4th grade rubric - Our District - Saint Joseph Public Schools · Reading level as indicated on the Teachers College Reading Level Benchmarks for the Independent Reading Level Assessment

4th Grade English Language Arts Report Card Rubrics

Fourth Grade Benchmarks – Reading (7/15/13) \

1

READING: LITERATURE/INFORMATIONAL TEXT Reads at grade level.

Trimester 1 2 3 4

1st Student has achieved reading success at Level N or below.

Student has achieved reading success at Level O or P.

Student has achieved reading success at Level Q or R.

Student has achieved reading success at Level S or above.

2nd

Student has achieved reading success at Level O or below.

Student has achieved reading success at Level P or Q.

Student has achieved reading success at Level R or S.

Student has achieved reading success at Level T or above.

3rd

Student has achieved reading success at Level P or below.

Student has achieved reading success at Level Q or R.

Student has achieved reading success at Level S or T.

Student has achieved reading success at Level U or above.

Reading level as indicated on the Teachers College Reading Level Benchmarks for the Independent Reading Level Assessment (IRLA).

1. Reading: Literature/Informational Text: Refers to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Trimester 1 2 3 4

ALL • With guidance does not use evidence from the text to support inferences.

• Independently uses evidence from the text to support inferences some of the time.

• Requires guidance in using evidence from the text to support inferences.

• Independently and consistently uses evidence from the text to support inferences most of the time.

• Independently and consistently uses evidence from the text to support inferences all of the time.

4th Grade English Language Arts Report Card Rubrics


2

2. Reading: Literature/Informational Text: Determine the main idea of a text and explain how it is supported by key details; summarize the text

Trimester 1 2 3 4

ALL

• With guidance cannot determine the main idea of the text or explain how it is supported by key details

• Independently determines the main idea of the text and explains how it is supported by key details when reading at or below grade level.

• Requires guidance in determining the main idea of the text and explaining how it is supported by key details when reading at or below grade level.

• Independently and consistently determines the main idea of the text and explains how it is supported by key details when reading at grade level.

• Independently and consistently determines the main idea of the text and explains how it is supported by key details when reading at or above grade level.


4th Grade Report Card Rubrics

3

3. Reading: Literature/Informational Text: Compare and contrast the point of view or information from two texts and be able to write or speak about it knowledgeably.

Trimester 1 2 3 4

1st • With guidance, cannot compare and contrast information from two texts at or below grade to be able to write or speak about it knowledgeably.

• Independently compares and contrasts information from two texts at or below grade level to be able to write or speak about it knowledgeably some of the time.

• Requires guidance when comparing and contrasting information from two texts at or below grade level to write or speak about it knowledgeably

• Independently compares and contrasts information from two texts at grade level to be able to write or speak about it knowledgeably most of the time.

• Independently and consistently compares and contrasts information from two texts above grade level to be able to write or speak about it knowledgeably.



4

4. Reading: Informational Texts: Asks and answers questions using evidence from the text.

Trimester 1 2 3 4

ALL • With guidance, cannot ask and answer questions using evidence from at or below grade-level text.

• Independently asks and answers questions using evidence from at or below grade-level text some of the time.

• With guidance, asks and answers questions using evidence from at or below grade-level text.

• Independently and consistently asks and answers questions using evidence from grade-level text.

• Independently and consistently asks and answers questions using evidence from above grade-level text.



5

5. Reading: Informational Texts: Describes the overall text structure (e.g. chronology, comparison, cause/effect, problem/solution).

Trimester 1 2 3 4

ALL • With guidance, cannot describe the text structure of at or below grade-level text.

• Independently describes the text structure of at or below grade-level text some of the time.

• With guidance, describes the text structure of at or below grade-level text.

• Independently and consistently describes the text structure of grade-level text.

• Independently and consistently describes the text structure of above

• grade-level text.



6

FOUNDATIONAL SKILLS 1. Foundational Skills: Knows and applies grade-level phonics and word analysis skills in decoding words. (RF4.3)

Trimester 1 2 3 4

ALL • With guidance, does not know or apply phonics and word analysis skills when decoding words at or below grade-level.

• Does not demonstrate the ability to read words at or below grade-level.

• Independently knows and applies phonics and word analysis skills when decoding words and demonstrates the ability to read words at or below grade-level text some of the time.

• With guidance, applies phonics and word analysis skills when decoding words and demonstrates the ability to read words at or below grade-level text.

• Independently and consistently knows and applies phonics and word analysis skills when decoding words and demonstrates the ability to read words at grade-level.

• Independently and consistently knows and applies phonics and word analysis skills when decoding words and demonstrates the ability to read words above grade-level.



7

2. Foundational Skills: Reads accurately and fluently (expression, phrasing, rate) to support comprehension. (RF4.4)

Trimester 1 2 3 4

ALL • Fluent and accurate reading of at or below grade-level text is not evident.

• Independently reads at or below grade-level text somewhat fluently and accurately.

• Independently and consistently reads grade-level text fluently and accurately.

• Independently and consistently reads above grade-level text fluently and accurately.



8

Fourth Grade Benchmarks – WRITING (7/15/13)


9

WRITING 1. Writing: Text Types and Purposes: Writes narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (W4.3)

Trimester 1 2 3 4

1st

With guidance, does not demonstrate skills: • Write narratives to develop

real or imagined experiences or events using effective technique, descriptive details, and clear event sequences

• Orient the reader by establishing a situation and introducing a narrator or characters

• Use a variety of transitional words and phrases to manage the sequence of events

• Provide a conclusion •

Requires guidance or shows partial mastery: • Write narratives to develop




• Provide a conclusion

Independently: • Write narratives to develop




• Provide a conclusion

In addition to meeting the standard: • Writes narratives that:

• Use concrete words, phrases, and sensory details to convey experiences and events precisely (d).

• Use a variety of transitional words and phrases to manage the sequence of events (c)



10

2. Writing: Text Types and Purposes: Writes informative/explanatory texts to examine a topic and convey ideas and information clearly. (W4.2)

2nd

With guidance does not demonstrate skills:

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

• Introduces the topic clearly

• Develops the topic with facts and details

• Uses transitions to link ideas

• Uses specific vocabulary to explain the topic

• Provides a conclusion

Requires guidance or shows partial mastery:



• Develops the topic with facts and details

• Uses transitions to link ideas



Independently: • Writes

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

• Introduces the topic clearly • Develops the topic with

facts and details • Uses transitions to link

ideas • Uses specific vocabulary

to explain the topic • Provides a conclusion

Independently and consistently:



• Provides multiple related details to support the topic

• Uses a variety of transitions to link ideas





11

3. Writing: Text Types and Purposes: Writes opinion/persuasive pieces on topics or texts, supporting a point of view with reasons and information. (W4.1)

3rd With guidance does not demonstrate skills:

• Writes opinion/persuasive pieces on topics or texts, supporting a point of view with reasons and information.

• Introduces a topic and clearly states an opinion

• Provides reasons that are supported by facts and details

• Links opinion and reasons using words and phrases

• Provides a concluding statement

Requires guidance or shows partial mastery:

• Writes opinion/persuasive pieces on topics or texts, supporting a point of view with reasons and information.





Independently: • Writes opinion/persuasive

pieces on topics or texts, supporting a point of view with reasons and information.





Independently and consistently: • Writes opinion/persuasive

pieces on topics or texts, supporting a point of view with reasons and information.





Fourth Grade Benchmarks – LANGUAGE/WORD STUDY (7/15/13)


12

LANGUAGE/WORD STUDY 1. Language/Word Study: Demonstrates a command of the grade-level conventions of standard English grammar and usage (L4.1)

Trimester 1 2 3 4

1st Student rarely applies correct grade- level grammar usage, including: • Sentence structure (simple,

compound, and complex sentences);

• Commas before conjunctions in compound sentences;

• Capitalization (proper nouns/adjectives, official titles, family members);

• Pronoun usage (relative pronouns);

• Quotation marks (dialogue).

Student is beginning to apply correct grade-level grammar usage, including: • Sentence structure (simple,






Student applies correct grade-level grammar usage, including: • Sentence structure (simple,






Student consistently applies above- grade-level grammar, usage, and mechanics skills independently.

2nd

Student rarely applies correct grade-level grammar usage, including: • Sentence structure

(combined/uncombined sentences, sequencing for clarity, prepositional phrases);

• New paragraphs (dialogue, setting, separate topics, topic changes);

• Capitalization (titles, pronoun “I,” proper nouns and adjectives, first word in direct quote);

• Quotation marks (quotes from text);

• Parts of speech (concrete noun use, abstract nouns, adverbs);

• Precise word choice.

Student is beginning to apply correct grade-level grammar usage, including: • Sentence structure







Student applies correct grade-level grammar usage, including: • Sentence structure










13

3rd

Student rarely applies correct grade-level grammar usage, including: • Sentence structure

(dashes/colons, elaboration, punctuation for effect);

• New paragraphs (speaker changes);

• Quotation marks (direct quote);

• Parts of speech (subject/object pronouns, adverbs, verb tenses).

Student is beginning to apply correct grade-level grammar usage, including: • Sentence structure





Student applies correct grade-level grammar usage, including: • Sentence structure






2. Language/Word Study: Applies correct spelling of grade-level words in written work. (L4.2)

Trimester 1 2 3 4 ALL • Rarely uses reference

materials as needed to support correct spelling in written work.

• Rarely applies patterns and generalizations to spell words correctly.

• Student is beginning to use reference materials as needed to support correct spelling in written work.

• Student is beginning to apply patterns and generalizations to spell words correctly.

• Student uses reference materials as needed to support correct spelling in written work.

• Student applies patterns and generalizations to spell words correctly.

Student consistently applies patterns and generalizations above grade level to spell words correctly in written work.



14

3. Language/Word/Study: Acquires and uses grade-appropriate vocabulary. (L4.6)

Trimester 1 2 3 4

ALL With guidance does not

demonstrate skills: • Acquires and accurately

uses grade-appropriate general academic and domain-specific vocabulary, including words and phrases that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and words and phrases basic to a particular topic (e.g., wildlife, conservation, endangered)

Requires guidance or shows partial mastery: • Acquires and accurately


Independently and consistently: • Acquires and accurately


Independently meets the standard AND • Demonstrates use of

vocabulary above grade-level and applies in speaking and writing

Fourth Grade Benchmarks – WRITING PROCESS (7/15/13)


15

WRITING PROCESS 1. Writing Process: Produces writing in which the development and organization are appropriate to task, purpose, and audience. (W4.4)

Trimester 1 2 3 4

ALL With guidance does not demonstrate skills:

• Produces clear, coherent writing in which the development and organization are appropriate to task, purpose, and

With guidance shows partial mastery:

• Produces clear, coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Independently and consistently:

• Produces clear, coherent writing in which the development and organization are appropriate to task, purpose, and audience

Independently meets the standard AND:

• Actively solicits support from peers and adults to make significant revisions to improve writing and perseveres in the process of revising and editing to publish a piece which fits the task/purpose and audience for the piece.



16

2. Writing Process: Strengthens writing by planning, revising, editing, and rewriting. (W4.5)

Trimester 1 2 3 4

ALL With guidance does not demonstrate skills: • Develops/strengthens writing

as needed by planning, revising, and editing.

• task/purpose and audience for the piece.

With guidance shows partial mastery: • Develops/strengthens writing

as needed by planning, revising, and editing.

Independently and consistently: • With guidance and support

from peers and adults, develops/strengthens writing as needed by planning, revising, and editing.

Independently meets the standard AND: • Actively solicits support from

peers and adults to make significant revisions to improve writing and perseveres in the process of revising and editing to publish a piece which fits the task/purpose and audience for the piece.



17

RESEARCH TO BUILD AND PRESENT KNOWLEDGE 1. Research to Build and Present Knowledge: Use research to support written communication. (W4.7; W4.8; W4.9)

Trimester 1 2 3 4

ALL With guidance does not demonstrate skills: • Conducts short research

projects that build knowledge through investigation of a topic. (W4.7)

• Recalls relevant information from experience or gathers relevant information from print and digital sources (W4.8)

• Takes notes and categorizes information, and provides a list of resources (W4.8)

With guidance shows partial mastery: • Conducts short research



• Takes notes and categorizes information, and provides a list of resources (W4.8).

Independently and consistently: • Conducts short research



• Takes notes and categorizes information, and provides a list of resources (W4.8)

Independently meets the standard AND: • Conducts individual

research beyond classroom assignments and shares information with peers and/or adults; topics include self-generated interests (W4.7)

HANDWRITING 1. Handwriting: Applies handwriting skills to write legibly.

Trimester 1 2 3 4 ALL Student does not write or rarely

writes legibly in cursive and print. Student is approaching legible cursive and print.

Student writes legibly in cursive and print.

Student consistently writes legibly in cursive and print.


Fourth Grade Benchmark – LISTENING & SPEAKING (7/15/13)

18

LISTENING AND SPEAKING

1) Listening and Speaking: Participates effectively in discussions. (SL4.1; SL4.3; SL4.3)

Trimester 1 2 3 4

ALL With guidance, does not demonstrate skills;

• Comes to discussions prepared, having read or studied required material; explicitly draws on that preparation and other information known about the topic to explore ideas under discussion.

• Follows agreed-upon rules for discussions and carries out assigned roles.

• Paraphrases a text

Requires guidance or shows partial mastery;

• Comes to discussions prepared, having read or studied required material; explicitly draws on that preparation and other information known about the topic to explore ideas under discussion.



Independently; • Comes to discussions

prepared, having read or studied required material; explicitly draws on that preparation and other information known about the topic to explore ideas under discussion.



In addition to meeting the standard; • Engages effectively in a

range of collaborative discussion (one-on-one, in groups, teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing them clearly

• Poses and responds to specific remarks of others.


•


Fourth Grade Benchmark – LISTENING & SPEAKING (7/15/13)

19

2) Listening and Speaking: Presents ideas and projects with logical, relevant facts and details. (SL4.5; SL4.5)

Trimester 11--

2 3 4

ALL

With guidance, does not demonstrate skills:

• Report of a topic or text, tell a story, or recount an experience

• Speaks clearly with appropriate pace, volume, and expression giving attention to task and situation

Requires guidance or shows partial mastery;

• Reports on a topic or text, tell a story, or recount an experience


Independently; • Report of a topic or text, tell a

story, or recount an experience


In addition to meeting the standard; • Uses appropriate facts and

relevant descriptive details to support the main ideas or themes.



Fourth Grade Benchmark – MATHEMATICS (7/15/13)

1

1) Mathematical Reasoning: Understands and applies mathematical concepts.

Trimester 1 2 3 4

ALL • Unable or rarely able to identify appropriate operations and mathematically computes the correct answer.

• Sometimes identifies appropriate operations and mathematically computes the correct answer.

• Consistently identifies appropriate operations and mathematically computes the correct answer.

• Consistently applies appropriate operations and computes accurately on more complex problems, mental math, and/or other mathematical concepts

2. Mathematical Reasoning: Clearly communicates mathematical thinking.

Trimester 1 2 3 4

ALL Unable or rarely able to:

• Communicate mathematical thinking precisely and with accurate vocabulary.

Sometimes but not consistently:

• Communicates all mathematical thinking precisely and with accurate vocabulary.

Consistently:


Consistently:


• Communicates logical arguments clearly in oral, written, and/or graphic form to show why a result makes sense.

Mathematics



2

Operations and Algebraic Thinking 1. Operations and Algebraic Thinking: Understands factors and multiples. (4.OA.4)

Trimester 1 2 3 4

All Demonstrates no understanding (minimal/no details) of:

• Multiplication as arrays and its connection to area of rectangles to determine factor pairs

• Applying multiplication facts to determine multiples of one-digit numbers.

• Applying knowledge of basic multiplication facts to determine if products are prime or composite by determining all possible factor combinations for specific products

•

Demonstrates a partial understanding (incomplete detail/misconceptions) of:




Demonstrates a complete understanding (not in great detail) of:




Flawlessly demonstrates a complete and detailed understanding of:






3

2. Operations and Algebraic Thinking: Knows multiplication and division facts fluently.

Trimester 1 2 3 4

1st Unable or rarely able to:

• Successfully complete Challenger A & B (40 single digit addition & subtraction problems in 2 minutes)

• Successfully complete Wizard E, F, G, and H (30 Multiplication and division problems 0-9 in 2 minutes)




Consistently:



Exceeds Standard

2nd Unable or rarely able to:

• Successfully complete Challenger C (40 mixed single digit multiplication problems in 2 minutes)

• Successfully complete Challenger E (40 mixed single digit division problems in 2 minutes)




Consistently:



Exceeds Standard



4

3rd

Unable or rarely able to:



• Successfully complete Challenger F (40 mixed facts in 2 minutes)





Consistently:




Exceeds Standard



5

3. Operations and Algebraic Thinking: Solves multi-step word problems. (4.OA.3)

Trimester 1 2 3 4

1st Demonstrates no understanding (minimal/no details) of:

• Applying knowledge of addition, subtraction, multiplication, and/or division appropriately to solve multi-step word problems through the use of equations.







2nd

Demonstrates no understanding (minimal/no details) of:


• Putting a remainder in a division word problem in context and interpret it appropriately












6

3rd















7

NUMBER SENSE AND OPERATIONS IN BASE TEN 1. Number Sense and Operation in Base Ten: Understands multi-digit place value. (4.NBT.1/2/3)

Trimester 1 2 3 4


• Place value with whole numbers less than or equal to one million.

• Reading, writing, and comparing multi-digit whole numbers using base-ten numerals.










2nd




• Rounding multi-digit whole numbers to any place















8

3rd



















9

2. Number Sense and Operation in Base Ten: Performs operations with multi-digit numbers. (4.NBT.4/5/6)

Trimester 1 2 3 4


• Applying a standard algorithm in both addition and subtraction problems.







2nd



• Multiplying a whole number of up to four digits by a one-digit number.

• Multiplying a two-digit by two-digit numbers

• Using arrays and area models for multiplication

• Finding quotients with up to four-digit dividends and one-digit divisors.

• Illustrates and explains the calculation by equations, arrays, and/or area models.
























10

3rd

(same as

2nd)





Number Sense and Operations – Fractions 1. Number Sense and Operations – Fractions: Demonstrates an understanding of fraction equivalents. (4.NF.1)

Trimester 1 2 3 4


• Not assessed


• Not assessed


• Not assessed


• Not assessed

2nd


• Using concrete materials to model fraction number concepts and values.

• Generating simple equivalent fractions.










3rd (same as 2nd )







11

2. Number Sense and Operations – Fractions: Compares and orders fractions. (4.NF.2)

Trimester 1 2 3 4


• Not assessed


• Not assessed


• Not assessed


• Not assessed

2nd


• Applying knowledge of factors to determine equivalent fractions.

• Applying knowledge of factors to determine the order of fractions.

• Applying reasoning when comparing unlike fractions (e.g. 5/20 < ½ because 5 is not half of 20)













3rd Same as 2nd







12

3. Number Sense and Operations – Fractions: Adds and subtracts fractions with like denominators. (4.NF.3)

Trimester 1 2 3 4


• Not assessed


• Not assessed


• Not assessed


• Not assessed

2nd


• Understanding that the numerator tells how many parts of the whole we are counting and the denominator tells how many total parts there are in all

• Representing the addition and subtraction of fractions using concrete materials, pictures, numbers, and words.

• Changing a mixed number into an improper fraction.

• Ability to add and subtract mixed numbers.
















3rd Same as 2nd







13

4. Number Sense and Operations – Fractions: Multiply a fraction by a whole number. (4.NF.4)

Trimester 1 2 3 4


• Not assessed


• Not assessed


• Not assessed


• Not assessed

2nd


• Applying knowledge that multiplying a whole number by a fraction, you are finding that fractional part of the whole number. (e.g.: ¼ x 24 is the same as ¼ of 24)

• Connecting the multiplication of fractions to the repeated addition of fractions (e.g.: 4 x 2/4 = 2/4 + 2/4 +2/4 +2/4)

• Applying knowledge of multiplication of fractions by a whole number to a variety of real life problem situations.













3rd Same as 2nd







14

5. Number Sense and Operations – Fractions: Demonstrates an understanding of the relationship between fractions and decimals. (4.NF.5/6/7)

Trimester 1 2 3 4

1st Demonstrates no understanding (minimal/no details) of

• Not assessed


• Not assessed


• Not assessed


• Not assessed

2nd


• Using decimal notation for fractions with denominators 10 and 100.

• Applying knowledge of place value as a strategy to compare decimals.










3rd


• The relationship between fractions and decimals









15

GEOMETRY 1. Geometry: Draws and identifies lines and angles (4.G.1)

Trimester 1 2 3 4


• Drawing points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines.

• Identify the above terms in two-dimensional figures










2nd Same as 1





3rd Same as 2







16

2. Geometry: Classifies figures based on lines and angles. (4.G.2)

Trimester 1 2 3 4

All Demonstrates no understanding (minimal/no details) of:

• Classifying two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size.









17

3. Geometry: Recognizes a line of symmetry for a two-dimensional figure. (4.G.3)

Trimester 1 2 3 4


• Not assessed


• Not assessed


• Not assessed


• Not assessed

2nd


• Not assessed


• Not assessed


• Not assessed


• Not assessed

3rd


• Recognizing a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts.









18

Measurement and Data 1. Measurements and Data: Solves problems involving measurements and converting measurements. (4.MD.1/2/3)

Trimester 1 2 3 4


• Using the four operations to solve word problems involving systems of measurement, fractions, decimals, and equivalent units of measurement.







2nd


• Knowledge of both metric and standard units of length (e.g.: inches, feet, yards, mm, cm, m. km)

• Using visual aids to convert units of measurement












19

3rd


• Applying knowledge of the relationship between area and perimeter through the exploration of rectangles

• Applying the area and perimeter formulas for rectangles in real work and mathematical problems.

• Knowledge of both metric and standard units of capacity (e.g.: cups, pints, quarts, gallons, liters, milliliters)

• Knowledge of both metric and standard units of weight (e.g.: pounds, ounces, grams, kilograms)

• Knowledge of standard units of time (e.g: seconds, minutes, hours)

























20

2. Measurement and Data: Represents and interprets data. (4.MD.4)

Trimester 1 2 3 4


• Making a line plot to display a data set of measurements in fractions.

• Solving problems involving addition/subtraction of fractions using information in a line plot.










2nd


• Not assessed


• Not assessed


• Not assessed


• Not assessed

3rd


• Not assessed


• Not assessed


• Not assessed


• Not assessed



21

3. Data and Measurement: Understand concepts of angles and measures angles. (4.MD.5/6)

Trimester 1 2 3 4


• Not assessed


• Not assessed


• Not assessed


• Not assessed

2nd


• How a circle is divided into 360 degrees

• Using a protractor to measure angles.

• Using a protractor to sketch angles of a specified measure.













3rd same as 2nd





Documents

4th grade rubric - Our District - Saint Joseph Public Schools · Reading level as indicated on the Teachers College Reading Level Benchmarks for the Independent Reading Level Assessment