Humble Independent School · PDF fileSequence of Events 1 ... Monkey, Otter) 4 Refers to all characters or topics by specific name (Old Ben Bailey, green turtle, Sammy Sosa)

8/2011 rev.

Humble Independent School District

Elementary Language Arts/Reading

Report Card and Rubrics for Grade 2

2011-2012

Revised 8/10/11 2

This document lists the standards for the second grade report card and a

few possible assessments. These are NOT the only assessments for

determining student progress in these areas. Other forms of assessment

(observation, conferences, written works, tests, etc.) should also be used.

A child’s report card marking should be based on multiple artifacts, to

ensure that an adequate sample of student work has been assessed and

evaluated, in both fiction and nonfiction. Portfolios should be ongoing so

that they show the student’s efforts, progress, and achievements over a

period of time.

District Marking Key:

4

Advanced

3

Proficient

2

Basic

1

Below Basic

Standard Consistently meets

and often exceeds. Regularly meets.

Beginning

to meet.

Working below

grade level.

Errors Rare to none Limited Many N/A

Teacher

Support

Rarely needs support

to meet standard.

Independently works

with ease and extends.

Occasionally

needs support.

Demonstrates

proficiency.

Frequently

needs

support.

Needs strong

instructional

support.

Revised 8/10/11 3

STANDARD(S) – READING PROCESS

How to assess standard(s): The teacher administers running records at the appropriate level and notes

the child’s use of graphophonic (V), syntactic (S), and semantic (M) cues*

while reading, how the child monitors his/her reading, how miscues are

handled, and fluency (rate, accuracy, expression, appropriate phrasing.) An additional form of assessment to use with the standard “reads high frequency words with automaticity,” would be Fry’s 300 Instant Sight Words. Remember: The standard is at an application level in continuous text.

Frequency: A child’s report card marking should be based on multiple

artifacts, to ensure that an adequate sample of student work has been

assessed and evaluated, in both fiction and nonfiction. DRA is to be

considered in conjunction with additional running records.

District documents to assist you in the evaluation process of the above

standards: Running Records/Guided Reading/Developmental Reading Assessment (DRA)

Fiction and Non-Fiction

Independent – Accuracy 97-100%; Comprehension 16+; Fluency 8+

Instructional – Accuracy 93-96%; Comprehension 14+

4 -Advanced (Independent Level)

3 -Proficient (Instructional Level)

2 - Basic (Instructional Level)

1

Below Basic

1st- 9 wks 18(J) and

Above

18(J) 16(I) Below 16(I)

2nd - 9 wks 20(K) and

Above

20(K) 18(J) Below 18(J)

3rd – 9 wks 24(L) and

Above

24(L) 20(K) Below 20(K)

4th – 9 wks 28(M) and

Above

28(M) (Instructional/

Independent Level)

24(L) Below 24(L)

• Reads at grade level benchmark

• Uses a variety of word identification/solving strategies efficiently

• Self-monitors reading for meaning and accuracy

• Reads with fluency (rate, accuracy, expression, appropriate phrasing)

• Reads high frequency words with automaticity

Revised 8/10/11 4

What reading behaviors am I looking for in students solving words? Level I Level J Level K Level L Level M

•• Demonstrate knowledge of flexible

ways to solve words (taking it

apart, using meaning, using letter

sequence.)

•• Use letter-sound relationship in

sequence to solve new words (level

J-more complex words)

•• Use known words and word parts

(including onset and rimes) to solve

unknown words

Demonstrate knowledge of flexible ways to solve

words (noticing word parts, noticing endings and

prefixes)

Use content and

pictures to derive

the meaning of

unfamiliar

vocabulary

Use context to derive meaning of new words

(what the story is mostly about)

Use the context

of a sentence,

paragraph, or

whole text to

determine the

meaning of a

word

Break down a longer word into syllables in order to decode manageable units; solves words

of two or three syllables, many words with inflectional endings and complex letter-sound

relationships

Recognize many high-frequency words within continuous text quickly and automatically

Use multiple sources of information together to solve new words and demonstrate

competent, active word solving while reading at a good pace----------------- consistently

What reading behaviors am I looking for in students for self-monitoring and correcting? Level I Level J Level K Level L Level M

Self-corrects at point of error (or before overt

error)

Self-corrects when errors

detract from the meaning of

the text (students are

monitoring on longer chunks

of text)

Realize when more information is needed to understand a text.

Use multiple sources of information to monitor and self-corrects (language

structure, meaning, and letter-sound information)

Rereads to confirm word solving

by checking other sources of

information

Use known words to self-monitor

and self-correct

Revised 8/10/11 5

Based on your prompting during guided reading instruction, what level of

teacher support are you providing?

□□ Are your prompts at the highest level of support: pointing out the miscue

and/or modeling?

□□ Are you prompts occasionally needed, at the guiding level?

□□ Or are your prompts at the reinforcing and checking level of support? Prompting Guide

Cue System Pointing Out the

Miscue

Modeling Guiding Reinforcing and

Checking

Semantics

(meaning)

“You said______. Does that make sense?”

Read back the

sentence and say, Is that right? Skip the word and read the rest of the sentence and see if you can think of a word that might make sense.” Or

“Reread the sentence thinking about what would make sense.”

“What do you think it might be?”

“Were you right? How did you figure it out?”

Syntax

(grammatical)

“You said______. Does that sound right?”

Reread the sentence

with fluent phrasing

and stop at the

problem word.

“Read that again.”


Graphophonics

(visual,

sound/symbol)

“Does that look right?”

Reread the sentence

and just say the first

sound of the problem

word. Cover the word.

Ask, “What would you expect to see at the beginning? At the end? After the letter____?” Uncover the word and check.

Show children how to

“chunk” it, and look for

parts they know.


Cross-Checking

(checking one source

of information

against another)

“It could be _____, but look at _____. Or “Does that make sense & look right?”

“Think of what would make sense, sound right, and look right.”

“Check to see if what you read looks & sounds right.” “Check to see if what you read makes sense and looks right.”


Revised 8/10/11 6

Grade 2 Oral Reading Fluency Rubric

Oral Reading

Fluency 1 2 3 4

Intonation/

Expression

1 Little expression;

monotone

2 Some expression

that conveys meaning

3 Expression reflects

mood, pace, and

tension at times

Non-Fiction *

4 Expression reflects

mood, pace, and tension

most of the time Non-

Fiction **

Phrasing/Fluency 1 Short phrases; slow

with long pauses and

repetitions

2 Longer word

phrases some of the

time; moderate with

some pauses and

repetitions

3 Longer, meaningful

phrases most of the

time; adequate with a

few pauses and/or

repetitions

4 Consistently longer,

meaningful phrases; very

good

Rate 1 Fall = 25-55 wpm

Winter = 45-80 wpm

Spring = 65-95 wpm

2 Fall = 56-80 wpm

Winter = 81-95 wpm

Spring = 96-109 wpm

3 Fall = 81-84 wpm

Winter = 96-109 wpm

Spring = 110-124 wpm

4 Fall =85+ wpm

Winter = 110+

Spring =125+

Accuracy 1 92% – or below 2 93 – 96% 3 97 – 98% 4 99 – 100%

Score 4 5 6 7 8 9 10 11 12 13 14 15 16

*NF - Expression emphasizing key phrases and words at times

**NF -Expression emphasizing key phrases and words most of the time

*Graphophonic cues mean that the child uses his/her knowledge of phonics,

phonemic awareness, and spelling patterns in the language to read text.

*Syntactic cues mean that the child uses his/her knowledge of grammar

(e.g., prefixes and suffices, word order in sentences, sentence structure,

etc.) to read text.

*Semantic cues mean that the child uses his/her knowledge of the meanings

of words, or knowledge of the context or overall topic of a text to aid in

decoding.

Revised 8/10/11 7

STANDARD(S) – COMPREHENSION

• Uses comprehension strategies before, during, and after the text, in

a variety of genres.

• Applies knowledge of text characteristics, elements, and features, in

a variety of genres.

• Searches for and uses information from text features.

How to assess standard(s): • Observing individual, small group, and large group discussions of books

and other written materials (read aloud, guided reading, shared reading,

interactive read aloud, independent reading) • Retellings • Conferences • Graphic Organizers • Analyzing written responses to books and other materials



assessed and evaluated, in both fiction and nonfiction.


standards:

Fiction Comprehension

DRA Comprehension 1 2 3 4

Retelling: Sequence of Events

1 Includes only 1 or 2 events or details (limited retelling)

2 Includes at least 3 events, generally in random order (partial retelling)

3 Includes most of the important events from the beginning, middle, and end, generally in sequence

4 Includes all important events from the beginning, middle, and end in sequence

Retelling: Details

1 Includes few or no important details from text

2 Includes some important details from text

3 Includes many important details from text

4 Includes most important details and key language or vocabulary from text

Retelling: Characters

1 Refers to 1 or 2 characters or topics using pronouns (he, she, it, they)

2 Refers to 1 or 2 characters or topics by generic name or label (boy, girl, dog)

3 Refers to many characters or topics by name in text (Ben, Giant, Monkey, Otter)

4 Refers to all characters or topics by specific name (Old Ben Bailey, green turtle, Sammy Sosa)

Response 1 Responds with incorrect information

2 Responds with some misinterpretation

3 Responds with literal interpretation

4 Responds with interpretation that reflects higher-level thinking

Reflection 1 Provides limited or no response to teacher questions and prompts

2 Provides some response to teacher questions and prompts

3 Provides adequate response to teacher questions and prompts

4 Provides insightful response to teacher questions and prompts

Retelling: Teacher Support

1 Requires many questions or prompts

2 Requires 4 or 5 questions or prompts


4 Requires 1 or no questions or prompts

Score 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Revised 8/10/11 8

Nonfiction Comprehension

DRA Comprehension 1 2 3 4

Retelling: Key Ideas and Facts

1 Includes at least 1 idea/fact from the text (limited retelling)

2 Includes 2- 3 ideas/facts from the text (partial retelling)

3 Includes most key ideas/facts, generally in a logical order

4 Includes all key ideas/facts, in a logical order

Retelling: Details

1 Includes at least 1 detail; may include incorrect information

2 Includes at least 2 details; may include misinterpretation

3 Includes some important details

4 Includes most important details

Retelling: Vocabulary

1 Uses general terms or labels; limited understanding of key words/concepts

2 Uses some language/ vocabulary from the text; some under-standing of key words/concepts

3 Uses language/ vocabulary from the text; basic understanding of most key words/concepts

4 Uses important language/vocabulary from the text; good understanding of key words/concepts

Using Nonfiction Text Features

1 Locates and uses incorrect information to respond or is uncertain

2 Locates and uses information in the chart to accurately respond to 1 of the prompts; gives a partially correct response

3 Locates and uses information in the chart to accurately respond to both prompts

4 Quickly locates and uses information in the chart to accurately respond with details to both prompts

Reflection 1 Provides limited or no response to teacher questions and prompts

2 Provides some response to teacher questions and prompts

3 Provides adequate response to teacher questions and prompts

4 Provides insightful response to teacher questions and prompts

Retelling: Teacher Support

1 Requires many questions or prompts



4 Requires 1 or no questions or prompts

Score 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Revised 8/10/11 9

Reader Extended Response

SCORE CRITERIA

4 • Reader demonstrates an insightful understanding of important

information in the text by focusing on one or more key ideas.

• Reader uses information from the text to make meaningful

connections, visualize, question, infer, and synthesize.

• Reader uses relevant, accurate, and specific text evidence for

support.

3 • Reader demonstrates an accurate understanding of important

information in the text by focusing on a key idea.

• Reader uses information from the text to make meaningful

connections, visualize, question, infer, and synthesize with some

minor gaps.

• Reader uses relevant and accurate text evidence; some are specific;

some may be general and not fully supported.

2 • Reader is beginning to demonstrate a limited understanding of the

text by focusing on an idea.

• Reader uses simplistic information from the text to make

meaningful connections, visualize, question, infer, and synthesize.

• Reader uses irrelevant or limited references.

1 • Reader demonstrates little or no understanding of the text; may be

inaccurate.

• Reader uses little or no information from the text to make

connections, visualize, question, infer, and synthesize.

• Reader uses irrelevant or inaccurate references.

Revised 8/10/11 10

Qualities of a Reading Response

Quality 1 2 3 4 Demonstration

of Text

Understanding

(including

providing

evidence and

making

connections)

Shows no

understanding

of text

Shows limited

understanding

of text

Shows adequate

understanding

of text

Shows insightful

understanding

of text

Quality 1 2 3 4 Clarity of

Expression

Is unable to use

language

effectively to

communicate

ideas

Shows some

difficulty using

language to

communicate

ideas

Uses language

adequately to

communicate

ideas

Uses language

very effectively

to communicate

ideas

Quality 1 2 3 4 Use of

Conventions

(spelling,

grammar,

capitalization,

punctuation)

Uses almost no

conventions so

writing is

difficult to read

and understand

Uses a few

conventions so

parts of

response are

understood

Uses adequate

conventions so

response is

mostly

understood

Uses

conventions

accurately so

response is

easily

understood

Quality 1 2 3 4 Awareness of

Self as a Reader

and Writer

Shows no

awareness of

self as a reader

and/or writer

Shows little

awareness of

self as a reader

and/or writer

Shows adequate

awareness of

self as a reader

and/or writer

Shows high level

of awareness of

self as a reader

and/or writer

Revised 8/10/11 11

DETERMINING COMPREHENSION OF READERS

Name: Date:

Advanced Proficient Basic Below

Basic

Is always making sense of

the text as opposed to simply

decoding words.

Understands the goal for

reading and taps into the

prior knowledge needed.

Makes meaningful

connections, predictions

and/or draws inferences in

reading passages.

Understands the important

information in reading

passages.

Self corrects, re-reads when

necessary to enhance

understanding.

Stops periodically to ensure

understanding or uses some

reflective thought.

Reads for enjoyment or to

discover something.

Demonstrates a positive

attitude toward reading. A

weaker reader isn’t

persistent and will often

require a great deal of

prompting.

Revised 8/10/11 12

Activate and Connect (Schema)

Name:_____________________________________


Basic

Understands the term

background knowledge

and connects new to

known information

Makes meaningful

connections between

the text and own life,

other texts, and the

world

Listens to inner voice

to make sense of text

(Asks themselves

questions: I wonder;

Doesn’t make sense)

Merges thinking with

new information and

reacts to it

Revised 8/10/11 13

Asks Questions

Name:_____________________________________


Basic

Stops to ask questions

when listening,

reading, or viewing

Understands the

difference between

retelling and thinking

about the text

Shares thinking with a

partner through

discussion

Notices the text and

visual features and

understands they have

a purpose

Revised 8/10/11 14

Comprehension Interview Rubric

Rubric 1 2 3 4

Uess Schema

Uses background know-ledge purposefully to under-stand what is read more thoroughly

1 Can talk about what text reminds him/her of, cannot explain; reference to schema may not be clearly connected to text

2 Relates background knowledge and experience to text

3 Expands interpretation of text using schema; may discuss schema related to author, text structure, may pose questions based on apparent discrepancies between text and background knowledge

4 Explains how schema enriches interpretation of text; talks about use of schema to enhance inter-pretation and comprehension of other texts; extends connections beyond life experiences and immediate text

Asks Questions

Purposefully generates questions before, during, and after reading in order to comprehend what is read more completely

1 Poses literal questions that relate to the text

2 Poses questions to clarify meaning

3 Poses questions to enhance meaning of text (critical response; big idea), may explain how posing questions deepens comprehension

4 Uses questions to challenge the validity of print, author’s stance/motive or point of view and to enhance his/her understanding of the text; asks rhetorical questions that would lead to interesting discussion

Determines What Is Important in Text

Makes decisions about important text content and elements at the word, sentence, and whole text level

1 Identifies some elements (primarily pictures) as more important to text meaning – isn’t sure why they are important to overall meaning

2 Identifies words, characters and/or events as more important to overall meaning—makes some attempt to explain reasoning—in expository text, uses text features such as bold print and captions to identify important context information, and explains why the concepts are important

3 Identifies at least one key concept, idea, or theme as important in overall text meaning, clearly explaining why

4 Identifies multiple ideas or themes, attributes them to different points of view; discusses author’s stance or purpose and its relation to key themes and ideas in the text

Visualizes

Creates detailed images to support thorough comprehension

1 Describes visual or other sensory images; may be tied directly to text or a description of the picture in the text

2 Describes own mental images, somewhat elaborated from the text or existing picture and help him/her to understand more than they would without creating the images; may include some emotional images

3 Creates and describes multi-sensory and/or emotional images that extend and enrich the text. Describes ways in which images help him/her to understand more about the text that would have been possible without the images

4 Elaborates multisensory images to enhance comprehension; articulates how the process enhances comprehension

Infers

Uses background knowledge and information from the text to draw conclusions, interpret, form opinions, and predict

1 Attempts a prediction or conclusion inaccurate or unsubstantiated with text information

2 Draws conclusions or makes predictions that are consistent with text or schema

3 Draws conclusions and/or makes predictions and explains the source of the conclusion or prediction in text

4 Develops predictions, interpretations and/or conclusions about the text that include connections between the text and the reader’s background knowledge or ideas and beliefs that enhance the overall meaning of the text, making it more memorable to the reader

Synthesizes

Involves merging new information with existing knowledge to create an original idea, see a new perspective, or form a new line of thinking to achieve insight

1 Identifies some text event – random or non-sensical order

2 Synthesizes with some awareness of event sequence – beginning, middle, or the chronology of the text as it has been read so far. Understands that the sequence helps to comprehend; talks about how meaning changed while reading

3 Enhances meaning in text with synthesis; may incorporate own schema; uses story elements to enhance the synthesis; may identify key themes; describes how thinking evolved from the beginning to the end of the passage

4 Succinct synthesis using internalized story/genre structure; identifies key themes; articulates how synthesizing promotes deeper comprehension; articulates how flexibility in thinking helps comprehension

Fix-up Strategies 1 Identifies difficulties – problems are often at word level; little or no sense of the need to solve the problem; does not articulate strengths; identifies need to concentrate; says, “sound it out”

2 Identifies problems at word, sentence, or schema level; can articulate and use a strategy to solve problems, usually at the word or sentence level

3 Articulates and uses more than one strategy for solving problems; focuses on problems at the schema (more global) level

4 Identifies problems at all levels; uses a variety of strategies flexibly and appropriately within the context and the problem

Score 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Revised 8/10/11 15

STANDARD(S) – COMPREHENSION

• Reads a variety of genres as an independent activity

Definition:

• This standard is concerned with what students read on their own

(whether assigned or self-chosen) during independent reading time.

• Consider types of genres read, different forms of print, different

purposes, diversity, and across content areas.

• Qualities of independent reading to consider: student’s appropriate book

selection, the variety of reading over time, comprehension, time on task,

student’s oral and/or written response to text.

How to assess standard(s): Evidence for the amount and ‘width’ of students’ independent reading comes

primarily from reading logs, conferences/anecdotal notes, rubrics,

observations, but oral and written responses should also be used when

appropriate.



assessed and evaluated.


standards:

Revised 8/10/11 16

Independent Reading Rubric

Quality: Book Selection

1 2 3 4 Does not choose

(mostly) just right

books for the

reading workshop in

a variety of genres,

even with teacher

assistance

Beginning to choose

(mostly) just right

books for the

reading workshop,

with some variety of

genres, with some

teacher assistance

Usually chooses

(mostly) just right

books for the

reading workshop, in

a variety of genres,

with occasional

teacher assistance

Chooses (mostly)

just right books for

the reading

workshop, in a

variety of genres,

without or rarely

with teacher

assistance

Quality: Reading Conferences

1 2 3 4 Conference with the

teacher does not

show understanding

of the text

Conference with

teacher shows some

understanding of

text

Conference with

teacher shows

adequate

understanding of

text

Conference with

teacher shows

insightful

understanding of the

text

Quality: Accountability

1 2 3 4 • Does not record

title and author

accurately with

errors in spelling

and capitalization

• Does not reflect

upon and/or

shares thoughts

about what

he/she has read

• Records title and

author with many

errors in spelling

and capitalization

• Beginning to

reflect upon

and/or shares

thoughts about

what he/she has

read


author with

limited errors in

spelling and

capitalization

• Regularly

reflects upon

and/or shares

thoughts about

what he/she has

read


author using

correct spelling

and capitalization

– errors rarely

• Consistently

reflects upon,

shares thoughts

about what

he/she has read

and makes

connections to

self and others.

Quality: Independent Reading

1 2 3 4 Does not read

independently even

with redirection

from the teacher

Sometimes reads

independently, but

needs frequent

redirection from the

teacher

Regularly reads

independently with

minimal redirection

from the teacher

Consistently reads

independently with

rare or no

redirection from the

teacher

Revised 8/10/11 17

STANDARD(S) – WRITING STRATEGIES

AND WRITTEN CONVENTIONS

WRITING STRATEGIES

• Maintains focus of topic

• Uses supporting details

• Maintains organization in writing

• Uses appropriate style (voice, word choice, and sentence fluency)

• Writes for a variety of purposes and audiences

• Uses writing process for self-initiated and assigned writing

• Uses writing as a tool for learning and/or research

• Uses legible handwriting

WRITTEN CONVENTIONS

• Edits writing toward standard grammar and usage

• Applies correct punctuation and capitalization to communicate clearly

• Demonstrates knowledge and use of spelling rules and patterns in

written work

How to assess standard(s): Evidence for all writing strategy standards primarily comes from analyzing

students’ writing. Teachers should do this by keeping notes on individual

pieces of writing, or examining writing portfolios during and at the end of

the assessment period with the use of rubrics. Additional assessments:

• Observing individual, small group, and large group during writing workshop

time (mini-lesson, guided practice, independent writing, share time) • Conferences • Analyzing learning logs from cross content areas



assessed and evaluated.


standards:

Revised 8/10/11 18

Report Card Standard End-of-Year Look for… Maintains focus of topic • Developing a list of specific topics for writing

• Selecting from a list of topics

• Maintaining focus on specific topic (self-selected and assigned)

Uses supporting details • Including a variety of supporting information

• Expanding an idea through details

Maintains organization in

writing

• Grouping related ideas, sometimes in paragraphs

• Using simple transitions frequently

• Organizing narrative chronologically and sequentially

• Organizing procedural writing sequentially

• Organizing informational writing using categories

Uses appropriate style

(voice, word choice, and

sentence fluency)

Voice

• Tone and voice are just right for topic and audience

• Paper sounds like author

Word Choice

• Using a variety of words

• Using descriptive words

• Using classroom resources

Sentence Fluency

• Writing a variety of sentences beginnings

• Writing a variety of sentence structures.

• Writing a variety of sentence types

• Writing poetry

Writes for a variety of

purposes and audiences

• Understands that writing changes for different audiences

• Demonstrates understanding of different purposes for writing

• Uses a variety of form/genres

Uses writing process for

self-initiated and assigned

writing

Prewriting

• Talking to generate ideas and rehearse writing

• Using visual tools for planning

• Using mentor text to stimulate writing

Drafting

• Using a plan from prewriting to write a draft

• Working on one draft over one to three days

• Producing a draft of multiple sentences or several paragraphs over time

Revising

• Rereading own writing for meaning –several times for different purposes

• Participating in peer and adult conferences; using suggestions to clarify and revise writing

• Recognizing overused words and making substitutions

Editing

• Identifying and connecting errors in grade level conventions

• Using a simple editing checklist, spelling lists, word wall and personal dictionary to check

accuracy

Publishing

• Rereading own work aloud

• Selecting format for publishing to enhance writing

• Publishing text in various ways

Revised 8/10/11 19

Applies correct

punctuation and

capitalization to

communicate clearly

• Following capitalization rules (proper nouns, months and days; salutation and closing of

a letter)

• Following punctuation rules (ending punctuation in sentences, apostrophes and

contractions and possessives

Demonstrates

knowledge and use of

spelling rules and

patterns in written work

• Spelling many second grade high-frequency works

• Using phonetic approximations for challenging words

• Using second grade spelling patterns

• Identifying words that may be misspelled and using spelling resources

Edits writing toward

standard grammar and

usage

• Using nouns correctly (singular/plural/common) and pronouns

• Maintaining subject/verb agreement and consistent tense

• Using complete sentences

Uses writing as a tool

for learning and/or

research

• Writing is used in the content area to prompt thinking and discussion

• Learning logs, content area journals, quick writes are used to record thinking,

understanding, and responses

• Using open-ended research questions, ideas and information are organized and

presented, according to the purpose of the research and their audience.

Uses legible handwriting Maintaining consistent size, spacing, margins, and formation in handwriting for readability

STANDARD(S) – LISTENING AND SPEAKING

• Is a critical and responsive listener

How to assess standard(s): • Observe students as they listen (in small or large groups, individually)

• Analyze students’ responses based on listening activities

Frequency: A child’s level should be based on multiple artifacts to ensure

that an adequate sample of student work has been assessed and evaluated.

Level Is a Critical and Responsive Listener

4 Exceeds grade-level expectations….

3 Meets grade-level expectations….

• Understand, interprets, evaluates, and responds to what

is heard

• Considers the views of others when listening

2 Approaching grade-level expectations….

1 Falls below grade-level expectations….

Revised 8/10/11 20


• Communicates acquired information, concepts, and ideas

How to assess standard(s): • Observe students as they converse (in small or large groups, individually)

• Analyze students’ language



Level Communicates acquired information, concepts, and ideas



• Clearly expresses information and ideas that are

significant to the speaker, to the listener, and relevant to

the task

• Uses effective speaking techniques (language, audience

awareness, audibility, pace, intonations, etc.)



Revised 8/10/11 21


• Works democratically with others in a group

How to assess standard(s): • Observe students during work time (in small or large groups, individually)



Level Works democratically with others in a group



• Follows agreed-upon rules for teacher- and student-led

discussion, including listening to others

• Speak when recognized, and make appropriate

contributions



Documents

Humble Independent School · PDF fileSequence of Events 1 ... Monkey, Otter) 4 Refers to all characters or topics by specific name (Old Ben Bailey, green turtle, Sammy Sosa)