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8/2011 rev.
Humble Independent School District
Elementary Language Arts/Reading
Report Card and Rubrics for Grade 2
2011-2012
Revised 8/10/11 2
This document lists the standards for the second grade report card and a
few possible assessments. These are NOT the only assessments for
determining student progress in these areas. Other forms of assessment
(observation, conferences, written works, tests, etc.) should also be used.
A child’s report card marking should be based on multiple artifacts, to
ensure that an adequate sample of student work has been assessed and
evaluated, in both fiction and nonfiction. Portfolios should be ongoing so
that they show the student’s efforts, progress, and achievements over a
period of time.
District Marking Key:
4
Advanced
3
Proficient
2
Basic
1
Below Basic
Standard Consistently meets
and often exceeds. Regularly meets.
Beginning
to meet.
Working below
grade level.
Errors Rare to none Limited Many N/A
Teacher
Support
Rarely needs support
to meet standard.
Independently works
with ease and extends.
Occasionally
needs support.
Demonstrates
proficiency.
Frequently
needs
support.
Needs strong
instructional
support.
Revised 8/10/11 3
STANDARD(S) – READING PROCESS
How to assess standard(s): The teacher administers running records at the appropriate level and notes
the child’s use of graphophonic (V), syntactic (S), and semantic (M) cues*
while reading, how the child monitors his/her reading, how miscues are
handled, and fluency (rate, accuracy, expression, appropriate phrasing.) An additional form of assessment to use with the standard “reads high frequency words with automaticity,” would be Fry’s 300 Instant Sight Words. Remember: The standard is at an application level in continuous text.
Frequency: A child’s report card marking should be based on multiple
artifacts, to ensure that an adequate sample of student work has been
assessed and evaluated, in both fiction and nonfiction. DRA is to be
considered in conjunction with additional running records.
District documents to assist you in the evaluation process of the above
standards: Running Records/Guided Reading/Developmental Reading Assessment (DRA)
Fiction and Non-Fiction
Independent – Accuracy 97-100%; Comprehension 16+; Fluency 8+
Instructional – Accuracy 93-96%; Comprehension 14+
4 -Advanced (Independent Level)
3 -Proficient (Instructional Level)
2 - Basic (Instructional Level)
1
Below Basic
1st- 9 wks 18(J) and
Above
18(J) 16(I) Below 16(I)
2nd - 9 wks 20(K) and
Above
20(K) 18(J) Below 18(J)
3rd – 9 wks 24(L) and
Above
24(L) 20(K) Below 20(K)
4th – 9 wks 28(M) and
Above
28(M) (Instructional/
Independent Level)
24(L) Below 24(L)
• Reads at grade level benchmark
• Uses a variety of word identification/solving strategies efficiently
• Self-monitors reading for meaning and accuracy
• Reads with fluency (rate, accuracy, expression, appropriate phrasing)
• Reads high frequency words with automaticity
Revised 8/10/11 4
What reading behaviors am I looking for in students solving words? Level I Level J Level K Level L Level M
•• Demonstrate knowledge of flexible
ways to solve words (taking it
apart, using meaning, using letter
sequence.)
•• Use letter-sound relationship in
sequence to solve new words (level
J-more complex words)
•• Use known words and word parts
(including onset and rimes) to solve
unknown words
Demonstrate knowledge of flexible ways to solve
words (noticing word parts, noticing endings and
prefixes)
Use content and
pictures to derive
the meaning of
unfamiliar
vocabulary
Use context to derive meaning of new words
(what the story is mostly about)
Use the context
of a sentence,
paragraph, or
whole text to
determine the
meaning of a
word
Break down a longer word into syllables in order to decode manageable units; solves words
of two or three syllables, many words with inflectional endings and complex letter-sound
relationships
Recognize many high-frequency words within continuous text quickly and automatically
Use multiple sources of information together to solve new words and demonstrate
competent, active word solving while reading at a good pace----------------- consistently
What reading behaviors am I looking for in students for self-monitoring and correcting? Level I Level J Level K Level L Level M
Self-corrects at point of error (or before overt
error)
Self-corrects when errors
detract from the meaning of
the text (students are
monitoring on longer chunks
of text)
Realize when more information is needed to understand a text.
Use multiple sources of information to monitor and self-corrects (language
structure, meaning, and letter-sound information)
Rereads to confirm word solving
by checking other sources of
information
Use known words to self-monitor
and self-correct
Revised 8/10/11 5
Based on your prompting during guided reading instruction, what level of
teacher support are you providing?
□□ Are your prompts at the highest level of support: pointing out the miscue
and/or modeling?
□□ Are you prompts occasionally needed, at the guiding level?
□□ Or are your prompts at the reinforcing and checking level of support? Prompting Guide
Cue System Pointing Out the
Miscue
Modeling Guiding Reinforcing and
Checking
Semantics
(meaning)
“You said______. Does that make sense?”
Read back the
sentence and say, Is that right? Skip the word and read the rest of the sentence and see if you can think of a word that might make sense.” Or
“Reread the sentence thinking about what would make sense.”
“What do you think it might be?”
“Were you right? How did you figure it out?”
Syntax
(grammatical)
“You said______. Does that sound right?”
Reread the sentence
with fluent phrasing
and stop at the
problem word.
“Read that again.”
“Were you right? How did you figure it out?”
Graphophonics
(visual,
sound/symbol)
“Does that look right?”
Reread the sentence
and just say the first
sound of the problem
word. Cover the word.
Ask, “What would you expect to see at the beginning? At the end? After the letter____?” Uncover the word and check.
Show children how to
“chunk” it, and look for
parts they know.
“Were you right? How did you figure it out?”
Cross-Checking
(checking one source
of information
against another)
“It could be _____, but look at _____. Or “Does that make sense & look right?”
“Think of what would make sense, sound right, and look right.”
“Check to see if what you read looks & sounds right.” “Check to see if what you read makes sense and looks right.”
“Were you right? How did you figure it out?”
Revised 8/10/11 6
Grade 2 Oral Reading Fluency Rubric
Oral Reading
Fluency 1 2 3 4
Intonation/
Expression
1 Little expression;
monotone
2 Some expression
that conveys meaning
3 Expression reflects
mood, pace, and
tension at times
Non-Fiction *
4 Expression reflects
mood, pace, and tension
most of the time Non-
Fiction **
Phrasing/Fluency 1 Short phrases; slow
with long pauses and
repetitions
2 Longer word
phrases some of the
time; moderate with
some pauses and
repetitions
3 Longer, meaningful
phrases most of the
time; adequate with a
few pauses and/or
repetitions
4 Consistently longer,
meaningful phrases; very
good
Rate 1 Fall = 25-55 wpm
Winter = 45-80 wpm
Spring = 65-95 wpm
2 Fall = 56-80 wpm
Winter = 81-95 wpm
Spring = 96-109 wpm
3 Fall = 81-84 wpm
Winter = 96-109 wpm
Spring = 110-124 wpm
4 Fall =85+ wpm
Winter = 110+
Spring =125+
Accuracy 1 92% – or below 2 93 – 96% 3 97 – 98% 4 99 – 100%
Score 4 5 6 7 8 9 10 11 12 13 14 15 16
*NF - Expression emphasizing key phrases and words at times
**NF -Expression emphasizing key phrases and words most of the time
*Graphophonic cues mean that the child uses his/her knowledge of phonics,
phonemic awareness, and spelling patterns in the language to read text.
*Syntactic cues mean that the child uses his/her knowledge of grammar
(e.g., prefixes and suffices, word order in sentences, sentence structure,
etc.) to read text.
*Semantic cues mean that the child uses his/her knowledge of the meanings
of words, or knowledge of the context or overall topic of a text to aid in
decoding.
Revised 8/10/11 7
STANDARD(S) – COMPREHENSION
• Uses comprehension strategies before, during, and after the text, in
a variety of genres.
• Applies knowledge of text characteristics, elements, and features, in
a variety of genres.
• Searches for and uses information from text features.
How to assess standard(s): • Observing individual, small group, and large group discussions of books
and other written materials (read aloud, guided reading, shared reading,
interactive read aloud, independent reading) • Retellings • Conferences • Graphic Organizers • Analyzing written responses to books and other materials
Frequency: A child’s report card marking should be based on multiple
artifacts, to ensure that an adequate sample of student work has been
assessed and evaluated, in both fiction and nonfiction.
District documents to assist you in the evaluation process of the above
standards:
Fiction Comprehension
DRA Comprehension 1 2 3 4
Retelling: Sequence of Events
1 Includes only 1 or 2 events or details (limited retelling)
2 Includes at least 3 events, generally in random order (partial retelling)
3 Includes most of the important events from the beginning, middle, and end, generally in sequence
4 Includes all important events from the beginning, middle, and end in sequence
Retelling: Details
1 Includes few or no important details from text
2 Includes some important details from text
3 Includes many important details from text
4 Includes most important details and key language or vocabulary from text
Retelling: Characters
1 Refers to 1 or 2 characters or topics using pronouns (he, she, it, they)
2 Refers to 1 or 2 characters or topics by generic name or label (boy, girl, dog)
3 Refers to many characters or topics by name in text (Ben, Giant, Monkey, Otter)
4 Refers to all characters or topics by specific name (Old Ben Bailey, green turtle, Sammy Sosa)
Response 1 Responds with incorrect information
2 Responds with some misinterpretation
3 Responds with literal interpretation
4 Responds with interpretation that reflects higher-level thinking
Reflection 1 Provides limited or no response to teacher questions and prompts
2 Provides some response to teacher questions and prompts
3 Provides adequate response to teacher questions and prompts
4 Provides insightful response to teacher questions and prompts
Retelling: Teacher Support
1 Requires many questions or prompts
2 Requires 4 or 5 questions or prompts
3 Requires 2 or 3 questions or prompts
4 Requires 1 or no questions or prompts
Score 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
Revised 8/10/11 8
Nonfiction Comprehension
DRA Comprehension 1 2 3 4
Retelling: Key Ideas and Facts
1 Includes at least 1 idea/fact from the text (limited retelling)
2 Includes 2- 3 ideas/facts from the text (partial retelling)
3 Includes most key ideas/facts, generally in a logical order
4 Includes all key ideas/facts, in a logical order
Retelling: Details
1 Includes at least 1 detail; may include incorrect information
2 Includes at least 2 details; may include misinterpretation
3 Includes some important details
4 Includes most important details
Retelling: Vocabulary
1 Uses general terms or labels; limited understanding of key words/concepts
2 Uses some language/ vocabulary from the text; some under-standing of key words/concepts
3 Uses language/ vocabulary from the text; basic under- standing of most key words/concepts
4 Uses important language/vocabulary from the text; good understanding of key words/concepts
Using Nonfiction Text Features
1 Locates and uses incorrect information to respond or is uncertain
2 Locates and uses information in the chart to accurately respond to 1 of the prompts; gives a partially correct response
3 Locates and uses information in the chart to accurately respond to both prompts
4 Quickly locates and uses information in the chart to accurately respond with details to both prompts
Reflection 1 Provides limited or no response to teacher questions and prompts
2 Provides some response to teacher questions and prompts
3 Provides adequate response to teacher questions and prompts
4 Provides insightful response to teacher questions and prompts
Retelling: Teacher Support
1 Requires many questions or prompts
2 Requires 4 or 5 questions or prompts
3 Requires 2 or 3 questions or prompts
4 Requires 1 or no questions or prompts
Score 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
Revised 8/10/11 9
Reader Extended Response
SCORE CRITERIA
4 • Reader demonstrates an insightful understanding of important
information in the text by focusing on one or more key ideas.
• Reader uses information from the text to make meaningful
connections, visualize, question, infer, and synthesize.
• Reader uses relevant, accurate, and specific text evidence for
support.
3 • Reader demonstrates an accurate understanding of important
information in the text by focusing on a key idea.
• Reader uses information from the text to make meaningful
connections, visualize, question, infer, and synthesize with some
minor gaps.
• Reader uses relevant and accurate text evidence; some are specific;
some may be general and not fully supported.
2 • Reader is beginning to demonstrate a limited understanding of the
text by focusing on an idea.
• Reader uses simplistic information from the text to make
meaningful connections, visualize, question, infer, and synthesize.
• Reader uses irrelevant or limited references.
1 • Reader demonstrates little or no understanding of the text; may be
inaccurate.
• Reader uses little or no information from the text to make
connections, visualize, question, infer, and synthesize.
• Reader uses irrelevant or inaccurate references.
Revised 8/10/11 10
Qualities of a Reading Response
Quality 1 2 3 4 Demonstration
of Text
Understanding
(including
providing
evidence and
making
connections)
Shows no
understanding
of text
Shows limited
understanding
of text
Shows adequate
understanding
of text
Shows insightful
understanding
of text
Quality 1 2 3 4 Clarity of
Expression
Is unable to use
language
effectively to
communicate
ideas
Shows some
difficulty using
language to
communicate
ideas
Uses language
adequately to
communicate
ideas
Uses language
very effectively
to communicate
ideas
Quality 1 2 3 4 Use of
Conventions
(spelling,
grammar,
capitalization,
punctuation)
Uses almost no
conventions so
writing is
difficult to read
and understand
Uses a few
conventions so
parts of
response are
understood
Uses adequate
conventions so
response is
mostly
understood
Uses
conventions
accurately so
response is
easily
understood
Quality 1 2 3 4 Awareness of
Self as a Reader
and Writer
Shows no
awareness of
self as a reader
and/or writer
Shows little
awareness of
self as a reader
and/or writer
Shows adequate
awareness of
self as a reader
and/or writer
Shows high level
of awareness of
self as a reader
and/or writer
Revised 8/10/11 11
DETERMINING COMPREHENSION OF READERS
Name: Date:
Advanced Proficient Basic Below
Basic
Is always making sense of
the text as opposed to simply
decoding words.
Understands the goal for
reading and taps into the
prior knowledge needed.
Makes meaningful
connections, predictions
and/or draws inferences in
reading passages.
Understands the important
information in reading
passages.
Self corrects, re-reads when
necessary to enhance
understanding.
Stops periodically to ensure
understanding or uses some
reflective thought.
Reads for enjoyment or to
discover something.
Demonstrates a positive
attitude toward reading. A
weaker reader isn’t
persistent and will often
require a great deal of
prompting.
Revised 8/10/11 12
Activate and Connect (Schema)
Name:_____________________________________
Advanced Proficient Basic Below
Basic
Understands the term
background knowledge
and connects new to
known information
Makes meaningful
connections between
the text and own life,
other texts, and the
world
Listens to inner voice
to make sense of text
(Asks themselves
questions: I wonder;
Doesn’t make sense)
Merges thinking with
new information and
reacts to it
Revised 8/10/11 13
Asks Questions
Name:_____________________________________
Advanced Proficient Basic Below
Basic
Stops to ask questions
when listening,
reading, or viewing
Understands the
difference between
retelling and thinking
about the text
Shares thinking with a
partner through
discussion
Notices the text and
visual features and
understands they have
a purpose
Revised 8/10/11 14
Comprehension Interview Rubric
Rubric 1 2 3 4
Uess Schema
Uses background know-ledge purposefully to under-stand what is read more thoroughly
1 Can talk about what text reminds him/her of, cannot explain; reference to schema may not be clearly connected to text
2 Relates background knowledge and experience to text
3 Expands interpretation of text using schema; may discuss schema related to author, text structure, may pose questions based on apparent discrepancies between text and background knowledge
4 Explains how schema enriches interpretation of text; talks about use of schema to enhance inter-pretation and comprehension of other texts; extends connections beyond life experiences and immediate text
Asks Questions
Purposefully generates questions before, during, and after reading in order to comprehend what is read more completely
1 Poses literal questions that relate to the text
2 Poses questions to clarify meaning
3 Poses questions to enhance meaning of text (critical response; big idea), may explain how posing questions deepens comprehension
4 Uses questions to challenge the validity of print, author’s stance/motive or point of view and to enhance his/her understanding of the text; asks rhetorical questions that would lead to interesting discussion
Determines What Is Important in Text
Makes decisions about important text content and elements at the word, sentence, and whole text level
1 Identifies some elements (primarily pictures) as more important to text meaning – isn’t sure why they are important to overall meaning
2 Identifies words, characters and/or events as more important to overall meaning—makes some attempt to explain reasoning—in expository text, uses text features such as bold print and captions to identify important context information, and explains why the concepts are important
3 Identifies at least one key concept, idea, or theme as important in overall text meaning, clearly explaining why
4 Identifies multiple ideas or themes, attributes them to different points of view; discusses author’s stance or purpose and its relation to key themes and ideas in the text
Visualizes
Creates detailed images to support thorough comprehension
1 Describes visual or other sensory images; may be tied directly to text or a description of the picture in the text
2 Describes own mental images, somewhat elaborated from the text or existing picture and help him/her to understand more than they would without creating the images; may include some emotional images
3 Creates and describes multi-sensory and/or emotional images that extend and enrich the text. Describes ways in which images help him/her to understand more about the text that would have been possible without the images
4 Elaborates multisensory images to enhance comprehension; articulates how the process enhances comprehension
Infers
Uses background knowledge and information from the text to draw conclusions, interpret, form opinions, and predict
1 Attempts a prediction or conclusion inaccurate or unsubstantiated with text information
2 Draws conclusions or makes predictions that are consistent with text or schema
3 Draws conclusions and/or makes predictions and explains the source of the conclusion or prediction in text
4 Develops predictions, interpretations and/or conclusions about the text that include connections between the text and the reader’s background knowledge or ideas and beliefs that enhance the overall meaning of the text, making it more memorable to the reader
Synthesizes
Involves merging new information with existing knowledge to create an original idea, see a new perspective, or form a new line of thinking to achieve insight
1 Identifies some text event – random or non-sensical order
2 Synthesizes with some awareness of event sequence – beginning, middle, or the chronology of the text as it has been read so far. Understands that the sequence helps to comprehend; talks about how meaning changed while reading
3 Enhances meaning in text with synthesis; may incorporate own schema; uses story elements to enhance the synthesis; may identify key themes; describes how thinking evolved from the beginning to the end of the passage
4 Succinct synthesis using internalized story/genre structure; identifies key themes; articulates how synthesizing promotes deeper comprehension; articulates how flexibility in thinking helps comprehension
Fix-up Strategies 1 Identifies difficulties – problems are often at word level; little or no sense of the need to solve the problem; does not articulate strengths; identifies need to concentrate; says, “sound it out”
2 Identifies problems at word, sentence, or schema level; can articulate and use a strategy to solve problems, usually at the word or sentence level
3 Articulates and uses more than one strategy for solving problems; focuses on problems at the schema (more global) level
4 Identifies problems at all levels; uses a variety of strategies flexibly and appropriately within the context and the problem
Score 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
Revised 8/10/11 15
STANDARD(S) – COMPREHENSION
• Reads a variety of genres as an independent activity
Definition:
• This standard is concerned with what students read on their own
(whether assigned or self-chosen) during independent reading time.
• Consider types of genres read, different forms of print, different
purposes, diversity, and across content areas.
• Qualities of independent reading to consider: student’s appropriate book
selection, the variety of reading over time, comprehension, time on task,
student’s oral and/or written response to text.
How to assess standard(s): Evidence for the amount and ‘width’ of students’ independent reading comes
primarily from reading logs, conferences/anecdotal notes, rubrics,
observations, but oral and written responses should also be used when
appropriate.
Frequency: A child’s report card marking should be based on multiple
artifacts, to ensure that an adequate sample of student work has been
assessed and evaluated.
District documents to assist you in the evaluation process of the above
standards:
Revised 8/10/11 16
Independent Reading Rubric
Quality: Book Selection
1 2 3 4 Does not choose
(mostly) just right
books for the
reading workshop in
a variety of genres,
even with teacher
assistance
Beginning to choose
(mostly) just right
books for the
reading workshop,
with some variety of
genres, with some
teacher assistance
Usually chooses
(mostly) just right
books for the
reading workshop, in
a variety of genres,
with occasional
teacher assistance
Chooses (mostly)
just right books for
the reading
workshop, in a
variety of genres,
without or rarely
with teacher
assistance
Quality: Reading Conferences
1 2 3 4 Conference with the
teacher does not
show understanding
of the text
Conference with
teacher shows some
understanding of
text
Conference with
teacher shows
adequate
understanding of
text
Conference with
teacher shows
insightful
understanding of the
text
Quality: Accountability
1 2 3 4 • Does not record
title and author
accurately with
errors in spelling
and capitalization
• Does not reflect
upon and/or
shares thoughts
about what
he/she has read
• Records title and
author with many
errors in spelling
and capitalization
• Beginning to
reflect upon
and/or shares
thoughts about
what he/she has
read
• Records title and
author with
limited errors in
spelling and
capitalization
• Regularly
reflects upon
and/or shares
thoughts about
what he/she has
read
• Records title and
author using
correct spelling
and capitalization
– errors rarely
• Consistently
reflects upon,
shares thoughts
about what
he/she has read
and makes
connections to
self and others.
Quality: Independent Reading
1 2 3 4 Does not read
independently even
with redirection
from the teacher
Sometimes reads
independently, but
needs frequent
redirection from the
teacher
Regularly reads
independently with
minimal redirection
from the teacher
Consistently reads
independently with
rare or no
redirection from the
teacher
Revised 8/10/11 17
STANDARD(S) – WRITING STRATEGIES
AND WRITTEN CONVENTIONS
WRITING STRATEGIES
• Maintains focus of topic
• Uses supporting details
• Maintains organization in writing
• Uses appropriate style (voice, word choice, and sentence fluency)
• Writes for a variety of purposes and audiences
• Uses writing process for self-initiated and assigned writing
• Uses writing as a tool for learning and/or research
• Uses legible handwriting
WRITTEN CONVENTIONS
• Edits writing toward standard grammar and usage
• Applies correct punctuation and capitalization to communicate clearly
• Demonstrates knowledge and use of spelling rules and patterns in
written work
How to assess standard(s): Evidence for all writing strategy standards primarily comes from analyzing
students’ writing. Teachers should do this by keeping notes on individual
pieces of writing, or examining writing portfolios during and at the end of
the assessment period with the use of rubrics. Additional assessments:
• Observing individual, small group, and large group during writing workshop
time (mini-lesson, guided practice, independent writing, share time) • Conferences • Analyzing learning logs from cross content areas
Frequency: A child’s report card marking should be based on multiple
artifacts, to ensure that an adequate sample of student work has been
assessed and evaluated.
District documents to assist you in the evaluation process of the above
standards:
Revised 8/10/11 18
Report Card Standard End-of-Year Look for… Maintains focus of topic • Developing a list of specific topics for writing
• Selecting from a list of topics
• Maintaining focus on specific topic (self-selected and assigned)
Uses supporting details • Including a variety of supporting information
• Expanding an idea through details
Maintains organization in
writing
• Grouping related ideas, sometimes in paragraphs
• Using simple transitions frequently
• Organizing narrative chronologically and sequentially
• Organizing procedural writing sequentially
• Organizing informational writing using categories
Uses appropriate style
(voice, word choice, and
sentence fluency)
Voice
• Tone and voice are just right for topic and audience
• Paper sounds like author
Word Choice
• Using a variety of words
• Using descriptive words
• Using classroom resources
Sentence Fluency
• Writing a variety of sentences beginnings
• Writing a variety of sentence structures.
• Writing a variety of sentence types
• Writing poetry
Writes for a variety of
purposes and audiences
• Understands that writing changes for different audiences
• Demonstrates understanding of different purposes for writing
• Uses a variety of form/genres
Uses writing process for
self-initiated and assigned
writing
Prewriting
• Talking to generate ideas and rehearse writing
• Using visual tools for planning
• Using mentor text to stimulate writing
Drafting
• Using a plan from prewriting to write a draft
• Working on one draft over one to three days
• Producing a draft of multiple sentences or several paragraphs over time
Revising
• Rereading own writing for meaning –several times for different purposes
• Participating in peer and adult conferences; using suggestions to clarify and revise writing
• Recognizing overused words and making substitutions
Editing
• Identifying and connecting errors in grade level conventions
• Using a simple editing checklist, spelling lists, word wall and personal dictionary to check
accuracy
Publishing
• Rereading own work aloud
• Selecting format for publishing to enhance writing
• Publishing text in various ways
Revised 8/10/11 19
Applies correct
punctuation and
capitalization to
communicate clearly
• Following capitalization rules (proper nouns, months and days; salutation and closing of
a letter)
• Following punctuation rules (ending punctuation in sentences, apostrophes and
contractions and possessives
Demonstrates
knowledge and use of
spelling rules and
patterns in written work
• Spelling many second grade high-frequency works
• Using phonetic approximations for challenging words
• Using second grade spelling patterns
• Identifying words that may be misspelled and using spelling resources
Edits writing toward
standard grammar and
usage
• Using nouns correctly (singular/plural/common) and pronouns
• Maintaining subject/verb agreement and consistent tense
• Using complete sentences
Uses writing as a tool
for learning and/or
research
• Writing is used in the content area to prompt thinking and discussion
• Learning logs, content area journals, quick writes are used to record thinking,
understanding, and responses
• Using open-ended research questions, ideas and information are organized and
presented, according to the purpose of the research and their audience.
Uses legible handwriting Maintaining consistent size, spacing, margins, and formation in handwriting for readability
STANDARD(S) – LISTENING AND SPEAKING
• Is a critical and responsive listener
How to assess standard(s): • Observe students as they listen (in small or large groups, individually)
• Analyze students’ responses based on listening activities
Frequency: A child’s level should be based on multiple artifacts to ensure
that an adequate sample of student work has been assessed and evaluated.
Level Is a Critical and Responsive Listener
4 Exceeds grade-level expectations….
3 Meets grade-level expectations….
• Understand, interprets, evaluates, and responds to what
is heard
• Considers the views of others when listening
2 Approaching grade-level expectations….
1 Falls below grade-level expectations….
Revised 8/10/11 20
STANDARD(S) – LISTENING AND SPEAKING
• Communicates acquired information, concepts, and ideas
How to assess standard(s): • Observe students as they converse (in small or large groups, individually)
• Analyze students’ language
Frequency: A child’s level should be based on multiple artifacts to ensure
that an adequate sample of student work has been assessed and evaluated.
Level Communicates acquired information, concepts, and ideas
4 Exceeds grade-level expectations….
3 Meets grade-level expectations….
• Clearly expresses information and ideas that are
significant to the speaker, to the listener, and relevant to
the task
• Uses effective speaking techniques (language, audience
awareness, audibility, pace, intonations, etc.)
2 Approaching grade-level expectations….
1 Falls below grade-level expectations….
Revised 8/10/11 21
STANDARD(S) – LISTENING AND SPEAKING
• Works democratically with others in a group
How to assess standard(s): • Observe students during work time (in small or large groups, individually)
Frequency: A child’s level should be based on multiple artifacts to ensure
that an adequate sample of student work has been assessed and evaluated.
Level Works democratically with others in a group
4 Exceeds grade-level expectations….
3 Meets grade-level expectations….
• Follows agreed-upon rules for teacher- and student-led
discussion, including listening to others
• Speak when recognized, and make appropriate
contributions
2 Approaching grade-level expectations….
1 Falls below grade-level expectations….
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