Brewster School Rubrics Grade 2
Language Arts
Knows Bedrock sight words
4
3
2
1
Has extensive sight word vocabulary and picks up new words independently
Has mastered 95% of Bedrock list 2
Has mastered Bedrock list 1 and 50% of Bedrock list 2
Is working on Bedrock list 1
Decodes unfamiliar words
4
3
2
1
Applies phonics skills that exceed grade level expectations
Applies grade level phonics skills to decode unfamiliar words
Applies some grade level phonics skills
Does not yet apply grade level phonics skills
Applies reading strategies to unfamiliar text
4
3
2
1
Applies all strategies consistently and independently
Applies a combination of phonics, word chunks, pictures, context clues, grammatical clues to unfamiliar text
Applies some strategies to unfamiliar text
Begins to apply strategies to unfamiliar text with prompting
Reads and comprehends at grade level
4
3
2
1
Reads and comprehends text that is above end-of-year grade level expectations
Reads and comprehends text that meets end-of-year grade level expectations
Making progress toward reading and comprehending text that meets end-of-year grade level expectations
Beginning to develop skills and strategies needed to read and comprehend grade level text
Comprehends fiction
4
3
2
1
Identifies story elements; begins to identify main ideas and/or summarize
Identifies story elements (character, setting, events in sequence, problem, solution, important details)
Identifies story elements with prompts
Does not identify story elements
Uses comprehension strategies
4
3
2
1
Uses a variety of strategies independently
Uses some comprehension strategies independently
Uses some comprehension strategies with minimal prompting
Is beginning to use comprehension strategies with prompts
Comprehends non-fiction
4
3
2
1
Answers literal questions and begins to answer inferential questions; supports answers with evidence from the text in writing
Answers literal questions; supports answers with evidence from text
Answers literal questions independently; needs guidance to support answers from text
Answers questions with guidance
Demonstrates oral fluency in reading
4
3
2
1
Consistently uses phrasing, punctuation, and expression while reading aloud
Begins to use phrasing, punctuation, and expression while reading aloud
Begins to use phrasing, punctuation while reading aloud
Reads aloud word by word
Makes appropriate book choices independently
4
3
2
1
Always selects books based on interest and awareness of reading ability
Frequently selects books based on interest and awareness of reading ability
Occasionally selects books based on interest and awareness of reading ability
Needs teacher guidance to select appropriate books
Makes written responses to reading
4
3
2
1
Bases responses on information or examples from text, self and other text
Bases responses on information or examples from text and self
Bases responses on literal information from text
Rarely bases responses on information from text
Generates and sustains writing
4
3
2
1
Consistently and independently generates ideas and sustains writing in a variety of genres
Generates ideas and sustains writing
Needs occasional assistance to generate ideas and begin to sustain writing
Needs teacher assistance to generate ideas
Records ideas independently using phonetic spelling
4
3
2
1
Consistently uses conventional spelling patterns
Uses many conventional spelling patterns (word chunks, endings, silent e)
Represents all syllables in words with most consonants and some vowels
Uses beginning, middle and ending consonants and begins to use some vowels
Uses standard spelling of grade 2 words
4
3
2
1
Uses standard spelling of the130 high frequency words and begins to develop spelling conventions and patterns
Uses standard spelling of priority words (1-30) in written work and can spell at least 95% of high frequency words to 130
Inconsistent spelling of priority words (1-30) and high frequency words to 130
Relies on phonetic spelling, misspells many priority words (1-30)
Demonstrates fluency in writing
4
3
2
1
Varies sentence structure to create smooth transitions from idea to idea while remaining on topic
Begins to vary sentence structure to create smooth transitions from idea to idea while remaining on topic
Writes simple and compound sentences that relate to the topic
Writes simple sentences that relate to the topic
Elaborates and clarifies in writing
4
3
2
1
Uses more specific details than general details to independently write a fully elaborated essay
Uses a mix of general and specific details
Uses general and specific details with guidance
Begins to use general details
Uses logical sequence in writing
4
3
2
1
Writes a narrative with an entertaining beginning, description of setting, suspense, main idea, and extended ending
Writes a narrative with a clear beginning, middle, and end and a logical sequence of details
Connects ideas with a beginning, middle, and end
Begins to connect ideas with a beginning, middle, and end
Uses capitals
4
3
2
1
Uses capital letters appropriately at the beginning of sentences, with proper nouns, and with the pronoun I, and uses lower case letters
correctly
Uses capital letters appropriately at the beginning of sentences, with proper nouns, and with the pronoun I, and uses lower case letters
correctly with minimal prompting
Begins to use capital letters appropriately at the beginning of sentences, with proper nouns, and with the pronoun I with guidance
Primarily uses capital letters
Uses punctuation
4
3
2
1
Uses appropriate ending punctuation independently
Uses appropriate ending punctuation with minimal prompting
Begins to use ending punctuation appropriately with guidance
Does not use ending punctuation appropriately
Communicates spoken ideas
4
3
2
1
Communicates spoken ideas clearly and elaborates
Communicates spoken ideas clearly and elaborates with prompts
Communicates spoken ideas clearly
Communicates spoken ideas clearly with prompts
Mathematics
Knows addition facts to 10
4
3
2
1
Memorizes facts with sums beyond 10
Memorizes facts with sums to 10
Memorizes some facts with sums to 10
Relies on manipulatives to solve addition facts
2/15/16
Knows subtraction facts from 10
4
3
2
1
Memorizes subtraction facts from 10 and beyond
Memorizes subtraction facts from 10
Memorizes some subtraction facts from 10
Relies on manipulatives to solve subtraction facts
Understands and uses place value concepts
4
3
2
1
Applies an understanding of place value beyond 3 digit numbers
Applies an understanding of place value to 3 digit numbers
Needs manipulatives to understand place value
Does not yet understand place value
Adds double digit numbers
4
3
2
1
Adds double digit numbers with regrouping
Adds double digits accurately without regrouping without manipulatives
Adds double digit numbers without regrouping with manipulatives
Does not add double digit numbers
Subtracts double digit numbers
4
3
2
1
Subtracts double digits with regrouping
Subtracts double digit numbers without regrouping without manipulatives
Subtracts double digit numbers without regrouping with guidance/manipulatives
Does not subtract double digit numbers
Understands and interprets graphs
4
3
2
1
Inputs data on a graph outline and interprets tally graphs, bar graphs, and pictographs using multiple correspondence
Inputs data on a graph outline and interprets tally graphs, bar graphs, and pictographs using 1- to-1 correspondence
Gets information from bar graphs and pictographs and begins to use appropriate math language
Gets information from pictographs
Uses a calendar
4
3
2
1
Generates calendar math problems
Uses the calendar as a tool
Knows days of week, months of year, today’s month, day, and date
Begins to know days of week, months of year, today’s month, day, and date
Knows fractions 1/2, 1/4, 1/3
4
3
2
1
Identifies fractional parts of a set and begins to compare fractions
Describes, writes, and names fractions and begins to identify fractional parts of a set
Names and begins to describe fractions
Begins to name fractions
Tells time
4
3
2
1
Tells time to the 1/4 hour and by 5 minute intervals
Tells time to the hour and 1/2 hour
Tells time to the hour
Does not yet tell time
Knows names and value of coins
4
3
2
1
Adds coin values
Knows the names and values of the 5 standard coins
Identifies penny, nickel, dime and quarter and knows value
Confuses coin names and values
Rounds numbers to estimate
4
3
2
1
Begins to use rounding to solve estimation problems
Compares and rounds numbers to the nearest 10 using place value models and number lines to make reasonable estimates
Begins to compare and round numbers to the nearest 10 using place value models and number lines to make reasonable estimates
Begins to compare numbers to make reasonable estimates
Identifies, draws, and manipulates shapes
4
3
2
1
Explains the attributes of circles, squares, rectangles, triangles, hexagons, and parallelograms; begins to identify quadrilateral, trapezoids,
pentagons, and equilateral triangles
Identifies hexagons and parallelograms; explains the attributes of circles, squares, rectangles, and triangles
Identifies, draws, and begins to explain attributes of circles, squares, rectangles, and triangles
Identifies circles, squares, rectangles, and triangles in a variety of positions
2/15/16
Extends, completes, and identifies number patterns
4
3
2
1
Extends, completes and identifies more complex number patterns
Extends, completes and identifies simple number patterns
Begins to identify attributes used in number patterns
Begins to transfer shape pattern rules to numbers
Solves open-ended word problems
4
Understands math problems; uses effective math problem-solving strategies; consistently performs accurate computations; explains
strategies clearly
Understands math problems; uses multiple strategies to solve problems; begins to explain strategies clearly
Understands math problems; finds a solution to problems; begins to explain strategies with guidance
Sometimes finds a solution to problems but is unable to explain strategies
3
2
1
Science
Uses scientific inquiry to explore science concepts
4
3
2
1
Asks questions, makes predictions, gathers data, records observations and draws conclusions
Asks questions, makes predictions, gathers data, and records observations independently
Asks questions, makes predictions, gathers data and records observations with assistance
Needs assistance to asks questions, make predictions, and record observations
Lifelong Learning/Core Ethical Values
4
3
2
1
Exemplary:
Proficient:
Developing:
Emerging:
Performance exceeds expectations
Consistently meets expectations
Making progress toward meeting expectations
Beginning to meet expectations
Demonstrates Respect



Listens and follows directions
o Is focused and attentive during discussions
o Maintains focus and attention on speaker
o Makes relevant comments
o Does not distract self or others
Respects others’ opinions and point of view
o Recognizes that there are differences of opinion
o Can identify a point of view other than his/her own
o Is able to understand different opinions and points of view
Works cooperatively and productively with others
o Stays on task during group work
o Contributes to group work and discussion
o Works cooperatively with a variety of classmates
Demonstrates Responsibility



Strives to produce quality work
o Shows thoroughness
o Demonstrates his/her best effort
o Demonstrates legibility and neatness to his/her best ability
o Willing to check and improve work when asked
o Shows accuracy and care
Stays with task to completion
o Makes appropriate choices to complete tasks and meet goals (seat choice, use of time); can plan his/her day
o Makes good use of time
o Completes tasks within time limit
o Works without disturbing others
Demonstrates self-control
o Controls impulsive behavior
o Uses appropriate volume and tone of voice
o Moves safely
o Uses materials appropriately
o Makes smooth transitions
o Does not distract others
Honesty

Accepts responsibility for own actions and words
o Takes ownership for behavior
o Takes ownership for school work
2/15/16
Kindness


Interacts positively with others
o Is polite and courteous
o Is mindful of others’ feelings
o Includes others and does not exclude
o Is tolerant and accepting of differences
o Honors accomplishments of others
Helps others and makes positive contribution to the classroom
o Assists others without being asked
o Performs classroom and or school chores
Courage

Takes responsible academic and social risks
o Is able to take a thoughtful chance
o Responsibly tries new things to move beyond his/her comfort level
o Asks appropriately for help if needed
o Defends what is known to be right
2/15/16