3rd Grade Rubrics! !
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Content Area: Reading - Literature and Informational Texts
Report Card Language: The student can read and comprehend third grade level texts
CCSS: Rl.3.10 and RL.3.10 By the end of the grade, read and comprehend literature and information text at the high end of the 2-3 complexity
band independently and proficiently.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
All indicators must be
completed
independently
Assessment Resources:
•STAR Reading
Assessent
Treasures placement test
•DIBELS Next Oral
Reading Fluency
•Treasures reading
inventories
•Treasures weekly tests
•Treasures benchmark
assessments
Not making expected Progressing toward
progress to standard
the standard
Meets the standard
Exceeds the
(proficient)
standard
• Rarely or never reads
grade level texts.
•Sometimes reads end of
grade level texts.
Consistently reads end of
grade level texts.
• Reads above grade level
texts.
• Rarely or never rereads
a text to find more
information or clarify
ideas.
• Sometimes rereads a
text to find more
information or clarify ideas.
• Consistently rereads a
text to find more
information or clarify ideas.
• Rereads a text to find
more information or clarify
ideas in above grade
level text.
• Sometimes uses reading
strategies to understand
the text.
• Consistently uses
reading strategies to
understand the text.
ORF is less than 55 words
correct per minute
ORF is 55 -99 words
correct per minute.
ORF is 100-114 words
correct per minute.
ORF is greater than 115
words correct per minute.
STAR Reading SS
Fall
< 235
Winter < 272
Spring < 311
STAR Reading SS
Fall
235 - 392
Winter 272 - 392
Spring 311 - 392
STAR Reading SS > 393 is
the benchmark for At/Above
standards for the end of third
grade.
STAR Reading SS > 520
• Rarely or never uses
reading strategies to
understand the text.
• Uses reading strategies
to understand above
grade level text.
3rd Grade Rubrics! !
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Content Area: Reading - Foundational Skills
Report Card Language: The student applies third grade level phonics and word analysis skills when reading words with two or
more syllables.
CCSS: RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
DRA
Treasures Fluency
Assessment
Treasures Placement Test
Placement on Core
Learning Progressions in
STAR Reading
Not making expected Progressing toward
progress to standard
The student rarely or
never applies grade level
phonics and analysis skills
when reading grade level
text such as; prefixes,
suffixes, multisyllable
words and irregularly
spelled words.
Meets the standard
Exceeds the
(proficient)
standard
The student sometimes
applies grade level
phonics and analysis skills
when reading grade level
text such as; prefixes,
suffixes, multisyllable
words and irregularly
spelled words.
The student consistently
applies grade level
phonics and analysis skills
when reading 3rd grade
level text such as; prefixes,
suffixes, multisyllable
words and irregularly
spelled words.
The student needs adult
support to apply this and
may pause to sound out
unfamiliar words with
multiple syllables.
The student may only
pause briefly (fewer than 3
seconds) when sounding
out unfamiliar words with
multiple syllables.
The student always
applies grade level
phonics and analysis skills
when reading grade level
text such as; prefixes,
suffixes, multisyllable
words and irregularly
spelled words. The
student is able to apply
the skills to reading texts
that are above 3rd grade
reading level.
the standard
3rd Grade Rubrics! !
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Content Area: Reading - Foundational Skills
Report Card Language: The student can read third grade texts orally with accuracy and fluency to support comprehension.
CCSS: RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
DIBELS Next or other
measures of Oral Reading
Fluency
DRA
Not making expected Progressing toward
progress to standard
The student’s ORF is less
than 55 words correct per
minute.
The student reads with
less than 89% accuracy
on ORF.
Expression and Volume
Reads in a quiet voice as
if to get words out. The
reading does not sound
natural like talking to a
friend.
Phrasing
Reads word-by-word in a
monotone voice.
Smoothness
Frequently hesitates while
reading, sounds out
words, and repeats words
or phrases. The reader
makes multiple attempts
to read the same passage.
Pace
Reads slowly and
laboriously.
the standard
Meets the standard
Exceeds the
(proficient)
standard
The student’s ORF is
55-99 words correct per
minute.
The student reads with
89-96% accuracy.
The student’s ORF is
100-114 words correct per
minute.
The student reads with
97% accuracy.
Expression and Volume
Reads in a quiet voice.
The reading sounds
natural in part of the text,
but the reader does not
always sound like they are
talking to a friend.
Phrasing
Reads in two or three word
phrases, not adhering to
punctuation, stress and
intonation.
Smoothness
Reads with extended
pauses or hesitations. The
reader has many “rough
spots.”
Pace
Reads moderately slowly.
Expression and Volume
Reads with volume and
expression. Sometimes
the reader slips into
expressionless reading
and does not sound like
they are talking to a friend.
Phrasing
Reads with a mixture of
run-ons, mid sentence
pauses for breath, and
some choppiness. There is
reasonable stress and
intonation.
Smoothness
Reads with occasional
breaks in rhythm. The
reader has difficulty with
specific words and/or
sentence structures.
Pace
Reads fast and slow
throughout reading.
The student’s ORF is
greater than 114 words
correct per minute.
The student reads with
98-100% accuracy.
Expression and Volume
Reads with varied volume
and expression. The
reader sounds like they
are talking to a friend with
their voice matching the
interpretation of the
passage.
Phrasing
Reads with good phrasing;
adhering to punctuation,
stress and intonation.
Smoothness
Reads smoothly with
some breaks, but selfcorrects with difficult
words and/ or sentence
structures.
Pace
Reads at a conversational
pace throughout the
reading.
3rd Grade Rubrics! !
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Content Area: Reading - Literature
Report Card Language: The student can determine the meaning of unknown words, multiple meaning words, figurative language,
and content area vocabulary.
CCSS: RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Treasures Weekly Tests
Questions 1-4
Classroom Formative and
Summative Assessment
Placement on Core
Learning Progressions in
STAR Reading
Not making expected Progressing toward
progress to standard
Rarely able to determine meaning of unknown words, multiple meaning words, 7igurative language, and content area vocabulary based on the context.
the standard
Sometimes able to determine meaning of unknown words, multiple meaning words, 7igurative language, and content area vocabulary based on the context.
Meets the standard
Exceeds the
(proficient)
standard
Consistently able to determine meaning of unknown words, multiple meaning words, 7igurative language, and content area vocabulary based on the context.
• The student is
consistently able to
determine the meaning of
unknown words, multiple
meaning words, figurative
language, and content
area vocabulary, and
apply them in multiple
contexts.
• Student determines
meaning of words that are
found in above grade level
passages.
3rd Grade Rubrics! !
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Content Area: Reading - Literature
Report Card Language: The student can retell a story and determine the theme.
CCSS: 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.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Classroom Formative and
Summative Assessments
Independent work on end
of grade level texts.
Placement on Core
Learning Progressions in
STAR Reading
Not making expected Progressing toward
progress to standard
• The student gives an
incomplete description of
the theme (eg moral,
lesson or author’s
purpose).
• The student incorrectly
describes the setting.
• The student incorrectly
describes the characters.
•The student gives an
incomplete retelling that
contains no major points
or events. Sequencing of
events does not exist.
The student is unable to
identify the problem or
solution.
the standard
• The student identifies the
theme and gives limited
(1-2) evidence from the
text.
• A correct description of
the setting is included, but
is lacking either the when
or where.
• A correct description of
some of the characters is
included.
• The student correctly
identifies one major point
or events in the story.
Student’s response does
not show an understanding
of sequence. The student
is able to correctly identify
either the problem or the
solution, but not both.
Meets the standard
Exceeds the
(proficient)
standard
• The student identifies the
theme and gives sufficient
(3-4) evidence.
• The students identifies
more than one theme and
can elaborate on each
theme, with:
• Detailed description of
the setting including when
and where the story took
place with evidence from
the text to justify answer
•Detailed description of all
characters; able to make
connections and
inferences regarding
character actions and
emotions.
•Provides detail of the
major points and/or events
in the story and show an
exceptional understanding
of sequencing. Correctly
identifies problem and
solution with evidence
from the text to justify their
answer.
• A correct description of
the setting including when
and where the story took
place is included.
• A correct description of
all of the characters is
included.
• The student correctly
identifies all of the major
points and/or events with
correct sequencing. The
student is able to correctly
identify the main problem
and how it was solved.
3rd Grade Rubrics! !
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Content Area: Reading - Literature
Report Card Language: The student can compare and contrast theme, setting, and plot in stories written by the same author.
CCSS: RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters
(e.g., in books from a series)
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Classroom Formative and
Summative assessments
Independent work on end
of grade level texts.
Placement on Core
Learning Progressions in
STAR Reading
Not making expected Progressing toward
progress to standard
• The student compares or
contrasts, but does not
include both. There is no
supporting information or
support is incomplete.
• Many details are not in a
logical or expected order.
There is little sense of
organization
• The transitions between
ideas are unclear or
nonexistent.
Meets the standard
Exceeds the
(proficient)
standard
• The student compares
and contrasts themes,
settings and/or plots
clearly, but the supporting
information is incomplete.
May include information
that is not relevant to the
comparison.
•The student compares
and contrasts themes,
settings and/or plots
clearly, but the supporting
information is general and
includes only the
information relevant to the
comparison.
• The student breaks the
information into whole-towhole, similarities-todifferences, or point-bypoint structure, but some
information is out of order.
Some details are not in a
logical or expected order.
•The student breaks the
information into whole-towhole, similarities- todifferences, or point-bypoint structure but does
not follow a consistent
order when discussing the
comparison.
• The student compares
and contrasts themes,
settings and/or plots
clearly, points to specific
examples to illustrate the
comparison; includes only
the information relevant to
the comparison and
makes connections
beyond both texts.
• Some transitions work
well; but connections
between other ideas are
unclear.
•The student moves from
one idea to the next, but
there is little variety. The
student uses comparison
and contrast transition
words to show
relationships between
ideas.
the standard
•The student breaks the
information into whole-towhole, similarities- todifferences, or point-bypoint structure. Follows a
consistent order when
discussing the
comparison.
• The student moves
smoothly from one idea to
the next, uses comparison
and contrast transition
words, and a variety of
sentence structures and
transitions.
3rd Grade Rubrics! !
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Content Area: Reading - Informational Text
Report Card Language: The student can identify key details in a text and explain how they support the main idea.
CCSS: RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Classroom Formative and
Summative Assessments
Independent work on end
of grade level
informational texts.
Placement on Core
Learning Progressions in
STAR Reading
Not making expected Progressing toward
progress to standard
• Rarely or never
determines the main idea
of a text.
• Rarely or never identifies
key details in a text and
how they support the main
idea.
• Rarely or never writes a
summary of the key points
of a text.
the standard
Meets the standard
Exceeds the
(proficient)
standard
•Sometimes determines
the main idea of a text.
•Consistently determines
the main idea of a text.
• Sometimes identifies key
details (1-2 details) in a
text and how they support
the main idea.
• Consistently identifies
key details (3-4 details) in
a text and how they
support the main idea.
• Sometimes writes a
• Consistently writes a
summary of the key points
of a text.
summary of the key points
of a text.
•Determines the main idea
for above grade level
text.
• Identifies key details and
how they support the main
idea for above grade
level text.
• Writes a summary of the
key points of above grade
level text.
3rd Grade Rubrics! !
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Content Area: Reading - Informational Text
Report Card Language: The student can use text features (e.g. captions, headings and glossary) to identify key information in a
text.
CCSS:
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Classroom Formative and
Summative Assessments
Placement on Core
Learning Progressions in
STAR Reading
Not making expected Progressing toward
progress to standard
The student rarely or
never uses the following to
identify key information in
a text:
title, heading, pictures &
captions, table of
contents, charts &
diagrams, glossary
the standard
• The student uses 1-2 of
the following text features
to identify key information
in a text:
title, heading, pictures &
captions, table of contents,
charts & diagrams,
glossary
• The student needs adult
support to effectively use
search tools to locate
information on the
computer.
Meets the standard
Exceeds the
(proficient)
standard
• The student uses 3-4 of
the following text features
to identify key information
and locate information in a
text:
title, heading, pictures &
captions, table of contents,
charts & diagrams,
glossary
• The student uses all text
features all of the time to
fully understand and
locate information in text.
• The student can use
search tools (with some
adult prompting) to find
information on the
computer.
• The student can
independently use search
tools to locate information.
(title, heading, pictures &
captions, table of
contents, charts &
diagrams, glossary)
3rd Grade Rubrics! !
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Content Area: Reading - Informational Text
Report Card Language: The student can compare and contrast the most important key details from two texts on the same
informational topic.
CCSS: RI.3.9 The student can compare and contrast the most important key details from two texts on the same informational topic.
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Classroom Formative and
Summative Assessments
Independent work on end
of grade level
informational texts.
Placement on Core
Learning Progressions in
STAR Reading
Not making expected Progressing toward
progress to standard
The student rarely or
never compares and
contrasts key details from
two texts on the same
informational topic.
the standard
The student compares and
contrasts 1-2 key details
from two texts on the same
informational topic.
Meets the standard
Exceeds the
(proficient)
standard
The student compares and
contrasts 3-4 key detail
from two texts on the same
informational topic.
The student compares
and contrasts 3-4 key
detail from two texts on
the same informational
topic orally and in written
form.