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Grade 2 Writing Samples
 
 
 
Grade

2

Overall Level

1
Linguistic Vocabulary: (1)
 
Uses a few sight and utility words (water, cat, fish) and descriptive words (problem, grea [great]).
 
Linguistic Grammar: (1)
 
Uses nouns, prepositions (in, to) and verbs in present tense (is, eat).
 
Linguistic Syntax: (1)
 
Writes patterned sentences (Fish is swimming in the water.) with support.
 
Strategic: (1)
 
Copies words with increasing accuracy (No, the, fish).
 
Socio-Linguistic: (1)
 
Copies patterned sentences (the fish, The _____).
 
Discourse: (1)
 
Substitutes words in patterned sentences (The cat …).
 
Editing: (1)
 
Edits sight words for spelling with direct support (swimming, is, the).
 

Grade
 
2

Overall Level 

2

There was one fish
The fish was swimming in the bowl

And The cat was camming
Then fish was camming up and cat was seeing. 
Cat is kaching a fish and eiting to the fish

Then he ate th fish and go.
And cat is gone and The fish is gone.


Linguistic Vocabulary: (2)

Uses some utility words (bowl, fish), descriptive words (one) and subject-specific words (swimming, seeing) related to familiar actions and topics.

Linguistic Grammar: (3)

Level 2: Writes nouns, verbs in simple past tense, prepositions and plurals.
Level 3: Uses nouns (fish, cat), verbs in irregular past tense (ate) and continuous tense (eiting [eating]) with usage errors "is katching" could be "caught," "eiting" could be ate, "go" could be went. Uses prepositions (in, to), pronouns (he), articles (a, the), adjectives (up) and adverbs (no evidence).

Linguistic Syntax: (2)

Writes simple sentences (There was one fish.) and patterned sentences (And cat is gone and the fish is gone.).

Strategic: (3)

Level 2: Attempts to spell familiar words.
Level 3: Spells words that reflect learner's own pronunciation (camming [coming], kaching [catching]).

Socio-Linguistic: (2)

Completes patterned sentence frames (the fish was …, the cat was …) with some understanding of topic, audience and purpose.

Discourse: (2)

Connects words with "and" and "then."

Editing: (2)

Edits for capitals (And, Then) at the beginning of sentences, periods at the end of sentences (.) and spelling of familiar words (fish and go) with some support.


Grade

2

Overall Level 

3

The goldfish is swimming in his own bowl. The fish is waiting for the cat.

The cat is sneking behind fish.
the cat taking the fish out of his bowl.

the cat eated the fish. After that he jump down the table.


Linguistic Vocabulary: (2)

Level 2: Uses some utility words (bowl, cat, fish, table), descriptive words (goldfish) and subject-specific words related to familiar objects and actions.
Level 3: Uses more utility, descriptive and subject-specific words related to curricular concepts.

Linguistic Grammar: (3)

Uses nouns (fish, cat), verbs in irregular past tense (not yet: eated should be ate), verbs in continuous tense (is swimming, is waiting), prepositions (in, for, behind), pronouns (his, he), articles (the), adjectives (own) and adverbs (down).
 
Linguistic Syntax: (3)
 
Writes detailed simple sentences (the cat taking the fish out of his bowl) and compound sentences (no evidence).

Strategic: (3)

Invents spelling that is reflective of learner’s own pronunciation (sneking [sneaking]).

Socio-Linguistic: (3)

Creates texts using appropriate templates to express cultural norms. (Uses appropriate format for picture prompt story.)
 
Discourse: (3)

Connects ideas with conjunctions (no evidence) and time markers (After that).

Editing: (2)

Level 2: Edits for capitals at the beginning of sentences (The), periods at the end of sentences (.) and spelling of familiar words (the fish) with some support.
Level 3: Edits for capitals, end-of-sentence punctuation, commas in a list and regular spelling independently.


Grade 

2

Overall Level 

4

There’s a fish in sid the bowl
Theres’ a singh and it says No fhine!

The cat wans to eat the fish bcas cats love eating fishis. 
Next the cat cam behine the bowl and then he put his hand in the bowl.

And the cat took the fish!
After the cat ate the fish he left and now the bowl is emte.


Linguistic Vocabulary: (3)
 
Level 3: Uses more utility words (fish, bowl, singh [sign], cat), descriptive words (inside, left) and subject-specific words (emte [empty]) related to curricular concepts.
Level 4: Uses a range of words including synonyms and words with multiple meanings related to curricular concepts.

Linguistic Grammar: (4)
 
Writes a range of grammatical structures demonstrating some control of word order (the cat came behind the bowl), plurals (cats), tense (says, put) and subject–verb agreement (the cat took).

Linguistic Syntax: (3)
 
Level: 3: Writes simple detailed and compound sentences (After the cat ate the fish he left and now the bowl is empty.).
Approaching Level 4: Writes complex sentences and simple paragraphs.

Strategic: (3)
 
Level 3: Invents spelling that reflects learner’s own pronunciation (wans [wants], fishis [fishes]).
Level 4: Spells words according to pronunciation and knowledge of common spelling patterns.

Socio-Linguistic: (4)

Creates texts on specific topics using templates as a guide with some support.
 
Discourse: (4)
 
Connects ideas in sentences using a range of conjunctions (and, bcas [because]), sequence markers (next, then) and time markers (after, now).

Editing: (4)

Edits for common punctuation (’), (.), (!), simple tenses (eat, eating) and regular spelling (fish, love, hand).


Grade 

2

Overall Level 

5

Theres a fish inside the bowl swimming. It’s orange and yellow with long fins.
The sign says no fishing.  The fish really likes that sign.

Next, a big cat comes along. It is a black and white cat with a stripped tail. It wants to eat the fish because cats love eating fish. The cat looked in the bowl and then put its paw into the bowl. The fish had no place to hide so the cat took the fish!

The cat ate the fish, then left. Now the bowl is empty. I’m sad about the fish because I liked the fish.

Linguistic Vocabulary: (4)

Level 4: Uses a range of words including synonyms (big, sad, love) and words with multiple meanings (tail, place, left) related to curricular concepts.
Level 5: Uses a broad range of words including utility, descriptive, subject-specific and academic related to curricular concepts.

 
Linguistic Grammar: (5)

Demonstrates control of word order (It’s orange and yellow with long fins.), plurals (cats), tense (says, took, ate, liked) and subject–verb agreement (It is, the bowl is).
 
Linguistic Syntax: (5)

Writes a variety of sentence types and detailed paragraphs (The cat looked in the bowl and then put its paw into the bowl.).

Strategic: (5)
 
Spells challenging words (sign, stripped, empty).

Socio-Linguistic: (5)

Creates appropriate texts demonstrating a sense of topic, purpose, style and register (The fish really likes that sign.).

Discourse: (4)
 
Level 4: Connects ideas in sentences using a range of conjunctions (and, because, so), time markers (then, now) and sequence markers (next, along).
Level 5: Produces sequenced and organized texts using a variety of cohesive devices effectively.
 
Editing: (4)

Edits for punctuation (,), (!), (.), tense (swimming, comes, wants to eat) and regular spelling (inside, black, white, hide, about, because).
Level 5: Edits sentences for regular punctuation, a variety of tenses and common irregularly spelled words.