Language Arts Rept Card Rubric Second Nine Weeks toward State Stards Reading / Beginning Reading Skills / Phonics I can use letter-sounds, spelling patterns, syllables to determine unknown wds. 2.2(A)(i)(ii)(iii)(iv) 2.2(B)(i)(ii)(iii)(iv)(v)(vi) 2.2(C) The student uses letter-sound knowledge, spelling patterns, syllables to decode multisyllabic wds in out of context including some of the following: consonant letters vowel sounds common spelling patterns (wd families/rimes) vowel-consonant silent e The student uses letter-sound knowledge, spelling patterns, syllables to decode multisyllabic wds in out of context including all of the following: consonant letters vowel sounds common spelling patterns (wd families/rimes) vowel-consonant silent e State Stards The student uses letter-sound knowledge, spelling patterns, syllables to decode multisyllabic wds in out of context including: consonant letters vowel sounds common spelling patterns (wd families/rimes) vowel-consonant silent e consonant blends 4 = Understings Go Beyond Stards The student uses letter-sound knowledge, spelling patterns, syllables to decode multisyllabic wds in out of context including: dropping the final e, when adding endings such as ing, - ed, able doubling the final consonants when adding an ending changing the final y to i consonant blends consonant digraphs consonant blends consonant digraphs consonant digraphs r-controlled vowels vowel digraphs diphthongs using knowledge of common prefixes suffixes using knowledge of derivational endings (e.g., -ed, -ful, -able) open closed syllables final stable syllables I can identify read at least 300 high-frequency wds. (see insert) 2.2(G) The student identifies reads fewer than 200 high-frequency wds from the Life School Second Grade High- Frequency Wd List including wds from the Kindergarten First Grade High-Frequency Wd Lists. The student identifies reads at least 200-249 high-frequency wds from the wds from the Life School High- Frequency Wd List including wds from the Kindergarten First Grade High-Frequency Wd Lists. The student identifies reads at least 250-300 high-frequency wds from the wds from the Life School High- Frequency Wd List including wds from the Kindergarten First Grade High-Frequency Wd Lists. The student identifies reads me than the 300 high-frequency wds included in the AISD Second Grade High-Frequency Wd List. Elementary Literacy Department Life Schools (refmatted by: Tracy White) 1 January 2016
Language Arts Rept Card Rubric Second Nine Weeks toward State Stards Reading / Beginning Reading Skills / Phonics I can monit self-crect when reading. 2.2(H) Reading / Vocabulary Development I can use clues from other wds sentences to determine the meaning of unfamiliar wds wds with me than one meaning. 2.5(B) The student does not detect miscues (monits reading accuracy) when using infmation from the text (MSV) when using decoding strategies (self-crects) (with teacher The student does not reread f accuracy when meaning breaks down. The student does not use clues from: other wds in the sentence surrounding sentences to determine the meaning of unfamiliar wds (with teacher The student does not identify the meaning of a wd with multiple meanings as it is used in the text (with teacher The student detects miscues (monits reading accuracy) when using infmation from the text (MSV) when using decoding strategies (selfcrects) (with teacher The student rereads reads on f accuracy when meaning breaks down. The student uses clues from: other wds in the sentence surrounding sentences to determine the meaning of unfamiliar wds (with teacher suppt) The student identifies the meaning of a wd with multiple meanings as it is used in the text (with teacher State Stards detects miscues (monits reading accuracy) when using infmation from the text (MSV) when using decoding strategies (selfcrects). The student rereads reads on f accuracy when meaning breaks down. The student uses clues from: other wds in the sentence surrounding sentences antonyms synonyms to determine the meaning of unfamiliar wds (independently). The student identifies the meaning of a wd with multiple meanings as it is used in the text (independently). 4 = Understings Go Beyond Stards The student cross-checks meaning, visual, structural infmation (MSV) to determine unknown wds in me sophisticated texts (e.g., chapter books infmational text). The student self-crects with automaticity. The student uses clues from: other wds in the sentence surrounding sentences antonyms synonyms definitions examples to determine the meaning of unfamiliar wds can explain which context clue strategy was used (independently). The student identifies the crect meaning of a multiple meaning wd as it used in the text provides an example of the wd in another context (independently). Elementary Literacy Department Life Schools (refmatted by: Tracy White) 2 January 2016
Language Arts Rept Card Rubric Second Nine Weeks toward State Stards Reading / Comprehension / Independent Reading / Fluency I can describe main characters in sties, including their traits, motivations, feelings. 2.9(B) I can retell summarize imptant events in sties other texts in logical der. 2.Fig.19(E), 2.9D (Local), 2.14(C),2.14E (Local) The student does not provide descriptions of the main characters, including their feelings does not use evidence from the text to suppt his/her thinking (with teacher The student does not retell imptant events in sties read aloud read independently does not include sty elements (characters, problem/ wish/goal, main events, solution). The student s retelling does not include a beginning, middle, ending (told in a logical der). The student does not retell the most imptant ideas in exposity texts read aloud read independently does not include the main idea of each section paragraph (w/ teacher The student s retelling does not include the main ideas (told in logical der) (w/ teacher The student provides descriptions of the main characters, including their feelings, uses evidence from the text to suppt his/her thinking (with teacher The student retells imptant events in sties read aloud read independently includes sty elements (characters, problem/ wish/goal, main events, solution). The student s retelling includes a beginning, middle, ending (told in a logical der). The student retells the most imptant ideas in exposity texts read aloud read independently includes the main idea of each section paragraph (w/ teacher The student s retelling includes the main ideas (told in logical der) (w/ teacher State Stards The student provides descriptions of the main characters, including their feelings traits, uses evidence from the text to suppt his/her thinking. 4 = Understings Go Beyond Stards Elementary Literacy Department Life Schools (refmatted by: Tracy White) 3 January 2016 The student describes the motivation f the main character s actions feelings provides text evidence to suppt his/her thinking. The student summarizes imptant events in sties read independently includes sty elements (characters, problem/wish/goal, main events, solution). The student s summary includes a beginning, middle, ending (told in a logical der). The student summarizes imptant ideas in exposity texts read independently includes the main idea of each section paragraph. The student s summary includes the main ideas (told in logical der). The student describes the interactions relationships of the main characters with other characters in the sty. The student makes connections between how the events in the plot cause the main character s feelings to change throughout the sty. The student provides text evidence to justify his/her thinking. The student writes evaluates summaries of sties read independently includes sty elements (characters, problem/wish/goal, main events, solution). The student s summary includes a beginning, middle, ending (told in a logical der). The student writes evaluates summaries of exposity texts read independently includes the main idea of each section paragraph. The student s summary includes the main ideas (told in logical der).
Language Arts Rept Card Rubric Second Nine Weeks toward State Stards Reading / Comprehension / Independent Reading / Fluency I can read independently f a sustained period of time while moniting adjusting my comprehension. 2.12(A), 2.Fig.19(C) I can read aloud grade level text with fluency comprehension. 2.4(A) The student reads independently f less than 20 minutes uninterrupted daily. The student does not choose books from a variety of genres at an appropriate level of difficulty ( just right text - 95% accuracy). The student does not produce evidence of comprehension through al written response (w/ teacher The student reads at below DRA2 Level 18. The student does not read with fluency (appropriate rate, accuracy, expression, intonation, phrasing) comprehension. The student reads independently f at least 20-29 minutes uninterrupted daily. The student chooses books from a variety of genres at an appropriate level of difficulty ( just right text - 95% accuracy). The student produces evidence of comprehension through al written response (w/ teacher The student reads DRA2 Level 20. The student reads with fluency (appropriate rate, accuracy, expression, intonation, phrasing) comprehension. State Stards The student reads independently f 30 minutes uninterrupted daily. The student chooses books from a variety of genres at an appropriate level of difficulty ( just right text - 95% accuracy). The student produces evidence of comprehension through al written response. The student reads grade level text DRA2 Level 28NF. The student reads with fluency (appropriate rate, accuracy, expression, intonation, phrasing) comprehension. 4 = Understings Go Beyond Stards The student reads independently f me than 30 uninterrupted minutes daily. The student chooses books from a variety of genres at an appropriate level of difficulty ( just right text - 95% accuracy). The student produces written responses to reading. The student reads above grade level text (DRA2 Level 30 above). The student reads with fluency (appropriate rate, accuracy, expression, intonation, phrasing) comprehension. Elementary Literacy Department Life Schools (refmatted by: Tracy White) 4 January 2016
Language Arts Rept Card Rubric Second Nine Weeks toward State Stards Reading / Comprehension / Independent Reading / Fluency I can identify the main idea in a nonfiction text distinguish it from the topic. 2.14(A) The student does not identify the main idea in an infmational exposity text when read aloud by the teacher read independently (with teacher The student identifies the main idea in an infmational exposity text when read aloud by the teacher read independently (with teacher The student distinguishes the main idea from the topic (with teacher State Stards identifies the main idea in an infmational exposity text. distinguishes the main idea from the topic. 4 = Understings Go Beyond Stards uses the suppting details in a single paragraph, multiple paragraphs, an entire selection to generate a main idea statement. I can make inferences about fiction nonfiction texts identify text evidence to suppt my understing. 2.Fig.19(D) I can make connections to my experiences, to ideas in other texts, discuss evidence from text. 2.Fig.19(F) The student does not make inferences about text read aloud by the teacher (with teacher The student does not identify textual evidence to suppt understing (with teacher The student does not make relevant connections to text (text-to-self, text-to-text) that deepen understing (with teacher The student does not identify discuss the ption of the text that led to the connection(s)(with teacher The student makes inferences about text read aloud by the teacher (with teacher The student identifies evidence to suppt understing (with teacher The student makes relevant connections to text (text-to-self, text-to-text) that deepen understing (with teacher The student identifies discusses the ption of the text that led to the connection(s)(with teacher The student makes inferences about text read independently. The student identifies evidence to suppt understing. The student makes relevant connections to text (text-to-self, text-to-text, text-to-wld) that deepen understing. The student identifies discusses the ption of the text that led to a connection(s). makes inferences about text provides textual evidence in writing after reading me sophisticated texts (texts with me complex plots, chapter books, nonfiction). The student makes connections between (themes, auth s purpose, imptant ideas) literary texts infmational texts with similar ideas. The student provides textual evidence to suppt connections ally through written response. Elementary Literacy Department Life Schools (refmatted by: Tracy White) 5 January 2016
Language Arts Rept Card Rubric Second Nine Weeks toward State Stards Reading / Comprehension / Independent Reading / Fluency I can use text graphic features (e.g., captions, illustrations) to better underst nonfiction texts. 2.14(D), 2.15(B) The student does not use text graphic features including: photographs/ illustrations captions to locate gain infmation from infmational/exposity text to assist in the interpretation of the text (with teacher The student uses text graphic features including: photographs/ illustrations captions to locate gain infmation from infmational/exposity text to assist in the interpretation of the text (with teacher State Stards The student uses text graphic features including: photographs/ illustrations captions bold print glossary headings table-of-contents index to locate gain infmation from infmational/exposity text to assist in the interpretation of the text. 4 = Understings Go Beyond Stards The student uses additional text graphic features including: key wds italics charts diagrams graphs maps timelines to locate gain infmation from infmational/exposity text that will help assist in the interpretation of the text (independently). The student creates an exposity infmational text with graphic features. Elementary Literacy Department Life Schools (refmatted by: Tracy White) 6 January 2016
Language Arts Rept Card Rubric Second Nine Weeks toward State Stards Oral Written Conventions / Spelling I can use strategies to spell wds crectly. 2.23(A), 2.23(B)(i)(ii)(iii)(iv) 2.23(D) The student does not use strategies to spell wds crectly including: letter-sound knowledge wds with long vowels (VCe pattern) wds with inflectional endings (-ing ed) wds with r-controlled vowels The student uses strategies to spell wds crectly including: letter-sound knowledge wds with long vowels (VCe pattern) wds with inflectional endings (-ing ed) wds with r-controlled vowels State Stards The student uses strategies to spell wds crectly including: letter-sound knowledge wds with long vowels (VCe pattern) wds with inflectional endings (-ing ed) wds with r-controlled vowels wds with complex consonants (hard soft c g, ck) wds with digraphs (e.g., oo-book, fool, ee-feet) wds with diphthongs (e.g., ou-out, ow-cow, oicoil, oy-toy) 4 = Understings Go Beyond Stards The student uses additional strategies to spell wds crectly including: consonant doubling when adding an ending doubling consonants in the middle of wds dropping final e when endings are added changing y to i befe adding -ing. The student uses resources to find crect spellings (glossaries dictionaries). I can spell high-frequency wds crectly. 2.23(C) The student spells fewer than 50 high-frequency wds crectly from the Life School High-Frequency Wd List, not including wds from the Kindergarten First Grade High- Frequency Wd Lists. The student spells at least 50-74 high-frequency wds crectly from the Life School Second Grade High-Frequency Wd List, not including wds from the Kindergarten First Grade High-Frequency Wd Lists. The student spells 75-100 high-frequency wds crectly from the Life School High-Frequency Wd List, not including wds from the Kindergarten First Grade High-Frequency Wd Lists. The student spells at least 200 high-frequency wds crectly from the Life School High- Frequency Wd Lists, not including wds from the Kindergarten First Grade High-Frequency Wd Lists. Elementary Literacy Department Life Schools (refmatted by: Tracy White) 7 January 2016
Language Arts Rept Card Rubric Second Nine Weeks toward State Stards Oral Written Conventions / Spelling I can use capital letters crectly when writing. 2.22(B)(i)(ii)(iii) The student does not capitalize: the salutation closing of a letter months days of the week in connected text (with teacher The student capitalizes: the salutation closing of a letter months days of the week in connected text (with teacher State Stards The student capitalizes: the salutation closing of a letter months days of the week proper nouns in connected text. 4 = Understings Go Beyond Stards The student capitalizes: the salutation closing of a letter months days of the week proper nouns official titles of people geographical names places histical periods in connected text. I can underst use the parts of speech (e.g., verbs, nouns, adjectives). 2.21(A)(i)(ii)(iii)(iv)(vi) The student cannot do me than one of the following: The student understs the difference between common proper nouns. The student understs how to change singular nouns into plural nouns uses both crectly when writing (including capitalization). The student understs the differences in verb tenses uses them crectly when writing. The student uses time-der transition wds crectly when writing. The student understs the difference between common proper nouns. The student understs how to change singular nouns into plural nouns uses both crectly when writing (including capitalization). The student understs the differences in verb tenses uses them crectly when writing. The student uses time-der transition wds crectly when writing. The student understs the difference between common proper nouns. The student understs how to change singular nouns into plural nouns uses both crectly when writing (including capitalization). The student understs the differences in verb tenses uses them crectly when writing. The student is able to identify use adjectives crectly when writing, including descriptive (such as old) the articles (a, an, the). The student uses time-der transition wds crectly when writing. The student understs uses additional parts of speech: The student understs the difference between possessive regular nouns pronouns uses them crectly when writing. The student uses limiting adjectives (such as this, that) crectly when writing. The student uses time-der transition wds to indicate conclusions when writing. The student uses codinating conjunctions crectly when writing. Elementary Literacy Department Life Schools (refmatted by: Tracy White) 8 January 2016
Language Arts Rept Card Rubric Second Nine Weeks toward State Stards Writing / Genres / Writing Process I can write publish in a variety of genres (personal narratives, poems, letters, reader s response, exposity texts). 2.18(B), 2.19(A), 2.19(B), 2.19(C) I can plan a first draft by generating ideas f writing. 2.17(A) The student does not plan, draft, revise, edit letters, personal narratives, persuasive statements, writes reader s responses. publishes a letter, a personal narrative, persuasive statements (w/ teacher The student does not plan drafts by creating ideas f writing (with teacher The student does not plan drafts (sketches ideas, creates lists, uses graphic ganizers) (with teacher The student plans, drafts, revises, edits letters, personal narratives, persuasive statements, writes reader s responses. publishes a letter, a personal narrative, persuasive statements (w/ teacher The student plans drafts by creating ideas f writing (with teacher The student plans drafts (sketches ideas, creates lists, uses graphic ganizers) (with teacher State Stards The student plans, drafts, revises, edits letters, personal narratives, persuasive statements, poems, exposity texts (research infmational) writes reader s responses. publishes a letter, a personal narrative, persuasive statements, a poem, an exposity (infmational research) text. The student plans drafts independently by creating ideas f writing. The student plans drafts (sketches ideas, creates lists, uses graphic ganizers, plans beginning, middle, end (BME)). 4 = Understings Go Beyond Stards The student writes fluently chooses to write in a variety of genres. The student writes cohesive, ganized, meaningful text. The student revises edits final drafts independently in response to feedback from peers teacher publishes written wk f a specific audience. The student plans drafts independently by creating ideas f multiple genres (me than four) f a variety of purposes. The student plans drafts independently in a variety of ways (graphic ganizers, drawings, lists, plans beginning, middle, end (BME)). Elementary Literacy Department Life Schools (refmatted by: Tracy White) 9 January 2016
Language Arts Rept Card Rubric Second Nine Weeks toward State Stards Writing / Genres / Writing Process I can develop drafts by sequencing ideas through writing sentences. 2.17(B) I can revise drafts by adding deleting wds, phrases, sentences. 2.17(C) The student does not develop drafts by writing sentences that match plans (with teacher suppt) The student does not ganize ideas when writing letters, reader s responses, persuasive statements (with teacher The student does not include a beginning, middle, ending in personal narratives (with teacher The student does not revise drafts by adding deleting wds after rereading text recognize when sentences do not make sense when clarity is needed (with teacher The student develops drafts by writing sentences that match plans (with teacher The student ganizes ideas when writing letters, reader s responses, persuasive statements (with teacher The student includes a beginning, middle, ending in personal narratives (with teacher The student revises drafts by adding deleting wds after rereading text recognizes when sentences do not make sense when clarity is needed (with teacher State Stards develops drafts by writing sentences that match plans. The student ganizes ideas when writing letters, personal narratives, reader s responses, persuasive statements, poems, exposity (infmational research) texts. The student includes a beginning, middle, ending in personal narratives. The student revises drafts independently by adding deleting wds, phrases, sentences after rereading text recognizes when sentences do not make sense when clarity is needed. 4 = Understings Go Beyond Stards The student develops drafts independently f me than four genres, sequencing ganizing ideas, using details, explicit wd choice. The text ganization is appropriate to the audience genre. The student revises drafts independently from multiple genres by reading text, then adds, deletes, rephrases text to clarify writing. The student revises drafts independently from multiple genres by using a variety of sentence structures, including simple compound sentences. The student considers wd choice that best fits the message of the writing. Elementary Literacy Department Life Schools (refmatted by: Tracy White) 10 January 2016
Language Arts Rept Card Rubric Second Nine Weeks toward State Stards Writing / Genres / Writing Process I can edit drafts f grammar, punctuation, spelling by using a rubric. 2.17(D) edit f grammar including (w/ teacher suppt): crect subject-verb agreement crect use of verb tense edit f punctuation including (w/ teacher suppt): ending punctuation in sentences edit f spelling including (w/ teacher suppt): high-frequency wds conventional spelling of wds edit f grammar including (w/ teacher suppt): crect subject-verb agreement crect use of verb tense edit f punctuation including (w/ teacher suppt): ending punctuation in sentences edit f spelling including (w/ teacher suppt): high-frequency wds conventional spelling of wds State Stards edit f grammar including: crect subject-verb agreement crect use of verb tense edit f punctuation including: ending punctuation in sentences apostrophes in contractions apostrophes in possessives edit f spelling including: high-frequency wds conventional spelling of wds plural fm of nouns verbs 4 = Understings Go Beyond Stards The student rereads drafts independently uses a rubric to edit f grammar, punctuation, spelling including: commas in a series complete subject complete predicate in a sentence time der transition wds prepositions prepositional phrases conventional spelling of all grade level appropriate wds Elementary Literacy Department Life Schools (refmatted by: Tracy White) 11 January 2016
Language Arts Rept Card Rubric Second Nine Weeks Elementary Literacy Department Life Schools (refmatted by: Tracy White) 12 January 2016