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Student Name:xxx x
Year 2
Rubric/Guide to
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Informa tion Report
A thorough understanding and uses a
high level of skill in both familiar and
new situations.
A clear understanding and uses a high level
of skill in familiar situations. Is beginning to
use skills m new situations.
Has an understanding and uses skills in
familiar situations.
Understands asl)€cts of and uses varying
levels of skill in familiar situations.
1
A basic understanding and is beginning to
use skills in familiar situations.

Text Structure • Text is logical and organised into
The organisation of the chunks of related information
structural components of • Some ideas are linked
writing a text aligns to an • Text follows an information report
appropnate and effective structure:
text structure. , Title
• Introduction/opening statement
• Contains a variety of information
with supporting detail
• Ending which effectively concludes
the text
• Attempts to use paragraphs and
consistently follows an Adult
Information paragraph styles.
• Title
• Introduction/opening statement
· Contains more than one piece of
information with detail
• Ending which concludes the text
• Predominately follows an information
report structure
• Title
• Introduction/opening statement
• Basic information with some detail
• Ending which concludes the text
• Requires some support to produce a
written text
• May use a modelled text for
assistance/prompts
• Some of the structural elements
may have been included without
assistance
• Requires significant support to
produce a written text
• Has difficulty recognising the
structural elements
• Text may have some structural
elements but may not be relevant
or it is difficult to recognise the
structure
• Relies on drawings to communicate
text

Ideas • Uses brainstorming and planning prior
The selection. relevance to writing
and elaboration of ideas. • Topic has been well researched and
understood
• Appropriate information has been
selected and elaborated on
• Attempts brainstorming and planning
prior to writing
• Topic is clear and well presented
• Sentences contain more than one fact
• Sometimes attempts brainstorming
and planning prior to writing
• Selects a familiar topic
• The topic is clear
• Has given some details on information
presented
• Selects a familiar topic
• Attempts to write independently but
lacking in some areas. for example
information may not be factual or
relevant
• Can verbalise their ideas
• May require support to:
• Brainstom ideas and plar prior to
writing
• Present their thoughts on paper in a
logical way
• Information report can be jumbled
and hard to interpret if left to work
independently
• Requires significant support to:
• Brainstorm ideas and plan prior to
writing
• Present their thoughts on paper in a
logical way
• Verbalise their thinking

Language Features & • Expectations are beyond Year 2 level,
Vocabulary
The range and precision
of contextually
appropriate language
choices as well as
appropriate devices.
• Uses some technical language relevant
for example: to the topic
• Effectively uses technical language • Makes relevant vocabulary choices to
relevant to the topic suit audience and purpose e.g. formal
• Verbs and tense are meaningful in descriptive
sentences • Expands noun groups/phrases using
• Includes illustrations to demonstrate articles (the. a and an) and adjectives
information • Effectively presents accurate
information
• Includes an illustration with relevance
to the text
• Attempts to effectively use some
technical language relevant to the
topic
• Makes some relevant vocabulary
choices to suit audience and purpose
e.g. descriptive
• Sometimes expands noun groups/
phrases using articles (the. a and an)
and adjectives
• Uses accurate information
• Includes an illustration with some
relevance to the text
• Attempts to use relevant vocabulary
choices but these may not always be
suitable
• Requires some support
• To identify technical language
• To expand noun groups/phrases
using articles and adjectives
• To use factual information rather
than own beliefs.
• Requires significant support to
• use relevant vocabulary choices
· understand technical language
• recognise the difference between
fact and their own beliefs
• Relies on an illustration to detail
information

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