ELA - Grade 2 Scoring Rubric Guide

2.RL.10 Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity for at least grade 2. (see 2.RL.1 through 2.RL. 9 below)

2.RI.10 Independently and proficiently read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts exhibiting complexity appropriate for at least grade 2. (see 2.RI.2 through 2.RI.9 below)

2.RL.1, 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2.RL.2 Retell stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

2.RL.3 Describe how characters in a story respond to major events and challenges.

2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

2.RL.6 Explain what dialogue is and how it can reveal characters' thoughts and perspectives.

2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

2.RL.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, mathematical ideas or concepts, or steps in technical procedures in a text.

2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently

2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

2.RI.8 Describe how reasons support specific points the author makes in a text.

2.RI.9 Compare and contrast the most important points presented by two texts on the same topic.

Meeting Standards: Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity for at least grade 2. (see 2.RL.2-9 Independently and proficiently read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts exhibiting complexity appropriate for at least grade 2. (see 2.RI.2-9)

Working Toward the Standards: With prompting and support, read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity for at least grade 2. (see 2.RL.2-9 With prompting and support, read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts exhibiting complexity appropriate for at least grade 2. (see 2.RI.2-9)

Limited Progress Toward the Standards: Limited or unable to read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity for at least grade 2. (see 2.RL.2-9 Limited or unable to read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts exhibiting complexity appropriate for at least grade 2. (see 2.RI.2-9)

2.RL.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

2.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

a. Use sentence-level context as a clue to the meaning of a word or phrase.

b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

f. Recognize and use appropriately abbreviations related to grade-level content or commonly used in everyday life (e.g., a.m., p.m.).

g. Recognize and use appropriately symbols related to grade-level content or commonly used in everyday life (e.g., $, ¢).

2.L.5 Demonstrate understanding of word relationships and nuances in word meanings.

a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

2.L.6 Use words and phrases acquired through conversations, activities in the grade 2 curriculum, reading and being read to, and responding to texts, including using adjectives to describe. (See grade 2 Reading Literature Standard 4 and Reading Informational Text Standard 4 on applying knowledge of vocabulary to reading; see grade 2 Writing Standard 5 and Speaking and Listening Standard 4 on strengthening writing and presentations by applying knowledge of vocabulary.)

Exceeds Standards: Independently, using beyond grade level text, is able to describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song, determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area, and determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

Meeting Standards: Independently describes how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song, determines the meaning of words and phrases in a text relevant to a grade 2 topic or subject area, and determines or clarifies the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

Working Toward the Standards: With prompting and support is able to describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song, determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area, and determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

Limited Progress Toward the Standards: Limited or unable to describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song, determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area, and determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

a. Distinguish long and short vowels when reading regularly spelled one-syllable words.

b. Know spelling-sound correspondences for additional common vowel teams.

c. Decode regularly spelled two-syllable words with long vowels.

d. Decode words with common prefixes and suffixes.

e. Identify words with inconsistent but common spelling-sound correspondences.

f. Recognize and read grade-appropriate irregularly spelled words.

Meeting Standards: Independently knows and applies grade-level phonics and word analysis skills in decoding words. (see a-f listed)

Working Toward the Standards: With prompting and support, knows and applies grade-level phonics and word analysis skills in decoding words. (see a-f listed)

Limited Progress Toward the Standards: Limited or unable to apply grade-level phonics and word analysis skills in decoding words. (see a-f listed)

a. Read grade-level text with purpose and understanding.

b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Exceeding Standards: Independently reads with sufficient accuracy and fluency to support comprehension beyond grade level texts. (see a-c listed)

Meeting Standards: Independently reads with sufficient accuracy and fluency to support comprehension. (see a-c listed)

Working Toward the Standards: With prompting and support, reads with accuracy and fluency to support comprehension. (see a-c listed)

Limited Progress Toward the Standards: Limited or unable to read with accuracy and fluency to support comprehension. (see a-c listed)

Exceeding Standards: Independently writes opinion pieces that introduce the topic or book they are writing about, states a few opinions, supply a few reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Meeting Standards: Independently writes opinion pieces that introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Working Toward the Standards: Requires teacher prompting and support to write an opinion pieces that introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Limited Progress Toward the Standards: Little or no understanding of form for writing opinion pieces.Given teacher support (graphic organizers, wordbanks, modeling, etc.) unable to write an opinion piece that introduces the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

b. Demonstrate the ability to choose and use appropriate vocabulary (as described in Language Standards 4-6 up to and including grade 2).

2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

2.W.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

2.W.8 Recall information from experiences or gather information from provided sources to answer a question.

2.W.10 Write routinely for a range of tasks, purposes, and audiences.

Exceeding Standards: Independently write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Independently and cooperatively with peers, focus on a topic and strengthen writing as needed by revising and editing. Demonstrate the ability to choose and use complex vocabulary.

Meeting Standards: Independently write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Demonstrate the ability to choose and use appropriate vocabulary. Independently and collaboratively with peers, uses digital tools to publish writing.

Working Toward the Standards: With prompting and support, write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Demonstrate the ability to choose and use vocabulary. With guidance and support, uses digital tools and collaborates with peers to publish writing.

Limited Progress Toward the Standards: Limited or unable to write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Limited or unable to use digital tools or collaborate with peers to publish writing.

a. For poems, use words and phrases that form patterns of sounds (e.g., regular beats, alliteration, end rhymes, repeated sounds in words or lines) to create structure. (See Grade 2 Reading Literature Standard 4.)

2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

2.W.8 Recall information from experiences or gather information from provided sources to answer a question.

2.W.10 Write routinely for a range of tasks, purposes, and audiences.

Exceeding Standards: Independently write narratives in prose or poem form that recount a well-elaborated event or experience, or a set of events or experiences; include details and dialogue to show actions, thoughts, and feelings; use temporal words to signal order where appropriate; and provide a sense of closure. For poems, use words and phrases that form patterns of sounds (e.g., regular beats, alliteration, end rhymes, repeated sounds in words or lines) to create structure. Independently and collaboratively with peers, focus on a topic and strengthen writing as needed by revising and editing.

Meeting Standards: Independently write narratives in prose or poem form that recount a well-elaborated event or experience, or a set of events or experiences; include details and dialogue to show actions, thoughts, and feelings; use temporal words to signal order where appropriate; and provide a sense of closure. For poems, use words and phrases that form patterns of sounds (e.g., regular beats, alliteration, end rhymes, repeated sounds in words or lines) to create structure. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Working Toward the Standards: With prompting and support, write narratives in prose or poem form that recount a well-elaborated event or experience, or a set of events or experiences; include details and dialogue to show actions, thoughts, and feelings; use temporal words to signal order where appropriate; and provide a sense of closure. For poems, use words and phrases that form patterns of sounds (e.g., regular beats, alliteration, end rhymes, repeated sounds in words or lines) to create structure. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Limited Progress Toward the Standards: Limited or unable to write narratives in prose or poem form that recount a well-elaborated event or experience, or a set of events or experiences; include details and dialogue to show actions, thoughts, and feelings; use temporal words to signal order where appropriate; and provide a sense of closure. For poems, limited or unable to use words and phrases that form patterns of sounds (e.g., regular beats, alliteration, end rhymes, repeated sounds in words or lines) to create structure.

2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Print upper- and lowercase letters legibly and fluently.

b. Capitalize holidays, product names, and geographic names.

c. Use commas in greetings and closings of letters.

d. Use an apostrophe to form contractions and frequently occurring possessives.

e. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

f. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

g. Demonstrate understanding that context determines whether the writer uses a numeral or a written number (e.g., numerals in 1 + 3 = 4, but written words in "When I was one, I was just begun/When I was two, I was still quite new" from A.A. Milne's poem, "Now We Are Six").

Exceeding Standards: Independently and consistently demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (see a-g listed)

Meeting Standards: Independently demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (see a-g listed)

Working Toward the Standards: With prompting and support, demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (see a-g listed)

Limited Progress Toward the Standards: Limited or unable to demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (see a-g listed)

a. Sentence Structure and Meaning - Produce and expand simple and compound declarative, interrogative, imperative, and exclamatory sentences and choose among sentence types depending on the meaning to be conveyed.

b. Sentence Structure and Meaning - Use adjectives and adverbs, and choose between them depending on what is to be modified.

c. Word Usage - Use collective nouns and frequently occurring irregular plural nouns.

d. Word Usage - Use reflexive pronouns.

e. Word Usage - Form and use the past tense of frequently occurring irregular verbs.

2.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Compare formal and informal uses of English.

Exceeding Standards: Independently writes using complete sentences varying in complexity, consistently demonstrates command of the conventions of standard English grammar and usage when writing. (see a-e listed)

Meeting Standards: Independently writes using complete sentences, demonstrates command of the conventions of standard English grammar and usage when writing. (see a-e listed)

Working Toward the Standards: With prompting and support, writes using complete sentences, demonstrates command of the conventions of standard English grammar and usage when writing. (see a-e listed)

Limited Progress Toward the Standards: Limited or unable to write using complete sentences, or demonstrate command of the conventions of standard English grammar and usage when writing. (see a-e listed)

Exceeding Standards: Independently and consistently produce writing in which the development and organization are appropriate to task, purpose, and audience. Independently and consistently uses transitional and sequential words within writing.

Meeting Standards: Independently produce writing in which the development and organization are appropriate to task, purpose, and audience.

Working Toward the Standards: With prompting and support, produce writing in which the development and organization are appropriate to task, purpose, and audience.

Limited Progress Toward the Standards: Limited or unable to produce writing in which the development and organization are appropriate to task, purpose, and audience.

2.SL.4 Tell a story or recount an experience or explain how to solve a mathematical problem with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences and using appropriate vocabulary.

2.SL.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or descriptions of experiences when appropriate to clarify ideas, thoughts, and feelings.

Exceeding Standards: Independently and consistently provides an organized recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Independently able to tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences and using appropriate vocabulary. Independently able to create audio recordings of stories or poems; add drawings or other visual displays to stories or descriptions of experiences when appropriate to clarify ideas, thoughts, and feelings.

Meeting Standards: Independently recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences and using appropriate vocabulary. Create audio recordings of stories or poems; add drawings or other visual displays to stories or descriptions of experiences when appropriate to clarify ideas, thoughts, and feelings.

Working Toward the Standards: With prompting and support, recount or describe key ideas or details from a text read aloud or information presented orally or through other media. With prompting and support, tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences and using appropriate vocabulary. With prompting and support, create audio recordings of stories or poems; add drawings or other visual displays to stories or descriptions of experiences when appropriate to clarify ideas, thoughts, and feelings.

Limited Progress Toward the Standards: Limited or unable to recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Limited or unable to tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences and using appropriate vocabulary. Limited or unable to create audio recordings of stories or poems; add drawings or other visual displays to stories or descriptions of experiences when appropriate to clarify ideas, thoughts, and feelings.

2.SL.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades.

Exceeding Standards: Independently and consistently able to articulate thoughts and knowledge appropriate to task and situation in order to provide requested detail or clarification. Demonstrate command of the conventions of standard English grammar and usage when speaking; retain and further develop language skills beyond grade level expectations.

Meeting Standards: Verbally produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Demonstrate command of the conventions of standard English grammar and usage when speaking; retain and further develop language skills learned in previous grades.

Working Toward the Standards: With prompting and support, verbally produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Demonstrate command of the conventions of standard English grammar and usage when speaking; retain and further develop language skills learned in previous grades.

Limited Progress Toward the Standards: Limited or unable to verbally produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Limited or unable to demonstrate command of the conventions of standard English grammar and usage when speaking; retain and further develop language skills learned in previous grades.

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Build on others’ talk in conversations by linking their comments to the remarks of others.

c. Ask for clarification and further explanation as needed about the topics and texts under discussion."

2.SL.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Exceeding Standards: Consistently able to participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups; follow agreed-upon rules for discussions; build on others’ talk in conversations by linking their comments to the remarks of others; ask for clarification and further explanation as needed about the topics and texts under discussion.

Meeting Standards: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups; follow agreed-upon rules for discussions; build on others’ talk in conversations by linking their comments to the remarks of others; ask for clarification and further explanation as needed about the topics and texts under discussion.

Working Toward the Standards: With prompting and support, participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups; follow agreed-upon rules for discussions; build on others’ talk in conversations by linking their comments to the remarks of others; ask for clarification and further explanation as needed about the topics and texts under discussion.

Limited Progress Toward the Standards: Limited or unable to participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.