I-SS Second Grade ELA Rubric for Report Cards &
Grading
A variety of assessments are used to determine report card grades for ELA, including:
Istation, classroom formative assessments and student work samples, etc.
READING
LITERATURE
Q
N
Not Yet
on grade-level standard
(less than half of the time;
demonstrates minimally)
P
Progressing
on grade-level standard
(more than half of the time;
demonstrates
inconsistently)
M
Meets Standard
(large majority of the time;
demonstrates consistently)
RL.1
Ask and answer
“Wh” questions to
demonstrate an
understanding of
key details in text
1
Cannot accurately ask and
answer questions about a
fiction story.
Can accurately ask and
answer questions about a
fiction story, but
inconsistently.
Can consistently and
accurately ask and answer
questions about a fiction
story.
RL.2
Recount stories and
determine the
central message,
lesson, or moral
1,
2
Cannot retell stories,
including key details, and
demonstrate
understanding of the
central message or
lesson
Can retell stories,
including key details, and
demonstrate
understanding of the
central message or
lesson, but inconsistently
Can consistently retell
stories, including key
details, and demonstrate
understanding of the
central message or
lesson
RL.3
Describe how
characters in a
story respond to
major events in a
story
1,
2
Cannot use important
details from the text
when they describe
characters, settings, or
important events in a
story
Use important details
from the text when they
describe characters,
settings, or important
events in a story, but
inconsistently
Use important details
from the text when they
describe characters,
settings, or important
events in a story
consistently
RL.4
Describe how words
and phrases supply
rhythm and
meaning in a poem,
song, or story
3
Cannot describe how words
and phrases supply rhythm
and meaning in a poem,
song, or story.
Can describe how words and
phrases supply rhythm and
meaning in a poem, song, or
story, but inconsistently.
Can describe how words and
phrases supply rhythm and
meaning in a poem, song, or
story consistently.
RL.5
Describe the overall
structure of a story:
Beginning, Middle,
and End
1
Cannot describe how the
story is structured from the
beginning to the end. Does
not show understanding
that the beginning is where
the story is introduced, the
middle of the text describes
the major events and action
that takes place, and the
end of the story tells how
the action concludes.
Can describe parts of how
the story is structured from
the beginning to the end.
Shows an inconsistent
understanding that the
beginning is where the story
is introduced, the middle of
the text describes the major
events and action that takes
place, and the end of the
story tells how the action
concludes.
Can describe parts of how
the story is structured from
the beginning to the end.
Shows consistent
understanding that the
beginning is where the story
is introduced, the middle of
the text describes the major
events and action that takes
place, and the end of the
story tells how the action
concludes.
RL.6
Distinguish the
difference in
characters’ points
of view
1
Cannot recognize the
differences in the points of
view of characters and does
not use different voices for
each character when
reading aloud.
Recognizes the differences
in the points of view of
characters and uses
different voices for each
character when reading
aloud inconsistently.
Recognize the differences in
the points of view of
characters and uses
different voices for each
character when reading
aloud consistently.
RL.7
Demonstrate
understanding of
character, setting,
and plot
1
Cannot explain the
characters, setting, or
plot using what they
learn from the
illustrations and words
in a text less than 50%
of the time.
Explains the characters,
setting, or plot using what
they learn from the
illustrations and words in a
text less than inconsistently.
These texts can be print
and/or digital.
Explains the characters,
setting, or plot using what
they learn from the
illustrations and words in a
text consistently. These
texts can be print and/or
digital.
RL.9
Compare and
contrast two
versions of the
same story
2,
3
Unable to compare and
contrast two versions of the
same story using a Venn
Diagram.
Inconsistently able to
compare and contrast two
versions of the same story
using a Venn Diagram.
Consistently able to compare
and contrast two versions of
the same story using a Venn
Diagram. They should be able
to write or draw one or two
observations on how the
stories are alike and different
when considering characters,
setting, and plot.
RL.10
Read and
understand
on-grade level text
3
Cannot read and
understand literature
within the 2-3 text
complexity band
proficiently and
independently for
sustained periods of time,
while connecting prior
knowledge and
experiences to text.
Inconsistently reads and
understands literature
within the 2-3 text
complexity band
proficiently and
independently for
sustained periods of time,
while connecting prior
knowledge and
experiences to text.
Consistently reads and
understands literature
within the 2-3 text
complexity band
proficiently and
independently for
sustained periods of time,
while connecting prior
knowledge and
experiences to text.
READING
INFORMATIONAL
TEXT
*Students read
informational texts
connected to grade
2 topics and subject
areas and
determine the
meaning of words
or phrases within
the texts.
Q
N
Not Yet
on grade-level standard
(less than half of the time;
demonstrates minimally)
P
Progressing
on grade-level standard
(more than half of the
time; demonstrates
inconsistently)
M
Meets Standard
(large majority of the time;
demonstrates consistently)
RI.1
Ask and answer “Wh”
questions to
demonstrate an
understanding of key
details in a text
1,
3,
4
Cannot accurately ask and
answer questions about a
nonfiction story.
Can accurately ask and
answer questions about a
nonfiction story, but
inconsistently.
Can consistently and
accurately ask and answer
questions about a nonfiction
story.
RI.2
Identify the main idea
of a text
3,
4
Cannot identify the main
idea of an informational
text.
Inconsistently identifies
the main idea of an
informational text.
Consistently identifies the
main idea of an
informational text.
RI.3
Describe the
connection between a
series of historical
events, scientific
ideas or concepts, or
steps in technical
procedures in a text.
2,
4
Cannot describe the
connection between a
series of historical events,
scientific ideas or
concepts, or steps in
technical procedures in a
text.
Inconsistently describes
the connection between a
series of historical events,
scientific ideas or
concepts, or steps in
technical procedures in a
text.
Consistently describes the
connection between a
series of historical events,
scientific ideas or
concepts, or steps in
technical procedures in a
text.
RI.4
Determine vocabulary
relevant to 2nd grade
topics
2,
3
Cannot use context clues,
illustrations, and text
features to determine
meaning of unknown words
or phrases.
Inconsistently uses context
clues, illustrations, and text
features to determine
meaning of unknown words
or phrases.
Consistently uses context
clues, illustrations, and text
features to determine
meaning of unknown words
or phrases.
RI.5
Locate and identify
text features
2,
3,
4
Not familiar with and
cannot make use of text
features such as captions,
bold print, subheadings,
glossaries, indexes,
electronic menus, and
icons.
Inconsistently familiar with
and not always able to
make use of text features
such as captions, bold
print, subheadings,
glossaries, indexes,
electronic menus, and
icons. Students know that
different text features
provide different
information, and they use
the correct text features to
find the needed
information efficiently
inconsistently.
Students are familiar with
and make use of text
features such as captions,
bold print, subheadings,
glossaries, indexes,
electronic menus, and
icons. Students know that
different text features
provide different
information, and they use
the correct text features to
find the needed
information efficiently
between consistently
RI.6
Identify the author’s
purpose of a text
2,
4
Cannot determine the
author’s purpose in the
text.
Determines the author’s
purpose in text while
reading inconsistently.
Determines the author’s
purpose in text while
reading consistently.
RI.7
Explain how specific
images contribute to
and clarify the text.
2,
3
Cannot explain how
images contribute and
clarify the text.
Can explain how
images contribute and
clarify the text, but
inconsistently.
Can explain how
images contribute and
clarify the text
consistently.
RI.8
Identify the reasons
an author gives
support to ideas in a
text.
4
Cannot identify why the
author gives support
ideas in a text.
Can inconsistently
identify and explain why
the author gives support
to ideas in a text.
Can consistently identify
and explain why the
author gives support to
ideas in a text.
RI.9
Compare and contrast
important points in
two different texts on
the same topic
3,
4
Cannot explain the
differences and
similarities of the key
points of two texts on
the same topic.
Can explain the
differences and
similarities of the key
points of two texts on
the same topic, but
inconsistently.
Can explain the
differences and
similarities of the key
points of two texts on
the same topic
consistently.
RI.10
Read and understand
on-grade level text
3,
4
Cannot read and
understand informational
text on grade level
Can read informational text
on grade level but is unable
to understand it
Can consistently read and
understand informational
text on grade level
FOUNDATIONAL
SKILLS
Q
N
Not Yet
on grade-level standard
(less than half of the time;
demonstrates minimally)
P
Progressing
on grade-level standard
(more than half of the
time; demonstrates
inconsistently)
M
Meets Standard
(large majority of the time;
demonstrates consistently)
RF.2
Print all upper- and
lowercase letters
legibly and
proportionally
1,
2,
3,
4
Occasionally can print all
upper- and lowercase letters
legibly and proportionally.
Prints all upper- and
lowercase letters legibly and
proportionally most of the
time.
Consistently prints all upper-
and lowercase letters legibly
and proportionally.
RF.4
Grade Appropriate
Phonics-Letterland
1,
2,
3,
4
Decodes inconsistently
Can decode or apply to
some words, but
inconsistently
Can consistently decode and
apply grade level phonics to
words
RF.5
Read a text with
fluency
1,
2,
3,
4
Can read below gr. level text
Can read gr. level text, but
not consistently with
fluency, expression, purpose
and self correction
Can consistently read grade
level text with fluency,
expression, purpose and self
correction
WRITING
Q
N
Not Yet
on grade-level standard
(less than half of the time;
demonstrates minimally)
P
Progressing
on grade-level standard
(more than half of the
time; demonstrates
inconsistently)
M
Meets Standard
(large majority of the time;
demonstrates consistently)
W.3
Uses a combination of
drawing, dictating,
and writing to
compose narrative
pieces of writing
1
Students are able to write
narratives in which they
recount a well-elaborated
event or short sequence of
events, include details to
describe actions,
thoughts, and feelings in
fewer than 2/5 writing
pieces.
Students are able to write
narratives in which they
recount a well-elaborated
event or short sequence of
events, include details to
describe actions,
thoughts, and feelings in
2-3/5 writing pieces.
Students are able to write
narratives in which they
recount a well-elaborated
event or short sequence of
events, include details to
describe actions,
thoughts, and feelings in
4/5 writing pieces.
W.1
Uses a combination of
drawing, dictating,
and writing to
compose opinion
pieces of writing
2
Students are able to write
opinion pieces in which
they introduce the topic or
book they are writing
about, state an opinion,
supply reasons that
support the opinion, use
linking words to connect
opinion and reasons, and
provide a concluding
statement or section in 0 to
1 out of 5 writing pieces.
Students are able to write
opinion pieces in which
they introduce the topic or
book they are writing
about, state an opinion,
supply reasons that
support the opinion, use
linking words to connect
opinion and reasons, and
provide a concluding
statement or section in 2 or
3 out of 5 writing pieces.
Students are able to write
opinion pieces in which
they introduce the topic or
book they are writing
about, state an opinion,
supply reasons that
support the opinion, use
linking words to connect
opinion and reasons, and
provide a concluding
statement or section in 4 or
5 out of 5 writing pieces.
W.2
Uses a combination of
drawing, dictating,
and writing to
compose research
pieces of writing
4
Students are able to
write informative
/explanatory texts in
which they introduce a
topic, use facts and
definitions to develop
Students are able to write
informative/explanatory
texts in which they
introduce a topic, use
facts and definitions to
develop points, and
Students are able to write
informative/explanatory
texts in which they
introduce a topic, use
facts and definitions to
develop points, and
points, and provide a
concluding statement or
section in 0 to 1 out of 5
writing pieces.
provide a concluding
statement or section in 2
or 3 out of 5 writing
pieces.
provide a concluding
statement or section in 4
or 5 out of 5 writing
pieces.
Uses a combination of
drawing, dictating,
and writing to
compose
informative/explanat
ory pieces of writing
1,
2,
3,
4
Students are not able to
compose complete
sentences using appropriate
punctuation and
capitalization.
Students are able to write a
strong paragraph that
include some punctuation
and capitalization, some of
the time.
Students are able to write a
strong paragraph about a
topic that includes
punctuation and
capitalization.
LANGUAGE
N
Not Yet
on grade-level standard
(less than half of the time;
demonstrates minimally)
P
Progressing
on grade-level standard
(more than half of the time;
demonstrates inconsistently)
M
Meets Standard
(large majority of the
time; demonstrates
consistently)
Demonstrate
understanding of the
conventions of standard
English
Students use proper
conventions less than
occasionally.
Students use proper
conventions more than
inconsistently
.
Students use proper
conventions consistently
.
