Cy‐Fair ISD Writing Rubric for Grade 2 SCORE POINT 4: ACCOMPLISHED 4+ 4 4‐ (100‐95%) (94%) 
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Focus 
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(88%) Has strong structure appropriate to form Shares experience or ideas skillfully 
Includes details that add to the effectiveness of the writing Stays focused on narrowed topic 
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(80%) (78%) (70%) (69‐50
%)
Has some structure, but not 
always appropriate to form 
Shares incomplete experience or ideas Lacks a sense of structure Shares experience or ideas that are random or confusing Includes details that mostly 
add to the effectiveness of the writing Connects most ideas to 
support the message or topic 
Includes details that occasionally add to the effectiveness of the writing 
Connects some ideas to support the message or topic Includes details that make the writing unclear Lacks clear focus on topic or message Moves ideas forward with 
control Uses transitional words in a 
predictable way (first, next, then, and) 
Sequences events or organizes ideas in an orderly way most of the time Moves ideas forward with 
some control Uses few or repeated 
transitional words Sequences events or 
organizes ideas in an orderly way some of the time Struggles to move ideas forward Uses transitions poorly, if present Sequences events or repeats ideas in an unclear or disorderly way Has predictable structure appropriate to form Shares experience or ideas clearly 
(74%) 
Progression Moves ideas forward with 
strong control Uses varied transitions 
smoothly Sequences events or organizes ideas in an orderly 
& effective way (84%) SCORE POINT 1: VERY LIMITED 1 
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Elaborates with relevant, specific, & accurate supporting details 
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Engages audience with compelling ideas throughout the writing 
Demonstrates thorough understanding of writing task 
Expresses feelings effectively about experience or topic Engages audience most of the 
time Demonstrates understanding 
of writing task Expresses feelings 
consistently about experience or topic Engages audience some of 
the time 
Shows partial understanding of writing task 
Expresses feelings occasionally about experience or topic Uses vivid & expressive 
words Enhances experience or topic 
with precise & accurate vocabulary 
Demonstrates keen awareness of purpose & tone Uses specific & concrete words Shares experience or topic with expanding vocabulary Demonstrates awareness of purpose & tone 
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Uses general or imprecise words 
Shares experience or topic with basic or routine words 
Demonstrates basic awareness of purpose & tone Writes sentences that vary in 
structure (simple, complex), beginning, & length Writes fluidly with rhythm to 
create writing, which is pleasant to read aloud Writes with some variety in 
sentence lengths, patterns, & beginnings Writes with rhythm that is 
more fluid than mechanical 
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Word Choice 
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Sentences 
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Conventions USE OF LANGUAGE / CONVENTIONS (90%) SCORE POINT 2: LIMITED 2+ 2 2‐ Detail 
Thoughtfulness DEVELOPMENT OF IDEAS ORGANIZATION Structure SCORE POINT 3: SATISFACTORY 3+ 3 3‐ 
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Capitalizes sentence beginnings, proper nouns, & titles Punctuates sentence endings correctly & uses more complex punctuation Spells grade‐level words accurately & uses logical, if not correct, spelling for challenging words Uses correct grammar consistently Includes minor errors, if any, that do not disrupt fluency or clarity 
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Includes relevant & mostly accurate supporting details 
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Provides some details to convey a simple story or explanation Writes simple sentences & may vary length or beginnings Writes with rhythm that is more mechanical than fluid 
Lacks relevant details or includes unrelated details making the ideas unclear Lacks awareness of audience
Shows little to no understanding of writing task
Lacks individual expression Uses vague or limited words Struggles to share experience or topic Demonstrates little, if any, awareness of purpose & tone
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Writes repetitive simple sentences & may include fragments or run‐ons 
Lacks rhythm in writing 
Capitalizes randomly & inconsistently Punctuates sentence endings randomly or not at all Demonstrates little or no command of spelling Lacks use of correct grammar Includes serious & persistent errors, which disrupt fluency & clarity Capitalizes most sentence beginnings, proper nouns, & titles Punctuates sentence endings correctly & attempts to use more complex punctuation Spells grade‐level words accurately & uses phonetic spelling with unfamiliar words Uses correct grammar most of the time Includes some errors, which occasionally disrupt fluency or clarity 
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Capitalizes some sentence beginnings, proper nouns, & titles Punctuates sentence endings correctly most of the time Spells grade‐level words correctly most of the time Uses correct grammar some of the time Includes distracting errors, which disrupt fluency & clarity 
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