SECOND GRADE REPORT CARD RUBRIC

Transcription

1 SECOND GRADE REPORT CARD RUBRIC READING Unsuccessful Developing Approaching Meeting Understands how English is Written/Printed Students understand how English is written and printed understand how English is written and printed understand that sentences are capitalized at the beginning, have ending punctuation, commas, and quotation marks understands how English is written and printed understands that sentences are capitalized at the beginning, have ending punctuation, commas, and quotation marks understands how English is written and printed understands that sentences are capitalized at the beginning, have ending punctuation, commas, and quotation marks understands how English is written and printed understands that sentences are capitalized at the beginning, have ending punctuation, commas, and quotation marks Uses strategies to comprehend text (Report Card Indicator) Comprehension Main Focus Comprehension Main Focus Comprehension Main Focus Comprehension Main Focus Students comprehend a variety of texts drawing on useful strategies as needed. Students display phonological awareness. Students use the relationship between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students continue to apply earlier standards with greater depth in increasingly complex text. make and confirm predictions using illustrations, titles, key words, foreshadowing ask relevant questions, seek clarification, locate facts and details, and s answers with text evidence establish purposes for reading texts, monitor comprehension, and make adjustments & corrections when comprehension breaks down establish purpose for reading selected texts based upon content to enhance comprehension ask literal questions of texts monitor & adjust comprehension make inferences about texts and use textual evidence to understanding retell or act out important events in stories in logical order makes and confirms predictions using illustrations, titles, key words, foreshadowing asks relevant questions, seeks clarification, locates facts and details, and s answers with text evidence establishes purposes for reading texts, monitoring comprehension, and making adjustments & corrections when comprehension breaks down establishes purpose for reading selected texts based upon content to enhance comprehension asks literal questions of texts monitors & adjusts comprehension makes and confirms predictions using illustrations, titles, key words, foreshadowing asks relevant questions, seeks clarification, locates facts and details, and s answers with text evidence establishes purposes for reading texts, monitoring comprehension, and making adjustments & corrections when comprehension breaks down establishes purpose for reading selected texts based upon content to enhance comprehension asks literal questions of texts monitors & adjusts comprehension makes inferences about texts and uses textual evidence to understanding retells or acts out important events in stories in logical order makes and confirms predictions using illustrations, titles, key words, foreshadowing asks relevant questions, seeks clarification, locates facts and details, and s answers with text evidence establishes purposes for reading texts, monitoring comprehension, and making adjustments & corrections when comprehension breaks down establishes purpose for reading selected texts based upon content to enhance comprehension asks literal questions of texts monitors & adjusts comprehension makes inferences about texts and uses textual evidence to understanding HISD Second Grade Report Card Rubric (Rev ) Page 1

2 Uses strategies to comprehend text (Report Card Indicator) cont. make connections to own experiences, to ideas in other texts, to the larger community, & discuss textual evidence Decoding Supports Comprehension: decode multisyllabic words in context by applying common letter-sound correspondences decode multisyllabic words in isolation by applying common letter-sound correspondences decode words with common syllabication patterns decode words with common spelling patterns read words with prefixes read and identifies contractions and abbreviations identify and read high-frequency words from the HISD word list monitor accuracy of decoding makes inferences about texts and uses textual evidence to understanding retells or acts out important events in stories in logical order makes connections to own experiences, to ideas in other texts, to the larger community, & discusses textual evidence Decoding Supports Comprehension: decodes multisyllabic words in context by applying common letter-sound correspondences decodes multisyllabic words in isolation by applying common letter-sound correspondences decodes words with common syllabication patterns decodes words with common spelling patterns reads words with prefixes reads and identifies contractions and abbreviations identifies and reads high-frequency words from the HISD word list monitors accuracy of decoding makes connections to own experiences, to ideas in other texts, to the larger community, & discusses textual evidence Decoding Supports Comprehension: decodes multisyllabic words in context by applying common letter-sound correspondences decodes multisyllabic words in isolation by applying common letter-sound correspondences decodes words with common syllabication patterns decodes words with common spelling patterns reads words with prefixes reads and identifies contractions and abbreviations identifies and reads high-frequency words from the HISD word list monitors accuracy of decoding retells or acts out important events in stories in logical order makes connections to own experiences, to ideas in other texts, to the larger community, & discusses textual evidence Decoding Supports Comprehension: decodes multisyllabic words in context by applying common letter-sound correspondences decodes multisyllabic words in isolation by applying common letter-sound correspondences decodes words with common syllabication patterns decodes words with common spelling patterns reads words with prefixes reads and identifies contractions and abbreviations identifies and reads at least 300 high-frequency words from the HISD word list monitors accuracy of decoding Reads grade-level appropriate text with fluency and comprehension Students read grade- level text with fluency and comprehension. demonstrate phrased, fluent oral reading read with phrasing and expression that reflects understanding demonstrate appropriate stress on words, to reflect meaning solve words in the text quickly and automatically to demonstrates phrased, fluent oral reading reads with phrasing and expression that reflects understanding demonstrates appropriate stress on words, to reflect meaning demonstrates phrased, fluent oral reading reads with phrasing and expression that reflects understanding demonstrates appropriate stress on words, to reflect meaning demonstrates phased, fluent oral reading reads with phrasing and expression that reflects understanding demonstrates appropriate stress on words, pausing and phrasing, intonation, and the use of punctuation HISD Second Grade Report Card Rubric (Rev ) Page 2

3 Reads grade-level appropriate text with fluency and comprehension cont. read independent text with fluency and comprehension solves words in the text quickly and automatically to fluency reads independent text with fluency and comprehension solves words in the text quickly and automatically to fluency reads independent text with fluency and comprehension quickly and automatically solves words in the text in a way that s fluency reads independent text with fluency and comprehension Understands and Uses New Vocabulary from Texts Students understand new vocabulary and use it when reading and writing. use prefixes and suffixes to determine meanings of words use context to determine the relevant meanings of unfamiliar words or multiple-meaning words identify and use common words that are opposite or similar in meaning alphabetize a series of words use dictionaries or glossaries efficiently uses prefixes and suffixes to determine meanings of words uses context to determine the relevant meanings of unfamiliar words or multiple-meaning words identifies and uses common words that are opposite or similar in meaning alphabetize a series of words uses dictionaries or glossaries efficiently uses prefixes and suffixes to determine meanings of words uses context to determine the relevant meanings of unfamiliar words or multiple-meaning words identifies and uses common words that are opposite or similar in meaning alphabetize a series of words uses dictionaries or glossaries efficiently uses prefixes and suffixes to determine meanings of words uses context to determine the relevant meanings of unfamiliar words or multiple-meaning words identifies and uses common words that are opposite or similar in meaning alphabetize a series of words uses dictionaries or glossaries efficiently Comprehends Literary Texts: Theme & Genre Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical and contemporary contexts and provide evidence from the text to their understanding. Poetry Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from the text to their understanding. make inferences and draw conclusions about text and provide evidence to student understanding Theme and Genre identify moral lessons as themes in well-known fables, legends, myths, or stories compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot makes inferences and draws conclusions about text and provides evidence to student understanding Theme and Genre identifies moral lessons as themes in well-known fables, legends, myths, or stories compares different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot makes inferences and draws conclusions about text and provides evidence to student understanding Theme and Genre identifies moral lessons as themes in well-known fables, legends, myths, or stories compares different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot makes inferences and draws conclusions about text and provides evidence to student understanding Theme and Genre identifies moral lessons as themes in well-known fables, legends, myths, or stories compares different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot Drama Poetry Poetry Students understand, make describe how rhyme, rhythm, Poetry describes how rhyme, rhythm, and inferences and draw conclusions and repetition interact to create describes how rhyme, repetition interact to create images in about the structure and elements images in poetry rhythm, and repetition poetry interact to create images in poetry HISD Second Grade Report Card Rubric (Rev ) Page 3 Poetry describes how rhyme, rhythm, and repetition interact to create images in poetry

4 of drama and provide evidence from the text to their understanding. Drama identify the elements of dialogue and uses them in informal plays Drama identifies the elements of dialogue and uses them in informal plays Drama identifies the elements of dialogue and uses them in informal plays Drama identifies the elements of dialogue and uses them in informal plays Fiction Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from the text to their understanding. Literary Nonfiction Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from the text to their understanding. Sensory Language Students understand, make inferences and draw conclusions about how authors create imagery by using sensory language in literary text and provide evidence from the text to their understanding. Independent Reading Students read for sustained periods of time and provide evidence of their reading. Fiction describe similarities and differences in plots and settings of several works by the same author describe main characters in works of fiction including their traits, motivations, and feelings Literary Nonfiction distinguish between fiction and nonfiction Sensory Language recognize that some words and phrases have literal and nonliteral meanings (e.g., take steps) Independent Reading read independently for a sustained period of time and paraphrases what the reading was about, maintaining meaning Fiction describes similarities and differences in plots and settings of several works by the same author describes main characters in works of fiction including their traits, motivations, and feelings Literary Nonfiction distinguishes between fiction and nonfiction Sensory Language recognizes that some words and phrases have literal and nonliteral meanings (e.g., take steps) Independent Reading reads independently for a sustained period of time and paraphrases what the reading was about, maintaining meaning Fiction describes similarities and differences in plots and settings of several works by the same author describes main characters in works of fiction including their traits, motivations, and feelings Literary Nonfiction distinguishes between fiction and nonfiction Sensory Language recognizes that some words and phrases have literal and nonliteral meanings (e.g., take steps) Independent Reading reads independently for a sustained period of time and paraphrases what the reading was about, maintaining meaning Fiction describes similarities and differences in plots and settings of several works by the same author describes main characters in works of fiction including their traits, motivations, and feelings Literary Nonfiction distinguishes between fiction and nonfiction Sensory Language recognizes that some words and phrases have literal and nonliteral meanings (e.g., take steps) Independent Reading reads independently for a sustained period of time and paraphrases what the reading was about, maintaining meaning Comprehends Informational Texts: Culture & History Students analyze, make inferences and draw conclusions about author s purpose in cultural, historical, and contemporary context and provide evidence from the text to their understanding. Expository Texts Students understand, make inferences and draw conclusions about the expository text and provide evidence from the text to their understanding. Culture and History make inferences & draws conclusions about the author s purpose in cultural, historical, & contemporary contexts provide evidence from the text to their understanding of the author s purpose identify the topic and explains the author s purpose in writing the text Expository Text make inferences and draws conclusions about expository text Culture and History makes inferences & draws conclusions about the author s purpose in cultural, historical, & contemporary contexts provides evidence from the text to their understanding of the author s purpose identifies the topic and explains the author s purpose in writing the text Culture and History makes inferences & draws conclusions about the author s purpose in cultural, historical, & contemporary contexts provides evidence from the text to their understanding of the author s purpose identifies the topic and explains the author s purpose in writing the text Culture and History makes inferences & draws conclusions about the author s purpose in cultural, historical, & contemporary contexts provides evidence from the text to their understanding of the author s purpose identifies the topic and explains the author s purpose in writing the text HISD Second Grade Report Card Rubric (Rev ) Page 4

5 Procedural Texts Students understand how to glean and use information in procedural texts and documents. understand expository texts and provides evidence from expository text to their understanding identify the main idea in a text and distinguishes it from the topic locate the facts that are clearly stated in a text describe the order of events or ideas in a text use text features (e.g., table of contents, index, headings) to locate specific information in text Procedural Text follow written multi-step directions use common graphic features to assist in the interpretation of the text (e.g., captions, illustrations) Expository Text makes inferences and draws conclusions about expository text understands expository texts and provides evidence from expository text to their understanding identifies the main idea in a text and distinguishes it from the topic locates the facts that are clearly stated in a text describes the order of events or ideas in a text uses text features (e.g., table of contents, index, headings) to locate specific information in text Procedural Text follows written multi-step directions uses common graphic features to assist in the interpretation of the text (e.g., captions, illustrations) Expository Text makes inferences and draws conclusions about expository text understands expository texts and provides evidence from expository text to their understanding identifies the main idea in a text and distinguishes it from the topic locates the facts that are clearly stated in a text describes the order of events or ideas in a text uses text features (e.g., table of contents, index, headings) to locate specific information in text Procedural Text follows written multi-step directions uses common graphic features to assist in the interpretation of the text (e.g., captions, illustrations) Expository Text makes inferences and draws conclusions about expository text understands expository texts and provides evidence from expository text to their understanding identifies the main idea in a text and distinguishes it from the topic locates the facts that are clearly stated in a text describes the order of events or ideas in a text uses text features (e.g., table of contents, index, headings) to locate specific information in text Procedural Text follows written multi-step directions uses common graphic features to assist in the interpretation of the text (e.g., captions, illustrations) Comprehends Media Literacy Students use comprehension skills to identify how words, images, graphics and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. recognize different purposes of media (e.g., informational, entertainment) describe techniques used to create media messages (e.g., sound, graphics) identify various written conventions for using digital media (e.g., , website, video game) recognizes different purposes of media (e.g., informational, entertainment) describes techniques used to create media messages (e.g., sound, graphics) identifies various written conventions for using digital media (e.g., , website, video game) recognizes different purposes of media (e.g., informational, entertainment) describes techniques used to create media messages (e.g., sound, graphics) identifies various written conventions for using digital media (e.g., , website, video game) recognizes different purposes of media (e.g., informational, entertainment) describes techniques used to create media messages (e.g., sound, graphics) identifies various written conventions for using digital media (e.g., , website, video game) HISD Second Grade Report Card Rubric (Rev ) Page 5

6 Reading/Comprehension Skills Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. establish purposes for reading selected texts based upon content to enhance comprehension ask literal questions of text establishes purposes for reading selected texts based upon content to enhance comprehension asks literal questions of text establishes purposes for reading selected texts based upon content to enhance comprehension asks literal questions of text establishes purposes for reading selected texts based upon content to enhance comprehension asks literal questions of text WRITING Unsuccessful Developing Approaching Meeting Uses the Writing Process to Compose Texts Students use elements of the writing process (planning, drafting, revising, editing, and publishing to compose text) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas) develop drafts by sequencing ideas through writing sentences revise drafts by adding or deleting words, phrases, or sentences edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric publish and share writing with others plans a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas) develops drafts by sequencing ideas through writing sentences revises drafts by adding or deleting words, phrases, or sentences edits drafts for grammar, punctuation, and spelling using a teacher-developed rubric publishes and shares writing with others plans a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas) develops drafts by sequencing ideas through writing sentences revises drafts by adding or deleting words, phrases, or sentences edits drafts for grammar, punctuation, and spelling using a teacher-developed rubric publishes and shares writing with others plans a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas) develops drafts by sequencing ideas through writing sentences revises drafts by adding or deleting words, phrases, or sentences edits drafts for grammar, punctuation, and spelling using a teacher-developed rubric publishes and shares writing with others Writing Literary Texts Students write literary texts to express their ideas and feelings about real or imagined people, events and ideas. write brief stories that include a beginning, middle, and end write short poems that convey sensory details writes brief stories that include a beginning, middle, and end writes short poems that convey sensory details writes brief stories that include a beginning, middle, and end writes short poems that convey sensory details writes brief stories that include a beginning, middle, and end writes short poems that convey sensory details HISD Second Grade Report Card Rubric (Rev ) Page 6

7 Writing Expository and Procedural Texts Students write expository and procedural or work related texts to communicate ideas and information to specific audiences to specific purposes. write brief compositions about topics of interest to the student write short letters that put ideas in a chronological or logical sequence and uses appropriate conventions (e.g., date, salutation, and closing) write brief comments on literary or informational texts writes brief compositions about topics of interest to the student writes short letters that put ideas in a chronological or logical sequence and uses appropriate conventions (e.g., date, salutation, and closing) writes brief comments on literary or informational texts writes brief compositions about topics of interest to the student writes short letters that put ideas in a chronological or logical sequence and uses appropriate conventions (e.g., date, salutation, and closing) writes brief comments on literary or informational texts writes brief compositions about topics of interest to the student writes short letters that put ideas in a chronological or logical sequence and uses appropriate conventions (e.g., date, salutation, and closing) writes brief comments on literary or informational texts Writing Persuasive Texts Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues write persuasive statements about issues that are important to the student for the appropriate audience in the school, home, or local community writes persuasive statements about issues that are important to the student for the appropriate audience in the school, home, or local community writes persuasive statements about issues that are important to the student for the appropriate audience in the school, home, or local community writes persuasive statements about issues that are important to the student for the appropriate audience in the school, home, or local community HISD Second Grade Report Card Rubric (Rev ) Page 7

8 ORAL & WRITTEN CONVENTIONS Unsuccessful Developing Approaching Meeting Conventions & Academic Language Students understand the function of and use of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. use and understand past, present, and future tense verbs use and understand singular/plural and common/proper nouns use and understand adjectives (e.g., descriptive: old, wonderful; articles: a, an, the) use and understand adverbs (e.g., time: before, next; manner: carefully, beautifully use and understand prepositions and prepositional phrases use and understand pronouns (e.g., he, him) use and understand time-order transition words use complete sentences with subject-verb agreement distinguish among declarative and interrogative sentences uses and understands past, present, and future tense verbs uses and understands singular/plural and common/proper nouns uses and understands adjectives (e.g., descriptive: old, wonderful; articles: a, an, the) uses and understands adverbs (e.g., time: before, next; manner: carefully, beautifully uses and understands prepositions and prepositional phrases uses and understands pronouns (e.g., he, him) uses and understands time-order transition words uses complete sentences with subject-verb agreement distinguishes among declarative and interrogative sentences uses and understands past, present, and future tense verbs uses and understands singular/plural and common/proper nouns uses and understands adjectives (e.g., descriptive: old, wonderful; articles: a, an, the) uses and understands adverbs (e.g., time: before, next; manner: carefully, beautifully uses and understands prepositions and prepositional phrases uses and understands pronouns (e.g., he, him) uses and understands time-order transition words uses complete sentences with subject-verb agreement distinguishes among declarative and interrogative sentences uses and understands past, present, and future tense verbs uses and understands singular/plural and common/proper nouns uses and understands adjectives (e.g., descriptive: old, wonderful; articles: a, an, the) uses and understands adverbs (e.g., time: before, next; manner: carefully, beautifully uses and understands prepositions and prepositional phrases uses and understands pronouns (e.g., he, him) uses and understands time-order transition words uses complete sentences with subject-verb agreement distinguishes among declarative and interrogative sentences HISD Second Grade Report Card Rubric (Rev ) Page 8

9 Handwriting, Capitalization, & Punctuation Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. write legibly leave appropriate margins when writing capitalize proper nouns, months, days of the week, and salutations/closings of letters recognize and uses punctuation marks including ending punctuation in sentences, apostrophes and contractions, and apostrophes and possessives writes legibly leaves appropriate margins when writing capitalizes proper nouns, months, days of the week, and salutations/closings of letters recognizes and uses punctuation marks including ending punctuation in sentences, apostrophes and contractions, and apostrophes and possessives writes legibly leaves appropriate margins when writing capitalizes proper nouns, months, days of the week, and salutations/closings of letters recognizes and uses punctuation marks including ending punctuation in sentences, apostrophes and contractions, and apostrophes and possessives writes legibly leaves appropriate margins when writing capitalizes proper nouns, months, days of the week, and salutations/closings of letters recognizes and uses punctuation marks including ending punctuation in sentences, apostrophes and contractions, and apostrophes and possessives Spelling Students spell correctly. use phonological knowledge to match sounds to letters to construct unknown words spell words with common orthographic patterns and rules (hard/soft c & g, ck; r-controlled vowels; long vowels; vowel digraphs) spell high-frequency words from the HISD High-Frequency Word List in the context of writing spell base words with inflectional endings (e.g., -ing, -ed) spell simple contractions use resources to find correct spellings uses phonological knowledge to match sounds to letters to construct unknown words spells words with common orthographic patterns and rules (hard/soft c & g, ck; r-controlled vowels; long vowels; vowel digraphs) spells high-frequency words from the HISD High- Frequency Word List in the context of writing spells base words with inflectional endings (e.g., -ing, -ed) spells simple contractions uses resources to find correct spellings uses phonological knowledge to match sounds to letters to construct unknown words spells words with common orthographic patterns and rules (hard/soft c & g, ck; r-controlled vowels; long vowels; vowel digraphs) spells high-frequency words from the HISD High-Frequency Word List in the context of writing spells base words with inflectional endings (e.g., -ing, -ed) spells simple contractions uses resources to find correct spellings uses phonological knowledge to match sounds to letters to construct unknown words spells words with common orthographic patterns and rules (hard/soft c & g, ck; r-controlled vowels; long vowels; vowel digraphs) spells high-frequency words from the HISD High-Frequency Word List in the context of writing spells base words with inflectional endings (e.g., -ing, -ed) spells simple contractions uses resources to find correct spellings HISD Second Grade Report Card Rubric (Rev ) Page 9

10 RESEARCH Unsuccessful Developing Approaching Meeting Develops a Research Plan Students ask open-ended research questions and develop a plan for answering them. generate a list of topics of class-wide interest and formulates open-ended questions about one or two of the topics decide which sources of information might be relevant to answer these questions generates a list of topics of class-wide interest and formulates open-ended questions about one or two of the topics decides which sources of information might be relevant to answer these questions generates a list of topics of class-wide interest and formulates open-ended questions about one or two of the topics decides which sources of information might be relevant to answer these questions generates a list of topics of class-wide interest and formulates open-ended questions about one or two of the topics decides which sources of information might be relevant to answer these questions Locates Resources Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. gather evidence from available sources (natural and personal) as well as from interviews with local experts use text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works to locate information record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams) gathers evidence from available sources (natural and personal) as well as from interviews with local experts uses text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works to locate information records basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams) gathers evidence from available sources (natural and personal) as well as from interviews with local experts uses text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works to locate information records basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams) gathers evidence from available sources (natural and personal) as well as from interviews with local experts uses text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works to locate information records basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams) Synthesizes Research Information Students clarify research questions and evaluate and synthesize collected information. revise the research topic as a result of answers to initial research questions revises the research topic as a result of answers to initial research questions revises the research topic as a result of answers to initial research questions revises the research topic as a result of answers to initial research questions HISD Second Grade Report Card Rubric (Rev ) Page 10

11 Organizes and Presents ideas [adult assistance required according to state standards where indicated] Students organize and present their ideas and information according to the purpose of the research and their audience. create a visual display or dramatization to convey the results of the research - adult assistance required creates a visual display or dramatization to convey the results of the research - adult assistance required creates a visual display or dramatization to convey the results of the research - adult assistance required creates a visual display or dramatization to convey the results of the research- adult assistance required LISTENING & SPEAKING Unsuccessful Developing Approaching Meeting Uses comprehension skills to listen to others in formal and informal settings Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. listen attentively to others in formal and informal settings listen attentively to speakers to ask relevant questions and to clarify information follow oral instructions that involve a short related sequence of actions restate oral instructions that involve a short related sequence of actions give oral instructions that involve a short related sequence of actions listens attentively to others in formal and informal settings listens attentively to speakers to ask relevant questions and to clarify information follows oral instructions that involve a short related sequence of actions restates oral instructions that involve a short related sequence of actions gives oral instructions that involve a short related sequence of actions listens attentively to others in formal and informal settings listens attentively to speakers to ask relevant questions and to clarify information follows oral instructions that involve a short related sequence of actions restates oral instructions that involve a short related sequence of actions gives oral instructions that involve a short related sequence of actions listens attentively to others in formal and informal settings listens attentively to speakers to ask relevant questions and to clarify information follows oral instructions that involve a short related sequence of actions restates oral instructions that involve a short related sequence of actions gives oral instructions that involve a short related sequence of actions Speaks clearly and to the point Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. share information and ideas that focus on the topic under discussion speak clearly, at an appropriate pace using the conventions of spoken English shares information and ideas that focus on the topic under discussion speaks clearly, at an appropriate pace using the conventions of spoken English shares information and ideas that focus on the topic under discussion speaks clearly, at an appropriate pace using the conventions of spoken English shares information and ideas that focus on the topic under discussion speaks clearly, at an appropriate pace using the conventions of spoken English HISD Second Grade Report Card Rubric (Rev ) Page 11

12 Works productively with other team members Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. follow agreed-upon rules for discussion listen to others speak when recognized make appropriate contributions follows agreed-upon rules for discussion listens to others speaks when recognized makes appropriate contributions follows agreed-upon rules for discussion listens to others speaks when recognized makes appropriate contributions follows agreed-upon rules for discussion listens to others speaks when recognized makes appropriate contributions MATH Unsuccessful Developing Approaching Meeting Mathematical Process Standards Uses mathematical processes to acquire and demonstrate math understanding Students use mathematical processes to acquire and demonstrate math understanding. apply math to problems arising in everyday life with use a problem solving model analyze the information; make a plan; determine a solution; justify the solution or evaluate the process and reasonableness of the answer with select a tool (real objects, drawings, technology) with communicate math ideas and reasoning with appropriate language with create and use representations to organize, record and communicate math ideas with analyze mathematical relationships to connect and communicate ideas with applies math to problems arising in everyday life uses a problem solving model analyze the information; make a plan; determine a solution; justify the solution or evaluate the process and reasonableness of the answer select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems communicates math ideas and reasoning with appropriate language applies math to problems arising in everyday life uses a problem solving model analyze the information; make a plan; determine a solution; justify the solution or evaluate the process and reasonableness of the answer select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems communicates math ideas and reasoning with appropriate language creates and uses representations to organize, record and communicate math ideas apply math to problems arising in everyday life, society and the workplace use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the answer select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems HISD Second Grade Report Card Rubric (Rev ) Page 12

13 Uses mathematical processes to acquire and demonstrate math understanding cont. display, explain and justify math ideas using precise math language with creates and uses representations to organize, record and communicate math ideas analyzes mathematical relationships to connect and communicate ideas displays, explains and justifies math ideas using precise math language analyzes mathematical relationships to connect and communicate ideas displays, explains and justifies math ideas using precise math language communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate create and use representations to organize, record, and communicate mathematical ideas analyze mathematical relationships to connect and communicate mathematical ideas display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication Number and Operations Represents and compares whole numbers and relationship to place value Students apply mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. use concrete and pictorial models to compose and decompose numbers up to 199 in more than one way as a sum of so many hundreds, tens, and ones with use standard, word, and expanded forms to represent numbers up to 199 with generate a number that is greater than or less than a given whole number up to 199 with use place value to compare and order whole numbers up to 199 using comparative language, numbers, and symbols (<,>,or=) with uses concrete and pictorial models to compose and decompose numbers up to 199 in more than one way as a sum of so many hundreds, tens, and ones uses standard, word, and expanded forms to represent numbers up to 199 generates a number that is greater than or less than a given whole number up to 199 uses place value to compare and order whole numbers up to 199 using comparative language, numbers, and symbols (<,>,or=) uses concrete and pictorial models to compose and decompose numbers up to 199 in more than one way as a sum of so many hundreds, tens, and ones uses standard, word, and expanded forms to represent numbers up to 199 generates a number that is greater than or less than a given whole number up to 199 uses place value to compare and order whole numbers up to 199 using comparative language, numbers, and symbols (<,>,or=) uses concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones uses standard, word, and expanded forms to represent numbers up to 1,200 generates a number that is greater than or less than a given whole number up to 1,200 uses place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (<,>,or=) HISD Second Grade Report Card Rubric (Rev ) Page 13

14 Represents and compares whole numbers and relationship to place value cont. locate the position of a given whole number on an open number line with name the whole number that corresponds to a specific point on a number line with locates the position of a given whole number on an open number line names the whole number that corresponds to a specific point on a number line locates the position of a given whole number on an open number line names the whole number that corresponds to a specific point on a number line locates the position of a given whole number on an open number line names the whole number that corresponds to a specific point on a number line Recognizes and represents fractional units and communicates how they are used to name parts of a whole Students apply mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words with explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part with use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole with identify examples and non-examples of halves, fourths, and eighths with partitions objects into equal parts and name the parts, including halves, fourths, and eighths, using words explains that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part uses concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole identifies examples and non-examples of halves, fourths, and eighths partitions objects into equal parts and name the parts, including halves, fourths, and eighths, using words explains that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part uses concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole identifies examples and non-examples of halves, fourths, and eighths partitions objects into equal parts and name the parts, including halves, fourths, and eighths, using words explains that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part uses concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole identifies examples and non-examples of halves, fourths, and eighths Develops and uses strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy recall basic facts to add and subtract within 20 with automaticity [Count on Addition and Subtraction] with add up to four two-digit numbers and subtract recalls basic facts to add and subtract within 20 with automaticity recalls basic facts to add and subtract within 20 with automaticity recalls basic facts to add and subtract within 20 with automaticity HISD Second Grade Report Card Rubric (Rev ) Page 14

15 Students apply mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy. add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations with solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms with generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000 with adds up to four two-digit numbers and subtracts two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations solves one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms generates and solves problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000 adds up to four two-digit numbers and subtracts two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations solves one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms generates and solves problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000 adds up to four two-digit numbers and subtracts two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations solves one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms generates and solves problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000 Determines the value of coins in order to solve monetary transactions Students apply mathematical process standards to determine the value of coins in order to solve monetary transactions. determine the value of a collection of coins up to one dollar with consistently use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins with determines the value of a collection of coins up to one dollar with consistently uses the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins determines the value of a collection of coins up to one dollar with consistently uses the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins determine the value of a collection of coins up to one dollar use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins Connects repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares Students apply mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares. model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined with model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets with models, creates, and describes contextual multiplication situations in which equivalent sets of concrete objects are joined models, creates, and describes contextual division situations in which a set of concrete objects is separated into equivalent sets models, creates, and describes contextual multiplication situations in which equivalent sets of concrete objects are joined models, creates, and describes contextual division situations in which a set of concrete objects is separated into equivalent sets models, creates, and describes contextual multiplication situations in which equivalent sets of concrete objects are joined models, creates, and describes contextual division situations in which a set of concrete objects is separated into equivalent sets HISD Second Grade Report Card Rubric (Rev ) Page 15