Second Grade SPANISH Language Arts Report Card Rubric …€¦ · Second Grade SPANISH Language Arts Report Card Rubric- 1st Nine Weeks ... sustained period of ... with the silent

Learning Goal 1 = Area of Concern

2 = Progress Being Made Toward Second Grade State Standards

3 = Meets Second Grade State Standards

4 = Understandings Go Beyond Second Grade State Standards

11.1.16 1

Second Grade SPANISH Language Arts Report Card Rubric- 1st Nine Weeks





Reading / Beginning Reading Skills / Phonics I can use letters and sounds, spelling patterns, and syllables to determine unknown words. (decode) 2.2(A)(i)(ii)(iii)(iv) 2.2(B)(i)(ii)(iii)(iv)(v)(vi) 2.2(C)

The student does not use letters and sounds, spelling patterns, and syllables to decode multisyllabic words in and out of context including: -consonant letters and vowel sounds -common spelling patterns (word families/rimes)

-consonant blends (e.g. br/bra-zo; gl/glo-bo) -consonant digraphs (e.g. ch/chi-le; ll/e-lla; rr/co-rrer) - closed syllables ( CVC, mes, sol) and open syllables (CV,la; VCV, una; CVCV, sube) - Segment/combine syllables

The student uses letters and sounds, spelling patterns, and syllables to decode multisyllabic words in and out of context including: -consonant letters and vowel sounds -common spelling patterns (word families/rimes)

-consonant blends (e.g. br/bra-zo; gl/glo-bo) -consonant digraphs (e.g. ch/chi-le; ll/e-lla; rr/co-rrer) -closed syllables ( CVC, mes, sol) and open syllables (CV,la; VCV, una; CVCV, sube) -decode words that have the same sounds

The student uses letters and sounds, spelling patterns, and syllables to decode multisyllabic words in and out of context including: -consonant letters and vowel sounds -common spelling patterns (word families/rimes)

-consonant blends (e.g.

br/bra-zo; gl/glo-bo) - consonant digraphs (e.g. ch/chi-le; ll/e-lla; rr/co-rrer) -closed syllables (CVC, mes, sol) and open syllables (CV,la; VCV, una; CVCV, sube)

The student uses letters and sounds, spelling patterns, and syllables to decode multisyllabic words in and out of context with automaticity and fluency.





11.1.16 2

represented by different letters (“r” and “rr”, as in recoger and correr; “ll” and “y”, as in ella and yo; “g” and “j”, as in gente and jugar) - Segment/combine syllables

-decode words that have the same sounds represented by different letters (“r” and “rr”, as in recoger and correr; “ll” and “y”, as in ella and yo; “g” and “j”, as in gente and jugar) - syllables que-, qui- as in qué and quién

I can monitor and self-correct when reading. 2.2(H)

The student does not use information from the text to self-correct when sentences do not make sense (with teacher support).

or The student does not use meaning, structure, and visual information (MSV) to monitor accuracy of decoding.

The student uses information from the text to self-correct when sentences do not make sense (with teacher support).

and The student uses meaning, structure, and visual information (MSV) to monitor accuracy of decoding.

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

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

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

and

The student self-corrects with automaticity.





11.1.16 3

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

The student does not use clues from: -other words in the sentence to determine the meaning of unfamiliar words (with teacher support).

The student uses clues from: -other words in the sentence to determine the meaning of unfamiliar words (with teacher support).

The student uses clues from: -other words in the sentence -surrounding sentences -antonyms -synonyms to determine the meaning of unfamiliar words (independently).

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

The student uses clues from: -other words in the sentence -surrounding sentences -antonyms -synonyms -definitions -examples to determine the meaning of unfamiliar words and can explain which context clue strategy was used (independently).

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





11.1.16 4

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

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

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

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

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

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

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

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





11.1.16 5

Learning Goal 1 = Area of Concern 2 = Progress Being Made Toward Second Grade State Standards



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

The student does not retell important events in stories read aloud and does not include: -story elements (characters, problem/ wish/goal, main events, and solution) (with teacher support).

or The student’s retelling does not include a beginning, middle, and ending (told in a logical order) (with teacher support).

The student retells important events in stories read aloud and includes (with teacher support): -story elements (characters, problem/wish/goal, main events, and solution).

and The student’s retellings include a beginning, middle, and ending (told in a logical order, with teacher support).

The student retells important events in stories and the most important ideas in expository texts read aloud or independently.

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

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

and

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

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

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





11.1.16 6

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

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

and

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

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

The student reads independently for less than 10 minutes uninterrupted daily.

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

The student reads independently for at least 10-25 minutes uninterrupted daily.

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

The student reads independently for at least 26-30 minutes uninterrupted daily.

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

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

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

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

and The student produces written responses to reading.





11.1.16 7

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

The student reads below Rigby Level16

The student reads Rigby Level 16-21.

The student reads Rigby Level 22-24.

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

The student reads above grade level text (Rigby Level 25 and above and retells or acts out important events in stories and includes: -story elements (setting, characters, problem, solution)in complex plots -character names -story language (first, next, then, finally).

and The student demonstrates knowledge of plot in writing or creates graphic organizers





11.1.16 8

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

The student uses strategies to spell words correctly including: -letter-sound knowledge

words that use syllables with hard /r/ and soft /r/ - words with consonant blends (bra/bra-zo, glo/glo-bo)

The student uses strategies to spell words correctly including: -letter-sound knowledge words that use syllables with hard /r/ and soft /r/ - words with consonant blends (bra/bra-zo, glo/glo-bo) -words that have the same sound represented by different letters (“r” and “rr” as in ratón; perro); (“g” and “j” as in gente; jardín

The student uses strategies to spell words correctly including: -letter-sound knowledge words that use syllables with hard /r/ and soft /r/ -words with consonant blends (bra/bra-zo, glo/glo-bo) -words that have the same sound represented by different letters (“r” and “rr” as in pero; perro); (“g” and “j” as in gente; jardín) -words that use syllables que-, qui-, as in queso and ; gue-, gui-, as in amiguito and; güe-, güi as in pingüino and bilingüe -words that use syllables with the silent “h” as in hola and ahora -spell the plural form of words “z” by replacing it with “c” ( feliz, felices)

The student uses additional strategies to spell words correctly including:

words that use syllables with hard /r/ and soft /r/ -words with consonant blends (bra/bra-zo, glo/glo-bo) -words that have the same sound represented by different letters (“r” and “rr” as in pero; perro); (“g” and “j” as in gente; jardín) -words that use syllables que-, qui-, as in queso and ; gue-, gui-, as in amiguito and; güe-, güi as in pingüino and bilingüe -words that use syllables with the silent “h” as in hola and ahora -spell the plural form of words “z” by replacing it with “c” (feliz, felices)





11.1.16 9

-words using “n”before “v” (invitación),“m” before “b”(cambiar), and “m” before “p” comprar

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

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

The student spells fewer than 15 high-frequency words correctly from the SISD Second Grade High-Frequency Word List, not including words from the Kindergarten and First Grade High-Frequency Word Lists.

The student spells at least 15-89 high-frequency words correctly from the SISD Second Grade High-Frequency Word List, not including words from the Kindergarten and First Grade High-Frequency Word Lists.

The student spells at least 90-100 high-frequency words correctly from the SISD Second Grade High-Frequency Word List, not including words from the Kindergarten and First Grade High-Frequency Word Lists.

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

I can use capital letters correctly when writing. 2.22(B)(i)(ii)(iii)

The student does not capitalize: - the salutation and closing of a letter in connected text (with teacher support).

The student capitalizes: -the salutation and closing of a letter in connected text (with teacher support).

The student capitalizes: -the salutation and closing of a letter -proper nouns in connected text (independently).

The student capitalizes: -the salutation and closing of a letter -proper nouns -official titles of people -geographical names and places





11.1.16 10

-historical periods in connected text (independently).

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

The student does not understand the difference between common and proper nouns.

or The student does not understand how to change singular nouns into plural nouns.

or The student does not correctly capitalize proper nouns or does not use the correct plural form when writing.

The student understands the difference between common and proper nouns.

and The student understands how to change singular nouns into plural nouns.

and The student correctly capitalizes proper nouns and uses the correct plural form when writing.

The student understands the difference between common and proper nouns.

and The student understands how to change singular nouns into plural nouns.

and The student correctly capitalizes proper nouns and uses the correct plural form when writing.

and

The student understands the difference between past, present, and future tense action verbs and uses the correct verb tense when writing.

and The student understands the difference between

The student understands and uses additional parts of speech: The student understands the difference between possessive and regular pronouns and uses them correctly when writing.

and The student uses prepositions and prepositional phrases correctly when writing.

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





11.1.16 11

regular and irregular verbs and uses them correctly when writing.

and The student understands the difference between singular and plural pronouns and uses them correctly when writing.

and The student is able to identify and use adjectives correctly when writing, including descriptive (such as viejo and maravilloso) and the articles (el, la, los, las, un, una, unos, unas).

and The student is able to identify and use adverbs correctly when writing, including those that show time (such as antes, luego) and manner (such as cuidadosamente and maravillosamente).





11.1.16 12

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

The student does not plan, draft, and revise letters, personal narratives, or writes reader’s responses (with teacher support).

or The student does not independently publish a letter or a personal narrative.

The student plans, drafts, and revises letters, personal narratives, and writes reader’s responses (with teacher support).

and The student independently publishes a letter and a personal narrative.

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

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

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

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

I can develop drafts by sequencing ideas through writing sentences. 2.17(B)

The student does not develop drafts by writing sentences that match plans (with teacher support).

or The student does not organize ideas when writing letters or reader’s responses (with teacher support).

The student develops drafts by writing sentences that match plans (with teacher support).

and The student organizes ideas when writing letters and reader’s responses (with teacher support).

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

and The student organizes ideas independently when writing letters, reader’s responses, persuasive statements, poems, and expository

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





11.1.16 13

(informational and research) texts.

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

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

The student does not reread drafts to edit for grammar including (with teacher support): -correct subject-verb agreement -correct use of verb tense

The student rereads drafts to edit for grammar including (with teacher support): -correct subject-verb agreement -correct use of verb tense

The student rereads drafts to edit for grammar including: -correct subject-verb agreement -correct use of verb tense

and The student rereads drafts to edit for punctuation including: -ending punctuation in sentences -apostrophes in contractions -apostrophes in possessives

and The student rereads drafts to edit for spelling including: -high-frequency words

The student rereads drafts independently and uses a rubric to edit for grammar, punctuation, and spelling including: -commas in a series -complete subject and complete predicate in a sentence -time order transition words -prepositions and prepositional phrases -conventional spelling of all grade level appropriate words





11.1.16 14

-conventional spelling of words -plural form of nouns and verbs

Documents

Second Grade SPANISH Language Arts Report Card Rubric …€¦ · Second Grade SPANISH Language Arts Report Card Rubric- 1st Nine Weeks ... sustained period of ... with the silent