Rubric for On-Demand Narrative Writing Second Grade
Overall Lead Transitions Ending Organization
Elaboration Craft
Spelling
Rubric for On-Demand Narrative Writing ? Second Grade
0-Off Topic
Scaled Score Range 1 - 1.5
Scaled Score Range 2 - 2.5
Scaled Score Range 3 ? 3.5
Scaled Score Range - 4
The on-demand writing score on the report card indicates a student's general performance in writing to a prompt.
4 ? Area of Concern
3 ? Developing
2 - Meeting
1 - Exceeding
Rubric developed by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project
STRUCTURE
The writer told, drew, and wrote a Mid-
whole story.
level
The writer had a page that showed Mid-
what happened first.
level
The writer put her pages in order. Midlevel
The writer had a page that showed Midwhat happened last in his story. level
The writer's story had a page for Mid-
the beginning, a page for the
level
middle, and a page for the end.
The writer wrote about when he Mid-
did something.
level
The writer tried to make a
Mid-
beginning for her story.
level
The writer put his pages in order. Mid-
He used words such as and and
level
then, so.
The writer found a way to end her Mid-
story.
level
The writer wrote his story across Mid-
three or more pages.
level
The writer wrote about one time Mid-
when she did something.
level
The writer thought about how to Mid-
write a good beginning and chose level
a way to start his story. He chose
the action, talk, or setting that
would make a good beginning.
The writer told her story in order Mid-
by using words such as when,
level
then, and after.
The writer chose the action, talk, Mid-
or feeling that would make a
level
good ending.
The writer wrote a lot of lines on Mida page and wrote across a lot of level pages.
The writer told the story bit by bit. The writer wrote a beginning in which she helped readers know who the characters were and what the setting was in her story. The writer told his story in order by using phrases such as a little later or after that. The writer chose the action, talk, or feeling that would make a good ending, and worked to write it well. The writer used paragraphs and skipped lines to separate what happened first from what happened later (and finally) in his story.
DEVELOPMENT
The writer's story indicated who Mid- The writer put the picture from
Mid- The writer tried to bring his
Mid- The writer worked to show
was there, what they did, and how level her mind onto the page. She had level characters to life with details,
level what was happening to (and
the characters felt.
details in pictures and words.
talk, and actions.
in) her characters.
The writer drew and wrote some Mid- The writer used labels and words Mid- The writer chose strong words
Mid- The writer not only told his
details about what happened.
level to give details.
level that would help readers picture level story, but also wrote it in
her story.
ways that got readers to
picture what was happening
and that brought his story to
life.
LANGUAGE CONVENTIONS
The writer could read her writing. MidThe writer wrote a letter for the level sounds she heard. The writer used the word wall to help her spell.
The writer used all he knew about Midwords and chunks of words (at, op, level it, etc.) to help him spell. The writer spelled all the word wall words right and used the word wall to help him spell other words.
To spell a word, the writer used Mid-
what he knew about spelling
level
patterns (tion, er, ly, etc.). The
writer spelled all of the word wall
words correctly and used the
word wall to help him figure out
how to spell other words.
The writer used what she knew about spelling patterns to help her spell and edit before she wrote her final draft. The writer got help from others to check her spelling and punctuation before she wrote her final
Punctuation
draft.
The writer put spaces between
Mid- The writer ended sentences
Mid- The writer used quotation
Mid- The writer punctuated
words.
level with punctuation.
level marks to show what characters level dialogue correctly with
The writer used lowercase
The writer used a capital letter
said.
commas and quotation marks.
letters unless capitals were
for names.
When the writer used words
While writing, the writer put
needed. The writer wrote capital
The writer used commas in dates
such as can't and don't, she used
punctuation at the end of
letters
and lists.
the apostrophe.
every sentence.
to start every sentence.
The writer wrote in ways that
helped readers read with
expression, reading some
parts quickly, some slowly,
some parts in one sort of
voice and others in another.
Overall Lead Transitions
Ending Organization
Elaboration Craft
Rubric for On-Demand Information Writing ? Second Grade
0-Off Topic
Scaled Score Range 1 - 1.5
Scaled Score Range 2 - 2.5
Scaled Score Range 3 ? 3.5
Scaled Score Range - 4
The on-demand writing score on the report card indicates a student's general performance in writing to a prompt.
4 ? Area of Concern
3 ? Developing
2 - Meeting
1 - Exceeding
Rubric developed by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project
STRUCTURE
The writer told, drew, and wrote Mid-
about a topic.
level
The writer told what his topic was. Midlevel
The writer put different things she Mid-
knew about the topic on her
level
pages.
The writer had a last part or page. Midlevel
The writer told, drew and wrote Mid-
information across pages.
level
The writer taught his readers
Mid-
about a topic.
level
The writer named her topic in the Mid-
beginning and got the readers'
level
attention.
The writer told different parts
Mid-
about his topic on different pages. level
The writer wrote an ending.
Mid-
level
The writer told about his topic part Mid-
by part.
level
The writer taught readers some Midimportant points about a subject. level
The writer wrote a beginning in Mid-
which he named a subject and
level
tried to interest readers.
The writer used words such as
Mid-
and and also to show she had
level
more to say.
The writer wrote some sentences Midor a section at the end to wrap level up his piece.
The writer's writing had different Mid-
parts. Each part told different
level
information about the topic.
The writer taught readers information about a subject. He put in ideas, observations, and questions. The writer wrote a beginning in which she got readers ready to learn a lot of information about the subject. The writer used words to show sequence such as before, after, then, and later. He also used words to show what did not fit such as however and but. The writer wrote an ending that drew conclusions, asked questions, or suggested ways readers might respond. The writer grouped his information into parts. Each part was mostly about one thing that connected to his big topic.
DEVELOPMENT
The writer drew and wrote some Mid- The writer put facts in her writing Mid- The writer used different kinds of Mid- The writer wrote facts,
important things about the topic. level to teach about her topic.
level information in his writing such as level definitions, details, and
facts, definitions, details, steps,
observations about her topic
and tips.
and explained some of them.
The writer told, drew, and wrote Mid- The writer used labels and words Mid- The writer tried to include the
Mid- The writer chose expert
some details about the topic.
level to give facts.
level words that showed she was an level words to teach readers a lot
expert on the subject.
about the subject. He taught
information in a way to
interest readers. He may have
used drawings, captions, or
diagrams.
Spelling Punctuation
LANGUAGE CONVENTIONS
The writer could read his writing. Mid- The writer used all she knew about Mid- The writer used what he knew
Mid- The writer used what she
The writer wrote a letter for the level words and chunks (at, op, it, etc.) level about spelling patterns (tion, er, level knew about spelling patterns
sounds he heard.
to help her spell.
ly, etc.) to spell a word.
to help her spell and edit
The writer used the word wall to
The writer spelled the word wall
The writer spelled all of the word
before she wrote her final
help her spell.
words right and used the word
wall words correctly and used the
draft.
wall to help her spell other words.
word wall to help him figure out
The writer got help from
how to spell other words.
others to check her spelling
and punctuation before she
wrote her final draft.
The writer wrote spaces
Mid- The writer ended sentences
Mid- The writer used quotation
Mid- The writer punctuated
between words.
level with punctuation.
level marks to show what characters level dialogue correctly, with
The writer used lowercase
The writer used a capital letter
said.
commas and quotation marks.
letters unless capitals were
for names.
When the writer used words
The writer put punctuation
needed.
The writer used commas in dates
such as can't and don't, she put
at the end of every sentence
The writer wrote capital letters
and lists.
in the apostrophe.
while writing.
to start every sentence.
The writer wrote in ways that
helped readers read with
expression, reading some
parts quickly, some slowly,
some parts in one sort of
voice and others in another.
Overall Lead Transitions Ending Organization
Elaboration
Rubric for On-Demand Opinion Writing ? Second Grade
0-Off Topic
Scaled Score Range 1 - 1.5
Scaled Score Range 2 - 2.5
Scaled Score Range 3 ? 3.5
Scaled Score Range - 4
The on-demand writing score on the report card indicates a student's general performance in writing to a prompt.
4 ? Area of Concern
3 ? Developing
2 - Meeting
1 - Exceeding
Rubric developed by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project
STRUCTURE
The writer told, drew, and wrote Mid- The writer wrote his opinion or his Mid- The writer wrote her opinion or Mid- The writer told readers his
her opinion or likes and dislikes
level likes and dislikes and said why.
level her likes and dislikes and gave
level opinion and ideas on a text or
about a topic or book.
reasons for her opinion.
a topic and helped them
understand his reasons.
The writer wrote his opinion in the Mid-
beginning.
level
The writer wrote his idea and then Midsaid more. He used words such as level because.
The writer had a last part or page. Midlevel
The writer told his opinion in one Midplace and in another place he said level why.
The writer put everything she
Mid-
thought about the topic (or book) level
on the page.
The writer wrote a beginning in
Mid-
which she got the readers'
level
attention. She named the topic or
text she was writing about and
gave her opinion.
The writer said more about her
Mid-
opinion and used words such as level
and and because.
The writer wrote an ending for his Mid-
piece.
level
The writer wrote a part where she Midgot readers' attention and a part level where she said more.
DEVELOPMENT
The writer wrote at least one
Mid-
reason for his opinion.
level
The writer wrote a beginning in Mid- The writer wrote a beginning
which he not only gave his
level in which she not only set
opinion, but also set readers up
readers up to expect that this
to expect that his writing would
would be a piece of opinion
try to convince them of it.
writing, but also tried to hook
them into caring about her
opinion.
The writer connected parts of his Mid- The writer connected his
piece using words such as also, level ideas and reasons with his
another, and because.
examples using words such as
for example and because. He
connected one reason or
example using words such as
also and another
The writer wrote an ending in
Mid- The writer worked on an
which she reminded readers of level ending, perhaps a thought or
her opinion.
comment related to her
opinion.
The writer's piece had different Mid- The writer wrote several
parts; he wrote a lot of lines for level reasons or examples why
each part.
readers should agree with his
opinion and wrote at least
several sentences about each
reason. The writer organized
his information so that each
part of his writing was mostly
about one thing.
The writer wrote at least two
Mid- The writer not only named
reasons and wrote at least a few level her reasons to support her
sentences about each one.
opinion, but also wrote more
about each one.
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