Jenks Public Schools 5th Grade Report Card Rubrics
Reading/Language Arts
3 – Consistently Successful
85% to 100% of the time
Standard
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 belowgrade level texts or in at-grade level texts or in above-grade level texts.
Reads in a choppy manner: misses
Reads with expression & fluency & at an Reads line-by-line with some fluency.
punctuation clues, substitutes words, &
Needs teacher direction to remain focused
Reads independently appropriate rate. Reads for increasingly
points to individual words. Is unable to
sustained periods of time.
on reading.
focus for sustained periods of time.
Responds critically
Consistently monitors comprehension,
Almost always monitors comprehension,
Infrequently monitors comprehension, asks
to reading using
asks questions, visualizes, infers,
asks questions, visualizes, infers, activates/ questions, visualizes, infers, activates/
activates/ connects to background
multiple
connects to background knowledge,
connects to background knowledge,
knowledge, synthesizes, and determines
comprehension
synthesizes, and determines importance.
synthesizes, and determines importance.
importance.
strategies.
Almost always uses a research process;
Consistently uses a research process:
Struggles in using a research process, always
sometimes needs assistance in identifying
identifying key words & concepts,
needs assistance in identifying key words &
key words & concepts, developing a search
developing a search strategy by
concepts, developing a search strategy by
Demonstrates
strategy by determining appropriate
determining appropriate sources, locating
determining appropriate sources, locating &
sources, locating & evaluating resources,
research skills
& evaluating resources, extracting &
evaluating resources, extracting &
extracting & synthesizing critical
synthesizing critical information &
synthesizing critical information &
information & communicating it in an
communicating it in an organized format.
communicating it in an organized format.
organized format.
Student’s text level
Uses a writing
process to
communicate
through a variety of
written forms and
with a variety of
audiences.
Listens critically
and responds
appropriately to all
forms of oral
communication
Consistently uses a writing process to
compose, revise, edit, and publish.
Consistently knows and understands the
audience for each writing piece.
Sometimes needs assistance in using a
writing process to compose, revise, edit,
and publish.
Sometimes needs assistance in identifying
and knowing the audience for each writing
piece.
Struggles in using a writing process to
compose and publish a writing piece.
Struggles identifying and knowing the
audience of each writing piece.
Consistently demonstrates attentive
listening skills and gives appropriate
(positive, constructive) feedback through
conversation, discussions, written
responses, or body language.
Almost always demonstrates attentive
listening skills and gives appropriate
(positive, constructive) feedback through
conversation, discussions, written
responses, or body language.
Rarely demonstrates attentive listening skills
and gives appropriate (positive, constructive)
feedback through conversation, discussions,
written responses, or body language.
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
Revised June 2015 for science
1
Jenks Public Schools 5th Grade Report Card Rubrics
Mathematics: EDM
Standard
Demonstrates skill in
problem solving
Demonstrates
understanding in number/
operations in base 10
Demonstrates
understanding in number/
operations with fractions.
Demonstrates
understanding in
measurement and data.
Demonstrates
understanding in
geometric measurement
3 – Consistently Successful
85% to 100% of the time
Consistently demonstrates competence
in problem solving and using the
mathematical practices to develop and
explain solutions.
Consistently demonstrates
understanding in place value concepts
and skills.
Consistently applies the four basic
operations in number/ operations with
fractions.
Consistently selects appropriate units of
measurement and successfully
uses/applies formulas and tools in
solving problems.
Consistently collects, organizes,
constructs, and interprets displays of
data.
Consistently applies properties of
geometric shapes and spatial
relationships.
2 – Progressing
70% to 84% of the time
1 – Area of Concern
Less than 70% of the time
Sometimes needs assistance with problem
solving using the mathematical practices to
develop and explain solutions.
Rarely demonstrates competence in
problem solving; struggles with the
mathematical practices.
Sometimes needs assistance in
demonstrating understanding in place value
concepts and skills.
Rarely demonstrates understanding in
place value concepts and skills.
Sometimes needs assistance in applying the
four basic operations in number/ operations
with fractions.
Rarely applies the four basic
operations in number/operations with
fractions.
Sometimes needs assistance in selecting
appropriate units of measurement and
using/applying formulas and tools in solving
problems. Sometimes needs assistance in
collecting, organizing, constructing and
interpreting displays of data.
Rarely selects appropriate units of
measurement and rarely uses/ applies
formulas & tools in solving problems
without assistance. Rarely collects,
organizes, constructs, and interprets
displays of data.
Sometimes needs assistance applying
properties of geometric shapes and spatial
relationships.
Rarely applies properties of geometric
shapes & spatial relationships; usually
needs assistance.
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
Revised June 2015 for science
2
Jenks Public Schools 5th Grade Report Card Rubrics
Mathematics: Pre-Algebra
Standard
Demonstrates skill in
problem solving
Demonstrates
understanding in number
systems.
3 – Consistently Successful
85% to 100% of the time
Consistently demonstrates competence
in problem solving and using the
mathematical practices to develop and
explain solutions.
Consistently applies number sense and
operations to rational numbers,
investigating number systems, and
using rules of exponents.
2 – Progressing
70% to 84% of the time
1 – Area of Concern
Less than 70% of the time
Sometimes needs assistance with problem
solving using the mathematical practices to
develop and explain solutions.
Rarely demonstrates competence in
problem solving; struggles with the
mathematical practices.
Sometimes needs assistance in applying
number sense and operations to rational
numbers, investigating number systems, and
using rules of exponents.
Rarely applies number sense and
operations to rational numbers,
investigating number systems, and
using rules of exponents.
Rarely identifies and solves for
variables in expressions and
equivalent equations without
assistance.
Rarely applies properties of
geometric shapes and spatial
relationships; usually needs
assistance.
Rarely demonstrates understanding
in problem solving with
ratios/proportional relationships,
without assistance.
Rarely collects, organizes,
constructs, and interprets displays of
data for graphs or understands
probability concepts.
Demonstrates
understanding in
expressions and equations.
Consistently identifies and solves for
variables in expressions and equivalent
equations
Sometimes needs assistance in identifying
and solving for variables in expressions and
equivalent equations
Demonstrates
understanding in
geometric measurement
Consistently applies properties of
geometric shapes and spatial
relationships.
Sometimes needs assistance applying
properties of geometric shapes and spatial
relationships.
Demonstrates
understanding in ratios/
proportional relationships
Consistently demonstrates
understanding in problem solving with
ratios/ proportional relationships.
Sometimes needs assistance in demonstrating
understanding in problem solving with ratios/
proportional relationships.
Develops understanding in
statistics and probability
Consistently collects, organizes,
constructs, and interprets displays of
data and understands probability
concepts.
Sometimes needs assistance in collecting,
organizing, constructing and interpreting
displays of data and understanding probability
concepts.
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
Revised June 2015 for science
3
Jenks Public Schools 5th Grade Report Card Rubrics
Mathematics: Algebra
Standard
Demonstrates skill in
problem solving.
Demonstrates
understanding in the real
number system.
Demonstrates
understanding in
expressions, equations,
and inequalities.
Demonstrates
understanding in
interpreting functions
Demonstrates
understanding with
polynomial/ rational
expressions.
3 – Consistently Successful
85% to 100% of the time
Consistently demonstrates competence
in problem solving and using the
mathematical practices to develop and
explain solutions.
Consistently applies number sense and
operations to investigating number
systems, using rules of exponents, and
translating mathematical symbols and
verbal expressions.
2 – Progressing
70% to 84% of the time
1 – Area of Concern
Less than 70% of the time
Sometimes needs assistance with problem
solving using the mathematical practices to
develop and explain solutions.
Rarely demonstrates competence in
problem solving; struggles with the
mathematical practices.
Sometimes needs assistance in applying
number sense and operations to investigating
number systems, using rules of exponents,
and translating mathematical symbols and
verbal expressions.
Sometimes needs assistance in identifying
and solving for variables in inequalities and
equivalent equations
Rarely applies number sense and
operations to investigating number
systems, using rules of exponents,
and translating mathematical
symbols and verbal expressions.
Rarely identifies and solves for
variables in inequalities and
equivalent equations without
assistance.
Consistently demonstrates
understanding in problem solving with
functions.
Sometimes needs assistance in understanding
problem solving with functions.
Rarely understands functions
without assistance.
Consistently demonstrates
understanding in working with
polynomial/ rational expressions
concepts.
Sometimes needs assistance in demonstrating
understanding in working with polynomial/
rational expressions concepts.
Rarely demonstrates understanding
in working with polynomial/ rational
expressions concepts, without
assistance.
Consistently identifies and solves for
variables in inequalities and equivalent
equations
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
Revised June 2015 for science
4
Jenks Public Schools 5th Grade Report Card Rubrics
Science
2 – Progressing
70% to 84% of the time
In consistently uses science and
Consistently uses science and engineering
engineering design processes and tools,
design processes and tools e.g.,
sometimes needing assistance, e.g.,
 Asking questions; defining problems
 Asking questions; defining problems
 Developing and using models
 Developing and using models
Understands
 Planning and carrying out
 Planning and carrying out
and uses
investigations
investigations
science and
 Analyzing and interpreting data
 Analyzing and interpreting data
engineering
 Using mathematics and computational
practices
 Using mathematics and computational
thinking
thinking
 Constructing explanations and
 Constructing explanations and
designing solutions
designing solutions
 Engaging in argument from evidence
 Engaging in argument from evidence
 Obtaining, evaluating, and
 Obtaining, evaluating, and
communicating information
communicating information.
Consistently uses understanding of
Inconsistently uses understanding of
Communicates
concepts and key ideas when
concepts and key ideas when contributing to
understanding
contributing to class discussions,
class discussions, participating in group and
of concepts and
participating in group and individual
individual investigations, and completing
content
investigations, and completing oral and oral and written communication tasks;
written communication tasks.
sometimes needs assistance.
Standard
3 – Consistently Successful
85% to 100% of the time
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.
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
Revised June 2015 for science
5
Jenks Public Schools 5th Grade Report Card Rubrics
Social Studies
Standard
3 – Consistently Successful
85% to 100% of the time
Displays understanding
of historical people,
events and their impact
Consistently demonstrates knowledge
of historical events and makes
connections between historical events
and today’s world.
Locates and interprets
information using a
variety of resources
Consistently demonstrates skill in
locating, reading, & interpreting
information from a variety of sources.
Shows understanding of
concepts through
speaking, listening, and
writing
Consistently participates in class
discussions and contributes relevant
information; uses writing to
demonstrate learning and
understanding.
2 – Progressing
70% to 84% of the time
1 – Area of Concern
Less than 70% of the time
Sometimes demonstrates knowledge of
historical events and makes connections
between historical events and today’s
world.
Inconsistently demonstrates skill in
locating, reading, & interpreting
information from a variety of sources;
sometimes needs assistance.
Rarely demonstrates knowledge of
historical events or makes connections
between historical events and today’s
world.
Sometimes participates in class discussions
and contributes relevant information; needs
some assistance to use writing to
demonstrate learning and understanding.
Rarely participates in class discussions or
contributes relevant information; requires
assistance to use writing to demonstrate
learning and understanding.
Rarely demonstrates skill in locating,
reading, & interpreting information from a
source; requires assistance.
Technology
3 – Consistently Successful
85% to 100% of the time
2 – Progressing
70% to 84% of the time
Area of Concern
Less than 70% of the time
Demonstrates
keyboarding
skills.
Consistently uses appropriate posture, finger
positions, and key stroking; demonstrates skill
in keeping eyes on the screen; and typing 15
words per minute with accuracy.
Is inconsistent with posture, finger positions,
& key stroking; developing skill in keeping
eyes on the screen & typing 15 words per
minute with accuracy.
Uses one or two fingers and searches the
keyboard to find the correct key.
Uses various
technologies to
find, evaluate,
organize and
present
information.
Demonstrates skill in producing word
processing texts (with images and graphs), in
locating (using key words), navigating and
evaluating Internet sites, and in
using/developing a wiki (simplified website
using wiki software) or pod cast with
classmates.
Occasionally needs assistance in producing
word processing texts (with images and
graphs), in locating (using key words),
navigating and evaluating Internet sites, and
in using/ developing a wiki (simplified
website using wiki software) or pod cast with
classmates.
Must have assistance in producing word
processing texts (with images and
graphs), in locating (using key words),
navigating and evaluating Internet sites,
and in using/developing a wiki
(simplified website using wiki software)
or pod cast with classmates.
Standard
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
Revised June 2015 for science
6
Jenks Public Schools 5th Grade Report Card Rubrics
Spanish I and Chinese I
Standard
3 – Consistently Successful
85% to 100% of the time
2 – Progressing
70% to 84% of the time
Area of Concern
Less than 70% of the time
Comprehends communications
on familiar topics and
classroom procedures
Consistently listens, understands, and
responds to communications on
familiar topics and classroom
procedures.
Fluently uses formal and informal
language to express needs and
common courtesies and to ask and
answer questions based on self and
familiar topics.
Needs support with listening,
understanding, and responding to
communications on familiar topics and
classroom procedures.
Needs support in using formal and
informal language to express needs and
common courtesies and to ask and
answer questions based on self and
familiar topics.
Struggles with listening, understanding,
and responding to communications on
familiar topics and classroom
procedures.
Rarely uses the language to express
needs and common courtesies or to ask
and answer questions based on self and
familiar topics.
Reads fluently in short, authentic
texts.
Consistently uses basic grammatical
structures to write about familiar
topics.
Can describe similarities and
differences between the target culture
and own.
Needs support in reading short,
authentic texts.
Needs support in using basic
grammatical structures to write about
familiar topics.
Can recognize differences; needs
support in naming similarities between
the target culture and own.
Rarely reads short, authentic texts.
Uses formal and informal
language to express needs and
common courtesies and to ask
and answer questions based on
self and familiar topics
Reads short, authentic texts
Uses basic grammatical
structures to write about
familiar topics
Communicates understanding
of similarities and differences
between the target culture and
own
Struggles to write in the target
language.
Struggles to recognize similarities and
differences between the target culture
and own.
World Languages: Chinese & Spanish
Standard
Understands learned
statements, questions,
commands, & greetings
through listening techniques
Uses formal and informal
language to express needs and
common courtesies
Reads learned words and
phrases in simple texts
3 – Consistently Successful
85% to 100% of the time
2 – Progressing
70% to 84% of the time
Area of Concern
Less than 70% of the time
Consistently listens and understands
learned statements, questions,
commands, and greetings.
Needs support with listening and
understanding learned statements,
questions, commands, and greetings.
Struggles with listening and
understanding learned statements,
questions, commands, and greetings.
Is fluent in expressing needs and
common courtesies in the language.
Needs support in expressing needs &
common courtesies in the language.
Rarely uses the language to express
needs and common courtesies.
Consistently knows and understands
learned words and phrases.
Needs support with learned words and
phrases.
Rarely identifies learned words and
phrases.
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
Revised June 2015 for science
7
Jenks Public Schools 5th Grade Report Card Rubrics
Writes using familiar words
and phrases reproduced from
memory
Communicates understanding
of similarities and differences
between the target culture and
own
Consistently write familiar words or
phrases reproduced from memory.
Needs support in reproducing from
memory and writing familiar words or
phrases.
Struggles to write familiar words or
phrases; cannot reproduce them from
memory.
Can describe similarities and
differences between the target culture
and own.
Can recognize differences; needs
support in naming similarities between
the target culture and own.
Struggles to recognize similarities and
differences between the target culture
and own.
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
Revised June 2015 for science
8