grade 2 ela rubrics finalweb.sfusd.edu/services/research_public/sbrc_rubrics/2013-14 grade 2... ·...

San Francisco Unified School District

STANDARDS BASED REPORT CARD Rubrics

Grade 2

English Language Arts

Mathematics Social Studies

Science Physical Education

SFUSD Common Core State Standards Based Report Card for English Language Arts Rubrics

SFUSD Humanities Department/Achievement & Assessment Office https://district.sfusd.edu/dept/rpa/aao/DataDirector/SBRC/default.aspx

Second Grade

Reading Standards for Literature Key Ideas and Details RL.2.1. & RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Performance Level

Indicators Performance Description

ELA: Reading Standards for Literature.2.1 & Reading Standards for Informational Text 2.1

4

Exceeds

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the

text as the basis for the answer.

3

Meets

RL.2.1 & RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2

Approaching

Ask and answer questions about key details in a text.

1

Emerging

With prompting and support, ask and answer questions about key details in a text.



Reading Standards for Literature

Key Ideas and Details

RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Corresponding Common ELD Standards

Part I: Interacting in Meaningful Ways

6. Reading/viewing closely: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language.

Proficiency Level Descriptors in English Language Development Interacting in Meaningful Ways

6. Reading/Viewing Closely Lifelong Language Learning: Students who have exited the Bridging level benefit from occasional linguistic support in their ongoing learning of English. Students continue to build increasing depth and complexity in comprehending and communicating in English in a wide variety of contexts

Bridging

6. Reading/Viewing Closely: Describe ideas, phenomena, and text elements using key details based on understanding of a variety of grade-level texts and viewing of multimedia with light support.

Exit: Students can communicate effectively with various audiences on a wide range of familiar and new topics in a variety of disciplines enhancing their English language competencies in a broader range of contexts with occasional support as necessary. Students can read, with limited difficulty, a variety of grade-level and comprehend concrete and abstract topics recognizing subtleties in a variety of communicative settings.

Enter: Students are able to engage in complex academic activities with light linguistic support. Students can read increasingly complex texts at grade level and comprehend many abstract topics. Students can begin to recognize language subtleties in a variety of communicative settings.

Expanding 6. Reading/Viewing Closely: Describe ideas, phenomena, and text elements in greater detail based on understanding of a variety of grade-level text and viewing of multimedia with moderate support.

Exit: Students can use English to learn and communicate about a range of topics and academic content in more complex, cognitively demanding situations. Students can read increasingly complex grade level text while relying on context and prior knowledge to obtain meaning from print. Students can comprehend detailed information with fewer contextual clues on unfamiliar topics. Enter: Students are able to engage in complex academic activities with moderate support. Students can read a variety of grade-appropriate text with simple sentences. Students can comprehend information on familiar topics and on some unfamiliar topics

Emerging 6. Reading/Viewing Closely: Describe ideas, phenomena based on understanding of a select set of grade-level texts and viewing of multimedia with substantial support.

Exit: Students have basic English communication skills in social and academic contexts. They start to respond to more varied communication tasks using learned words and phrases with increasing ease. Students can read brief grade-appropriate text with simple sentences and mostly familiar vocabulary and comprehend a sequence of information on familiar topics. Enter: Students are able to engage in complex academic activities with substantial support. Limited receptive and productive English skills. Students can read very brief grade appropriate text with simple sentences and familiar vocabulary. Students can comprehend frequently words and basic phrases in immediate physical surroundings.

Performance

Level

Indicators

Performance Description

ELA: Reading Literature.2.2

4

Exceeds

Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message and explain how it is conveyed through key details in the text.

3

Meets

RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

2

Approaching

Retell stories, including key details, and demonstrate understanding in their central message or lesson.

1

Emerging

With prompting and support retell

familiar stories, including key

details.

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Reading Standards for Informational Text

Key Ideas and Details RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

Corresponding Common ELD Standards


6. Reading/viewing closely: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through

language.

Performance

Level

Indicators


ELA: Reading Informational Text 2.2

4

Exceeds

Determine the main idea of a text; recount the key details and explain how they support the main idea.

3

Meets

RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

2

Approaching

Identify the main topic and retell key details of a text.

1

Emerging

With prompting and support, identify

the main topic and retell key details

of a text.


6. Reading/Viewing Closely Lifelong Language Learning: Students who have exited the Bridging level benefit from occasional linguistic support in their ongoing learning of English. Students continue to build increasing depth and complexity in comprehending and communicating in English in a wide variety of contexts

Bridging

6. Reading/Viewing Closely: Describe ideas, phenomena, and text elements using key details based on understanding of a variety of grade-level texts and viewing of multimedia with light support.

Exit: Students can communicate effectively with various audiences on a wide range of familiar and new topics in a variety of disciplines enhancing their English language competencies in a broader range of contexts with occasional support as necessary. Students can read, with limited difficulty, a variety of grade-level and comprehend concrete and abstract topics recognizing subtleties in a variety of communicative settings.

Enter: Students are able to engage in complex academic activities with light linguistic support. Students can read increasingly complex texts at grade level and comprehend many abstract topics. Students can begin to recognize language subtleties in a variety of communicative settings.

Expanding

6. Reading/Viewing Closely: 6. Reading /Viewing Closely Describe ideas, phenomena, and text elements in greater detail based on understanding of a variety of grade-level text and viewing of multimedia with moderate support.

Exit: Students can use English to learn and communicate about a range of topics and academic content in more complex, cognitively demanding situations. Students can read increasingly complex grade level text while relying on context and prior knowledge to obtain meaning from print. Students can comprehend detailed information with fewer contextual clues on unfamiliar topics. Enter: Students are able to engage in complex academic activities with moderate support. Students can read a variety of grade-appropriate text with simple sentences. Students can comprehend information on familiar topics and on some unfamiliar topics

Emerging 6. Reading/Viewing Closely: Describe ideas, phenomena based on understanding of a select set of grade-level texts and viewing of multimedia with substantial support

Exit: Students have basic English communication skills in social and academic contexts. They start to respond to more varied communication tasks using learned words and phrases with increasing ease. Students can read brief grade-appropriate text with simple sentences and mostly familiar vocabulary and comprehend a sequence of information on familiar topics. Enter: Students are able to engage in complex academic activities with substantial support. Limited receptive and productive English skills. Students can read very brief grade appropriate text with simple sentences and familiar vocabulary. Students can comprehend frequently words and basic phrases in immediate physical surroundings.

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Integration of Knowledge and Ideas RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.

Range of Reading and Level of Text Complexity: RL.2.10 & RI.2.10. Read and comprehend literature - stories, dramas, and poetry-, and informational texts- history, social studies, and science in the grades 2-3 text complexity

band independently and proficiently with scaffolding as needed at the high end of the range.

Performance Level

Indicators


ELA: Reading Informational Text 2.9

4

Exceeds

Compare and contrast the most important points and key details presented in two texts on the same topic.

3

Meets

RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.

2

Approaching

Identify basic similarities in and differences between two texts on the same topic.

1

Emerging

With prompting and support identify basic similarities in and differences between two texts on the same topic.

Performance Level Indicators

Exceed Proficient (P)

Meets

Approaching Needs more time to

practice and develop

(N)

Reading Standards for Literature and Informational Text RL.2.10 & RI.2.10 Instructional Level Expectations for Reading

T1 F&P J/K K

DRA 18,20,24 24

T2 F&P K L

DRA 24 28

T3 F&P L M

DRA 28 28

2nd Grade Lexile Range

450-650



Writing Standards Text types W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statements or section.

.

Performance

Level Indicators Performance Description

ELA: Writing 2.1

4

Exceeds

Write opinion pieces on topics or texts, supporting a point of view with reasons.

Introduce the topic or text they are writing about, state an opinion, and create an organizational

structure that lists reasons.

Provide reasons that support the opinion.

Use linking words and phrases to connect opinion and reasons.

Provide a concluding statement or section.

3

Meets W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

2

Approaching Write opinion pieces in which they introduce a topic or name the book they are writing about, state an opinion or preference about a topic or book, and supply a reason for the opinion.

1

Emerging Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

Performance

Level Indicators Performance Description

ELA: Writing 2.2

4

Exceeds

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Introduce a topic and group related information together; include illustrations when useful to aiding

comprehension.

Develop the topic with facts, definitions, and details.

Use linking words and phrases to connect ideas within categories of information.

Provide a concluding statement or section..

3

Meets

W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statements or section.

2

Approaching Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

1

Emerging Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.



W.2.3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words

to signal event order, and provide a sense of closure.

Performance

Level Indicators


ELA: Writing 2.3

4

Exceeds

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and

clear event sequences.

Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the

response.

Use temporal words and phrases to signal event order.

Provide a sense of closure.

3

Meets W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

2

Approaching Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

1

Emerging Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.



Speaking and Listening Standards

SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Part I: Interacting in Meaningful Ways

1.Exchanging Information and Ideas: Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics. 3. Offering opinions: Offering and supporting opinions and negotiating with others in communicative exchanges.

Performance Level Indicators

Performance Description ELA: Speaking and Listening 2.1

4

Exceeds

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

b. Build and expand on others’ talk in conversations by relating and comparing their comments to the remarks of others.

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others

3

Meets

SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

b. Build on others’ talk in conversations by linking their comments to the remarks of others.

C. Ask for clarification and further explanation as needed about the topics and texts under discussion.

2

Approaching


b. Build on others’ talk in conversation by responding to the comments of others through multiple exchanges.

c. Ask questions to clear up any confusion about the topics and texts under discussion.

1

Emerging


b. Continue a conversation through multiple exchanges.

c. With prompting and support ask questions about the topic and text under discussion.


1. Understanding text structure & 3. Offering Opinions

Lifelong Language Learning: Students who have exited the Bridging level benefit from occasional linguistic support in their ongoing learning of English. Students continue to build increasing depth and complexity in comprehending and communicating in English in a wide variety of contexts

Bridging

1.Exchanging information and ideas: Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions. 3.Offering opinions: Offer opinions in conversations using and expanded set of learned phrases, and open responses in order to gain and/or hold the floor, elaborate on an idea, provide different opinions, etc.

Exit: Students can communicate effectively with various audiences on a wide range of familiar and new topics in a variety of disciplines enhancing their English language competencies in a broader range of contexts with occasional support as necessary. Enter: Students are able to engage in complex academic activities with light linguistic support. Students can express increasingly complex needs, ideas, and opinions using extended, more elaborated discourse.

Expanding 1.Exchanging Information and ideas: Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions. 3.Offering opinions: Offer opinions in conversations using an expanded set of learned phrases, as well as open responses in order to gain and/or hold the floor, elaborate on an idea, etc

Exit: Students can use English to learn and communicate about a range of topics and academic content in more complex, cognitively demanding situations. Students can respond to questions using extended discourse. Enter: Students are able to engage in complex academic activities with moderate support. Students can express a variety of personal needs, ideas, and opinion using short sentences.

Emerging: 1. Exchanging information and ideas: Contribute to conversations and express ideas by asking and answering yes-no and wh-questions and responding using gestures, words, and simple phrases. 3. Offering opinion: Offer opinions and ideas in conversations using a small set of learned phrases, as well as open responses in order to gain and/or hold the floor.

Exit: Students have basic English communication skills in social and academic contexts. Students start to respond to more varied communication tasks using learned words and phrases with increasing ease. Students can respond to questions on social and academic topics with phrases and short sentences. Enter: Students are able to engage in complex academic activities with substantial support. Students can respond to questions on social and academic topics with gesture and words or short sentences

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SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Corresponding ELD Standards Part I: Interacting in Meaningful Ways 5. Listening actively: Demonstrate active listening to read-aloud and oral presentations by asking and answering detailed questions with minimal

prompting and light support.

Performance

Level

Indicators


ELA: Speaking and Listening 2.2

4

Exceeds

Determine the main idea and supporting details of a text read aloud or information presented orally or through other media.

3

Meets

SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

2

Approaching

Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

1

Emerging

With prompting and support ask and

answer key details in a text read aloud or

information presented orally or through

other media.

Proficiency Level Descriptors in English Language Part I: Interacting in Meaningful Ways

5. Listening actively Lifelong Language Learning: Students who have exited the Bridging level benefit from occasional linguistic support in their ongoing learning of English. Students continue to build increasing depth and complexity in comprehending and communicating in English in a wide variety of contexts

Bridging 5.Listening actively: Demonstrate active listening to read-aloud and oral presentations by asking and answering detailed questions with minimal prompting and light support.


Expanding 5.Listening actively: Demonstrate active listening to read-aloud and oral presentations by asking and answering questions with oral sentence frames and occasional prompting and support.

Exit: Students can use English to learn and communicate about a range of topics and academic content in more complex, cognitively demanding situations. Students can respond to questions using extended discourse Enter: Students are able to engage in complex academic activities with moderate support. Students can express a variety of personal needs, ideas, and opinion using short sentences.

Emerging 5.Listening actively: Demonstrate active listening of read-aloud and oral presentations by asking and answering basic questions with prompting and substantial support.

Exit: Students have basic English communication skills in social and academic contexts. Students start to respond to more varied communication tasks using learned words and phrases with increasing ease. Students can respond to questions on social and academic topics with phrases and short sentences. Enter: Students are able to engage in complex academic activities with substantial support. Students can respond to questions on social and academic topics with gesture and words or short sentences.

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SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audible in coherent sentences.

Corresponding ELD Standards


12. Selecting language resources: a) Retell text and recount experiences, using increasingly detailed complete sentences and key words. b) Use a wide variety of general academic and

domain-specific words, synonyms, antonyms, and non-literal language to create an

effect, precision, and shades of meaning while speaking and writing.

.

Proficiency Level Descriptors in English Language Development Part I: Interacting in Meaningful Ways

12. Selecting language resources Lifelong Language Learning: Students who have exited the Bridging level benefit from occasional linguistic support in their ongoing learning of English. Students continue to build increasing depth and complexity in comprehending and communicating in English in a wide variety of contexts

Bridging

12. Selecting language resources: a) Retell texts and recount experiences using increasingly detailed complete sentences and key words. b) Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and non-literal language to create an effect, precision, and shades of meaning while speaking and writing.


Expanding

12. Selecting language resources: a) Retell texts and recount experiences using complete sentences and key words. b) Use a growing number of general academic domain-specific words in order to add detail, create shades or meaning while speaking and writing.

Exit: Students can use English to learn and communicate about a range of topics and academic content in more complex, cognitively demanding situations. Students can respond to questions using extended discourse Enter: Students are able to engage in complex academic activities with moderate support. Students can express a variety of personal needs, ideas, and opinion using short sentences.

Emerging

12. Selecting language resources: a) Retell texts and recount experiences, using key words. b) Use a select number

of general academic and domain-specific words to add detail while speaking and writing.

Exit: Students have basic English communication skills in social and academic contexts. Students start to respond to more varied communication tasks using learned words and phrases with increasing ease. Students can respond to questions on social and academic topics with phrases and short sentences. Enter: Students are able to engage in complex academic activities with substantial support. Students can respond to questions on social and academic topics with gesture and words or short sentences.

Performance Level

Indicators

Performance Description ELA: Speaking and Listening 2.4

4

Exceeds

Report and explain on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

3

Meets

SL.2.4. Tell a story or recount an

experience with appropriate facts and

relevant, descriptive details, speaking

audible in coherent sentences.

2

Approaching

Describe people, places, things and events with relevant details, expressing ideas and feelings clearly.

1

Emerging

Describe familiar people, places, things and events and, with prompting and support, provide additional detail. EM

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Student performance in the areas of Reading: Foundational Skills and Language will be recorded as “P” for proficient or “N” for needs more practice on the

Standards Based Report Card.

Reading Standards: Foundational Skills RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words. RF.2.3a. Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3b. Know the spelling-sound correspondence for additional common vowel teams. RF.2.3g. Recognize and read grade appropriate irregularly spelled words (200High Frequency Word Assessment Fountas & Pinnell). Language L.2.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. L.2.1c. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.1d. Use reflexive pronouns (e.g., myself, ourselves). L.1.1e. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid. told). L.1.1f. Use adjective and adverbs, and choose between them depending on what is to be modified.

L.1.1g. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little Boy watched the movie; The action movie was watched by the little boy).

L.2.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. L.1.2a. Capitalize holidays, product names, and geographic names. L.1.2c. Use an apostrophe to form contractions and frequently occurring possessives. L.1.2d. Generalize learned spelling patterns when writing words (e.g., cage-badge; boy-boil).

L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and

adverbs to describe (e.g., When other kids are happy that make me happy).

Mathematics Rubrics

SFUSD credits the Sunnyvale School District for its district rubrics.

2nd Grade San Francisco Unified School District

STANDARDS‐BASED REPORT CARD

PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY

4 Exceeds

3

Meets

2

Approaching

1

Below

4 – Exceeds In addition to “Meets”, student demonstrates the use of inferences and applications that are in‐depths or beyond what was taught:

3 – Meets In addition to “Approaching”, students demonstrated consistent understanding of the simple and complex ideas and processes. There are no major errors or omissions when identifying and articulation the key concepts of the content:

2 – Approaching In addition to “Below”, student demonstrates understanding of the simple ideas and process, there are no major errors or omissions when identifying and articulation the key concepts of the content. However, the student demonstrates little understanding of the more complex ideas and processes with major content errors or omissions: 1 – Below Student demonstrated little understanding of the simpler ideas and processes and no understanding of the complex ideas and processes. There are major errors or omissions when identifying and articulation the key concepts of the content:

NUMBER SENSE: PLACE VALUE Standard: 1.1 ‐ Counts, reads, and writes whole numbers to 1,000.

Presents multiple visual representations of whole numbers to 1,000. [] For example: Draws base ten blocks to model a given number and writes the number in expanded form. Counts, reads, and writes whole number to 1,000. Determines the place value for each digit of whole numbers to 1,000. Interprets the value of each digit in whole numbers to 1,000. [] For example: 412: The value of 4 in the hundreds place is 400, the value of 1 in the tens place is 10, and the value of 2 in the ones places is 2. Counts and reads most whole numbers to 1,000. Identifies places value positions of whole numbers to 1,000 from either/or or yes/no questions. Identifies whole numbers to 1,000. Identifies place value positions. [] For example: This is the ones place, this is the tens place.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE: PLACE VALUE Standard: 1.3 ‐ Compares and orders whole numbers to 1,000.

Explains strategies to use in comparing numbers to 1,000. Composes an explanation using position words to evaluate the relationship between numbers. For example: 487 is before 488. 487 is after 486. Therefore, 487 is between 486 and 488. Compares and orders whole numbers to 1,000 using the symbols for less than, equal to and greater than (<, =, >) Orders or compares whole numbers to 1,000. Identifies single, double, or triple digit numbers. Examines and recognizes the larger number when provided two numbers of different value. For example: 8 and 359: 359 is the greater number.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE: COMPUTATION Standard: 2.1 ‐ Uses the inverse relationship between addition and subtraction to solve problems.

Effectively uses both addition and subtraction to solve and prove validity of results. Solves missing addend problem by using addition and subtraction strategies interchangeably. Uses the inverse operation to check validity of addition or subtraction results. Understand and uses the relationship between addition and subtraction (number families). Solves addition and/or subtraction of whole number in a variety of ways (counting on, counting forward)

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE: COMPUTATION Standard: 2.2 ‐ 2.3 ‐ Adds and subtracts two and three digit whole numbers without regrouping.

Effectively solves two and three digit addition and subtraction problems without regrouping using mental math. Explains use of expanded notation in mental math strategy. Solves two and three digit addition and subtraction problems without regrouping. Uses expanded notation to solve addition and subtraction problems without regrouping. Solves one and two digit addition and subtraction problems without regrouping. Solves one and two digit addition and subtraction problems without regrouping using visual representations or concrete items.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE: COMPUTATION Standard: 2.2 ‐ 2.3 ‐ Adds and subtracts two and three digit whole numbers with regrouping.

Effectively solves two and three digit addition and subtraction problems with regrouping using mental math. Solves two and three digit addition and subtraction problems with regrouping. Understands when regrouping is/is not required in addition and subtraction. Solves one and two digit addition and subtraction problems with regrouping. Solves one and two digit addition and subtraction problems with regrouping using visual representations or concrete items.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE: COMPUTATION Standard: 3.1 ‐ Uses pictures, arrays, repeated addition and counting by multiples to multiply.

Composes and solves a multiplication story in multiple ways (i.e. using pictures, arrays, repeated addition, and skip‐counting) Uses pictures, arrays repeated addition, and skip‐counting to solve multiplication problems. Matches multiplication sentences with the appropriate visual representation. Utilizes one strategy to solve multiplication problems. [] For example: pictures, skip‐counting, and repeated addition. Uses pictures to solve multiplication problems.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE: COMPUTATION Standard: 3.2 ‐ Understands beginning concepts of division.

Utilizes and explains multiple strategies to solve division problems. [] For example: repeated subtraction, equal sharing, and forming equal groups with remainders to do division. Justifies quotient by explaining the inverse relationship between multiplication and division. Uses repeated subtraction, equal sharing, and forming equal groups with remainders to solve division problems. Solves division problem with visual representation or concrete objects. Solves division problems with support.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE: COMPUTATION Standard: 3.3 ‐ Knows multiplication facts of 2's, 5's, and 10's by memory.

Identifies and explains number patterns when multiplying numbers by 2's, 5's and 10's. Determines the missing product or factor in a 2's, 5's and 10's multiplications sentence. Commits multiplication facts for 2's, 5's, and 10's to memory. Solves multiplication problem for 2's, 5's and 10's using visual representations. Solves multiplication problems for 2's, 5's, and 10's with support.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE: FRACTION Standard: 4.1 ‐ 4.3 ‐ Recognizes, names, and compares fractions to represent parts of a whole and parts of a group.

Composes a word problem using fractions of a group and a whole, and provides a visual representation of the solution. Recognizes, names, and compares unit fractions from 1 ½ to ½. Identifies and expresses fractions such as 4/4 (four‐fourths) as a whole and equal to one. Recognizes fractions of a whole and fractions as parts of a group. Identifies and names unit fractions from 1 ½ to ½. Identifies whole, equal, and unequal parts. Recognizes the written form of a fraction.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE: MONEY Standard: 5.1 ‐ 5.2 ‐ Solves problems using correct notation of coins and bill combinations.

Solves money word problems using multiple strategies (regrouping, pictures) Formulates all possible ways to show a given amount of money. Uses least possible combination of coins for a given amount of money. Solves problems using a combination of bills and coins up to the sum of $5.00. Represents various quantities of money in multiple ways. Solves problems using combinations of half‐dollars, quarters, dimes, nickels, and pennies. Applies decimal notation and the dollar symbol. Recognizes and identifies the names and values of half‐dollars, quarters, dimes, nickels, and pennies.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




ALGEBRA AND FUNCTIONS Standard: 1.1 ‐ Uses commutative and associative rules.

Uses commutative and associative rules to simplify mental calculations and to check results in addition, subtraction, and multiplication. Explains reasoning of the commutative and associative rules. [] For example: 2+3=5 and 3+2=5. Both addition problems have the same sum because the order of addends is switched. Uses commutative and associative rules to simplify mental calculations and to check results in addition and subtraction. Uses commutative or associative rule to solve addition and subtraction problems. Solves simple addition and subtraction problems.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




MEASUREMENT AND GEOMETRY Standard: 1.1 ‐ 1.3 ‐ Measures the length of objects using standard and non‐standard units of measurement.

Chooses an object to measure using nonstandard and standard units and records findings to the nearest nonstandard unit, to the nearest ½ inch, and to the nearest centimeter. Understands and explains the relationship between inches and centimeters. Measures the length of objects by repeating a nonstandard or standard unit. Measures the length of an object to the nearest inch and/or centimeter. Uses different units (e.g. inches and centimeters) to measure the same object and predicts whether the measure will be greater or smaller when a different unit is used. Measures the length of objects by repeating a nonstandard unit. Measures the length of an object to the nearest inch. Uses different units to measure the same object. Recognizes that nonstandard units can be used for measurement. Selects a ruler as a tool for measurement.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




Tells time to the nearest hour using the following vocabulary: quarter to, half past, quarter after. Understands elapse time in hours and minutes. Solves word problems that require knowledge of time relationships. Tells time to the nearest hour. Determines the duration of intervals of time in hours (e.g. 11:00 a.m. to 4:00 p.m. is 5 hours) Knows relationships of time (e.g. minutes in a hour, days in a month, weeks in a year) and can make reasonable estimates appropriate to the duration of events. Tell time to the nearest hour. Identifies the start and end time of an event (e.g. school starts at 8:00 a.m. and ends at 2:00 p.m.) Restates by memory the days of the week and months of the year. Identifies minute and hour hand on a clock Understands events have a start and finish time. Identifies the days of the week using a calendar.

MEASUREMENT AND GEOMETRY Standard: 1.4 ‐ 1.5 ‐ Tells time to the nearest quarter hour and understands elapse time.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




MEASUREMENT AND GEOMETRY Standard: 2.1 ‐ 2.2 ‐ Describes and classifies plane and solid figures.

Constructs a model of a geometric solid and labels the number and shape of faces, edges, and vertices. Formulates multiple ways to build a plane shape using several different plane shapes. [] For example: A rectangle can be formed using two triangles, four squares, or two rectangles. Describes and classifies plane and solid geometric shapes (e.g. circle, triangle, square, rectangle, sphere, pyramid, cube, rectangular prism) according to the number of faces, edges, and vertices. [] For example: A cube has a 6 square faces, 12 edges, and 8 vertices. Assembles shapes together and dismantles them to form other shapes (e.g. two congruent right triangles can be arranged to form a rectangle. Identifies plane and solid geometric shapes (e.g. circle, triangle, square, rectangle, sphere, pyramid, cube, rectangular prism). Identifies plane shapes (e.g. circle, triangle, square, rectangle).

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




Conducts a survey, records the data in multiple ways (e.g. bar graphs, charts with tallies, pictographs), analyses the numerical data and interprets the meaning, and composes questions related to the data obtained. Explains how to find the range and mode of a data set. Records numerical data in systemic ways, keeping track of what has been counted. Represents the same data set in more than one way (e.g. bar graph and charts with tallies) Identifies features of data sets (range and mode) Asks and answers simple questions related to data representations. [] For example: Looking at the graph, how man people like basketball? How many people like basketball more than baseball? Represents data set in one way (e.g. bar graphs or charts with tallies or pictographs) Answers simple questions related to data representations. Recognizes the difference between a bar graph, tally chart, and pictograph.

STATISTICS, DATA ANALYSIS AND PROBABILITYStandard: 1.1 ‐ 1.4 ‐ Collects, organizes, represents and compares data on charts and graphs.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




Solves word problems using various strategies to look for, finds and describes a pattern (in/out function table, skip counting, finding missing answer in a sequence). Recognizes, describes and extends complex linear patterns. Continues counting patterns based on skip counting, and other terms such as place value, odd or even, etc. Recognizes and extends growing patterns (ABA, ABBA, ABBBA, etc.) Recognizes, describes, and extends simple repeating patterns. Determines next term in a linear pattern. Recognizes and continues simple patterns.

STATISTICS, DATA ANALYSIS AND PROBABILITY Standard: 2.0 ‐ Demonstrates an understanding of patterns and how patterns grow.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




MATHEMATICAL REASONING Standard: 1.1 – 2.2, 2.1 – 2.2 ‐ Makes decisions about how to solve a problem and justifies the reasoning.

Explains approach, materials, and strategies used to solve a problem. Uses multiple tools to model a problem for others (e.g. manipulatives, sketches, etc). Evaluates and tests a different strategy used to solve problem. Determines the approach, material, and strategies to be used. Uses tools such as manipulatives or sketches to solve problems. Defends the reasoning used and justifies the procedures selected. Makes precise calculations and checks the validity of the results in the context of the problem. Chooses a strategy to solve problems. Uses manipulatives to solve problems.

Social StudiesRubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




HISTORY/SOCIAL SCIENCE Standard: 2.1 – Understands similarities and differences between life now and life in the past.

Creates an oral presentation or written report tracing the history of a family through the use of primary and secondary sources, timelines or story boards, or digraphs. Traces the history of a family through the use of primary and secondary sources, including artifacts, photographs, interviews, and documents. Compares and contrasts his/her daily lives with hose of their parents, grandparents, and/or guardians. Places important events in his/her lives in the order in which they occurred (e.g. on a time line or storyboard. Explains that life today is similar and different than life in the past through the use of primary and secondary sources. Determines which events would be first and last in a time line or storyboard. Identifies the past and present using pictures.






4 Exceeds

3

Meets

2

Approaching

1

Below




HISTORY/SOCIAL SCIENCE Standard: 2.2 – Demonstrates map skills.

Creates a map with a simple letter‐number grid system of the neighborhood or community. Constructs a simple map of North America using geographical symbols and labels the geographical and political features. Locates neighborhood and community locations and geographic features using a simple letter‐number grid system. Labels from memory a simple map of the North American continent, including the countries, oceans, Great Lakes, major rivers, and mountain ranges. Identifies essential map elements (title, legend, directional indicator, scale, and date). Compares and contrasts basic land use in urban, suburban, and rural environments in California. Labels the countries and oceans of the North American continent. Describes features of urban, suburban, and rural environments using pictures. Identifies the continent of North America. Identifies urban, suburban, and rural environments using pictures.






4 Exceeds

3

Meets

2

Approaching

1

Below




HISTORY/SOCIAL SCIENCE Standard: 2.3 – Understands the process of local and national governments.

Compares and contrasts different systems of government. Explains reasons one system of government may be more effective than another. Explains how local and national governments make laws, carry out laws, determine whether laws have been violated and punish wrong doers. Describes the ways in which groups and nations interact with one another to try to resolve problems in such areas as trade, cultural contracts, treaties, diplomacy, and military force. Identifies laws and the possible consequences of breaking those laws. Identifies the ways in which groups and nations resolve problems. Recalls laws and consequences.






4 Exceeds

3

Meets

2

Approaching

1

Below




HISTORY/SOCIAL SCIENCE Standard: 2.4 – Understands basic economic concepts and their individual roles in the economy.

Draws conclusions and/or formulates an opinion about current economic events. [] (e.g. droughts, floods, gas prices) Describes food production and consumption long ago and today, including the roles of farmers, processors, distributors, weather, and land and water resources. Explains the roe and interdependence of buyers (consumers) and sellers (producers) of goods and services. Determines how limits on resources affect production and consumption (what to produce and what to consume) Defines the roles of farmers, processors, distributors, weather, and land and water resources in food production. Identifies the role of buyers and sellers of goods and services. Recognizes the roles of buyers and sellers of goods and services.






4 Exceeds

3

Meets

2

Approaching

1

Below




HISTORY/SOCIAL SCIENCE Standard: 2.5 – Understands how historical figures have made a difference.

Critiques the actions and character of historical figures from long ago and the recent past. Describes the importance of individual action and character. Explains how historical figures from long ago and the recent past have made a difference in other's lives. [] (e.g. from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride) Identifies and defines individual character traits. Identifies historical figures from long ago and the recent past. Recalls individual character traits. Recalls historical figures.

Science Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




PHYSICAL SCIENCE Standard: 1.0 – Understands how the motion of objects can be observed and measured.

Predicts relative positions and motions of objects. Compares and contrasts the positions and motions of objects. Describes the position of an object in relation to other objects. Describes how an object was moved (e.g. force, magnets, sound, gravity) Recognizes the position of an object. Recognizes that an object has been moved. Understands that objects can be moved.

Science Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




LIFE SCIENCE Standard: 2.0 – Understands that plants and animals have predictable life cycles.

Creates a diagram of the life cycle of a plant. Creates a diagram of the life cycle of an animal. Compares and contrasts the life cycle of different plants. Compares and contrasts the life cycles of different animals. Understands that organisms reproduce offspring of their own kind. Describes the sequential stages of the life cycle of a plant and animal. Understands there are factors that can affect the germination, growth, and development of plants (e.g. light, gravity, touch, environmental stress) Identifies the sequential stages of the life cycle of a plant and animal. Matches pictures of young organisms with their parent's pictures. Identifies the main parts of a plant (e.g. root, stem, leaf, flower)

Science Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




EARTH SCIENCE Standard: 3.0 – Understands that Earth is made of materials that have distinct properties and provide resources for humans.

Compares and contrasts the layers of the earth. Explains how metamorphic, sedimentary, igneous rocks are formed. Compares the physical properties of different kind of rocks. Understands that rocks are composed of different kinds of minerals. Explains that soils is made partly from weathered rock and partly from organic materials. Understands that fossils provide evidence about the plants and animals that lived long ago. Sites examples of how rocks, water, plants, and soil provide many resources that human use. Describes the physical properties of a rock (e.g. color, harness, etc.) Understands that fossils are from long ago. Understands that rocks, water, plants, and soil provide many resources that human use. Recalls that rocks are part of the Earth's crust.

Science Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




INVESTIGATION AND EXPERIMENTATION Standard: 4.0 – Uses scientific methods to conduct investigations.

Compares and contrasts results from multiple simple investigations. Examines the results from a simple investigation and draws conclusions. Constructs bar graphs to record data. Writes or draws descriptions of a sequence of steps, events, and observations. Predicts the outcome of a simple investigation based on observed patterns. Compares and sorts common objects according to two or more physical attributes (e.g. color, shape, texture, size, weight) Uses the correct metric tools to measure length, weight, temperature and liquid volume. Interprets data on bar graphs. Sequences steps, events, and observations using pictures. Predicts the outcome of a simple investigation using random guessing. Sorts common objects. Records observations. Identifies data on bar graphs.

Physical Education Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




Standard: Demonstrates gross motor and movement skills. (Specific standards for grade level in rubric below, use stage of progress for scoring on the report card.)

Sets personal goals for increasing gross motor and movement skills and consistently works toward these goals. Successfully teaches others the target skills using appropriate explanation and instruction. Demonstrates skills while engaged in a game or activity with others, as appropriate. Jumps rope while rope is turned repeatedly. Creates a routine that included two types of rolls (log, egg, shoulder, forward) Skips, leaps, and jumps using proper form. Travels at varying rates of speed, changing directions. Jumps rope with some stops and starts. Can do two‐three types of rolls with assistance. Skips, leaps or jumps using proper form Attempts to jump rope. Attempts to change speed while traveling. Begins to perform one‐two rolls with assistance. Attempts to skip, leap, and jump.






4 Exceeds

3

Meets

2

Approaching

1

Below




Standard: Demonstrates fine motor and manipulative skills. (Specific standards for grade level in rubric below, use stage of progress for scoring on the report card.)

Sets personal goals for increasing fine motor and manipulative skills and consistently works toward these goals. Successfully teaches others the target skills using appropriate explanation and instruction. Demonstrates skills while engaged in a game or activity with others, as appropriate. Catches a gently thrown ball, below or above the waist. Rolls and throws a ball for distance, using proper form. Describes a ball using hands and feet, with control. Strikes a ball with a bat from a tee or a cone, using correct grip and side orientation. Catches a gently thrown ball, below or above the waist. Rolls or throws a ball, sometimes reaching target. Kicks a slowly rolling ball. Dribbles a ball using hands or feet while moving forward. Attempts to catch a ball. Rolls, throws, and kicks a ball over short distant. Dribbles a ball while stationary.






4 Exceeds

3

Meets

2

Approaching

1

Below




Standard: Demonstrates balance and coordination. (Specific standards for grade level in rubric below, use stage of progress for scoring on the report card.)

Demonstrates a smooth transition between even‐beat locomotor skills and uneven‐ beat locomotor skills in response to music or an external beat. Performs rhythmic sequences related to a simple folk dance or ribbon routine. Demonstrates smooth coordination of hands, feet and body while engaged in a game dance, and/or activity with others. Demonstrates balance on the ground and on objects using bases of support other than both feet. Regains stationary balance position after doing a roll (log, egg, shoulder, forward) Demonstrates smooth coordination of hands and feet while skipping, leaping or jumping. Demonstrates balance on ground while skipping, leaping or jumping. Demonstrates balance on the ground and on object using one foot. Demonstrates balance on the ground and on objects using both feet.

grade 2 ela rubrics finalweb.sfusd.edu/services/research_public/sbrc_rubrics/2013-14 grade 2... ·...

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