Focus/
Setting

W–3
Organization
/Plot
 W–3
Narrative
Techniques
 W-3
LanguageConventions
of Grammar
and Usage




L – 1b
L – 1d
L – 1e
L – 1f
Language –
Conventions
of
Capitalization,
Punctuation,
and
Spelling

L–2
(a-e)
KPBSD April, 2014– Narrative Rubric, Grade ___2___
4
3
2
(Above Grade Level)
(At Grade Level)
(Approaching Grade Level)
 Responds skillfully to all parts of the
 Responds to all parts of the prompt
 Responds to most parts of the prompt
prompt
 Establishes a situation in a well Recounts a well-elaborated event or  Attempts to recount an event or a short
elaborated recount of an event or short
short sequence of events
sequence of events. Missing
series of events
information creates confusion.
 Uses transitional/linking words and
 Uses transitional/linking words to
 Limited use of transitional/linking
phrases to signal event order
signal event order
words to signal event order
1
(Below Grade Level)
 Responds to some or no parts
of the prompt
 Fails to recount an event or a
short series of events
 No use of transitional/linking
words or only uses
transitional/linking words
without events.
 Does not provide closure
 Insufficient or no details
 Provides clear closure.
 Provides a sense of closure
 Attempts to provide closure
 Includes vivid details that describe
actions, thoughts, and feelings or
lesson learned.
 Includes details that describe
actions, thoughts, and feelings or
lesson learned.

 Uses a variety of adjectives and
adverbs strategically
 Uses a variety of prior and current
grade-level pronouns correctly
 Uses adjectives and adverbs
appropriately
 Uses prior and current grade-level
pronouns correctly (e.g., I, me, my,
they, them, their, myself)
 Uses verb tenses and plural nouns
correctly, including some irregular
forms (e.g., is/was; child/children)
 Produces correct simple and
compound sentences
 Uses some simple adjectives and
adverbs appropriately
 Uses prior and current grade-level
pronouns correctly some of the time
 Uses adjectives and adverbs
inappropriately or not at all
 Uses pronouns incorrectly or
not at all
 Uses some regular verb tenses and
common plural nouns correctly
 Uses verb tenses and plural
nouns incorrectly
 Produces mostly correct and complete
sentences
 Produces mostly incorrect
sentences
 Capitalizes correctly and
consistently with a minor error: first
word in a sentence, “I,” proper
nouns, and titles
 Uses commas, apostrophes, and end
punctuation correctly most of the
time
 Applies grade-level spelling rules
and patterns correctly (reference
core sound/spelling resources); few
to no errors
 Capitalizes correctly and consistently
with some errors: first word in a
sentence, “I,” proper nouns, and titles
 Capitalizes incorrectly with
many errors
 Uses commas, apostrophes, and end
punctuation correctly some of the time
 Uses commas, apostrophes,
and end punctuation
incorrectly or not at all
 Misapplies grade-level
spelling rules through
phonetic spelling; excessive
errors interfere with
readability
 Uses verb tenses and plural nouns
correctly, including irregular forms
 Produces correct simple, compound,
and complex sentences
 Capitalizes correctly and consistently
with no errors: first word in a
sentence, “I,” proper nouns, and titles
 Uses commas, apostrophes, and end
punctuation correctly all the time
 Applies above grade-level spelling
rules and patterns correctly, including
irregular high-frequency words ; no
errors
KPBSD 2nd Grade Narrative Rubric, April 2014
Includes few or irrelevant details to
describe actions, thoughts, and
feelings
 Applies some grade-level spelling
rules and patterns correctly; some
errors and phonetic spelling interfere
with readability
Alaska State Standards Alignment
The letter abbreviations are as follows:
Strand
(Domain)
W = Writing
1st
3. Write narratives in which they
recount two or more appropriately
sequenced events, include some
details regarding what happened,
use temporal words to signal event
order, and provide some sense of
closure.
L=Language
2nd
3rd
3. Use narrative writing to retell a well-elaborated
event or short sequence of real or imagined
events, include details to describe actions,
thoughts, and feelings, use linking words to
signal event order, and provide one or more
concluding sentences that restate or emphasize a
feeling or lesson learned.
3. Use narrative writing to develop real or imagined
characters, experiences, or events using effective
narrative techniques (dialogue, description,
elaboration, problem-solution, figurative language),
and clear event sequences (chronology).
a. Establish a context or situation and introduce a
narrator and/or characters; organize an event
sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue,
description and elaboration, and concrete and
sensory details to describe actions, thoughts, and
feelings and to develop experiences and events
showing the response of characters to situations or
problems.
c. Use transitional words and phrases to signal
event sequences (e.g., later, soon after).
d. Provide a sense of closure (e.g., how a problem
was solved or how the event ended).
Writing
4. Begins in grade 3
LanguageConventions
of Grammar
and Usage
1. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
a. Print all upper- and lowercase letters.
b. Use common, proper, and possessive
nouns.
c. Use singular and plural nouns with
matching verbs in basic sentences (e.g.,
He hops; We hop).
d. Use personal, possessive, and
indefinite pronouns (e.g., I me, my;
KPBSD 2nd Grade Narrative Rubric, April 2014
4. (Begins in grade 3)
1. Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
b. Form and use frequently occurring irregular
plural nouns (e.g., feet, children, teeth, mice, fish).
d. Form and use the past tense of frequently
occurring irregular verbs (e.g., sat, hid, told).
e. Use adjectives and adverbs, and choose between
them depending on what is to be modified.
f. Produce, expand, and rearrange complete simple
and compound sentences (e.g., The boy watched the
movie; The little boy watched the movie; The action
4. With guidance and support from adults, produce
writing in which the development and organization
are appropriate to task and purpose. (Grade-specific
expectations for writing types are defined in
standards 1–3 above.)
1. Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Use nouns, pronouns, verbs, adjectives, and
adverbs appropriate to function and purpose in
order to apply the conventions of English.
b. Form and use regular and irregular plural nouns.
c. Use abstract nouns (e.g., childhood).
d. Form and use regular and irregular verbs.
e. Form and use the simple (e.g., I walked; I walk; I
will walk) verb tenses.
f. Ensure subject-verb and pronoun-antecedent
they, them, their, anyone, everything).
e. Use verbs to convey a sense of past,
present, and future (e.g., Yesterday I
walked home; Today I walk home;
Tomorrow I will walk home).
f. Use frequently occurring adjectives.
g. Use frequently occurring
conjunctions (e.g., and, but, or, so,
because).
h. Use determiners (e.g., articles,
demonstratives).
i. Use frequently occurring prepositions
(e.g., during, beyond, toward).
j. Produce and expand complete simple
and compound declarative,
interrogative, imperative, and
exclamatory sentences in response to
prompts.
2. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
a. Capitalize dates and names of
people.
Language –
Conventions b. Use end punctuation for sentences.
c. Use commas in dates and to separate
of
Capitalization, single words in a series.
Punctuation, d. Use conventional spelling for words
with common spelling patterns and for
and
frequently occurring irregular words.
Spelling
e. Spell untaught words phonetically,
drawing on phonemic awareness and
spelling conventions.
KPBSD 2nd Grade Narrative Rubric, April 2014
movie was watched by the little boy).
agreement.*
g. Form and use comparative and superlative
adjectives and adverbs, and choose between them
depending on what is to be modified.
h. Use coordinating and subordinating
conjunctions.
i. Produce simple, compound, and complex
sentences.
2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Capitalize holidays, product names, and
geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and
frequently occurring possessives.
d. Generalize learned spelling patterns when
writing words (e.g., cage → badge; boy → boil).
e. Consult reference materials, including beginning
dictionaries, as needed to check and correct
spellings.
2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
c. Use commas and quotation marks in dialogue.
d. Form and use possessives.
e. Use conventional spelling for high-frequency and
other studied words and for adding suffixes to base
words (e.g., sitting, smiled, cries, happiness).
f. Use spelling patterns and generalizations (e.g.,
word families, position-based spellings, syllable
patterns, ending rules, meaningful word parts) in
writing words.
g. Consult reference materials, including beginning
dictionaries, as needed to check and correct
spelling.