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Second Grade Standards-Based Report Card Rubric1st Nine WeeksLanguage Arts

The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through Reading, Writing, Language, and Speaking and Listening.

Standards

Emerging (1)The student demonstrates

limited or minimum progress or is unable to:

Progressing (2)The student is

progressing toward achievement but inconsistently:

Meets (3)The student consistently

and independently:

Exceeds (4)The student, with

evidence of exceeding, consistently and independently:

Evidence/Notes

Ask & answer questions to demonstrate understanding of key details in text

Generate questions before, during, and after reading

Generates questions before, during, and after reading

Asks and answers who, what, when, where, and why about text

Generates questions before, during, and after reading

Asks and answers who, what, when, where, and why about text

Uses above grade level Tier words in above grade level reading as well as comprehension and inference in reading writing, and speaking

Teacher observation, anecdotal notes, F&P comprehension

Read & comprehend stories & poetry, in grade level text

Read and comprehend on a Fountas and Pinnell instructional level J

Reads and comprehends a variety of literary texts within the Fountas and Pinnell instructional level J

Reads and comprehends a variety of literary texts within the Fountas and Pinnell instructional level J

Identifies and describes the parts of a story (beginning, middle, and end)

Reads and comprehends a variety of literary texts above the Fountas and Pinnell instructional level higher than J

Identifies and describes the parts of a story (beginning, middle, and end)


As of October 8, 2012 of 16



Standards






and independently:



Evidence/Notes

Read & comprehend informational texts in grade level text

Read and comprehend a variety of informational texts within the Fountas and Pinnell instructional level J

Knows and uses different text features to locate facts and information in a text

Reads and comprehends a variety of informational texts within the Fountas and Pinnell instructional level J


Explains how specific images contribute to and clarify a text

Reads and comprehends a variety of informational texts within the Fountas and Pinnell instructional level J


Explains how specific images contribute to and clarify a text

Reads and comprehends a variety of informational texts above the Fountas and Pinnell instructional level higher than J


Know and apply grade-level phonics skills to decode words

Apply spelling-sound correspondences for common vowel teams when reading and writing words, sentences, and stories

Distinguish long and short vowel sounds

Apply spelling-sound correspondences for common vowel teams when reading and writing words, sentences, and stories

Distinguish long and short vowel sounds

Know spelling-sound correspondences for common vowel teams when reading and writing words, sentences, and stories

Decode words based on text around them

Use above grade level Tier words in above grade level reading as well as comprehension and inferencing in reading writing, and speaking

Fountas and Pinnell phonics assessments, Running Records, anecdotal notes, writing will reflect decodable words




Standards






and independently:



Evidence/Notes

Read with accuracy and fluency to support comprehension

Read on-level texts orally with accuracy, expression, and reads at a rate below 60 wpm and does not comprehend text on or below level J

Reads on-level texts orally with accuracy, expression, and reads at a rate of 60-68 wpm

Self-corrects and self-monitors comprehension

Reads on-level texts orally with accuracy, expression, and reads at a rate of 69 wpm or more

Reads on-level text with purpose and understanding

Self-corrects and self-monitors comprehension

Reads above grade level texts orally with accuracy, expression, and reads at a rate greater than 69 wpm

Reads on-level text with purpose and understanding

Self-corrects andself-monitorscomprehension

Running Records, Fry Words and Phrases lists

Apply language & conventions when writing, reading, speaking, or listening

Use standard English language effectively in conversation

Uses standard English language and conventions properly and effectively in writing, speaking, or listening

Uses standard English language and conventions properly and effectively in writing, reading, speaking, or listening

Uses standard English language and conventions properly and effectively in writing, reading, speaking, or listening

Commands, produces, expands, and rearranges complete simple and compound sentences in writing and speaking

Dictation sentences, assessment of writing conventions in writing samples, journals, oral or written presentations




Standards






and independently:



Evidence/Notes

Determine or clarify word & phrase meanings using an array of strategies

Use sentence clues to determine the meaning of an unknown word or phrase

Uses sentence clues to determine the meaning of an unknown word or phrase

Use affixes as a clue to determine word meanings

Uses sentence clues to determine the meaning of an unknown word or phrase

Use affixes as a clue to determine word meanings

Uses context of text as a clue to understand the meaning of words and phrases

Determines or clarifies word & phrase meanings in above grade level texts

Uses words and phrases

Understands nuances and inferences in word meanings

Oral and written presentations, Teacher observation in guided reading, running records,

Acquires and uses grade-appropriate words and phrases

Use prior knowledge to make connections to words and their meaning

Uses prior knowledge to make connections to words and their meaning

Identifies real-life connections between words and their use

Uses prior knowledge to make connections to words and their meaning

Identifies real-life connections between words and their use

Defines words by category and by one or more key attributes

Uses above grade level Tier 1,2,and 3 level words in writing, speaking, and reading

Oral and written presentations, Teacher observation in guided reading, running records, Fry Word List, Word Wall




Standards






and independently:



Evidence/Notes

Engage in collaborative conversations about grade level topics & text

Follow rules and participate appropriately in group discussions on a variety of topics

Follows rules and participates appropriately in group discussions on a variety of topics

Build on others conversations

Follows rules and participates appropriately in group discussions on a variety of topics

Build on others conversations

Begin to ask questions

Follows rules and participates appropriately in group discussions on a variety of topics using above grade level Tier 1,2,and 3 words

Ask and answers questions to gather more information

Cooperative Learning, Small group instruction, class discussions

Retell stories or events with facts & details speaking in clear sentences

Recall information or describe key ideas and details from read aloud or information presented orally that begins to form an opinion

Recalls information or describe key ideas and details from read aloud or information presented orally to form an opinion

Produces complete sentences in order to provide requested detail or clarification

Recalls information or describe key ideas and details from read aloud or information presented orally

Produces complete sentences in order to provide requested detail or clarification

Describes people, places, things, and events with relevant details, expressing ideas clearly

In addition the items in Meets:

Uses explicit information directly from text to support key ideas and details from multiple text

Oral presentations of books, class discussions, cooperative learning groups




Standards






and independently:



Evidence/Notes

Produces writing that gives specific reasons to support an opinion

Write pieces that introduce the topic and opinion

Writes pieces that introduce the topic and opinion

Supplies reasons that support an opinion

Writes pieces that introduce the topic and opinion

Supplies reasons that support an opinion

Includes details to describe actions, thoughts, and feelings

Writes clear opinion pieces that recounts and describes key ideas and details from a text read

Includes explicit details to describe actions, thoughts, and feelings and/or refers to information in text

Writing journals, essay prompts, writing notebooks, short responses

Produces writing that uses facts to inform the reader about a topic

Write informative/ explanatory text in which they introduce a topic

Writes informative/ explanatory text in which they introduce a topic

Uses facts and definitions to develop points

Writes informative/ explanatory text in which they introduce a topic

Uses facts and definitions to develop points

Provides a concluding statement or section

Writes a clear informative/explanatory piece that recounts and describes key ideas and details from a text read

Includes explicit details to describe actions, thoughts, and feelings and/or refers to information in text

Provides a sense of closure





Standards






and independently:



Evidence/Notes

Demonstrate knowledge of resources to gather information when writing

Use a variety of resources to gather information for a shared research or writing project

Uses a variety of resources to gather information for a shared research or writing project

Uses a variety of resources to gather information for a shared research or writing project

Uses a variety of resources to gather information for a shared research or writing project that is supported by resources used

Primary Sources: media center, computer lab, internet access, textbooks as secondary sources

Prints legibly Write and form letters, words, and sentences accurately while using appropriate spacing

Writes and forms letters, words, and sentences accurately while using appropriate spacing

Writes and forms letters, words, and sentences accurately while using appropriate spacing

Due to the nature of this standard, students cannot attain a rating of 4


Uses the writing process

Prewrite

Produce a rough draft

Revise and edit the rough draft

Prewrites

Produces a rough draft

Revises and edits the rough draft

Prewrites

Produces a rough draft

Revises and edits the rough draft

Due to the nature of this standard, students cannot attain a rating of 4

Writing journals, essay prompts, writing notebooks, short responses, 6+1 rubrics


Second Grade Standards-Based Report Card Rubric1st Nine WeeksMathematics

Standards






and independently:



Evidence/Notes

Represents and solves problems involving addition /subtraction within 100

MCC2. OA.1

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions

With teacher assistance, uses addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions

Uses addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions

Uses addition and subtraction within 1000 to solve one- and two-step word problems with unknowns in all positions (NOTE: situations of adding to, taking from, putting together, taking apart, and comparing)

Should use drawings and equations with a symbol for the unknown number to represent the problem The symbol does not have to be an x The symbol could be an empty box, smiley face, teddy bear,∆, etc.

Fluently uses mental strategies to add and subtract within 20

MCC2.OA.2

Add and subtract within 20 using mental strategies

The student has limited mental strategies to add or subtract within 20 (as defined in Number Talks and GloSS strategy stage descriptions)

Adds or subtracts within 20 using mental strategies

The student is not flexible with the use of strategies to compute within 20 (as defined in Number Talks and GloSS strategy stage descriptions)

Adds and subtracts within 20 using at least two mental strategies (as defined in Number Talks and GloSS strategy stage descriptions)

Uses two or more mental strategies (as defined in Number Talks and GloSS strategy stage descriptions) to add and subtract a one-digit number with a two-digit numbers

By the end of second grade, students should know from memory all sums of two one-digit numbers



Standards






and independently:



Evidence/Notes

Understands & models place value to 1000 (reads, writes, counts, and compares)

MCC2.NBT.1MCC2.NBT.2MCC2.NBT.3

Continued on next page

Understands that the three digits of a three-digit number represent amounts of hundreds, tens, and ones;ORUnderstands the following as special cases: a) 100 can be thought of as a bundle of ten tens-called a “hundred” b) the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundredsORCounts within 1000; skip count by 5s, 10s, and 100sORRead and write numbers to 1000 using base-ten numerals, number names, and expanded form

Understands that the three digits of a three-digit number represent amounts of hundreds, tens, and onesORUnderstands the following as special cases: a) 100 can be thought of as a bundle of ten tens-called a “hundred” b) the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundredsORCounts within 1000; skip count by 5s, 10s, and 100sORReads and writes numbers to 1000 using base-ten numerals, number names, and expanded form

Understands that the three digits of a three-digit number represent amounts of hundreds, tens, and onesANDUnderstands the following as special cases: a) 100 can be thought of as a bundle of ten tens-called a “hundred” b) the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundredsANDCounts within 1000; skip count by 5s, 10s, and 100sANDReads and writes numbers to 1000 using base-ten numerals, number names, and expanded form

Understands all four parts described in the meets column AND understands, models and uses place value understanding beyond 1000

Example: The student can recognize and articulate that there are 867 tens in all of the number 8679 They can also identify that there are 86 hundreds in the same number Students can model this number using base ten blocks

Consistently and independently does all of meets and can do the same with numbers beyond one thousand

e.g., 706 = 7 hundreds, 0 tens, and 6 ones Students should also be able to recognize that there are 70 tens in all of the number 706

Special NOTEBe sure to look at the next page (standard NBT.4) to score this particular cluster of standards on the SBRC



Standards






and independently:



Evidence/Notes

Represent numbers using a variety of models, diagrams, strategies and number sentences

With teacher assistance, Represents numbers using a variety of strategies, models, diagrams, and number sentences

Represents numbers using a variety of models, diagrams, and number sentences

Understands & models place value to 1000 (reads, writes, counts, and compares)

MCC2.NBT.4

Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons

Compares two three-digit numbers, with teacher assistance, based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons

Compares two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons

Demonstrates mastery of everything in meets AND is able to compare four-digit and five-digit numbers based on meanings of the ten thousands, thousands, hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons

This row should be combined with the previous row to determine where a student’s ability fits according the rubric

Place value understanding is essential in Common Core

Uses and explains place value and properties of operations to add and subtract within 1000

MCC2.NBT.5

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction

Demonstrates and understanding of adding and subtracting within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction The student has not yet acquired fluency and flexibility with the use of strategies to compute

Uses fluency and comprehension of quantity to add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction (See Number Talks and GloSS for relevant strategies & strategy stage expectations)

Uses more Advanced Additive Part-Whole Thinking to add and subtract within 100

Use at least two different mental strategies to solve addition or subtraction problems with two-digit whole numbers

Student strategy development should be assessed The GloSS/ IKAN assessments should be used to assess this standard Fluency is not about how fast a student is, but how flexible he/she is with strategies used to compute



Standards






and independently:



Evidence/Notes

Represents and interprets data

MCC2.MD.10

Draw a picture graph or a bar graph (with a single-unit scale) to represent a data set with up to four categories The student has difficulty solving problems using information presented in a bar graph

Draws a picture graph and a bar graph (with a single-unit scale) to represent a data set with up to four categories The student can sometimes solve problems using information presented in a bar graph

Draws a picture graph and a bar graph (with a single-unit scale) to represent a data set with up to four categories The student can consistently solve problems using information presented in a bar graph

N/A This can be assessed in a variety of contexts with mathematical concepts integrated in a single lesson/ assessment


Standards for Mathematical Practice**These should be scored using the Academic Performance Level Behaviors scores**

The SMPs are addressed on an ongoing basis throughout grading periods 1 – 4.SMPs Rarely (1)

The student…Sometimes (2)

The student…Usually (3)

The student…Consistently (4)

The student…Makes sense of problems and perseveres in solving them

MCC2.SMP.1

Rarely explains to himself/herself the meaning of a problem and is unable to independently determine an appropriate strategy to use solve the problem

Teacher prompting is usually required

Inconsistently explains to himself/herself the meaning of a problem and/or is inconsistently able to independently determine an appropriate strategy to use to solve problems

Teacher prompting is frequently required

Usually explains to himself/herself the meaning of a problem and usually determines an appropriate strategy to use to solve any given problem

Teacher prompting is sometimes required

Independently and consistently explains to himself/herself the meaning of a problem and determines an appropriate strategy to use to solve the problem

Teacher prompting is rarely required

Reasons abstractly and quantitatively

MCC2.SMP.2

Is rarely able to: Recognize that a number

represents a specific quantity

Connects the quantity to written symbols

Uses quantitative reasoning while creating and representing a problem

Attend to the meaning of quantities

Inconsistently: Reasons through

problems to understand the mathematics presented

Makes sense of quantities and their relationships in problem situations

Creates a coherent representation of the problem

Considers the units involved in the problem

Attends to the meaning of quantities

Usually: Reasons through





Can connect the quantity to written symbols and/or create a logical representation of the problem at hand, considering both the appropriate units involved and the meaning of quantities

Independently and consistently: Reasons through




Considers the units involved in the problem


Can connect the quantity to written symbols and create a logical representation of the problem at hand, considering both the appropriate units involved and the meaning of quantities







The student…Constructs viable arguments and critiques the reasoning of others

MCC2.SMP.3

Rarely constructs arguments using concrete referents, such as objects, pictures, drawings, and actions

Rarely explains his/her thinking or participate in mathematical discussions


Sometimes constructs arguments using concrete referents, such as objects, pictures, drawings, and actions

Sometimes explains his/her thinking or participate in mathematical discussions


Usually constructs arguments using concrete referents, such as objects, pictures, drawings, and actions; however, teacher prompting is still necessary

Usually explains his/her thinking or participate in mathematical discussions


Independently and consistently constructs arguments using concrete referents, such as objects, pictures, drawings, and actions

Independently and consistently is able to explain his/her thinking or participate in mathematical discussions

Teacher prompting is rarely required

Models with mathematics

MCC2.SMP.4

Rarely represents problem situations in multiple ways including numbers, words, drawing pictures, using objects, acting out, making a chart, list, or graph, creating equations, etc.


Sometimes represents problem situations in multiple ways including numbers, words, drawing pictures, using objects, acting out, making a chart, list, or graph, creating equations, etc.


Usually represents problem situations in multiple ways including numbers, words, drawing pictures, using objects, acting out, making a chart, list, or graph, creating equations, etc.


Consistently represents problem situations in multiple ways including numbers, words, drawing pictures, using objects, acting out, making a chart, list, or graph, creating equations, etc.

Teacher prompting is rarely necessary

Uses appropriate tools strategically

MCC2.SMP.5

Rarely considers the available tools and/or strategies (including estimation) when solving a mathematical problem and consistently decides when certain tools/strategies might be helpfulTeacher prompting is usually

Sometimes considers the available tools and/or strategies (including estimation) when solving a mathematical problem and consistently decides when certain tools/strategies might be helpfulTeacher prompting is

Usually considers the available tools and/or strategies (including estimation) when solving a mathematical problem and consistently decides when certain tools/strategies might be helpfulTeacher prompting is

Consistently considers the available tools and/or strategies (including estimation) when solving a mathematical problem and consistently decides when certain tools/strategies might be helpfulTeacher prompting is rarely







The student…required frequently required sometimes required necessary

Attends to precision

MCC2.SMP.6

Rarely uses clear or precise mathematical language in discussions with others and in his/her own reasoning.


Sometimes uses clear or precise mathematical language in discussions with others and in his/her own reasoning


Usually uses clear or precise mathematical language in discussions with others and in his/her own reasoning


Consistently uses clear or precise mathematical language in discussions with others and in his/her own reasoning


Looks for and makes use of structure

MCC2.SMP.7

Rarely looks closely to discover a pattern or structure in any given problem

Rarely adopts mental math strategies based on patterns (making 10, fact families, doubles)


Sometimes looks closely to discover a pattern or structure in any given problem

Sometimes adopts mental math strategies based on patterns (making 10, fact families, doubles)


Usually looks closely to discover a pattern or structure in any given problem

Usually adopts mental math strategies based on patterns (making 10, fact families, doubles)


Consistently looks closely to discover a pattern or structure in any given problem

Consistently adopts mental math strategies based on patterns (making 10, fact families, doubles)


Looks for and expresses regularity in repeated reasoning

MCC2.SMP.8

Rarely notices repetitive actions in counting and computation, etc.


Sometimes notices repetitive actions in counting and computation, etc.


Usually notices repetitive actions in counting and computation, etc.


Consistently notices repetitive actions in counting and computation, etc.



Second Grade Standards-Based Report Card Rubric1st Nine Weeks

Science

Standards

Emerging (1)The student

demonstrates limited or minimum progress or is

unable to:



Meets (3)The student

consistently and independently:



Evidence/Notes

S2P1 Students will investigate the properties of matter and changes that occur in objects

Identify the three common states of matter as solid, liquid, or gas

Investigate changes in objects by tearing, dissolving, melting, squeezing, etc.

Identifies the three common states of matter as solid, liquid, or gas

Investigates changes in objects by tearing, dissolving, melting, squeezing, etc.

Identifies the three common states of matter as solid, liquid, or gas

Investigates changes in objects by tearing, dissolving, melting, squeezing, etc.

In addition to meeting the standard one or more of these may be exhibited by the student:

Designs an experiment to cause a desired change in matter from one state to another

Interprets the relationship between heat energy and phase changes in matter

Investigates the phases of salt water and compare/contrast them to those of fresh water

Discusses how the differences impact changes in heat energy applied to each


Second Grade Standards-Based Report Card Rubric1st Nine WeeksSocial Studies

Standards

Emerging (1)The student

demonstrates limited or minimum progress or is

unable to:



Meets (3)The student

consistently and independently:



Evidence/Notes

Locates major topographical featuresof Georgia (SS2G1)

Locate geographic regions: Blue Ridge Mountains, Piedmont,Coastal Plain, Valley and Ridge, and AppalachianPlateau and rivers:Ocmulgee, Oconee,Altamaha, Savannah, St Mary's, Chattahoochee, and Flint

Locates geographicregions: Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau and rivers: Ocmulgee, Oconee, Altamaha,Savannah, St Mary's, Chattahoochee, and Flint

Locates geographic regions: Blue Ridge Mountains, Piedmont,Coastal Plain, Valley and Ridge, and Appalachian Plateau and rivers: Ocmulgee, Oconee, Altamaha, Savannah, St Mary's, Chattahoochee, andFlint

Demonstrates or selfinitiates further learning in concept

Options include: dialog, discussion, teacherobservation, presentations, constructedresponses, structured responses, selfassessments, and performance tasks

Identifies state and national capitolbuildings from pictures and can locatethem on appropriate maps (SS2CG4)

Recognize the national and state capitol buildings frompictures and can locate on appropriate maps

Recognizes the nationaland state capitol buildings frompictures and can locate on appropriate maps

Recognizes the national and state capitol buildings frompictures and can locate on appropriate maps

Demonstrates or selfinitiates further learning in concept

Options include: dialog, discussion, teacherobservation, presentations, constructedresponses, structured responses, selfassessments, and performance tasks


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