Sample No.
Year 2 Standard Narrative Writing Rubric
Excellent Achievement
Text
Structure
Characters
& Setting
Language
features
Spelling
Punctuation
Editing
Handwriting
High Achievement
Satisfactory Achievement
Using a framework students include:
 Orientation (Beginning) - who, what,
when, where?
 Problem (complication)
 Resolution/Ending – how we solved
the problem
Limited Achievement
Very Low Achievement
 Some evidence of narrative structure,  Writes a basic text that has minimal
eg a story beginning only or ‘middle’
evidence of narrative components.
with no orientation.
 Some events in sequence.
 Structure resembles a recount of
events more than a narrative.
Using a framework students create an
organised and detailed text including:
 Orientation (Beginning) - who, what,
when, where?
 Problem/s (complication/s)
 How the characters felt within the
text
 Resolution – how we solved the
problem/s
 Detail description of the characters
and setting that is developed
throughout the text using noun
group/phrases
 Sentences are varied for effect
 Sentences include relevant detail to
enhance the meaning

 Consistently uses adjectives and
adverbs to enhance a noun
group/phrase.
 Attempting to use vocabulary to
create visual images in the reader’s
mind
Using a framework students include:
 Orientation (Beginning) - who, what,
when, where?
 Problem (complication)
 Resolution/Ending – how we solved
the problem

 Correctly spells most words, including
words with less common letter/sound
combinations
 Uses suffices and prefixes for base
words
 Consistently uses correct punctuation
of capital letters, full stops and
commas
 Mostly uses apostrophes for
contractions
 Includes quotation marks for
dialogue, but omits the comma
 Identify and corrects spelling errors
 Identify and edits known punctuation
 Edits for meaning by adding words
 Correctly spells familiar words
 Uses spelling strategies to attempt
unfamiliar words
 Correct spelling of most simple words
and most common words
 Attempts to spell common words
phonetically
 Correct spelling of most simple words
eg and, but, the, an, a.
 Few examples of conventional
spelling
 Correctly uses capital letters and full
stops
 Correctly uses commas
 Experiments with additional
punctuation with some accuracy,
such as apostrophes for contractions
 Correct use of capital letters at the
beginning of sentences and for
proper nouns
 Correct use of full stops at the end of
sentences
 Experiment with the use of commas
 Usually uses capital letters to begin
sentences
 Usually use full stops to end
sentences
 Inconsistently uses capital letters and
full stops
 Identify and corrects most spelling
 Identify and edits known punctuation
 underline some misspelt words, but
does not attempt to correct them
 Shows no evidence of editing
 In all writing consistently forms all
unjoined upper case letters of
uniform size
 Leaves spaces between words
 Writes on the line
 Consistently forms all unjoined upper
case letters of uniform size
 Leaves spaces between words
 Writes on the line
 Identify and attempt to self-correct
spelling
 Identify and attempt to edit incorrect
capitalisation and full stops
 Correctly forms all unjoined upper
case letters of uniform size
 Leaves spaces between words
 Writes on the line
 Correctly forms most unjoined upper
case letters
 Inconsistent size and spacing of
letters in writing
 Writes on the line
 Correctly forms some unjoined upper
case letters
 Inconsistent size and spacing of
letters in writing
 Letter do not always sit on the line
 Characters and setting are described
in noun groups/phrase and or actions
 Characters names provided
 Setting named by not necessarily
described

 Writes simple sentences
 Writes run-on sentences linked by
“and” and “then”
 meaning of text is sometimes clear
 Occasionally uses common adjectives
to describe nouns
 My use common narrative specific
vocabulary. “Once upon a time…”




 Names and provides a brief character
description
 Names and provides a brief
description of setting/time or place
Writes complex sentences using
 Correctly uses simple sentences
subordinating conjunctions
 Writes compound sentences using
Meaning of text is clear
conjunctions other than ‘and then’ to
Uses a range of adjective and adverbs
join sentences
to enhance a noun group/phrase
 Meaning of text is mostly clear
Experimenting with more interesting  Uses adjectives to describe nouns in
synonyms for adjectives and adverbs
the narrative
to create more detail in the story
 Uses some adverbs to describe verbs
Uses pronouns correctly
within the story
 Uses synonyms for commonly used
words, eg. answered instead of said
 Attempts to use pronouns
Developed 2014 by Waggrakine PS teachers from the SCSA judging standards, NAPLAN Narrative Marking Guide, AC English Content Descriptions
 Some names of people mentioned in
the text
 May be a mention of where to story
is set.
 Writes simple strings of words
together
 Meaning is unclear through text
 Uses simple vocabulary consisting of
mostly nouns and verbs with not uses
of adjectives.