First Grade Report Card Assessment Rubric

First Grade Report Card Assessment Rubric

Fifth Six Weeks

English Language Arts and Reading (ELAR)
Standards / Limited
Progress (LP) / Progressing (P) / Meets the Standard (M) / Assign to most students
Phonics:
Decode words in context and in isolation by applying common letter-sound correspondence including vowel digraphs including oo, ea, ee, ow, and ou,ay,ai,aw,au,ew,oa,ie,andigh
1.3A(v) English Only / Unable to
decode words in context: vowel digraphs including ow, ou,ay,ai, aw, au,ew,oa, ie and igh / Inconsistently able to decode words in context: vowel digraphs
including ow, ou,ay,ai, aw, au,ew,oa, ie and igh / Consistently able to decode words in context: vowel digraphs
including ow, ou,ay,ai, aw, au,ew,oa, ie and igh / M
Phonics:
Use common syllabication patterns to decode words, including open syllable
(CV)(e.g., he, ba-by)
1.3C(ii) English Only / Unable to decode familiar two-syllable words with an open syllable / Inconsistently able to decode familiar two-syllable words with an open syllable / Consistently able to decode familiar two-syllable words with an open syllable / M
Phonics:
Use common syllabication patterns to decode words, including r-controlled vowel sounds (e.g., tar; including er, ir, ur, ar, and or)
1.3C(vi) English Only / Unable to use common syllabication patterns to decode r-controlled vowel sounds / Inconsistently able to use common syllabication patterns to decode r-controlled vowel sounds / Consistently able to use common syllabication patterns to decode r-controlled vowel sounds / M
1.3G Spanish
Decode words that use syllables que-, qui-, queso, quito, gue-, gui-, guiso, juguete / Unable to decode words / Inconsistently able to decode words / Consistently able to decode words / M
Phonics:
Identify and read at least 100 high-frequency words from a commonly used list
1.3H English / Read at least 0-25 words from the district first grade reading list / Read at least 25-79 words from the district first grade reading list / Read at least 80 words form the district first grade reading list / M
Fluency:
Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
1.5A / Able to recognize and use phrasing to improve fluency and comprehension at a level F or below. / Able to recognize and use phrasing to improve fluency and comprehension at a level G. / Able to recognize and use phrasing to improve fluency and comprehension at a level H or above. / M
Vocabulary Development:
Determine what words mean from how they are used in a sentence, either heard or read
1.6C English and Spanish / Unable to identify in depth at least 10-12 vocabulary words selected from authentic texts / Inconsistently able to identify t in depth at least 10-12 vocabulary words selected from authentic texts / Consistently able to identify in depth at least 10-12 vocabulary words selected from authentic texts / M
Vocabulary Development:
Alphabetize a series of words to the first or second letter and use a dictionary to find words.
1.6E English and Spanish / Unable to
alphabetize a series of words to the first or second letter and use a dictionary to find words. / Inconsistently able to
alphabetize a series of words to the first or second letter and use a dictionary to find words. / Consistently able to
alphabetize a series of words to the first or second letter and use a dictionary to find words. / M
Comprehension of Literary Text/Theme and Genre:
Connect the meaning of a well-known story or fable to personal experiences
1.7A / Unable to connect the meaning of a well-known story or fable to personal experiences / Inconsistently able to connect the meaning of a well-known story or fable to personal experiences / Consistently able to connect the meaning of a well-known story or fable to personal experiences / M
Comprehension of Literary Text/Poetry:
Responds to and use rhythm, rhyme, and alliteration in poetry. English and Spanish
1.8A / Unable to read and compare poems written about the same topic / Inconsistently able to read and compare poems written about the same topic / Consistently able to read and compare poems written about the same topic / M
Comprehension of Literary Text/ Fiction:
Describe the plot (problem and solution) and retell a story’s beginning, middle, and end with attention to the sequence of events.
1.9A / Unable to describe the problem and events that lead to the solution / Inconsistently able to describe the problem and events that lead to the solution / Consistently able to describe the problem and events that lead to the solution / M
Comprehension of Literary Text/ Fiction:
Describe characters in a story and explain reasons for their actions and feelings
1.9B / Unable to describe characters in a story and explain reasons for their actions and feelings / Inconsistently able to describe characters in a story and the explain reasons for their actions and feelings / Consistently able to describe characters in a story and the explain reasons for their actions and feelings / M
Independent Reading:
Read independently for a sustained period of time.
1.12A English and Spanish / Able to read with
comprehension and fluency at or below text level F. / Able to read with comprehension and fluency at text level G. / Able to read with comprehension and fluency at H or above. / M
Comprehension of Informational Text/Expository Text:
Restate the main idea, heard, or read 1.14A / Unable to
restate the main idea, heard, or read / Inconsistently able to restate the main idea, heard, or read / Consistently able to restate the main idea, heard, or read / M
Comprehension Skills:
Establish purposes for reading selected texts based upon desired outcome to enhance comprehension.
Fig. 19A English and Spanish / Seldom able to
establish purposes for reading selected texts based upon desired outcome to enhance
comprehension / Frequently able to
establish purposes for reading selected texts based upon desired outcome to enhance
comprehension. / Consistently
to establish purposes for reading selected texts based upon desired outcome to enhance
comprehension / M
Comprehension Skills:
Make inferences about text and use textual evidence to support understanding;
Fig.19D English and Spanish / Seldom able to
make inferences about the reasons for characters actions based upon textual evidence / Frequently able to make inferences about the reasons for characters actions based upon textual evidence / Consistently
to make inferences about the reasons for characters actions based upon textual evidence / M
Writing Process:
Plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);
1.17A English and Spanish / Seldom
uses a simple organizer to sketch pictures or write simple notes to plan the order of events or ideas with some adult assistance / Frequently
uses a simple organizer to sketch pictures or write simple notes to plan the order of events or ideas
with some adult assistance / Consistently uses a simple organizer to sketch pictures or write simple notes to plan the order of events or ideas with some adult assistance / M
Writing Process:
Develop drafts by sequencing ideas through writing sentences;
1.17B English and Spanish / Seldom notices effective techniques in mentor texts and uses them as models for retelling personal experiences / Frequently notices effective techniques in mentor texts and uses them as models for retelling personal experiences / Consistently
notices effective techniques in mentor texts and uses them as models for retelling personal experiences / M
Writing Process:
Revise drafts by adding or deleting a word, phrase, or sentence;
1.17C English and Spanish / Seldom uses prepositional phrases to extend an idea / Frequently uses prepositional phrases to extend an idea / Consistently uses prepositional phrases to extend an idea / M
Writing Process:
Edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric;
1.17D English and Spanish / Seldom able to routinely proofread for capitalization and punctuation to mark sentence boundaries in simple sentences / Frequently
able to
routinely proofread for capitalization and punctuation to mark sentence boundaries in simple sentences / Consistently able to routinely proofread for capitalization and punctuation to mark sentence boundaries in simple sentences / M
Writing/Literary Texts:
Write brief stories that include a beginning, middle, and end
1.18A English and Spanish / Demonstrates proficiency at Stage 4+
Writing Rubric in both development of ideas and conventions
and is unable to use simple text features to organize and extend ideas / Demonstrates some proficiency at Stage5
Writing
Rubric in both development of ideas and conventions and is frequently able to use simple text features to organize and extend ideas / Demonstrates proficiency at Stage 5+ of development of
Writing
Rubric in both development of ideas and conventions and is consistently able to use simple text features to organize and extend ideas / M
Writing/Expository and Procedural Texts:
Write brief compositions about topics of interest to the student
1.19A English and Spanish / Unable to write in math, social studies, and science to describe or explain ideas and information, using observations on first draft writing across the content / Frequently able to write in math, social studies, and science to describe or explain ideas and information, using observations on first draft writing across the content / Consistently able to write in math, social studies, and science to describe or explain ideas and informa-tion, using observations on first draft writing across the content / M
Conventions:
Understand and use the following parts of speech in the context of reading, writing, and speaking: Prepositions
1.20A(v) English and Spanish / Unable to use and understand prepositions / Inconsistently able to use and understand prepositions / Consistently able to use and understand prepositions / M
Handwriting, Capitalization, and Punctuation:
Recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences.
1.21C / Unable to mark sentence boundaries with increasing accuracy for simple sentences in all first draft writing across the contents / Inconsistently able to mark sentence boundaries with increasing accuracy for simple sentences in all first draft writing across the contents / Consistently able to mark sentence boundaries with increasing accuracy for simple sentences in all first draft writing across the contents / M
Spelling:
Use letter-sound patterns to spell: Consonant-vowel-consonant silent e (CVCe) words
1.22B English and Spanish / Unable to spell one syllable words with o_e, u_e, e_e, / Inconsistently able to spell one syllable words with o_e, u_e, e_e, / Consistently able to spell one syllable words with o_e, u_e, e_e, / M
Spelling:
Spell high-frequency words from a commonly used list
1.22C English and Spanish / Seldom able to spell concepts and sight words designated for Grade 1 accurately in all first draft writing across contents / Frequently able to spell concepts and sight words designated for Grade 1 accurately in all first draft writing across contents / Consistently able to spell concepts and sight words designated for Grade 1 accurately in all first draft writing across contents / M
Math
Standards / Limited
Progress (LP) / Progressing (P) / Meets the Standard (M) / Assign to most students*
Algebraic Reasoning:
Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)
1.5E / Seldom / Frequently / Consistently / M
Algebraic Reasoning:
Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation.
1.5F / Determine the unknown whole number in an addition equation when the unknown may be any one of the three terms in the equation. / Determine the unknown whole number in an addition equation when the unknown may be any one of the three or four terms in the equation. / Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation. / M
Algebraic Reasoning:
Apply properties of operations to add and subtract two or three numbers.
1.5G / Apply properties of operations to add two numbers. / Apply properties of operations to add and subtract two numbers. / Apply properties of operations to add and subtract two or three numbers. / M
Geometry and Measurement:
Classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language.
1.6A / Classifies and sorts regular two-dimensional shapes based on attributes. / Classify and sort regular or irregular two-dimensional shapes based on attributes using informal geometric language. / Classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language. / M
Geometry and Measurement:
Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape.
1.6B / Seldom can distinguish between attributes that define a two-dimensional figure. / Distinguish between attributes that define a two-dimensional figure OR attributes that do not define the shape. / Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape. / M
Geometry and Measurement:
Create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons.
1.6C / Creates less than 4 of the 6 two-dimensional figures. / Creates 4 of the 6 two-dimensional figures. / Create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons. / M
Geometry and Measurement:
Identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language.
1.6D / Identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons. / Identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using informalgeometric language. / Identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language. / M
Geometry and Measurement:
Identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language.
1.6E / Identify three-dimensional solids, such as spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms. / Identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using informal geometric language. / Identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language. / M
Geometry and Measurement:
Compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible.
1.6F / Compose two-dimensional shapes by joining two figures to produce a target shape. / Compose two-dimensional shapes by joining two, three, or four figures to produce a target shape. / Compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible. / M
Geometry and Measurement:
Partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words.
1.6G / Partition two-dimensional figures into two equal parts. / Partition two-dimensional figures into two and four fair shares or equal parts. / Partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words. / M
Geometry and Measurement:
Identify examples and non-examples of halves and fourths.
1.6H / Identify examples of halves. / Identify examples of halves and fourths. / Identify examples and non-examples of halves and fourths. / M
Geometry and Measurement:
Use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement.
1.7A / Seldom / Frequently / Consistently / M
Geometry and Measurement:
Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other.
1.7B / Seldom / Frequently / Consistently / M
Geometry and Measurement:
Measure the same object/distance with units of two different lengths and describe how and why the measurements differ.
1.7C / Seldom measure the same object/distance with units of two different lengths. / Measure the same object/distance with units of two different lengths. / Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. / M
Geometry and Measurement:
Describe a length to the nearest whole unit using a number and a unit.
1.7D / Seldom / Frequently / Consistently / M
Science
Standards / Limited
Progress (LP) / Progressing (P) / Meets the Standard (M) / Assign to most students*
Scientific Investigation and Reasoning:
Recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately.
1.1A
Recognize the importance of safe practices to keep self and others safe and healthy.
1.1B
Identify and learn how to use natural resources and materials, including conservation and reuse or recycling of paper, plastic, and metals.
1.1C / Seldom / Frequently / Consistently / P
Scientific Investigation and Reasoning:
Ask questions about organisms, objects, and events observed in the natural world.
1.2A
Plan and conduct simple descriptive investigations such as ways objects move.
1.2B
Collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools.
1.2C
Record and organize data using pictures, numbers, and words.
1.2D
Communicate observations and provide reasons for explanations using student generated data from simple descriptive investigations.
1.2E / Seldom / Frequently / Consistently / P
Scientific Investigation and Reasoning:
Identify and explain a problem such as finding a home for a classroom pet and propose a solution in his/her own words.
1.3A
Make predictions based on observable patterns.
1.3B
Describe what scientists do.
1.3C / Seldom / Frequently / Consistently / P
Scientific Investigation and Reasoning: