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San Francisco Unified School District
STANDARDS BASED REPORT CARD
Rubrics
Grade 3
English Language Arts
Mathematics
Social Studies
Science
Physical Education
THIRD GRADE SBRC – A Working Document Do not alter without permission. SFUSD Humanities Department
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
THIRD GRADE
Reading Standards for Literature & Informational Text
RL.3.1 & RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Performance
Level
Indicators
Performance Description
ELA: Reading Literature 3.1 & Reading Informational Text 3.1
4
Exceeds Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
3
Meets RL.3.1 & RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
2
Approaching Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
1
Emerging Ask and answer questions about key details in a text.
THIRD GRADE SBRC – A Working Document Do not alter without permission. SFUSD Humanities Department
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
RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is
conveyed through key details in the text
Corresponding ELD Standard:
Part I. 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through
language
Performance
Level
Indicators
Performance Description
ELA: Reading Literature 3.2
4 Exceeds
Determine a theme of a story, drama, or poem from details in the text; summarize the text
3 Meets
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text
2 Approaching
Recount stories, including fables, folktales, and myths from diverse cultures, and determine the central message, lesson, or moral.
1 Emerging
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Proficiency Level Descriptors in English Language Development
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
ELD Part I. 6: Reading/Viewing Closely
Describes text elements with key details based on understanding of grade-level texts with light support.
Exit: Students can communicate effectively with various audiences on a wide range of familiar and
new topics to meet academic demands in a variety of disciplines. Students can read, with limited
difficulty, a variety of grade-level texts 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
read increasingly complex texts at grade level and comprehend many abstract topics. Students begin to
recognize language subtleties in a variety of communicative settings.
Expanding
ELD Part I. 6: Reading/Viewing Closely
Describes text elements with key details based on understanding of grade-level texts 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 read increasingly complex grade
level text while relying on context and prior knowledge to obtain meaning from print. Students 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 texts with simple sentences. Students are able to comprehend
information on familiar topics and on some unfamiliar topics.
Emerging
ELD Part I. 6: Reading/Viewing Closely
Describes text elements with key details based on understanding of grade-level texts 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. Students have
limited receptive and productive English skills and can read very brief grade appropriate text with simple
sentences and familiar vocabulary. Students comprehend frequently used words and basic phrases in
immediate physical surroundings.
BR
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THIRD GRADE SBRC – A Working Document Do not alter without permission. SFUSD Humanities Department
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
RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
Corresponding ELD Standard:
Part I. 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through
language
Performance
Level
Indicators
Performance Description
ELA: Reading Informational
Text 3.2
4 Exceeds
Determine the main idea of
a text and explain how it is
supported by key details;
summarize the text.
3 Meets
RI.3.2. Determine the main
idea of an informational text;
recount the key details and
explain how they support
the main idea.
2 Approaching
Identify the main topic of a
multiparagraph text as well
as the focus of specific
paragraphs within the text.
1 Emerging
Identify the main topic and
retell key details of a text.
Proficiency Level Descriptors in English Language Development
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
ELD Part I. 6: Reading/Viewing Closely
Describes text elements with key details based on understanding of grade-level texts with light support.
Exit: Students can communicate effectively with various audiences on a wide range of familiar and new
topics to meet academic demands in a variety of disciplines. Students can read, with limited difficulty, a
variety of grade-level texts 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
read increasingly complex texts at grade level and comprehend many abstract topics. Students begin to recognize
language subtleties in a variety of communicative settings.
Expanding
ELD Part I. 6: Reading/Viewing Closely
Describes text elements with key details based on understanding of grade-level texts 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 read increasingly complex grade level text
while relying on context and prior knowledge to obtain meaning from print. Students 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 texts with simple sentences. Students are able to comprehend information on
familiar topics and on some unfamiliar topics.
Emerging
ELD Part I. 6: Reading/Viewing Closely
Describes text elements with key details based on understanding of grade-level texts 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. Students have limited
receptive and productive English skills and can read very brief grade appropriate text with simple sentences and
familiar vocabulary. Students comprehend frequently used words and basic phrases in immediate physical
surroundings.
BR
IDG
ING
EX
PA
ND
ING
EM
ER
GIN
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THIRD GRADE SBRC – A Working Document Do not alter without permission. SFUSD Humanities Department
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
RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic.
Performance
Level
Descriptors
Performance Description
ELA: Reading Informational Text 3.9
4
Exceeds Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
3
Meets RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
2
Approaching Compare and contrast the most important points presented by two texts on the same topic.
1
Emerging Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity for Literature and Informational Texts
Read and comprehend literature, including stories, drama, poetry, and informational texts, including history/social studies, science, and technical texts,
within the instructional level expectations for the given trimester.
Reading Standards for Literature and Informational Text RL.3.10 & RI.3 .10
Instructional Level Expectations for Reading
T1 F&P M/N N
DRA 28 30
T2 F&P N O
DRA 30 34
T3 F&P O
P
DRA 34
38 3
rd Grade
Lexile
Range
651 - 770
Performance Level
Indicators
Exceed Proficient
P Meets
Approaching Needs more time to
practice and develop
N N
THIRD GRADE SBRC – A Working Document Do not alter without permission. SFUSD Humanities Department
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
Writing Standards
W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
Performance
Level
Indicators
Performance Description
ELA Writing 3.1
4
Exceeds
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
· Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to
support the writer’s purpose.
· Provide reasons that are supported by facts and details.
· Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
· Provide a concluding statement or section related to the opinion presented
3
Meets
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1b Provide reasons that support the opinion.
W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
W.3.1d Provide a concluding statement or section
2
Approaching
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.
1
Emerging
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.
THIRD GRADE SBRC – A Working Document Do not alter without permission. SFUSD Humanities Department
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
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Performance
Level
Indicators
Performance Description
ELA: Writing 3.2
4
Exceeds
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
· Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations,
and multimedia when useful to aiding comprehension.
· Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
· Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
· Use precise language and domain-specific vocabulary to inform about or explain the topic.
· Provide a concluding statement or section related to the information or explanation presented
3
Meets
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2b Develop the topic with facts, definitions, and details.
W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
W.3.2d Provide a concluding statement or section
2
Approaching
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding
statement or section.
1
Emerging Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
THIRD GRADE SBRC – A Working Document Do not alter without permission. SFUSD Humanities Department
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
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Performance
Level
Indicators
Performance Description
ELA: Writing 3.3
4
Exceeds
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
· Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds
naturally.
· Use dialogue and description to develop experiences and events or show the responses of characters to situations.
· Use a variety of transitional words and phrases to manage the sequence of events.
· Use concrete words and phrases and sensory details to convey experiences and events precisely.
· Provide a conclusion that follows from the narrated experiences or events
3
Meets
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of
characters to situations.
W.3.3c Use temporal words and phrases to signal event order.
W.3.3d Provide a sense of closure
2
Approaching
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.
1
Emerging
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.
THIRD GRADE SBRC – A Working Document Do not alter without permission. SFUSD Humanities Department
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
Speaking and Listening
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others’ ideas and expressing their own clearly
SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL 3.1d Explain their own ideas and understanding in light of the discussion
Corresponding ELD Standards: Part I. 1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and
academic topics; Part I. 3. Offering and supporting opinions and negotiating with others in communicative exchanges
THIRD GRADE SBRC – A Working Document Do not alter without permission. SFUSD Humanities Department
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
Performance
Level
Indicators
Performance Description
ELA: Speaking and Listening 3.1
4
Exceeds
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 3 topics and
texts, building on others’ ideas and expressing
their own clearly.
· Pose and respond to specific questions
to clarify or follow up on information,
and make comments that contribute to
the discussion and link to the remarks of
others.
· Review the key ideas expressed and
explain their own ideas and
understanding in light of the discussion.
3
Meets
SL.3.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on
others’ ideas and expressing their own clearly SL.3.1c Ask questions to check understanding of
information presented, stay on topic, and link
their comments to the remarks of others.
SL 3.1d Explain their own ideas and understanding
in light of the discussion
2
Approaching
Participate in collaborative conversations with
diverse partners about grade 3 topics and texts
with peers and adults in small and larger groups.
· Ask for clarification and further
explanation as needed about the topics
and texts under discussion.
1
Emerging
Participate in collaborative conversations with
diverse partners about grade 3 topics and texts
with peers and adults in small and larger groups.
· Ask questions to clear up any confusion
about the topics and texts under
discussion.
Proficiency Level Descriptors in English Language Development
Part I. Interacting in Meaningful Ways:
1. Exchanging Information and Ideas
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
Part I. 1. Exchanging Information and Ideas: Contribute to discussions by listening attentively, following
turn-taking rules, and asking and answering questions.
Part I. 3. Offering opinions: Offer opinions in conversations using an expanded set of learned phrases
(e.g., I think/don’t think X. I agree with X, but . . .), as well as open responses, in order to gain and/or
hold the floor or add information to an idea.
Exit: Students can use English to communicate effectively with various audiences on a wide
range of familiar and new topics to meet academic demands in a variety of disciplines.
Enter: Students are able to engage in complex academic activities with light linguistic support.
Students can express a variety of personal needs, ideas, and opinions using extended, more
elaborated discourse.
Expanding
Part I. 1. Exchanging Information and Ideas: Contribute to discussions by listening attentively, following
turn-taking rules, and asking and answering questions.
Part I. 3. Offering opinions: Offer opinions in conversations using an expanded set of learned phrases
(e.g., I think/don’t think X. I agree with X.), as well as open responses, in order to gain and/or hold the
floor.
Exit: Students can use English to learn and communicate about a range of topics and academic
content in more complex, cognitively demanding situations.
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. 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 opinions: Offer opinions and ideas in conversations using a small set of learned phrases (e.g.,
I think X.), as well as open responses.
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.
Enter: Students are able to engage in complex academic activities with substantial support.
They have limited receptive and productive English skills.
EM
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THIRD GRADE SBRC – A Working Document Do not alter without permission. SFUSD Humanities Department
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
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace.
Corresponding ELD Standards:
Part I. 12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas
ELA
Performance
Level
Performance Description: ELA
Speaking and Listening.3.4
4
Exceeds
Report on a topic or text, tell a
story, or recount an experience in
an organized manner, using
appropriate facts and relevant,
descriptive details to support main
ideas or themes; speak clearly at an
understandable pace.
3
Meets
SL.3.4 Report on a topic or text, tell
a story, or recount an experience
with appropriate facts and relevant,
descriptive details, speaking clearly
at an understandable pace.
2
Approaching
Tell a story or recount an experience
with appropriate facts and relevant,
descriptive details, speaking audibly
in coherent sentences.
1
Emerging
Describe a story, an event, or an
experience with relevant details,
expressing ideas and feelings clearly.
Proficiency Level Descriptors in English Language Development
ELD: 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: I.12. Selecting language resources: 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.
Exit: Students can use English to communicate effectively with various audiences on a wide range of
familiar and new topics to meet academic demands in a variety of disciplines.
Enter: Students are able to engage in complex academic activities with light linguistic support.
Students can express a variety of personal needs, ideas, and opinions using extended, more
elaborated discourse.
2. Expanding: I.12. Selecting language resources Use a growing number of general academic and domain-
specific words in order to add detail, create an effect, or create shades of meaning 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.
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.
3. Emerging:. I.12. Selecting language resources Use a select number of general academic and domain-
specific words to add detail while speaking and writing. 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.
Enter: Students are able to engage in complex academic activities with substantial support. They
have limited receptive and productive English skills.
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THIRD GRADE SBRC – A Working Document Do not alter without permission. SFUSD Humanities Department
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
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
RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.
RF.3.3a. Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3b. Decode words with common Latin suffixes.
RF.3.3c. Decode multisyllable words.
RF.3.3d Read grade-appropriate irregularly spelled words.
Language
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1d Form and use regular and irregular plural nouns.
L.3.1f Form and use regular and irregular verbs.
L.3.1h Ensure subject-verb and pronoun-antecedent agreement
L.3.1k Produce simple, compound, and complex sentences.
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2a Capitalize appropriate words in titles.
L.3.2c Use commas and quotation marks in dialogue.
L.3.2d Form and use possessives.
L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words.
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial
and temporal relationships (e.g., After dinner that night we went looking for them).
Note that the math sections of the 2014-2015 SBRC should be completed using the
generic rubric provided below. Rubrics will be revised for the 2015-2016 school year.
MATH RUBRIC for 2014-2015 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.
SFUSD credits the Sunnyvale School District for its district rubrics.
3rd Grade San Francisco Unified School District
STANDARDS BASED REPORT CARDSocial Studies
Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
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:
HISTORY / SOCIAL SCIENCE
Standard: 3.1 Describes geographical features and organizes information about people, places, and environments.
Analyzes different types of maps (political, physical, etc.) for specific purposes.
Identifies geographical features in their local region (e.g. deserts, mountains, valleys,
hills, coastal areas, oceans, lakes)
Describes the ways in which people have used the resources of the local region and
modified the physical environment (e.g. a dam, constructed upstream changed a
river or coastline)
Recognizes or matches major geographical features to specific regions.
Identifies modifications of the physical environment of the local region.
Differentiates between natural geographical features and man made physical
features of the environment.
SFUSD credits the Sunnyvale School District for its district rubrics.
3rd Grade San Francisco Unified School District
STANDARDS BASED REPORT CARDSocial Studies
Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
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:
HISTORY / SOCIAL SCIENCE
Standard: 3.2 Describes the local American Indian nations.
Compares the ways that different American Indian tribes used the physical
geography to adapt to their climate.
Evaluates how the culture of new settlers and the culture of the local American
Indian nations influenced each other.
Describes the economies, systems of government, religious beliefs, customs, and
various folklore traditions of local American Indian nations.
Explains the ways in which physical geography, including climate, influenced how the
local Indian nations adapted to their natural environment (e.g. how they obtained
food, clothing, tools)
Explains the interaction of new settlers with the already established Indians of the
region.
Identifies and cites examples of the local American Indian culture.
Identifies local American Indian nations.
SFUSD credits the Sunnyvale School District for its district rubrics.
3rd Grade San Francisco Unified School District
STANDARDS BASED REPORT CARDSocial Studies
Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
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:
HISTORY / SOCIAL SCIENCE
Standard: 3.3 Knows about major historical events in local history.
Uses knowledge of local history to analyze or discuss the impact on individuals in the
past and present (e.g. student writes a report connecting the Gold Rush to the
current diversity of San Francisco).
Knows about major events that shaped the city's history (e.g. The Gold Rush, The
Chinese Exclusion Act, the development of the Cable Car, the 1906 earthquake/fire)
Understands the concept of "history" as time that came before the present.
Able to use a labeled timeline to identify important events in local history.
Knows the name of the place in which he/she lives.
SFUSD credits the Sunnyvale School District for its district rubrics.
3rd Grade San Francisco Unified School District
STANDARDS BASED REPORT CARDSocial Studies
Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
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:
HISTORY / SOCIAL SCIENCE
STANDARD: 3.4 Understands of the role of rules and laws and the basic structure of the U.S. Government.
Compares the structure of the federal, state, and local governments.
Compares the ways in which California, the other states, and sovereign American
Indian tribes contribute to the on going changes of the Constitution.
Explains the structure of the federal government and how the branches interact.
Determines the reasons for ruler, laws, and the U.S. Constitution.
Explains the role of citizenship in the promotion of rules and laws; including how to
participates in a classroom, a community, and in civic life.
Identifies the structure of the federal government.
Defines the Constitution's role in our government.
Lists the three branches of government.
SFUSD credits the Sunnyvale School District for its district rubrics.
3rd Grade San Francisco Unified School District
STANDARDS BASED REPORT CARDSocial Studies
Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
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:
HISTORY / SOCIAL SCIENCE
STANDARD: 3.5 Demonstrates basic economic reasoning and understands the economy of the local region.
Critiques the cost and benefit trade offs made in the local economy in the past or
present (e.g. the choice to cut down orchard to build mini malls or offices)
Diagrams how local goods and services effect economies elsewhere in the US and
abroad.
Describes the ways in which local producers have used and are using natural
resources, human resources, and capital resources to produce goods and services in
the past and the present.
Explains and cites example that some goods are made locally, some elsewhere in the
United States, and some abroad.
Understands that individual economic choices involve trade offs.
Identifies the major goods and services produced locally.
Defines economic choices.
Cites examples of goods produced locally.
SFUSD credits the Sunnyvale School District for its district rubrics.
3rd Grade San Francisco Unified School District
STANDARDS BASED REPORT CARDScience Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
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:
PHYSICAL SCIENCE
Standard: 1.0 Understands principles of energy and matter in multiple forms.
Compares the characteristics of different forms of energy.
Applies knowledge about energy and matter to real world events.
Identifies the characteristics of multiple forms of energy.
Describes the three forms of matter.
Explains how evaporation and melting facilitate the change between the three forms
of matter.
Explains the various properties of an atom.
Describes how the number of elements on the periodic table has changed over time.
Identifies multiple forms of energy.
Understands that energy comes from the Sun to the Earth in the form of light.
Identifies and labels the three forms of matter.
Recalls that matter is made of small particles called atoms.
Recognizes that the periodic table names the different types of atoms.
Differentiates between items that do or do not produce energy.
Identifies the three forms of matter.
Recognizes the periodic table.
SFUSD credits the Sunnyvale School District for its district rubrics.
3rd Grade San Francisco Unified School District
STANDARDS BASED REPORT CARDScience Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
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:
LIFE SCIENCE
Standard: 3.0 Understands adaptations in physical structures and behaviors for survival.
Analyzes the benefits and repercussions to an organism and its environment from a
variety of physical or behavioral adaptations.
Understands that adaptations improve an organism's chance for survival.
Identifies examples of diverse life forms in different environments.
Explains that living things cause beneficial and detrimental changes in their
environment.
Explains that some organisms resembled others that are alive today.
Matches physical or behavior adaptations to an organism.
Identifies different environments.
Recognizes that living things cause changes in their environment.
Recognizes that environment changes impact plant and animal survival.
Explains that some organisms are extinct.
Selects organisms from given physical or behavioral adaptations.
Identifies organisms as extinct or living.
SFUSD credits the Sunnyvale School District for its district rubrics.
3rd Grade San Francisco Unified School District
STANDARDS BASED REPORT CARDScience Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
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:
EARTH SCIENCE
Standard: 4.0 Understands patterns in space.
Compares and contrasts the patterns of planets, starts and other objects in the sky.
Describes the predictable patterns of movement of objects in the sky.
Explains the Moon's changes in appearance during the four week lunar cycle.
Compares the difference between viewing distant objects in the sky through
telescope and the unaided eye.
Explains that Earth is one of several planets that orbit the Sun and that the Moon
orbits Earth.
Describes how the Sun's position changes during the course of the day and from
season to season.
Identifies the Moon's phase during the lunar cycle.
Identifies the planets that orbit the Sun.
Explains that the Sun's position changes during the course of the day.
Recognizes objects orbit the Sun.
SFUSD credits the Sunnyvale School District for its district rubrics.
3rd Grade San Francisco Unified School District
STANDARDS BASED REPORT CARDScience Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
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:
INVESTIGATION AND EXPERIMENTATION
STANDARD: 5.0 Uses the scientific method to predict outcomes and develop logical conclusions of simple investigations.
Compares and contracts results from multiple experiments.
Designs experiments that test a hypothesis.
Repeats observations to improve accuracy.
Differentiates scientific evidence from opinion.
Uses numerical data in describing and comparing objects, events, and
measurements.
Predicts the outcome of a simple investigation and compares the result with the
prediction.
Collects data and analyses those data to develop a logical conclusion.
Recognizes the need for repeated observations to improve accuracy.
Lists scientific evidence.
Uses numerical data in describing objects, events, and measurements.
Predicts the outcome of a simple investigation.
Collects data.
Records observations.
Recalls the difference between evidence and opinion.
SFUSD credits the Sunnyvale School District for its district rubrics.
3rd Grade San Francisco Unified School District
STANDARDS BASED REPORT CARDPhysical Education
Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
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:
Standard: Demonstrates gross motor and movement skills.
(Specific standards for grade level in rubric below, use stage of progress scoring on the report card.)
Sets personal goals for increasing gross motor and movement skills and consistently
works toward these goals.
Successfully teaches others the target skills using appropriate explanation and
instruction.
Demonstrates skills while engaged in a game or activity with others, as appropriate.
Jumps rope continuously forward and backward (not necessarily a self turned rope)
Understands how to change speed and direction to move away from another person.
Performs forward rolls and straddle rolls using proper form.
Jumps rope either forward or backward with some stops and starts.
Changes direction or speed to move away from another person.
Performs forward and straddle rolls with assistance.
Steps over to jump rope.
Attempts to change direction and/or speed to move away from another person.
Begins to perform a forward or straddle roll.
SFUSD credits the Sunnyvale School District for its district rubrics.
3rd Grade San Francisco Unified School District
STANDARDS BASED REPORT CARDPhysical Education
Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
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:
Standard: Demonstrates fine motor and manipulated skills.
(Specific standards for grade level in rubric below, use stage of progress for scoring on the report card).
Sets personal goals for increasing fine motor and manipulative skills and consistently
works toward these goals.
Successfully teaches others the target skills using appropriate explanation and
instruction.
Demonstrates skills while engaged in a game or activity with others, as appropriate.
Catches an object thrown by a stationary partner while moving.
Rolls a ball accurately toward a target.
Thrown a ball with accuracy.
Kicks a ball to a partner using the inside of the foot.
Dribbles using hands and feet while moving around obstacles and changing
direction.
Catches a ball when stationary.
Rolls a ball, sometimes hitting target.
Throws a ball, sometimes hitting target.
Kicks a ball to a partner using the toe.
Dribble using hands and feet while moving forward.
Holds a ball.
Throws, kicks, and catches a ball over short distances.
SFUSD credits the Sunnyvale School District for its district rubrics.
3rd Grade San Francisco Unified School District
STANDARDS BASED REPORT CARDPhysical Education
Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
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:
Standard: Demonstrates balance and coordination.
(Specific standard for grade level in rubric below, use stage of progress for scoring on the report card.)
Performs a variety of locomotor movements on grounds level balance beam.
Balances while traveling and manipulating an object on a ground level balance beam.
Walks across part of the ground level balance beam with or without manipulating an
object.
Walks across the beam without manipulating an object.
Stands on ground level balance beam.