Language Arts Rept Card Rubric Second Six Weeks toward State Stards Reading / Beginning Reading Skills / Phonics I can use letters sounds, spelling patterns, syllables to determine unknown wds. (decide) 2.2(A)(i)(ii)(iii)(iv) 2.2(B)(i)(ii)(iii)(iv)(v)(vi) 2.2(C) The student uses letters sounds, 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 The student uses letters sounds, 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 consonant digraphs State Stards The student uses letters sounds, 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 consonant digraphs r-controlled vowels vowel digraphs diphthongs open closed syllables final stable syllables 4 = Understings Stards The student uses letters sounds, 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 using knowledge of common prefixes suffixes using knowledge of derivational endings (e.g., -ed, -ful, -able) I can identify read at least 300 high-frequency wds. (see insert) 2.2(G) The student identifies reads fewer than 160 high- frequency wds from the AISD High-Frequency Wd List including wds from the Kindergarten First Grade High-Frequency Wd Lists. The student identifies reads at least 160-279 highfrequency wds from the wds from the AISD Second Grade High-Frequency Wd List including wds from the Kindergarten First Grade High-Frequency Wd Lists. The student identifies reads at least 280-300 high-frequency wds from the wds from the AISD 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. Curriculum Instruction Department/Language Arts 1 July 2014
Language Arts Rept Card Rubric Second Six Weeks toward State Stards Reading / Beginning Reading Skills / Phonics I can monit self-crect when reading. 2.2(H) The student does not detect miscues when (monits reading accuracy) using infmation from the text (MSV) when using decoding strategies (self-crects) (with teacher suppt). The student does not reread f accuracy when meaning breaks down. The student detects miscues when (monits reading accuracy) using infmation from the text (MSV) when using decoding strategies (selfcrects) (with teacher suppt). The student rereads f accuracy when meaning breaks down. State Stards The student automatically detects miscues when (monits reading accuracy) using infmation from the text (MSV) when using decoding strategies (selfcrects). The student rereads reads on f accuracy when meaning breaks down. 4 = Understings 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. 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 uses clues from: other wds in the sentence to determine the meaning of unfamiliar wds (with teacher suppt). 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 suppt). 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). 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). Curriculum Instruction Department/Language Arts 2 July 2014
Language Arts Rept Card Rubric Second Six Weeks toward State Stards Reading / Vocabulary Development I can use prefixes suffixes to determine the meaning of wds. 2.5(A) The student does not use the following prefixes to determine the meaning of wds (with teacher suppt): dis- un- The student does not use the following suffixes to determine the meaning of wds (with teacher suppt): -s -es Reading / Comprehension / Independent Reading / Fluency I can describe main characters in sties, including their traits, motivations, feelings. 2.9(B) The student does not provide descriptions of the main characters, including their feelings traits, does not use evidence from the text to suppt his/her thinking (with teacher suppt). The student uses the following prefixes to determine the meaning of wds (with teacher suppt): dis- un- The student uses the following suffixes to determine the meaning of wds (with teacher suppt): -s -es The student provides descriptions of the main characters, including their feelings traits, uses evidence from the text to suppt his/her thinking (with teacher suppt). State Stards The student uses the following prefixes to determine the meaning of wds: dis- un- re- pre The student uses the following suffixes to determine the meaning of wds: -s -es -ed -ing -er -ful -ly -less The student provides descriptions of the main characters, including their feelings traits, uses evidence from the text to suppt his/her thinking. The student describes the motivation f the main character s actions feelings provides text evidence to suppt his/her thinking. 4 = Understings Stards The student identifies the meaning of wds containing both prefixes suffixes. The student explains ally in writing how the meaning of a wd changes when the prefix, suffix, both affixes are changed. 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. Curriculum Instruction Department/Language Arts 3 July 2014
Language Arts Rept Card Rubric Second Six Weeks toward State Stards Reading / Comprehension / Independent Reading / Fluency 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 retell imptant events in sties read aloud does not include (with teacher suppt): 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) (with teacher suppt). The student does not retell the most imptant ideas in exposity texts read aloud does not include(with teacher suppt): the main idea of each section paragraph The student s retelling does not include the main ideas told in logical der (with teacher suppt). The student retells imptant events in sties read aloud includes (with teacher suppt): sty elements (characters, problem/wish/goal, main events solution). The student s retelling includes a beginning, middle, ending (told in a logical der) (with teacher suppt). The student retells the most imptant ideas in exposity texts read aloud includes (with teacher suppt): the main idea of each section paragraph The student s retelling includes the main ideas told in logical der (with teacher suppt). State Stards 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. 4 = Understings Stards 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. Curriculum Instruction Department/Language Arts 4 July 2014
Language Arts Rept Card Rubric Second Six 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) The student reads independently f less than 15 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) (with teacher suppt). The student does not produce evidence of comprehension through al written response. The student reads independently f at least 15-25 minutes uninterrupted daily. The student chooses books from a variety of genres at an appropriate level of difficulty ( just right text - 95% accuracy) (with teacher suppt). The student produces evidence of comprehension through al written response. State Stards The student reads independently f at least 26-30 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. 4 = Understings 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. I can read aloud grade level text with fluency comprehension. 2.4(A) The student reads below the equivalent of a DRA2 Level 18. The student does not read with fluency (appropriate rate, accuracy, expression, intonation, phrasing) comprehension. The student reads at a level equivalent to DRA2 Level 18-28F. The student reads with fluency (appropriate rate, accuracy, expression, intonation, phrasing) comprehension. The student reads grade level text DRA2 Level 28NF. The student reads with fluency (appropriate rate, accuracy, expression, intonation, phrasing) comprehension. The student reads above grade level text (DRA2 Level 30 above). The student reads with fluency (appropriate rate, accuracy, expression, intonation, phrasing) comprehension. Curriculum Instruction Department/Language Arts 5 July 2014
Language Arts Rept Card Rubric Second Six 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 (with teacher suppt). The student does not distinguish the main idea from the topic (with teacher suppt). The student identifies the main idea in an infmational exposity text when read aloud by the teacher (with teacher suppt). The student distinguishes the main idea from the topic (with teacher suppt). State Stards The student independently identifies the main idea in an infmational exposity text. The student independently distinguishes the main idea from the topic. 4 = Understings Stards The student independently 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 the text. 2.Fig.19(F) The student does not independently make inferences about photographs illustrations. The student does not make inferences about text read aloud by the teacher (with teacher suppt). The student does not make relevant connections to text (text-to-self) that deepens understing (with teacher suppt). The student independently makes inferences about photographs illustrations. The student makes inferences about text read aloud by the teacher (with teacher suppt). The student makes relevant connections to text (text-toself) that deepens understing (with teacher suppt). 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 deepens understing. The student identifies discusses the ption of the text that led to a connection(s). The student independently 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. Curriculum Instruction Department/Language Arts 6 July 2014
Language Arts Rept Card Rubric Second Six 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) I can spell high-frequency wds crectly. 2.23(C) I can use capital letters crectly when writing. 2.22(B)(i)(ii)(iii) The student uses strategies to spell wds crectly including: letter-sound knowledge wds with long vowels (VCe pattern) The student spells fewer than 30 high-frequency wds crectly from the AISD Second Grade High-Frequency Wd List, not including wds from the Kindergarten First Grade High-Frequency Wd Lists. The student capitalizes: the salutation closing of a letter in connected text (with teacher suppt). The student uses strategies to spell wds crectly including: letter-sound knowledge wds with long vowels (VCe pattern) wds with inflectional endings (- ing ed) The student spells at least 30-89 high-frequency wds crectly from the AISD High-Frequency Wd List, not including wds from the Kindergarten First Grade High-Frequency Wd Lists. The student capitalizes: the salutation closing of a letter proper nouns in connected text (with teacher suppt). 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) The student spells at least 90-100 high-frequency wds crectly from the AISD Second Grade High-Frequency Wd List, not including wds from the Kindergarten First Grade High-Frequency Wd Lists. The student capitalizes: the salutation closing of a letter proper nouns months days of the week in connected text (independently). 4 = Understings 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). The student spells at least 200 high-frequency wds crectly from the AISD High- Frequency Wd Lists, not including wds from the Kindergarten First Grade High-Frequency Wd Lists. The student capitalizes: the salutation closing of a letter proper nouns months days of the week official titles of people geographical names places histical periods in connected text (independently) Curriculum Instruction Department/Language Arts 7 July 2014
Language Arts Rept Card Rubric Second Six Weeks toward State Stards Oral Written Conventions / Spelling I can underst use the parts of speech (e.g., verbs, nouns, adjectives). 2.21(A)(i)(ii)(iii)(iv)(vi) The student does not underst the difference between common proper nouns. The student does not underst how to change singular nouns into plural nouns. The student does not crectly capitalize proper nouns does not use the crect plural fm when writing. The student understs the difference between common proper nouns. The student understs how to change singular nouns into plural nouns. The student crectly capitalizes proper nouns uses the crect plural fm when writing. State Stards The student understs the difference between common proper nouns. The student understs how to change singular nouns into plural nouns. The student crectly capitalizes proper nouns uses the crect plural fm when writing. The student understs the difference between past, present, future tense action verbs uses the crect verb tense when writing. The student understs the difference between regular irregular verbs uses them crectly when writing. The student understs the difference between singular plural pronouns uses them crectly when writing. The student is able to identify use adjectives crectly when writing, including descriptive (such as old wonderful) the articles (a, an, the). 4 = Understings Stards The student understs uses additional parts of speech: The student understs the difference between possessive regular pronouns uses them crectly when writing. Curriculum Instruction Department/Language Arts 8 July 2014 The student uses prepositions prepositional phrases crectly when writing. The student uses time-der transition wds crectly when writing.
Language Arts Rept Card Rubric Second Six Weeks toward State Stards Writing / Genres / Writing Process I can write publish in a variety of genres (personal narratives, poems, letters, reader s responses, exposity texts). 2.18(B), 2.19(A), 2.19(B), 2.19(C) The student does not plan, draft, revise letters, personal narratives, writes reader s responses (with teacher suppt). The student does not independently publish a letter a personal narrative. The student plans, drafts, revises letters, personal narratives, writes reader s responses (with teacher suppt). The student independently publishes a letter a personal narrative. State Stards The student is able to identify use adverbs crectly when writing, including those that show time (such as befe, next) manner (such as carefully beautifully). The student plans, drafts, revises, edits letters, personal narratives, persuasive statements, poems, exposity texts (research infmational) writes reader s responses. The student independently publishes a letter, a personal narrative, persuasive statements, a poem, an exposity (infmational research) text. 4 = Understings 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. I can plan a first draft by generating ideas f writing. 2.17(A) The student does not plan drafts by creating ideas f writing after class discussion (with teacher suppt). The student does not plan drafts (sketches ideas, creates lists, uses graphic ganizers, plans beginning, middle, end (BME)(with teacher suppt). The student plans drafts by creating ideas f writing after class discussion (with teacher suppt). The student plans drafts (sketches ideas, creates lists, uses graphic ganizers, plans beginning, middle, end (BME)(with teacher suppt) 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). 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). Curriculum Instruction Department/Language Arts 9 July 2014
Language Arts Rept Card Rubric Second Six 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 (with teacher suppt). The student does not include a beginning, middle, ending in personal narratives (with teacher suppt). 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 suppt). The student develops drafts by writing sentences that match plans (with teacher suppt). The student ganizes ideas when writing letters reader s responses (with teacher suppt). The student includes a beginning, middle, ending in personal narratives (with teacher suppt). The student revises drafts by adding deleting wds after rereading text recognizes when sentences do not make sense when clarity is needed (with teacher suppt). State Stards The student develops drafts independently by writing sentences that match plans. The student ganizes ideas independently when writing letters, 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 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. Curriculum Instruction Department/Language Arts 10 July 2014