Written Language Rubric
This is the second grade summative written language rubric. Second graders are assessed in the area of writing each quarter. The goal is to see progressive growth in students’ writing over the course of the entire school year. We would expect students to reach proficiency by the end of the 4th quarter. This rubric will go home quarterly along with the report card.
| Exceeding | Secure | Developing | Beginning | |
| Production & Distribution of Writing | Student provides evidence of revision & editing with limited guidance and support from peers and teacher | Student provides evidence of revision & editing with guidance and support from peers and teacher | Student provides evidence of revision & editing with additional teacher support | Student requires multiple reminders and heavy teacher support to provide evidence of revision & editing |
| Student selects and writes on a variety of topics in an efficient manner | Student selects an appropriate topic in an efficient manner using support from teacher or peers | Student selects an appropriate topic with additional teacher support | Student requires multiple reminders and heavy teacher support to select an appropriate topic | |
| Student uses a variety of text structures to organize their writing | Student uses a text structure to organize their writing with little teacher support | Student uses a text structure to organize their writing with additional teacher support | Student requires multiple reminders and heavy teacher support to organize their writing | |
| Student uses a variety of sentence structures with enhanced vocabulary | Student uses a variety of sentence structures with little teacher support | Student uses a variety of sentence structures with additional teacher support | Student requires multiple reminders and heavy teacher support to use a variety of sentence structures | |
| Research to Build & Present Knowledge | Student uses experiences to fully develop a narrative text | Student uses experiences to develop a narrative text with little teacher support | Student uses experiences to develop a narrative text with additional teacher support | Student requires multiple reminders and heavy teacher support to recall experiences to develop a narrative text |
| Student uses schema or information gathered to fully develop an informational text | Student uses schema or information gathered to develop an informational text with little teacher support | Student uses schema or information gathered to develop an informational text with additional teacher support | Student requires multiple reminders and heavy teacher support to use schema or information gathered to develop an informational text | |
| Conventions | Not applicable | Student consistently forms letters correctly | Student frequently forms letters correctly | Student inconsistently forms letters correctly |
| Not applicable | Student consistently utilizes uppercase and lowercase letters appropriately throughout writing | Student frequently utilizes uppercase and lowercase letters appropriately throughout writing | Student inconsistently utilizes uppercase and lowercase letters appropriately throughout writing | |
| Not applicable | Student consistently puts an uppercase letter on proper nouns and at the beginning of sentences | Student frequently puts an uppercase letter on proper nouns and at the beginning of sentences | Student inconsistently puts an uppercase letter on proper nouns and at the beginning of sentences | |
| Not applicable | Student consistently uses correct spacing | Student frequently uses correct spacing | Student inconsistently uses correct spacing | |
| Student intentionally uses punctuation and/or print options to enhance their writing | Student consistently uses appropriate ending punctuation | Student frequently uses appropriate ending punctuation | Student inconsistently uses appropriate ending punctuation | |
| Student consistently spells above grade level words correctly in writing | Student consistently spells grade-appropriate words correctly in writing | Student frequently spells grade-appropriate words correctly in writing | Student inconsistently spells grade-appropriate words correctly in writing | |
| Student uses spelling patterns to write words correctly | Student consistently uses spelling patterns to write words | Student frequently uses spelling patterns to write words | Student inconsistently uses spelling patterns to write words |