Jenks Public Schools 6th Grade Report Card Rubrics
Reading/Language Arts
Standard
Student’s text level
Reads
independently
Responds critically
to reading using
multiple
comprehension
strategies.
Demonstrates
research skills
Uses the writing
process to
communicate
through a variety of
written forms &
with a variety of
audiences.
Listens critically
and responds
appropriately to all
forms of oral
communication
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 belowgrade level texts or in at-grade level texts or in above-grade level texts.
Reads in a choppy manner: misses
Reads with expression and fluency and
Reads line-by-line with some fluency.
punctuation clues, substitutes words, and
at an appropriate rate. Reads for
Needs teacher direction to remain focused on
points to individual words. Is unable to
increasingly sustained periods of time.
reading.
focus for sustained periods of time.
Consistently monitors comprehension,
Almost always monitors comprehension,
Infrequently monitors comprehension, asks
asks questions, visualizes, infers,
asks questions, visualizes, infers, activates/
questions, visualizes, infers, activates/
activates/ connects to background
connects to background knowledge,
connects to background knowledge,
knowledge, synthesizes, and determines
synthesizes, and determines importance.
synthesizes, and determines importance.
importance.
Consistently uses a research process:
Almost always uses a research process;
Struggles in using a research process, always
identifying key words & concepts,
sometimes needs assistance in identifying
needs assistance in identifying key words &
developing a search strategy by
key words & concepts, developing a search
concepts, developing a search strategy by
determining appropriate sources,
strategy by determining appropriate sources, determining appropriate sources, locating &
locating & evaluating resources,
locating & 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.
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 6th Grade Report Card Rubrics
Mathematics: EDM
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
Demonstrates
understanding in number
systems.
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.
Demonstrates
understanding in
ratios/proportions.
Consistently demonstrates
understanding in problem solving with
ratios/ proportional relationships.
Sometimes needs assistance in
demonstrating understanding in problem
solving with ratios/ proportional
relationships.
Rarely demonstrates understanding in
problem solving with
ratios/proportional relationships,
without assistance.
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
Rarely identifies and solves for
variables in expressions and
equivalent equations without
assistance.
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.
Rarely collects, organizes, constructs,
and interprets displays of data for
graphs or understands probability
concepts.
Demonstrates skill in
problem solving
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.
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
Revised June 2015 for science
2
Jenks Public Schools 6th 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 6th 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 6th Grade Report Card Rubrics
Science
3 – Consistently Successful
85% to 100% of the time
Consistently uses science and
Understands
engineering design processes and tools
and uses
e.g.,
science and
engineering
 Asking questions; defining problems
practices
 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 Consistently uses understanding of
understanding concepts and key ideas when
of concepts and contributing to class discussions,
participating in group and individual
content
investigations, and completing oral and
written communication tasks.
Standard
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.
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 to understanding of concepts and key ideas
class discussions, participating in group and when contributing to class discussions,
individual investigations, and completing
participating in group and individual
oral and written communication tasks;
investigations, and completing oral and
sometimes needs assistance.
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 6th Grade Report Card Rubrics
Social Studies
Standard
Displays
understanding of
geography and its
impact
3 – Consistently Successful
85% to 100% of the time
Consistently demonstrates knowledge
of geography and makes connections
between geography and its impact on
people, cultures, and the
environment.
Locates and interprets Consistently demonstrates skill in
using a variety of geographical tools
information using a
to locate and interpret information.
geographical tools
Shows understanding
of concepts through
speaking, listening,
and writing
Consistently participates in class
discussions and contributes relevant
information; uses writing to
demonstrate understanding.
2 – Progressing
70% to 84% of the time
1 – Area of Concern
Less than 70% of the time
Sometimes demonstrates knowledge of
geography and makes connections
between geography and its impact on
people, cultures, and the environment.
Rarely demonstrates knowledge of
geography and makes connections
between geography and its impact on
people, cultures, and the environment.
Inconsistently demonstrates skill in
using a variety of geographical tools to
locate and interpret information;
sometimes needs assistance.
Sometimes participates in class
discussions and contributes relevant
information; sometimes uses writing to
demonstrate understanding
Rarely demonstrates skill in using a
variety of geographical tools to locate
and interpret information; requires
assistance.
Rarely participates in class discussions
or contributes relevant information;
rarely uses writing to demonstrate
understanding
Technology
Standard
Demonstrates
keyboarding
skills.
Uses various
technologies to
find, evaluate,
organize and
present
information.
3 – Consistently Successful
85% to 100% of the time
2 – Progressing
70% to 84% of the time
Consistently uses appropriate posture, finger
positions, and key stroking; demonstrates
skill in keeping eyes on the screen; and
typing a minimum of 30 words per minute
with 95% accuracy in three 3-minute timed
writings.
Demonstrates skill in producing a web page
with classmates, in using/developing a wiki
(simplified website using wiki software),
blog or pod cast with classmates, and in
locating (using key words), navigating and
evaluating the accuracy, relevance, and bias
of Internet sites.
Is inconsistent with posture, finger positions,
and key stroking; developing skill in keeping
eyes on the screen and typing a minimum of
30 words per minute with 95% accuracy in
three 3-minute timed writings.
Uses one or two fingers and searches the
keyboard to find the correct key.
Occasionally needs assistance in producing a
web page with classmates, in
using/developing a wiki (simplified website
using wiki software), blog or pod cast with
classmates, and in locating (using key words),
navigating and evaluating the accuracy,
relevance, and bias of Internet sites.
Must have assistance in producing a web
page with classmates, in using/developing a
wiki (simplified website using wiki
software), blog or pod cast with classmates,
and in locating (using key words), navigating
and evaluating the accuracy, relevance, and
bias of Internet sites.
Area of Concern
Less than 70% of the time
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
Revised June 2015 for science
6
Jenks Public Schools 6th 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
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
Consistently listens, understands, and
responds to communications on
familiar topics and classroom
procedures.
Needs support with listening,
understanding, and responding to
communications on familiar topics and
classroom procedures.
Struggles with listening, understanding,
and responding 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 in using formal and
informal language to express needs and
common courtesies and to ask and
answer questions based on self and
familiar topics.
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.
Rarely 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
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.
Struggles to write in the target
language.
Struggles to recognize similarities and
differences between the target culture
and own.
World Languages: Chinese & Spanish
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
Understands learned
Consistently listens and understands
Needs support with listening and
Struggles with listening and
statements, questions,
learned statements, questions,
understanding learned statements,
understanding learned statements,
commands, & greetings
commands, and greetings.
questions, commands, and greetings.
questions, commands, and greetings.
through listening techniques
Uses formal and informal
Is fluent in expressing needs and
Needs support in expressing needs &
Rarely uses the language to express
language to express needs and
common courtesies in the language.
common courtesies in the language.
needs and common courtesies.
common courtesies
Reads learned words and
Consistently knows and understands
Needs support with learned words and
Rarely identifies learned words and
learned words and phrases.
phrases.
phrases.
phrases in simple texts
*Suggested Assessment Tools: Teacher observations, rubrics, checklists, completion of tasks, manipulatives, journals, and portfolios.
Revised June 2015 for science
7
Jenks Public Schools 6th 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