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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