These Math and Language Arts Rubrics were Revised January 12, 2010
Math Rubrics
Grade 2
Standards expected
by June
Develops an
understanding of
place value
(Th, H, T, O)
Know basic addition facts
to 18
Automatic recall generally means
about 3-5 seconds or so…without
hesitating. This is also equivalent
to about 100 math facts in 5
minutes.
Know basic subtraction
facts to 18
Automatic recall generally means
about 3-5 seconds or so…without
hesitating. This is also equivalent
to about 100 math facts in 5
minutes.
1-Not Meeting Standard
2-Progressing Toward
3-Meeting Standard
Standard
Inconsistently reads and
• Consistently reads and
write 4-digit numbers
writes 4-digit numbers
Inconsistently identifies the • Consistently identifies
values in 4-digit numbers
the values in 4-digit
Inconsistently represents
numbers
4-digit numbers with
• Consistently represents
pictures (base ten blocks)
4-digit numbers with
Inconsistently counts
pictures (base ten
4-digit numbers
blocks)
• Consistently counts
4-digit numbers
• Does not yet write or write
3-digit numbers accurately
• Does not yet identify
3-digit numbers
• Does not yet represent
3-digit numbers with pictures
(base ten blocks)
• Does not yet count 3-digit
numbers
•
• Does not compute basic
addition facts
• Uses concrete objects to
represent facts when
computing.
• Computes VERY slowly.
• Inconsistently computes
basic addition facts
(inaccurate)
• Computes basic addition
facts slowly
•
• Does not compute basic
subtraction facts
• Uses concrete objects to
represent facts when
computing.
• Computes VERY slowly.
• Inconsistently computes
• Consistently computes
basic subtraction facts
basic subtraction facts
(inaccurate).
automatically
• Computes basic subtraction •
facts slowly
•
•
•
•
• Consistently computes
basic addition facts
automatically
•
4-Exceeding Standard
• Consistently reads and
writes any given
number
• Consistently identifies
the values in a given
number.
• Consistently represents
any given number with
pictures (base ten
blocks)
• Consistently counts up
to any given number
• Consistently uses
known facts to solve
multi-digit addition
problems
• Consistently uses
known facts to solve
multi-digit subtraction
problems
Describes and classifies
objects using geometric
properties
• Does not yet sort two-and
three-dimensional shapes
according to their geometric
attributes
*You may want to use an
• Does not yet describe two“NA” for this area in
and three-dimensional
January if you feel you do
shapes according to their
not have enough evidence of
geometric attributes
learning.
Measures objects in
• Does not yet understand the
meters, centimeters, feet,
concept of measurement
and inches
*You may want to use an
“NA” for this area in
January if you feel you do
not have enough evidence of
learning.
Tells time
• Does not yet tell time to the
hour.
• Inconsistently sorts twoand three-dimensional
shapes according to their
geometric attributes
• Inconsistently describes
two-and three-dimensional
shapes according to their
geometric attributes
• Consistently sorts two• Consistently uses
and three-dimensional
geometric attributes to
shapes according to their
describe and create
geometric attributes
shapes in various
• Consistently describes
contexts
2-3 dimensional shapes
according to their
geometric attributes
• Inconsistently measures
objects in meters,
centimeters, feet, and /or
inches
• Consistently measures
objects in meters,
centimeters, feet, and
inches
• Recognizes and applies
connections among
measurement concepts
independently
• January: Consistently tells
time to the ½ hour.
• June: Consistently tells
time to the ½ or ¼ hour
• June: Inconsistently tells
time to the 5 minute
• January: Consistently
tells time to the ¼ hour
• June: Consistently tells
time to the 5 minute
• Consistently tells the
correct time
Counts coins to $1.00
(P, N, D, Q)
• Inconsistently combines
coins, including the
quarter, to create amounts
up to one dollar.
• Inconsistently counts
coins, including the
quarter, up to one dollar
• Inconsistently reads and
• Consistently combines
any given coin to create
amounts up to one
dollar.
• Consistently counts any
given coin amount up to
one dollar
• Consistently reads and
• Consistently combines
and counts any given
amount of money
• Consistently reads and
writes amounts using
the $ for dollar, ¢ for
cents, and proper
placement of the
• Does not yet identify the
value of coins
• Does not yet combine coins,
including the quarter, to
create amounts of money up
to $.
• Does not yet count coins,
including the quarter, up to
one dollar
Solves 2-digit addition
problems
• Does not yet understand how
to add 2-digit numbers
Solves 2-digit subtraction
• Does not yet understand how
problems
to subtract 2-digit numbers
*You may want to use an
“NA” for this area in
January if you feel you do
not have enough evidence of
learning.
Understands and applies
• Does not yet understand how
problem solving strategies
to use problem solving
strategies
• Needs teacher assistance
when solving problems
writes amounts of money
up to one dollar using the $
for dollar appropriately or
the ¢ for cents less than
one dollar
• Inconsistently adds 2-digit
numbers using any
algorithm
• Inconsistently subtracts
2-digit numbers using any
algorithm
• Inconsistently solves word
problems using objects,
words, pictures, or
numbers
writes amounts up to
one dollar using the $
for dollar appropriately
or the ¢ for cents less
than one dollar
decimal point with any
given amount of
money
• Uses money to solve
real-world and
mathematical problems
(ie. making change)
• Consistently adds 2-digit • Consistently adds
numbers efficiently
3-or more digit
• using any algorithm
numbers efficiently
using any algorithm
• Consistently subtracts
• Consistently subtracts
2-digit numbers
3-or more digit
efficiently using any
numbers efficiently
algorithm
using any algorithm
• Consistently solves
word problems using
objects, words, pictures,
or numbers
• Consistently creates
word problems using
objects, words,
pictures, or numbers
Literacy Rubrics
Grade 2
Standards
1-Not Meeting Standard
significantly below grade
level
• Jan. DRA 18 or below
• DRA 20 or below
2-Progressing Toward
Standard
slightly below grade level
• Jan. DRA 20
• June DRA 24
Applies word
recognition
strategies and
skills
• Does not yet understand
word structure and
phonics to decode and
read unfamiliar text
• Limited sight word
knowledge
Utilizes reading
comprehension
strategies
Does or does not exhibit
the following skills with
text:
• uses reading strategies to
• Inconsistently uses word
structure and phonics
knowledge (include
consonants, blends,
digraphs, and vowel
combinations) to decode
words
Inconsistently exhibits
the following skills with
text:
• uses reading strategies to
Reads Grade
Level materials
Note: Please also
3-Meeting Standard
within grade level
4-Exceeding Standard
above grade level
• Jan. DRA 24
• June DRA 28
• Jan. DRA. 28+
• June DRA 30+
• Consistently uses word
structure and phonics
knowledge (including
consonants, blends,
digraphs, and vowel
combinations) to decode
words
Consistently exhibits the
following skills with text:
• Consistently reads
unfamiliar complex and
multi-syllabic words
using advanced
phonetic and structural
analysis
refer to AIMS WEB
and MAP guidelines.
self correct
• analyzes text by using
pictures, diagrams, titles,
and headings
• restates the sequence of
event or ideas
• identifies and describes
main characters, setting,
and plot
• uses details from the story
to support interpretation
self correct
• analyzes text by using
pictures, diagrams, titles,
and headings
• restates the sequence of
event or ideas
• identifies and describes
main characters, setting,
and plot
• uses details from the story
to support interpretation
• uses reading strategies to
self correct
• analyzes text by using
pictures, diagrams, titles,
and headings
• restates the sequence of
event or ideas
• identifies and describes
main characters, setting,
and plot
• uses details from the story
to support interpretation
• summarizes, infers,
Consistently exhibits the
following skills with text
that is at or above grade
level:
• uses reading strategies to
self correct
• analyzes text by using
pictures, diagrams, titles,
and headings
• restates the sequence of
event or ideas
• identifies and describes
main characters, setting,
and plot
• uses details from the story
• summarizes, infers,
makes predictions,
compares and contrasts,
evaluates text
• reads and evaluates text
to determine the author’s
purpose
• makes connections
between other texts, the
world, and themselves
Reads fluently
with expression
Note: Please also
• Does not read text
fluently
refer to AIMS WEB
and MAP guidelines.
Reads and
Responds to
fiction and nonfiction texts
Does or does not exhibit
the following skills with
fiction and non-fiction
text:
• analyzes text by using
pictures, diagrams, titles,
and headings
• restates the sequence of
event or ideas
• identifies and describes
main characters, setting,
and plot
• uses details from the story
to support interpretation
• summarizes, infers,
makes predictions,
• summarizes, infers,
makes predictions,
makes predictions,
compares and contrasts,
compares and contrasts,
evaluates reads and
evaluates text
evaluates text to
• reads and evaluates text
determine the author’s
to determine the author’s
purpose
purpose
• makes connections
• makes connections
between other texts, the
between other texts, the
world, and themselves
world, and themselves
• Reads text at a moderate
rate with some
expression and some
attention to punctuation
Inconsistently exhibits
the following skills with
text:
• analyzes text by using
pictures, diagrams, titles,
and headings
• restates the sequence of
event or ideas
• identifies and describes
main characters, setting,
and plot
• uses details from the story
to support interpretation
• summarizes, infers,
makes predictions,
compares and contrasts,
• Consistently reads text
at an appropriate rate
with correct expression
and attention to
punctuation
Consistently exhibits the
following skills with text:
• analyzes text by using
pictures, diagrams, titles,
and headings
• restates the sequence of
event or ideas
• identifies and describes
main characters, setting,
and plot
• uses details from the story
to support interpretation
• summarizes, infers,
makes predictions,
compares and contrasts,
evaluates texts
to support interpretation
• summarizes, infers,
makes predictions,
compares and contrasts,
evaluates text that is at
grade level or above
• reads and evaluates text
to determine the
author’s purpose
• makes connections
between other texts, the
world, and themselves
• Consistently reads text
that is at or above grade
level at an appropriate
rate with correct
expression and
attention to punctuation
Consistently exhibits the
following skills with text
that is at or above grade
level:
• analyzes text by using
pictures, diagrams, titles,
and headings
• restates the sequence of
event or ideas
• identifies and describes
main characters, setting,
and plot
• uses details from the story
to support interpretation
• summarizes, infers,
makes predictions,
•
•
compares and contrasts,
evaluates text
reads and evaluates text
to determine the author’s
purpose
makes connections
between other texts, the
world, and themselves
evaluates text
• reads and evaluates text
compares and contrasts,
• reads and evaluates text
to determine the author’s
evaluates text at grade
to determine the author’s
purpose
level or above
purpose
• makes connections
• reads and evaluates text
• makes connections
between other texts, the
to determine the
between other texts, the
world, and themselves
author’s purpose
world, and themselves
• makes connections
between other texts, the
world, and themselves
• Inconsistently prints
• Consistently prints
• Consistently prints
legibly
legibly
legibly on all
• Inconsistently uses lines • Consistently uses lines
assignments
appropriately
appropriately
• Inconsistently spaces
Consistently spaces
words appropriately
words appropriately
Prints Legibly
• Printing is not legible
Uses
capitalization,
organization and
punctuation
• Does not use correct
• Inconsistently uses
punctuation
correct ending
• Does not use correct
punctuation for
capitalization
sentences
• Does not write sentences • Inconsistently uses
that make sense
grade level appropriate
capitalization skills
• Inconsistently writes
sentences that make
sense
• Writes basic sentences
• Inconsistently writes
that begin the same, are
sentences with correct
short, and choppy with
subject-verb agreement
redundant word choice
• Inconsistently writes
sentences that include
descriptive words such
as adjectives & adverbs
Writes a detailed
complete
sentence
• Consistently uses correct • Consistently uses
ending punctuation for
correct punctuation,
sentences
capitalization, and
• Consistently uses grade
organization in all
level appropriate
assignments
capitalization skills
• Consistently writes
sentences that make
sense
• Consistently writes
sentences with correct
subject-verb agreement
• Consistently writes
sentences that include
descriptive words such
as adjectives & adverbs
• Consistently varies
word choice within
sentences
• Consistently writes a
variety of longer, more
complex sentences
Uses the writing
process to
compose writing
• Writes basic sentences
that begin the same, are
short, and choppy with
redundant word choice
• Does not revise writing
• Stories do not make
sense
Learns Spelling
Words
• Spells weekly spelling
words at less than 75%
accuracy
Applies spelling
to writing
• Does not apply spelling
patterns in writing
• Does not spell sight
words correctly
• Does not spell grade
level appropriate words
correctly
• Inconsistently
generates ideas and
varies word choice
• Inconsistently varies
the length of sentences
• Begins to revise writing
• Inconsistently writes
stories with beginning,
middle, and end
• Begins to write for a
variety of purposes
• Consistently generates
ideas and writes
focused, organized,
sentences with details
• Consistently attempts to
revise writing
• Consistently includes a
beginning, middle, and
end in writing
• Consistently writes for a
variety of purposes
• Consistently spells
• Consistently spells
weekly spelling words at
weekly spelling words
75-90% accuracy
with at least 90%
accuracy
• Inconsistently applies
• Usually applies phonics
phonics knowledge and
knowledge and spelling
spelling rules to produce
rules to produce
correctly spelled words
correctly spelled words
• Inconsistently uses
• Usually uses correct
correct spellings for
spellings for highhigh-frequency sight
frequency sight words,
words, regular plurals,
regular plurals, and
and simple compound
simple compound
words.
words.
• Inconsistently spells
• Usually spells weekly
weekly spelling words in
spelling words in final
final draft
draft
• Consistently generates
ideas and writes
focused, organized,
sentences with
purposeful details
including insightful
word choice and
sentences that flow
• Produces a substantial
quantity of organized
writing
• Consistently spells
challenge words
correctly
• Consistently applies
phonics knowledge and
spelling rules to
produce correctly
spelled words
• Consistently uses
correct spellings for
high-frequency sight
words, regular plurals,
and simple compound
words.
• Consistently spells
weekly spelling words
in final draft
Science
Grade 2
Standards expected
by June
1-Not Meeting Standard
2-Progressing Toward
Standard
Understands scientific
concepts and
processes
• Does not displays an
understanding of the
scientific concepts and
processes
• Inconsistently displays an
understanding of the
scientific concepts and
processes
3-Meeting Standard
• Usually displays an
understanding of the
scientific concepts and
processes
4-Exceeding Standard
• Consistently displays an
understanding of the
scientific concepts and
processes
Social Studies
Grade 2
Understands concepts
1-Not Meeting Standard
2-Progressing Toward
Standard
• Does not display an
understanding of social
studies concepts
• Inconsistently displays an
understanding of social
studies concepts
3-Meeting Standard
• Consistently displays an
understanding of social
studies concepts
4-Exceeding Standard
• Consistently displays an
understanding of social
studies concepts