Jenks Public Schools 4th Grade Report Card Rubrics
Reading/Language Arts
Standard
Student’s text
level
Reads with
fluency and
expression
Uses
comprehension
strategies
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
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 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 a discussion and/or written responses, use of a and/or written responses, use of a wide
wide variety of thinking strategies for
wide variety of thinking strategies for
variety of thinking strategies for
comprehension.
comprehension.
comprehension.
Understands/
applies word
study strategies
Consistently uses word parts, context clues,
and word reference materials.
Demonstrates
research skills
Consistently identifies topic & key words,
locates and uses a variety of sources
extracting important information and
communicating it in an organized format.
Organizes and
expresses ideas
verbally
Effectively integrates oral expression skills
i.e., speaks clearly & 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, and
appropriate volume.
Writes legibly/
forms cursive
letters correctly
Consistently writes legibly in daily work and
forms cursive letters correctly.
Inconsistent in forming cursive letters
correctly & writing legibly in daily work.
Struggles to form cursive letters and write
legibly in daily work.
Listens critically
to all forms of
oral
communication
Consistently demonstrates listening skills
i.e., focuses on the speaker, makes eye
contact, asks related questions, shows
respect, provides evidence of learning that
supports the speaker’s main idea.
Sometimes needs reminders about listening
skills i.e., focusing on the speaker, making
eye contact, asking related questions,
showing respect, providing evidence of
learning that supports the speaker’s main
idea.
Rarely demonstrates listening skills i.e.,
focus, eye contact, questioning, respect,
evidence of learning.
Inconsistently uses word parts, context clues,
and word reference materials.
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.
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
Revised June 2015 for science.
1
Jenks Public Schools 4th Grade Report Card Rubrics
Reading/Language Arts … continued
Standard
Uses the 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.
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
Revised June 2015 for science.
2
Jenks Public Schools 4th Grade Report Card Rubrics
Mathematics
Standard
Demonstrates skill
in problem solving
Demonstrates
understanding in
number &
operations and in
operations and
algebraic thinking
Demonstrates
understanding in
measurement and
data
Demonstrates
understanding in
geometry
3 – Consistently Successful
85% to 100% of the time
Consistently applies mathematical
strategies to real-life situations, using a
variety of strategies (manipulatives,
pictures, numbers, words) and clearly
explaining the strategies used.
2 – Progressing
70% to 84% of the time
Inconsistently applies mathematical strategies
to real-life situations, using some strategies
and attempting to explain the strategies used.
1 – Area of Concern
Less than 70% of the time
Rarely applies mathematical strategies to
real-life situations. Struggles to use and
explain a strategy.
Consistently selects the appropriate unit
of measurement and successfully
uses/applies measurement skills when
solving problems.
Consistently shows skill in organizing a
data set of measurements in fractions of a
unit on a line plot; interprets data to solve
fraction addition and subtraction
problems.
Rarely demonstrates understanding of and
skill in whole number, fraction, decimal
operations and computation and in
estimation; needs assistance.
Rarely shows skill in solving multi-step
word problems using addition, subtraction,
multiplication, & division; requires
assistance with solving; often struggles to
explain reasoning.
Rarely selects the appropriate unit of
Inconsistently selects the appropriate unit of
measurement and rarely uses/applies
measurement and inconsistently uses/applies
measurement skills when solving problems;
measurement skills when solving problems;
needs assistance.
needs occasional support.
Rarely shows skill in organizing a data set
Inconsistently shows skill in organizing a data
of measurements in fractions of a unit on a
set of measurements in fractions of a unit on a
line plot; interprets data to solve fraction
line plot; interprets data to solve fraction
addition and subtraction problems; requires
addition and subtraction problems; needs
assistance.
occasional support.
Consistently describes, analyzes,
compares, & classifies two-dimension
shapes and figures i.e., lines, angles, lines
of symmetry.
Inconsistently describes, analyzes, compares,
& classifies two-dimension shapes and
figures i.e., lines, angles, lines of symmetry.;
needs occasional support.
Consistently demonstrates understanding
of and skill in whole number, fraction,
decimal operations and computation and
in estimation.
Consistently shows skill in solving multistep word problems using addition,
subtraction, multiplication, & division;
explains reasoning.
Inconsistently demonstrates understanding of
and skill in whole number, fraction, decimal
operations and computation and in
estimation; needs occasional support.
Inconsistently shows skill in solving multistep word problems using addition,
subtraction, multiplication, & division; needs
occasional support with solving and
explaining reasoning.
Rarely describes, analyzes, compares, &
classifies two-dimension shapes and figures
i.e., lines, angles, lines of symmetry;
requires assistance.
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
Revised June 2015 for science.
3
Jenks Public Schools 4th Grade Report Card Rubrics
Science
Standard
3 – Consistently Successful
85% to 100% of the time
2 – Progressing
70% to 84% 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.
Communicates
understanding
of concepts and
content
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
Inconsistently uses understanding of
Rarely, even with assistance, uses
concepts and key ideas when contributing understanding of concepts and key ideas
to class discussions, participating in group when contributing to class discussions,
and individual investigations, and
participating in group and individual
completing oral and written
investigations, and completing oral and
communication tasks; sometimes needs
written communication tasks.
assistance.
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
Revised June 2015 for science.
4
Jenks Public Schools 4th Grade Report Card Rubrics
Social Studies
Standard
Demonstrates
knowledge U. S.
regions/ cultures
Demonstrates
knowledge of
geography
Demonstrates an
understanding of
historical people and
events and their
impact
Locates/ interprets
information using a
variety 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 and discovery; transfers
previous knowledge.
Demonstrates through activities and/or class
discussions an understanding of concepts
being taught.
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.
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.
Struggles with understanding
concepts being taught.
Rarely demonstrates skill in
locating, reading, & interpreting
information from a source.
Technology
Standard
Demonstrates
keyboarding skills.
Uses various
technologies to find,
evaluate, organize
and present
information.
3 – Consistently Successful
85 to 100% of the time
Consistently uses appropriate posture, finger
positions, & key stroking; demonstrates skill
in keeping eyes on the screen.
Demonstrates skill with input & output
devices (scanner), in producing Power Point
presentations (timing, animation, and sound),
in navigating & evaluating bookmarked
Internet sites, & in listening to/developing an
audio pod cast.
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, in producing
PowerPoint presentations, in navigating
& evaluating bookmarked Internet sites,
& in listening to/developing an audio
pod cast.
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
Revised June 2015 for science.
5
Jenks Public Schools 4th Grade Report Card Rubrics
Chinese
Standard
Participates in
conversations on familiar
topics, asking and
answering a variety of
questions
Presents information on
familiar topics using
connected sentences
Writes briefly about
familiar topics, using
characters
Understands the main idea
of short and simple
written texts
Understands similarities/
differences between the
target culture/ own
Reads and writes using the
Pin yin system
3 – Consistently Successful
85 to 100% of the time
Consistently demonstrates skill in
conversation on familiar topics; can ask
and answer a variety of questions.
Presents on familiar topics, with
confidence and skill in using connected
sentences.
Consistently uses characters to write short
compositions on a familiar topic.
Consistently demonstrates skill in reading
determining the main idea of short and
simple written texts.
Consistently understands and describes
similarities and differences between the
target culture and own.
Consistently demonstrates skill in reading
and writing using the Pin yin system
2 – Progressing
70 to 84% of the time
Needs some support and encouragement to
participate in conversations on familiar
topics; may be more comfortable
answering a question than asking a
question.
Needs some assistance in presenting on
familiar topics, may use phrases or hesitate
rather than using connected sentences.
Needs support (printed models) in using
characters to write short compositions on a
familiar topic.
Area of Concern
Less than 70% of the time
Struggles to participate in
conversations on familiar topics.
Struggles to present on a familiar
topic.
Struggles to use the characters and to
write on a topic.
Needs some assistance in reading and
determining the main idea of a text.
Struggles to read or determine the
main idea of a text.
Needs some assistance in understanding
and describing some similarities and
differences between target culture/own.
Struggles to understand similarities
or differences between the target
culture and own.
Needs some assistance in reading and
writing usig the Pin yin system.
Struggles to read and write using the
Pin yin system.
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
Revised June 2015 for science.
6