Second Grade Report Card Scoring Rubric
Rubric for Scoring Reading Standards
Report Card
Statement
Rubric Score of 1
Rubric Score of 2
Rubric Score of 3
Rubric Score of 4
1. Meets current reading
benchmark (Trimester 1)
Child does not meet
requirements for Rubric
Score 2
Scores 95% on DRA Level 18
with 55 words per minute
Scores 95% on DRA Level
20 with 65 words per
minute
Scores 95% on DRA Level
24 with 70 words per
minute
1. Meets current reading
benchmark (Trimester 2)
Child does not meet
requirements for Rubric
Score 2
Scores 95% on DRA Level 20
with 65 words per minute
Scores 95% on DRA Level 25
with 70 words per minute
Scores 95% on DRA Level 28
with 75 words per minute
1. Meets current reading
benchmark (Trimester 3)
Child does not meet
requirements for Rubric
Score 2
Scores 95% on DRA Level 24
with 70 words per minute
Scores 95% on DRA Level 28
with 75 words per minute
Scores 95% on DRA Level 30
with 80 words per minute
2. Decodes regularly spelled,
grade-level words
Child does not meet
requirements for Rubric
Score 2
Accurately reads most short
and long vowel words with
one or two syllables. Able
to read common gradeappropriate irregular words
quickly and accurately.
DRA Level 28
DRA Level 30
3. Reads with Phrasing and
Expression
Reading does not sound like
natural language and is
mostly word reading with a
monotone voice.
At times, reading sounds
like natural language.
Reads in two or three word
phrases most of the time.
Sounds like natural
language most of the time.
Reading in longer phrases
most of the time and attend
to punctuation.
Sounds like natural
language all of the time
with varied expression and
volume. Consistently
reading longer, meaningful
phrases and attends to
punctuation.
Second Grade Report Card Scoring Rubric
Rubric for Scoring Writing Standards
Report Card
Statement
Rubric Score of
1
Rubric Score of 2
Rubric Score of 3
Rubric Score of 4
1. Writes opinion piece
The student writes
an opinion about a
topic
The student writes an
opinion piece that is
supported by at least one
reason and has a
beginning, middle, and
end.
The student writes an opinion
piece that begins with a “hook”
to interest the reader. The
opinion is supported with more
than two reasons, with a few
sentences for each one.
2. Writes informational text
The student told,
drew, and wrote
about a topic.
The student teaches the
reader information
supported by facts about a
topic, including a
beginning, middle, and
end.
The student writes a convincing opinion
piece that is supported by at least two
reasons, with a few sentences for each
one. The writer used words such as “for
example,” “one reason,” “also,”
“another,” and “because.” The ending
reminds the reader of the opinion.
The student teaches the reader
information about a topic, with a
beginning, middle and end, supported by
facts, definitions, details, steps or tips. The
beginning intrigues the reader and the
ending wraps up the piece. The piece has
different parts that each tell specific
information about the topic.
3. Writes narrative text
The student writes a
story with a
beginning, middle,
and end.
The student writes a story
with a beginning, middle,
and end. The narrator’s
thoughts and feelings are
included in the story.
4. Revises text to enhance
writing
The student makes
minimal effort to
revise their writing.
5. Uses technology within
the writing process
The student writes about one time they
did something with a good beginning,
middle, and end using some transitional
words. The beginning has action, talk, or
describes the setting. The story contains
characters and action that helps the
reader picture the story. The student
chose an ending that completes the story
using action, talk or feelings.
The student occasionally
The student consistently applies the skills
applies the skills and
and strategies taught in the unit to their
strategies taught in the unit own writing in an effort to make the
to their own writing in an
writing better.
effort to make the writing
better.
The student uses tools, such as computers,
to research, produce, revise, or edit their
writing.
The student taught readers
about a topic, using expert
words, and including an
explanation of their ideas,
observations and questions.
The ending drew conclusions,
asked questions, or suggested
ways
The student tells the story
about one time, bit by bit. The
story has a strong beginning,
developed middle, and
complete ending. The student
used paragraphs with
transitional words and brought
the story to life by using
descriptive language.
The student uses skills and
strategies beyond those taught
in the unit to revise in multiple
ways.
Second Grade Report Card Scoring Rubric
Rubric for Scoring Language Convention Standards
Report Card
Statement
Rubric Score of 1
Rubric Score of 2
Rubric Score of 3
Rubric Score of 4
1. Uses capitalization,
punctuation correctly
In daily writing, the
student is unable to
independently use gradelevel appropriate
capitalization and
punctuation.
In daily writing, the student
occasionally:
 Capitalizes proper
nouns
 Uses commas in
greetings and
closings of letters
 Uses an apostrophe
to form
contractions and
possessives
In daily writing, the student
consistently:
 Capitalizes proper
nouns
 Uses commas in
greetings and
closings of letters
 Uses an apostrophe
to form
contractions and
possessives
In daily writing, the student
consistently uses
capitalization and
punctuation accurately
beyond that which was
taught in the grade level.
2. Uses conventional spelling
for common and irregular
words
In daily writing, the student
is unable to independently
apply taught spelling
patterns.
In daily writing, the student
consistently applies taught
spelling patterns.
In daily writing, the student
consistently applies taught
spelling patterns and uses
those patterns to spell
other words.
In daily writing, the student
consistently applies taught
spelling patterns accurately
beyond that which was
taught in the grade level.
3. Uses reference materials
to check and correct spelling
In daily writing, the student
does not use spelling
resources to check and
confirm spelling.
In daily writing, the student
occasionally uses spelling
resources to check and
confirm spelling.
In daily writing, the student
consistently uses spelling
resources to check and
confirm spelling.
At this time, there is no
identified Level 4 as this
skill continues to develop
in subsequent grade levels.
Second Grade Report Card Scoring Rubric
Rubric for Scoring Math Standards
Report Card
Statement
Score of 1
*Some standards are assessed throughout the school year while others are assessed within one Math Module.
Score of 2
Solves one step word problems independently
and solves two step word problems with
support
Independently adds and subtracts within 1000
using one strategy
OR
Adds and subtracts within 1000 using more
than one strategy with support
OR
Independently adds and subtracts within 1000
without regrouping
● Mentally adds and subtracts groups of
10 and 100 with assistance
● decomposes 3 digit numbers with
assistance
● compares 3 digit numbers with
assistance
● skip counts by 5’s, 10’s and 100’s with
assistance
Score of 3
1. Represents and
solves word problems
Does not meet the
criteria for a 2
Solves one and two step word
problems independently
2. Adds and subtracts
within 1000
Does not meet the
criteria for a 2
3. Understands and
uses place value
Does not meet the
criteria for a 2
4. Measures,
compares and
estimates length
Does not meet the
criteria for a 2
Measures, estimates and compares lengths with
little support.
6. Identifies,
composes and
partitions shapes
Does not meet the
criteria for a 2
Identifies OR composes OR partitions shapes
independently. Seeks support for other
concepts
Independently identifies,
composes, and partitions
shapes into halves, thirds, and
fourths.
7. Understands the
foundations of
multiplication by using
arrays
Does not meet the
criteria for a 2
Consistently applies 2 of the following skills:
● creates arrays up to 5x5
● writes the correlating repeated
addition sentence correctly
● identifies rows vs. columns
Creates arrays up to 5x5, write
the correlating repeated
addition sentence and correctly
identify rows vs. columns
Independently adds and
subtracts within 1000 using
more than one strategy both
with and without regrouping

Mentally adds and
subtracts groups of 10
and 100
 Decomposes 3 digit
numbers
 Compares 3 digit
numbers
 Skip counts by 5’s,
10’s and 100’s
Accurately measures,
estimates, and compares
lengths using standard units
Score of 4 (examples)
Solves one and two step word problems
independently and explains thinking both
orally and in written form
Independently adds and subtracts within 1000
using number patterns to solve the problem
rather than a written strategy
ex: 410-190=420-?
900-?=600-426
750-180=?-200
Can explain their thinking both orally and in
written form using place value language
●
Applies knowledge of halves, thirds,
fourths to partition additional shapes.
● Uses attributes of shapes to identify
and classify additional shapes not
covered in unit
● Explains reasoning for shape
identification using geometry
language ex: it is a hexagon because it
has six sides and six angles.
Creates arrays beyond 5x5, write the
correlating repeated addition sentence, write
the multiplication sentence, identify rows and
columns and solve word problems using
multiplication skills.