or
genre.
Includes carefully chosen, precise
words to convey meaning
Words are consistently appropriate
for audience and purpose
Avoids overused words and includes
a variety of words to convey
meaning

Includes evidence of writer’s
personality
Reader feels a connection with the
writer
Voice is mostly appropriate for the
purpose, audience, topic and/or
genre.

Beginning to show evidence of
writer’s personality
Reader begins to feel a connection
with the writer
Voice is somewhat appropriate for
the purpose, audience, topic and/or
genre.


Includes carefully chosen words to
convey meaning
Words are mostly appropriate for
audience and purpose
Avoids overused words

Includes appropriate words to
convey meaning
Some words may not be appropriate
for the audience and purpose
Includes some overused words

Includes all complete sentences
Includes much variation in sentence
length
Includes much variation in sentence
beginnings

Includes a few incomplete sentence
relative to the length of the piece
Includes some variation in sentence
length
Includes some variation in sentence
beginnings

Includes several incomplete
sentence relative to the length of
the piece
Includes little variation in sentence
length
Includes little variation in sentence
beginning

Has few errors in grade level
appropriate grammar
Has few errors in grade level
appropriate punctuation and
capitalization
Has few errors in grade level
appropriate conventional spelling
and learned spelling patterns

Has some errors in grade level
appropriate grammar
Has some errors in grade level
appropriate punctuation and
capitalization
Has some errors in grade level
appropriate conventional spelling
and learned spelling patterns

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Organiza
tion


Voice



Word
Choice
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
Fluency

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Convent
ions


Has no errors in grade level
appropriate grammar
Has no errors in grade level
appropriate punctuation and
capitalization
Has no errors in grade level
appropriate conventional spelling
and learned spelling patterns
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Topic is not evident
Includes incorrect/no facts and
definitions
Is off topic throughout the piece
No opening evident
Facts and definitions are
disorganized
Provides no concluding statement or
section
No evidence of writer’s personality
Reader feels no connection with the
writer
Voice is not appropriate for the
purpose, audience, topic and/or
genre.
Includes a limited range of words
often used incorrectly
Words are not appropriate for
purpose and audience
Includes many overused words
Includes many incomplete sentence
relative to the length of the piece
Includes no variation in sentence
length
Includes no variation in sentence
beginnings
Has multiple errors in grade level
appropriate grammar
Has multiple errors in grade level
appropriate punctuation and
capitalization
Has multiple errors in grade level
appropriate conventional spelling
and learned spelling patterns
Topic Development: _____/20 ____________________ Conventions: _____/4 ____________________ Total ScoreCombined:______/24_______________
Exceeds (17-20), Meets (14-16), Developing (8-13), Beginning (5-7)
Exceeds (4), Meets (3), Developing (2), Beginning (1)
Exceeds (20-24), Meets (16-19), Developing (9-15), Beginning (6-8)