Jenks Public Schools 3rd Grade Report Card Rubrics
Reading/Language Arts
Standard
Student’s text level
Reads with fluency
and expression
Uses
comprehension
strategies
Understands and
applies word study
strategies
Demonstrates
research skills
Organizes and
expresses ideas
verbally
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 belowgrade level texts or in at-grade level texts or in above-grade level texts.
Consistently reads with fluency and
Reads line by line with some fluency and
expression. Reading flows smoothly with
Choppy reading; substitutes and misses
inflection; inconsistently uses punctuation
consistent use of punctuation cues (ending
words. Seldom uses punctuation cues.
cues.
marks, comma pauses).
Consistently demonstrates, through oral
Inconsistently demonstrates, through oral
Rarely demonstrates, through oral discussion
discussion and/or written responses, use of discussion and/or written responses, use of a and/or written responses, use of a wide
a wide variety of thinking strategies for
wide variety of thinking strategies for
variety of thinking strategies for
comprehension.
comprehension.
comprehension.
Consistently uses word parts, context
clues, and word reference materials.
Inconsistently uses word parts, context clues,
and word reference materials.
Consistently identifies topic and key
words, locates and uses a variety of
sources extracting important information
and communicating it in an organized
format.
Effectively integrates oral expression skills
i.e., speaks clearly and distinctly, makes
good word choices, uses eye contact,
gestures, appropriate volume.
Needs occasional teacher direction to
identify topic and key words, locate and use
a variety of sources, extract important
information and communicate it in an
organized format.
Shows attention to oral expression skills i.e.,
speaks clearly and distinctly, makes good
word choices, uses eye contact, gestures,
appropriate volume.
Inconsistent in forming cursive letters
correctly and in writing legibly in daily
work.
Writes legibly/
forms cursive
letters correctly
Consistently writes legibly in daily work
and forms cursive letters correctly.
Listens critically to
all forms of oral
communication
Consistently demonstrates listening skills
i.e., focuses on the speaker, makes eye
contact, asks/answers questions about
information from the speaker (offering
appropriate elaboration and detail), shows
respect.
Sometimes needs reminders about listening
skills i.e., focusing on the speaker, making
eye contact, asking/answering questions
about information from the speaker, showing
respect.
Rarely uses word parts, context clues, and
word reference materials.
Needs constant teacher direction to identify
topic and key words, locate and use a variety
of sources, extract important information and
communicate it in an organized format.
Shows some attention to eye contact and
volume.
Struggles to form cursive letters and write
legibly in daily work.
Rarely demonstrates listening skills i.e.,
focus, eye contact, asking/answering
questions, showing respect.
Revised June 2015 for science
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
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Jenks Public Schools 3rd Grade Report Card Rubrics
Reading/Language Arts…..continued
Standard
Uses writing
process to
communicate
through a variety
of written forms.
3 – Consistently Successful
85% to 100% of the time
Consistently uses a writing process in
composing texts i.e., uses a variety of prewriting strategies to collect and organize
ideas; composes rough draft with fluency;
revises drafts to develop voice, make
writing more interesting and descriptive
(word choices), assure complete sentences
& use of a variety of sentence structures,
& attend to organization and flow of ideas;
edits to apply grammar skills, correct
spelling errors, attend to correct
punctuation, capitalization, and indention;
publish.
2 – Progressing
70% to 84% of the time
1 – Area of Concern
Less than 70% of the time
Needs some assistance in using a writing
process in composing texts i.e., uses some
pre-writing strategies to collect and organize
ideas; composes rough draft with some
fluency; applies some revision strategies;
show attention to some editing tasks
(punctuation, grammar, capitalization),
publishes.
Struggles in using a writing process in
composing texts i.e., jumps into composing,
sometimes struggles with composing, rarely
chooses to revise or edit, often fails to finish
a writing piece.
Revised June 2015 for science
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
2
Jenks Public Schools 3rd Grade Report Card Rubrics
Mathematics
Standard
Demonstrates
understanding in
operations and
algebraic thinking
Demonstrates skill
in problem solving
Demonstrates
understanding in
number and
operations with
fractions
Demonstrates
understanding in
measurement &
data
Demonstrates
understanding in
geometry
3 – Consistently Successful
85% to 100% of the time
Consistently demonstrates fluency and
skill in applications involving
multiplication, division and place value
understanding.
Consistently applies mathematical
strategies to real-life situations, using a
variety of strategies (manipulatives,
pictures, numbers, words) and clearly
explaining the strategies used.
Consistently demonstrates understanding
of fractions as numbers.
Consistently selects the appropriate unit
of measurement & successfully
uses/applies measurement skills when
solving problems.
Consistently shows skill in generating,
representing, and interpreting data from
graphs.
Consistently recognizes, defines, and
classifies geometric shapes based on their
attributes; shows skill in geometric
applications.
2 – Progressing
70% to 84% of the time
1 – Area of Concern
Less than 70% of the time
Inconsistently demonstrates fluency and skill
in applications involving multiplication,
division and place value understanding.
Rarely demonstrates fluency and skill in
applications involving multiplication,
division and place value understanding.
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.
Inconsistently demonstrates understanding of
fractions as numbers.
Rarely demonstrates understanding of
fractions as numbers.
Inconsistently selects the appropriate unit of
measurement & uses/applies measurement
skills when solving problems; needs occasional
support. Inconsistently shows skill in
generating, representing, and interpreting data
from graphs; needs occasional support.
Rarely selects the appropriate unit of
measurement or uses/applies measurement
skills when solving problems; requires
assistance.
Rarely shows skill in generating,
representing, and interpreting data from
graphs; requires assistance.
Inconsistently recognizes, defines, & classifies
geometric shapes based on their attributes;
inconsistently shows skill in geometric
applications; needs occasional support.
Rarely recognizes, defines, and classifies
geometric shapes based on their attributes..
Rarely shows skill in geometric application;
requires assistance.
Revised June 2015 for science
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
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Jenks Public Schools 3rd Grade Report Card Rubrics
Science
Standard
Understands and
uses science and
engineering
practices
Communicates
understanding of
concepts and
content
3 – Consistently Successful
85 to 100% of the time
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.
2 – Progressing
70 to 84% of the time
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.
Inconsistently uses understanding of
concepts and key ideas when contributing
to class discussions, participating in group
and individual investigations, and
completing oral & written communication
tasks; sometimes needs assistance.
Area of Concern
Less than 70% of the time
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
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.
Revised June 2015 for science
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
4
Jenks Public Schools 3rd Grade Report Card Rubrics
Social Studies
Standard
Demonstrates
knowledge of
Oklahoma geography
Demonstrates an
understanding of
historical people and
events in Oklahoma
history
Locates/ interprets
information using
multiple of resources
3 – Consistently Successful
85% to 100% of the time
Demonstrates through activities and/or
class discussions an understanding of
concepts being taught. Demonstrates
curiosity; initiates exploration &
discovery; transfers previous knowledge.
Demonstrates through activities and/or
class discussions an understanding of
concepts being taught. Demonstrates
curiosity; initiates exploration and
discovery; transfers previous knowledge.
Consistently demonstrates skill in locating,
reading, & interpreting information from a
variety of sources.
2 – Progressing
70% to 84% of the time
Demonstrates through activities and/or class
discussions an inconsistent understanding of the
concepts taught; shows an interest regarding
concepts being taught; explores through teacher
direction; transfers some previous knowledge.
Demonstrates through activities and/or class
discussions an inconsistent understanding of the
concepts taught; shows an interest regarding
concepts being taught; explores through teacher
direction; transfers some previous knowledge.
Inconsistently demonstrates skill in locating,
reading, & interpreting information from a
variety of sources.
1 – Area of Concern
Less than 70% of the time
Struggles with understanding
concepts being taught.
Struggles with understanding
concepts being taught.
Rarely demonstrates skill in locating,
reading, & interpreting information
from a source.
Technology
3 – Consistently Successful
85 to 100% of the time
Consistently uses appropriate posture, finger
Demonstrates
positions, & key stroking; demonstrates skill in
keyboarding skills.
keeping eyes on the screen.
Demonstrates skill with input & output devices
Uses various
(scanner), in producing PowerPoint
technologies to
presentations (timing, animation, and sound),
find, evaluate,
in navigating & evaluating bookmarked
organize and
Internet sites, & in listening to/ developing an
present
audio pod cast.
information.
Standard
2 – Progressing
70 to 84% of the time
Is inconsistent with posture, finger positions,
and key stroking; developing skill in keeping
eyes on the screen.
Occasionally needs assistance with input &
output devices (scanner), in producing
PowerPoint presentations (timing, animation,
and sound), in navigating & evaluating
bookmarked Internet sites, & in listening
to/developing an audio pod cast.
Area of Concern
Less than 70% of the time
Uses one or two fingers and searches
the keyboard to find the correct key.
Must have assistance with input &
output devices (scanner), in producing
PowerPoint presentations, in
navigating & evaluating bookmarked
Internet sites, and in listening
to/developing an audio pod cast.
Revised June 2015 for science
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
5
Jenks Public Schools 3rd Grade Report Card Rubrics
Chinese (SE Immersion Program)
Understands/
responds to questions/
commands/ greetings
3 – Consistently Successful
85 to 100% 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.
2 – Progressing
70 to 84% of the time
Needs some repetition to understand and
respond to learned statements, questions,
commands, and greetings; response; does not
always respond verbally; may be an action.
Area of Concern
Less than 70% of the time
Must have help to understand and
respond to learned statements,
questions, commands, and greetings;
response.
Expresses needs/
common courtesies in
the language
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.
Reads and forms
familiar characters
from memory
Consistently demonstrates skill in reading
and forming familiar characters from
memory.
Needs some assistance (a written model) to
read and form familiar characters from
memory.
Struggles to read and form characters
even with a written model.
Recognizes
similarities/differences Consistently recognizes and describes
similarities and differences between the
between the target
target culture and own.
culture/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.
Reads and writes
using the Pin yin
system
Needs some assistance in reading and writing
usig the Pin yin system.
Struggles to read and write using the
Pin yin system.
Standard
Consistently demonstrates skill in reading
and writing using the Pin yin system
Revised June 2015 for science
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
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