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As of October 8, 2012 Page 1 of 30
Third Grade Standards-Based Report Card Rubric
1st
Nine Weeks
Language Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through
Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)
The student
demonstrates limited or
minimum progress or is
unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student
consistently and
independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
Comprehends
literature
independently and
proficiently
Generate questions
before, during, and after
reading
Self-monitor
comprehension to
clarify meaning
Read and comprehend
text of steadily
increasing complexity
Generates questions
before, during, and after
reading
Uses background
knowledge and
information from text
when answering
questions
Identifies themes,
lessons, and morals in
folktales, tall tales,
fables, and myths
Self-monitors
comprehension to
clarify meaning
Generates questions
before, during, and after
reading
Uses background
knowledge and
information from text
when answering
questions
Identifies themes,
lessons, and morals in
folktales, tall tales,
fables, and myths
Self-monitors
comprehension to
clarify meaning
Makes judgments and
inferences about
characters in a story
Reads above grade
level texts and infers
characteristics of
characters and events
Fountas and Pinnell
Benchmarks
Text assessments
As of October 8, 2012 Page 2 of 30
Third Grade Standards-Based Report Card Rubric
1st
Nine Weeks
Language Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through
Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)
The student
demonstrates limited or
minimum progress or is
unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student
consistently and
independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
Comprehends
informational text
independently and
proficiently
Use textual evidence to
support what the text
says explicitly
Generate questions
monitor comprehension
Make inferences about
the information read
Uses textual evidence
to support what the text
says explicitly
Generates questions to
improve comprehension
Makes inferences about
the information read
Identifies main ideas,
supporting ideas, and
supporting details
Uses textual evidence
to support what the text
says explicitly
Makes inferences about
the information read
Uses organizational
patterns for conveying
information (e.g.,
chronological order,
cause and effect,
similarity and
difference, questions
and answers)
Understands and infers
beyond grade level
expectations
F&P Benchmarks
As of October 8, 2012 Page 3 of 30
Third Grade Standards-Based Report Card Rubric
1st
Nine Weeks
Language Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through
Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)
The student
demonstrates limited or
minimum progress or is
unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student
consistently and
independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
Understands and
explains text features
Read informational
texts and incorporate
new words into oral and
written language
Determine the meaning
of unknown words on
the basis of context
Apply learned
strategies to determine
the meaning of
unknown words
(context clues,
reference materials,
word families, etc.)
Reads informational
texts and incorporate
new words into oral and
written language
Determines the
meaning of unknown
words on the basis of
context
Applies learned
strategies to determine
the meaning of
unknown words
Interprets information
from illustrations,
diagrams, charts,
graphs, graphic
organizers, maps and
photographs
Reads informational
texts and incorporate
new words into oral and
written language
Determines the
meaning of unknown
words on the basis of
context
Applies learned
strategies to determine
the meaning of
unknown words
Interprets information
from graphics
Uses illustrations to
better understand a text
Interprets information
from graphics
Infers using text and
text features
Explains and use
illustrations to better
understand a text above
grade level
Teacher observation
Text assessments
As of October 8, 2012 Page 4 of 30
Third Grade Standards-Based Report Card Rubric
1st
Nine Weeks
Language Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through
Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)
The student
demonstrates limited or
minimum progress or is
unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student
consistently and
independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
Reads with sufficient
accuracy and fluency
Read (L-M) text with
purpose and
understanding
Read at a rate below 83
wpm and lacks prosody
Readson level text (L-
M) with purpose and
understanding
Reads with prosody at a
rate below 83 wpm
Reads on-level prose
and poetry orally with
accuracy, appropriate
rate and expression on
successive readings
Readson level text (M-
N) or above with
purpose and
understanding
Reads with prosody at a
rate of 83 wpm or
higher
Reads on-level prose
and poetry orally with
accuracy, appropriate
rate and expression
Uses context clues to
confirm or self-correct
word recognition or
understanding
Reads at levels Q
through Z
Reads with prosody at
rates higher than 120
wpm
Uses context clues to
confirm and infer
meaning from texts
F&P Running Records
As of October 8, 2012 Page 5 of 30
Third Grade Standards-Based Report Card Rubric
1st
Nine Weeks
Language Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through
Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)
The student
demonstrates limited or
minimum progress or is
unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student
consistently and
independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
Knows and applies
grade-level phonics
and word skills
Apply knowledge of
letter-sound
correspondence and
spelling patterns to
decode and read
multisyllabic words
Recognize, read, and
write words containing
regular and irregular
plurals
Applies knowledge of
letter-sound
correspondence and
spelling patterns to
decode and read
multisyllabic words
Recognizes, reads, and
writes words containing
regular and irregular
plurals, and possessives
Applies knowledge of
letter-sound
correspondence and
spelling patterns to
decode and read
multisyllabic words
Recognizes, reads, and
writes words containing
regular and irregular
plurals, and possessives
Uses a variety of
strategies to decode and
understand grade level
words in reading and
writing
Reads and decodes
words and meanings
beyond grade level text
Word Study
Writing samples
As of October 8, 2012 Page 6 of 30
Third Grade Standards-Based Report Card Rubric
1st
Nine Weeks
Language Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through
Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)
The student
demonstrates limited or
minimum progress or is
unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student
consistently and
independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
Develops real or
imagined events
Capture a reader’s
interest
Sustain a focus
Include the appropriate
purpose, audience and
genre
Capture s reader’s
interest by setting a
purpose, and
developing a point of
view
Sustains a focus
Includes the appropriate
purpose, expectations,
and length for the
audience and genre
Captures a reader’s
interest by writing both
personal and
fantasy/imaginary
stories, setting a
purpose, and
developing a point of
view
Sustains a focus
Includes the appropriate
purpose, expectations,
and length for the
audience and genre
Uses sensory details to
develop the piece
Demonstrate or self-
initiates writing
Implies and inferences
beyond grade level
expectations
Writing samples
F&P Writing
Assessment
As of October 8, 2012 Page 7 of 30
Third Grade Standards-Based Report Card Rubric
1st
Nine Weeks
Language Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through
Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)
The student
demonstrates limited or
minimum progress or is
unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student
consistently and
independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
Convey ideas and
information
Capture a reader’s
interest
Identify point of view
Sustain a focus
Captures a reader’s
interest by setting a
purpose and developing
a point of view
Selects a focus and an
organizational pattern
based on purpose, genre,
audience, and length
Captures a reader’s
interest by setting a
purpose and developing
a point of view
Selects a focus and an
organizational pattern
Uses details from text
Demonstrates or self-
initiates writing
Implies and infers
beyond grade level
expectations
Writing samples
F&P Writing
Assessment
Conducts research and
produces work that
builds knowledge
Use a variety of
resources to research a
topic
Uses a variety of
resources to research a
topic
Sorts information into
categories
Uses a variety of
resources to research a
topic
Sorts information into
categories
Takes brief notes about
a topic and where the
information generated
Uses a variety of
resources to research a
topic
Cites resources in
research
Performance tasks
Research projects
As of October 8, 2012 Page 8 of 30
Third Grade Standards-Based Report Card Rubric
1st
Nine Weeks
Language Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through
Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)
The student
demonstrates limited or
minimum progress or is
unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student
consistently and
independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
Uses the writing
process
Plan and drafts writing
Apply little Revision to
improve coherence and
development of topic
Plans and drafts writing
Applies some Revision
to improve coherence
and development of
topic
Edits to correct errors
Plans and drafts writing
Applies some Revision
to improve coherence
and development of
topic
Edits to correct errors
Publishes by presenting
Demonstrates self-
initiative to use the
entire writing process to
improve development
of essay
Writing samples
F&P Writing
Assessment
Writes legibly in
cursive
Write legibly in cursive
leaving spaces between
words in a sentence
Writes legibly in
cursive leaving spaces
between words in a
sentence
Writes legibly in
cursive leaving spaces
between words in a
sentence
Due to the nature of this
standard, students
cannot attain a rating
of a 4
Writing samples
F&P Writing
Assessment
As of October 8, 2012 Page 9 of 30
Third Grade Standards-Based Report Card Rubric
1st
Nine Weeks
Language Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through
Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)
The student
demonstrates limited or
minimum progress or is
unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student
consistently and
independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
Determines main idea
and supporting
information from oral
discussions, text read
aloud or other media
formats
Recall, interpret, and
summarize information
presented orally
Ask relevant questions
Respond appropriately
to comments and
questions
Recalls, interprets, and
summarizes
information presented
orally
Uses oral language for
different purposes: to
inform, persuade, or
entertain
Asks relevant questions
Recalls, interprets, and
summarizes
information presented
orally
Uses oral language for
different purposes: to
inform, persuade, or
entertain
Asks relevant questions
Responds appropriately
to comments and
questions
Summarizes orally and
written
Infers, informs, and
clearly share point of
view, ideas, topic
Develops information
to build on above grade
level text
F&P Benchmarks
Teacher observation
Text assessments
As of October 8, 2012 Page 10 of 30
Third Grade Standards-Based Report Card Rubric
1st
Nine Weeks
Language Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through
Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)
The student
demonstrates limited or
minimum progress or is
unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student
consistently and
independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
Orally reports on a
topic, text, tells a
story or engages in
conversation
expressing ideas
clearly
Tell a story by
presenting facts and
relevant details
Recount an experience
with facts
Produce complete
sentences with correct
subject/verb agreement
Tells a story by
presenting facts and
relevant details
Recounts an experience
with facts
Produces complete
sentences with correct
subject/verb agreement
Uses increasingly
complex language
patterns and sentence
structure
Tells a story by
presenting facts and
relevant details
Recounts an experience
with facts
Speaks clearly using an
understandable pace
Increases vocabulary to
reflect a growing range
of interest and
knowledge
Presentation and oral
communication is clear,
precise and supported
by details
Responds to ideas and
expresses ideas with
above grade level
vocabulary
F&P Benchmarks
Teacher observation
Text assessments
As of October 8, 2012 Page 11 of 30
Third Grade Standards-Based Report Card Rubric
1st
Nine Weeks
Language Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through
Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)
The student
demonstrates limited or
minimum progress or is
unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student
consistently and
independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
Understands
grammar,
punctuation, spelling,
and usage
Identify and use the
basic parts of speech
and demonstrates that
words can be different
parts of speech within a
sentence
Use appropriate
capitalization
Correctly place
commas and quotation
marks
Identifies and uses the
basic parts of speech
and demonstrates that
words can be different
parts of speech within a
sentence
Uses appropriate
capitalization
Correctly places
commas and quotation
marks
Identifies and uses
figurative language
Identifies and uses the
basic parts of speech
and demonstrates that
words can be different
parts of speech within a
sentence
Uses appropriate
capitalization
Correctly places
commas and quotation
marks
Identifies and uses
figurative language
Demonstrates
knowledge of
differences between the
conventions of
speaking and writing
Shows explicit
command of clearly
expressing ideas,
topics, and point of
view informal and
informal speaking and
writing using above
grade level vocabulary
Writing samples
Speaking
Teacher observation of
formal and informal
speaking and writing
As of October 8, 2012 Page 12 of 30
Third Grade Standards-Based Report Card Rubric
1st
Nine Weeks
Language Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through
Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)
The student
demonstrates limited or
minimum progress or is
unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student
consistently and
independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
Understands grade-
appropriate
vocabulary
Determine the meaning
of a word based on how
it is used
Determine the meaning
of unknown words on
the basis of context
Recognize and use
words with multiple
meanings
Determines the
meaning of a word
based on how it is used
Determines the
meaning of unknown
words on the basis of
context
Recognizes and uses
words with multiple
meanings
Identifies playful uses
of language
Determines the
meaning of a word
based on how it is used
Determines the
meaning of unknown
words on the basis of
context
Recognizes and uses
words with multiple
meanings
Identifies playful uses
of language
Identifies the meaning
of common idioms and
figurative phrases
Due to the nature of this
standard, students
cannot attain a rating
of 4
Writing samples
Teacher observation of
formal and informal use
of speaking and writing
Oral presentations
Text discussions
As of October 8, 2012 Page 13 of 30
Third Grade Standards-Based Report Card Rubric
1st
Nine Weeks
Language Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through
Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)
The student
demonstrates limited or
minimum progress or is
unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student
consistently and
independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
Acquires and uses
grade-appropriate
words and phrases
Determine and clarify
the meaning of
unknown and multiple-
meaning words and
phrases
Determines and
clarifies the meaning of
unknown and multiple-
meaning words and
phrases
Identifies real-life
connections between
words and their use
Determines and
clarifies the meaning of
unknown and multiple-
meaning words and
phrases
Identifies real-life
connections between
words and their use
Distinguishes shades of
meaning among related
words
Uses and clarifies the
meaning of unknown
words and multiple-
meaning words and
phrases in above grade
level reading text
As of October 8, 2012 Page 14 of 30
Third Grade Standards-Based Report Card Rubric
1st Nine Weeks
Mathematics
Standards
Emerging (1)
The student demonstrates
limited or minimum
progress or is unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student consistently
and independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
Uses place value and
properties of
operations for multi-
digit arithmetic
MCC3.NBT.1
MCC3.NBT.2
MCC3.NBT.3
MCC3.NBT.4
Do none or one of the
following: *previously
taught standard
MCC2.NBT.3
(Grade 2)
Round whole numbers to
the nearest 10 or 100
Fluently add and subtract
within 1000
Use the properties of
addition and subtraction
to compute and verify
Use inverse operations to
verify answers
Does more than one of
the ollowing:*previously
taught standard
MCC2.NBT.3
(Grade 2)
Rounds whole numbers
to the nearest 10 or 100
Fluently adds and
subtracts within 1000
Uses the properties of
addition and subtraction
to compute and verify
Uses inverse operations
to verify answers
Does all of the following:
*previously taught
standard MCC2.NBT.3
(Grade 2)
Rounds whole numbers
to the nearest 10 or 100
Fluently adds and
subtracts within 1000
Uses the properties of
addition and subtraction
to compute and verify
Uses inverse operations
to verify answers
Does all of the meets
category and the
following:
Rounds whole numbers
to the nearest 1000
Adds and subtracts
within 999,999
A range of strategies
should be used to enable
student to utilize
part/whole thinking
The following resources
can be used to
instruct/assess this
standard: GADOE
CCGPS tasks/
frameworks, Number
Talks, Exemplars,
VandeWalle activities,
NCTM Navigation
Series, math journals,
Hands-on Standards, etc.
These can be assessed
and scored on the SBRC
using GloSS/ IKAN
data/results as an artifact
Represents and solves Do none or one of the Does more than one of Does all of the following: Demonstrates mastery of These standards can be
As of October 8, 2012 Page 15 of 30
Third Grade Standards-Based Report Card Rubric
1st Nine Weeks
Mathematics
Standards
Emerging (1)
The student demonstrates
limited or minimum
progress or is unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student consistently
and independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
problems involving
multiplication and
division
MCC3.OA.1
MCC3.OA.2
MCC3.OA.3
MCC3.OA.4
following:
Interpret products of
whole numbers,
Interpret whole-number
quotients of whole
numbers, or as a number
of shares when 56
objects are partitioned
into equal shares of 8
objects each
Use multiplication and
division within 100 to
solve word problems in
situations involving
equal groups, arrays, and
measurement quantities
Determine the unknown
whole number in a
multiplication or division
equation relating three
whole numbers
the following:
Interprets products of
whole numbers,
Interprets whole-number
quotients of whole
numbers,
Uses multiplication and
division within 100 to
solve word problems in
situations involving
equal groups, arrays, and
measurement quantities,
e.g., by using drawings
and equations with a
symbol for the unknown
number to represent the
problem
Determines the unknown
whole number in a
multiplication or division
equation relating three
whole numbers
Interprets products of
whole numbers1
Interprets whole-number
quotients of whole
numbers2
Uses multiplication and
division within 100 to
solve word problems in
situations involving
equal groups, arrays, and
measurement quantities3
Determines the unknown
whole number in a
multiplication or division
equation relating three
whole numbers4
this standard (according
to the meets column)
AND meets and one of
the following:
Multiplies 2 and 3 digit
numbers by 2 or more
digits using strategies
assessed using
GloSS/IKAN
Suggested resources:100-
chart, VandeWalle tasks,
Exemplars, math
journals, GADOE
CCGPS tasks/
frameworks, Number
Talks, NCTM Navigation
Series, Hands-on
Standards, etc.
1 e.g., interprets 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
2 e.g., interpret 56 ÷ 8 as the number of
objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 ob ject each. For example, describe a context in which a number of
shares or a number of groups can be expressed as 56 ÷ 8. 3e.g. by using drawings and equations with a symbol for the unknown number to represent the problem.
4For example, determine the unknown number that makes
the equation true in each of the equations 8 × ? = 48, 5 = □ ÷ 3, 6 × 6 = ?. × ? = 48, 5 = □ ÷ 3, 6 × 6 = ?. Represents and Do none or one of the Does more than one of Does all of the following: Does all of the meets and Fractions used on the line
As of October 8, 2012 Page 16 of 30
Third Grade Standards-Based Report Card Rubric
1st Nine Weeks
Mathematics
Standards
Emerging (1)
The student demonstrates
limited or minimum
progress or is unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student consistently
and independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
interprets data
MCC3.MD.3
MCC3.MD.4
following:
Draw a scaled picture
graph and bar graph to
represent a data set with
several categories
Solves one and two step
word problems using
information from graphs
Generate measurement
data by measuring
lengths to nearest ¼ inch
Show data by making a
line plot marked off in
wholes, halves, or
quarters
the following:
Draw a scaled picture
graph and bar graph to
represent a data set with
several categories
Solves one and two step
word problems using
information from graphs
Generate measurement
data by measuring
lengths to nearest ¼ inch
Show data by making a
line plot marked off in
wholes, halves, or
quarters
Draw a scaled picture
graph and bar graph to
represent a data set with
several categories
Solves one and two step
word problems using
information from graphs
Generate measurement
data by measuring
lengths to nearest ¼ inch
Show data by making a
line plot marked off in
wholes, halves, or
quarters
one or more of the
following:
Creates line plots of
measurements expressed
in fractions of a unit and
solves addition and
subtraction problems
involving the data
presented in the line plot
plots should be to the
nearest ½ or ¼ of a unit
Suggested resources:
GADOE CCGPS tasks/
frameworks, VandeWalle
tasks, math journals,
NCTM Navigation Series
As of October 8, 2012 Page 17 of 30
Standards for Mathematical Practice
**These should be scored using the Academic Performance Level Behaviors scores**
Standards for
Mathematical Practice
Rarely (1)
Sometimes (2)
Usually (3)
Consistently (4)
Evidence/Notes
The SMPs are addressed on an ongoing basis through grading periods 1 – 4.
Makes sense of problems
and perseveres in solving
them
MCC3.SMP.1
Student is rarely able
to explain to
himself/herself the
meaning of a problem
and is unable to
independently
determine an
appropriate
strategy/tool to use to
solve the problem
Student inconsistently
explains to
himself/herself the
meaning of a problem
and/or is
inconsistently able to
independently
determine an
appropriate strategy/
tool to use to solve
problems. Student
needs prompting by
the teacher on a
regular basis
Student usually
explains to
himself/herself the
meaning of a problem
and determines an
appropriate strategy/
tool to use to solve the
problem
Student independently
and consistently
explains to
himself/herself the
meaning of a problem
and determines an
appropriate strategy/
tool to use to solve the
problem
In third grade, students
should know that
doing mathematics
involves solving
problems and should
discuss how they
solved them. Students
should explain to
themselves the
meaning of a problem
and look for ways to
solve it. Third graders
may use concrete
objects or pictures to
help them
conceptualize and
solve problems.This
should be assessed
ongoing throughout
the school year.
Reasons abstractly and Student is rarely able Student is Student usually Student consistently Third graders should
As of October 8, 2012 Page 18 of 30
Standards for Mathematical Practice
**These should be scored using the Academic Performance Level Behaviors scores**
Standards for
Mathematical Practice
Rarely (1)
Sometimes (2)
Usually (3)
Consistently (4)
Evidence/Notes
The SMPs are addressed on an ongoing basis through grading periods 1 – 4.
quantitatively
MCC3.SMP.2
to connect a quantity
to a written symbol
and rarely
demonstrates a clear
understanding of the
meaning of a quantity
as represented in a
problem solved
inconsistently able or
may require teacher
prompting to connect
a quantity to a written
symbol and sometimes
demonstrates a clear
understanding of the
meaning of a quantity
as represented in a
problem solved
connects a quantity to
a written symbol and
demonstrates a clear
understanding of the
meaning of a quantity
as represented in a
problem solved most
of the time using
objects, pictures,
drawings. However,
the student may have
difficulty with more
complex problem
solving.
and independently
connects a quantity to
a written symbol and
demonstrates a clear
understanding of the
meaning of a quantity
as represented in a
problem solved using
objects, pictures,
drawings
recognize that a
number represents a
specific quantity. They
should be able to
connect the quantity to
written symbols and
create a logical
representation of the
problem at hand,
considering both the
appropriate units
involved and the
meaning of
quantities.This should
be assessed ongoing
throughout the school
year.
Constructs viable
arguments and critiques
the reasoning of others
MCC3.SMP.3
Continued on next page
Student is rarely able
to explain their
mathematical
reasoning and/or
respond to others’
thinking
Student is
inconsistently able or
may require teacher
prompting to explain
their mathematical
reasoning and/or
respond to others’
thinking
Student usually
explains their
mathematical
reasoning and
responds to others’
thinking with some
errors
Student consistently
and independently
constructs arguments
using concrete
referents, explains
their mathematical
reasoning and
responds to others’
thinking in a
mathematically
appropriate way
In third grade, students
may construct
arguments using
concrete referents,
such as objects,
pictures, and drawings.
They refine their
mathematical
communication skills
as they participate in
mathematical
discussions involving
questions like “How
did you get that?” and
“Why is that true?”
As of October 8, 2012 Page 19 of 30
Standards for Mathematical Practice
**These should be scored using the Academic Performance Level Behaviors scores**
Standards for
Mathematical Practice
Rarely (1)
Sometimes (2)
Usually (3)
Consistently (4)
Evidence/Notes
The SMPs are addressed on an ongoing basis through grading periods 1 – 4.
They explain their
thinking to others and
respond to others’
thinking. This is
assessed ongoing
throughout the school
year.
Models with
mathematics
MCC3.SMP.4
Continued on next page
Student is rarely able
to make connections
between mathematical
ideas or the student is
rarely able to
understand the
mathematics presented
in context.
Student is
inconsistently able to
make connections
between mathematical
ideas or the student is
not able to understand
and solve problems
independently with the
mathematics presented
in context
Student is usually
able to independently
make connections
between mathematical
ideas. The student can
demonstrate a solid
understanding of
mathematical ideas
presented in context
with a few
inconsistencies at
times.
Student is able to
consistently and
independently make
connections between
mathematical ideas.
The student can
demonstrate a solid
understanding of
mathematical ideas
presented in context.
NOTE: Third graders
should be able to
evaluate their results
in the context of the
situation and reflect on
whether the results
make sense.
Students should be
able to experiment
with representing
problem situations in
multiple ways
including numbers,
words (mathematical
language), drawing
pictures, using objects,
acting out, making a
chart, list, or graph,
creating equations, etc.
Students need
opportunities to
connect the different
representations and
explain the
connections. This is
assessed ongoing
throughout the school
year (on each
assignment and
assessment) in
conjunction with the
content standard
As of October 8, 2012 Page 20 of 30
Standards for Mathematical Practice
**These should be scored using the Academic Performance Level Behaviors scores**
Standards for
Mathematical Practice
Rarely (1)
Sometimes (2)
Usually (3)
Consistently (4)
Evidence/Notes
The SMPs are addressed on an ongoing basis through grading periods 1 – 4.
addressed
Uses appropriate tools
strategically
MCC3.SMP.5
Student is rarely able
to consider strategies
and tools available to
solve a problem or
decide which tool/
strategy would be
helpful
With teacher
prompting, student
considers available
tools and strategies to
solve a problem and
decides which
tools/strategies might
be helpful
Student usually
considers available
tools and strategies
independently when
solving a problem and
decides which
tools/strategies might
be helpful
Student consistently
and independently
considers available
tools and strategies
when solving a
problem and decides
which tools/strategies
might be helpful
Example: Student is
able to compile the
possibilities into an
organized list or a
table, and determine
whether they have all
the possible rectangles
This is assessed
ongoing throughout
the school year
through multiple tasks
Attends to precision
MCC3.SMP.6
Student begins to
explain their
mathematical
reasoning with others
but does not use clear
and precise language,
or student is rarely
able to communicate
mathematical
reasoning
Student inconsistently
communicates
mathematical
reasoning using clear
and precise language
Student is usually able
to communicate
mathematical
reasoning using clear
and precise language
Student is able to
consistently
communicate
mathematical
reasoning using clear
and precise language.
The student uses clear
and precise language
in his/her discussions
with others and in
his/her own reasoning.
This is assessed in
multiple ways
throughout the school
year (on each
assignment and
assessment).
Students should be
carefully specifying
units of measure and
state the meaning of
the symbols they
choose. Example:
When figuring out the
area of a rectangle,
record answers in square units.
Looks for and makes use Rarely looks closely Sometimes looks Usually looks closely Consistently looks Example
As of October 8, 2012 Page 21 of 30
Standards for Mathematical Practice
**These should be scored using the Academic Performance Level Behaviors scores**
Standards for
Mathematical Practice
Rarely (1)
Sometimes (2)
Usually (3)
Consistently (4)
Evidence/Notes
The SMPs are addressed on an ongoing basis through grading periods 1 – 4.
of structure
MCC4.SMP.7
to discover a pattern
or structure in any
given problem. The
student can rarely
generate number or
shape patterns that
follow a given rule.
closely to discover a
pattern or structure in
any given problem.
The student can
sometimes generate
number or shape
patterns that follow a
given rule.
to discover a pattern
or structure in any
given problem. The
student usually can
generate number or
shape patterns that
follow a given rule.
closely to discover a
pattern or structure in
any given problem.
The student can
generate number or
shape patterns that
follow a given rule.
A student uses
properties of
operations to explain
calculations (partial
products model)
A student relates
representations of
counting problems
such as tree diagrams
and arrays to the
multiplication
principal of counting
Looks for and expresses
regularity with repeated
reasoning
MCC3.SMP.8
Continued on next page
Student is rarely able
to use repeated
reasoning to
understand
mathematical
structures and
generalize knowledge
of such patterns to
assist them in
checking his/her own
work
Student requires
teacher prompting to
generalize
mathematical patterns
in order to utilize this
knowledge to check
his/her own work by
asking questions such
as, “Does this make
sense?”
Student usually
recognizes and uses
use repeated reasoning
to understand
mathematical
structures and
generalize knowledge
of such patterns to
assist them in
checking his/her own
work
Student consistently
and independently
generalizes
mathematical patterns
and utilizes this
knowledge to check
their own work by
asking questions such
as, “Does this make
sense?”
Students in third grade
should notice
repetitive actions in
computation and look
for more efficient
methods based on the
number patterns. For
example, students may
use the distributive
property as a strategy
for using products they
know to solve products
that they don’t know.
For example, if
students are asked to
find the product of 7 x
8, they might
decompose 7 into
5 and 2 and then
multiply 5 x 8 and 2 x
As of October 8, 2012 Page 22 of 30
Standards for Mathematical Practice
**These should be scored using the Academic Performance Level Behaviors scores**
Standards for
Mathematical Practice
Rarely (1)
Sometimes (2)
Usually (3)
Consistently (4)
Evidence/Notes
The SMPs are addressed on an ongoing basis through grading periods 1 – 4.
8 to arrive at 40 + 16
or 56. In addition,
third graders should
continually evaluate
their work by asking
themselves, “Does this
make sense?”
This is assessed
ongoing throughout
the school year.
As of October 8, 2012 Page 23 of 30
Third Grade Standards-Based Report Card Rubric
1st Nine Weeks
Science
Standards
Emerging (1)
The student
demonstrates limited
or minimum progress
or is unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student
consistently and
independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
S3L1 Students will
investigate the
habitats of
different
organisms and the
dependence of
organisms on their
habitat
Differentiate between
habitats of Georgia
(mountains,
marsh/swamp, coast,
Piedmont, Atlantic
Ocean) and the
organisms that live
there
Identify features of
green plants that allow
them to live and thrive
in different regions of
Georgia
Identify features of
animals that allow
them to live and thrive
in different regions of
Georgia
Explain what will
happen to an organism
if the habitat is
changed
Differentiates between
habitats of Georgia
(mountains,
marsh/swamp, coast,
Piedmont, Atlantic
Ocean) and the
organisms that live
there
Identifies features of
green plants that allow
them to live and thrive
in different regions of
Georgia
Identifies features of
animals that allow
them to live and thrive
in different regions of
Georgia
Explains what will
happen to an organism
if the habitat is
changed
Differentiates between
habitats of Georgia
(mountains,
marsh/swamp, coast,
Piedmont, Atlantic
Ocean) and the
organisms that live
there
Identifies features of
green plants that allow
them to live and thrive
in different regions of
Georgia
Identifies features of
animals that allow
them to live and thrive
in different regions of
Georgia
Explains what will
happen to an organism
if the habitat is
changed
Due to the nature of
this standard, students
cannot attain a rating
of 4
S3E1 Students Explain the difference Explains the Explains the Due to the nature of
As of October 8, 2012 Page 24 of 30
Third Grade Standards-Based Report Card Rubric
1st Nine Weeks
Science
Standards
Emerging (1)
The student
demonstrates limited
or minimum progress
or is unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student
consistently and
independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
will investigate the
physical attributes
of rocks and soils
between a rock and a
mineral
Recognize the
physical attributes of
rocks and minerals
using observation
(shape, color, texture),
measurement, and
simple tests (hardness)
difference between a
rock and a mineral
Recognizes the
physical attributes of
rocks and minerals
using observation
(shape, color, texture),
measurement, and
simple tests (hardness)
Uses observation to
compare the
similarities and
differences of texture,
particle size, and color
in top soils (such as
clay, loam or potting
soil, and sand)
difference between a
rock and a mineral
Recognizes the
physical attributes of
rocks and minerals
using observation
(shape, color, texture),
measurement, and
simple tests (hardness)
Uses observation to
compare the
similarities and
differences of texture,
particle size, and color
in top soils (such as
clay, loam or potting
soil, and sand)
Determines how water
and wind can change
rocks and soil over
time using observation
and research
this standard, students
cannot attain a rating
of 4
As of October 8, 2012 Page 25 of 30
Third Grade Standards-Based Report Card Rubric
1st Nine Weeks
Social Studies
Standards
Emerging (1)
The student
demonstrates limited or
minimum progress or is
unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student consistently
and independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
Explain the political
roots of our modern
democracy in the USA
(SS3H1)
Identify the influence of
Greek architecture
(columns on the
Parthenon, U.S.
Supreme court
building), law, and the
Olympic games on the
present
Explain the ancient
Athenians' idea that a
community should
choose its own leaders
Compare and contrast
Athens as a direct
democracy with the
United States as a
representative
democracy
Identifies the influence
of Greek architecture
(columns on the
Parthenon, U.S.
Supreme court
building), law, and the
Olympic games
on the present
Explains the ancient
Athenians' idea that a
community should
choose its own leaders
Compares and contrasts
Athens as a direct
democracy with the
United States as a
representative
democracy
Identifies the influence
of Greek architecture
(columns on the
Parthenon, U.S.
Supreme court
building), law, and the
Olympic games on the
present
Explains the ancient
Athenians' idea that a
community should
choose its own leaders
Compares and contrasts
Athens as a direct
democracy with the
United States as a
representative
democracy
Demonstrates or self
initiates further learning
in concept
Options include:
Discussion, Dialog,
Observation, Structure
Response,
Constructed
Response,
Performance Task
Describes the lives of
historical figures who
expanded people's
rights and freedoms
(SS3H2)
Discuss Paul Revere
Explain the barriers,
restrictions, and
obstacles this figure
overcame
Discuss Paul Revere
Explain the barriers,
restrictions, and
obstacles this figure
overcame
Discuss Paul Revere
Explain the barriers,
restrictions, and
obstacles this figure
overcame
Demonstrates or self
initiates further learning
in concept
Options include:
Discussion, Dialog,
Observation, Structure
and Constructed
Responses,
Performance Task
Locates major Identify major rivers of Identifies major rivers Identifies major rivers Demonstrates or self Options include:
As of October 8, 2012 Page 26 of 30
Third Grade Standards-Based Report Card Rubric
1st Nine Weeks
Social Studies
Standards
Emerging (1)
The student
demonstrates limited or
minimum progress or is
unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student consistently
and independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
topographical
features (SS3G1)
the United States of
America: Mississippi,
Ohio, Rio Grande,
Colorado, Hudson
Identify major mountain
ranges of the United
States of America:
Appalachian, Rocky
Locate the equator,
prime meridian, and
lines of latitude and
longitude on a map
Locate Greece on
a map
of the United States of
America: Mississippi,
Ohio, Rio Grande,
Colorado, Hudson
Identify major mountain
ranges of the United
States of America:
Appalachian, Rocky
Locates the equator,
prime meridian, and
lines of latitude and
longitude on a map
Locates Greece on a
map
of the United States of
America: Mississippi,
Ohio, Rio Grande,
Colorado, Hudson
Identify major mountain
ranges of the United
States of America:
Appalachian, Rocky
Locate the equator,
prime meridian, and
lines of latitude and
longitude on a map
Locates Greece on a
map
initiates further learning
in concept
Discussion, Dialog,
Observation, Structure
Response,
Constructed
Response,
Performance Task
Describe cultural and
geographical systems
associated with
historical Americans
(Paul Revere, Frederick
Douglas, Susan B.
Anthony, Mary
McLeodBethune,
Franklin D. Roosevelt,
Eleanor Roosevelt,
Lyndon Johnson,
Thurgood Marshall,
Identify on a political
map specific locations
significant to the life
and times of these
historical figures
Describe how place
(physical and human
characteristics) had an
impact on the lives of
these historical figures
Describe how each of
Identifies on a political
mapspecific locations
significant to the life
and times of these
historical figures
Describes howplace
(physical and human
characteristics) had an
impact on the lives of
these historical figures
Describes how each of
Identifies on a political
map specific locations
significant to the life
and times of these
historical figures
Describes how place
(physical and human
characteristics) had an
impact on the lives of
these historical figures
Describes how each of
Demonstrates or self
initiates further learning
in concept
Options include:
Discussion, Dialog,
Observation,
Structured Response,
Constructed
Response,
Performance Task
As of October 8, 2012 Page 27 of 30
Third Grade Standards-Based Report Card Rubric
1st Nine Weeks
Social Studies
Standards
Emerging (1)
The student
demonstrates limited or
minimum progress or is
unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student consistently
and independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
Cesar Chavez) (SSG2) these historic figures
adapted to or was
influenced by
environment
Trace examples of
travel of individuals and
ideas
Describe how the
region affected
individuals' lives and
had an impact on their
cultural identification
these historic figures
adapted to or was
influenced by
environment
Traces examples of
travel of individuals and
ideas
Describes how the
region affected
individuals' lives and
had an impact on their
cultural identification
these historic figures
adapted to or was
influenced by
environment
Traces examples of
travel of individuals and
ideas
Describes how the
region affected
individuals' lives and
had an impact on their
cultural identification
Explain the importance Explain why in the Explains why in the Explains why in the Demonstrates or self Options include:
As of October 8, 2012 Page 28 of 30
Third Grade Standards-Based Report Card Rubric
1st Nine Weeks
Social Studies
Standards
Emerging (1)
The student
demonstrates limited or
minimum progress or is
unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student consistently
and independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
of the basic principles
that provide the
foundation of a
republican form
of government
SS3CG1
United States there is a
separation of power
between branches of
government and levels
of government
Name the three levels of
government (national,
state, local) and the
three branches in each
(executive, legislative
and judicial including
the names of the
legislative branch
(Congress, General
Assembly, county
commission or city
council)
States an example of the
responsibility of each
level and branch of
government
United States there is a
separation of power
between branches of
government and levels
of government
Names the three levels
of government
(national, state, local)
and the three branches
in each(executive,
legislative and judicial
including the names of
the legislative branch
(Congress, General
Assembly, county
commission or city
council)
States an example of the
responsibility of each
level and branch of
government
United States there is a
separation of power
between branches of
government and levels
of government
Names the three levels
of government
(national, state, local)
and the three branches
in each (executive,
legislative and judicial
including the names of
the legislative branch
(Congress, General
Assembly, county
commission or
city council)
States an example of the
responsibility of each
level and branch of
government
initiates further learning
in concept
Discussion, Dialog,
Observation,
Structured Response,
Constructed
Response,
Performance Task
Discuss positive Describe how the Describes how the Describes how the Demonstrates or self Options include:
As of October 8, 2012 Page 29 of 30
Third Grade Standards-Based Report Card Rubric
1st Nine Weeks
Social Studies
Standards
Emerging (1)
The student
demonstrates limited or
minimum progress or is
unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student consistently
and independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
character traits of
historical figures (Paul
Revere, Frederick
Douglas, Susan B.
Anthony, Mary
McLeod Bethune,
Franklin D. Roosevelt,
Eleanor Roosevelt,
Lyndon Johnson,
Thurgood Marshall,
Cesar Chavez)
(SS3CG2)
different historical
figures display positive
character traits of
cooperation, diligence,
courage and leadership
Explain how the
historical figures in
used positive character
traits of cooperation,
diligence, liberty,
justice, tolerance,
freedom of conscience
& expression, and
respect for and
acceptance of authority
different historical
figures display positive
character traits of
cooperation, diligence,
courage and leadership
Explains how the
historical figures in
used positive character
traits of cooperation,
diligence, liberty,
justice, tolerance,
freedom of conscience
&expression, and
respect for and
acceptance of authority
different historical
figures display positive
character traits of
cooperation, diligence,
courage and leadership
Explains how the
historical figures in
used positive character
traits of cooperation,
diligence, liberty,
justice, tolerance,
freedom of conscience
& expression, and
respect for and
acceptance of authority
initiates further learning
in concept
Discussion, Dialog,
Observation, Structure
Response,
Constructed
Response,
Performance Task
Describe the four types
of productive resources
(SS3E1)
Describe the four types
of productive resources:
A. Natural (Land),
B. Human (Labor),
C. Capital(Capital
goods),
Entrepreneurship (used
to create goods and
services)
Describes the four types
of productive resources:
A. Natural (Land),
B. Human (Labor),
C. Capital(Capital
goods),
Entrepreneurship (used
to create goods and
services)
Describes the four types
of productive resources:
A. Natural (Land),
B. Human (Labor),
C. Capital (Capital
goods),
Entrepreneurship (used
to create goods and
services)
Demonstrates or self
initiates further learning
in concept
Options include:
Discussion, Dialog,
Observation, Structure
Response,
Constructed
Response,
Performance Task
Explain that Explain that Explains that Explains that Demonstrates or self Options include:
As of October 8, 2012 Page 30 of 30
Third Grade Standards-Based Report Card Rubric
1st Nine Weeks
Social Studies
Standards
Emerging (1)
The student
demonstrates limited or
minimum progress or is
unable to:
Progressing (2)
The student is
progressing toward
achievement but
inconsistently:
Meets (3)
The student consistently
and independently:
Exceeds (4)
The student, with
evidence of exceeding,
consistently and
independently:
Evidence/Notes
government provides
goods and services in a
market economy and
pays for services
through taxes Describe
services including
schools, libraries, roads,
police, fire protection,
and military(SS3E2)
government provides
certain types of goods
and services in a market
economy, and pay for
these through taxes and
describe services such
as schools, libraries,
roads, police/fire
protection and military
government provide
certain types of goods
and services in a market
economy, and pay for
these through taxes and
describe services such
as schools, libraries,
roads, police/fire
protection and military
government provide
certain types of goods
and services in a market
economy, and pay for
these through taxes and
describe services such
as schools, libraries,
roads, police/fire
protection and military
initiates further learning
in concept
Discussion, Dialog,
Observation, Structure
Response,
Constructed
Response,
Performance Task
Give examples of
interdependence and
trade and will explain
how voluntary trade
exchange benefits both
parties. Describe
interdepdence of
consumers and
producers, how goods
and services are
allocated by price, some
things are made locally,
some elsewhere
Describe the
interdependence of
consumers &producers
of goods and services
Describe how goods
and services are
allocated by price in the
marketplace
Explain that some
things are made locally,
some elsewhere in the
country and some in
other countries
Explain that most
countries create
their own currencies
Describes the
interdependence of
consumers &producers
of goods and services
Describes how goods
and services are
allocated by price in the
marketplace
Explains that some
things are made locally,
some elsewhere in the
country and some in
other countries
Explains that most
countries create their
own currencies
Describes the
interdependence of
consumers &producers
of goods and services
Describes how goods
and services are
allocated by price in the
marketplace
Explains that some
things are made locally,
some elsewhere in the
country and some in
other countries
Explains that most
countries create their
own currencies
Demonstrates or self
initiates further learning
in concept
Options include:
Discussion, Dialog,
Observation, Structure
Response,
Constructed
Response,
Performance Task