Second Grade Language Arts Report Card Rubric Fourth … · Second Grade Language Arts Report Card Rubric ... vowel-consonant silent “e” ... sustained period of time while

Second Grade Language Arts Report Card Rubric – Fourth Nine Weeks

Elementary Literacy Department – Life Schools (reformatted by: Tracy White) 1 January 2016

Learning Goals 1 = Area of Concern 2 = Progress being made toward Second Grade

State Standards

3 = Meets Second Grade State

Standards

4 = Understandings Go Beyond Second Grade

Standards

Reading / Beginning Reading Skills / Phonics I can use letters and sounds, spelling patterns, and syllables to determine unknown words.

2.2(A)(i)(ii)(iii)(iv) 2.2(B)(i)(ii)(iii)(iv)(v)(vi) 2.2(C)

The student uses letter-sound knowledge, spelling patterns, and syllables to decode multisyllabic words in and out of context including some of the following:

consonant letters and vowel sounds

common spelling patterns (word families/rimes)

vowel-consonant silent “e”

consonant blends

consonant digraphs

r-controlled vowels

vowel digraphs and diphthongs

The student uses letter-sound knowledge, spelling patterns, and syllables to decode multisyllabic words in and out of context including all of the following:




consonant blends

consonant digraphs

r-controlled vowels


The student uses letter-sound knowledge, spelling patterns, and syllables to decode multisyllabic words in and out of context including all of the following:




consonant blends

consonant digraphs

r-controlled vowels


open and closed syllables

final stable syllables

The student uses letter-sound knowledge, spelling patterns, and syllables to decode multisyllabic words in and out of context including:

dropping the final “e, when adding endings such as –ing, - ed, or –able

doubling the final consonants when adding an ending

changing the final “y” to “i”

using knowledge of common prefixes and suffixes

using knowledge of derivational endings (e.g., -ed, -ful, -able)

I can identify and read at least 300 high-frequency words. (see insert) 2.2(G)

The student identifies and reads fewer than 275 high-frequency words from the Life School Second Grade High- Frequency Word List including words from the Kindergarten and Second Grade High-Frequency Word Lists.

The student identifies and reads between 275-299 high-frequency words from the Life School Second Grade High- Frequency Word List including words from the Kindergarten

and Second Grade High- Frequency Word Lists.

The student identifies and reads at least 300 high-frequency words from the words from the Life School Second Grade High- Frequency Word List including words from the Kindergarten and Second Grade High- Frequency Word Lists.

The student identifies and reads more than the 300 high-frequency words included in the Life School Second Grade High-Frequency Word List.




State Standards


Standards


Standards

Reading / Beginning Reading Skills / Phonics I can monitor and self-correct when reading. 2.2(H)

The student does not automatically detect miscues when (monitors reading accuracy) using information from the text (MSV) or when using decoding strategies (self- corrects).

or

The student does not reread or read on for accuracy when meaning breaks down.

The student automatically detects miscues when (monitors reading accuracy) using information from the text (MSV) and when using decoding strategies (self- corrects).

and

The student rereads or reads on for accuracy when meaning breaks down.

The student cross-checks meaning, visual, and structural information (MSV) to determine unknown words in more sophisticated texts (e.g., chapter books and informational text).

and

The student self-corrects with automaticity.

Reading / Vocabulary Development I can use clues from other words and sentences to determine the meaning of unfamiliar words and words with more than one meaning. 2.5(B)

The student does not use clues from:

other words in the sentence

surrounding sentences

antonyms

synonyms

to determine the meaning of unfamiliar words (with teacher support).

or

The student does not identify the meaning of a word with multiple meanings as it is used in the text (with teacher support).

The student uses clues from:



antonyms

synonyms

to determine the meaning of unfamiliar words (independently).

or

The student identifies the meaning of a word with multiple meanings as it is used in the text (Independently).




antonyms

synonyms

to determine the meaning of unfamiliar words (independently).

and

The student identifies the meaning of a word with multiple meanings as it is used in the text (independently).




antonyms

synonyms

definitions

examples

to determine the meaning of unfamiliar words and can explain which context clue strategy was used (independently).

and The student identifies the correct meaning of a multiple meaning word as it used in the text and provides an example of the word in another context (independently).




State Standards


Standards


Standards

Reading / Vocabulary Development I can use prefixes and suffixes to determine the meaning of words. 2.5(A)

The student does not use these prefixes to determine the meaning of words (with teacher support):

dis-

un-

re-

pre-

or

The student does not use these suffixes to determine the meaning of words (with teacher support):

-s

-es

-ed

-ing

-er

-ful

-ly

-less

The student uses these prefixes to determine the meaning of words (with teacher support):

dis-

un-

re-

pre-

and

The student uses these suffixes to determine the meaning of words (with teacher support):

-s

-es

-ed

-ing

-er

-ful

-ly

-less

or

The student uses the above prefixes or suffixes to determine the meaning of words (independently).

The student uses these prefixes to determine the meaning of words (independently):

dis-

un-

re-

pre-

and

The student uses these suffixes to determine the meaning of words (independently):

-s

-es

-ed

-ing

-er

-ful

-ly

-less

The student identifies the meaning of words containing both prefixes and suffixes.

and

The student explains orally or in writing how the meaning of a word changes when the prefix, suffix, or both affixes are changed.




State Standards


Standards


Standards

Reading / Comprehension / Independent Reading / Fluency I can describe main characters in stories, including their traits, motivations, and feelings. 2.9(B)

The student does not provide descriptions of the main characters, including their feelings and traits, or does not use evidence from the text to support his/her thinking.

or The student does not describe the motivation for the main character’s actions and feelings or does not provide text evidence to support his/her thinking (with teacher support).

The student provides descriptions of the main characters, including their feelings and traits, and uses evidence from the text to support his/her thinking.

and The student describes the motivation for the main character’s actions and feelings and provides text evidence to support his/her thinking (with teacher support).

The student provides descriptions of the main characters, including their feelings and traits, and uses evidence from the text to support his/her thinking.

and

The student describes the motivation for the main character’s actions and feelings and provides text evidence to support his/her thinking.

The student describes the interactions and relationships of the main characters with other characters in the story.

and

The student makes connections between how the events in the plot cause the main character’s feelings to change throughout the story.

and

The student provides text evidence to justify his/her thinking.

I can retell and summarize important events in stories and other texts in logical order. 2.Fig.19(E), 2.9D (Local), 2.14(C),2.14E (Local)

The student does not retell and summarize important events in stories read independently, including story elements (characters, problem/wish/goal, main events, and solution).

or

The student’s story summary does not include a beginning, middle, and ending (told in a logical order).

or

The student does not retell (independently) and summarize (w/ teacher support) the most important ideas in expository texts read independently.

or

The student’s expository summary does not include the main ideas (told in logical order) (with teacher support).

The student retells and summarizes important events in stories read independently, including story elements (characters, problem/wish/goal, main events, and solution).

and

The student’s story summary includes a beginning, middle, and ending (told in a logical order).

and

The student retells (independently) and summarizes (w/ teacher support) the most important ideas in expository texts read independently.

and

The student’s expository summary includes the main ideas (told in logical order) (with teacher support).

The student summarizes important events in stories read independently and includes story elements (characters, problem/wish/goal, main events, and solution).

and

The student’s summary includes a beginning, middle, and ending (told in a logical order).

and

The student summarizes important ideas in expository texts read independently and includes the main idea of each section or paragraph.

and

The student’s summary includes the main ideas (told in logical order).

The student writes and evaluates summaries of stories read independently and includes story elements (characters, problem/wish/goal, main events, and solution).

and

The student’s summary includes a beginning, middle, and ending (told in a logical order).

and

The student writes and evaluates summaries of expository texts read independently and includes the main idea of each section or paragraph.

and

The student’s summary includes the main ideas (told in logical order).




State Standards


Standards


Standards

Reading / Comprehension / Independent Reading / Fluency I can read independently for a sustained period of time while monitoring and adjusting my comprehension. 2.12(A), 2.Fig.19(C)

The student reads independently for less than 25 minutes uninterrupted daily.

and

The student chooses books from a variety of genres at an appropriate level of difficulty (“just right text”- 95% accuracy).

but

The student does not produce evidence of comprehension through oral or written response.

The student reads independently for only 25-29 minutes uninterrupted daily or reads 30 minutes daily.

but

The student does not choose books from a variety of genres at an appropriate level of difficulty (“just right text”- 95% accuracy).

or

The student does not produce evidence of comprehension through oral or written response.

The student reads independently for 30 minutes uninterrupted daily.

and

The student chooses books from a variety of genres at an appropriate level of difficulty (“just right text”- 95% accuracy).

and The student produces evidence of comprehension through oral and written response.

The student reads independently for more than 30 uninterrupted minutes daily.

and The student chooses books from a variety of genres at an appropriate level of difficulty (“just right text”- 95% accuracy).

and The student produces written responses to reading.

I can read aloud grade level text with fluency and comprehension. 2.4(A)

The student reads at or below a DRA2 Level 24.

or

The student does not read with fluency (appropriate rate, accuracy, expression, intonation, and phrasing) or comprehension.

The student reads DRA2 Level 28F.

and

The student reads with fluency (appropriate rate, accuracy, expression, intonation, and phrasing) and comprehension.

The student reads grade level text DRA2 Level 28NF.

and


The student reads above grade level text (DRA2 Level 30 or above).

and


I can identify the main idea in a nonfiction text and distinguish it from the topic. 2.14(A)

The student does not identify the main idea in an informational or expository text when read independently.

or

The student does not independently distinguish the main idea from the topic.

The student identifies the main idea in an informational or expository text when read independently.

and

The student distinguishes the main idea from the topic (with teacher support).

The student independently identifies the main idea in an informational or expository text.

and

The student independently distinguishes the main idea from the topic.

The student independently uses the supporting details in a single paragraph, multiple paragraphs, or an entire selection to generate a main idea statement.




State Standards


Standards


Standards

Reading / Comprehension / Independent Reading / Fluency I can make inferences about fiction and nonfiction texts and identify text evidence to support my understanding. 2.Fig.19(D)

The student does not make inferences about text read independently.

or

The student does not identify textual evidence to support understanding.

The student makes inferences about text read independently.

and

The student identifies textual evidence to support understanding (w/ teacher’s support).

The student makes inferences about text read independently.

and

The student identifies evidence to support understanding.

The student independently makes inferences about text and provides textual evidence in writing after reading more sophisticated texts (texts with more complex plots, chapter books, nonfiction).

I can make connections to my experiences, to ideas in other texts, and discuss evidence from text.

2.Fig.19(F)

The student does not make relevant connections to text (text-to-self, text-to-text) that deepen understanding.

or

The student does not identify and discuss the portion of the text that led to the connection(s).

The student makes relevant connections to text (text-to-self, text-to-text independently or text-to-world w/ teacher support) that deepen understanding.

and

The student identifies and discusses the portion of the text that led to the connection(s).

The student makes relevant connections to text (text-to-self, text-to-text, text-to-world) that deepen understanding.

and

The student identifies and discusses the portion of the text that led to the connection(s).

The student makes connections between (themes, author’s purpose, and important ideas) literary texts and informational texts with similar ideas.

and

The student provides textual evidence to support connections orally or through written response.




State Standards


Standards


Standards

Reading / Comprehension / Independent Reading / Fluency I can use text and graphic features (e.g., captions, illustrations) to better understand nonfiction texts. 2.14(D), 2.15(B)

The student does not use text and graphic features including:

photographs/ illustrations

captions

bold print

glossary

headings

table-of-contents

index

to locate and gain information from informational/expository text to assist in the interpretation of the text (w/ teacher support).

The student uses text and graphic features including:


captions

bold print

glossary

headings

table-of-contents

index

to locate and gain information from informational/expository text to assist in the interpretation of the text (with teacher support).

The student uses text and graphic features including:


captions

bold print

glossary

headings

table-of-contents

index

to locate and gain information from informational/expository text to assist in the interpretation of the text.

The student uses additional text and graphic features including:

key words

italics

charts

diagrams

graphs

maps

timelines

to locate and gain information from informational/expository text that will help assist in the interpretation of the text (independently).

and The student creates an expository or informational text with graphic features.

I can describe how rhyme, rhythm, and repetition create images in poetry. 2.7(A)

The student does not identify rhyme, rhythm, or repetition in a poem.

or

The student does not describe how rhyme, rhythm, or repetition creates images in poetry (with teacher support).

The student identifies rhyme, rhythm, and repetition in a poem.

and

The student describes how rhyme, rhythm, or repetition work together to create images in poetry (with teacher support).

The student identifies rhyme, rhythm, and repetition in a poem independently.

and

The student describes how rhyme, rhythm, and repetition work together to create images in poetry independently.

The student writes a poem using rhyme, rhythm, and repetition to create imagery.




State Standards


Standards


Standards

Oral and Written Conventions / Spelling I can use strategies to spell words correctly. 2.23(A), 2.23(B)(i)(ii)(iii)(iv) 2.23(D)

The student does not use the following strategies to spell words correctly:

letter-sound knowledge

words with long vowels (VCe pattern)

words with inflectional endings (-ing and –ed)

words with r-controlled vowels

words with complex consonants (hard and soft c and g, ck)

words with digraphs (e.g., oo-book, fool, ee- feet)

The student uses strategies to spell words correctly including:






words with digraphs (e.g., oo-book, fool, ee- feet)

The student uses strategies to spell words correctly including:






words with digraphs (e.g., oo-book, fool, ee-feet)

words with diphthongs (e.g., ou-out, ow-cow, oi- coil, oy-toy)

The student uses additional strategies to spell words correctly including:

consonant doubling when adding an ending

doubling consonants in the middle of words

dropping final “e” when endings are added

changing “y” to “i” before adding -ing.

and

The student uses resources to find correct spellings (glossaries and dictionaries).

I can spell high-frequency words correctly. 2.23(C)

The student spells fewer than 90 high-frequency words correctly from the Life School Second Grade High-Frequency Word List, not including words from the Kindergarten and First Grade High- Frequency Word Lists.

The student spells 90-99 high-frequency words correctly from the Life School High-Frequency Word List, not including words from the Kindergarten and First Grade High-Frequency Word Lists.

The student spells 100 high-frequency words correctly from the Life School High-Frequency Word List, not including words from the Kindergarten and First Grade High-Frequency Word Lists.

The student spells at least 200 high-frequency words correctly from the Life School High-Frequency Word Lists, not including words from the Kindergarten and First Grade High-Frequency Word Lists.




State Standards


Standards


Standards Oral and Written Conventions / Spelling I can use capital letters correctly when writing. 2.22(B)(i)(ii)(iii)

The student does not capitalize:

the salutation and closing of a letter

proper nouns

months and days of the week

in connected text.

The student capitalizes:



proper nouns

in connected text.

The student capitalizes:



proper nouns

official titles of people

geographical names and places

historical periods

in connected text.

I can understand and use the parts of speech (e.g., verbs, nouns, adjectives). 2.21(A)(i)(ii)(iii)(iv)(vi)

The student cannot do one or more of the following: The student understands the difference between common and proper nouns.

and

The student understands how to change singular nouns into plural nouns and uses both correctly when writing (including capitalization).

and

The student understands the differences in verb tenses and uses them correctly when writing.

and

The student is able to identify and use adjectives correctly when writing, including

descriptive (such as old) and the articles (a, an, and the).

and

The student understands the difference between common and proper nouns.

and


and


and

The student is able to identify and use adjectives correctly when writing, including descriptive (such as old) and the articles (a, an, and the).

and

The student understands the difference between common and proper nouns.

and


and


and

The student is able to identify and use adjectives correctly when writing, including descriptive (such as old) and the articles (a, an, and the).

and

The student understands and uses additional parts of speech:

The student understands the difference between possessive and regular nouns and pronouns and uses them correctly when writing.

and

The student uses limiting adjectives (such as this, that) correctly when writing.

and

The student uses time-order transition words to indicate conclusions when writing.

and

The student uses coordinating conjunctions correctly when writing.


Curriculum and Instruction Department/Language Arts 10 December 2014


State Standards


Standards


Standards Oral and Written Conventions / Spelling

I can understand and use the parts of speech (e.g., verbs, nouns, adjectives). 2.21(A)(i)(ii)(iii)(iv)(vi)

The student is able to identify and use adverbs correctly when writing, including those indicating time (such as later) and manner (such as slowly),

and

The student is able to identify and use pronouns correctly when writing.

and

The student uses time-order transition words correctly when writing.

The student is able to identify and use adverbs correctly when writing, including those indicating time (such as later) and manner (such as slowly).

and


and


The student is able to identify and use adverbs correctly when writing, including those indicating time (such as later) and manner (such as slowly).

and

The student is able to identify and use prepositions and prepositional phrases correctly when writing.

and


and





State Standards


Standards


Standards

Writing / Genres / Writing Process I can write and publish in a variety of genres (personal narratives, poems, letters, reader’s response, and expository texts). 2.18(B), 2.19(A), 2.19(B), 2.19(C)

The student can plan, draft, revise, and edit letters, personal narratives, persuasive statements, poems, expository (informational) texts, or write reader’s responses.

but

The student does not independently publish a letter, a personal narrative, persuasive statements, a poem, or expository (informational) texts (w/ teacher support).

The student plans, drafts, revises, and edits letters, personal narratives, persuasive statements, poems, expository (informational) texts and writes reader’s responses.

and

The student independently publishes a letter, a personal narrative, persuasive statements, a poem, and expository (informational) texts (w/ teacher support).

The student plans, drafts, revises, and edits letters, personal narratives, persuasive statements, poems, expository texts (research and informational) and writes reader’s responses.

and

The student independently publishes a letter, a personal narrative, persuasive statements, a poem, and an expository (informational and research) text.

The student writes fluently and chooses to write in a variety of genres. The student writes cohesive, organized, and meaningful text.

and

The student revises and edits final drafts independently in response to feedback from peers and teacher and publishes written work for a specific audience.

I can plan a first draft by generating ideas for writing. 2.17(A)

The student does not plan drafts independently by creating ideas for writing.

or

The student does not plan drafts (sketches ideas, creates lists, or uses graphic organizers, and plans beginning, middle, end (BME).

The student plans drafts independently by creating ideas for writing.

and

The student plans drafts (sketches ideas, creates lists, or uses graphic organizers, and plans beginning, middle, end (BME)).

The student plans drafts independently by creating ideas for multiple genres (more than four) for a variety of purposes.

and

The student plans drafts independently in a variety of ways (graphic organizers, drawings, lists, and plans beginning, middle, and end (BME)).




State Standards


Standards


Standards

Writing / Genres / Writing Process I can develop drafts by sequencing ideas through writing sentences. 2.17(B)

The student does not independently develop drafts by writing sentences that match plans.

or

The student does not organize ideas independently when writing letters, reader’s responses, persuasive statements, poems, and expository (informational and research) texts (w/ teacher support).

or

The student does not include a beginning, middle, and ending in personal narratives.

The student independently develops drafts by writing sentences that match plans.

and

The student organizes ideas when writing letters, reader’s responses, persuasive statements, poems, and expository (informational) texts (with teacher support).

and The student includes a beginning, middle, and ending in personal narratives.

The student independently develops drafts by writing sentences that match plans.

and

The student organizes ideas when writing letters, personal narratives, reader’s responses, persuasive statements, poems, and expository (informational and research) texts.

and

The student includes a beginning, middle, and ending in personal narratives.

The student develops drafts independently for more than four genres, sequencing and organizing ideas, using details, and explicit word choice. The text organization is appropriate to the audience and genre.

I can revise drafts by adding or deleting words, phrases, or sentences. 2.17(C)

The student does not independently revise drafts by adding and deleting words, phrases, and sentences after rereading text or does not recognize when sentences do not make sense or when clarity is needed.

The student revises drafts independently by adding and deleting words, phrases, and sentences after rereading text and recognizes when sentences do not make sense or when clarity is needed.

The student revises drafts independently from multiple genres by reading text, then adds, deletes, or rephrases text to clarify writing.

and

The student revises drafts independently from multiple genres by using a variety of sentence structures, including simple and compound sentences.

and

The student considers word choice that best fits the message of the writing.




State Standards


Standards


Standards

Writing / Genres / Writing Process I can edit drafts for grammar, punctuation, and spelling by using a rubric. 2.17(D)

The student rereads drafts to edit for grammar including (with teacher support):

correct subject-verb agreement

correct use of verb tense

or

The student rereads drafts to edit for punctuation including (with teacher support)

ending punctuation in sentences

apostrophes in contractions

apostrophes in possessives

or

The student rereads drafts to edit for spelling including (with teacher support):

high-frequency words

conventional spelling of words

plural form of nouns and verbs

The student rereads drafts to edit for grammar including (with teacher support):



and

The student rereads drafts to edit for punctuation including (with teacher support):




and

The student rereads drafts to edit for spelling including (with teacher support):




The student rereads drafts to edit for grammar including:



and

The student rereads drafts to edit for punctuation including:




and

The student rereads drafts to edit for spelling including:




The student rereads drafts independently and uses a rubric to edit for grammar, punctuation, and spelling including:

commas in a series

complete subject and complete predicate in a sentence

time order transition words

prepositions and prepositional phrases

conventional spelling of all grade level appropriate words

Documents

Second Grade Language Arts Report Card Rubric Fourth … · Second Grade Language Arts Report Card Rubric ... vowel-consonant silent “e” ... sustained period of time while