Standards Based Report Cards Learning Target Rubrics LITERACY GRADE 2 Standard/Essential Outcome Learning Target 1 2 3 Student is reading 1-2 levels Student is reading 3 or more I can read the words below grade level, but with levels below grade level. >94% accuracy. 1. Reads and understands grade level text Q-I / Q2-J / Q3-K / Q4-L Report Card - Qtr 1, 2, 3, 4 I can retell important events. Teacher Note: Use Reading A-Z Benchmark Passage for Qtr. 1 and 3 Student is unable to retell events of story without teacher prompts or questioning. Qtr. 1 - I and G Qtr. 2 - Fountas & Pinnell Qtr. 3 - K and I Qtr. 4 - Fountas & Pinnell Student can retell events from story, but is telling them out of sequence or are irrelevant. Student is reading grade level text with >94% accuracy. Student can retell important events from beginning, middle and end of story in sequential order. Standard/Essential Outcome Learning Target 1 2 3 I can accurately read at a Student is reading at 20 Student Is reading 10-20 target rate. words or more below grade words below grade level. Q1-50, Q2-70, Q3-80, Q4-90 level. 2. Reads grade level text with fluency. Report - Quarter 1, 2, 3, 4 I can read with expression. Student reads word for word or with minimal chunking of phrases. Student reads in complete sentences, pausing for punctuation. Student is reading at grade level. Student reads in complete sentences, using appropriate voice tone for questions, exclamations and statements. I can read sight Student is reading <75% of their grade level sight Student can read 75-89% of their grade level sight Student can read >89% of their grade level sight
3. Uses phonics/word analysis skills to decode new I can read new words with long and irregular vowel sounds. I can read new words with blends and digraphs. Student can identify long vowel patterns. Student can sound out blends and digraphs in isolation. Student can consistently read words that have the silent e pattern. Student can read words with blends OR digraphs, or is inconsistent with both. Student can consistently read words with these vowel teams: ai, ay, oa, ea, ee, oi, oy, and y when used as a vowel. Student can consistently read words with blends and digraphs. Report - Quarter 2, 3, 4 I can use multiple strategies to read new Student uses only one strategy to read unfamiliar Student uses more than one strategy to read unfamiliar words, but is not always successful. Student consistently uses a variety of strategies to successfully read unfamiliar
I can tell the main character, setting, problem, and solution of a story. Student can identify main character(s) of a story. main character(s), setting and the problem OR solution. Student understands and can either tell or write about the problem and solution. I can make connections between the books I read and my own life. Student can sometimes make a connection to text, but connections are very lowlevel. Example There is a boy in the story, I am a boy. Students beginning to make more connections, but need prompting and guidance for higher-level connections. Students can make a variety of connections to the text they read. Example The character was sad when she lost her toy, I was sad when I fell off my bike. 4. Uses comprehension strategies to understand fictional text. I can compare the similarities and differences between two similar stories. Student can name a similarity OR a difference. Student can name at least 1 similarity and 1 difference. Student can name a variety of similarities and differences between two stories. Report Card - Quarter 3, 4 I can tell the main idea or theme of a short story. Student can tell a main event of the story; but are unsure how that leads to the lesson learned. moral of a story OR can provide details of the story that support the moral lesson and give text evidence to support their reasoning. I can make inferences using clues from the story. Student can identify an inference with teacher support Student can make inferences OR identify clues; but can't connect the two Student can make inferences and give text evidence to support their reasoning. I can tell how characters react, change, and/or feel in a story. Student can tell about a character change with teacher support Student can tell that a character has changed, but not how or why Student can tell how a character reacted or changed due to an event in the story.
I can identify text features. Student can identify 1-2 text features; but needs teacher support for more Student can identify some, but not all, text features of any given text. Student can identify all text features; including table of contents, headings, photographs, captions, diagrams, glossary and index. 5. Uses comprehension strategies to understand nonfiction text. I can tell the main purpose of a specific topic. topic of a text, but not the main purpose (Ex-the book is about sharks) main purpose of a text with teacher support. main idea or purpose of a specific text. (Ex the book is to teach about where sharks live) Report Card - Quarter 3, 4 I can list facts I learn about a topic. Student needs teacher support to identify facts they have learned. Student can identify a variety of facts using the book for support. Students can recall a variety of facts on their own after reading or listening to a text. I can compare the similarities and differences between two topics. Student can name a similarity OR a difference. Student can name at least 1 similarity and 1 difference. Student can name a variety of similarities and differences between two stories.
I can spell assigned Student averages below 80% on weekly spelling tests. Student averages 80-89% on weekly spelling tests. Student averages 90-100% on weekly spelling tests. 6. Spells grade level words correctly. Report Card Quarter 1, 2, 3, 4 I can spell words using the rules I have learned. Student uses some phonetic rules when spelling dictated Student spells words using the rules they have learned, but is not consistent in their daily writing. Student consistently applies the phonetic rules they have learned in their daily writing. I can spell high frequency (beginning Quarter 2) Student consistently misspells high frequency words in their daily writing. Student correctly spells some high frequency words in their daily writing. Student can correctly spell most of their high frequency words in their daily writing. Standard/Essential Outcome Learning Target 1 2 3 I can write complete sentences. Student can write an isolated complete sentence. When writing a paragraph, student can write some complete sentences, but also contains fragments and runons. When writing a paragraph, student can write in complete sentences. 7. Writes using grade appropriate sentence structure. I can use correct capitalization. Student uses capital letters at the beginning of a sentence with teacher support. Student uses capital letters at the beginning of their sentences and sometimes for proper nouns. Student consistently uses capital letters at the beginning of their sentences and for proper nouns (names, days, months, holidays) Report Card - Quarter 2, 3, 4 I can use the correct punctuation. Student can determine which punctuation is necessary for given sentences. Student uses correct punctuation in their own writing some of the time or with teacher support. Student can consistently use correct ending punctuation in their own writing. I can use correct grammar. Students sentences often time do not make sense. Students using improper grammar, but doesn t change meaning of the sentences. (Ex The cat runned away) Student consistently uses proper grammar when writing sentences.
I can write narrative text with detail. Student writes narrative text with few or unrelated details. Student can write narrative text with a variety of basic details. Student can write narrative text with more complex details. (adds feelings, dialogue, descriptions, etc.) 8. Write effectively for a variety of purposes. I can write creative stories with detail. Student writes a creative story with few or unrelated details. Student can write a creative story with a variety of basic details. Student can write a creative story with more complex details. (adds feelings, dialogue, descriptions, etc.) Report Card - Quarter 3, 4 I can write an opinion essay. Student can write an opinion, but needs teacher support to add reasons to support this opinion. Student can write an opinion, but can only support it with limited reasons. Student can write an opinion essay with a variety of reasons to support their opinion. I can write informational text with supporting facts. Student s informational text includes facts that are unrelated or opinions about the topic. Student can write informational text, but facts are random and unorganized (Ex just listing random facts) Student can write and organize informational text that includes a variety of related facts. (Ex sections of similar facts)