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.

Craft Spelling Punctuation

The writer had details in pictures Mid-

and words.

level

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 put spaces between Midwords. The writer used lowercase level

letters unless capitals were needed. The writer wrote capital letters to start every sentence.

The writer used labels and words Mid-

to give details.

level

LANGUAGE CONVENTIONS

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.

The writer ended sentences with Midpunctuation. The writer used a level capital letter for names. The writer used commas in dates and lists.

The writer chose words that

Mid-

would make readers agree with level

his opinion.

To spell a word, the writer used Midwhat she 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 her figure out

how to spell other words.

The writer used quotation marks Midto show what characters said. level

When the writer used words such as can't and don't, he put in the

apostrophe.

The writer not only told readers to believe his opinion, but also wrote in ways that got them thinking or feeling in certain ways.

The writer used what she knew about word families and spelling rules to help her spell and edit. The writer got help from others to check her spelling and punctuation before she wrote her final draft. The writer punctuated dialogue correctly with commas and quotation marks. While writing, the writer put punctuation at the end of 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.

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