Writing Achievement Standards – Grade Two
Park Street School
November
Appropriate Development
Students
Content
 choose a general topic and support or extend written ideas with drawings
 include one or more ideas/events (may not be explicitly stated or explained),
usually based on personal experiences, or basic information, may express opinion
 include limited or general details to expand upon the ideas/events; may include
some irrelevant information, beginning to use details to support topic
Organization
 decide upon a general purpose; show an emerging understanding of simple text
forms
 include a simple beginning that may identify the topic
 present ideas/events in a basic sequence; may have a few missteps
 link ideas with simple connecting words (e.g., and, then); some repetition
 may attempt an ending
A piece of narrative writing
-has a clear beginning
-tends to focus on actions and may introduce characters or events for unspecified reasons;
problem may not be apparent
-may include an ending and, if present, may be abrupt
-tends to be modeled on stories read, heard or viewed, or based on personal experiences
A piece of informational writing
-shows some awareness of form (e.g., recount, basic instructions, report)
-may include some simple text features (e.g., titles, labels)
-identifies the topic
-includes a few details related to obvious aspects of the topic (e.g., physical
characteristics, basic procedures, simple chronology, quantities)
-may be missing a closing statement, or when included, may be abrupt
Word Choice
 use basic vocabulary with some repetition
 may attempt to use some descriptive language
Voice
 begin to show some awareness of audience according to purpose (e.g., write a
personal note “to” someone)
 demonstrate some basic knowledge of and /or interest in subject
 show a glimpse of personal feeling or style (e.g., bold punctuation or letters,
speech bubbles)
Sentence Structure
 use mostly simple sentences, many of which are complete; may rely on repetitive
patterns
 may include a few longer sentences and/or sentences that begin in different ways;
longer sentences may be run-on or incomplete
Conventions
 use periods to end most simple sentences; may use exclamation and question
marks correctly
 use capital letters for people’s names, first word in sentences, and the pronoun
“I”, in some cases; may capitalize some words unnecessarily
 spell many high frequency words correctly, attempt to spell unknown words using
phonetic approximations
 use conventional spacing between words
Writing Achievement Standards – Grade Two
Park Street School
March
Appropriate Development
Students
Content
 choose a general topic; communicate message predominantly through written
words
 include ideas/events (may not be explicitly stated), usually based on personal
experiences, simple opinions or basic information
 include some supporting details; may have some “gaps” or irrelevant information
Organization
 decide upon a general purpose
 include a simple beginning that usually identifies the topic
 usually presents ideas/events in a basic sequence; may have occasional missteps
 link ideas with simple connecting words (e.g., and, then, so)
 attempt a conclusion but may be abrupt
A piece of narrative writing
-usually identifies the characters and may include a problem at the beginning of the story
-has characters and actions loosely related to story
-may include an ending that is abrupt or incomplete
-may be modeled on stories read, heard or viewed, or based on personal experiences
A piece of informational writing
-shows some awareness of form (e.g., recount, basic instructions, report, explanation)
-may include some simple text features (e.g., titles, labels)
-identifies the topic
-includes some details, usually related to obvious aspects of the topic (e.g., physical
characteristics, basic procedures, simple chronology, quantities)
-may be missing a closing statement or, when included, be abrupt
Word Choice
 make many ordinary word choices, some repetition
 may include a few descriptive words or phrases
Voice
 begin to show some awareness of audience according to purpose (e.g., write a
letter “to” someone)
 demonstrate some basic knowledge of and /or interest in subject
 show a glimpse of personal feeling or style (e.g., bold punctuation, stylized
letters, speech bubbles)
Sentence Structure
 use mostly simple and some compound sentence structures; many are complete
 include a few longer sentences and /or sentences which begin in different ways
(e.g., nouns, pronouns, phrases)
Conventions
 use correct end punctuation (e.g., periods, question marks, exclamation marks) in
many sentences
 use capital letters for most proper nouns (e.g., people, days of the week, months,
familiar place names), first word in sentences, and pronoun “I” in many cases;
may capitalize some words unnecessarily
 spell many high frequency words correctly; attempt to spell longer, more complex
words using phonetic approximations
 use many basic pronouns and verbs correctly; may make some errors (e.g., She
maked a cake.)
Writing Achievement Standards – End of Grade Two
Appropriate Achievement
Students
Content
 choose a general topic; communicate message predominantly through written
words
 include ideas/events (may not be explicitly stated), usually based on personal
experiences, simple opinions or basic information
 include some supporting details; may have some “gaps” or irrelevant information
Organization
 decide upon a general purpose
 include a simple beginning that identifies the topic
 present ideas/events in a basic sequence; may have occasional missteps
 link ideas with simple connecting words (e.g., and, then, so)
 attempt a conclusion but may be abrupt
A piece of narrative writing
-usually identifies the characters and problem at the beginning of the story
-has characters and actions loosely related to problem
-may include dialogue
-may include an ending that is abrupt or incomplete
-may be modeled on stories read, heard or viewed, or based on personal experiences
A piece of informational writing
-shows some awareness of form (e.g., recount, basic instructions, report, explanation)
-may include some simple text features (e.g., titles, labels)
-identifies the topic
-includes some details, usually related to obvious aspects of the topic (e.g., physical
characteristics, basic procedures, simple chronology, quantities)
-may be missing a closing statement or, when included, be abrupt
Word Choice
 make many ordinary word choices, possibly some repetition
 may include a few descriptive words or phrases
Voice
 begin to show some awareness of audience according to purpose (e.g., write a
letter “to” someone)
 demonstrate some basic knowledge of and /or interest in subject
 show a glimpse of personal feeling or style (e.g., bold punctuation, stylized
letters, speech bubbles)
Sentence Structure
 use mostly simple and compound sentence structures; many are complete
 include a few longer sentences and /or sentences which begin in different ways
(e.g., nouns, pronouns, phrases)
Conventions
 use correct end punctuation (e.g., periods, question marks, exclamation marks) in
many sentences
 use capital letters for proper nouns (e.g., people, days of the week, months,
familiar place names), first word in sentences, and pronoun “I” in many cases;
may capitalize some words unnecessarily
 spell many high frequency words correctly; attempt to spell longer, more complex
words using phonetic approximations
 use many basic pronouns and verbs correctly; may make some errors (e.g., She
maked a cake.)