Cleveland City Schools
Elementary Standards Aligned Report Card
Second Grade Rubrics
2016-2017

English Language Arts

Rubrics

Second Grade ELA – Reading Literature

Report Card Descriptor / Reporting Period / 4 – Excellent Progress
Exceeds the standard / 3 – Satisfactory Progress
Meets the standard / 2 - Limited Progress
Approaches the standard / 1 – Needs Improvement
Does not meet the standard
1 / 2 / 3 / 4
Key Ideas and Details
1. Ask and answer such questions as who, what, where when, why and how to demonstrate understanding of key details in a text. / X / X / X / X / Consistently able to ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. / Consistently asks and answers such questions as who, what, where when, why and demonstrates understanding of key details in a text. / Inconsistently asks and answers such questions as who, what, where when, why and how to demonstrate understanding of key details in a text. / Unable to ask and answer such questions as who, what, where when, why and how to demonstrate understanding of key details in a text.
Key Ideas and Details
2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. / X / X / X / X / Consistently able to recount stories, including fables, folktales, and myths from diverse cultures and determine the central message, lesson, or moral and explain how it is conveyed through the details. / Consistently recounts stories, including fables and folktales from diverse cultures, and determines their central message, lesson, or moral. / Retells stories, including key details, and demonstrates understanding of their central message or lesson. / With prompting and support, retell familiar stories, including key details.
Report Card Descriptor / Reporting Period / 4 – Excellent Progress
Exceeds the standard / 3 – Satisfactory Progress
Meets the standard / 2 - Limited Progress
Approaches the standard / 1 – Needs Improvement
Does not meet the standard
1 / 2 / 3 / 4
Key Ideas and Details
3. Describe how characters in a story respond to major events and challenges. / X / X / X / Consistently able to describe the traits, motivations, or feelings of the characters in a story and explain how their actions contribute to events. / Consistently describes how characters in a story respond to major events and challenges. / Describes characters, settings, and major events in a story, using key details. / With prompting and support, identifies characters, settings, and major events in a story.
Craft and Structure
4. Describe how words and phrases supply rhythm and meaning in a story, poem, or song. / X / X / Consistently determines the meaning of words and phrases as they are used in text, distinguishing literal from nonliteral language. / Consistently describes how words and phrases supply rhythm and meaning in a story, poem, or song. / Identifies words and phrases in stories or poems that suggest feelings or appeal to the senses. / Asks and answers questions about unknown words in text.
Report Card Descriptor / Reporting Period / 4 – Excellent Progress
Exceeds the standard / 3 – Satisfactory Progress
Meets the standard / 2 - Limited Progress
Approaches the standard / 1 – Needs Improvement
Does not meet the standard
1 / 2 / 3 / 4
Craft and Structure
5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. / X / X / X / X / Consistently refers to parts of stories, dramas, and poems when writing or speaking about a text; use specific terms. / Consistently describes the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. / Explains major differences between books that tell a story and books that give information, drawing on a wide range of text types. / Recognizes common types of texts (e.g., storybooks, poems).
Craft and Structure
6. Acknowledge differences in the points of view of characters including by speaking in a different voice for each character when reading aloud. / X / X / X / Consistently distinguish their own point of view from that of the narrator or those of the characters. / Consistently acknowledges differences in the points of view of characters including by speaking in a different voice for each character when reading aloud. / Identifies who is telling the story at various points in a text. / With prompting and support, names the author and illustrator and defines their roles in telling the story.
Report Card Descriptor / Reporting Period / 4 – Excellent Progress
Exceeds the standard / 3 – Satisfactory Progress
Meets the standard / 2 - Limited Progress
Approaches the standard / 1 – Needs Improvement
Does not meet the standard
1 / 2 / 3 / 4
Integration of Knowledge and Ideas
7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. / X / Consistently explains how specific aspects of a text’s illustrations contributed to what is conveyed by the words in a story. / Consistently uses information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. / Uses illustrations and details in a story to describe its characters, setting, or events. / With prompting and support, describes the relationships between illustrations and the story in which they appear.
Integration of Knowledge and Ideas
8. Not applicable to literature
Integration of Knowledge and Ideas
9. Compare and contrast two or more versions of the same story by different authors or from different cultures. / X / Consistently compare and contrast the themes, settings, and plots of stories by same author about the same/similar characters. / Consistently compares and contrast two or more versions of the same story by different authors or from different cultures. / Compares and contrasts the adventures and experiences of characters in stories. / With prompting and support, compares and contrasts the adventures and experiences of characters in familiar stories.
Report Card Descriptor / Reporting Period / 4 – Excellent Progress
Exceeds the standard / 3 – Satisfactory Progress
Meets the standard / 2 - Limited Progress
Approaches the standard / 1 – Needs Improvement
Does not meet the standard
1 / 2 / 3 / 4
Range of Reading and Level of Text Complexity
10. Read and comprehend literature, including stories and poetry, Satisfactory Progressly with scaffolding as needed. / X / X / X / X / Consistently able to read and comprehend literature, dramas, and poetry at the high end of the third grade complexity band. / Consistently reads and comprehends literature, including stories and poetry, Satisfactory Progress with scaffolding as needed. / With prompting and support, reads prose and poetry of appropriate complexity for first grade. / Unable to read literature, prose and poetry of appropriate complexity for first grade with prompting and support.

Second Grade ELA – Reading Informational Text

Report Card Descriptor / Reporting Period / 4 – Excellent Progress
Exceeds the standard / 3 – Satisfactory Progress
Meets the standard / 2 - Limited Progress
Approaches the standard / 1 – Needs Improvement
Does not meet the standard
1 / 2 / 3 / 4
Key Ideas and Details
1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. / X / X / X / X / Consistently asks and answers questions to demonstrate understanding of a text, referring explicitly to the text as basis for the answers. / Consistently asks and answers such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. / Asks and answers questions about key details in a text. / With promptingand support, asks and answers questions about key details in text.
Key Ideas and Details
2. Identify the main topic of a multi paragraph text as well as the focus of specific paragraphs within the text. / X / X / X / X / Consistently determines the main idea of a text; recounts the key details and explain how they support the main idea. / Consistently Identifies the main topic of a multi paragraph text as well as the focus of specific paragraphs within the text. / Identifies the main topic and retells key details of a text. / With prompting and support, identifies the main topic and retell key details of a text.
Report Card Descriptor / Reporting Period / 4 – Excellent Progress
Exceeds the standard / 3 – Satisfactory Progress
Meets the standard / 2 - Limited Progress
Approaches the standard / 1 – Needs Improvement
Does not meet the standard
1 / 2 / 3 / 4
Key Ideas and Details
3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. / X / X / X / Consistently describes the relationship between a series of historical events, scientific ideas using language that pertains to time, sequence, and cause/effect. / Consistently describes the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. / Describes the connection between two individuals, events, ideas, or pieces of information in a text. / With prompting and support, describes the connection between two individuals, events, ideas, or pieces of information in a text.
Craft and Structure
4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic. / X / X / X / X / Consistently determines the meaning of general academic and domain specific words and phrases in a text. / Consistently determines the meaning of words and phrases in a text relevant to a grade 2 topic. / Able to asks and answers questions to help determine or clarify the meaning of words or phrases in a text. / With prompting and support, asks and answers questions to help determine or clarify the meaning of words or phrases in a text.
Craft and Structure
5. Know and use various text features to locate key facts or information in a text efficiently. / X / X / Consistently usestext features and search tools to locate information relevant to a given topic. / Consistently knows and uses various text features to locate key facts or information in a text efficiently. / Inconsistently knows and uses various text features to locate key facts or information in a text. / Able to identify the front cover, back cover, and title page of a book.
Report Card Descriptor / Reporting Period / 4 – Excellent Progress
Exceeds the standard / 3 – Satisfactory Progress
Meets the standard / 2 - Limited Progress
Approaches the standard / 1 – Needs Improvement
Does not meet the standard
1 / 2 / 3 / 4
Craft and Structure
6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. / X / X / Consistently distinguishes their own point of view from that of the author of a text. / Consistently identifies the main purpose of a text, including what the author wants to answer, explain, or describe. / Distinguishes between information provided by pictures or other illustrations and information provided by words in a text. / Able to name the author and illustrator of a text and define the role of each in presenting ideas or information in a text.
Integration of Knowledge and Ideas
7. Explain how specific images contribute to and clarify a text. / X / X / Consistently uses information gained from illustrations and the words in a text to demonstrate understanding of the text. / Consistently explains how specific images contribute to and clarify a text. / Uses the illustrations and details in a text to describe its key ideas. / With prompting and support, describes the relationship between illustrations and texts.
Integration of Knowledge and Ideas
8. Describe how reasons support specific points the author makes in a text. / X / X / Consistently describes the logical connection between particular sentences and paragraphs in a text. / Consistently
describes how reasons support specific points the author makes in a text. / Identifies the reasons an author gives to support points in a text. / With prompting and support, identifies the reasons an author gives to support points in a text.
Report Card Descriptor / Reporting Period / 4 – Excellent Progress
Exceeds the standard / 3 – Satisfactory Progress
Meets the standard / 2 - Limited Progress
Approaches the standard / 1 – Needs Improvement
Does not meet the standard
1 / 2 / 3 / 4
Integration of Knowledge and Ideas
9. Compare and contrast the most important points presented by two texts on the same topic. / X / X / Consistently compares and contrasts the most important points and key details presented in two texts on the same topic. / Consistently compares and contrasts the most important points presented by two texts on the same topic. / Identifies basic similarities in and differences between two texts on the same topic. / With prompting and support, identifies the basic similarities in and differences between two texts on the same topic.
Range of Reading and Level of Text Complexity
10. Read and comprehend informational texts, including history, science, and technical texts Satisfactory Progressly with scaffolding as needed. / X / X / X / X / Consistently able to read and comprehend informational texts, history/social studies, and science at the high end of the third grade complexity band. / Consistently reads and comprehends informational texts, including history, science, and technical texts Satisfactory Progressly with scaffolding as needed. / With prompting and support, reads informational texts appropriately complex for grade 1. / Actively engages in group reading activities with purpose and understanding.

Second Grade ELA – Reading Foundational Skills

Report Card Descriptor / Reporting Period / 4 – Excellent Progress
Exceeds the standard / 3 – Satisfactory Progress
Meets the standard / 2 - Limited Progress
Approaches the standard / 1 – Needs Improvement
Does not meet the standard
1 / 2 / 3 / 4
1. NA for 2nd Grade
2. NA for 2nd Grade
Phonics and Word Recognition
3. Know and apply grade level phonics and word analysis skills in decoding words. / X / X / X / X / Consistently identifies and knows the meaning of the most common prefixes and derivational suffixes. / Consistently knows and applies grade level phonics and word analysis skills in decoding words.
Distinguish long and short vowels when reading regularly spelled one-syllable words. / Knows the spelling sound correspondences for common consonant diagraphs. / Is able to associate the long and short sounds with common spellings for the five major vowels.
Phonics and Word Recognition
3a. Distinguish long and short vowels when reading regularly spelled one-syllable words. / X / Consistently distinguishes between long and short vowels in regularly multi-syllable words. / Consistently distinguishes long and short vowels when reading regularly spelled one-syllable words. / Inconsistently distinguishes long and short vowels when reading regularly spelled one-syllable words. / Is unable to distinguish long and short vowels when reading regularly spelled one-syllable words.
Phonics and Word Recognition
3b. Know spelling-sound correspondence for additional common vowel teams. / X / X / Consistently decodes words with common Latin suffixes. / Consistently knows spelling-sound correspondence for additional common vowel teams. / Knowsthe final –e and common vowel team conventions for representing long vowel sounds. / Unableto name the final –e and common vowel team conventions for representing long vowel sounds.
Report Card Descriptor / Reporting Period / 4 – Excellent Progress
Exceeds the standard / 3 – Satisfactory Progress
Meets the standard / 2 - Limited Progress
Approaches the standard / 1 – Needs Improvement
Does not meet the standard
1 / 2 / 3 / 4
Phonics and Word Recognition
3c. Decode regularly spelled two-syllables with long vowels. / X / X / X / Consistently decodes multi-syllable words. / Consistently decodes regularly spelled two-syllables with long vowels. / Able to decode two-syllable words following basic patterns by breaking words into syllables. / Unable to decode two syllable words following basic patterns by breaking words into syllables.
Phonics and Word Recognition
3d. Decode words with common prefixes and suffixes. / X / X / X / X / Consistently decodes above grade level words with common prefixes and suffixes. / Consistently decodes words with common prefixes and suffixes. / Able to read words with endings such as
–ed,-es, and -s. / Unable to read words with endings such as
-ed, -es, and –s.
Phonics and Word Recognition
3e. Identify words with inconsistent but common spelling-sound correspondences. / X / X / X / X / Consistently identifies both common and uncommon words with inconsistent spelling-sound correspondences. / Consistently identifies words with inconsistent but common spelling-sound correspondences. / Inconsistently identifies words with inconsistent but common spelling-sound correspondences. / Unable to identify words with inconsistent but common spelling-sound correspondences.
Phonics and Word Recognition
3f. Recognize and read grade- appropriate irregularly spelled words. / X / Consistently recognizes and reads above grade level irregularly spelled words. / Consistently recognizes and reads grade- appropriate irregularly spelled words. / Recognizes and reads below grade-level appropriate irregularly spelled words. / Unable to recognize and read any irregularly spelled words.
Report Card Descriptor / Reporting Period / 4 – Excellent Progress
Exceeds the standard / 3 – Satisfactory Progress
Meets the standard / 2 - Limited Progress
Approaches the standard / 1 – Needs Improvement
Does not meet the standard
1 / 2 / 3 / 4
Fluency
4. Read with sufficient accuracy and fluency to support comprehension. / X / X / X / X / Consistently able to read more complex texts accurately and fluently to support comprehension. / Consistently able to read accurately and fluently to support comprehension. / Inconsistently able to read accurately and fluently with limited comprehension. / Unable to read accurately and fluently with comprehension.
Fluency
4a. Read on-level text with purpose and understanding. / X / X / X / X / Consistently reads above grade level text with purpose and understanding. / Consistently
reads on-level text with purpose and understanding. / Reads below grade level text with purpose and understanding. / Unable to read below gradelevel text with purpose and understanding.
Fluency
4b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. / X / X / X / X / Consistently reads above grade level text orally with accuracy, appropriate rate, and expression on successive readings. / Consistently reads on-level text orally with accuracy, appropriate rate, and expression on successive readings. / Able to read below grade level texts with accuracy, appropriate rate, and expression on successive readings. / Unable to read below grade level texts with accuracy, appropriate rate, and expression on successive readings.
Fluency
4c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. / X / X / X / X / Consistently uses more complex context to confirm or self-correct word recognition and understanding, rereading as necessary. / Consistently uses context to confirm or self-correct word recognition and understanding, rereading as necessary. / Inconsistently uses context to confirm or self- correct word recognition and understanding, rereading as necessary. / Unable to use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Second Grade ELA – Writing