Writing Score_______, Language Score______
Opinion/Argument Rubric, Grade ___2___
1
(Below Grade Level)
Focus/
Opinion
CCSS*:
 W–1
 W-5
Organization
CCSS:
 W–1
Support/
Evidence
CCSS:
 W-1
Writing
Score
LanguageConventions
of Grammar
and Usage
CCSS:
 L – 1b, e, f
Language –
Conventions
of
Capitalization,
Punctuation,
and
Spelling

CCSS:
L – 2 a,b,d
 Writes an opinion piece in which they do
not introduce the topic or book they are
writing about.
 Does not state an opinion and/or
demonstrates little to no understanding of
topic
 Does not stay on topic
 Does not introduce the topic and/or does
not state an opinion.
 Does not use linking words.
 Does not provide closure
 Does not support opinion with reasons
3 or 4
2
(Approaching Grade Level)
3
(At Grade Level)
 Writes an opinion piece in which they
introduce the topic or book they are
writing about but may be unclear.
 States an opinion that demonstrates
limited understanding of topic

 Strays from topic
Introduces the topic and states an
unclear opinion

Attempts to use linking words to
connect opinion to reasons but may be
incorrect or ineffective

Provides an unclear concluding
statement or section

Supports opinion with minimal and/or
irrelevant reasons
5, 6, 7, 8
 Writes an opinion piece in which they
introduce the topic or book they are
writing about.
 States an opinion that demonstrates an
understanding of topic.
 Stays focused on the topic
Introduces the topic and states a clear
opinion

Uses linking words to connect opinion to
reasons


Provides a concluding statement or
section
 Supports opinion with relevant reasons
9, 10, 11
4
(Advanced)
 Skillfully writes an opinion piece
in which they introduce the topic
or book they are writing about.
 States an opinion that
demonstrates an insightful
understanding of topic.
 Skillfully stays on topic
 Introduces the topic and states a
strong opinion
 Skillfully uses linking words to
connect opinion to reasons.
 Provides a skillful concluding
statement or section
 Supports opinions with
substantial and relevant reasons
12
 Does not use common, proper, and
possessive nouns correctly
 Uses few common, proper, and
possessive nouns correctly
 Uses some common, proper, and
possessive nouns correctly
 Does not use singular and plural nouns
with correctly matching verbs
 Uses some singular and plural nouns
with correctly matching verbs
 Uses singular and plural nouns with
correctly matching verbs
 Does not produce a variety of correct
simple and compound sentences
 Produces a variety of correct simple and
compound sentences using some
adjectives and adverbs
 Produces a variety of correct simple and
compound sentences using adjectives and
adverbs appropriately
 Capitalizes incorrectly with many errors
 Capitalizes correctly and consistently
with some errors: first word in a
sentence, “I,” proper nouns, and titles
 Capitalizes correctly and consistently most
of the time: first word in a sentence, “I,”
proper nouns, and titles
 Uses commas and end punctuation
incorrectly or not at all
 Uses commas and end punctuation
correctly some of the time
 Uses commas and end punctuation
correctly most of the time
 Uses a variety of prior and
current grade-level pronouns
correctly
 Uses verb tenses and plural
nouns correctly, including
irregular forms
 Produces a variety of correct
simple and compound sentences
using a variety of adjectives and
adverbs strategically
 Capitalizes correctly and
consistently all of the time: first
word in a sentence, “I,” proper
nouns, and titles
 Uses commas and end
punctuation correctly all the time
 Does not apply conventional spelling for
words with common spelling patterns and
frequently occurring irregular words
 Applies conventional spelling for
words with common spelling patterns
and frequently occurring irregular words
some of the time
 Spells untaught words phonetically
some of the time
 Applies conventional spelling for words
with common spelling patterns and
frequently occurring irregular words most
of the time
 Spells untaught words phonetically most of
the time
 Applies conventional spelling for
words with common spelling
patterns and irregular sight words
all the time without support
 Spells untaught words
phonetically all the time.
 Does not spell untaught words phonetically
Writing Score_______, Language Score______
1
(Below Grade Level)
Language –
Vocabulary
Acquistion
and Use
CCSS:
L-6
Language
Score
 Uses no to few words and phrases acquired
through conversations, reading and being
read to, and responding to texts, including
using adjectives and adverbs to describe.
3 or 4
2
(Approaching Grade Level)
 Uses some words and phrases acquired
through conversations, reading and
being read to, and responding to texts,
including using adjectives and adverbs
to describe.
5, 6, 7, 8
3
(At Grade Level)
 Uses words and phrases acquired through
conversations, reading and being read to,
and responding to texts, including using
adjectives and adverbs to describe.
9, 10, 11
*CCSS – Common Core State Standards alignment (“W” = Writing strand; “L”= Language strand)
4
(Advanced)
 Uses many words and phrases
acquired through conversations,
reading and being read to, and
responding to texts, including
using adjectives and adverbs to
describe.
12