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iRubric: Writing Extended Beginnings - Grade 2 rubric

iRubric: Writing Extended Beginnings - Grade 2 rubric

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Writing Extended Beginnings - Grade 2 
28 is considered Above Grade Level. 21-27 is considered At Grade Level. 6-20 is considered Below Grade Level.
Rubric Code: F29A8X
By heidicole
Draft
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: K-5

Powered by iRubric WRITING CONTENT
Content standards based on the 2nd grade Core Knowledge and NC Standard Course of Study
  Good

10 pts

Fair

5 pts

Poor

1 pts

Elaborative Detail

The beginning of the story contains elborative detail that describes the story's setting, character, or object.
Good

The beginning of the story contains at least 4 sentences or ideas of elaborative detail describing the setting, main character, or object.
Fair

The beginning of the story contains at least 2-3 sentences or ideas of elaborative detail describing the setting, main character, or object.
Poor

The beginning of the story is lacking in elaborative detail that describes the setting, main character, or object.
WRITING CONVENTIONS
Content standards based on the 2nd grade Core Knowledge and NC Standard Course of Study
  Good

3 pts

Fair

2 pts

Poor

1 pts

Story Clarity

Words/sentences are sequenced in the correct order to convey clear ideas.
Good

The student uses correct
word/sentence order throughout the entire story and ideas are presented clearly.
Fair

The student uses correct word/sentence order throughout most of the story and most ideas are presented clearly.
Poor

The student uses correct word/sentence order inconsistently throughout the story and ideas may not be presented clearly.
Spelling - Inventive

Student spells words by representing all sounds of the word.
Good

Student consistently uses phonetically-based inventive spelling by representing all sounds within the word throughout the majority of the story and most words are spelled correctly.
Fair

Student attempts to use Phonetically-based inventive spelling (major sounds are present within the word) but many words are spelled incorrectly.
Poor

Student does not use Phonetically-based inventive spelling and most words are spelled incorrectly.
Spelling - Sight Words

Student correctly spells age-appropriate sight words.
Good

Sight words are consistently spelled correctly.
Fair

Sight words are inconsistently spelled correctly.
Poor

Sight words are spelled incorrectly within the majority of the story.
Capitalization

The story contains age-appropriate capitalization (first words in sentence, proper nouns, pronoun I )
Good

Capitalization is used correctly throughtout most of the story and within cohesive sentences.
Fair

Capitlization is sometimes used correctly and/or occasionally used correctly, but within non-cohesive sentences.
Poor

Capitlization is not used correctly and/or the paper is lacking sentences due to large run-on sentences.
Punctuation

Ending punctuation is used correctly and consistently throughout the story (periods, question marks, exclamation points).
Good

Punctuation is used correctly throughtout most of the story and within cohesive sentences.
Fair

Punctuation is sometimes used correctly and/or occasionally used correctly, but within non-cohesive sentences.
Poor

Punctuation is used incorrectly and/or the paper is lacking sentences due to large run-on sentences.
Handwriting

The story is written legibly on standard ruled notebook paper.
Good

The story is very legible throughout most of the story; letters are formed neatly and correctly, spacing is used correctly and letters sit on lines.
Fair

The student's handwriting prohibits the reader from quickly and easily reading the story due to sloppy and/or incorrect formation of letters, inappropriate spacing, OR misplacement of words on lines.
Poor

The story is not legible due to incorrect and/or sloppy formation of letters, inappropriate spacing, and/or misplacement of words on lines.




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