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Cobb County Grade 2 Writing Assessment: Scoring Rubric NARRATIVE WRITING Domain 1: Ideas – The degree to which the writer establishes a focus and develops the main points with Component Does Not Meet Standard Meets Standard Focus Little or no evidence of a focus Captures a reader’s interest by consistently writing a personal story in first or third person; begins to write fantasy/imaginary stories; begins to sustain a focus Supporting Details Details and descriptions are limited and may be irrelevant Character Development Character(s) are named or listed rather than developed through action and dialogue Insufficient information to tell a story Development/Completeness Develops characters and setting using sensory details (descriptive adjectives and strong verbs) Begins to develop characters through action and dialogue Sufficient information to tell a story; includes the appropriate purpose, expectations, and length for the audience and genre examples, facts, and details. Exceeds Standard Captures a reader’s interest by writing both personal and fantasy/imaginary stories; sustains a focus throughout the story Uses sensory details (descriptive adjectives and strong verbs) to communicate setting, characters, and plot throughout the story Uses sensory details to develop believable characters with effort to show, not tell, through action and dialogue Complete information; the events of the story are well developed; includes the appropriate purpose, expectations, and length for the audience and genre Domain 2: Organization –The degree to which the ideas are arranged in a clear order with an introduction, body, and conclusion. Component Does Not Meet Standard Meets Standard Exceeds Standard Organizational Pattern Little or no evidence of an Contains a beginning, middle and end; Clear narrative organizational pattern with a (Beginning, Middle, End) organizational pattern one part of the paper may not be as strong beginning, middle, and end; provides a strong as the others; develops a sense of strong sense of closure closure Chronological Sequence of Little or no evidence of Ideas are generally presented in a Chronological sequencing of ideas within and Ideas sequencing chronological sequence across parts of the paper Transitions Little or no evidence of transition words or phrases Transitional words/phrases and time cue words are used but may not be varied Domain 3: Style – The degree to which the writer controls language to capture the reader’s interest. Component Does Not Meet Standard Meets Standard Word Choice Language is simple, repetitive, Contains a mixture of simple, ordinary or imprecise; little or no language and interesting interesting language (e.g. descriptive adjectives and strong verbs) Audience Awareness Little or no awareness of Some attention to the audience; some audience sense of the writer’s voice Revised May, 2010 Transition words/phrases and time cue words are varied and used consistently and effectively throughout the piece Exceeds Standard Sustained use of interesting language sensory details and literary language) Attention to the audience in the beginning, middle, and end; writer’s voice is clear and appropriate (e.g. Cobb County Grade 2 Writing Assessment: Scoring Rubric RESPONSE TO LITERATURE Domain 1: Ideas – The degree to which the writer establishes a focus and develops the main points with examples, facts, and details. Component Does Not Meet Standard Meets Standard Exceeds Standard Focus Little or no evidence of a Begins to sustain a focus; Sustains a focus throughout the piece; captures a focus or opinion captures a reader’s interest by stating reader’s interest by stating an opinion about a text an opinion about a text Supporting Details Does not demonstrate Demonstrates understanding of the text Demonstrates understanding of the text and understanding of the text or and expresses and supports an opinion; expresses and supports an opinion; relevant express and support an includes some relevant details examples, facts, and details are used throughout the opinion; piece details are limited and may be irrelevant Connecting to Text Does not make connections Makes connections: text-to-self, text-toMakes connections: text-to-self, text-to-text, texttext, text-to-world connections using to-world connections using significant details from details from the reading selection the reading selection as evidence of their deepened understanding Development/Completeness Insufficient information to Sufficient information to address the Complete information; includes the appropriate address the topic topic; includes the appropriate purpose, purpose, expectations and length for the audience expectations and length for the audience and genre and genre Domain 2: Organization –The degree to which the ideas are arranged in a clear order with an introduction, body, and conclusion. Component Does Not Meet Standard Meets Standard Exceeds Standard Organizational Pattern Little or no evidence of an Contains an organizational pattern; one Clear and appropriate organizational pattern; (introduction, body, organizational pattern; lacks part of the paper may not be as strong provides a strong sense of closure conclusion or date, a sense of closure as the others; develops a sense of salutation, body, closing) closure Grouping of Ideas Ideas are not arranged in a Related ideas are generally grouped Related ideas are consistently grouped together, meaningful order together; uses organizational structures appropriate organizational structures to ensure to ensure coherence (T-charts, compare coherence are consistently used (T-charts, compare and contrast, letter to author, rewrite and contrast, letter to author, rewrite the ending, the ending, beginning, middle, and end beginning, middle, an end with details from the text) with details from the text) Transitions Little or no evidence of Transition words and phrases are used Varied transition words and phrases link parts of the transition words and phrases but may not be varied piece Domain 3: Style – The degree to which the writer controls language to capture the reader’s interest. Component Does Not Meet Standard Meets Standard Word Choice Language is simple, A mixture of simple, ordinary language repetitive, or imprecise; little and interesting language (e.g., or no interesting language descriptive language, content related vocabulary, sensory details) Audience Awareness Little or no awareness of Some attention to the audience; some audience sense of the writer’s voice Revised May, 2010 Exceeds Standard Sustained use of interesting language (e.g., descriptive language, content related vocabulary, sensory details, strong verbs) Attention to the audience in the introduction, body, and conclusion; writer’s voice is clear and appropriate Cobb County Grade 2 Writing Assessment: Scoring Rubric INFORMATIONAL WRITING Domain 1: Ideas – The degree to which the writer establishes a focus and develops the main points with examples, facts, and details. Component Does Not Meet Standard Meets Standard Exceeds Standard Focus Little or no evidence of a focused Begins to sustain a focused topic Sustains a focused topic throughout the piece topic Supporting Details Facts, and details are limited and may be irrelevant Includes some relevant facts and details (may include charts, tables, graphs) Relevant facts, details, and examples are used throughout the piece (may include charts, tables, graphs) Use of Resources (encyclopedia, Internet, books) Development/Completeness Little or no use of resources; may copy text from source materials Uses a variety of resources (encyclopedia, Internet, books) Paraphrases relevant information from a variety of resources Insufficient information to explain the topic Sufficient information to explain the topic; includes the appropriate purpose, expectations, and length for the audience and genre Complete information; the topic is well developed; includes the appropriate purpose, expectations, and length for the audience and genre Domain 2: Organization –The degree to which the ideas are arranged in a clear order with an introduction, body, and conclusion. Component Does Not Meet Standard Meets Standard Exceeds Standard Organizational Pattern Little or no evidence of an Contains an introduction, body, and Clear and appropriate organizational pattern with organizational pattern; lacks a conclusion; one part of the paper a strong introduction, body, and conclusion; sense of closure may not be as strong as the others; captures the reader’s interest and provides a captures the reader’s interest and strong sense of closure develops a sense of closure Grouping of Ideas Ideas are not arranged in a Related ideas are generally grouped Related ideas are consistently grouped together; meaningful order together; uses organizational organizational structure for conveying information structures for conveying information is consistently maintained (chronological order, (chronological order, similarities and cause and effect, similarities and differences, differences, questions and answers) questions and answers) Transitions Little or no evidence of transition Transition words and phrases are Varied transition words and phrases link parts of words or phrases used but may not be varied the paper Domain 3: Style – The degree to which the writer controls language to capture the reader’s interest. Component Does Not Meet Standard Meets Standard Word Choice Language is simple, repetitive, or A mixture of simple, ordinary imprecise; little or no interesting language and interesting language language (e.g., descriptive language, content related vocabulary, sensory details) Audience Awareness Little or no awareness of audience Some attention to the audience; some sense of the writer’s voice Revised May, 2010 Exceeds Standard Sustained use of interesting language (e.g., descriptive language, content related vocabulary, sensory details) Attention to the audience in the introduction, body, and conclusion; writer’s voice is clear and appropriate Cobb County Grade 2 Writing Assessment: Scoring Rubric PERSUASIVE WRITING Domain 1: Ideas – The degree to which the writer establishes a focus and develops the main points with examples, facts, and details. Component Does Not Meet Standard Meets Standard Exceeds Standard Focus Little or no evidence of a focus Begins to sustain a focus Clearly sustains a focus throughout the piece Supporting Details Details are limited and may be irrelevant Adds supportive details throughout Position Lacks a clear position/opinion Captures a reader’s interest by stating a clear position/opinion Insufficient information to address the issue Sufficient information to address the issue; includes the appropriate purpose, expectations and length for the audience and genre Development/Completeness Adds supportive details throughout the piece that may include relevant examples, facts, and anecdotes Captures a reader’s interest by stating a clear position/opinion and developing a point of view throughout the paper Complete information; clearly addresses the issue; includes the appropriate purpose, expectations and length for audience and the genre Domain 2: Organization –The degree to which the ideas are arranged in a clear order with an introduction, body, and conclusion. Component Does Not Meet Standard Meets Standard Exceeds Standard Organizational Pattern Little or no evidence of an Some evidence of an Clear and appropriate persuasive organizational (introduction, body, organizational pattern; lacks a sense organizational pattern pattern with an introduction, body, and conclusion) of closure (introduction, body, and conclusion; provides a strong sense of closure conclusion); one part of the paper may not be as strong as the others; develops a sense of closure Grouping of Ideas Ideas are not arranged in a Related ideas are generally Related ideas are consistently grouped together; meaningful order grouped together; uses uses appropriate formats (letter, list of pros and appropriate formats (letter, list of cons, advertisement, speech, brochure, movie pros and cons, advertisement) and book review) Transitions Little or no evidence of transitions Transition words and phrases are Varied transition words and phrases link parts of used but may not be varied the paper Domain 3: Style – The degree to which the writer controls language to capture the reader’s interest. Component Does Not Meet Standard Meets Standard Word Choice Language is simple, repetitive, or A mixture of simple, ordinary imprecise; little or no interesting language and interesting language language (e.g., descriptive language, content related vocabulary, sensory details) Audience Awareness Little or no awareness of audience Some attention to the audience; some sense of the writer’s voice Revised May, 2010 Exceeds Standard Sustained use of interesting language (e.g., descriptive language, content related vocabulary, sensory details, and strong verbs) Attention to the audience in the introduction, body, and conclusion; writer’s voice is clear and appropriate Cobb County Grade 2 Writing Assessment: Scoring Rubric CONVENTIONS All Genres Domain 4: Conventions – The degree to which the writer demonstrates control of Sentence Formation, Usage, and Mechanics Component Element Does Not Meet Standard More incorrect and unclear sentences than correct, clear sentences; handwriting and spacing make the piece difficult to read Meets Standard Majority of clear and correct sentences; handwriting is easy for others to read (correct shape, slant, size, and spacing) Exceeds Standard Consistently clear and correct sentences; handwriting is easy for others to read (consistently correct shape, slant, size, and spacing) Complexity Little or no variation in sentence structure Subject/Verb Agreement Frequent and severe agreement mistakes Some variation in sentence structure (uses increasingly complex sentence structure) Consistently writes in complete sentences with correct subject/verb agreement Consistently uses a variety of sentence structures with some complex and compound sentences Correctly writes in complete sentences using correct subject/verb agreement; no sentence fragments Noun Forms (singular, plural, possessives Personal and Possessive Pronouns Spelling Frequent mistakes in noun forms Uses nouns (singular, plural, and possessive) correctly Frequent mistakes using singular and plural personal pronouns and singular possessive pronouns Frequent and severe spelling errors that may distract the reader, including misspellings of high frequency words Frequent errors in punctuation Uses singular and plural personal pronouns and singular possessive pronouns Uses common rules of spelling; spelling errors do not distract the reader; most high frequency words are spelled correctly Uses appropriate punctuation at the end of sentences Consistently uses nouns (singular, plural, and possessive) correctly and in a variety of contexts Consistent and correct use of singular and plural personal pronouns and singular possessive pronouns Consistently correct spelling with few errors; spelling errors occur in words that are above grade level Frequent errors in capitalization Uses appropriate capitalization Consistent and correct capitalization in a variety of contexts Frequent errors in using commas Begins to use commas correctly (in a series, in dates, after a friendly letter greeting, in a friendly letter closure, and between cities and states) Generally correct use of commas Clarity and Correction Sentence Formation Usage Mechanics Punctuation (periods, question and exclamation marks) Capitalization Commas Revised May, 2010 Consistent and correct use of appropriate punctuation at the end of sentences Student Friendly Writing Rubrics Revised May, 2010 Cobb County Grade 2 Student-Teacher Friendly Narrative Writing Rubric Domain Ideas Organization Component Does Not Meet Expectations Meets Expectations Exceeds Expectations Focus My topic is not clear to my reader. My topic is clear in parts of my story. My topic is clear throughout my story. Supporting Details I have a few details, and they may not fit my story. Character Development I may name or list my characters. I do not use action or dialogue. I do not tell the whole story. I left out important events. I do not have a clear beginning, middle, or end. I use sensory details throughout my story to develop the characters, setting, and plot. I develop my characters through action and dialogue (with quotation marks) throughout my story. I use many details and examples to describe the events in my story. My story has a strong beginning, middle, and end; my opening captures my reader’s interest, and my ending wraps things up (closure). The order of the events in my story doesn’t make sense. I include some sensory details (adjectives, strong verbs) to develop the characters and setting. I am beginning to develop my characters through action and dialogue (with quotation marks). I include some details to tell the events in my story. My story has a beginning, middle, and end, but I need to add more details to at least one part; my opening captures my reader’s interest, and my ending wraps things up (closure). Most of the events in my story happen in an order that makes sense. I do not use transition words and phrases. I use some transition words/phrases and time cue words. I use varied transition words/phrases and time cue words throughout my story. Word Choice I repeat many words. I do not include interesting words. My writing includes some interesting words to help my reader get a picture in his/her head (strong verbs, adjectives). My writing includes many interesting words to help my reader get a picture in his/her head (strong verbs, adjectives). Audience Awareness It doesn’t sound like I care about this topic. It doesn’t sound like me. Readers can tell I’m talking right to them, and that I care about this topic in parts of my story. My writing is beginning to sound like me! Readers can tell I’m talking right to them, and that I care about this topic throughout my story. My writing sounds like me! Development/ Completeness Organizational Pattern (Beginning, Middle, End) Chronological Sequence of Ideas Transitions Style Revised May, 2010 My story follows an order that makes sense to the reader. Cobb County Grade 2 Student-Teacher Friendly Response to Literature Writing Rubric Domain Component Ideas Focus Supporting Details Connecting to Text Organization Does Not Meet Expectations My opinion and topic are clear to my reader. I do not include many details. Some of the details may not support my opinion. I do not make connections. Development/ Completeness I have included little or no information about what I read. Organizational Pattern I do not have a clear introduction, body, and conclusion. Style Grouping of Ideas I do not group my ideas together in a way that makes sense. Transitions I use very few or no transition words and phrases. I repeat many words. I do not include interesting words. Word Choice Audience Awareness Revised May, 2010 It doesn’t sound like I’m interested in this topic. It doesn’t sound like me. Meets Expectations Exceeds Expectations I capture my reader’s interest by stating my opinion about a text. My topic is clear in parts of my piece. I include some details to support my opinion about what I read. I capture my reader’s interest by stating my opinion about a text. My topic is clear throughout my piece. I include many relevant facts, details, and examples to support my opinion about what I read. I make connections (text-to-text, textto-self, text-to-world) using many important details from the text. I have included information (several details, facts, and/or examples) to show that I understand what I read. My piece has a clear introduction, body, and conclusion; my opening captures my reader’s interest, and my ending wraps things up (closure). I make connections (text-to-text, textto-self, text-to-world) using details from the text. I have included some information to show that I understand what I read. My piece has an introduction, body, and conclusion, but I need to add more details to at least one part; my opening captures my reader’s interest, and my ending wraps things up (closure). I group my ideas together in a way that makes sense to my reader most of the time (T-charts, compare and contrast, letter to author, rewrite the ending, beginning, middle and end with details from the text). I use some transition words and phrases. My writing includes some interesting words to help my reader get a picture in his/her head (strong verbs, adjectives, words relating to my topic). In parts of my paper, readers can tell I’m talking right to them and that I care about this topic. My writing is beginning to sound like me! I group my ideas together in a way that makes sense to my reader throughout my piece (T-charts, compare and contrast, letter to author, rewrite the ending, beginning, middle and end with details from the text). I use many different transition words and phrases. My writing includes many interesting words to help my reader get a picture in his/her head (strong verbs, adjectives, words relating to my topic). Readers can tell I’m talking right to them and that I care about this topic throughout my piece. My writing sounds like me! Cobb County Grade 2 Student-Teacher Friendly Informational Writing Rubric Domain Component Ideas Focus Organization Style Meets Expectations My topic is clear to my reader throughout my piece. I include many interesting facts, details, and examples about my topic throughout my piece. I may include charts, tables, or graphs to help my reader understand my writing. I use many different resources to get and share information about my topic (encyclopedia, Internet, books). I write the information in my own words. I include enough information to inform my reader about my topic. I do not include many details. Some of the facts and details may not go with my topic. I include some facts and details about my topic. I may include charts, tables, or graphs to help my reader understand my writing. Use of Resources I do not use outside resources to get information about my topic. I use a few outside resources to get and share information about my topic (encyclopedia, Internet, books). Development/ Completeness I do not include enough information to explain my topic. I leave out important details. I do not have an introduction, body, and/or conclusion. I include some information to tell my reader about my topic. Organizational Pattern Grouping of Ideas I do not group my ideas together in a way that makes sense. Transitions I do not use transition words and phrases. I repeat many words. I do not include interesting words. Word Choice It doesn’t sound like I’m interested in this topic. It doesn’t sound like me. Exceeds Expectations My topic is clear to my reader in parts of my piece. Supporting Details Audience Awareness Revised May, 2010 Does Not Meet Expectations My topic is not clear to my reader. My piece has an introduction, a body, and conclusion, but I need to add more details to at least one part; my opening captures my reader’s interest, and my ending wraps things up (closure). I group my ideas together in a way that makes sense to my reader most of the time (chronological order, similarity and difference, question and answer). I use some transition words and phrases. My writing includes some interesting words to help my reader get a picture in his/her head (strong verbs, adjectives, words relating to my topic). In parts of my piece, readers can tell I’m talking right to them and that I care about this topic. My writing is beginning to sound like me! My piece has a strong introduction, body, and conclusion; my opening captures my reader’s interest, and my ending wraps things up (closure). I group my ideas together in a way that makes sense to my reader throughout my piece (chronological order, similarity and difference, question and answer). I use many different transition words and phrases. My writing includes many interesting words to help my reader get a picture in his/her head (strong verbs, adjectives, words relating to my topic). Readers can tell I’m talking right to them and that I care about this topic throughout my piece. My writing sounds like me! Cobb County Grade 2 Student-Teacher Friendly Persuasive Writing Rubric Domain Ideas Organization Style Component Does Not Meet Expectations Meets Expectations Focus My topic is not clear to my reader. My topic is clear to my reader in parts of my piece. My topic is clear to my reader throughout my piece. Supporting Details I do not include many details and some may not fit my piece. I include details to support my opinion/position and persuade my reader. Position My position/opinion is not clear. I capture my reader’s interest by stating a clear position/opinion. Development/ Completeness I include very little or no information to persuade my reader My purpose is clear, and I include enough information to persuade my reader. Organizational Pattern (introduction, body, conclusion) Grouping of Ideas I do not have an introduction, body, and/or conclusion. My piece has an introduction, body, and conclusion; one part of the paper may not be as strong as the others; my opening captures my reader’s interest, and my ending wraps things up (closure). I group my ideas together in a way that makes sense to my reader most of the time (letter, list of pros and cons, advertisement). I include many interesting details, facts, and/or examples to support my opinion/position and persuade my reader. I capture my reader’s interest by stating a clear position/opinion and develop my point of view throughout my piece. My purpose is clear, and I include several details, facts, and or examples throughout my piece to persuade my reader. My piece has a strong introduction, body, and conclusion; my opening captures my reader’s interest, and my ending wraps things up (closure). Transitions I use very few or no transition words and phrases. I use some transition words and phrases. Word Choice I repeat many words. I do not include interesting words. Audience Awareness It doesn’t sound like I care about this topic. It doesn’t sound like me. My writing includes some interesting words to help my reader get a picture in his/her head (strong verbs, adjectives). Readers can tell I’m talking right to them, and that I care about this topic in parts of my paper. My writing is beginning to sound like me! Revised May, 2010 I do not group my ideas together in a way that makes sense. Exceeds Expectations I group my ideas together in a way that makes sense to my reader throughout my piece (letter, list of pros and cons, advertisement, speech, brochure, movie, book review). I use varied transition words and phrases throughout my piece. My writing includes many interesting words to help my reader get a picture in his/her head (strong verbs, adjectives). Readers can tell I’m talking right to them, and that I care about this topic throughout my paper. My writing sounds like me! Cobb County Grade 2 Student-Teacher Friendly Conventions Rubric Component Sentence Formation Usage Mechanics Element Does Not Meet Meets Expectations Exceeds Expectations My handwriting is easy for others to read (correct shape, slant, size, and spacing throughout the piece). All of my sentences make sense. My writing includes varied sentence structure most of the time (some sentences with more than one subject and /or verb). My writing includes complete sentences with correct subject/verb agreement all of the time. My writing includes nouns that are used correctly all of the time. Clarity and Correction My handwriting and spacing make my paper difficult to read. Many of my sentences don’t make sense. Complexity My writing includes only simple sentences (sentences with only one subject and verb). Many sentences begin with the same word. I have many incomplete sentences and mistakes in subject/verb agreement. My handwriting is easy for others to read (correct shape, slant, size, and spacing). My sentences make sense most of the time. My writing includes varied sentence structure some of the time (some sentences with more than one subject and/or verb). My writing includes complete sentences with correct subject/verb agreement. My writing includes nouns that are often used incorrectly. My writing includes nouns that are used correctly (singular, plural, possessive). I do not use pronouns correctly (singular and plural personal pronouns; singular possessive pronouns). My writing shows that I do not use common rules of spelling, and many sight words are spelled incorrectly. My writing shows many mistakes with ending punctuation. I use pronouns correctly (singular and plural personal pronouns; singular possessive pronouns). My writing shows that I use the common rules of spelling. Most sight words are spelled correctly. My writing shows correct ending punctuation (periods, question marks, and exclamation marks). I use a variety of pronouns correctly all of the time (singular and plural personal pronouns; singular possessive pronouns). My writing shows that I use common rules of spelling to spell unfamiliar and complex words. Sight words are spelled correctly. My writing shows correct ending punctuation all of the time. I need to use capital letters correctly. Few of my sentences and proper nouns begin with capital letters. My writing shows many mistakes with using commas. I use capital letters correctly most of the time. Most of my sentences and proper nouns begin with capital letters. I use capital letters correctly throughout my piece. All of my sentences and proper nouns begin with capital letters. My writing shows correct use of commas some of the time (commas in a series, in dates, after a friendly letter greeting, in a friendly letter closure, and between cities and states). My writing shows correct use of commas most of the time. Subject/Verb Agreement Noun Forms (singular, plural, possessive) Personal and Possessive Pronouns Spelling Ending Punctuation Capitalization Commas Revised May, 2010