Informational or Explanatory Text-Based Writing Rubric Grade 2 Score of 4 Score of 3 Score of 2 Score of 1 The writing The writing The writing The writing – – – – makes effective use of available makes adequate use of available makes limited use of available makes inadequate use of available resources resources resources resources effectively uses relevant and sufficient uses relevant and sufficient text inconsistently uses relevant and fails to use relevant and sufficient text text support from the provided support from the provided resources sufficient text support from the support from the provided resources Reading/ Research resources with accuracy with accuracy provided resources with accuracy with accuracy The writing The writing The writing The writing – – – – addresses the writing task with an addresses all aspects of the writing addresses the writing task with a attempts to address the writing task inconsistent focus task with a tightly focused and focused response but lacks focus detailed response inconsistently develops points using develops points using relevant and develops points using irrelevant relevant and sufficient facts and effectively develops points using sufficient facts and definitions and/or insufficient facts and definitions relevant and sufficient facts and definitions demonstrates adequate use of writing definitions demonstrates limited use of writing process (using technology if demonstrates inadequate use of Development process (using technology if demonstrates effective use of writing writing process (using technology if applicable) ∆ possible) process (using technology if applicable) ∆ ∆ applicable) ∆ The writing The writing The writing The writing – – – – effectively introduces the topic introduces the topic may introduce the topic identifies the topic has evidence of purposeful has evidence of purposeful has limited evidence of purposeful has little or no evidence of purposeful organization that supports the writing organization organization (ideas may be rambling organization task provides a concluding statement or and/or repetitive) provides an effective concluding section provides a sense of closure Organization statement or section The writing The writing The writing The writing – – – – demonstrates a well-developed demonstrates a command of standard demonstrates a limited and/or demonstrates a weak command of command of standard English English conventions; errors do not inconsistent command of standard standard English conventions; errors conventions interfere with understanding English conventions; errors may interfere with understanding interfere with understanding has sentences that are skillfully has sentences that are generally has frequent and severe sentence Language/ constructed with appropriate variety in complete with sufficient variety in has some sentence formation errors formation errors and/or a lack of Conventions length and structure length and structure and/or a lack of sentence variety sentence variety Added by NCSD#1 September 2012 ∆ Used with permission from: Theresa Bennett/Denise Weiner/Denise Allen
Informational or Explanatory Text-Based Writing Rubric Grade 2 Score of 4 Score of 3 Score of 2 Score of 1 Reading/ Research The writing – makes effective use of available resources effectively uses relevant and sufficient text support from the provided resources with accuracy The writing – makes adequate use of available resources uses relevant and sufficient text support from the provided resources with accuracy The writing – makes limited use of available resources inconsistently uses relevant and sufficient text support from the provided resources with accuracy The writing – makes inadequate use of available resources fails to use relevant and sufficient text support from the provided resources with accuracy Development The writing – addresses all aspects of the writing task with a tightly focused and detailed response effectively develops points using relevant and sufficient facts and definitions demonstrates effective use of writing process (using technology if applicable) ∆ The writing – addresses the writing task with a focused response develops points using relevant and sufficient facts and definitions demonstrates adequate use of writing process (using technology if applicable) ∆ The writing – addresses the writing task with an inconsistent focus inconsistently develops points using relevant and sufficient facts and definitions demonstrates limited use of writing process (using technology if possible) ∆ The writing – attempts to address the writing task but lacks focus develops points using irrelevant and/or insufficient facts and definitions demonstrates inadequate use of writing process (using technology if applicable) ∆ Organization The writing – effectively introduces the topic has evidence of purposeful organization that supports the writing task provides an effective concluding statement or section The writing – introduces the topic has evidence of purposeful organization provides a concluding statement or section The writing – may introduce the topic has limited evidence of purposeful organization (ideas may be rambling and/or repetitive) provides a sense of closure The writing – identifies the topic has little or no evidence of purposeful organization Language/ Conventions The writing – demonstrates a well-developed command of standard English conventions has sentences that are skillfully constructed with appropriate variety in length and structure The writing – demonstrates a command of standard English conventions; errors do not interfere with understanding has sentences that are generally complete with sufficient variety in length and structure The writing – demonstrates a limited and/or inconsistent command of standard English conventions; errors may interfere with understanding has some sentence formation errors and/or a lack of sentence variety The writing – demonstrates a weak command of standard English conventions; errors interfere with understanding has frequent and severe sentence formation errors and/or a lack of sentence variety ∆ Added by NCSD#1 September 2012 Used with permission from: Theresa Bennett/Denise Weiner/Denise Allen
gr2_infoexp_6-12-ncsd1.docx