Report Card Grading and Standards
ELA – Writing
Sample Assignment (one of many included in the overall Writing grade): If you could have any pet, what would it be and why?
4: A grade of 4 on this assignment would mean that the child independently could produce an opinion text that includes a topic sentence, several pieces of supporting evidence for his or her opinion statement, and a concluding sentence. In this scenario, a child would present a completed written piece to the teacher including the above requirements, as well as appropriate spelling, grammar, and sentence structure.
3: A grade of 3 on this assignment would mean that the child is capable of performing as expected on the given assignment with limited teacher support. For example, a child would receive a 3 on the sample assignment if they produced a written piece that required limited, minimal prompts to complete the task, such as, “Don’t forget to add a conclusion” or “Check your capitals.” As indicated in the “comments” section of the attached rubric, a 3 is considered developmentally appropriate, and will be the grade that the child receives if they are performing as expected on the assignment.
2: A grade of 2 on this assignment would mean that the child is working towards achieving success on the given assignment with teacher support. For example, a child would receive a 2 on the sample assignment if her or she was in need of teacher prompts to complete the task such as given sentence starters “If I could have any pet, it would be a ____,” if he or she relied on graphic organizers and were unable to independently transfer his or her ideas to a final copy, or if he or she needed assistance brainstorming possible examples of supporting evidence for his or her opinion statement. As indicated in the “comments” section of the attached rubric, a 2 is received when a child demonstrates inconsistency in his or her ability to perform the task required.
1: A grade of 1 on this assignment would mean that the student is unable to articulate an opinion on the topic or provide evidence to support his or her opinion, even with teacher support and guidance.
Math – Operations and Algebraic Thinking
Sample Assignment (one of many included in the overall Operations and Algebraic Thinking grade): Joey had 5 stickers. His teacher gave him 4 more stickers. How many stickers does Joey have now?
4: A grade of 4 on this assignment would mean that the child independently could produce a written response to this word problem that would include a correct number model, a picture depicting the problem, a unit, and a sentence answering the question. In this scenario, a child would present a completed piece to the teacher including the above requirements, without the need for additional support or guidance in formulating an answer.
3: A grade of 3 on this assignment would mean that the child is capable of performing as expected on the given assignment with limited teacher support. For example, a child would receive a 3 on the sample assignment if he or she produced a written response that required limited, minimal prompts to complete the task, such as, “Don’t forget your unit” or “Circle the important numbers in the question.” As indicated in the “comments” section of the attached rubric, a 3 is considered developmentally appropriate, and will be the grade that the child receives if he or she is performing as expected on the assignment.
2: A grade of 2 on this assignment would mean that the child is working towards achieving success on the given assignment with teacher support. For example, a child would receive a 2 on the sample assignment if he or she was in need of teacher prompts to complete the task such as “do you need addition or subtraction to solve this problem when you see the words ‘4 more stickers’” or “Let’s draw a picture and count up all of the stickers.” As indicated in the “comments” section of the attached rubric, a 2 is received when a child demonstrates inconsistency in his or her ability to perform the task required.
1: A grade of 1 on this assignment would mean that the student is unable to accurately calculate the number model, give a unit, or draw a corresponding picture to the given word problem, even with teacher support and guidance.
Skills Being Graded On
Grade 2, Term 1
MATH
Number Sense
*Understand that the two digits of a two-digit number represent amounts of tens and ones.
*Fluently count to 120.
*Fluently count by 5s to 200.
*Fluently count by 10s to 200.
*Fluently count by 100s to 200.
*Read and write numbers to at least 120 using base-10 numerals and numbers to 20 using number names.
*Compare numbers to 99 and record using <, >, = .
*Add within 100 using a number grid, number line, or counters and use the inverse relationship between addition and subtraction to write fact families and solve addition and subtraction facts.
*Use concrete models to add and subtract within 100.
Computation
*Know doubles and combinations of 10.
*Mentally add 10 and subtract 10 from a two-digit number.
Operations and Algebraic Thinking
*Use addition and subtraction within 20 to solve one-step word problems.
*Determine whether a group of objects (up to 20) has an odd or even number of members with the aid of manipulatives.
*Explain why the think-addition, -0 and -1, subtraction fact strategies work using properties of addition and subtraction.
Geometry
*N/A this term.
Measurement and Data
*Represent 1-20 as lengths on a number line, and whole number sums and differences within 20 on number line diagrams.
*Solve word problems involving pennies and dimes.
ELA
Foundational Reading Skills
*Apply explicitly taught phonics skills.
*Demonstrate fluency with use of simple text and begin to use context clues and rereading to self monitor.
Reading Comprehension
*Ask and answer who, what, and when questions about key details in a text.
*Retell main ideas with one detail related to the central message of a story.
*Identify the beginning, middle, and end of a story.
*Identify the similarities and differences between two stories.
*Identify the important points of two texts on the same topic.
Writing
*Write an opinion text with a supporting reason.
*Introduce a topic for an informational text, including two facts and details.
*Introduce a narrative text that includes a problem, includes two or more details, and forms a solution.
*Use prior knowledge and experience to answer questions.
*After a writer’s conference, have the ability to identify one area in a piece of writing for revision or editing.
*With support, generate two details relating to a topic presented.
*Recognize spelling patterns using classroom tools (i.e. word wall).
Language
*Recognize correct mechanics, including spaces between words, capitals, and punctuation.
*Recognize prefixes, context clues, compound words, and determine the meaning of unknown words.
*Able to use new vocabulary in class discussions and in writing.
*Write legibly.
Speaking and Listening
*Recognize and understand the rules of cooperative grouping.
*Orally retell one or two details of a story (key ideas).
*Generate a question (in question form) relevant to the topic.
*Recognize the components of a complete sentence.
Sample Assignment (one of many included in the overall Writing grade): If you could have any pet, what would it be and why?
4: A grade of 4 on this assignment would mean that the child independently could produce an opinion text that includes a topic sentence, several pieces of supporting evidence for his or her opinion statement, and a concluding sentence. In this scenario, a child would present a completed written piece to the teacher including the above requirements, as well as appropriate spelling, grammar, and sentence structure.
3: A grade of 3 on this assignment would mean that the child is capable of performing as expected on the given assignment with limited teacher support. For example, a child would receive a 3 on the sample assignment if they produced a written piece that required limited, minimal prompts to complete the task, such as, “Don’t forget to add a conclusion” or “Check your capitals.” As indicated in the “comments” section of the attached rubric, a 3 is considered developmentally appropriate, and will be the grade that the child receives if they are performing as expected on the assignment.
2: A grade of 2 on this assignment would mean that the child is working towards achieving success on the given assignment with teacher support. For example, a child would receive a 2 on the sample assignment if her or she was in need of teacher prompts to complete the task such as given sentence starters “If I could have any pet, it would be a ____,” if he or she relied on graphic organizers and were unable to independently transfer his or her ideas to a final copy, or if he or she needed assistance brainstorming possible examples of supporting evidence for his or her opinion statement. As indicated in the “comments” section of the attached rubric, a 2 is received when a child demonstrates inconsistency in his or her ability to perform the task required.
1: A grade of 1 on this assignment would mean that the student is unable to articulate an opinion on the topic or provide evidence to support his or her opinion, even with teacher support and guidance.
Math – Operations and Algebraic Thinking
Sample Assignment (one of many included in the overall Operations and Algebraic Thinking grade): Joey had 5 stickers. His teacher gave him 4 more stickers. How many stickers does Joey have now?
4: A grade of 4 on this assignment would mean that the child independently could produce a written response to this word problem that would include a correct number model, a picture depicting the problem, a unit, and a sentence answering the question. In this scenario, a child would present a completed piece to the teacher including the above requirements, without the need for additional support or guidance in formulating an answer.
3: A grade of 3 on this assignment would mean that the child is capable of performing as expected on the given assignment with limited teacher support. For example, a child would receive a 3 on the sample assignment if he or she produced a written response that required limited, minimal prompts to complete the task, such as, “Don’t forget your unit” or “Circle the important numbers in the question.” As indicated in the “comments” section of the attached rubric, a 3 is considered developmentally appropriate, and will be the grade that the child receives if he or she is performing as expected on the assignment.
2: A grade of 2 on this assignment would mean that the child is working towards achieving success on the given assignment with teacher support. For example, a child would receive a 2 on the sample assignment if he or she was in need of teacher prompts to complete the task such as “do you need addition or subtraction to solve this problem when you see the words ‘4 more stickers’” or “Let’s draw a picture and count up all of the stickers.” As indicated in the “comments” section of the attached rubric, a 2 is received when a child demonstrates inconsistency in his or her ability to perform the task required.
1: A grade of 1 on this assignment would mean that the student is unable to accurately calculate the number model, give a unit, or draw a corresponding picture to the given word problem, even with teacher support and guidance.
Skills Being Graded On
Grade 2, Term 1
MATH
Number Sense
*Understand that the two digits of a two-digit number represent amounts of tens and ones.
*Fluently count to 120.
*Fluently count by 5s to 200.
*Fluently count by 10s to 200.
*Fluently count by 100s to 200.
*Read and write numbers to at least 120 using base-10 numerals and numbers to 20 using number names.
*Compare numbers to 99 and record using <, >, = .
*Add within 100 using a number grid, number line, or counters and use the inverse relationship between addition and subtraction to write fact families and solve addition and subtraction facts.
*Use concrete models to add and subtract within 100.
Computation
*Know doubles and combinations of 10.
*Mentally add 10 and subtract 10 from a two-digit number.
Operations and Algebraic Thinking
*Use addition and subtraction within 20 to solve one-step word problems.
*Determine whether a group of objects (up to 20) has an odd or even number of members with the aid of manipulatives.
*Explain why the think-addition, -0 and -1, subtraction fact strategies work using properties of addition and subtraction.
Geometry
*N/A this term.
Measurement and Data
*Represent 1-20 as lengths on a number line, and whole number sums and differences within 20 on number line diagrams.
*Solve word problems involving pennies and dimes.
ELA
Foundational Reading Skills
*Apply explicitly taught phonics skills.
*Demonstrate fluency with use of simple text and begin to use context clues and rereading to self monitor.
Reading Comprehension
*Ask and answer who, what, and when questions about key details in a text.
*Retell main ideas with one detail related to the central message of a story.
*Identify the beginning, middle, and end of a story.
*Identify the similarities and differences between two stories.
*Identify the important points of two texts on the same topic.
Writing
*Write an opinion text with a supporting reason.
*Introduce a topic for an informational text, including two facts and details.
*Introduce a narrative text that includes a problem, includes two or more details, and forms a solution.
*Use prior knowledge and experience to answer questions.
*After a writer’s conference, have the ability to identify one area in a piece of writing for revision or editing.
*With support, generate two details relating to a topic presented.
*Recognize spelling patterns using classroom tools (i.e. word wall).
Language
*Recognize correct mechanics, including spaces between words, capitals, and punctuation.
*Recognize prefixes, context clues, compound words, and determine the meaning of unknown words.
*Able to use new vocabulary in class discussions and in writing.
*Write legibly.
Speaking and Listening
*Recognize and understand the rules of cooperative grouping.
*Orally retell one or two details of a story (key ideas).
*Generate a question (in question form) relevant to the topic.
*Recognize the components of a complete sentence.