Jenks Public Schools 2nd Grade Report Card Rubrics
Reading/Language Arts
Standard
Student’s text level
Knows basic sight words
Uses a variety of
strategies to identify
unknown words i.e.,
phonics knowledge,
context clues, pictures,
word structure
3 – Consistently Successful
2 – Progressing
1 – Area of Concern
85% to 100% of the time
70% to 84% of the time
Less than 70% of the time
Teacher will indicate the text level where the student read for the previous quarter. The student can be consistently reading in
below-grade level texts or in at-grade level texts or in above-grade level texts.
Consistently knows basic sight words and
Needs some assistance in identifying basic
Struggles in recognizing basic sight
identifies them immediately in reading or
sight words.
words.
other contexts e.g., word wall.
Knows and consistently uses many strategies
to identify unknown words i.e., picture and
context clues, word structure, word families.
Needs some assistance in identifying
unknown words.
Struggles to identify unknown
words.
Consistently uses comprehension strategies to
demonstrate understanding of texts i.e.,
making connections, inferring, asking
questions, determining importance, creating
mental images, summarizing.
Consistently reads at appropriate rate on
grade-level passages. No more than 1 in 10
words is difficult for the reader.
Consistently reads with expression indicating
an understanding of author’s meaning.
Consistently reads independently and applies
skills taught.
Inconsistently uses comprehension
strategies to demonstrate understanding of
texts; sometimes makes connections, infers,
asks questions, determines importance,
creates mental images, summarizes.
Rarely comprehends what is read.
Struggles with using comprehension
strategies.
Inconsistently reads at appropriate rate on
grade-level passages.
Rarely reads familiar texts fluently.
Inconsistently reads with expression;
sometimes misses the author’s meaning.
Rarely reads familiar texts with
expression.
Needs some assistance in reading
independently and applying skills taught.
Struggles with independent reading
and applying skills taught.
Uses research skills
Independently locates and uses reference
materials to conduct research.
Needs occasional assistance in locating and
using reference materials to conduct
research.
Needs constant assistance in locating
and using reference materials to
conduct research.
Uses the strategies of the
writing process in
various forms of writing
Consistently uses the strategies of the writing
process i.e., brainstorming topics; using a
pre-writing strategy; composing drafts
confidently; trying some revision to develop
compositions (organization, details); editing
for punctuation, capitalization, and spelling;
publishing.
Needs some assistance with the writing
process i.e., brainstorming topics, using a
pre-writing strategy, composing rough
drafts, revising, editing, and publishing.
Struggles with the writing process
i.e., has difficulty choosing topics,
composing drafts, is uninterested in
revising or editing the draft, rarely
publishes a piece of writing.
Comprehends what is
read
Reads familiar material
fluently
Reads familiar material
with expression
Reads independently
Revised June 2015 for science
*Suggested Assessment Tools: teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
1
Jenks Public Schools 2nd Grade Report Card Rubrics
Reading/Language Arts … continued
Standard
Uses correct
punctuation,
capitalization, and
grammar
Participates in
collaborative
conversations
Uses appropriate
vocabulary in speaking
and in writing
3 – Consistently Successful
85% to 100% of the time
2 – Progressing
70% to 84% of the time
Needs some assistance in writing
compositions that show attention to ending
punctuation, commas, apostrophes, capital
letters, & grammar. Sometimes uses
sentence fragments.
Consistently writes compositions that show
attention to ending punctuation, commas,
apostrophes, capital letters, and grammar.
Recognizes and writes complete sentences.
1 – Area of Concern
Less than 70% of the time
Struggles with grammar, punctuation
and capitalization in writing.
Struggles with sentence composition.
Consistently participates in collaborative
conversations about 2nd grade topics and texts
with peer partners and adults in small and
larger groups, following agreed upon rules for
discussions.
Needs some assistance participating in
collaborative conversations about 2nd grade
topics and texts with peer partners and
adults in small and larger groups, following
agreed upon rules for discussions.
Needs constant assistance to
participate in collaborative
conversations about 2nd grade topics
& texts with peer partners & adults
in small & larger groups, following
agreed upon rules for discussions.
Consistently uses acquired vocabulary in
speaking and in writing.
Needs some assistance in using acquired
vocabulary in speaking and in writing.
Requires assistance in using acquired
vocabulary in speaking and in
writing.
Handwriting
Standard
Writes legibly and
clearly in daily work
3 – Consistently Successful
85% to 100% of the time
Is consistent in writing legibly: appropriate
spacing & placement of letters and/or
numbers.
2 – Progressing
70% to 84% of the time
Is inconsistent in writing legibly:
sometimes lacks spacing and appropriate
placement of letters and/or numbers.
1 – Area of Concern
Less than 70% of the time
Seldom writes legibly: lacks spacing and
appropriate placement of letters and/or
numbers.
Revised June 2015 for science
*Suggested Assessment Tools: teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
2
Jenks Public Schools 2nd Grade Report Card Rubrics
Mathematics
Standard
Reads, counts, writes
numerals 0 through
1000
Fluently solves
addition facts within 20
Fluently solves
subtraction facts
within 20
Understands place
value concepts of
hundreds, tens, & ones
3 – Consistently Successful
85% to 100% of the time
Consistently reads, counts, and writes
numerals 0 through 1000 i.e.,
 Identifying/ writing hundreds, tens, and
ones.
 Counting by 5s to 1000 starting at any
multiple of 5.
 Counting by 10s to 1000 starting at any
multiple of 10.
Consistently and without hesitation knows
addition facts within 20.
Consistently and without hesitation knows
subtraction facts within 20.
2 – Progressing
70% to 84% of the time
Is inconsistent in reading, counting, and
writing numerals 0 through 1000 i.e.,
 Identifying/ writing hundreds, tens, and
ones.
 Counting by 5s to 1000 starting at any
multiple of 5.
 Counting by 10s to 1000 starting at any
multiple of 10.
Knows addition facts within 20; may need
occasional assistance i.e., using
manipulatives, a number line.
Knows subtraction facts within 20; may
need occasional assistance i.e., using
manipulatives, a number line.
1 – Area of Concern
Less than 70% of the time
Struggles to read, count, and write
numerals 0 through 1000 i.e.,
identifying hundreds, tens, and ones,
counting by 5s to 1000, counting by
10s to 1000.
Needs assistance to solve addition
facts within 20
Needs assistance to solve subtraction
facts within 20.
Independently recognizes the place values of
any three-digit numeral.
With some assistance, can recognize the
place values of any three-digit numeral.
Rarely identifies the places values of
numerals.
Demonstrates skill in
problem solving
Consistently applies mathematical strategies to
real-life situations, using a variety of strategies
(manipulatives, pictures, numbers, words,
graphs) & clearly explaining the strategies
used.
Inconsistently applies mathematical
strategies to real-life situations, using some
strategies and attempting to explain the
strategies used.
Rarely applies mathematical
strategies to real-life situations.
Struggles to use and explain a
strategy.
Adds two- & threedigit numbers without
regrouping
Consistently adds any combination of two- and
three-digit numbers without regrouping.
Needs some assistance to add combinations
of two- and three-digit numbers without
regrouping.
Is unable to add combinations of
two- and three-digit numbers without
regrouping.
Consistently subtracts any combination of twoand three-digit numbers without regrouping.
Needs some assistance to subtract
combinations of two- and three-digit
numbers without regrouping.
Is unable to subtract combinations of
two- and three-digit numbers without
regrouping.
Consistently adds two-digit numbers using
regrouping strategies.
Needs some assistance to add two-digit
numbers which require regrouping.
Is unable to add two-digit numbers
which require regrouping.
Consistently subtracts two-digit numbers using
regrouping strategies.
Needs some assistance to subtract two-digit
numbers which require regrouping.
Is unable to subtract two-digit
numbers which require regrouping.
Subtracts two- &
three-digit numbers
without regrouping
Adds two-digit
numbers with
regrouping
Subtracts two-digit
numbers with
regrouping
Revised June 2015 for science
*Suggested Assessment Tools: teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
3
Jenks Public Schools 2nd Grade Report Card Rubrics
Mathematics… continued
Standard
Understands the
concept of equal
grouping
Tells & writes time to
the nearest 5 minutes
Solves word problems
involving dollar bills,
quarters, dimes, nickels,
and pennies, using $ and
¢ symbols appropriately
Collects, organizes, &
constructs graphs;
interprets data from
graphs by solving put
together, take-apart &
compare problems
Understands fractional
parts: halves, thirds,
fourths
3 – Consistently Successful
85% to 100% of the time
Consistently sorts objects into equal
groups; can represent the sorting in a
number model.
Consistently distinguishes between a.m.
and p.m. in telling time and in telling
time to the nearest 5 minutes. (1st
Semester: Time to the hour and the halfhour)
Consistently solves word problems
involving money e.g., If you have 2
dimes and 3 pennies, how many cents do
you have?; uses $ and ¢ symbols
appropriately
Independently draws a picture & a bar
graph (with single-unit scale) to
represent a data set with up to four
categories or makes a line plot with
measurement data where the horizontal
scale is in whole-number units; solves
simple put together, take-apart, and
compare problems using information
presented in a bar graph.
Demonstrates a solid understanding of
the fractional parts of a whole i.e., two,
three, or four equal shares; describes the
shares using words halves, thirds, half
of, a third of and the whole as two
halves, three thirds, four fourths. .
2 – Progressing
70% to 84% of the time
Needs some assistance in sorting objects into
equal groups & representing the sorting in a
number model.
Needs some assistance distinguishing
between a.m. and p.m. in telling time and
telling time to the nearest 5 minutes. (1st
Semester: Time to the hour and the half-hour)
Is inconsistent in solving word problems
involving money e.g., If you have 2 dimes and
3 pennies, how many cents do you have?, and
in using $ and ¢ symbols appropriately
Needs some assistance drawing a picture and
a bar graph (with single-unit scale) to
represent a data set with up to four categories
or making a line plot with measurement data
where the horizontal scale in in wholenumber units; needs some assistance in
solving simple put together, take-apart, and
compare problems using information
presented in a bar graph.
Needs some assistance to demonstrate
understanding of fractional parts of a whole
i.e., two, three, or four equal shares; needs
some assistance to describe the shares using
words halves, thirds, half of, a third of and the
whole as two halves, three thirds, four
fourths.
1 – Area of Concern
Less than 70% of the time
Struggles to sort objects into equal
groups & represent the sorting in a
number model.
Is unable or needs constant assistance
distinguishing between a.m. and p.m. in
telling time, and in telling time to the
nearest 5 minutes. (1st Semester: Time to
the hour and the half-hour)
Requires assistance to solve word
problems involving money e.g., If you
have 2 dimes and 3 pennies, how many
cents do you have? and use $ and ¢
symbols appropriately.
Struggles to use tallied data to draw a
graph or interpret data from a graph i.e.,
solving simple put together, take-apart,
and compare problems.
Struggles with understanding the concept
of fractional parts of a whole or
describing shares and the whole.
Revised June 2015 for science
*Suggested Assessment Tools: teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
4
Jenks Public Schools 2nd Grade Report Card Rubrics
Mathematics… continued
Standard
Measures objects with
precision; uses addition
& subtraction within
100 to solve word
problems involving
lengths that are given
in the same units
Recognizes, draws, and
compares geometric
shapes
3 – Consistently Successful
85% to 100% of the time
2 – Progressing
70% to 84% of the time
1 – Area of Concern
Less than 70% of the time
Demonstrates solid understanding and skill in
measurement concepts:
 using appropriate measuring instruments to
measure length (feet, yards, meters),
 recognizing a meter is more than a yard;
 recognizing standard measurements: 12
inches (1 foot), 3 feet (1 yard), 36 inches (1
yard).
Consistently shows the ability to use addition
and subtraction within 100 to solve word
problems involving length measurements.
Needs some assistance in understanding and
using measurement concepts:
 using appropriate measuring instruments to
measure length (feet, yards, meters),
 recognizing a meter is more than a yard;
recognizing standard measurements: 12
inches (1 foot), 3 feet (1 yard), 36 inches (1
yard).
Needs some assistance in using addition and
subtraction within 100 to solve word problems
involving length measurements.
Struggles in understanding and
using measurement concepts and in
using addition and subtraction
within 100 to solve word problems
involving length measurements.
Consistently demonstrates understanding of
geometric concepts:
 recognizing/ drawing shapes having
specified attributes i.e., given number of
angles, given number of equal faces;
 identifying triangles, quadrilaterals,
pentagons, hexagons, and cubes;
 comparing attributes of shapes.
Needs some assistance to demonstrate
understanding of geometric concepts:
 recognizing/ drawing shapes having
specified attributes i.e., given number of
angles, given number of equal faces;
 identifying triangles, quadrilaterals,
pentagons, hexagons, and cubes;
 comparing attributes of shapes.
Struggles with understanding
geometric concepts i.e.,
recognizing/ drawing shapes having
specified attributes (given number
of angles, given number of equal
faces); identifying triangles,
quadrilaterals, pentagons, hexagons,
and cubes; comparing attributes of
shapes.
Revised June 2015 for science
*Suggested Assessment Tools: teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
5
Jenks Public Schools 2nd Grade Report Card Rubrics
Science
Standard
3 – Consistently Successful
85% to 100% of the time
2 – Progressing
70% to 84% of the time
1 – Area of Concern
Less than 70% of the time
Understands and
uses science and
engineering
practices
Consistently uses science and
engineering design processes and tools
e.g.,
 Asking questions; defining problems
 Developing and using models
 Planning and carrying out
investigations
 Analyzing and interpreting data
 Using mathematics and
computational thinking
 Constructing explanations and
designing solutions
 Engaging in argument from
evidence
 Obtaining, evaluating, and
communicating information
Consistently uses understanding of
concepts and key ideas when
contributing to class discussions,
participating in group and individual
investigations, and completing oral and
written communication tasks.
In consistently uses science and
engineering design processes and tools,
sometimes needing assistance, e.g.,
 Asking questions; defining problems
 Developing and using models
 Planning and carrying out investigations
 Analyzing and interpreting data
 Using mathematics and computational
thinking
 Constructing explanations and designing
solutions
 Engaging in argument from evidence
 Obtaining, evaluating, and
communicating information.
Seldom, even with assistance, is able to
use science and engineering design
processes and tools e.g.,
 Asking questions; defining problems
 Developing and using models
 Planning and carrying out
investigations
 Analyzing and interpreting data
 Using mathematics and
computational thinking
 Constructing explanations and
designing solutions
 Engaging in argument from evidence
 Obtaining, evaluating, and
communicating information
Inconsistently uses understanding of
concepts and key ideas when contributing
to class discussions, participating in group
and individual investigations, and
completing oral and written
communication tasks; sometimes needs
assistance.
Rarely, even with assistance, uses
understanding of concepts and key
ideas when contributing to class
discussions, participating in group and
individual investigations, and
completing oral and written
communication tasks.
Communicates
understanding of
concepts and
content
Revised June 2015 for science
*Suggested Assessment Tools: teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
6
Jenks Public Schools 2nd Grade Report Card Rubrics
Social Studies
Standard
Demonstrates knowledge of
community, citizenship, &
economics
Demonstrates knowledge of
historical people and events
Demonstrates knowledge of
geography
Locates & interprets
information using a variety
of resources
3 – Consistently Successful
85% to 100% of the time
Consistently demonstrates an
understanding of concepts taught
through activities & class discussions.
Consistently demonstrates an
understanding of concepts taught
through activities & class discussions.
Consistently demonstrates an
understanding of concepts taught
through activities & class discussions.
Consistently demonstrates skill in
locating, reading, & interpreting
information from a variety of sources.
2 – Progressing
70% to 84% of the time
Inconsistently demonstrates an
understanding of concepts taught
through activities & class discussions.
Inconsistently demonstrates an
understanding of concepts taught
through activities & class discussions.
Inconsistently demonstrates an
understanding of concepts taught
through activities & class discussions.
Inconsistently demonstrates skill in
locating, reading, & interpreting
information from a variety of sources.
1 – Area of Concern
Less than 70% of the time
Rarely demonstrates an understanding of
concepts taught through activities & class
discussions.
Rarely demonstrates an understanding of
concepts taught through activities & class
discussions.
Rarely demonstrates an understanding of
concepts taught through activities & class
discussions.
Rarely demonstrates skill in locating,
reading, & interpreting information from
a variety of sources.
Technology
Standard
Uses various
technologies to find,
evaluate, organize
and present
information.
3 – Consistently Successful
85 to 100% of the time
Demonstrates skill with keyboard
functions (click, delete, drag, tab),
producing word processing texts (using
templates, making choices about the font)
and creating PowerPoint presentations
(creating text boxes, using drawing tools,
inserting clip art, and making transitions).
2 – Progressing
70 to 84% of the time
Occasionally needs assistance with keyboard
functions (click, delete, drag, tab), producing
word processing texts (using templates, making
choices about the font) and creating PowerPoint
presentations (creating text boxes, using
drawing tools, inserting clip art, and making
transitions).
1 – Area of Concern
Less than 70% of the time
Must have assistance with keyboard
functions, in producing word processing
texts (using templates, making choices
about the font) and creating PowerPoint
presentations (creating text boxes, using
drawing tools, inserting clip art, and
making transitions).
Revised June 2015 for science
*Suggested Assessment Tools: teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
7
Jenks Public Schools 2nd Grade Report Card Rubrics
Chinese (SE Immersion Program)
3 – Consistently Successful
85% to 100% of the time
2 – Progressing
70% to 84% of the time
1 – Area of Concern
Less than 70% of the time
Consistently demonstrates
understanding and response to learned
statements, questions, commands, and
greetings; response is not always a
verbal response, may be an action.
Needs some repetition to understand and
respond to learned statements, questions,
commands, and greetings; response; does
not always respond verbally; may be an
action.
Must have help to understand and respond to
learned statements, questions, commands, and
greetings; response.
Consistently demonstrates skill in
expressing needs and common
courtesies in the language.
Needs some assistance in expressing
needs and common courtesies in the
language.
Struggles to express needs and common
courtesies in the language.
Identifies learned words
and phrases
Consistently and without hesitation
identifies learned words and phrases.
Needs some assistance in identifying
learned words and phrases, often
hesitates.
Struggles to identify learned words and
phrases.
Transcribes familiar
words/phrases;
reproduces some from
memory
Recognizes some
similarities/differences
between target
culture/own
Consistently demonstrates skill in
transcribing familiar words and
phrases and reproducing some from
memory
Needs some assistance (a written model)
to transcribe familiar words and phrases.
Struggles to transcribe familiar words and
phrases even with a written model.
Consistently recognizes and describes
similarities and differences between
the target culture and own.
Needs some assistance to recognize and
describe some similarities and differences
between target culture/own.
Struggles to recognize similarities or
differences between the target culture and
own.
Standard
Understands short,
learned statements/
questions/commands/
greetings
Expresses needs and
common courtesies in the
language
Revised June 2015 for science
*Suggested Assessment Tools: teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
8