Second Grade Informative/Explanatory Writing Rubric
4
Above
grade
level
standards
Focus
Organization
Content
Style
Conventions
Responds skillfully to all
parts of the task.
Expertly, introduces a topic in an
introductory sentence.
Develops the topic with facts,
definitions and details that
convey information about the
topic.
Uses correct and varied sentence structure that
enrich the piece.
Demonstrates creativity and
flexibility when using conventions
(grammar, punctuation,
capitalization and spelling) to
enhance meaning.
Expertly demonstrates a
strong understanding of
topic by conveying ideas
and information clearly.
Groups related ideas and
information together in a
multiple paragraph structure.
Uses linking words and phrases to
connect ideas within categories
of information.
Provides a concluding statement
or section.
3
Meets
grade
level
standards
2
Below
grade
level
standards
1
Far Below
grade
level
standards
Responds to all parts of the
task.
Introduces a topic and
conveys ideas and
information.
Responds to some parts of
the task.
Names a topic and conveys
some information.
Does not respond to the
task.
Cannot convey ideas
and/or information on a
topic.
Introduces a topic in an opening
sentence.
Includes illustrations when
useful to aiding
comprehension.
Makes adequate use of
available resources.
Develops points with facts and
definitions that convey
information about the topic.
Organizes ideas and information
in a paragraph structure.
Ideas and information are
presented in an incomplete
paragraph structure.
May or may not provide a sense
of closure.
Unclear about the topic.
Has little or no evidence of
paragraph structure.
Chooses words and phrases for effect that
create specific mental imagery.
Language, phrasing and tone are natural,
effective and appropriate for the audience and
purpose.
Shows evidence of developing correct sentence
structures (simple and compound).
Utilizes basic word choice that conveys meaning
Demonstrates grade level
appropriate conventions; errors
are minor and do not obscure
meaning.
Chooses words and phrases for effect.
Provides a concluding statement
or section.
States a topic in a sentence.
Utilizes strong and above grade-level words that
enhance meaning.
Generates ideas and details to
convey information that
relates to the topic.
Develops the topic with 1 fact.
With prompting and support
may or may not generate 1
idea and/or detail to convey
information.
Created by Nicole Clabaugh and Rachel Graby for TASD 10/12/2012 Revised 6/24/14
Evidence of developing language, phrasing and
tone that are natural, effective and appropriate
for the audience and purpose.
Simple sentences are used to convey meaning.
Utilizes basic word choice.
Demonstrate some grade level
appropriate conventions, but
errors may obscure meaning.
Chooses limited words and phrases with little or
no effect.
No evidence of choosing words and phrases for
effect.
Demonstrate limited
understanding of grade level
appropriate conventions, and
errors interfere with the
meaning.
Second Grade Informative/Explanatory Writing Rubric
Common Core State Standards
Informative/Explanatory Writing Scope and Sequence
Second Grade
PA CCSS ELA 1.4 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate
content.
E03.C.1.2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
CCSS: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Grade Focus
2
Write informative/ explanatory
texts to examine a topic and convey
ideas and information clearly.
Identify and introduce the topic.
Organization
Content
Style
Conventions
Group information and provide
a concluding statement or
section.
Develop the topic with
facts and definitions.
Demonstrate command of the
conventions of standard English
grammar and usage.
Choose words and phrases for effect.
Uses dialogue when applicable.
Uses a variety of simple and compound
sentences.

Use collective nouns
(e.g., group).

Form and use frequently
occurring irregular plural nouns
(e.g., feet, children, teeth, mice,
fish).

Use reflexive pronouns (e.g.,
myself, ourselves).

Form and use the past tense of
frequently occurring irregular
verbs (e.g., sat, hid, told).

Use adjectives and adverbs, and
choose between them depending
on what is to be modified.
Produce, expand, and rearrange
complete simple and compound
sentences.
Demonstrate command of the
conventions of standard English
capitalization, punctuation and
spelling.
Created by Nicole Clabaugh and Rachel Graby for TASD 10/12/2012 Revised 6/24/14
Capitalize proper nouns.

Use commas and
apostrophes appropriately.

Spell words drawing on
common spelling patterns.
Consult reference material as
needed.