grade 3 ela rubrics final - san francisco unified school...

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.

https://district.sfusd.edu/dept/rpa/aao/DataDirector/SBRC/default.aspx

http://www.corestandards.org/ELA-Literacy/RL/3/1/

http://www.corestandards.org/ELA-Literacy/RL/3/1/




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.

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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.

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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

44

DRA 28 30

T2 F&P N O

DRA 30 34

T3 F&P O P

DRA 34 38

3rd Grade Lexile Range

651 - 770

Performance Level Indicators

Exceed Proficient

P Meets

Approaching Needs more time to

practice and develop

N N





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.


http://www.corestandards.org/ELA-Literacy/W/3/1/a/

http://www.corestandards.org/ELA-Literacy/W/3/1/b/

http://www.corestandards.org/ELA-Literacy/W/3/1/c/

http://www.corestandards.org/ELA-Literacy/W/3/1/d/




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.


http://www.corestandards.org/ELA-Literacy/W/3/2/








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.


http://www.corestandards.org/ELA-Literacy/W/3/3/








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


http://www.corestandards.org/ELA-Literacy/SL/3/1/

http://www.corestandards.org/ELA-Literacy/SL/3/1/c/

http://www.corestandards.org/ELA-Literacy/SL/3/1/d/




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.

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http://www.corestandards.org/ELA-Literacy/SL/3/1/c/

http://www.corestandards.org/ELA-Literacy/SL/3/1/d/




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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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).


http://www.corestandards.org/ELA-Literacy/RF/3/3/d/

http://www.corestandards.org/ELA-Literacy/L/3/1/


http://www.corestandards.org/ELA-Literacy/L/3/2/a/

http://www.corestandards.org/ELA-Literacy/L/3/2/c/

http://www.corestandards.org/ELA-Literacy/L/3/2/d/

http://www.corestandards.org/ELA-Literacy/L/3/2/e/

http://www.corestandards.org/ELA-Literacy/L/3/2/f/


SFUSD credits the Sunnyvale School District for its district rubrics.

3rd Grade San Francisco Unified School District

STANDARDS‐BASED REPORT CARD

MathematicsRubrics

PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY

4 Exceeds

3

Meets

2

Approaching

1

Below

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:

NUMBER SENSE: PLACE OF VALUE Standard: 1.1 – 1.5 Student understands the place value of whole numbers.

Presents multiple visual representations of whole numbers to 10,000 [] For Example: Creates a place value chart to model a given number, uses expanded notation, written form, base ten blocks. Explains strategies used to compare numbers to 10,000. Understands the purpose of rounding. Reads and writes whole numbers to 10,000. Determines the place value for each digit of whole numbers to 10,000. Writes numbers to 10,000 in expanded notation. Compares and orders numbers to 10,000. Rounds numbers to the nearest thousand. Reads and writes most whole numbers to 10,000. Determines place value of whole number to 10,000 using support resources (e.g. place value chart, base‐ten blocks) Writes part of a number in expanded notation. Rounds numbers to the nearest ten and hundred. Reads and writes some whole numbers to 10,000. Identifies place value of whole numbers to 10,000 from yes/no questions. Recognizes the larger number when provided two numbers of different values (e.g. when given 754 and 593, know 754 is the greater number) Familiar with the term "expanded notation."




MathematicsRubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE: COMPUTATION Standard: 2.1 Adds and subtracts whole numbers up to 10,000 with regrouping.

Utilizes and explains multiple strategies when adding and subtracting whole numbers. Validates the sum or difference using the inverse operation. Determines the sum or difference of two whole numbers between 0 and 10,000 using regrouping. Determines the sum of two whole numbers between 0 and 10,000 using regrouping. Adds and subtracts whole numbers using visual representations or concrete objects.




MathematicsRubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE: COMPUTAION Standard: 2.2 Knows multiplication facts 1 – 10 by memory.

Employs multiple strategies to solve multiplication problems and justifies thinking (e.g. skip counting, repeated addition, using a table, drawing a picture). Commits multiplication facts 1 – 10 to memory. Solves multiplication problems for facts 1 – 10 using visual representations or concrete objects. Solves multiplication problems for facts 1 – 10 with support.




MathematicsRubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE: COMPUTATION STANDARD: 2.4 Multiplies multi‐digit numbers by one digit.

Utilizes and explains difference strategies when solving multi digit by one digit multiplication problems. Multiplies multi‐digit numbers by one digit. Multiplies multi‐digit numbers by one numbers using visual representation or concrete objects. Solves multiplication facts. Multiplies multiplication facts using visual representation or concrete objects.




MathematicsRubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




NUYMBER SENSE: COMPUTATION STANDARD: 2.5 Divides multi‐digit numbers by one digit.

Explains the strategy used to solve multi digit by one digit division problems orally or in written form. Divides multi‐digit numbers by one digit. Divides multi‐digit numbers by one digit numbers using visual representation or concrete objects. Solves division facts. Solves division facts by creating equal groups with visual representations or concrete objects.




MathematicsRubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE: FRACTIONS AND DECIMALS STANDARD: 3.2 Adds and subtracts simple fractions.

Constructs and solves a word problem that adds or subtracts simple fractions. Employs multiple strategies to add and subtract simple fractions. Adds and subtracts simple fractions. Uses models to add and subtract simple fractions. Recognizes simple fractions.




MathematicsRubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE: FRACTIONS AND DECIMALS STANDARD: 3.4 Understands the relationship between fractions and decimals.

Compares fractions without visual representation. Justifies reasoning and supporting how one concept can be represented by fractions and decimals. Creates and solves word problem in decimal notation using, addition, subtraction, multiplication and division. Compares fractions represented by drawings or concrete material. Demonstrates that fractions and decimals are two different ways to represent the same concept. Solves problems of money amount in decimals notation using addition, subtraction, multiplication, and division. Labels fractions represented by drawings of concrete material. Understands that and decimals are two different ways to represent the same concept. Solves problems of money amount in decimal notation using addition and subtraction. Identifies fractions represented by drawings or concrete material. Recognizes fractions or decimals as a way to represent a concept. Represents money amount using decimal notation.




MathematicsRubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




ALGEBRA FUNCTIONS STANDARD: 1.1 Represents relationships of quantities in expressions or equations.

Constructs written situations using the appropriate operational symbols and a variety for a given equation. [] For Example: Student is given: Joe made n baskets in a basketball game. Each basket is worth two points. Student writes: nx2. Writes an expression/equation to represent a situation (e.g. Write an expression that would show how to find the number of point Joe scored from the example below.) Matches a written situation to the appropriate equation. [] For Example: Joe made six baskets in a basketball game. Each basket is worth two points. He scored twelve points in all. Which expression represents this situation? Student would choose between 6+2, 6‐2, or 6x2 etc. Understands the meaning of the operational and relational symbols (e.g. +, ‐)




MathematicsRubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




ALGEBRA AND FUNCTIONS STANDARD: 1.2 Solves problems involving an unknown.

Creates original equations with missing quantities or symbols for others to solve. Begins to use a variable to represent the unknown quantity. Consistently completes an equation with the correct relational symbol (<, >, =) or value. (e.g. 3+5=4+__ or 6‐2__5+1) Has a clear understanding that the expressions on either side of the equal sign have the same value. Sometimes correctly completes equations involving an unknown quantity or symbol. Has a basic understanding of the meaning of the equal sign. Inserts a number or symbol into an equation, without regard to the relationship represented. Believes the equal sign indicates where to insert the answer (e.g. 3+5= 8 +4)




MathematicsRubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




ALGEBRA AND FUNCTIONS STANDARD: 2.1 Solves simple problems involving a relationship between two quantities.

Extends the relationship presented using a variable (e.g. "n legs divided by four equals number of cows"). Reads problem and understands the relationship presented. Uses the relationship to solve for the unknown quantity (e.g. A box of five potatoes costs $20, How much does on potato cost? OR If there are twelve legs, how many cows are there? Uses a picture or table to represent the relationship between quantities and attempts to find the unknown. Reads the problem presented. Understand that there is a relationship described.




MathematicsRubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




MEASUREMENT AND GEOMETRY STANDARD: 1.2 Finds the area and volume of solid figures.

Computes and explains area and volume using mathematical formulas. (e.g. A=1 x w; V=1x w x h) Estimates or determines the area and volume of solid figures by covering them with squares or by counting the number of cubes that would fill them. Attempts to determine the area and volume of solid figures. Knows that area and volume are different (e.g. are is measure with square and volume is measured with cubes.)




MathematicsRubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




MEASUREMENT AND GEOMETRY STANDARD: 1.3 Finds the perimeter of a polygon.

Computes and explains perimeter using a mathematical formula (e.g. P= s+s+s+s) Finds the perimeter of a polygon with integer sides. Attempts to find perimeter of a polygon. Traces perimeter of a polygon.




MathematicsRubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




MEASUREMENT AND GEOMETRY STANDARD: 2.1 – 2.3, 2.5 Describes and classifies plane and solid geometric figures.

Identifies and justifies the classification of a particular shape. Describes and compares the attributes of polygon, triangle, and quadrilateral. Identifies right angles in geometric figures or in appropriate objects and determines whether other angles are greater or less than a right angle. Determines and classifies common three‐dimensional geometric objects. Identifies common solid objects that are the components needed to make a more complex solid object. Identifies polygon, triangles, and quadrilateral. Identifies common three‐dimensional geometric objects. Identifies the difference between two‐dimensional and three‐dimensional figures. Recognizes simple two‐dimensional figures.




MathematicsRubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




STATISTICS, DATA ANALYSIS AND PROBABILITY STANDARD: 1.2 – 1.3 Records outcomes, summarizes data, and displays results on charts and graphs.

Designs and conducts a survey or probability experiment, records the data in multiple ways, and analyzes the numerical data and interprets its meaning. Identifies whether common events are certain, likely, unlikely, or improbable. Records the possible outcomes for a simple event and systematically keep tracks of the outcomes when the event is repeated many times. Summarizes and displays the results of probability experiments in a clear and organized way. Uses the results of probability experiments to predict future events. Records the possible outcomes for a simple event. Displays results on a graph. Defines the terms certain, likely, unlikely, or improbable Recognizes the difference between different kinds of graphs. Recognizes the difference between a survey and a probability experiment.




MathematicsRubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




MATHEMATICAL REASONING STANDARD: 1.0 Analyses problems and uses a variety of methods to explain reasoning.

Applies multiple strategies to a problem. Constructs problems requiring a variety of methods. Evaluates and tests a different strategy used to solve a problem. Determines when to break problems into simpler parts. Uses estimation to verify the reasonableness of calculated results. Explains mathematical reasoning using a variety of methods (e.g. words, numbers, symbols, charts, graphs, tables, diagrams, and models) Expresses solutions clearly and logically. Support solutions with evidence in both verbal and symbolic work. Applies strategies to simple problems. Uses manipulatives to solve problems. Provides some evidence for solution. Uses manipulative to solve problems. Solves problems without consideration for the mathematical situation. Names problem solving strategies.




Social StudiesRubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




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.






4 Exceeds

3

Meets

2

Approaching

1

Below




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.






4 Exceeds

3

Meets

2

Approaching

1

Below




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.






4 Exceeds

3

Meets

2

Approaching

1

Below




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.






4 Exceeds

3

Meets

2

Approaching

1

Below




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.



STANDARDS BASED REPORT CARD

Science Rubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




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.




Science Rubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




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.




Science Rubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




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.




Science Rubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




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.




Physical EducationRubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




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.






4 Exceeds

3

Meets

2

Approaching

1

Below




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.






4 Exceeds

3

Meets

2

Approaching

1

Below




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.

grade 3 ela rubrics final - san francisco unified school...

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