Grade 2 Report Card Standards and Rubrics

Reading Reading: Foundations

1. Applies phonics and decoding strategies to determine meaning of words

Standard: RF.2.2, RF.2.3 1 2 3 4

Middle/End of Year Unable to apply phonics and decoding strategies.

Able to apply phonics and decoding strategies with teacher prompting and support.

Independently and consistently applies phonics and decoding strategies for grade level texts.

Independently and consistently applies phonics and decoding strategies for above level texts.

2. Reads grade level text fluently Standard: RF.2.4

1 2 3 4

Middle/ End of Year

Unable to read grade level text.

With teacher prompting and support, reads grade level text accurately, but slowly and with little or no expression.

Independently reads grade level text accurately, smoothly and with expression.

Independently reads above grade level text accurately, smoothly and with expression.

3. Applies learned vocabulary in reading Standard: RI.2.4, L.2.4, L.2.5, L.2.6 1 2 3 4

Middle/End of Year Unable to read learned vocabulary consistently with little or no understanding of those words.

Reads learned vocabulary accurately with limited or inconsistent understanding of those words.

Reads learned vocabulary accurately and understands the meaning of those words.

Reads learned vocabulary accurately and understands the meaning of these words. Uses context clues to determine the meaning of new words.

4. Reads grade level fiction and nonfiction text with understanding

Standard: RL.2.10, RI.2.10

1 2 3 4

Middle of Year Unable to read grade level fiction and nonfiction with understanding. (Level H or below)

With teacher prompting and support, can read grade level fiction and nonfiction with understanding. (Level I,J)

Can read grade level fiction and nonfiction text with understanding (Level K).

Can read above grade level fiction and nonfiction text with understanding. (Level L and above)

End of Year Unable to read grade level fiction and nonfiction with understanding. (Level J or below)

With teacher prompting and support, can read grade level fiction and nonfiction with understanding. (Level K,L)

Can read grade level fiction and nonfiction text with understanding (Level M).

Can read above grade level fiction and nonfiction text with understanding. (Level N and above)

Reading: Fiction and NonFiction

5. Asks and answers questions about texts Standard: RL.2.1, RI.2.1 1 2 3 4

Middle/End of Year

Little or no understanding of what has been read. Unable to ask or answer questions concerning key details in a text.

Requires teacher prompting and support to ask or answer questions concerning key details in a literary or informational text.

Independently asks and answers questions concerning key details in a literary or informational text on grade level.

Independently asks and answers complex inferential questions and makes connections to background knowledge with on or above grade level text.

6. Applies reading comprehension strategies Standard: RL.2.10, RI.2.10

1 2 3 4

Middle/End of Year

Unable to apply learned reading strategies.

Requires teacher prompting and support to apply learned reading strategies.

Consistently applies learned reading strategies to a variety of texts on grade level.

Consistently applies learned reading strategies to a variety of texts, including texts above grade level.

7. Retells and/or summarizes familiar stories Standard: RL.2.2

1 2 3 4

Middle/End of Year

Little or no understanding of story structure; limited or no ability to recount stories.

Requires teacher prompting and support to recount stories and describe the overall structure of story.

Independently retells texts and describes the overall structure of story including the beginning, middle and end.

Independently retells texts and describes the overall structure of story including the beginning, middle and end.

8. Retells details from non-fiction Standard: RI.2.2

1 2 3 4

Middle/End of Year

Unable or rarely able to retell major details from a text.

With teacher prompting and support, retells major details from a text.

Consistently retells major details from a text and organizes them by heading/topic .

Consistently retells major details from a text and organizes them by heading/topic.

9. Identifies the main idea and/or theme of a text Standard: RI.2.2

1 2 3 4

Middle/End of Year

Unable to identify main idea of text.

With teacher prompting and support, identifies the main idea of text.

Independently identifies the main topic and focus of specific paragraphs within a text on grade level .

Independently identifies the main topic and focus of specific paragraphs within a text and supplies supporting details with an above grade level text.

10. Describes how characters respond to major events and challenges

Standard: RL. 2.3

1 2 3 4

Middle/End of Year

Unable to describe how characters respond to major events.

With teacher prompting and support, describes how characters respond to major events and challenges.

Describes how characters respond to major events and challenges with on grade level text.

Consistently provides a vivid and depth description as to how characters respond to major events and challenges in above grade level texts.

11. Compares and contrasts two characters, stories or topics

Standard: RL.2.9, RI.2.9

1 2 3 4

Middle/End of Year

Unable or rarely able to compare or contrast two characters, topics, or stories.

Requires teacher prompting and support to compare and contrast two characters, topics, or stories.

Independently compares and contrasts two characters, topics, or stories using grade level text.

Independently compares and contrasts two characters, topics, or stories using above grade level text.

Writing (Narrative, Information, Opinion)

1. Applies learned writing strategies

Standard: W.2.1, W.2.2, W.2.3

1 2 3 4

Middle/End of Year Unable to apply learned writing strategies.

With teacher prompting and support, applies learned writing strategies.

Independently applies learned writing strategies.

Independently and consistently applies learned writing strategies at a higher level.

2. Uses an opening in writing Standard: W.2.1, W.2.2, W.2.3

1 2 3 4

Middle/End of Year Does not use an opening in writing.

With teacher prompting and support, uses an opening in writing.

Consistently uses an opening in writing.

Uses an effective opening in writing with multiple sentences.

3. Provides details to support topic Standard: W.2.1, W.2.2, W.2.3

1 2 3 4

Middle/End of Year Unable to provide details to support a topic.

With teacher prompting and support, provides at least one detail to support a topic.

Independently provides at least two details to support a topic.

Independently provides at least three details to support a topic.

4. Uses transition words Standard: W.2.1, W.2.2, W.2.3

1 2 3 4

Middle/End of Year Does not use transition words in writing pieces.

With teacher prompting and support, can use transition words in writing.

Independently uses transition words appropriately in writing.

Independently uses higher level transition words and phrases appropriately and effectively in writing.

5. Uses a closing in writing Standard: W.2.1, W.2.2, W.2.3

1 2 3 4

Middle /End of Year Does not use a closing in writing.

With teacher prompting and support, uses a closing in writing.

Consistently uses a closing in writing.

Uses an effective closing in writing.

6. Revises and edits writing Standard: W.2.5

1 2 3 4

Middle/End of Year Rarely able to edit writing, even with teacher prompting and support.

With teacher prompting and support (modeling, graphic organizers, conferences), is able to edit or revise writing. Cannot effectively peer edit.

With teacher prompting and support (modeling, graphic organizers, conferences), is able to edit or revise writing. Begins to peer edit.

Can independently edit and revise writing. Can collaborate with peers and provide feedback.

Language

7. Writes complete simple and compound sentences Standard: L.2.1

1 2 3 4

Middle/End of Year Unable to write simple or compound sentences.

With teacher prompting and support, can produce simple sentences.

Independently produces simple sentences.

Independently produces both simple and compound sentences.

8. Capitalizes words as needed Standard: L.2.2

1 2 3 4

Middle/End of Year

Unable to capitalize words as needed.

Capitalizes some words as needed.

Capitalizes most words as needed.

Consistently capitalizes all words as needed.

9. Uses punctuation correctly Standard: L.2.2

1 2 3 4

Middle/End of Year

Unable to use punctuation that has been taught in writing.

With teacher prompting and support, uses punctuation that has been taught in writing.

Independently uses punctuation that has been taught in writing.

Independently uses punctuation, including more advanced punctuation that has not been formally taught in writing.

10. Uses parts of speech correctly (nouns, verbs, adjectives, etc.)

Standard: L.2.1

1 2 3 4

Middle/End of Year

Unable to use parts of speech correctly in writing.

With teacher prompting and support, uses parts of speech correctly in writing.

Independently uses parts of speech correctly in writing. Occasional errors may occur.

Consistently and independently uses parts of speech correctly in writing. Rarely makes errors.

11. Uses learned spelling skills Standard: L.2.2

1 2 3 4

Middle/End of Year

Unable to use learned spelling skills.

Uses some learned spelling skills.

Uses learned spelling skills. Occasional errors may occur.

Uses all learned spelling skills, applies learned skills to new words, and spells at a more advanced level (challenge words, etc.).

Speaking and Listening

12. Participates in conversations about second grade topics and follows agreed upon rules for

discussions Standard: SL.2.1

1 2 3 4

Middle/End of Year

Rarely or never identifies and follows agreed upon rules for discussion Rarely or never makes connections between the comments of others Rarely or never asks questions when they do not understand

Sometimes identifies and follows agreed upon rules for discussion Sometimes makes connections between the comments of others Sometimes asks questions when they do not understand

Usually identifies and follows agreed upon rules for discussion Usually makes connections between the comments of others Usually asks questions when they do not understand

Consistently identifies and follows agreed upon rules for discussion Consistently makes connections between the comments of others Consistently asks questions when they do not understand

13. Asks and answers questions about what a speaker says in order to clarify or gather information

Standard: SL.2.3

1 2 3 4

Middle/End of Year

Rarely or never asks questions about a presentation when they don't understand or need more information Rarely or never answers questions about a speaker’s presentation

Sometimes asks questions about a presentation when they don't understand or need more information Sometimes answers questions about a speaker’s presentation

Usually asks questions about a presentation when they don't understand or need more information Usually answers questions about a speaker’s presentation

Consistently asks questions about a presentation when they don't understand or need more information Consistently answers questions about a speaker’s presentation

Math Fluency

1. Has instant recall of addition facts through 20 Standard: 2.0A.B.2

1 2 3 4

Middle of Year FF Level <3b FF Level 3b FF Level 4 FF Level 5

End of Year FF Level <4 FF Level 4 FF Level 5 FF Level Students can receive a 4 if they were at Level 5 in the middle of the year

2. Has instant recall of subtraction facts through 20.

Standard: 2.0A.B.2

1 2 3 4

Middle of Year FF Level <3 FF Level 3 FF Level 5 FF Level 7

End of Year FF Level <5 FF Level 5 FF Level 7 FF Level Students can receive a 4 if they were at Level 7 in the middle of the year

Operations and Algebraic Thinking

3. Uses mental math to fluently add and subtract within 20

Standard: 2.OA.B.2

1 2 3 4

Middle/End of Year

Unable to fluently add and subtract within 20 without using manipulatives. Little or no evidence of mental math strategies.

Requires teacher prompting and support to fluently add and subtract within 20 using mental strategies.

Consistently and independently uses mental strategies to demonstrate fluency of addition and subtraction facts within 20.

Consistently and independently uses mental strategies to demonstrate fluency of addition and subtraction facts beyond 20.

4. Uses repeated addition to express the sum of items in an array

Standard: 2.0A.C.4 1 2 3 4

Middle/End of Year Unable to use repeated addition to write an equation to find the sum of objects arranged in rectangular arrays

Requires teacher prompting and support to use repeated addition to write an equation to find the sum of objects arranged in rectangular arrays

Consistently and independently uses repeated addition to write an equation to find the sum of objects arranged in rectangular arrays

Meets all the criteria of the 3 and can also do at least two of the following:

Creates arrays and writes two equations (by rows and by columns) to represent the rectangular array.

Students can rotate the array 90 degrees and write two more equations.

Students can explain how the arrays are different but still the same.

5. Uses addition and subtraction within 100 to solve one-and two-step word problems

Standard: 2.OA.A1

1 2 3 4

Middle/End of Year

Little or no understanding of solving one step

Requires teacher prompting and support to use

Consistently and independently uses addition and

Meets all the criteria for a 3 and creates one and

word problems within 100 and solving for unknowns.

addition and subtraction within 100 to solve one step word problems and solves problems with unknowns in all positions.

subtraction within 100 to solve one and two step word problems and solves problems with unknowns in all positions.

two step word problems and writes equations with unknowns in all positions.

Number and Operations in Base Ten

6. Reads and writes numbers to 1000 using base-ten numerals, number names, and expanded form

Standard: 2.NBT.1 2.NBT.1a 2.NBT.1b 2.NBT.3

1 2 3 4

Middle/End of Year

Unable to read and write numbers in all three forms and determine the value of digits in a number within 999.

Requires teacher prompting and support to read and write numbers in all three forms and determine the value of digits in a number within 999.

Consistently and independently reads and writes numbers in all three forms and determines the value of digits in a number within 999.

Meets criteria for a 3 and applies to a four digit number.

7. Uses skip counting by 5’s, 10’s and 100 to count within 1000

Standard: 2.NBT.A.2

1 2 3 4

Middle/End of Year

Unable to count within 1,000 and skip counting by 5s, 10s, and 100s within 1,000. Unable to make connections of 5

Requires teacher prompting and support to count within 1,000 and skip count by 5s, 10s, and 100s within 1,000.

Consistently and independently counts within 1,000 and skip counts by 5s, 10s, and 100s within 1,000.

Meets all the criteria for a 3 and can apply the standard to numbers beyond 1,000.

more and 10 more of a given number on a number line.

Requires teacher prompting and support to make connections of 5 more and 10 more of a given number on a number line.

Consistently and independently identifies 5 more or 10 more than a given number on a number line.

8. Uses place value understanding and properties of addition to add and subtract

Standard: 2.NBT.A.1

1 2 3 4

Middle/End of Year

Unable to use place value understanding to add and subtract fluently, efficiently and accurately within 100 and add up to four two-digit numbers.

Requires teacher prompting and support to use place value understanding to add and subtract fluently, efficiently and accurately within 100 and add up to four two–digit numbers.

Consistently and independently uses place value strategies to add and subtract fluently, efficiently and accurately within 100 and add up to four two–digit numbers.

Meets all the criteria for a 3 and extends to beyond 100 and more than four two–digit numbers.

9. Uses mental math to add or subtract 10 or 100 to a given number

Standard: 2.NBT.B.8

1 2 3 4

Middle/End of Year

Unable to use mental math strategies to add and subtract 10 and 100 from any given number 100-900.

Requires teacher prompting and

support to use mental math

strategies to add and subtract 10 and 100 from

Consistently and independently uses mental math strategies to add and subtract 10 and 100 from any

Consistently and independently uses mental math strategies to add and subtract 10, 100, and 1,000 from

any given

given number 100-900.

any given number 1,000-9,000.

10. Compares three-digit numbers with the symbols >,<,=

Standard: 2.NBT.A.4

1 2 3 4

Middle/End of Year

Unable to compare two three-digit numbers up to 1000 based on hundreds, tens, and ones using <, =, and >.

Requires teacher prompting and support to compare two three-digit numbers up to 1000 on hundreds, tens, and ones using <, =, and >.

Consistently and independently compares two three–digit numbers up to 1000 based on hundreds, tens, and ones using <, =, and >.

Consistently and independently compares more than two three-digit numbers within 1000 based on hundreds, tens, and ones using <, =, and >.

Measurement and Data

11. Counts money to help solve word problems Standard: 2.MD.C.8

1 2 3 4

Middle/End of Year

Unable to add and subtract to solve word problems involving money situations adding

Requires teacher prompting and support to add and subtract to solve word problems

Consistently and independently adds and subtracts to solve word problems

Meets all criteria for a 3 and creates two-step word problems involving money situations and

to, taking from, and comparing with unknowns in all positions.

involving money situations adding to, taking from, and comparing with unknowns in all positions.

involving money situations adding to, taking from, and comparing with unknowns in all positions.

writes equations with unknowns in all positions.

12. Generates measurement data and graphs it Standard: 2.MD.D.9

1 2 3 4

Middle/End of Year

Unable to generate measurement data and show the data on a line plot with whole unit scales.

Requires teacher prompting and support to generate measurement data and show the data on a line plot with whole unit scales

Consistently and independently generates measurement data and shows the data on a line plot with whole unit scales.

Meets the criteria for a 3 and can display data in a line plot with fractional scales.

13. Solves problems using information from graphs Standard: 2.MD.D.10

1 2 3 4

Middle/End of Year

Unable to construct, read and interpret data on picture and bar graphs (up to four categories) and solve problems using the information from these graphs.

Requires teacher prompting and support to construct, read and interpret data on picture and bar graphs (up to four categories) and solve problems using the information from these graphs.

Consistently and independently constructs, reads and interprets data on picture and bar graphs (up to four categories) and solves problems using the information from these graphs.

Meets all the criteria for a 3 and applies the standard line graphs and bar graphs with more than four categories.

14. Reads and writes time from analog/digital clocks in five-minute intervals

Standard: 2.MD.C.7

1 2 3 4

Middle/End of Year

Unable to tell time in 5 minute increments from both analog and digital clocks using a.m. and p.m.

Requires teacher prompting and support to tell time in 5 minute increments from both analog and digital clocks using a.m. and p.m.

Consistently and independently tells time in 5 minute increments from both analog and digital clocks using a.m. and p.m.

Consistently and independently tells time in 1 minute increments from both analog and digital clocks using a.m. and p.m. and solves problems involving elapsed time.

15. Uses appropriate tools to measure the length of an object

Standard: 2.MD.A.1 2.MD.A.2

1 2 3 4

Middle/End of Year

Unable to apply the standard and extend this knowledge by accurately measuring objects with multiple

Requires teacher prompting and support to apply the standard and extend this knowledge by accurately measuring

Consistently and independently applies the standard and extends this knowledge by accurately measuring

Consistently and independently applies the standard and extends this knowledge with the ability to perform

tools.

objects with multiple tools.

objects with multiple tools.

conversions (1 foot instead of 12 inches).

16. Estimates length using units of inches, feet, centimeters, and meters

Standard: 2.MD.A.3

1 2 3 4

Middle/End of Year

Unable to accurately estimate measurement with a given unit.

Requires teacher prompting and support to accurately estimate measurement with a given unit.

Consistently and independently able to accurately estimate measurement with a given unit.

Consistently and independently estimates measurement of a given object with multiple units.

17. Solves addition and subtraction measurement problems

Standard: 2.MD.B.5

1 2 3 4

Middle/End of Year

Unable to use addition and subtraction models (drawings of rulers etc) within 100 to solve word problems involving lengths that given in the same units and equations with a symbol for the unknown number to

Requires teacher prompting and support to use addition and subtraction models (drawings of rulers etc)within 100 to solve word problems involving lengths that given in the same units and equations with a symbol for

Consistently and independently uses addition and subtraction models (drawings of rulers etc) within 100 to solve word problems involving lengths that given in the same units and equations with a symbol for the unknown

Consistently and independently meets the criteria for a 3 and extends the criteria to include modeling with a number line.

represent the problem.

the unknown number to represent the problem.

number to represent the problem.

18. Represents numbers on a number line from 1-100

Standard: 2.MD.B.6

1 2 3 4

Middle/End of Year

Unable to represent whole numbers, sums and differences within 100 on a number line diagram.

Requires teacher prompting and support to represent whole numbers, sums and differences within 100 on a number line diagram.

Consistently and independently represents whole numbers, sums and differences within 100 on a number line diagram.

Consistently and independently represents whole numbers, sums and differences beyond 100 on a number line diagram.

Geometry

19. Identifies and draws shapes having specified attributes

Standard: 2.G.A.1

1 2 3 4

Middle/End of Year

Unable to identify, draw, and describe attributes of a shape when given its name and to draw and name a shape when given its attributes. Shapes to include triangles,

Requires teacher prompting and support to identify, draw, and describe attributes of a shape when given its name and to draw and name a shape when given its attributes.

Consistently and independently identifies, draws, and describes attributes of a shape when given its name and draws and names a shape when given its attributes. Shapes to

Meets all the criteria for a 3 and makes comparisons among the shapes.

quadrilaterals, pentagons, hexagons, and cubes.

Shapes to include triangles, quadrilaterals, pentagons, hexagons, and cubes.

include triangles, quadrilaterals, pentagons, hexagons, and cubes.

20. Divides shapes into equal parts and describe with words like halves and thirds

Standard: 2.G.A.1 2.G.A.2 2.G.A.3

1 2 3 4

Middle/End of Year

Unable to divide shapes into two, three and four equal shares using proper mathematics vocabulary to describe the shares. Unable to describe the whole as the sum of the parts and recognize that equal shares must be the same shape.

Requires teacher prompting and divide shapes into two, three and four equal shares using proper mathematics vocabulary to describe the shares. Requires teacher prompting and support to describe the whole as the sum of the parts and recognize that equal shares must be the same shape.

Consistently and independently divides shapes into two, three and four equal shares using proper mathematics vocabulary to describe the shares. Describes the whole as the sum of the parts and recognizes that equal shares must be the same shape.

Meets criteria of a 3, identifies shares smaller than fourths and can compare halves, thirds and fourths using proper mathematical symbolism

Science

1. Insects: Demonstrates understanding of concepts/vocabulary

Standard: C.4.2 C.4.4 C.4.5

1 2 3 4

Middle / End of Year

Never participates in classroom activities Never articulates knowledge of content via discussion and oral and/or written activities

Seldom participate in classroom activities Sometimes articulates knowledge of content via discussion and oral and/or written activities

Often participates in classroom activities Often articulates knowledge of content via discussion and oral and/or written activities

Always participates in classroom activities Extends knowledge of content area through independent posters, reports, or projects connected to the topic

2. Air and Weather: Demonstrates understanding of concepts/vocabulary

Standard: C.4.2 C.4.4 C.4.5

1 2 3 4

Middle / End of Year

Never participates in classroom activities Never articulates knowledge of content via

Seldom participate in classroom activities Seldom articulates knowledge of content via

Often participates in classroom activities Often articulates knowledge of content via

Always participates in classroom activities Extends knowledge

discussion and oral and/or written activities

discussion and oral and/or written activities

discussion and oral and/or written activities

of content area through independent posters, reports, or projects connected to the topic

3. Balance and Motion: Demonstrates understanding of concepts/vocabulary

Standard: C.4.2 C.4.4 C.4.5

1 2 3 4

Middle / End of Year

Never participates in classroom activities Never articulates knowledge of content via discussion and oral and/or written activities

Seldom participate in classroom activities Seldom articulates knowledge of content via discussion and oral and/or written activities

Often participates in classroom activities Often articulates knowledge of content via discussion and oral and/or written activities

Always participates in classroom activities Extends knowledge of content area through independent posters, reports, or projects connected to the topic

4. Solids and Liquids: Demonstrates understanding of concepts/vocabulary

Standard: C.4.2 C.4.4 C.4.5

1 2 3 4

Middle / End of Year

Never participates in classroom activities Never articulates knowledge of content via

Seldom participates in classroom activities Seldom articulates knowledge of

Often participates in classroom activities Often articulates knowledge of content via

Always participates in classroom activities Extends knowledge

discussion and oral and/or written activities

content via discussion and oral and/or written activities

discussion and oral and/or written activities

of content area through independent posters, reports, or projects connected to the topic

Social Studies 1. Demonstrates understanding of concepts and

vocabulary

Standard: A.4.2

1 2 3 4 Middle/End of Year Shows limited

understanding of basic concepts and vocabulary

Shows some understanding of basic concepts and vocabulary

Shows general understanding of basic concepts and vocabulary

Shows thorough understanding of basic concepts and vocabulary

2. Uses maps and globe skills Standard: A.4.2

1 2 3 4 Middle/End of Year Is unable to

apply grade level mapping skills

Needs teacher assistance when using map skills. Work completed independently with some accuracy.

Independently uses map skills with accuracy.

Independently and consistently Applies map skills accurately.

Hawk Way: Behaviors that Support Learning:

Grades K - 5

4 Consistently demonstrates age/grade appropriate behavior; assumes

leadership responsibilities in the classroom and encourages and supports

other classmates.

3 Consistently demonstrates age/grade appropriate social and academic

behaviors; meets the expected standard without teacher reminders.

2 Inconsistently demonstrates or needs reminders to meet expectations as

communicated by the teacher.

1 These behaviors are interfering with their learning and possibly the

learning of others.

Listens to and follows directions Follows school expectations (hallway, lunchroom, bathroom, playground) Shows respect for property Accepts responsibility for his/her own actions Talks at appropriate times Uses work time productively Works and plays cooperatively Works independently

Completes and returns homework Shows respect for peers and adults Keeps hands and feet to self