STANDARDS BASED REPORT CARD GRADE 2 RUBRICS

Transcription

1 STANDARDS BASED REPORT CARD GRADE 2 RUBRICS DIVISION OF ACADEMIC SERVICES/SPECIAL PROGRAMS Rev. 12/3/18

2 SECOND GRADE RUBRICS English Language Arts Mathematics Science Social Studies Physical Education Instructional Technology Health Art Music Rev. 12/3/18

3 1 Second Grade ELA Based Report Card Rubric All criteria below will be reflected on the individual student report card: Independent Reading Levels: AA (Below A) Z Grade Levels Reading Levels 1 E 1 F 1 G 1 H 1 I 1 J 2 K 2 L 2 M 3 N 3 O 3 P

4 2 Reading: Foundational Skills Reads at grade level. 3= Meets has achieved reading success at level I. 1 st has achieved reading success at level H or below. 2 nd has achieved reading success at level I or below. 3 rd has achieved reading success at level J or below. 4 th has achieved reading success at level K or below. has achieved reading success at level J. has achieved reading success at level K. has achieved reading success at level L. has achieved reading success at level J. has achieved reading success at level K. has achieved reading success at level L. has achieved reading success at level M. has achieved reading success at level K or above. has achieved reading success at level L or above. has achieved reading success at level M or above. has achieved reading success at level N or above. Uses various strategies to decode/break apart texts (pictures, context, phonics). 1= Needs Support 2= Approaching 3= Meets 1 st 4 th rarely applies phonics and words analysis strategies in decoding words. sometimes applies phonics and words analysis strategies in decoding words. applies phonics and words analysis strategies in decoding words. applies phonics and words analysis strategies in decoding words.

5 Reads with fluency (expression, phrasing, rate, accuracy). 3= Meets reads some target high frequency reads target and decodable high frequency words and decodable accurately. words may accurately read words with very quickly appropriate and pacing. inaccurately or uses very slowly and and recognizes inaccurately. word patterns Reading is when reading somewhat words fluently. fluent when independently demonstrates reading texts fluent reading reads of on-level leveled texts texts. either too reads slowly or too accurately. quickly. Reading is pauses briefly choppy some between of the time. words. does not attends to ending attend to punctuation. ending uses punctuation. expression uses matched to very little or no meaning and expression. punctuation. 1 st 4 th does not demonstrate fluency when reading target high frequency and decodable words. Lack of fluent reading is evident during independent reading tasks. Reading of texts is very choppy and slow. does not attend to spaces between words or to ending punctuation. 3 reads above- level high frequency and decodable words accurately and with appropriate pacing demonstrates fluent reading of abovelevel texts when reading independently. attends to internal and ending punctuation. Reading is fluid and accurate. uses phrasing to group words that go together. Expression is matched to the mood, character s feelings, or actions in the text.

6 4 Reads independently for extended periods of time. 3= Meets sometimes able to able sustain to sustain independent silent independent silent reading for up to reading for up to 10 minutes. 10 minutes. 1 st unable or rarely able to sustain independent silent reading for 5 minutes. 2 nd unable or rarely able to sustain independent silent reading for 10 minutes. 3 rd unable or rarely able to sustain independent silent reading for 15 minutes. 4 th unable or rarely able to sustain independent silent reading for 20 minutes. sometimes able to sustain independent silent reading for up to 15 minutes. sometimes able to sustain independent silent reading for up to 20 minutes. sometimes able to sustain independent silent reading for up to 25 minutes. able to sustain independent silent reading for up to 15 minutes. able to sustain independent silent reading for up to 20 minutes. able to sustain independent silent reading for up to 25 minutes. able to sustain independent silent reading for more than 10 minutes. able to sustain independent silent reading for more than 15 minutes. able to sustain independent silent reading for more than 20 minutes. able to sustain independent silent reading for more than 25 minutes.

7 5 Reading: Literature and Informational Text Asks and answers questions about key details in fiction and informational text. 3= Meets 1 st 4 th rarely asks and answers questions when reading or listening to stories and informational texts. sometimes asks and answers questions when reading or listening to stories and informational texts. asks and answers questions when reading or listening to stories and informational texts. asks and answers questions when reading or listening to stories and informational texts. Retells stories including key details; demonstrates understanding of central message. 3= Meets 1 st 4 th rarely demonstrates literal understanding of stories and informational texts. sometimes demonstrates literal understanding of stories and informational demonstrates literal understanding of stories and informational texts. demonstrates a strong literal understanding of stories and informational Retellings are texts. Retellings texts. simple, Retellings demonstrate Retellings demonstrating little understanding of the text. demonstrate a partial understanding of the text. an understanding of the text. demonstrate a thorough understanding of the text. Identifies the main topic of a multi-paragraph text as well as the focus for a specific paragraph. 3= Meets 1 st 4 th rarely able to identify the main topic of a multiparagraph text or the focus of specific paragraphs. sometimes able to identify the main topic of a multiparagraph text or the focus of specific paragraphs. able to identify the main topic of a multiparagraph text or the focus of specific paragraphs. identifies the main topic of a multiparagraph text or the focus of specific paragraphs. in each of the skills.

8 6 Describes how characters respond to major events. 3= Meets 3 rd 4 th rarely able to describe how characters respond to major events in a story. sometimes able to describe how characters respond to major events in a story. able to describe how characters respond to major events in a story. able to describe how characters respond to major events in a story. Uses illustrations to make predictions. 3= Meets 1 st 4 th rarely able to use illustrations in a story to make predictions about the characters, setting or plot. sometimes is able to use illustrations in a story to make predictions about the characters, setting or plot. able to use illustrations in a story to make predictions about the characters, setting or plot. uses illustrations in a story to make predictions about the characters, setting and plot. Compares and Contrasts texts on the same topic or two versions of the same story. 1= Needs 2= Approaching 3= Meets Support 3 rd 4 th unable to compare and contrast a variety of texts. can identify a similarity OR a difference in a variety of texts with support. can independently identify a similarity AND a difference in a variety of texts. can identify similarities AND differences in a variety of texts. in each of the skills.

9 7 Describes the overall structure of the story. 3= Meets 3 rd 4 th unable to describe the overall structure of the story. unable to retell what happened in the beginning, middle and end of a story. can describe the overall structure of the story with help and guidance. can retell what happened in the beginning, middle and end of a story with help and guidance. can independently describe the overall structure of the story. can independently retell what happened in the beginning, middle and end of a story. can describe the overall structure of the story. can retell what happened in the beginning, middle and end of a story. Knows and uses various text features (eg. captions, bold print, and glossaries). 3= Meets 1 st 4 th unable or rarely able to use non-fiction text features. sometimes able to use non-fiction text features. uses non-fiction text features. In above-grade level texts: and independently uses nonfiction text features. Understands and uses vocabulary appropriately. 3= Meets 1 st 4 th unable or rarely able to use vocabulary appropriately. sometimes able to use vocabulary appropriately. uses vocabulary appropriately. In above-grade level texts: and independently uses vocabulary appropriately. in each of the skills.

10 8 Writing Develops ideas in an organized manner for different purposes (narrative, informative, opinion) 3= Meets 1 st -4 th generates very few ideas. generates a few ideas from experience. generates, supports and elaborates on ideas for writing generates and tries out ideas from experience, stories read, does not uses from own informational use prewriting a few prewriting experiences, stories read, texts, or imagination. strategies strategies informational text uses taught. taught in or imagination. pre-writing There is a units of uses strategies taught beginning study. some pre-writing in units of study with one or s strategies to to narrow a two unrelated details. writing is partially organized identify and narrow topic and to plan parts of topic and to thoroughly plan writing. with some the writing. s writing uses many ideas relevant s writing is organized with sentence to the topic. is organized; ideas that are fragments There is a most ideas are relevant to and or run-ons. beginning and end with relevant to the topic. support the topic and uses few a few details. There is a clear purpose. basic text uses beginning, middle There is a welldeveloped features. some simple text features. Some and end with related details in each part. beginning, middle and end sentences are uses with many incomplete or target text relevant details. run on. features (title, uses pictures, captions, author, above-level text features. page numbers). writes complete and in each of the skills.

11 9 writes complete sentences. complex sentences. Writes independently for extended periods of time. 3= Meets 1 st unable or rarely able to sustain independent writing for 10 minutes. sometimes able to sustain independent writing for up to 15 minutes. able to sustain independent writing for up to 15 able to sustain independent writing for more than 15 2 nd unable or rarely able to sustain independent writing for 15 minutes. 3 rd 4 th unable or rarely able to sustain independent writing for 20 minutes. sometimes able to sustain independent writing for up to 20 minutes. sometimes able to sustain independent writing for up to 25 minutes. minutes. able to sustain independent writing for up to 20 minutes. able to sustain independent writing for up to 25 minutes. minutes. able to sustain independent writing for more than 20 minutes. able to sustain independent writing for more than 25 minutes. in each of the skills.

12 10 Applies revision and editing strategies. 3= Meets 1 st -4 th The student is unable or rarely able to reread writing The student is sometimes able to reread writing and: The student is able to reread writing and: The student is and independently able to and: Edit for Edit for reread writing and: Edit for capitalization capitalization Edit for capitalization Edit for Edit for capitalization Edit for punctuation punctuation Edit for punctuation Edit for Edit for proper punctuation Edit for proper spacing Edit for proper proper spacing Edit for neat spacing spacing Edit for neat handwriting Edit for neat Edit for neat handwriting Edit spelling of handwriting handwriting Edit spelling sight words Edit spelling of Edit spelling of sight Apply spelling sight words of sight words strategies Apply spelling words Apply Revise to ensure a strategies Apply spelling spelling clear beginning, Revise to strategies strategies middle and end ensure a clear Revise to Revise to Revise beginning, ensure a ensure a grammatical middle and end clear clear errors Revise beginning, beginning, Include craft grammatical middle and middle and techniques errors end end Add, remove, Include craft Revise Revise more and techniques grammatical grammatical substitute words Add, remove, errors errors more and Include craft Include craft substitute techniques techniques words Add, remove, Add, more and substitute words remove, more and substitute words in each of the skills.

13 11 Language Uses capitalization and punctuation correctly. 3= Meets 1 st 2 nd rarely applies grade-level mechanics of capitalization and punctuation including: beginning to apply grade-level mechanics of capitalization and applies gradelevel mechanics of capitalization and punctuation including: applies grade-level mechanics of capitalization and Proper names, punctuation including: Proper names, punctuation months, Proper names, months, including: holidays, words months, holidays, words Proper in a title, I. holidays, words in a title, I. names, Question in a title, I. Question months, marks, periods, Question marks, periods, holidays, exclamation points, marks, periods, exclamation exclamation points, words in a title, I. Commas to points, Commas to Question separate day Commas to separate day marks, from year in dates separate day from year in dates from year in dates periods, exclamation points, Commas to separate day from year in 3 rd -4 th rarely applies grade-level mechanics of capitalization and punctuation including those listed in marking periods 1 & 2, plus: Product names Geographic names Capitalization within a friendly letter beginning to apply grade-level mechanics of capitalization and punctuation including those listed in marking periods 1 & 2, plus: Product names Geographic names Capitalization within a friendly letter applies gradelevel mechanics of capitalization and punctuation including those listed in marking periods 1 & 2, plus: Product names Geographic names Capitalization within a friendly letter dates applies above gradelevel conventions of grammar and usage. in each of the skills.

14 1st Applies conventions of grammar and usage. 3= Meets rarely applies beginning to applies gradelevel grade-level grammar apply grade-level grammar and applies and usage, including: grammar and usage, usage, including: above grade-level Produce simple including: Produce simple conventions of sentences Produce simple sentences. grammar and Irregular plural sentences Irregular plural usage. nouns Irregular plural nouns Collective nouns Collective nouns to Collective nouns nouns to describe groups to describe describe groups Reflexive groups Reflexive pronouns Reflexive pronouns 2 nd -3 rd rarely applies grade-level grammar and usage, as listed in the first marking period, plus: Expanding simple sentences. Adjectives, adverbs and pronouns. Irregular verbs in past tense pronouns beginning to apply grade-level grammar and usage, as listed in the first marking period, plus: Expanding simple sentences. Adjectives, adverbs and pronouns. Irregular verbs in past tense applies gradelevel grammar and usage, as listed in the first marking period, plus: Expanding simple sentences. Adjectives, adverbs and pronouns. Irregular verbs in past tense 12 applies above grade-level conventions of grammar and usage. 4 th rarely applies grade-level grammar and usage, as listed in the first through third marking periods, plus: Compound sentences Apostrophes beginning to apply grade-level grammar and usage, as listed in the first through third marking periods, plus: Compound sentences Apostrophes applies gradelevel grammar and usage, as listed in the first through third marking periods, plus: Compound sentences Apostrophes applies above grade-level conventions of grammar and usage. in each of the skills.

15 13 Learns and applies spelling patterns. 3= Meets 1 st 4 th rarely applies spelling patterns in writing such as: applying spelling patterns in writing such as: applies spelling patterns in writing applies spelling patterns in writing Beginning/final Beginning/final such as: such as: consonants consonants Consonant Inflected Short and long Short and long blends endings vowels vowels Long vowel Affixes Consonant Consonant patterns Suffixes digraphs digraphs Other vowel Compound patterns words Inflected syllables endings in each of the skills.

16 1= Needs Support 1 st 4 th rarely takes turns speaking and listening. Listening and Speaking Expresses ideas clearly and effectively. 2= Approaching 3= Meets occasionally takes takes turns speaking and turns speaking and listening. listening. acts as a role model for others taking turns and listening to others. Demonstrates listening skills for information and understanding. Participates in group discussions actively and appropriately. 3= Meets occasionally engages in engages in engages and group group extends group discussions. discussions. discussions. occasionally stays on topic stays on topic stays on topic by linking by linking by linking his/her own his/her own his/her own additions to additions to additions to the the the conversation conversation conversation to the to the to the previous previous previous remarks of remarks of remarks of others. others. others. occasionally asks for asks for asks for clarification clarification clarification and further and further and further explanation as explanation as explanation as needed. needed. needed. occasionally extends extends extends his/her ideas his/her ideas his/her ideas and and and 1 st 4 th rarely engages in group discussions. rarely stays on topic by linking his/her own additions to the conversation to the previous remarks of others. rarely asks for clarification and further explanation as needed. rarely extends his/her ideas and understanding in light of the discussion Rev. 12/3/18

17 1 rarely or never follows discussion rules. understanding in light of the discussion In follows discussion rules. understanding in light of the discussion Consistently follows discussion rules. understanding in light of the discussion acknowledges new information provided by others and incorporates it into his/her own thinking as appropriate. Consistently and effectively follows discussion rules.

18 2 Mathematics Grade 2 Based Report Card Rubric

19 3 Operations and Algebraic Thinking Uses addition within 100 to solve word problems 1 st unable or rarely able to solve sometimes able to addition word problems solve addition word within 20 using problems within 20 drawings and equations using drawings and to represent the equations to problem. represent the problem. 2 nd & 3 rd unable or rarely able to solve sometimes able to addition word problems solve addition word within 100 using problems within drawings and equations 100 using drawings to represent the and equations to problem. represent the problem. 3= Meets able to solve addition word problems within 20 using drawings and equations to represent the problem. able to solve addition word problems within 100 using drawings and equations to represent the problem. able to solve addition word problems within 50 using drawings and equations to represent the problem. able to solve addition word problems greater than 100 using drawings and equations to represent the problem.

20 4 Uses subtraction within 100 to solve word problems 1= Needs Support 1 st unable or rarely able to solve subtraction word problems within 20 using drawings and equations to represent the problem. 2 nd & 3 rd unable or rarely able to solve subtraction word problems within 100 using drawings and equations to represent the problem. 2= Approaching sometimes able to solve subtraction word problems within 20 using drawings and equations to represent the problem. sometimes able to solve subtraction word problems within 100 using drawings and equations to represent the problem. 3= Meets able to solve subtraction word problems within 20 using drawings and equations to represent the problem. able to solve subtraction word problems within 100 using drawings and equations to represent the problem. able to solve subtraction word problems within 100 using drawings and equations to represent the problem. able to solve subtraction word problems greater than 100 using drawings and equations to represent the problem. Fluently adds within 20 using mental strategies 3= Meets 1 st & 2 nd unable or rarely able to fluently add within 10 using mental strategies. 4 th unable or rarely able to fluently add within 20 using mental strategies. sometimes able to fluently add within 10 using mental strategies. sometimes able to fluently add within 20 using mental strategies. able to fluently add within 10 using mental strategies. able to fluently add within 20 using mental strategies. able to fluently add within 20 using mental strategies. able to fluently add number with sums greater than 20 using mental strategies.

21 5 Fluently subtracts within 20 using mental strategies 3= Meets 1 st & 2 nd unable or rarely to fluently subtract within 10 using mental strategies. sometimes able to fluently subtract within 10 using mental strategies. able to fluently subtract within 10 using mental strategies. able to fluently subtract within 20 using mental strategies. 4 th unable or rarely able to fluently subtract within 20 using mental strategies. sometimes able to fluently subtract within 20 using mental strategies. able to fluently subtract within 20 using mental strategies. able to fluently subtract from a number greater than 20 using mental strategies. Works with equal groups of objects to gain foundations for multiplication 3= Meets 2 nd unable or rarely demonstrates understanding of any of the following concepts to gain foundations for multiplication: finds the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns writes an equation to express the total as a sum of equal addends determines whether a group of able to demonstrate understanding of two of the following concepts to gain foundations for multiplication: finds the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns writes an equation to express the total as a sum of equal addends determines whether a group of demonstrates understanding of all of the following concepts to gain foundations for multiplication: finds the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns writes an equation to express the total as a sum of equal addends demonstrates understanding and can explain the reasoning of all of the following concepts to gain foundations for multiplication: finds the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns writes an equation to express the total

22 6 up to 20 objects is odd or even up to 20 objects is odd or even determines whether a group of up to 20 objects is odd or even as a sum of equal addends determines whether a group of up to 20 objects is odd or even Number and Operations in Base Ten Recognizes that the 3-digits of a 3-digit number represent amounts on hundreds, tens and ones. 1 st unable or rarely able to sometimes able to demonstrate demonstrate understanding of understanding of place value of 3 digit place value of 3 numbers using digit numbers using models/ models/ manipulatives, place manipulatives, value charts and place value charts verbal description. and verbal description. 3= Meets able to able to demonstrate demonstrate understanding of understanding of place value of 3 place value given digit numbers using numbers greater models/ than 3 digits manipulatives, using models/ place value charts manipulatives, and verbal place value charts description. and verbal description. Counts within 1000; skip counts by 5s, 10s and 100s. 1 st unable or rarely able to sometimes able to skip count by 5s skip count by 5s and 10s correctly and 10s correctly to to 100 starting at 100 starting at any any multiple of 5. multiple of 5. 2 nd unable or rarely able to count by 1s, 5s, 10s and 100s to 1000 beginning at any multiple of 1, 5, 10, or 100. sometimes able to count by 1s, 5s, 10s and 100s to 1000 beginning at any multiple of 1, 5, 10, or = Meets able to able to skip count by 5s skip count by 5s and 10s correctly and 10s correctly to 100 starting at beyond 100 any multiple of 5. starting at any able to count by 1s, 5s, 10s and 100s to 1000 beginning at any multiple of 1, 5, 10, or 100 with few errors. multiple of 5. able to count by 1s, 5s, 10s and 100s to 1000 beginning at any multiple of 1, 5, 10, or 100.

23 7 3 rd sometimes able to count by 1s, 5s, 10s and 100s to 1000 beginning at any multiple of 1, 5, 10, or 100. able to count by 1s, 5s, 10s and 100s to 1000 beginning at any multiple of 1, 5, 10, or 100 with few errors. able to able to count by 1s, 5s, 10s and 100s to 1000 beginning at any multiple of 1, 5, 10, or 100. able to able to count by 1s, 5s, 10s and 100s beyond 1000 beginning at any multiple of 1, 5, 10, or 100. Reads and writes numbers within st unable or rarely able to sometimes able to read and write read and write numbers correctly numbers correctly to 1000 using to 1000 using baseten base-ten numerals, numerals, number names and number names and expanded form. expanded form. 3= Meets able to read and write numbers correctly to 1000 using base-ten numerals, number names and expanded form. able to read and write numbers correctly beyond 1000 using baseten numerals, number names and expanded form. Compares 2 three digit numbers using >, < and = symbols. 1 st unable or rarely able to sometimes able to compare threedigit compare three-digit numbers numbers using >, < using >, < and = and = symbols. symbols. 3= Meets able to compare threedigit numbers using >, < and = symbols. able to compare numbers greater than three-digits using >, < and = symbols.

24 8 Uses understanding of place value and properties to fluently add and subtract within nd unable or rarely able to sometimes able to fluently add or fluently add and subtract within 50 subtract within 50 using strategies. using strategies. 3 rd unable or rarely able to sometimes able to fluently add or fluently add and subtract within 100 subtract within 100 using strategies. using strategies. 4 th sometimes able to fluently add and subtract within 100 using strategies. able to fluently add and subtract within 100 using strategies with few errors. 3= Meets able to fluently add and subtract within 50 using strategies. able to fluently add and subtract within 100 using strategies with few errors. able to fluently add and subtract within 100 using strategies. able to fluently add and subtract within 100 using strategies. able to fluently add and subtract within 100 using strategies. able to fluently add and subtract numbers greater than 100 using strategies. Adds up to 4 two-digit numbers using strategies based on place value and properties of operations. 3= Meets 2 nd unable or rarely able to use strategies based on place value and properties of operations to add up to 4 two-digit numbers. sometimes able to use strategies based on place value and properties of operations to add up to 4 two-digit numbers. able to use strategies based on place value and properties of operations to add up to 4 two-digit numbers. sometimes able to use strategies based on place value and properties of operations to add more than 4 twodigit numbers.

25 9 Adds within 1000 using concrete models, drawing or strategies. 1 st unable or rarely able to add sometimes able to within 100 using add within 100 using concrete models, concrete models, drawings or drawings or strategies. strategies. 2 nd unable or rarely able to add within 1000 using concrete models, drawings or strategies. 3 rd sometimes able to add within 1000 using concrete models, drawings or strategies. sometimes able to add within 1000 using concrete models, drawings or strategies. able to add within 1000 using concrete models, drawings or strategies with few errors. 3= Meets able to add within 100 using concrete models, drawings or strategies. able to add within 1000 using concrete models, drawings or strategies with few errors. able to add within 1000 using concrete models, drawings or strategies. able to add within 1000 using concrete models, drawings or strategies with some errors. able to add within 1000 using concrete models, drawings or strategies. able to add numbers greater than 1000 using concrete models, drawings or strategies with few errors.

26 10 Subtracts within 1000 using concrete models, drawing or strategies. 3= Meets sometimes able to able to subtract subtract within within 100 using 100 using concrete models, concrete models, drawings or drawings or strategies. strategies. 1 st unable or rarely able to subtract within 100 using concrete models, drawings or strategies. 2 nd unable or rarely able to subtract within 1000 using concrete models, drawings or strategies. 3 rd sometimes able to subtract within 1000 using concrete models, drawings or strategies. sometimes able to subtract within 1000 using concrete models, drawings or strategies. able to subtract within 1000 using concrete models, drawings or strategies with few errors. able to subtract within 1000 using concrete models, drawings or strategies with few errors. able to subtract within 1000 using concrete models, drawings or strategies. able to subtract within 1000 using concrete models, drawings or strategies with some errors. able to subtract within 1000 using concrete models, drawings or strategies. able to subtract numbers greater than 1000 using concrete models, drawings or strategies with few errors. Mentally adds 10 or 100 to a given number from st unable or sometimes rarely able to add 10 able to add 10 or 100 or 100 to a given to a given number number from from = Meets able to able add 10 or 100 to a to add 10 or given number from 100 to a given number greater than 900

27 11 Mentally subtracts 10 or 100 to a given number from st unable or sometimes rarely able to subtract able to subtract 10 or 10 or 100 to a given 100 to a given number number from from = Meets able to able subtract 10 or 100 to subtract 10 to a given number or 100 to a from given number greater than 900. Explains why addition strategies work using place value and properties of operations. 2 nd unable or rarely able to explain sometimes able to why addition explain why strategies work using addition strategies understanding of work using place value, understanding of properties of place value, operations and properties of patterns. operations and patterns. 3= Meets able to able to explain why explain why addition strategies addition strategies work using work using understanding of understanding of place value, place value, properties of properties of operations and operations and patterns. patterns in novel or sophisticated ways beyond the strategies taught.

28 12 Explains why subtraction strategies work using place value and properties of operations. 2 nd unable or rarely able to explain sometimes able to why subtraction explain why strategies work using subtraction understanding of strategies work place value, using properties of understanding of operations and place value, patterns. properties of operations and patterns. 3= Meets able to able to explain why explain why subtraction subtraction strategies work strategies work using understanding using of place value, understanding of properties of place value, operations and properties of patterns. operations and patterns in novel or sophisticated ways beyond the strategies taught. Measurements and Data Measures and estimates length in standard units including inches, feet, centimeters, meters using appropriate tools. 3= Meets 3 rd unable or rarely able to use standard and metric units to measure and estimate length in inches, feet, centimeters, and meters. sometimes able to use standard and metric units to measure and estimate length in inches, feet, centimeters, and meters. able to use standard and metric units to measure and estimate length in inches, feet, centimeters, and meters. able to use standard and metric units to measure and estimate length in inches, feet, centimeters, and meters. unable or rarely able to choose the appropriate tool to measure lengths. sometimes able to choose the appropriate tool to measure lengths. able to choose the appropriate tool to measure lengths. able to choose the appropriate tool to measure lengths.

29 13 Measures to determine how much longer one object is than another. 3= Meets able to sometimes able determine how to determine much longer one how much longer object is than one object is than another. another. 3 rd unable or rarely able to determine how much longer one object is than another. able to determine how much longer one object is than another. Tells and writes time from analog and digital clocks to the nearest 5 minutes using A.M. and P.M. 3 rd unable or rarely able to accurately draw the hour and minute hand to show a given time on an analog clock. or unable or rarely able to tell time to the nearest 5 minutes on analog and digital clocks. or unable or rarely able to distinguish between A.M. and P.M. sometimes able to accurately draw the hour and minute hand to show a given time on an analog clock. and sometimes able to tell time to the nearest 5 minutes on analog and digital clocks. and sometimes able to distinguish between A.M. and P.M. 3= Meets * * must be able to do all of the skills to achieve this rating. able to accurately draw the hour and minute hand to show a given time on an analog clock. and able to tell time to the nearest 5 minutes on analog and digital clocks. and able to distinguish between A.M. and P.M. * * must be able to do all of the skills to achieve this rating. able to accurately draw the hour and minute hand to show a given time on an analog clock to the nearest minute. and able to tell time to the nearest minute on analog and digital clocks. and able to distinguish between A.M. and P.M.

30 14 Solves word problems involving dollar bills, quarters, dimes, nickels and pennies. 3= Meets 4 th unable or rarely able to solve word problems involving dollar bills, quarters, dimes, nickels, and pennies. can sometimes solve word problems involving dollar bills, quarters, dimes, nickels, and pennies. can solve word problems involving dollar bills, quarters, dimes, nickels, and pennies. can solves word Problems involving dollar bills, quarters, dimes, nickels, and pennies. Creates line plots to represent measurement data where horizontal scale is marked off in whole number units. 3= Meets 4 th unable or rarely able to organize, represent and interpret measurement data on a line plot with whole number units on the horizontal scale. can sometimes organize, represent and interpret measurement data on a line plot with whole number units on the horizontal scale. can organize, represent and interpret measurement data on a line plot with whole number units on the horizontal scale. can organize, represent and interpret measurement data on a line plot with whole number units on the horizontal scale.

31 15 Draws and interprets picture graphs and bar graphs that represent a data set with up to 4 categories. 3= Meets 4 th unable or rarely able to organize, represent, and interpret data from a picture or bar graph. or unable or rarely able to use the information in a picture or bar graph to solve a problem. sometimes able to organize, represent, and interpret data from a picture or bar graph. and sometimes able to use the information in a picture or bar graph to solve a problem. able to organize, represent, and interpret data from a picture or bar graph. and able to use the information in a picture or bar graph to solve a problem. able to organize, represent, and interpret data from a picture or bar graph. and able to use the information in a picture or bar graph to solve a problem. Geometry Recognizes and draws shapes having specified attributes such as a given number of angles and faces. 3= Meets 4 th unable or rarely able to draw, describe, classify, and analyze 2-D and 3-D objects based on the attributes. can sometimes draw, describe, classify, and analyze 2-D and 3-D objects based on the attributes. can draw, describe, classify, and analyze 2-D and 3-D objects based on the attributes with few errors. can draw, describe, classify, and analyze 2-D and 3-D objects based on the attributes.

32 16 Identifies triangles, quadrilaterals, pentagons, hexagons and cubes. 3= Meets can can identify sometimes triangles, identify triangles, quadrilaterals, quadrilaterals, pentagons, pentagons, hexagons, and hexagons, and cubes with few cubes. errors. 4 th unable or rarely able to identify triangles, quadrilaterals, pentagons, hexagons, and cubes. identifies triangles, quadrilaterals, pentagons, hexagons, and cubes. Partitions a rectangle into rows and columns of the same size squares and counts to find the total number. 3= Meets 2 nd unable or rarely able to partition a rectangle into rows and columns of the same size squares and count the total number of squares. sometimes able to partition a rectangle into rows and columns of the same size squares and count the total number of squares. can partition a rectangle into rows and columns of the same size squares and count the total number of squares with few errors. able to partition a rectangle into rows and columns of the same size squares and count the total number of squares.

33 17 Partitions circles or rectangles into 2, 3 or 4 equal shares; Uses words halves, thirds and fourths. 1= Needs Support 2= Approaching 3= Meets 4 th unable or rarely able to partition circles or rectangles into 2, 3, or 4 equal shares. or unable or rarely able to use words halves, thirds, and fourths. sometimes partitions circles or rectangles into 2, 3, or 4 equal shares. and sometimes uses words halves, thirds, and fourths. can partition circles or rectangles into 2, 3, or 4 equal shares with few errors. and uses words halves, thirds, and fourths with few errors. able to partition circles or rectangles into 2, 3, or 4 equal shares. and can use words halves, thirds, and fourths.

34 18 Science Second Grade Based Report Card Rubric

35 Science and Engineering Practice 1: Asks and identifies questions that can be answered by an investigation. 1= Needs support s require significant assistance to accomplish all of the following: Ask questions based on observations to find more information about the natural and/or designed world(s). Ask and/or identify questions that can be answered by an investigation. Define a simple problem that can be solved through the development of a new or improved object or tool. 2= Approaching standard s can accomplish at least one of the following with limited assistance: Ask questions based on observations to find more information about the natural and/or designed world(s). Ask and/or identify questions that can be answered by an investigation. Define a simple problem that can be solved through the development of a new or improved object or tool. 3= Meets standard s can accomplish all of the following: Ask questions based on observations to find more information about the natural and/or designed world(s). Ask and/or identify questions that can be answered by an investigation. Define a simple problem that can be solved through the development of a new or improved object or tool. standard In addition to all aspects of (3), students also can accomplish at least one of the following: Ask questions about what would happen if a variable is changed. Identify scientific (testable) and non-scientific (nontestable) questions. Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. Use prior knowledge to describe problems that can be solved. Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. Rev. 12/3/18

36 Science and Engineering Practice 2: Uses scientific models to represent relationships, such as size and pattern, in the natural and humanmade world (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard). 1= Needs support s require significant assistance to accomplish all of the following: Distinguish between a model and the actual object, process, and/or events the model represents. Compare models to identify common features and differences. Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s). Develop a simple model based on evidence to represent a proposed object or tool. 2= Approaches the standard s can accomplish at least one of the following with limited assistance: Distinguish between a model and the actual object, process, and/or events the model represents. Compare models to identify common features and differences. Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s). Develop a simple model based on evidence to represent a proposed object or tool. 3= Meets the standard s can accomplish all of the following: Distinguish between a model and the actual object, process, and/or events the model represents. Compare models to identify common features and differences. Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s). Develop a simple model based on evidence to represent a proposed object or tool. the standard In addition to all aspects of (3), students also can accomplish at least one of the following: Identify limitations of models. Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events. Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution. Develop and/or use models to describe and/or predict phenomena. Develop a diagram or simple physical prototype to convey a proposed object, tool, or process. Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system. Rev. 12/3/18

37 Science and Engineering Practice 3: Plans and conducts investigations collaboratively, and evaluates different ways of collecting data to best answer a question. 1= Needs support s require significant assistance to accomplish all of the following: With guidance, plan and conduct an investigation in collaboration with peers (for K). Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Evaluate different ways of observing and/or measuring a phenomenon to determine which way can answer a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations (firsthand or from media) and/or measurements of a proposed object or tool or solution to determine if it solves a problem or meets a goal. Make predictions based on prior experiences. 2= Approaches the standard s can accomplish at least one of the following with limited assistance: With guidance, plan and conduct an investigation in collaboration with peers (for K). Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Evaluate different ways of observing and/or measuring a phenomenon to determine which way can answer a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations (firsthand or from media) and/or measurements of a proposed object or tool or solution to determine if it solves a problem or meets a goal. Make predictions based on prior experiences. 3= Meets the standard s can accomplish all of the following: With guidance, plan and conduct an investigation in collaboration with peers (for K). Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. Evaluate different ways of observing and/or measuring a phenomenon to determine which way can answer a question. Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. Make observations (firsthand or from media) and/or measurements of a proposed object or tool or solution to determine if it solves a problem or meets a goal. Make predictions based on prior experiences. 1 the standard In addition to all aspects of (3), students also can accomplish at least one of the following: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Evaluate appropriate methods and/or tools for collecting data. Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. Make predictions about what would happen if a variable changes. Test two different models of the same proposed object, tool, or process to determine which better meets criteria for success.

38 2 Science and Engineering Practice 6: Designs or builds a device that solves a specific problem and compares multiple solutions to a problem. 1= Needs support s require significant assistance to accomplish all of the following: Make observations (firsthand or from media) to construct an evidencebased account for natural phenomena. Use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem. Generate and/or compare multiple solutions to a problem. 2= Approaches the standard s can accomplish at least one of the following with limited assistance: Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem. Generate and/or compare multiple solutions to a problem. 3= Meets the standard s can accomplish all of the following: Make observations (firsthand or from media) to construct an evidencebased account for natural phenomena. Use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem. Generate and/or compare multiple solutions to a problem. the standard In addition to all aspects of (3), students also can accomplish at least one of the following: Construct an explanation of observed relationships (e.g., the distribution of plants in the back yard). Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem. Identify the evidence that supports particular points in an explanation. Apply scientific ideas to solve design problems. Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.

39 Social Studies Grade 2 Based Report Card Rubric Rev. 12/3/18

40 Describe the connections between individuals, events, ideas, or information. 3= Meets 1 st -4 th rarely communicates an understanding of concepts taught related to individuals, events, ideas or information. sometimes communicates an understanding of concepts taught related to individuals, events, ideas or information. often communicates an understanding of concepts taught related to individuals, events, ideas or information. communicates an understanding of concepts taught related to individuals, events, ideas or information and is able to extend key concepts to real life experiences. Participates in classroom discussions and activities related to content area. 1= Needs Support 2= Approaching 3= Meets 1 st 4 th rarely participates in class discussions and activities. sometimes participates in class discussions and activities. participates in class discussions and activities. acts as a role model for participating in class discussions and activities.

41 Physical Education Grade 2 Based Report Card Rubric

42 Demonstrates understanding of concepts and application of skills. 3= Meets 1 st -4 th rarely demonstrate control in traveling, weight bearing, and balance activities. unable to recognize changes in rhythm, tempo/beat and player placement. unable to identify body responses related beginning to demonstrate control in traveling, weight bearing, and balance activities. learning to recognize changes in rhythm, tempo/beat and player placement. learning to identify body responses related to physical activity. understands and applies control in traveling, weight bearing, and balance activities. recognizes changes in rhythm, tempo/beat and player placement. able to identify body responses related to physical activity. understands and applies control in traveling, weight bearing, and balance activities. recognizes changes in rhythm, tempo/beat and player to physical activity. placement. identify body responses related to physical activity. Participates in classroom discussions and activities related to content area. 1= Needs Support 2= Approaching 3= Meets 1 st 4 th rarely participates in class discussions and activities. sometimes participates in class discussions and activities. participates in class discussions and activities. acts as a role model for participating in class discussions and activities.

43 Instructional Technology Grade 2 Based Report Card Rubric

44 Demonstrates understanding of concepts and application of skills. 3= Meets 1 st rarely applies the beginning to understands and fundamentals of understand and applies the Instructional apply the fundamentals of Technology. The fundamentals of Instructional student is unable Instructional Technology. The to identify what Technology. The student identifies parts of a student is learning what parts of a computer are not how to identify computer are not working properly, what parts of a working properly, cannot insert a computer are not can insert a USB USB device or working properly device or script script block code. cannot insert a block code. USB device or script block code. understands and applies the fundamentals of Instructional Technology. The student identifies what parts of a computer are not working properly, can insert a USB device or script block code. Demonstrates understanding of concepts and application of skills. 3= Meets 2 nd rarely applies the fundamentals of Instructional Technology. The student is unable to type a paragraph on a keyboard using a word processor or script block code. beginning to understand and apply the fundamentals of Instructional Technology. The student is beginning to type a paragraph on a keyboard using a word processor or script block code. understands and applies the fundamentals of Instructional Technology. The student understands how to type a paragraph on a keyboard using a word processor or script block code. understands and applies the fundamentals of Instructional Technology. The student types a paragraph on a keyboard using a word processor or script block code.