2nd Grade – Teacher Rubric - Mrs. Wagner's Second Grade …cindywagnersanders.weebly.com/.../2_teacherrubric.pdf · · 2012-08-14• Decode regularly spelled two-syllable words

2nd GradeTeacher Rubrics

CCSD Version 2012-2013

SECOND GRADE FIRST NINE WEEKS LANGUAGE ARTS – Quarter 1

READING FOUNDATIONAL SKILLS 3 2 1

Phonics and Word Recognition ELACC2RF3 a, c, f

Consistently and independently demonstrates all of the following: • Distinguish long and short vowels when reading regularly spelled one-syllable words.

• Decode regularly spelled two-syllable words with long vowels.

• Recognize and read grade-appropriate irregularly spelled words.

Progressing toward demonstrating the following: • Distinguish long and short vowels when reading regularly spelled one-syllable words.



Limited progress toward demonstrating the following: • Distinguish long and short vowels when reading regularly spelled one-syllable words.



Fluency to Support Comprehension ELACCRF4 a, b, c

Read with sufficient accuracy and fluency to support comprehension (Fountas and Pinnell Level I, J or above with 95% accuracy or higher).

Read with sufficient accuracy and fluency to support comprehension (Fountas and Pinnell Level H with 95% accuracy or higher).

Read with sufficient accuracy and fluency to support comprehension (Fountas and Pinnell Level G or below).

READING 3 2 1 All literary and informational reading standards should be taught each nine weeks.

The following will be assessed and reported. Key Ideas and Details ELACC2RL1 ELACC2RI1

Consistently and independently asks and answers questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text (literary and informational text).

Progressing toward asking and answering questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text (literary and informational text).

Limited progress with asking and answering questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text (literary and informational text).

Craft and Structure ELACC2RL5

Consistently and independently describes the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Progressing toward describing the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Limited progress with describing the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Integration of Knowledge and Ideas


WRITING 3 2 1

Text Types and Purposes ELACC2W3

Consistently and independently writes 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.

Progressing toward writing 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.

Limited progress with writing 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.

Research to Build and Present Knowledge ELACC2W8

Consistently recalls information from experiences or gathers information from provided sources to answer a question.

Progressing toward recalling information from experiences or gathers information from provided sources to answer a question.

Limited progress with recalling information from experiences or gathers information from provided sources to answer a question.

LANGUAGE 3 2 1

Conventions of Standard English ELACC2L1 f ELACC2L2 a, d

Consistently and independently demonstrates all of the following: • Produce, expand, and rearrange complete simple sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

• Capitalize holidays, product names, and geographic names.

• Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Progressing toward demonstrating the following: • Produce, expand, and rearrange complete simple sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).



Limited progress toward demonstrating the following: • Produce, expand, and rearrange complete simple sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).



Vocabulary Acquisition and Use ELACC2L4 d

Consistently and independently uses knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, notebook).

Progressing toward using knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, notebook).

Limited progress with using knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, notebook).


SPEAKING AND LISTENING 3 2 1

Comprehension and Collaboration ELACC2SL1 a, b, c

Consistently and independently demonstrates all of the following: • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

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

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

Progressing toward demonstrating the following: • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).



Limited progress toward demonstrating the following: • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).



Presentation of Knowledge ELACC2SL4

Consistently and independently tells a story or recounts an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Progressing toward telling a story or recounting an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Limited progress with telling a story or recounting an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

SOCIAL STUDIES – Quarter 1 Identifies and describes historical figures and their contributions SS2H1.a

Identify and describe the contributions of the Creeks and Cherokees, including Sequoyah

Identify with limited description the contributions of the Creeks and Cherokees, including Sequoyah

Does not identify or describe the contributions of the Creeks and Cherokees, including Sequoyah

Locates and describes physical features of Georgia and their effect on people's lives SS2G1, SS2G2

Locate and describe physical features of Georgia and their effect on the Creeks and Cherokees, including Sequoyah

Locate with limited description the physical features of Georgia and their effect on the Creeks and Cherokees, including Sequoyah

Does not locate or describe physical features of Georgia and their effect on the Creeks and Cherokees, including Sequoyah

Defines concept of government and need for rules and laws SS2CG1

Identifies ways in which goods and services are allocated SS2E2


TECHNOLOGY– Quarter 1

Comprehends and applies second grade concepts and skills related to technology T1.b, T3.d, T6.d

Use drawing tools within a graphics program to create an original illustration and/or picture story

Some support is needed with using the drawing tools within a graphics program to create an original illustration and/or picture story

Frequent support is needed with using the drawing tools within a graphics program to create an original illustration and/or picture story

MATHEMATICS – Quarter 1 NUMBER & ALGEBRAIC THINKING 3 2 1 Understand place value MCC2.NBT.1, 3, 4

Explains that the three digits of a three-digit number represent amounts of hundreds, tens, and ones AND understands 10 tens as a unit called a “hundred”

Recognizes that the three digits of a three-digit number represent amounts of hundreds, tens, and ones

Demonstrates limited understanding of place value concepts

Use place value understanding and properties of operations to add and subtract MCC2.NBT.5, 6, 7, 8, 9

Adds AND subtracts within 100 using strategies based on place value

Adds OR subtracts within 100 using strategies based on place value

Demonstrates limited understanding of addition and subtraction

Represent and solve problems involving addition and subtraction MCC2.OA.1, 2

Uses addition and subtraction to solve one- AND two-step word problems within 100

Uses addition and subtraction to solve one-step word problems within 100

Demonstrates limited understanding of solving word problems

MEASUREMENT & DATA 3 2 1 Estimate and measure length MCC2.MD.1, 2, 3, 5

Estimates AND measures the length of an object in centimeters and meters using appropriate tools

Estimates OR measures the length of an object in centimeters and meters using appropriate tools

Demonstrates limited understanding of measuring length

GEOMETRY 3 2 1 Reason with shapes and their attributes MCC2.G. 1, 2, 3


SCIENCE – Quarter 1 Investigates Earth, Life, and Physical Science concepts S2P1.a, b

Identifies characteristics of the three common states of matter (solid, liquid, gas) and methods by which they can be changed

Identifies characteristics of the three common states of matter (solid, liquid, gas)

Identifies fewer than three characteristics of the common states of matter (solid, liquid, gas)

Applies and identifies scientific knowledge S2E2.c, S2L1.b

Compares/contrasts seasonal changes using evidence of length of day/night AND using observational data related to how a tree changes over time

Identifies evidence of seasonal changes using length of day/night OR how a tree changes over time

Identifies characteristics of a tree during summer

HEALTH – Quarter 1 Comprehends concepts related to health promotion and disease prevention

Compares and contrasts nutritional and junk foods

Identifies nutritious foods and where they belong in the food pyramid

Demonstrates limited knowledge of food nutrients

ART – Quarter 1 Creates art using one or more of the elements and principles of design VA2PR.1 a-c, VA2PR2 a-g, VA2PR.3 a-c

Consistently recognizes and investigates specific elements and principles

Inconsistently recognizes and investigates specific elements and principles

Rarely recognizes and/or investigates specific elements and principles

Examines and discusses formal and expressive qualities of art VA2AR.1 a-p

Recognizes and investigates the formal and expressive qualities of art

Frequently relies on prompts to recognize and investigate the formal and expressive qualities of art

Rarely investigates the formal and expressive qualities of art


MUSIC – Quarter 1

Demonstrates through performance awareness of pitch (singing, playing instruments, character voices, sound effects, movement, visual manipulatives) M2GM.1a

Consistently sings pentatonic (5 note) patterns using head voice

Sometimes sings pentatonic (5 note) patterns using head voice

Rarely sings pentatonic (5 note) patterns using head voice

Demonstrates through performance awareness of rhythmic concepts (singing, playing instruments, character voices, sound effects, movement, visual manipulatives) M2GM.2b

Performs ostinati (repeated patterns) with accuracy

Inconsistently performs ostinati (repeated patterns)

Rarely performs ostinati (repeated patterns) with accuracy or not evident

PHYSICAL EDUCATION – Quarter 1

Demonstrates motor skills and movement patterns PE2.1

Demonstrates the ability to safely utilize personal and general space in movement sequences or game situations

Demonstrates the ability to safely utilize personal or general space in practice settings

Demonstrates limited ability to safely utilize personal and general space


SECOND GRADE SECOND NINE WEEKS LANGUAGE ARTS – Quarter 2


Phonics and Word Recognition ELACC2RF3 a, b, c, f

Consistently and independently demonstrates all of the following: • Distinguish long and short

vowels when reading regularly spelled one-syllable words.

• Know spelling-sound correspondences for additional common vowel teams.



Progressing toward demonstrating the following: • Distinguish long and short





Limited progress toward demonstrating the following: • Distinguish long and short





Fluency to Support Comprehension ELACC2RF4 a, b, c

Read with sufficient accuracy and fluency to support comprehension (Fountas and Pinnell Level K or above with 95% accuracy or higher).

Read with sufficient accuracy and fluency to support comprehension (Fountas and Pinnell Level J with 95% accuracy or higher).

Read with sufficient accuracy and fluency to support comprehension (Fountas and Pinnell Level I or below).

READING 3 2 1

All literary and informational reading standards should be taught each nine weeks. The following will be assessed and reported.

Key Ideas and Details ELACC2RL1 ELACC2RI1 ELACC2RI2

Consistently and independently demonstrates all of the following: • Ask and answer such

questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text (literary and

Progressing toward demonstrating the following: • Ask and answer such questions

as who, what, where, when, why, and how to demonstrate understanding of key details in a text (literary and informational text).

• Identify the main topic of a

Limited progress toward demonstrating the following: • Ask and answer such

questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text (literary and informational text).


informational text). • Identify the main topic of a

multi-paragraph text as well as the focus of specific paragraphs within the text.

• multi-paragraph text as well as the focus of specific paragraphs within the text.

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

Craft and Structure ELACC2RL5 ELACC2RI5

Consistently and independently demonstrates all of the following: • Describe the overall

structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

• Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Progressing toward demonstrating the following: • Describe the overall structure of

a story, including describing how the beginning introduces the story and the ending concludes the action.


Limited progress toward demonstrating the following: • Describe the overall

structure of a story, including describing how the beginning introduces the story and the ending concludes the action.


Integration of Knowledge and Ideas ELACC2RI7

Consistently and independently explains how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Progressing toward explaining how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Limited progress with explaining how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

WRITING 3 2 1 Text Types and Purposes ELACC2W2

Consistently and independently writes informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Progressing toward writing informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Limited progress with writing informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.


Research to Build and Present Knowledge ELACC2W7 ELACC2W8

Consistently and independently demonstrates all of the following: • Participate in shared

research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

• Recall information from experiences or gather information from provided sources to answer a question.

Progressing toward demonstrating the following: • Participate in shared research

and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).


Limited progress toward demonstrating the following: • Participate in shared

research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).


LANGUAGE 3 2 1 Conventions of Standard English ELACC2L1 e, f ELACC2L2 d

Consistently and independently demonstrates all of the following: • Use adjectives and adverbs

and choose between them depending on what is to be modified.

• 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).


Progressing toward demonstrating the following: • Use adjectives and adverbs and

choose between them depending on what is to be modified.



Limited progress toward demonstrating the following: • Use adjectives and adverbs

and choose between them depending on what is to be modified.



Vocabulary Acquisition and Use ELACC2L4 a

Consistently and independently uses sentence level context as a clue to the meaning of a word or phrase.

Progressing toward using sentence level context as a clue to the meaning of a word or phrase.

Limited progress with using sentence level context as a clue to the meaning of a word or phrase.




Consistently and independently demonstrates all of the following: • Follow agreed-upon rules for

discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).



Progressing toward demonstrating the following: • Follow agreed-upon rules for




Limited progress toward demonstrating the following: • Follow agreed-upon rules for





SOCIAL STUDIES – Quarter 2

Identifies and describes historical figures and their contributions SS2H1.a

Identifies and describes the contributions of James Oglethorpe, Mary Musgrove, and Tomochichi

Identifies with limited description the contributions of James Oglethorpe, Mary Musgrove, and Tomochichi

Does not identify or describe the contributions of James Oglethorpe, Mary Musgrove, and Tomochichi




Identifies 4 ways in which goods and services are allocated

Identifies 2-3 way in which goods and services are allocated

Unable to identify any ways in which goods and services are allocated


TECHNOLOGY – Quarter 2


Uses a brainstorming/webbing application to plan and/or organize information

Some support is needed with using a brainstorming/webbing application to plan and/or organize information

Frequent support is needed with using a brainstorming/webbing application to plan and/or organize information

MATHEMATICS – Quarter 2 NUMBER & ALGEBRAIC THINKING 3 2 1 Understand place value MCC2.NBT.1, 3, 4

Reads AND writes three-digit numbers using base-ten numerals, number names, and expanded form

Reads OR writes three-digit numbers using base-ten numerals, number names, OR expanded form

Demonstrates limited understanding of place value concepts


Explains why addition AND subtraction strategies work using place value AND the properties of operations (Explanation may be supported by drawings or objects)

Explains why addition OR subtraction strategies work using place value OR the properties of operations

Demonstrates limited understanding of addition and subtraction


Uses addition and subtraction to solve one- AND two-step word problems within 100

Uses addition OR subtraction to solve one- or two-step word problems within 100


MEASUREMENT AND DATA 3 2 1 Estimate and measure length MCC2.MD.1, 2, 3, 5

Estimates AND measures the length of an object in inches and feet using appropriate tools

Estimates OR measures the length of an object in inches and feet using appropriate tools



Partitions circles and rectangles into two, three, and four equal shares AND recognizes that equal shares or identical wholes need not have the same shape

Partitions circles and rectangles into two, three, OR four equal shares

Demonstrates limited understanding of partitioning shapes


SCIENCE – Quarter 2 Investigates Earth, Life, and Physical Science concepts S2P2.a,b

Identifies sources of light, heat, and motion energy and describes how they are used

Identifies sources of light, heat, and motion energy

Identifies two or fewer sources of light, heat, and motion energy

Applies and identifies scientific knowledge S2P3.a,b

Demonstrates how two different forces (push and pull) affect the motion of an object (direction, speed, etc.) and how a different force affects the motion

Demonstrates how a force (push or pull) affects motion of an object

Demonstrates some understanding of the difference between a push or a pull

HEALTH – Quarter 2

Comprehends concepts related to health promotion and disease prevention

Compares and contrasts effective and ineffective strategies to use regarding peer pressure and the use of alcohol and tobacco

Identifies the negative effects of using alcohol and tobacco products

Demonstrates limited knowledge of the negative effects of using alcohol and tobacco products

ART – Quarter 2

Creates art using one or more of the elements and principles of design VA2PR.1 a-c, VA2PR2 a-g, VA2PR.3 a-c

Consistently recognizes and use specific elements and principles in art

Inconsistently recognizes and uses specific elements and principles in art

Rarely recognizes and uses specific elements and principles in art


Compares and contrasts the formal qualities of art

Frequently relies on prompts to compare and contrast the formal qualities of art

Rarely compares and contrasts the formal qualities of art


MUSIC – Quarter 2 Demonstrates through performance awareness of pitch (singing, playing instruments, character voices, sound effects, movement, visual manipulatives) M2GM.2c

Consistently performs 2 or 3 note melodic patterns using instruments

Sometimes performs 2 or 3 note melodic patterns using instruments

Rarely performs 2 or 3 note melodic patterns using instruments

Demonstrates through performance awareness of rhythmic concepts (singing, playing instruments, character voices, sound effects, movement, visual manipulatives) M2GM.3a,b

Reads half, quarter, paired eighth notes and quarter rests using non-traditional AND/OR traditional notation

Inconsistently reads half, quarter, paired eighth notes and quarter rests using non-traditional AND/OR traditional notation

Rarely reads half, quarter, paired eighth notes and quarter rests using non-traditional AND/OR traditional notation



Demonstrates the mature form of locomotor skills in movement sequences or game situations

Demonstrates developing locomotor skill form in isolation

Demonstrates limited knowledge and ability of basic locomotor skills


SECOND GRADE THIRD NINE WEEKS LANGUAGE ARTS – Quarter 3


Phonics and Word Recognition ELACC2RF3 a, b, c, e, f

Consistently and independently demonstrates all of the following: • Distinguish long and short




• Identify words with inconsistent but common spelling-sound correspondences.


Progressing toward demonstrating the following: • Distinguish long and short






Limited progress toward demonstrating the following: • Distinguish long and short







Read with sufficient accuracy and fluency to support comprehension (Fountas and Pinnell Level L or above with 95% accuracy or higher).

Read with sufficient accuracy and fluency to support comprehension (Fountas and Pinnell Level K with 95% accuracy or higher).

Read with sufficient accuracy and fluency to support comprehension (Fountas and Pinnell Level J or below).

READING 3 2 1

All literary and informational reading standards should be taught each nine weeks. The following will be assessed and reported.


Key Ideas and Details ELACC2RL2 ELACC2RL3

Consistently and independently demonstrates all of the following: • Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. • Describe how characters in a story respond to major events and challenges.

Progressing toward demonstrating the following: • Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. • Describe how characters in a story respond to major events and challenges.

Limited progress toward demonstrating the following: • Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. • Describe how characters in a story respond to major events and challenges.

Craft and Structure ELACC2RI5 ELACC2RL6

Consistently and independently demonstrates all of the following: • Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. • Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Progressing toward demonstrating the following: • Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. • Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Limited progress toward demonstrating the following: • Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. • Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Integration of Knowledge and Ideas ELACC2RL9 ELACC2RI9

Consistently and independently demonstrates all of the following: • Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. • Compare and contrast the most important points presented by two texts on the same topic.

Progressing toward demonstrating the following: • Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. • Compare and contrast the most important points presented by two texts on the same topic.

Limited progress toward demonstrating the following: • Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. • Compare and contrast the most important points presented by two texts on the same topic.


Writing 3 2 1

Text Types and Purposes ELACC2W1

Consistently and independently writes 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.

Progressing toward writing 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.

Limited progress with writing 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.


Consistently and independently recalls information from experiences or gathers information from provided sources to answer a question.


Limited progress with recalling information from experiences or gathers information from provided sources to answer a question.

Language 3 2 1

Conventions of Standard English ELACC2L2 b, c, d

Consistently and independently demonstrates all of the following: • Use commas in greetings and closings of letters. • Use an apostrophe to form contractions and frequently occurring possessives. • Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Progressing toward demonstrating the following: • Use commas in greetings and closings of letters. • Use an apostrophe to form contractions and frequently occurring possessives. • Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Limited progress toward demonstrating the following: • Use commas in greetings and closings of letters. • Use an apostrophe to form contractions and frequently occurring possessives. • Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Vocabulary Acquisition and Use ELACC2L5b

Consistently and independently distinguishes shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Progressing toward distinguishing shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Limited progress with distinguishing shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).




Consistently and independently demonstrates all of the following: • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). • Build on others’ talk in conversations by linking their comments to the remarks of others. • Ask for clarification and further explanation as needed about the topics and texts under discussion.

Progressing toward demonstrating the following: • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). • Build on others’ talk in conversations by linking their comments to the remarks of others. • Ask for clarification and further explanation as needed about the topics and texts under discussion.

Limited progress with demonstrating the following: • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). • Build on others’ talk in conversations by linking their comments to the remarks of others. • Ask for clarification and further explanation as needed about the topics and texts under discussion.




Identifies and describes the contributions of Jackie Robinson and Martin Luther King, Jr.

Identifies with limited description the contributions of Jackie Robinson and Martin Luther King, Jr.

Does not identify or describe the contributions of Jackie Robinson and Martin Luther King, Jr.



Defines the concept of government and the need for rules and laws, related to Robinson’s and King’s lives

Progressing toward defining government and the need for rules and laws, related to Robinson’s and King’s lives

Does not define government or explain the need for rules and laws, related to Robinson’s and King’s lives



TECHNOLOGY – Quarter 3


Uses graphing software to enter data and create graphs

Some support is needed with using graphing software to enter data and create graphs

Frequent support is needed with using graphing software to enter data and create graphs

MATHEMATICS – Quarter 3

NUMBER & ALGEBRAIC THINKING 3 2 1 Understand place value MCC2.NBT.1, 3, 4

Compares two 3-digit numbers based on meanings of the hundreds, tens, and ones digits, AND uses the symbols >, <, = to compare

Compares two 3-digit numbers based on meanings of the hundreds, tens, and ones digits, OR uses the symbols >, <, = to compare

Demonstrates limited understanding of place value


Adds up to four two-digit numbers using strategies based on place value AND properties of operations

Adds up to four two-digit numbers using strategies based on place value OR properties of operations

Demonstrates limited understanding of addition


Uses addition and subtraction to solve one- AND two-step word problems within 100 with unknowns in all positions.

Uses addition OR subtraction to solve one- or two-step word problems within 100 with unknowns in all positions



Measures the length of an object twice using length units of different lengths for the two measurements and describes how the two relate to the size of the unit chosen

Measures the length of an object twice using length units of different lengths for the two measurements OR describes how the two relate to the size of the unit chosen



Recognizes and draws two- AND three-dimensional shapes having specified attributes

Recognizes and draws two- OR three-dimensional shapes having specified attributes

Demonstrates limited understanding of geometric shapes


SCIENCE – Quarter 3 Investigates Earth, Life, and Physical Science concepts S2E1.a

Compares/contrasts our Sun (a star) to other stars by using physical attributes (size, brightness, and patterns)

Describes stars using physical attributes of (size, brightness, and patterns)

Describes stars using two or fewer physical attributes (size, brightness, and patterns)

Applies and identifies scientific knowledge S2E2.a, b

Determines how the shadows of various fixed objects change during the day based on the position of the sun

Determines how the shadows of a fixed object (such as a tree) change during the day based on the position of the sun

Does not determine how the shadows of various fixed objects change during the day based on the position of the sun



Compares and contrasts proper and improper dental hygiene care

Identifies ways to care properly for the teeth

Demonstrates limited knowledge of primary and permanent teeth

ART – Quarter 3 Creates art using one or more of the elements and principles of design VA2PR.1 a-c, VA2PR2 a-g, VA2PR.3 a-c

Consistently produces art that emphasizes specific elements and principles

Inconsistently produces art that emphasizes specific elements and principles

Rarely produces art that emphasizes specific elements and principles


Analyzes expressive qualities of art

Frequently relies on prompts to analyze expressive qualities of art

Rarely analyzes expressive qualities of art


MUSIC – Quarter 3

Demonstrates through performance awareness of pitch (singing, playing instruments, character voices, sound effects, movement, visual manipulatives) M2GM.3c

Consistently reads simple 2 or 3 note melodic patterns within a treble clef staff

Sometimes reads simple 2 or 3 note melodic patterns within a treble clef staff

Rarely reads simple melodic 2 or 3 note patterns within a treble clef staff

Demonstrates through performance awareness of rhythmic concepts (singing, playing instruments, character voices, sound effects, movement, visual manipulatives) M2GM.4a

Improvises simple rhythmic patterns using a variety of sound sources

Imitates modeled simple rhythmic patterns using a variety of sound sources

Performs steady beat rather than imitating or improvising or not evident



Demonstrates manipulative skills in movement sequences or game situations

Demonstrates manipulative skills in isolation

Demonstrates limited knowledge or ability of basic manipulative skills


SECOND GRADE FOURTH NINE WEEKS LANGUAGE ARTS – Quarter 4

Reading Foundational Skills 3 2 1 Phonics and Word Recognition ELACC2RF3 a-f

Consistently and independently demonstrates all of the following: • Distinguish long and short vowels when reading regularly spelled one-syllable words. • Know spelling-sound correspondences for additional common vowel teams. • Decode regularly spelled two-syllable words with long vowels. • Decode words with common prefixes and suffixes. • Identify words with inconsistent but common spelling-sound correspondences. • Recognize and read grade-appropriate irregularly spelled words.

Progressing toward demonstrating the following: • Distinguish long and short vowels when reading regularly spelled one-syllable words. • Know spelling-sound correspondences for additional common vowel teams. • Decode regularly spelled two-syllable words with long vowels. • Decode words with common prefixes and suffixes. • Identify words with inconsistent but common spelling-sound correspondences. • Recognize and read grade-appropriate irregularly spelled words.

Limited progress toward demonstrating the following: • Distinguish long and short vowels when reading regularly spelled one-syllable words. • Know spelling-sound correspondences for additional common vowel teams. • Decode regularly spelled two-syllable words with long vowels. • Decode words with common prefixes and suffixes. • Identify words with inconsistent but common spelling-sound correspondences. • Recognize and read grade-appropriate irregularly spelled words.


Read with sufficient accuracy and fluency to support comprehension. (Fountas and Pinnell Level M or above with 95% accuracy or higher)

Read with sufficient accuracy and fluency to support comprehension. (Fountas and Pinnell Level L with 95% accuracy or higher)

Read with sufficient accuracy and fluency to support comprehension. (Fountas and Pinnell Level K or below)

Reading 3 2 1 All literary and informational reading standards should be taught each nine weeks.

The following will be assessed and reported.


Key Ideas and Details ELACC2RL2 ELACC2RI2 ELACC2RL3

Consistently and independently demonstrates all of the following: • Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. • Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. • Describe how characters in a story respond to major events and challenges.

Progressing toward demonstrating the following: • Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. • Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. • Describe how characters in a story respond to major events and challenges.

Limited progress toward demonstrating the following: • Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. • Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. • Describe how characters in a story respond to major events and challenges.

Craft and Structure ELACC2RL6

Consistently and independently acknowledges differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Progressing toward acknowledging differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Limited progress toward acknowledging differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Integration of Knowledge and Ideas ELACC2RL9 ELACC2RI9

Consistently and independently demonstrates all of the following: • Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. • Compare and contrast the most important points presented by two texts on the same topic.

Progressing toward demonstrating the following: • Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. • Compare and contrast the most important points presented by two texts on the same topic.

Limited progress toward demonstrating the following: • Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. • Compare and contrast the most important points presented by two texts on the same topic.

WRITING 3 2 1 Text Types and Purposes ELACC2W1 ELACC2W2 ELACC2W3

Consistently and independently demonstrates all of the following: • Write narratives in which they recount a well-elaborated event or short sequence of events,

Progressing toward demonstrating the following: • Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe

Limited progress toward demonstrating the following: • Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe


include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. • Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. • 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.

actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. • Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. • 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.

actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. • Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. • 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.


Consistently and independently recalls information from experiences or gathers information from provided sources to answer a question.


Limited progress with recalling l information from experiences or gather information from provided sources to answer a question.

LANGUAGE 3 2 1 Vocabulary Acquisition and Use ELACC2L4 b, c

Consistently and independently demonstrates all of the following: • Determine the meaning of the new word formed when a known prefix is added to a known word. • Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Progressing toward demonstrating the following: • Determine the meaning of the new word formed when a known prefix is added to a known word. • Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Limited progress toward demonstrating the following: • Determine the meaning of the new word formed when a known prefix is added to a known word. • Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).


Conventions of Standard English ELACC2L1 e, f ELACC2L2 d

Consistently and independently demonstrates all of the following: • Use adjectives and adverbs, and choose between them depending on what is to be modified • 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). • Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Progressing toward demonstrating the following: • Use adjectives and adverbs, and choose between them depending on what is to be modified • 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). • Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Limited progress toward demonstrating the following: • Use adjectives and adverbs, and choose between them depending on what is to be modified • 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). • Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

SPEAKING AND LISTENING


Consistently and independently demonstrates all of the following: • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). • Build on others’ talk in conversations by linking their comments to the remarks of others. • Ask for clarification and further explanation as needed about the topics and texts under discussion.

Progressing toward demonstrating the following: • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). • Build on others’ talk in conversations by linking their comments to the remarks of others. • Ask for clarification and further explanation as needed about the topics and texts under discussion.

Limited progress toward demonstrating the following: • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). • Build on others’ talk in conversations by linking their comments to the remarks of others. • Ask for clarification and further explanation as needed about the topics and texts under discussion.



Consistently and independently tells a story or recounts an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Progressing toward telling a story or recounting an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Limited progress toward telling a story or recounting an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.



Identifies and describes the contributions of Jimmy Carter

Identifies with limited description the contributions of Jimmy Carter

Does not identify or describe the contributions of Jimmy Carter




Identifies 8 or more ways in which goods and services are allocated

Identifies 4 to 7 ways in which goods and services are allocated

Identifies 3 or fewer ways in which goods and services are allocated

TECHNOLOGY – Quarter 4 Comprehends and applies second grade concepts and skills related to technology T1.b, T3.d, T6.d

Formats text (changes font, size, color and/or alignment) on a document

Some support is needed with formatting text on a document

Frequent support is needed with formatting text on a document

MATHEMATICS – Quarter 4

NUMBER & ALGEBRAIC THINKING 3 2 1 Understand place value MCC2.NBT.1, 3, 4


Adds AND subtracts within 1000 using concrete models, drawings, and strategies and explains the reasoning used

Adds OR subtracts within 1000 using concrete models, drawings, OR strategies

Demonstrates limited understanding of adding and subtracting numbers within 1000



Knows from memory all sums of two one-digit numbers

Relies on strategies to fluently add and subtract numbers within 20

Demonstrates limited understanding of adding and subtracting within 20


Generates measurement data by measuring several objects AND shows measurements on a line plot

Generates measurement data by measuring several objects OR shows measurements on a line plot



Partitions a rectangle into rows and columns of same size squares AND counts to find the total number

Partitions a rectangle into rows and columns

Demonstrates limited understanding of partitioning rectangles into rows and columns

SCIENCE – Quarter 4

Investigates Earth, Life, and Physical Science concepts S2L1.a

Determines the sequence of the life cycle of four common animals (mammal, bird, amphibian, insect)

Determines the sequence of the life cycle of at least three common animals (mammal, bird, amphibian, insect)

Determines the sequence of the life cycle of two or fewer common animals (mammal, bird, amphibian, insect)

Applies and identifies scientific knowledge S2L1.c

Identifies the life cycle of a plant from seed to maturity by recording changes over a period of time.

Identifies the life cycle of a plant from seed to maturity accurately

Recognizes that a plant changes from seed to maturity, but are unable to identify parts of the process accurately



Compares and contrasts accident prevention strategies to use in 3 recreational activities/sports

Identifies safe and unsafe places to play in the home, school, and neighborhood

Demonstrates limited knowledge of accident prevention strategies in the home, school, and neighborhood


ART – Quarter 4

Creates art using one or more of the elements and principles of design VA2PR.1 a-c, VA2PR2 a-g, VA2PR.3 a-c

Consistently produces art based on direct observation, that emphasizes specific elements and principles

Inconsistently produces art based on direct observation that emphasizes specific elements and principles

Rarely produces art based on direct observation that emphasizes specific elements and principles


Discovers connections between art, culture, and environment

Frequently relies on prompts to discover connections between art, culture, and environment

Rarely makes connections between art, culture, and environment

MUSIC – Quarter 4

Demonstrates through performance awareness of pitch (singing, playing instruments, character voices, sound effects, movement, visual manipulatives) M2GM.1a M2GM.2c M2GM.3c

Consistently demonstrates pitch concepts through performance at grade level

Sometimes demonstrates pitch concepts though performance at grade level

Rarely demonstrates pitch concepts through performance at grade level

Demonstrates through performance awareness of rhythmic concepts (singing, playing instruments, character voices, sound effects, movement, visual manipulatives) M2GM.2b M2GM.3a,b M2GM.4a

Consistently demonstrates rhythmic concepts through performance at grade level

Inconsistently demonstrates rhythmic concepts though performance at grade level

Rarely demonstrates rhythmic concepts through performance at grade level



Demonstrates manipulative skills in movement sequences or game situations

Demonstrates manipulative skills in isolation

Demonstrates limited knowledge or ability of basic manipulative skills

Documents

2nd Grade – Teacher Rubric - Mrs. Wagner's Second Grade …cindywagnersanders.weebly.com/.../2_teacherrubric.pdf · · 2012-08-14• Decode regularly spelled two-syllable words