grade 5 ela rubrics final - san francisco unified school...

San Francisco Unified School District

STANDARDS BASED REPORT CARD Rubrics

Grade 5

English Language Arts

Mathematics Social Studies

Science Physical Education

SFUSD Common Core State Standards Based Report Card for English Language Arts Rubrics

Fifth Grade

Reading Standards for Literature

RL.5.1 & RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Performance

Level Indicators

Performance Description

ELA: Reading Literature 5.1 & RI.5.1

4

Exceeds

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

3

Meets

RL.5.1& RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

2

Approaching

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

1

Emerging

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.


RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Corresponding ELD Standards Part I: Interacting in Meaningful Ways 6. Reading/viewing closely: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly.

Performance

Level

Indicators


ELA: Reading Literature.5.2

4

Exceeds

Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions and judgments.

3

Meets

RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

2

Approaching

Determine a theme of a story, drama or poem from details in the text; summarize the text.

1

Emerging

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.

Indicators of

Performance

ELD 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

6. Reading/Viewing Closely: a) Explain ideas, phenomena, processes, and text relationships based on close reading of a variety of grade-level texts and viewing of multimedia with light support. b) Use knowledge of morphology linguistic context, and reference materials to determine the meaning of unknown words on familiar and new topics.

Exit: Students can communicate effectively with various audiences on a wide range of familiar and new topics in a variety of disciplines enhancing their English language competencies in a broader range of contexts. Students can read, with limited difficulty, a variety of grade-level 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 can read increasingly complex texts at grade level and comprehend many abstract topics. Students can begin to recognize language subtleties in a variety of communicative settings.

Expanding 6. Reading/Viewing Closely: a) Explain ideas, phenomena, processes, and text relationships based on close reading of a variety of grade-level texts and viewing of multimedia with moderate support. b) Use knowledge of morphology, linguist context, and reference materials to determine the meaning of unknown words on familiar and new topics.

Exit: Students can use English to learn and communicate about a range of topics and academic content in more complex, cognitively demanding situations. Students can read increasingly complex grade level text while relying on context and prior knowledge to obtain meaning from print. Students can 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 text with simple sentences. Students can comprehend information on familiar topics and on some unfamiliar topics.

Emerging 6. Reading/viewing closely: a) Explain ideas, phenomena, processes, and text relationships based on close reading of a variety of grade-level texts and viewing of multimedia with substantial support. b) Use knowledge of frequently used affixes, linguistic context, reference materials, and visual cues to determine the meaning of unknown words on familiar topics.

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. Limited receptive and productive English skills. Students can read very brief grade appropriate text with simple sentences and familiar vocabulary. Students can comprehend frequently words and basic phrases in immediate physical surroundings.

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Reading Standards for Informational Text RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Corresponding ELD Standard: Part I: Interacting in Meaningful Ways

6. Reading/viewing closely: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly.

Performance

Level

Indicators


ELA: Reading Informational Text 5.2

4

Exceeds

Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments

3

Meets

RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

2

Approaching

Determine the main idea of a text and explain how it is supported by key details; summarize the text.

1

Emerging

Determine the main idea of a text;

recount the key details and explain

how they support the main idea.

Indicators of

Performance

ELD 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

6. Reading/Viewing Closely: a) Explain ideas, phenomena, processes, and text relationships based on close reading of a variety of grade-level texts and viewing of multimedia with light support. b) Use knowledge of morphology linguistic context, and reference materials to determine the meaning of unknown words on familiar and new topics.

Exit: Students can communicate effectively with various audiences on a wide range of familiar and new topics in a variety of disciplines enhancing their English language competencies in a broader range of contexts with occasional support as necessary. Students can read, with limited difficulty, a variety of grade-level 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 can read increasingly complex texts at grade level and comprehend many abstract topics. Students can begin to recognize language subtleties in a variety of communicative settings.

Expanding 6. Reading/Viewing Closely: a) Explain ideas, phenomena, processes, and text relationships based on close reading of a variety of grade-level texts and viewing of multimedia with moderate support. b) Use knowledge of morphology, linguist context, and reference materials to determine the meaning of unknown words on familiar and new topics.

Exit: Students can use English to learn and communicate about a range of topics and academic content in more complex, cognitively demanding situations. Students can read increasingly complex grade level text while relying on context and prior knowledge to obtain meaning from print. Students can 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 text with simple sentences. Students can comprehend information on familiar topics and on some unfamiliar topics.

Emerging 6. Reading/viewing closely: a) Explain ideas, phenomena, processes, and text relationships based on close reading of a variety of grade-level texts and viewing of multimedia with substantial support. b) Use knowledge of frequently used affixes, linguistic context, reference materials, and visual cues to determine the meaning of unknown words on familiar topics.

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. Limited receptive and productive English skills. Students can read very brief grade appropriate text with simple sentences and familiar vocabulary. Students can comprehend frequently words and basic phrases in immediate physical surroundings. .

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RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in

two or more texts.

Corresponding ELD Standard:

Part II: Learning About How English Works

1. Understanding text structure: Apply increasing understanding of how different text types are organized to express ideas to comprehending texts and writing cohesive tasks.

Indicators of

Performance

ELD Part II: Learning About How English Works

1. Understanding text structure 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

1. Understanding text structure: Apply increasing understanding of how different text types are organized to express ideas to comprehending texts and writing cohesive tasks.

Exit: Students can communicate effectively with various audiences on a wide range of familiar and new topics in a variety of disciplines enhancing their English language competencies in a broader range of contexts with occasional support as necessary. Enter: Students are able to engage in complex academic activities with light linguistic support. Students can express increasingly complex needs, ideas, and opinions using extended, more elaborated discourse.

Expanding 1. Understanding text structure: Apply growing understanding of how different text types are organized to express ideas to comprehending texts and writing texts with increasing cohesion.

Exit: Students can use English to learn and communicate about a range of topics and academic content in more complex, cognitively demanding situations. Students can respond to questions using extended discourse. 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. Understanding text structure: Apply basic understanding of how different text types are organized to express ideas to comprehending texts and writing basics texts.

Exit: Students have basic English communication skills in social and academic contexts. Students start to respond to more varied communication tasks using learned words and phrases with increasing ease. Students can respond to questions on social and academic topics with phrases and short sentences. Enter: Students are able to engage in complex academic activities with substantial support. Students can respond to questions on social and academic topics with gesture and words or short sentences.

Performance

Level

Indicators



4

Exceeds

Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contribute to the development of the ideas.

3

Meets

RI.5.5 Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.

2

Approaching

Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.

1

Emerging

Use text features and search tools (e.g.,

key words, sidebars) to identify the

overall structure of events, ideas,

concepts, or information in a text or

part of a text.

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RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Range of Reading and Level of Text Complexity:

Reading Standards for Literature & Reading Standards for Informational Text RL.5.10 & Reading Standards for Informational Text RI.5 (Adapted to align to trimester instructional level expectations for reading) Read and comprehend literature, including stories, dramas, poetry, and informational texts (history/social studies, science, and technical texts), within the instructional level expectations for the

given trimester.

Performance

Level Indicators Performance Description


4

Exceeds

Compare and contrast information provided on the same topic by different authors.

3

Meets

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the

subject knowledgeably.

2

Approaching

Integrate information from two texts on the same topic in order to write or speak about he subject

knowledgeably.

1

Emerging Compare and contrast the most important points and key details presented in two texts on the same topic.

Reading Standards for Literature and Informational Text RL.5.10 & RI.5.10 Instructional Level Expectations for Reading

T1 F&P S/T T

DRA 40/44 44

T2 F&P T U

DRA 44 50

T3 F&P U V+

DRA 50 55

5th

Grade Lexile Range

L

831-980

Performance Level Indicators

Exceed Proficient (P)

Meets

Approaching Needs more time to

practice and develop

(N)


Writing Standards W.5.1 Write opinion pieces on topic or text, supporting a point of view with reasons and information.

Performance

Level

Indicators


ELA: Writing 5.1

4

Exceeds

Write opinion pieces on topic or text, supporting a point of view with reasons and information.

Introduce a topic or text clearly, state an opinion, and organize the reasons and evidence clearly.

Support opinion with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

Use words, phrases, and clauses to clarify the relationship

3

Meets

W.5.1 Write opinion pieces on topic or text, 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 ideas are logically grouped to support the writer’s purpose.

Provide logically ordered reasons that are supported by facts and details.

Link opinion and reasons using words, phrases, and clauses.

Provide a concluding statement or section related to the opinion presented.

2

Approaching

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.

Provide a concluding statement or section related to the opinion presented.

1

Emerging

Write opinion pieces on topics or texts, supporting a point of view with reasons.

Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

Provide reasons that support the opinion.

Use linking words and phrases to connect opinion and reasons.

Provide a concluding statement or section.


W.5.2 Write informative/explanatory text to examine a topic and convey ideas and information clearly.

Performance

Level

Indicators


ELA: Writing 5.2

4

Exceeds

Write informative/explanatory text to examine a topic and convey ideas and information clearly.

Introduce a topic clearly; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting, illustrations, and multimedia when useful to aiding comprehension.

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate transitions to clarify the relationships among ideas and concepts.

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Provide a concluding statement or section that follows from the information or explanation presented.

3

Meets

W.5.2 Write informative/explanatory text to examine a topic and convey ideas and information clearly.

Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting, 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 and across categories of information using words, phrases, and clauses.

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.

2

Approaching

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, 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.

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.

1

Emerging

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Develop the topic with facts, definitions, and details.

Use linking words and phrases to connect ideas within categories of information.

Provide a concluding statement or section.


W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Performance Level

Indicators


ELA: Writing 5.3

4

Exceeds

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Provide a conclusion that follows from the narrated experiences or events.

3

Meets

W.5.3 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 narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

Use concrete words and phrases and sensory details to convey experiences and events precisely.


2

Approaching

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequence.

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.


1

Emerging

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

Use temporal words and phrases to signal event order.

Provide a sense of closure.


Speaking and Listening Standards SL.5.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Corresponding ELD Standards Part I: Interacting in Meaningful Ways:

1.Exchanging Information and Ideas: Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics.

3. Offering opinions: Offering and supporting opinions and negotiating with others in communicative exchanges.

Indicators of

Performance

ELD Part: 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

1.Exchanging information and ideas: Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on responses and providing useful feedback. 3.Offering opinions: Negotiate with or persuade others in conversations using a variety of learned phrases, as well as open responses, in order to gain and/or hold the floor, provide counter-arguments, elaborate on an idea, etc.


Expanding 1.Exchanging information and ideas: Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on responses and providing useful feedback. 3.Offering opinions: Negotiate with or persuade others in conversations using a variety of learned phrases, as well as open responses, in order to gain and/or hold the floor, provide counter-arguments, elaborate on an idea, etc.

Exit: Students can use English to learn and communicate about a range of topics and academic content in more complex, cognitively demanding situations. Students can respond to questions using extended discourse 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. Exchanging information and ideas: Contribute to conversations and express ideas by asking and answering yes-no and wh-questions and responding using short phrases. 3. Offering opinions: Negotiate with or persuade others in conversations using basic learned phrases, as well as open responses, in order to gain and/or hold the floor.


Performance Level

Indicators

Performance Description ELA: Speaking and Listening 5.1

4

Exceeds

Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topic and texts, building on others’ ideas and expressing their own clearly. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

3

Meets

SL.5.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topic and texts, building on others’ ideas and expressing their own clearly. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

2

Approaching

Engage effectively in a range of collaborative discussion with diverse partners on grade 5 topic and texts, building on others’ ideas and expressing their own clearly. c. 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. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

1

Emerging

Engage effectively in a range of collaborative discussion with diverse partners on grade 5 topic and texts, building on others’ ideas and expressing their own clearly. c. Ask questions to check understanding of

information presented, stay on topic, and link their

comments to the remarks of others.

d. Explain their own ideas and understanding in

light of the discussion.

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SL.5.3. Summarize the point a speaker or media source makes and explain how each claim is supported by reasons and evidence, and identify and analyze any logical fallacies.

Corresponding ELD Standards Part I: Interacting in Meaningful Ways 5. Listening actively to spoken English in a range of social and academic contexts.

Performance

Level

Indicators


ELA: Speaking and Listening 5.3

Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

3

Meets

SL.5.3 Summarize the point a speaker or media source makes and explain how each claim is supported by reasons and evidence, and identify and analyze any logical fallacies.

2

Approaching

Identify the reasons and evidence a speaker or media source provides to support particular points.

1

Emerging

Ask and answer questions about

information from a speaker, offering

appropriate elaboration and detail.

Indicators of

Performance

ELD

Part I: Interacting in Meaningful Ways 5. Listening actively


Bridging 5.Listening actively: Demonstrate active listening of read-alouds and oral

presentations by asking and answering detailed questions with minimal prompting and light support


Expanding 5.Listening actively: Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed questions with occasional prompting and moderate support.


Emerging 5.Listening actively: Demonstrate active listening of read-alouds and oral presentations by asking and answering basic questions with prompting and substantial support.


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SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main idea or themes; speak clearly at an understandable pace.

Corresponding ELD Standards Part I: in Meaningful Ways 11. Supporting opinions: Supporting own opinions and evaluating others’ opinions in speaking and writing.

12. Selecting language resources: Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas.

Performance Level Indicators

Performance Description ELA: Speaking and Listening 5.4

4

Exceeds

Plan and present on a topic or text or an opinion that: develops a topic with relevant facts, definitions, and concrete details; sequences ideas logically and uses pertinent descriptions, facts, and details to accentuate main ideas or themes; uses precise language and domain specific vocabulary; and provides a strong conclusion.

3

Meets

SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main idea or themes; speak clearly at an understandable pace.

2

Approaching

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.

1

Emerging

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.

Indicators of

Performance

ELD Part II: Learning About How English Works


Bridging

11. Supporting opinions: Offer opinions and provide good reasons with detailed textual evidence or relevant

background knowledge.

12. Selecting language resources: a) Retell text and recount experiences, using increasingly detailed complete sentences and key words. b) 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.


Expanding

11. Supporting opinions: Offer opinions and provide good reasons and some textual evidence or relevant

background knowledge.

12. Selecting language resources: a) Retell texts and recount experiences, using complete sentences and key

words. b) Use a growing number of general academic and domain-specific words in order to add details, create

an effect while speaking and writing.


Emerging

11. Supporting opinions: Offer opinions and provide good reasons referring to text or to relevant background

knowledge.

12. Selecting language resources: a) Retell texts and recount experiences, using key words. b) Use a select

number of general academic and domain-specific words to add detail while speaking.

Exit: Students have basic English communication skills in social and academic contexts. Students start to respond to more varied communication tasks using learned words and phrases with increasing ease. Students can respond to questions on social and academic topics with phrases and short sentences. Enter: Students are able to engage in complex academic activities with substantial support. Students can respond to questions on social and academic topics with gesture and words or short sentences. .

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Reading Standards: Foundational Skills RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding words.

RF.5.3a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.

Language L.5.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. L.5.1b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. L.5.1c. Use verb tense to convey various times, sequences, states and conditions. L.1.1d. Recognize and correct inappropriate shifts in verb tense. L.5.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. L.5.2a. Use punctuation to separate items in a series. L.1.2d. Use underlining, quotation marks, or italics to indicate titles of works. L.1.2e. Spell grade-appropriate words correctly, consulting references as needed.

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast,

addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

SFUSD credits the Sunnyvale School District for its district rubrics.

5th 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 VALUE Standard: 1.1 Compares and rounds very large and very small numbers

Solves word problem in a real word context that involve rounding and comparing whole numbers or decimal numbers. Reads and accurately compare whole numbers to the hundreds millions. Reads and accurately compares decimal numbers to the thousandths. Reads whole numbers to the hundred millions. Reads decimal number to the thousandths. Compares whole numbers. Attempts to compare decimal numbers but may have difficulty determining which greater 3.1 or 3.99 Attempts to read whole numbers to the hundred millions. Attempts to read decimal numbers to the thousandths.




MathematicsRubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE: PLACE VALUE Standard: 1.2 Understands and computes percents.

Analyzes use of percent in real‐world context to determine best value [] For Example: Costco is offering fruit rolls for $3.99. They are on sale for 20% off. Smart and Final is selling fruit rolls for $4.99. They are on sale for 25% off Which store is offering the best value? Applies and explains the use of multiple strategies when computing percents. Calculates percentage of a number. Interprets a decimal and a ratio (fraction) as a percent. Determines percent based on a pictorial grid of 100 squares. Defines percent as a part of 100.




MathematicsRubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE: PLACE VALUE Standard: 1.4 Determines and writes prime factors using exponential notation.

Determines the greatest common factor of two large numbers using prime factorization and exponents. [] For Example: Find the greatest common factor of 646 and 906. Determines prime factors. Writes prime factors using exponents. Lists factors for a given number. Identifies prime and composite numbers. Recalls basic multiplication and division facts.




MathematicsRubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE: PLACE VALUE STANDARD: 1.5 Represents decimals, fractions, mixed numbers and negative/positive integers on a number line.

Constructs number lines that accurately represents the magnitude of different kinds numbers. [] For Example: The student can place numbers such as 1 ¼ 0.6, ‐2 ¼ , and 1.2 on a number line. Places various numbers (decimals, fraction, mixed numbers, and integers) on a number line with appropriate spacing. Places most numbers on a number line in the appropriate order but without appropriate spacing. Attempts to place numbers (decimals, fractions, mixed numbers and integers) on a number line in the appropriate order.




MathematicsRubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE: COMPUTATION WITH WHOLE NUMBERS STANDARD: 2.1 Adds negative and subtracts positive integers from negative integers.

Develops addition and subtraction word problem involving positive and negative numbers. Applies and explains the use of multiple strategies when adding and subtracting negative numbers. Solves addition and subtraction problem involving positive and negative numbers. Solves addition and subtraction problems involving positive and negative numbers with the aid of manipulatives and pictorial representations. Identifies positive and negative numbers on a number line.




MathematicsRubrics


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NUMBER SENSE: COMPUTATION WITH WHOLE NUMBERS STANDARD: 2.2 Demonstrates proficiency with division with one and two digit divisors.

Solves complex word problems related to real world examples involving one and two digits divisors. Explains the reasoning behind problems and their solutions. Divides multi‐digit numbers by one and two digit divisors. Identifies and defines divisor, dividend and quotient. Understands how to interpret remainders for word problems. Use division algorithms but may have difficulty dividing problem that have a zero in the quotient. Knows basic division facts with automaticity. Solves basic division facts using pictorial representations or repeated subtraction. Attempts to use division algorithms.




MathematicsRubrics


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2

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NUMBER SENSE: COMPUTATION WITH FRACTIONS STANDARD: 2.3 Adds and subtracts fractions and mixed numbers with unlike denominators.

Develops word problem using addition and subtraction of fraction in a real‐world context. Adds and subtracts fractions using the least common denominator and presents solution in simplest form. Interprets word problem involving fractions accurately. Adds and subtracts fractions in which on denominator is a multiple of the other. [] For Example: ½ + ¼ Attempts to solve addition and subtraction with unlike denominator. Adds and subtracts fractions with like denominators.




MathematicsRubrics


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2

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NUMBER SENSE: COMPUTAITN WITH FRACTIONS STANDARD: 2.4 – 2.5 Multiplies and divides unlike fractions and mixed numbers.

Develops word problems using multiplication and division of fractions in a real world context. Applies and explains the use of multiple strategies when multiple strategies when multiplying and dividing fractions. Solves multiplication and division problem with fractions. Determines the reciprocal of a fraction and whole number. Interprets mixed numbers as improper fractions. Relates whole numbers and fractions. [] For Example: 3 = 3/1




MathematicsRubrics


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MUNER SENSE: COMPUTATION WITH DECIMALS STANDARD: 2.1 Adds and subtracts decimals.

Analyzes and critiques problems involving decimals with errors in addition and subtraction. Applies and explains the use of multiple strategies when adding and subtracting decimals. Solves decimal addition and subtraction problems. Recognizes that decimal numbers need to be lined up to identical place value positions for addition and subtraction. Identifies the place value positions of decimal numbers.




MathematicsRubrics


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2

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NUMBER SENSE: COMPUTATION WITH DECIMALS STANDARD: 2.1 Multiplies and divides decimals.

Analyzes and critiques problem with errors in multiplication and division of decimals. Applies and explains the use of multiple strategies when multiplying and dividing multi‐digit numbers. Solves problems involving multiplication and division of decimals. Moves the decimals place, when needed, in the divisor, dividend, or product to solve problems involving multiplication and division of decimals. Recognizes how to set up a multiplication and division problem involving decimals. Identifies the factors, product, dividend, divisor, and quotient in any given problems involving decimals.




MathematicsRubrics


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ALGEBRA AND FUNCTIONS STANDARD: 1.2 Uses a letter to represent an unknown quantity and solves simple problems.

Analyzes and critiques problems with errors solving simple problems which use a letter to represent an unknown. Uses a letter to represent an unknown number and solves simple problems. Uses a letter to represent an unknown number. Understands that a letter can be used to represent and unknown number.




MathematicsRubrics


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ALGEBRA AND FUNCTIONS STANDARD: 1.4 – 1.5 Writes, solves and graphs equations using linear functions.

Determines equations by evaluating linear graphs. Constructs problem involving writing, solving, and graphing equations. Writes, solves, and graphs equations using linear functions. Completes function table given an equation. Identifies a rule from a given function table. Graphs ordered pairs from a given function table. Recognizes patterns in a series of numbers or simple function table (using addition or subtraction) Graphs ordered pairs (e.g. 2, 3).




MathematicsRubrics


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MEASUREMENT AND GEOMETRY STANDARD: 1.1 Understands and computes perimeter and area for a variety of figures.

Constructs a figure given a specific area and perimeter. Calculates the missing measurements of an irregular figure given an equation [] For Example: Student is provided a picture of an irregular shape and the area of the give shape. Students must deduce the measurements of each side based on the area. Understands and computes area for a variety of figures. Understands and computes perimeter for a variety of figures. Uses appropriate units of measurement for perimeter and area. Computes area or perimeter. Finds area or perimeter using on standard methods (such as counting squares, etc.) Uses linear units of measurement for area, such as centimeters (cm), etc. Defines area. Defines perimeter.




MathematicsRubrics


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MEASUREMENT AND GEOMETRY STANDARD: 1.2 – 1.3 Understands and computes surface area and volume for cubes and rectangular prisms.

Computes the missing dimension of a figure given an equation. Constructs a figure given a specific surface area and volume. Understands and calculates surface area and volume for a variety of figures. Uses appropriate units in common measuring systems (e.g. cubic centimeter [cm²] etc.) when computing surface area and volume. Computes surface area or volume for a variety of figures. Determines surface area and volume for a variety of figures using non‐standard methods. Uses linear units when computing surface area or linear or square units when computing volume. Defines surface area. Defines volume.




MathematicsRubrics


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MEASUREMENT AND GEOMETRY STANDARD: 2.1 Measures and draws angles, lines, and shapes.

Accurately estimates angels. Accurately measures angles. Draws angels, lines, and polygons, by using the appropriate tools such as straightedge, ruler, compass, protractor. Identifies and draw angles. Identifies and drew lines and lien relationships (parallel, perpendicular, intersecting) Identifies, describes the characteristics of, and draws polygons. Attempts to define types of angles. Attempts to define types of lines. Attempts to define types of shapes.




MathematicsRubrics


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MEASUREMENT AND GEOMETRY STANDARD: 2.2 Understands and applies rules regarding sums of angles.

Greats and solves problem utilizing the rules regarding sums of angels for quadrilaterals and triangles. Knows that the sum of the angles of any triangle is 180° and uses this information to solve problems. Knows the sum of the angles of any quadrilateral is 360° and use this information to solve problems. Knows that the sum of the angles of any triangle is 180°. Knows that the sum of the angles of any quadrilateral is 360°. Recognizes types of angles (acute, quadrilateral and obtuse). Recognizes types of triangles (equilateral, isosceles, and obtuse).




MathematicsRubrics


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STATISTICS, DATA ANALYSIS AND PROBABILITY STANDARD: 1.1 Finds mean, median, mode

Solves real world problem involving mean, median, and mode. [] For Example: Given a collection of test scores, the student finds the mean, median, and mode of the data set. Given a real word context, identifies which tool of analysis‐mean, median, or mode is the most useful for a set of data points. Understands that the term mean and average are used interchangeably. Finds the median for a set with an even number of data points. Understands that a data set can have more than one mode. Finds mean for any set of data points. Defines the terms mean, median, mode. Finds the mean for most sets of data points. Finds the median for a set with an odd number of data value. Identifies a single mode in a data set. Attempts to find the mean. Attempts to find the median, but does not arrange the data points in order. Attempts to find the mode.




MathematicsRubrics


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STATISTICS, DATA ANALYSIS AND PROBABILITY STANDARD: 1.2 Organizes, displays, and interprets data in appropriate graphs.

Designs and executes a survey and assembles a display of data using a variety of graphs. Organizes, displays, and interprets data in appropriate graphs. Knows the concepts of mean, median, and mode and computes and compares simple examples to show that they may differ. Organizes and displays single‐variable data in appropriate graphs and representations (e.g. histogram, circle graphs) and explains which types of graphs are appropriate for various data sets. Uses fractions and percentages to compare data sets of different sizes. Identifies ordered pairs of data from a graph and interprets the meaning of the data in terms of the situation depicted by the graph. Knows how to write ordered pairs. Recognizes the similarities and differences in different graphs. Identifies mean, median, and mode. Identifies ordered pairs of data from a graph. Identifies different types of graphs. Defines mean, median, and mode.




MathematicsRubrics


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2

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MATHEMATICAL REASONING STANDARD: 1.0 Analyzes problem 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, charts, graphs, tables, diagrams, and models). Expresses solutions clearly and logically. Supports solutions with evidence in both verbal and symbolic work. Applies strategies to simple problems. Uses manipulative to solve problems. Provides some evidence for solution. Uses manipulatives to solve problems. Solves problem without considerations for the mathematical situation. Names problem solving strategies.




Social StudiesRubrics


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HISTORY / SOCIAL SCIENCE Standard: 5.1 Describes the geography, culture, and government of pre‐Columbian settlements.

• Describes the life of a fictitious Native American group based on a given set of natural resources. • Dramatizes of illustrates a Native American custom or tradition. • Compares the lives of two Native American groups by explaining how their natural resources influence the way they live. • Describes how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools and utensils. • Describes the varied customs and folklore traditions among Native Americans. • Explains the varied economies and systems of government. • Identifies the geography, climate, dwellings, and natural resources of various Native American groups. • Identifies their customs and folklore traditions. • Recalls locations and structures of Native America groups.






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HISTORY / SOCIAL SCIENCE Standard: 5.2 Understands the role and impact of early explorers.

• Validates the various routes taken by early explores based on current knowledge. • Critiques the technological developments for sea exploration (e.g. compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder) • Describes the entrepreneurial characteristics of early explorers and the technological developments that made sea explorers, sponsors, and leaders of key Europeans chose to explore and colonize. • Explains the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world. • Draws the routes of the major land explorers of the United States, the distances traveled by explorers, and the Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe. • Identifies the technological developments for sea explorations. • Identifies the reasons for early exploration. • Locates on maps of North and South America the land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and Russia. • Recalls on a map the routes and land claimed by various sponsors.






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HISTORY / SOCIAL SCIENCE Standard: 5.3 Understands the relationship between Native Americans and settlers.

• Validates the various routes taken by early explores based on current knowledge. • Critiques the technological developments for sea exploration (e.g. compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder) • Describes the entrepreneurial characteristics of early explorers and the technological developments that made sea explorers, sponsors, and leaders of key Europeans chose to explore and colonize. • Explains the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world. • Draws the routes of the major land explorers of the United States, the distances traveled by explorers, and the Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe. • Identifies the technological developments for sea explorations. • Identifies the reasons for early exploration. • Locates on maps of North and South America the land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and Russia. • Recalls on a map the routes and land claimed by various sponsors.






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HISTORY / SOCIAL SCIENCE Standard: 5.4 Understands the development of the Colonial era.

• Compares the various attributes of the earlier colonies. • Explains the reasoning and against slavery from the colonial point of view. • Understands the influence of location and physical setting on the founding of the original 13 colonies and identifies on a map the locations of the colonies and of the American Indian nations already inhabiting these areas. • Describes the religious aspects of the earliest colonies. • Identifies the significance and leaders of the First Great Awakening. • Understands how the colonial period created the basis for self‐government and the free‐market system. • Explains the difference between the British, Spanish, and French colonial systems. • Describes the introduction of slavery into America, how slaves and others responded and how it became institutionalized in the South. • Explains the early democratic ideas and practices during the colonial period. • Identifies the original 13 colonies and American Indian nations inhabiting them. • Identifies the different religious reasons of early colonization. • Identifies the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding. • Recognizes the original 13 colonies and American Indian nations inhabiting them.






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HISTORY/SOCIAL SCIENCE STANDARD: 5.5 ‐ 5.6 Understands the causes, major events, and consequences of the American Revolution.

• Defends the actions of Britain or America during the Revolution. • Hypothesizes the effects of the Revolution if the British had won. • Understands the causes of the Revolution (economic, political, etc). • Knows the significance of the 1st and 2nd Continental Congresses and the Committees of Correspondence. • Understands the people and events associated with the Declaration of Independence and its significant (political concepts and its role in revolution) • Describes the views, lives, and impact of key individuals during this period. • Identifies the maps the major military battles, campaigns, and turning points of the Revolutionary War, the roles of the war leaders, and the Indian alliances. • Describes the help of other nations and people and their effects of the Revolution. • Identifies the different roles women played during the Revolution. • Understands the personal and economic effects of the war on families, problems of funding the war, inflation, and the laws created to deal with these problems. • Explains how state constitutions that were established after 1776 embodied the ideals of the American Revolution and served as models for the U.S. Constitution. • Demonstrates knowledge of the significance of land policies developed under the Continental Congress and those policies’ impact on American Indians’ land. • Understands how the Declaration of Independence changed views about slavery. • Matches important people to their contributions to the Revolution. • Lists causes and effects of the Revolution. • Defines revolution. • Identifies causes of the Revolution from a list






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HISTORY/SOCIAL SCIENCE STANDARD: 5.7 Understands the role and history of the Constitution.

• Justifies or defends a law based on the Constitution. • Creates a constitution (for school. home, classroom, sports team, etc.) • Lists the shortcomings of the Articles of Confederation. • Explains the struggles over the ratification of the new Constitution of 1787 and the reasons for the addition of the Bill of Rights. • Understands how the government derives its power from the people and the importance of individual liberty. • Understands how the Constitution divides the powers between citizens, Congress, the president, and the Supreme Court and which powers are reserved for the states. • Identifies key components of the constitution. • Identifies the parts of government. • Defines constitution, government, democracy, liberty, citizen, Congress, president.






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HISTORY/SOCIAL SCIENCE STANDARD: 5.8 Understands immigration and settlement patterns from 1798 to mid‐1880.

• Creates a journal for a migrant to the West that includes important details that exhibit knowledge of the causes and effects of Westward Movement. • Defends the actions of the Native Americans or immigrants in the West. • Describes the immigration from Europe between 1789 and 1850 and their modes of transportation into the Ohio and Mississippi Valleys and through the Cumberland Gap (e.g. overland wagons, canals, flatboats, steamboats). • Demonstrates knowledge of the explorations of the trans‐Mississippi West following the Louisiana Purchase (e.g. Meriwether Lewis and William Clark, Zebulon Pike, John Fremont). • Discusses the experiences of settlers on the overland trails to the West (e.g. location of the routes, purpose of the journeys, the influence of the terrain, rivers, vegetation, and climate, life in the territories at the end of these trails). • Describes the migration of Mexican settlers into the West and Southwest. • Relates how and when California, Texas, Oregon, and other western lands became part of the United States to the political, social, and economic events of the time. • Discusses the role of broken treaties and massacres and the factors that led to the Indians’ defeat including the resistance of Indian nations to encroachments and assimilation (e.g. the story of the Trail of Tears). • Names the states and territories that existed in 1850 and identifies their locations and major geographical features. • Labels major exploration routes on a map. • Defines immigration, settler, migration, state, territory.






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HISTORY/SOCIAL SCIENCE STANDARD: 5.9 Knows the 50 states and their capitals.

• Labels a blank map with all fifty states and capitals. • Places capitals in the appropriate location on a blank map. • Labels a blank map with all fifty states and capitals. • Labels a blank map with all fifty states. • Attempts to label a blank map with capitals. • Attempts to label a blank map with all fifty states.




Science Rubrics


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PHYSICAL SCIENCE Standard: 1.0 ‐ a-e Understands elements and how their combinations account for all the varied types of matter in the world.

• Identifies a “mystery element” using clues. • Categories elements based on their descriptions. • Describes all matter is made of atoms, which may combine to form molecules. • Describes metals that have properties in common. • Describes that each element is made of one kind of atom and how they are organized in the periodic table. • Describes the instruments that are used to create images of atoms and molecules. • Describes properties of solid, liquid, and gaseous substances. • Describes that living organisms and most materials are composed of just a few elements. • Describes the common properties of salts. • Recognizes the properties of solid, liquid, and gaseous substances. • Identifies the purpose of the periodic table of elements. • describes the form of an atom. • Defines matter, atom, molecule, element, nucleus, proton, neutron, and electron.




Science Rubrics


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PHYSICAL SCIENCE Standard: 1.0 ‐ f-i Understands the properties of substances and how they are used to separate mixtures and identify compounds.

• Identifies the ingredients in a mixture or solution by using the knowledge of properties of matter. • Compares the properties of two solutions. • Describes that differences in chemical and physical properties of substances are used to separate mixtures and identify compounds. • Describes that during chemical reactions the atoms in the reactants rearrange to form products with different properties. • Identifies chemical properties. • Identifies physical properties. • Defines chemical properties, physical properties, chemical reaction, and reactants.




Science Rubrics


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LIFE SCIENCE Standard: 2.0 a-d Understands animals have structures for respiration, digestion, waste disposal and transport of materials.

• Predicts what will happen if one part of a system breaks down. • Dramatizes one of the life systems in an animal. • Compares plan structures to animal structures. • Describes many multi‐cellular organisms have specialized structures to support the transport of materials. • Describes how blood circulates through the heart chambers, lungs and body and how carbon dioxide (CO₂) and oxygen (O₂) are exchanged in the lungs, and tissues. • Describes the sequential step of digestion and the roles of teeth and the mouth, esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive system. • Students know the role of the kidney in removing cellular waster from blood and converting it into urine, which is stored in the bladder. • Labels the system parts of an animal. • Labels an animal system model using a word bank. • Defines respiration, digestion, waste, transportation, heart, vein, artery, capillary, blood, esophagus, saliva, stomach, small intestine, large intestine, colon, trachea, lungs, alveoli (air sacs), bronchial tubes, and bronchiole.




Science Rubrics


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LIFE SCIENCE STANDARD: 2.0 e-g Understands plants have structures for respiration, digestion, waste disposal and transport of materials.

• Predicts what will happen if one part of a system breaks down. • Dramatizes one of the life systems in a plant. • Compares plant structures to animal structures. • Describes many multi‐cellular organisms have specialized structures to support the transport of materials. • Describes how sugar, water, and minerals are transported in a vascular plant. • Describes plants use carbon dioxide (CO₂) and energy from sunlight to build molecules of sugar and release oxygen. • Describes that plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO₂) and water respiration. • Labels the system parts of a plant. • Labels a plant respiration and digestion model using a word bank. • Defines respiration, digestion, water, transportation, xylem, phloem, chlorophyll, chloroplasts, transpiration, leaves, stem and roots.




Science Rubrics


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EARTH SCIENCE STANDARD: 3.0 Understands water on Earth moves between the oceans and land through water cycle.

• Explains the relationship between an area’s climate and the amount of precipitation it receives. • Describes most of Earth’s water is saltwater in the ocean. • Describes how water changes between states of matter. • Describes that water vapor in the air moves from one place to another and can form fog, clouds, rain , hail, sleet, or snow. • Describes that the amount of fresh water located in rivers, lakes, underground‐ ground sources, and glaciers is limited. • Describes the origin of the water used by their local communities. • Describes the forms of water. • Labels a diagram of the water given a word bank. • Describes the common locations where water collects. • Defines evaporation, condensation, precipitation, run‐off, collection, groundwater, watershed, aquifer, and water vapor.




Science Rubrics


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EARTH SCIENCE STANDARD: 4.0 Understands energy from the Sun heats Earth unevenly, causing changing weather patterns.

• Compares the weather patterns in tow areas. • Predicts wind movement given a scenario. • Constructs a model to demonstrate a type of severe weather. • Creates a weather map when given a paragraph that describes the weather in a particular area. • Describe the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns. • Describes the causes and effects of difference types of severe weather. • Describes how to use weather maps and data to predict local weather and describes that weather forecasts depend on many variables. • Describes that uneven heating of Earth causes convection currents. • Describes that air pressure in the Earth’s atmosphere decreases at higher altitudes. • Lists the types of severe weather. • Describes the hot air rises and cool air sinks. • Describes the common symbols used on weather maps. • Defines weather, climate, fronts, tornado, hurricane, blizzard, convection currents, pressure, barometer, humidity, anemometer, thermometer, wind vane.




Science Rubrics


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EARTH SCIENCE STANDARD: 5.0 Understands that the solar system consists of planet and other bodies that orbit the Sun.

• Compares the attributes of the inner planets and the outer planets. • Compares non‐planetary objects to planetary objects. • Describes the Sun to other stars in the universe. • Describes the attributes of the Sun. • Describes the attributes of the Solar System. • Describes the path of a planet is due to the gravitational attraction. • Label a map of the solar system using a word bank. • Describes that the planets revolve around the sun. • Defines solar system, star, planet, comet, asteroid, gravity.




Science Rubrics


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INVESTIGATION AND EXPERIMENTATION STANDARD: 6.0 a-h Uses the scientific method to plan and conduct investigations.

• Analyzes the results of an experiment to determine their validity. • Develops testable question. • Plans and conducts a simple investigation and writes instructions others can follow to carry out the procedure. • Identifies dependent and controlled variables. • Explains how an independent variable can be used to collect information in order to answer a question about the results of the experiment. • Selects appropriate tools and makes quantitative observations. • Records data by using appropriate graphic representations and makes inferences based on those data. • Draws conclusions from scientific from scientific evidence and indicates whether further information is needed to support a specific conclusion. • Performs an investigation when given the process. • Identifies the steps of the scientific method. • Defines dependent variable, independent variable, controlled variable, procedure, hypothesis , scientific method, and conclusion.




Science Rubrics


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INVESTIGATION AND EXPERIMENTATION STANDARD: 6.0 ‐ i Demonstrates scientific knowledge in written reports and oral presentations.

• Evaluates the scientific method used in a sample report. • Revises a selection from a scientific report to eliminate bias and generalizations. • Writes a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions. • Gives an oral presentation to present scientific findings from an investigation. • Writes a description of an investigation using a template or graphic organizer. • Lists the steps in an investigation.




Physical Education Rubrics


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STANDARD: Demonstrates gross motor and movement skills (Specified standard for grade level in rubric below, use stage of progress for scoring on the report)

• 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 for height, using proper take off and landing form. • Jumps for distance, using proper take off and landing form. • Understands use of applying and receiving force when jumping for height and distance. • Jumps for height, attempting proper take off and landing form. • Jumps for distance, attempting proper take off and landing form. • Jumps for height. • Jumps for distance.






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STANDARD: Demonstrates fine motor and manipulative 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 teachers others the target skills using appropriate explanation and instruction. • Demonstrates skills while engaged in a game or activity with others, as appropriate. • Enters, jumps, and leaves a long rope turned by others. • Throws and catches an object underhand and overhand while avoiding an opponent. • Fields a groundball. • Dribbles with hands and feet while avoiding an opponent. • Serves a ball over a net using underhand movement pattern. • Jumps a long rope turned by others and either enters or leaves while it’s turning. • Throws and catches an object underhand and overhand. • Attempts to field a groundball. • Dribbles with hands and feet. • Serves a ball. • Jumps a rope turned by others (begins when rope is not turning). • Throws or catches a ball.






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STANDARD: Demonstrates balance and coordination (Specific standards for grade level in rubric below, use stage of progress for scoring on the report card).

• Creates a variety of complex group balance stunts by distributing weight and base of support. • Performs simple small group balance stunts by distributing weight and base of support. • Attempts simple small group balance stunts by distributing weight and base of support. • Attempts simple small group balance stunts by distributing weight and base of support.

grade 5 ela rubrics final - san francisco unified school...

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