grade 1 ela rubrics FINALweb.sfusd.edu/Services/research_public/sbrc_rubrics/2013-14 Grade 1... · San Francisco Unified School District STANDARDS BASED REPORT CARD Rubrics Grade

San Francisco Unified School District

STANDARDS BASED REPORT CARD Rubrics

Grade 1

English Language Arts

Mathematics Social Studies

Science Physical Education

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

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

First Grade

Reading Standards for Literature

RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Corresponding ELD Standard:

Part I: Interacting in Meaningful Ways

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

Proficiency Level Descriptors in English Language Development Interacting in Meaningful Ways

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

Bridging

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

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

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

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

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

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

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

Performance

Level

Indicators

Performance Description

ELA: Reading Literature.1.2

4

Exceeds

Recount stories and determine their central message, lesson, or moral.

3

Meets

RL1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson

2

Approaching

With prompting and support retell familiar stories, including key details.

1

Emerging

Follow the events of a story,

remember them, and identify their

sequence.

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Reading Standards for Informational Text

RI.1.2. Identify the main topic and retell key details of a text. Corresponding ELD Standards


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

RI.1.9 & RL.1.9 Identify basic similarities in and differences between characters in stories or informational texts on the same topic.

Performance

Level

Indicators


ELA: Reading Informational Text 1.2

4

Exceeds

Explain and differentiate the main topic of a multi-paragraph text from supporting details.

3

Meets

RI.1.2. Identify the main topic and retell key details of a text.

2

Approaching

With prompting and support, identify the main topic and retell key details of a text.

1

Emerging

With prompting and support, identify

the main topic and retell key details

through either/or questions.

ELD Part I: Interacting in Meaningful Ways

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

Bridging

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

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

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

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

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

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

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

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Range of Reading and Level of Text Complexity: RL.1.10 & RI.1.10. With prompting and support, read prose, poetry, and informational texts of appropriate complexity for grade 1.

Performance Level

Indicators


ELA: Reading Informational Text 1.9

4

Exceeds

Compare and contrast two or more versions of the same story or the most important points presented by two texts on the same topic.

3

Meets

RI.1.9. Identify basic similarities in and differences between characters in stories or two informational texts on the same topic.

2

Approaching

With prompting and support, identify basic similarities in and differences between characters in stories or two informational texts on the same topic

1

Emerging

With prompting and support, describe a character in a story or list details and identify main topic of an

informational text.

Reading Standards for Literature and Informational Text RL.1.10 & RI.1.10 Instructional Level Expectations for Reading

T1 F&P D/E F

DRA 6/8 10

T2 F&P F H

DRA 10 14

T3 F&P H J+

DRA 14 18/20

Performance Level Indicators

Exceed Proficient (P)

Meets

Approaching Needs more time to

practice and develop

(N)



Writing Standards

W.1.1 Write opinion pieces, in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Performance

Level Indicators Performance Description

ELA: Writing 1.2

4

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

3

Meets

W.1.2 Write informative/ explanatory texts in which they name a topic, supply some facts about the

topic, and provide some sense of closure.

2

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

1

Emerging Use a combination of drawing, dictating, and writing to compose pieces in which they tell a reader the topic they are writing about.

Performance

Level Indicators Performance Description

ELA: Writing 1.1

4

Exceeds 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.

3

Meets W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

2

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

1

Emerging Use a combination of drawing, dictating, and writing to compose pieces in which they tell a reader the topic or the name of the book they are writing about.



W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event

order, and provide some sense of closure.

Performance

Level Indicators


ELA: Writing 1.3

4

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

3

Meets

W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details

regarding what happened, use temporal words to signal event order, and provide some sense of closure.

2

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

1

Emerging Use a combination of drawing, dictating, and writing to compose to narrate a single event or several loosely linked events.



Speaking and Listening Standards SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

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

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

1. Understanding text structure & 3. Offering Opinions

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

Bridging

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

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

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

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

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

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

Performance Level

Indicators

Performance Description ELA: Speaking and Listening 1.1

4

Exceeds

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. b. Build on others’ talk in conversation by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. demonstrate understanding of

multiple perspectives through reflection and paraphrasing.

3

Meets

SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion draw conclusions in light of information and knowledge gained from the discussions.

2

Approaching

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. b. Continue a conversation through multiple exchanges. c. With prompting and support, ask questions about the topic and text under discussion.

1

Emerging

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. b. Participate in conversation with others. c. With prompting and support, ask yes or no questions about the topic and text under discussion.

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SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Corresponding ELD Standards

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

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

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

Bridging 5.Listening actively: Demonstrate active listening of read-alouds and oral presentations by asking

and answering detailed questions with minimal prompting and light support


Expanding 5.Listening actively: Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed questions with occasional prompting and moderate support.

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

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

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

Performance

Level

Indicators


ELA: Speaking and Listening 1.2

4

Exceeds

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

3

Meets

SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

2

Approaching

With prompting and support, ask and answer questions about key details in a text read aloud or information presented orally or through other media.

1

Emerging

Confirm understanding of a text read

aloud or information presented orally

or through other media by asking and

answering yes or no questions and

requesting clarification if something is

not understood. B

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SL.1.4. Describe people, places things, and events with relevant details, expressing ideas and feelings clearly. Corresponding ELD Standards


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

domain-specific words, synonyms, antonyms, and non-literal language to create an effect, precision, and shades of meaning while speaking and writing.

.

Performance Level

Indicators

Performance Description ELA: Speaking and Listening 1.4

4

Exceeds

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

3

Meets

SL.1.4. Describe people, places things,

and events with relevant details,

expressing ideas and feelings clearly.

2

Approaching

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

1

Emerging

Recognize familiar people, places,

things, and events, and with

prompting and support add some

details.

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

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

Bridging

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


Expanding

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

a growing number of general academic and domain-specific words in order to add details, create an effect while speaking

and writing.

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

Emerging

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

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

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

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

Standards Based Report Card.

Reading: Foundational Skills Phonological Awareness RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.1.2b. Orally produce single-syllable words by blending sounds (phonemes). RF.1.2d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Phonics and Word Recognition RF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words. RF.1.3a. Know the spelling-sound correspondence for common consonant digraphs. RF.1.3c. Know final –e and common vowel team conventions for representing long vowel sounds. RF.1.3g. Recognize and read 75 grade appropriate irregularly spelled words (25 + 50 High Frequency Word Assessment, Fountas & Pinnell). Language L.1.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. L.1.1a. Print all upper-and lowercase letters. L.1.1b. Use common, proper, and possessive nouns. L.1.1c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop. L.1.1d. Use personal (subject, object), possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). L.1.1e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday, I walked home; Today I walk home; Tomorrow I will walk home). L.1.1f. Use frequently occurring adjectives. L.1.1g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1h. Use determiners (e.g., articles, demonstratives).

L.1.1j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

L.1.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. L.1.2a. Capitalize dates and names of people. L.1.2b. Use and punctuation for sentences. L.1.2c. Use commas in dates and to separate single words. L.1.2d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring

conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she like that).

Mathematics Rubrics

SFUSD credits the Sunnyvale School District for its district rubrics.

1st Grade San Francisco Unified School District

STANDARDS‐BASED REPORT CARD

PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY

4 Exceeds

3

Meets

2

Approaching

1

Below

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

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

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

NUMBER SENSE Standard: 1.1 – Counts, reads, and writes numbers up to 100.

Counts, reads, and writes numbers 1 to 100 in a variety of settings and applications. Extends knowledge to numbers beyond 100. Counts number to 100. Reads and writes numbers 1 to 100 sequentially. Counts most numbers 1 to 100 sequentially. Reads and writes most numbers 1 to 100 sequentially. Uses one‐to‐one correspondence to count numbers with manipulatives. Reads and writes number 1 to 100 with support. (e.g. number grid)

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE Standard: 1.2 – Compares and orders whole numbers to 100.

Develops a scenario in which numbers are ordered or compared. Provides a rationale for why numbers are in order. Compares and orders whole numbers to 100 by using the symbols for less than, equal to and greater than. Makes reasonable estimates when comparing larger or smaller numbers. Orders whole numbers to 100. Identifies single or double digit numbers.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE Standard: 1.4 – Counts and groups objects in 1's and 10's.

Utilizes multiple strategies to count objects in a group. [] For example, base ten blocks, unifix cubes, circling groups Uses a strategy to group objects in ones and tens. Employs a modeled strategy to count objects in ones and tens. Counts groups of objects by ones.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE Standard: 1.5 – Identifies coin values and combinations.

Uses fewest coins to reach to a specific value. Shows different combinations of coins that equal the same value. Names coins and values. Names coins and values. Identifies coins when provided the name.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE Standard: 2.1 – Knows addition and subtraction facts to 20 by memory.

Explains the method used to solve the additional or subtraction fact. Knows addition and subtraction facts to 20 with automaticity. Solves addition and subtractions facts using manipulatives. Solves addition and subtraction facts with support.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE Standard: 2.3 – Identifies one more, one less, ten more, and ten less than a given number.

Identifies one more, one less, ten more, and ten less of any given number (e.g. 63 is ten less than 53, 143 is ten more than 133) with automaticity without the use of a number grid or number line. Consistently identifies one more, one less, ten more, and ten less. Sometimes uses number grids or number lines for assistance. Consistently identifies one more and one less. Identifies ten more and ten less with support. Often relies on number grids and number lines. Identifies numbers on a number grid or a number line.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE Standard: 2.4 – Counts by 2's, 5's, and 10's up to 100.

Identifies and extends patterns from a real life context. Counts by 10's, 5's, and 2's. Continues a skip counting pattern. Repeats skip counting.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE Standard: 2.5 – Shows the meaning of addition and subtraction.

Represents addition and subtraction using a variety of models such as whole numbers, pictures, tally marks, coin combinations, etc. Represents addition and subtraction using number models (n+n=n). Constructs oral, pictorial and written problems using addition and subtraction. Constructs oral or pictorial number stories using addition and subtraction. Represents addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference) with support.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




Uses and describes a variety of estimation strategies to compare numbers that use the ones, tens and hundreds places. Understands when it's useful to make estimates. Consistently makes reasonable estimates to compare numbers that use the ones, tens, and hundreds places. Makes reasonable estimates to compare numbers that use the ones and tens places. Attempts to make reasonable estimates to compare numbers in the ones and tens places with prompting/support.

NUMBER SENSE Standard: 3.1 – Makes reasonable estimates when comparing large and small numbers.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




ALGEBRA AND FUNCTIONS Standard: 1.1 – Writes and solves number sentences involving addition and subtraction.

Creates and solves an original addition or subtraction word problem. Solves addition and subtraction problems with one and two digit numbers. Finds the sum of three one‐digit numbers. Understands the meaning of the symbol +, ‐, = . Solves addition or subtraction problems using manipulatives. Solves addition or subtraction problems using manipulatives with support.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




MEASUREMENT AND GEOMETRY Standard: 1.1 – Measures objects length, weight, and volume using standard/non‐standard units.

Determines appropriate non‐standard unit to use when measuring an object. Measures objects using non‐standards units. Compares objects by length, weight, and volume. Measures an object using a non‐standard unit following a model. Recognizes how objects are measured using non‐standard units.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




MEASUREMENT AND GEOMETRY Standard: 1.2 – Tells time to the nearest half‐hour.

Predicts the amount of time for an event accurately. Applies knowledge of hours and minutes to everyday activities. Tells time to the nearest half‐hour. Relates amount of time to events. [] For example, brushing my teeth takes minutes, playing a game takes hours. Tells time to the nearest hour. Recognizes hour hand and minute hand. Recognizes numbers on the clock. Recognizes that events take various amounts of time.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




MEASUREMENT AND GEOMETRY Standard: 2.1 – 2.2 – Identifies, describes, and classifies shapes and solid objects.

Recognizes geometric objects found in everyday life. Identifies and describes common plane and solid geometric objects by common attributes. [] For example, faces, color, position, shape, size, roundness, number of corners. Identifies common plane and solid shapes. Identifies plane shapes.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




STATISTICS, DATA ANALYSIS AND PROBABILITY Standard: 1.2 – Uses charts and graphs to represent data.

Creates an informational question not based on the model Determine the appropriate graph to record data. Sorts objects and data by common attributes and describes the categories. Represents and compares data by using pictures, bar graphs, tally charts, and picture graphs. Collects data for a given topic. Collects data for a given topic with teacher support.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




STATISTICS, DATA ANALYSIS AND PROBABILITY Standard: 2.1 – Describes and extends repeating patterns.

Describes, extends and explains complex patterns. Creates and proves the repetition in their patterns. Knows numeric concepts of odd and even and can make predictions (e.g. even + odd = odd). Describes and extends simple and complex patterns. Understands the numeric concepts of odd and even and can extend them to the hundreds place. Creates and describes simple (ex. ABAB) patterns. Transfers patterns from one mode to another (ex. Shapes to rhythms). Creates and extends simple patterns.

Mathematics Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




MATHEMATICAL REASONING Standard: 1.1 – Determines the approach, materials, and strategies to solve problems.

Utilizes and explains multiple strategies used to set up and solve problems. Determines the approach, materials, and strategies to solve a problem. Uses tools such as manipulatives or sketches to model problems. Applies a given strategy to solve a problem. Recognizes that strategies can be used to solve problems.

Social Studies Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




HISTORY/SOCIAL SCIENCE Standard: 1.1 – Understands that all citizens have rights and responsibilities.

Describes the importance of rights and responsibilities. Creates rules and consequences for the classroom, school and community. Identifies the major rights and responsibilities of US citizen (e.g. voting, freedom, following the laws, etc.) Understands the rule making process in the classroom, school and community. Understands that citizens have rights and responsibilities. Understands that there is consequence for not following the rules. Understands that all citizens have rights. Names the rules they have to follow at school, home, etc.






4 Exceeds

3

Meets

2

Approaching

1

Below




HISTORY/SOCIAL SCIENCE Standard: 1.2 – Uses maps and globes to identify locations and physical environments.

Creates a map that integrates the 5 components: their local community, California, the United States, the seven continents, and the four oceans and can explain their map using cardinal directions. Locales on maps and globes their local community, California, the United States, the seven continents, and the four oceans. Constructs a simple map using cardinal directions and map symbols. Locates on maps and globes communities, states, countries, continents and oceans. Constructs a simple map using map symbols. Knows the difference between land and water on a map. Knows the cardinal directions.






4 Exceeds

3

Meets

2

Approaching

1

Below




HISTORY/SOCIAL SCIENCE Standard: 1.3 – Recognizes symbols, traditions, and heroes of the United States.

Explains the meaning of the Pledge of Allegiance. Justifies the relevance of having such national holidays. Explains the people and events associated with the American symbols, landmarks, and essential documents. Recites the Pledge of Allegiance and sings songs that expresses American ideals (e.g. "My Country 'Tis of Thee"). Understands the significance of our national holidays and the heroism and achievements of the people associated with them. Identifies American symbols, landmarks, and essential documents (flag, bald eagle, Statue of Liberty, U.S. Constitution, and Declaration of Independence) and knows the people and events associated with them. Recites the Pledge of Allegiance or sings songs that express American ideals. States a national holiday and its importance, in terms of the achievements involved. Identifies American symbols, landmarks, and essential documents (flag, bald eagle, Statue of Liberty, U.S. Constitution, and Declaration of Independence. Understands the definition of a hero. Identifies some American symbols, landmarks, and essential documents (flag, bald eagle, Statue of Liberty, U.S. Constitution, and Declaration of Independence.






4 Exceeds

3

Meets

2

Approaching

1

Below




HISTORY/SOCIAL SCIENCE Standard: 1.4 – Understands the similarities and differences of cultures and communities over time drawing from biographies, oral histories, and folklore.

Critiques the difference between people long ago and people of today. Correlates the beliefs, customs, ceremonies, traditions, and social practices of the varied cultures. Describes the similarities and differences of how schools, transportation and communities were in the past. Recognizes similarities and differences of people long ago (e.g. clothing, games, work, food, etc.) Compares the beliefs, customs, ceremonies, traditions, and social practices of the varied cultures. Recognizes that schools, transportation and communities were different in the past. Names some of the differences of people today and in the past. Discusses the beliefs, customs, ceremonies, traditions, and social practices of the varied cultures. Identifies pictures of schools, transportation and communities in the past. Identifies pictures of people from the past. Matches beliefs, customs, ceremonies, traditions and social practices of the varied cultures.






4 Exceeds

3

Meets

2

Approaching

1

Below




HISTORY/SOCIAL SCIENCE Standard: 1.6 – Understands the concept of exchange and the use of money to purchase goods and services.

Creates an idea for a business in which goods or services are exchanged for money and devises a list of people, jobs, or machines necessary to do the work. Understands the concept of exchange and the use of money to purchase goods and services. Identifies the work that people do to manufacture, transport, and market goods and services and the contributions of those who work in the home. Understands the concept of trading items. Names different stores and related jobs in which one could buy goods and services. Lists different jobs that can be done in the home.

Science Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




PHYSICAL SCIENCE Standard: 1.0 – Understands properties of solids, liquids, and gases.

Explains the properties of solids, liquids, and gases. Explains how the properties of substances can be changed when mixed, cooled or heated. Understands that solids, liquids, and gases have different properties. Understands that the properties of substances can be changed when mixed, cooled, or heated. Identifies the properties of common solids, liquids, and gases Identifies solids, liquids and gases.

Science Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




LIFE SCIENCE Standard: 2.0 – Understands characteristics and needs of plants and animals.

Identifies which animals live in different environments and what helps them thrive in that environment. Tells how resources help meet the needs of plants and animals. Describes how plant and animal structures aid in their survival (roots, leaves, shapes, of teeth, etc.) Understands that different plants and animals in habit and thrive in different environments. Understands the needs of both plants and animals (water, food, light, shelter). Understands how plants and animals survive given their body structures. Matches animals and plants with their environment. Identifies the needs of plants and animals. Identifies environments in which plants and animals can live. Recognizes that plants and animals have needs.

Science Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




EARTH SCIENCE Standard: 3.0 – Observes, measures, and describes weather.

Tells how simple tools are used to measure weather conditions and changes. Predicts the weather during certain seasons. Explains how the sun warms the land, air, and water and creates the weather. Uses simple tools to measure weather conditions and record changes. Understands that weather tends to be predictable during a season. Understands that the sun warms the land, air, and water. Uses simple tools to measure weather. Records the daily weather. Understands that the sun projects heat. Uses tools with assistance to measure weather. Records the daily weather with assistance.

Science Rubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




INVESTIGATION AND EXPERIMENTATION Standard: 4.0 – Develops questions, performs investigations, and records observations.

Draws and labels pictures of the item being described. Records multiple observations and data with pictures, numbers, or written statements. Records observations on a variety of graphs. Draws pictures that portray some features of the item being described. Records observations and data with pictures, numbers, or written statements. Records observations on a bar graph. Labels some features of a pre‐drawn item (object, animal, plant, etc.) being described. Records observations with pictures, numbers and some labels. Identifies pictures of features of something being described (i.e. teeth, leaves, etc.) Records some observations with pictures (drawn or copies of pictures)

Physical EducationRubrics





4 Exceeds

3

Meets

2

Approaching

1

Below




STANDARD: Demonstrates gross motor and movement skills.

Demonstrates skills while engaged in a game or activity with others, as appropriate. Distinguishes between a job and a run, a hop and a jump, and a gallop and a slide and explains the differences and similarities. Demonstrates an awareness of personal and general space, and boundaries while moving in different directions and at high, medium, and low levels in space. Consistently jumps a swinging rope. Participates in activities that include jogging, running, hopping, jumping, galloping, and sliding, among others. Maintains spacing between players, and boundaries sometimes. Jumps rope one direction, not consistently. Participates in group movement games. Holds and steps over a jump rope.






4 Exceeds

3

Meets

2

Approaching

1

Below




STANDARD: Demonstrates fine motor and manipulative skills.

Demonstrates skills while engaged in a game or activity with others, as appropriate. Demonstrates underhand (toss) and overhand (throw) movements using one and two hands to accurately reach a target. Catches a ball, showing proper form, of a gently thrown ball. Dribbles a ball continuously with one hand (basketball) and a in a forward direction (soccer) with the inside of the foot. Demonstrates underhand (toss) and overhead (throw) movements using one or two hands. Catches a self‐tossed or self‐bounced ball. Kicks a ball in a general direction. Attempts to catch a tossed or thrown ball. Attempts to dribble with hands and feet.






4 Exceeds

3

Meets

2

Approaching

1

Below




STANDARD: Demonstrates balance and coordination.

Demonstrates skills while engaged in a game or activity with others, as appropriate. Balances oneself, demonstrating momentary stillness, in symmetrical and asymmetrical shapes using body parts other than both feet as a base of support. Lands on both feet after taking off from one foot and from both feet. Balances oneself, demonstrating momentary stillness, in symmetrical and asymmetrical shapes using both feet as a base of support. Lands without falling after taking off from one foot and from both feet. Balances oneself, making symmetrical shapes using both feet as a base of support. Lands, sometimes falling, after taking off from one foot and from both feet.

Documents

grade 1 ela rubrics FINALweb.sfusd.edu/Services/research_public/sbrc_rubrics/2013-14 Grade 1... · San Francisco Unified School District STANDARDS BASED REPORT CARD Rubrics Grade