Grade 3 Academic Report Card Rubric
Term 3
Reading/Language Arts
* = Benchmark (where we want students to be)
1
Not Meeting
Standard
2
Approaching
Standard
3*
Meeting Standard
4
Exceeding Standard
Foundational Skills
Knows and applies grade-level phonics and word analysis skills in decoding
• Identifies and know the meaning of
• Applies letter-sound correspondences
common prefixes and suffixes
• Decodes words by chunking syllables,
• Decodes multisyllabic words by chunking root/base words, prefixes, and suffixes in
syllables
context and out of context
• Reads grade-appropriate irregularly spelled
words
Reads with sufficient accuracy and fluency to support comprehension
Student is
Student rarely
• Reads on-level text (38-38NF) with
• Reads above-level text (40 and above) with
progressing toward
meets the
purpose
and
understanding
purpose and understanding
meeting the
expectations for
• Reads on level prose and poetry(text 38- • Reads above-level prose and poetry(40 and
this marking period standard for this
marking period
38NF) with 96% accuracy and at a rate of 90- above) with 96% accuracy and at a rate of
120 words correct per minute
110 words correct per minute or greater
• Reads on-level text (38-38NF) with
• Reads above-level text (40 and above) with
expression
expression
• Use context to confirm or self-correct
• Use context to confirm or self-correct
word recognition and understanding,
word recognition and understanding,
rereading as necessary
rereading as necessary
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
Key Ideas and Details
Asks and answers text dependent questions to demonstrate understanding of texts (L/I)
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
• Demonstrates an understanding of how to • Supports responses to literal and
answer questions, using details and support inferential questions using quoted text
from the text
evidence
Uses text details to recount stories and explain their central message, lesson or moral (L)
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
• Retells stories in sequence
• When retelling, Includes story elements,
such as character(s), setting, problem,
solution
• Identifies lessons or morals learned by the
main character(s)
Additionally:
• Identifies theme of story, dramas , or
poem from details in the text
• Identifies how characters in story or
drama respond to challenges
Describes how characters contribute to the sequence of events in a story (L)
• Describes characters’ traits, motivations,
and/or feelings
• Explains how characters’ actions
contribute to the sequence of events in a
story
• Describes characters’ traits, motivations,
thoughts, words, actions and/or feelings
• Explains how characters’ motivations,
thoughts, words or actions contribute to the
sequence of events in a story, or to the
problem/solution of the story
Grade 3 Academic Report Card Rubric
Term 3
Determines the main idea of text and explains how key details support the main idea (I)
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
• Describes what an informational text is
mostly about using details from the text
• Identifies what a text is mostly about and
cites important details about the main idea,
paraphrasing details in own words
Uses time, sequence and/or cause/effect language to describe events, ideas or concepts (I)
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
• Describes events using time order words
and cause/effect relationships
• Describes what happened in historical or
scientific texts
• Explains the relationships between two or
more individuals, events, ideas, or concepts
in informational texts based on details in the
text
Craft and Structure
Determines meaning of words/phrases in texts, distinguishing between literal and nonliteral language (L) or
determines meaning of words specific to grade 3 topics or subjects (I)
Student rarely
meets the
expectations for
this marking period
Student sometimes
meets the
expectations for this
marking period
• Uses text clues (e.g. captions, glossary,
headings, table of contents, etc.) to
determine meaning of unknown words in
informational texts
Additionally:
• Interprets meaning of similes and
metaphors
• Applies subject specific vocabulary to
appropriate situations
Refers to texts when writing or speaking about them (L)
Student is
Student rarely
progressing toward
meets the
meeting the
expectations for
this marking period standard for this
marking period
• Uses details from the text when writing
about or discussing the text
• Uses details from the text when writing
about or discussing it, citing specific
evidence from the text
Uses text features and search tools to efficiently locate information on a topic (I)
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
•Locates information using a variety of text
clues (e.g. key words, captions, headings,
etc.)
• Consistently locates informationquickly
and accurately, using a variety of text clues
(e.g. key words, captions, headings, etc.) for
efficiency
Distinguishes own point of view from narrator, characters (L) or author of a text (I)
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
• Is able to give own point of view of the
text, compared to that of a character or
author
• Identifies accounts of stories from
different characters' points of view
•Identifies different perspectives on the
same topic
Explains how illustrations contribute to the telling of a story (L)
• Uses illustrations to help describe what is
happening in a story
• Describes how illustrations add to the
meaning, tone or beauty of a text
Grade 3 Academic Report Card Rubric
Term 3
Uses info. gained from illustrations & words to demonstrate understanding of text (I)
Student rarely
meets the
expectations for
this marking period
Student sometimes
meets the
expectations for this
marking period
• Uses information gained from illustrations
(e.g. maps, charts, photographs) and the
words in a text to demonstrate
understanding of the text (e.g. where, when,
why, and how key events occur)
• Explains how information gained from
illustrations (e.g. maps, charts, photographs)
help readers clarify meaning from the words
in an informational text (e.g. where, when,
why, and how key events occur)
Describes logical connection between particular sentences and paragraphs in texts (I)
Student rarely
meets the
expectations for
this marking period
Student is progressing
toward meeting the
standard for this
marking period
• Is able to tell how sentences form a
paragraph
• Defines how writing in informational texts
is directly linked to the topic
Compares and contrasts themes, settings and plots of stories written by the same author (L) or the most
imporant points and key details from two texts on the same topic (I)
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
• Describes the similarities and differences
between the themes, characters, settings and
plots of two different stories written by the same
author
• Describes the similarities and differences
between the most important points and key
details presented in two texts on the same topic
• Describes the similarities and differences
between the themes, characters, settings and
plots of multiple stories written by the same
author
• Describes the similarities and differences
between the most important points and key
details presented in multiple texts on the same
topic
Writing and Vocabulary
Writes opinion pieces using reasons to support point of view, informative texts to convey ideas or information
and narratives to sequentially develop real or imagined events
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
• Writes opinion pieces that state an opinion, lists
reasons and provide support for that opinion,
uses linking words and phrases (e.g. since, for
example) to connect reasons to the opinion, and
provides a concluding statement
• Writes informational pieces that introduce a
topic, develops the topic with facts, details and
illustrations when appropriate, uses linking words
and phrases (e.g. also, another) to connect
reasons to the topic, and provides a concluding
statement
• Writes personal narratives that indicate a
sequence of events (beginning, middle, and end),
use time order words (ex. first, next, then, after
that , finally) and phrases to sequence events,
use a variety of adjectives and adverbs to
describe characters and events in their story
• Writes opinion pieces that state an opinion, lists
reasons and provide support for that opinion,
uses linking words and phrases (e.g. since, for
example) to connect reasons to the opinion, and
provides a concluding statement
• Writes informational pieces that introduce a
topic, develops the topic with facts, details and
illustrations when appropriate, uses linking words
and phrases (e.g. also, another) to connect
reasons to the topic, and provides a concluding
statement
• Writes narratives that establish situations and
introduce a narrator and/or characters, develops
experiences and events, uses transition words
and phrases to sequence the events (e.g first,
then, next, later on, etc.), and provides a
conclusion that follows from the narrated
experiences or events
Develops and strengthens writing by planning, revising, editing and publishing writing
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
• Uses organizers or other strategies to plan
writing pieces
• Revises pieces by adding vivid adjectives
and adverbs, attempts to use dialogue
appropriately, and applies effective revision
strategies modeled in class with teacher
support
• Edits using the conventions of Standard
• Independently utilizes organizers or other
strategies to plan writing
• Self-analyzes own writing and makes
changes writing by adding/deleting details,
using vivid vocabulary, and varying
sentences
• Self-corrects errors in capitalization,
punctuation, grammar and spelling
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
• Uses organizers or other strategies to plan • Independently utilizes organizers or other
writing pieces
strategies to plan writing
Grade
3
Academic
Report
Card
Rubric
• Revises pieces by adding vivid adjectives
• Self-analyzes own writing and makes
Term
3
and adverbs, attempts to use
dialogue
changes writing by adding/deleting details,
appropriately, and applies effective revision using vivid vocabulary, and varying
strategies modeled in class with teacher
sentences
support
• Self-corrects errors in capitalization,
• Edits using the conventions of Standard
punctuation, grammar and spelling
English grammar including capitalization,
• Independently publishes writing in a
punctuation, and spelling
variety of ways, including writing and using
• Publishes a variety of ways, including
technology
writing and using technology
Conducts short research projects about a topic
• Reads to develop knowledge of a topic and
to be able to answer focused questions
• Demonstrates knowledge and
understanding of a researched topic
• Identifies a topic, finds sources of
information, and uses note-taking on topic
• Synthesizes information from multiple
sources
• Reports on a topic or text, or presents an
opinion in a logically sequenced order using
relevant and appropriate details
Recalls information from experiences or gathers information by taking notes & sorting evidence
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
• Uses personal experiences to guide writing Additionally:
• Collects and summarizes information from • Takes notes from various resources by
experiences and from various text
paraphrasing information
Demonstrates command of grammar and usage when writing or speaking
• Explains function of nouns, pronouns and
verbs in sentences
• Forms and uses regular and irregular plural
nouns, and is able to use abstract nouns (e.g.
childhood)
• Forms and uses regular and irregular verbs
• Forms and uses the simple verb tenses
(e.g. I walk, I walked, I will walk)
• Uses subject/verb agreement and
pronoun/antecedent agreement
• Explains the function and applies the use of
adjectives and adverbs in sentences
• Forms and uses comparative and
superlative adjectives and adverbs (e.g. tall,
taller, tallest; good, better, best)
• Produces simple, compound, and complex
sentences
Additionally:
• Uses words such as can, may, or must to
convey various conditions
• Orders adjectives within sentences
according to conventional patterns (e.g., a
small red bag rather than a red small bag).
• Forms and use prepositional phrases (e. g.,
on the table)
Employs conventions of capitalization, punctuation and spelling when writing
• Capitalizes words in titles
• Uses commas in addresses
• Uses commas and quotation marks in
dialogue
• Forms and uses possessive nouns and
pronouns
• Spells grade appropriate words with
complex consonant clusters (Words Their
Additionally:
• Uses a comma correctly in a compound
sentence
• Spells grade-appropriate compound words
and words with inflected endings (Words
Their Way: Syllables and Affixes: Sorts 113)
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
• Capitalizes words in titles
Additionally:
• Uses commas in addresses
• Uses a comma correctly in a compound
Grade
3
Academic
Report
Card
Rubric
• Uses commas and quotation marks in
sentence
Term 3
dialogue
• Spells grade-appropriate compound words
• Forms and uses possessive nouns and
and words with inflected endings (Words
pronouns
Their Way: Syllables and Affixes: Sorts 1• Spells grade appropriate words with
13)
complex consonant clusters (Words Their
Way: Within Word Patterns Sorts 30 and
above)
• Consults reference materials (e.g.
beginning dictionaries) as needed to check
and apply learned spelling strategies
Uses various strategies to determine meaning of unknown words
• Identifies real-life connections between
words and their use (e.g. describes people
who are friendly or helpful)
• Distinguishes shades of meaning among
related words that describe states of mind or
degrees of certainty (e.g. knew, believed,
suspected, heard, wondered)
• Uses glossaries or beginning dictionaries to
determine or clarify the precise meaning of
key word and phrases.
Additionally:
• Chooses punctuation for effect
• Differentiates between contexts that call
for formal English (e.g., presenting ideas)
and situations where casual language is
appropriate (e.g., small-group discussion)
Acquires & uses grade-appropriate conversational, academic and domain specific words
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
• Acquires and uses grade-appropriate
conversational, general academic, and
subject-specific words and phrases
• Understands words and phrases that signal
spatial and temporal relationships (e.g. again
on the other side, from all directions,
frequently, eventually)
Additionally:
• Consistently determines or clarifies the
meaning of unknown and multiple-meaning
words and phrases
• Consistently identifies real-life connections
between words and their use (e.g. describes
people who are friendly or helpful)
• Consistently distinguishes shades of
meaning among related words that describe
states of mind of degrees of certainty (e.g.
knew, believed, suspected, heard,
wondered)
Mathematics
* = Benchmark (where we want students to be)
1
Not Meeting
Standard
2
Approaching
Standard
3*
Meeting Standard
4
Exceeding Standard
Operations and Algebraic Thinking
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
•Demonstrates an understanding of
mathematical concepts and applies skills of
multiplication and division
•Works with equal groups by practicing
repeated subtraction to reinforce knowledge
of division
•Determines the unknown whole number in
a multiplication and division equation
•Extends mathematical concepts by drawing
conclusions that demonstrate depth of
understanding and/or applies skills
accurately that have not been taught in class
•Uses division as an unknown-factor
problem of multiplication ( Ex. Find 32
divided by 8 by finding the number that
makes 32 when multiplied by 8)
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
•Demonstrates an understanding of
•Extends mathematical concepts by drawing
mathematical concepts and applies skills of conclusions that demonstrate depth of
Grade
Academic Report Card Rubric
multiplication
and3division
understanding and/or applies skills
Term
3
•Works with equal groups by
practicing
accurately that have not been taught in class
repeated subtraction to reinforce knowledge •Uses division as an unknown-factor
of division
problem of multiplication ( Ex. Find 32
•Determines the unknown whole number in divided by 8 by finding the number that
a multiplication and division equation
makes 32 when multiplied by 8)
•Applies properties of operations as
strategies to multiply and divide
Number and Operations in Base Ten/Fractions
•Recognizes repeating patterns and number
sequences
•Uses concept of breaking apart to begin
multiplying a 2-digit number by a 1-digit
number
•Begins to estimate quotients and identify
remainders
•Recognizes complex number patterns and
geometric patterns
•Transfers knowledge of numbers to real life
situations
•Uses an expanded algorithm to multiply
greater numbers
•Fluently divides within 100
Measurement and Data
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
• Identifies and finds perimeter, area and volume
• Measures using customary and nonstandard
units of length, mass, and liquid volume and then
adds and subtracts them
•Frequently tells and writes time to the nearest
minute and measures time intervals in minutes
•Frequently solves word problems involving
addition and subtraction of time intervals in
minutes
•Uses data to create picture and bar graphs
•Identifies data and interprets graphs
• Can determine likelihood of an outcome after
conducting an experiment using a spinner or line
graph
•Generates measurement data by measuring
lengths using rulers marked to the nearest inch or
centimeter
• Identifies and estimates measures using
customary and metric units
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
•Partitions shapes into equal areas and
describes it with the knowledge of fractions
•Identifies the same perimeters of different
shapes
• Identifies parallel, intersecting,
perpendicular line segments
•Identifies and compares polygons and
solids using their attributes
• Identifies objects that have a line of
symmetry
• Utilizes multiplication and addition to find
perimeter and area
• Measure using customary and nonstandard
units to relate to real world situation and applies
the four operations to them
•Consistently tells and writes time to the nearest
minute and measures time intervals in minutes
•Consistently solves word problems involving
addition and subtraction of time intervals in
minutes
•Analyzes picture and bar graphs and draws
conclusions
•Transfers graph information to real life
situations and uses higher level thinking when
making connections
•Generates measurement data by measuring
lengths using rulers marked with halves and
fourths
• Accurately identifies and estimates customary
and metric units of length, weight, mass and
capacity
Geometry
•Recognizes area as an attribute of plane figures
•Clearly understands the difference between
area and perimeter of common shapes
•Identifies and draws parallel, perpendicular, and
intersecting line segments in the environment
• Identifies, compares, and draws polygons using
their attributes and can partition them
•Identifies and draws multiple lines of symmetry
Grade 3 Academic Report Card Rubric
Term 3
Uses problem solving skills
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
•Demonstrates use of reasonable strategies
in finding solutions (addition, subtraction,
multiplication, and division)
•Solves multi-step word problems
•Demonstrates use of reasonable strategies
in finding solutions and justifies choices
when posed with problems (addition,
subtraction, multiplication, and division)
•Consistently solves complex multi-step
problems
Shows consistency and accuracy in addition
•Correctly answers 36 – 40 facts within two •Consistently answers more than 40 facts
minutes
correctly within two minutes
• Adds within 1,000 (paper and pencil)
• Adds numbers greater than 1,000 (paper
and pencil)
Student is progressing toward meeting the standard for this marking period
•Correctly answers 36 - 40 facts within two
minutes
• Subtracts within 1,000 (paper and pencil)
•Consistently answers more than 40 facts
correctly within two minutes
• Subtracts numbers greater than 1,000
(paper and pencil)
Shows consistency and accuracy in multiplication
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
•Correctly answers 18 - 24 facts within two
minutes
• Multiplies within 100 (paper and pencil)
•Consistently answers more than 24 facts
correctly within two minutes
• Multiplies numbers greater than 100
(paper and pencil)
Shows consistency and accuracy in division
Student is
Student rarely
progressing toward
meets the
meeting the
expectations for
this marking period standard for this
marking period
•Correctly answers 18 - 24 facts within two •Consistently answers more than 24 facts
minutes
correctly within two minutes
• Divides within 100 (paper and pencil)
• Divides numbers greater than 100 (paper
and pencil)
Communicates mathematical thinking orally and in writing
Student rarely meets the Student is progressing
expectations for this
toward meeting the
marking period
standard for this
marking period
•Explains strategies utilized when presented •Demonstrates higher level thinking while
with new mathematical concepts both orally explaining in-depth solutions
and in writing
Science
* = Benchmark (where we want students to be)
1
Not Meeting
Standard
2
Approaching
Standard
3*
Meeting Standard
4
Exceeding Standard
Applies scientific process skills
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
•Accurately measures and records data for
inquiry by observing, experimenting,
interpreting results, and communicating
•Accurately measures and records data to
make predictions and describe cause-andeffect relationships
Demonstrates knowledge of concepts orally and in writing
•Demonstrates knowledge of facts and
information relevant to the content
•Attempts to use key vocabulary when
communicating science ideas
•Demonstrates understanding of content to
•Explains facts, information and
their connection to content and concepts
•Uses key vocabulary when communicating
science ideas
•Analyzes ideas and explains relationships
Student is
Student rarely
progressing toward
meets the
meeting the
expectations for
this marking period standard for this
marking period
Grade 3 Academic Report Card Rubric
Term
•Demonstrates knowledge of
facts3and
•Explains facts, information and
information relevant to the content
•Attempts to use key vocabulary when
communicating science ideas
•Demonstrates understanding of content to
explain concepts
•Makes connections and draws some
conclusions between content and concepts
studied
their connection to content and concepts
•Uses key vocabulary when communicating
science ideas
•Analyzes ideas and explains relationships
•Makes generalizations and draws
conclusions to explain the connection
between content, concepts, and real-world
issues
Social Studies
* = Benchmark (where we want students to be)
1
Not Meeting
Standard
2
Approaching
Standard
3*
Meeting Standard
4
Exceeding Standard
Demonstrates knowledge of concepts orally and in writing
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
•Demonstrates an understanding of social
studies concepts and content
•Identifies and makes connections between
facts, information, and concepts
•Attempts to use key social studies
vocabulary correctly in speaking and writing
•Identifies and explains patterns and
relationships
•Makes relevant and insightful connections
and synthesizes ideas and concepts
•Uses key social studies vocabulary correctly
in speaking and writing
Applies process skills in social studies (interprets maps, graphs, and other representations)
Student rarely
meets the
expectations for
this marking period
Student is
progressing toward
meeting the
standard for this
marking period
•Collects and interprets information from
various sources: maps, graphs and other
representations
•Identifies, collects, organizes, and records
relevant facts and ideas related to the
content and concepts
•Communicates important information,
relevant connections, and relationships
during discussion and through sketching and
writing
•Draws conclusions from information
collected from various sources
•Clearly collects, organizes and records
relevant information and analyzes ideas
related to content and concepts
•Effectively communicates information,
makes relevant connections and insightful
relationships, draws conclusions during
discussion and through sketching and writing