HISD First Grade Report Card Rubric (Rev. 8-19-15) Page 1 FIRST GRADE REPORT CARD RUBRIC READING Unsuccessful Developing Approaching Meeting Understands how English is Written/Printed Students understand how English is written and printed With direct guidance: Begins to ● recognize that spoken words are represented in English by specific sequences of letters, with support ● identify upper- and lower-case letters ● sequence the alphabet, with support ● recognize distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation), with support ● read texts by moving from top to bottom of the page and tracking words from left to right with return sweep ● identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents),with support With some guidance: ● recognizes that spoken words are represented in English by specific sequences of letters ● identifies upper- and lower-case letters ● sequences the alphabet ● recognizes distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation) ● reads texts by moving from top to bottom of the page and tracking words from left to right with return sweep ● identifies the information that different parts of a book provide (e.g., title, author, illustrator, table of contents) With little guidance: With increasing frequency and less support ● recognizes that spoken words are represented in English by specific sequences of letters ● identifies upper- and lower-case letters ● sequences the alphabet ● recognize s distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation) ● reads texts by moving from top to bottom of the page and tracking words from left to right with return sweep ● identifies the information that different parts of a book provide (e.g., title, author, illustrator, table of contents) Exhibits mastery of grade level skill/concept: Consistently/Independently ● recognizes that spoken words are represented in English by specific sequences of letters ● identifies upper- and lower-case letters ● sequences the alphabet ● recognizes distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation) ● reads texts by moving from top to bottom of the page and tracking words from left to right with return sweep ● identifies the information that different parts of a book provide (e.g., title, author, illustrator, table of contents)
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HISD First Grade Report Card Rubric (Rev. 8-19-15) Page 1
Students understand how English is written and printed
With direct guidance:
Begins to ● recognize that spoken words
are represented in English by specific sequences of letters, with support
● identify upper- and lower-caseletters
● sequence the alphabet, withsupport
● recognize distinguishingfeatures of a sentence (e.g., capitalization of first word, ending punctuation), with support
● read texts by moving from topto bottom of the page and tracking words from left to right with return sweep
● identify the information thatdifferent parts of a book provide (e.g., title, author, illustrator, table of contents),with support
With some guidance:
● recognizes that spokenwords are represented inEnglish by specificsequences of letters
● identifies upper-and lower-caseletters
● sequences the alphabet● recognizes distinguishing
features of a sentence(e.g., capitalization of firstword, ending punctuation)
● reads texts by movingfrom top to bottom of thepage and tracking wordsfrom left to right withreturn sweep
● identifies the informationthat different parts of abook provide (e.g., title,author, illustrator, table ofcontents)
With little guidance:
With increasing frequency and less support ● recognizes that spoken words are
represented in English by specific sequences of letters
● identifies upper- andlower-case letters
● sequences the alphabet● recognize s distinguishing features of
a sentence (e.g., capitalization of firstword, ending punctuation)
● reads texts by moving from top tobottom of the page and trackingwords from left to right with returnsweep
● identifies the information thatdifferent parts of a book provide (e.g.,title, author, illustrator, table ofcontents)
Exhibits mastery of grade level skill/concept:
Consistently/Independently ● recognizes that spoken words
are represented in English by specific sequences of letters
● identifies upper- andlower-case letters
● sequences the alphabet● recognizes distinguishing
features of a sentence (e.g.,capitalization of first word, endingpunctuation)
● reads texts by moving from topto bottom of the page andtracking words from left to rightwith return sweep
● identifies the information thatdifferent parts of a book provide(e.g., title, author, illustrator, tableof contents)
HISD First Grade Report Card Rubric (Rev. 8-19-15) Page 2
Uses Strategies to Comprehend Text
Students comprehend a variety of texts drawing on useful strategies as needed.
Students display phonological awareness.
Students use the relationship between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students continue to apply earlier standards with greater depth in increasingly complex text.
With direct guidance:
Begins to ● confirm predictions by “reading
the part that tells,” with support● ask relevant questions, seek
clarification, and locate factsand details about stories andother texts, with support
● establish purposes for readingtexts, with support
● monitor comprehension,making adjustments andcorrections whenunderstanding breaks down,with support
● establish purpose for readingselected texts based on thegoals for reading those texts
● ask literal questions of texts● monitors & adjusts
comprehension usingbackground knowledge
● monitors & adjustscomprehension using rereadinga portion aloud
● make inferences about textsand uses textual evidence tosupport understanding
● retell or act out importantevents in stories in logical order
● make connections to ownexperiences, to ideas in othertexts, to the larger community,& discusses textual evidence
With some guidance:
● confirms predictions by“reading the part that tells”
● asks relevant questions,seeks clarification, andlocates facts and detailsabout stories and othertexts
● solves most words in the textquickly and automatically to support fluency
● reads independent text withfluency and comprehension
Understands and Uses New Vocabulary from Texts
Students understand new vocabulary and use it when reading and writing.
With direct guidance:
Begins to ● identify words that name actions
(verbs) and words that name persons, places, or things (nouns) when reading texts and student’s own writing
● determine the meaning ofcompound words using knowledge of the meaning of their individual component words when reading texts and student’s own writing
● determine what words meanfrom how they are used in a sentence, either heard or read in texts or in someone’s writing
● identify and sort words intoconceptual categories (e.g. opposites, living things) when reading texts and student’s own writing
● alphabetize a series of words tothe first or second letter
● use a dictionary to find words
With some guidance:
● identifies words that nameactions (verbs) and wordsthat name persons, places,or things (nouns) whenreading texts and student’sown writing
● determines the meaning ofcompound words usingknowledge of the meaning oftheir individual componentwords when reading textsand student’s own writing
● determines what wordsmean from how they areused in a sentence, eitherheard or read in texts or insomeone’s writing
● identifies and sorts wordsinto conceptual categories(e.g. opposites, living things)when reading texts andstudent’s own writing
● alphabetizes a series ofwords to the first or secondletter
● uses a dictionary to findwords
With little guidance:
With increasing frequency and less support
● identifies words that name actions(verbs) and words that name persons,places, or things (nouns) whenreading texts and student’s own writing
● determines the meaning of compoundwords using knowledge of the meaningof their individual component wordswhen reading texts and student’s ownwriting
● determines what words mean fromhow they are used in a sentence,either heard or read in texts or insomeone’s writing
● identifies and sorts words intoconceptual categories (e.g. opposites,living things) when reading texts andstudent’s own writing
● alphabetizes a series of words to thefirst or second letter
● uses a dictionary to find words
Exhibits mastery of grade level skill/concept:
Consistently/Independently ● identifies words that name actions
(verbs) and words that name persons, places, or things (nouns) when reading texts and student’s own writing
● determines the meaning ofcompound words using knowledge of the meaning of their individual component words when reading texts and student’s own writing
● determines what words meanfrom how they are used in a sentence, either heard or read in texts or in someone’s writing
● identifies and sorts words intoconceptual categories (e.g. opposites, living things) when reading texts and student’s own writing
● alphabetizes a series of words tothe first or second letter
● uses a dictionary to find words
HISD First Grade Report Card Rubric (Rev. 8-19-15) Page 5
Comprehends Literary Texts
● Theme & GenreStudents analyze, make inferences and draw conclusions about theme and genre in different cultural, historical and contemporary contexts and provide evidence from the text to support their understanding.
● PoetryStudents understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from the text to support their understanding.
● FictionStudents understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from the text to support their understanding.
● Literary NonfictionStudents understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from the text to support their understanding.
● Sensory LanguageStudents understand, make inferences and draw conclusions about how authors create imagery by using sensory language in literary text and provide evidence from the text to support their understanding.
● Independent ReadingStudents read independently for sustained periods of time and provide evidence of their reading.
With direct guidance:
Begins to Theme/Genre ● connect the meaning of a
well-known story or fable topersonal experiences, withsupport
● explain the function ofrecurring phrases in traditionalfolk- and fairy-tales, withsupport
Poetry ● respond to rhythm, rhyme,
and alliteration in poetry, withsupport
● use rhythm, rhyme, andalliteration in poetry, withsupport
Fiction
● describe the plot (problem andsolution)
● retell a story’s beginning,middle, and end with attentionto the sequence of events
● describe characters in a storyand the reasons for theiractions and feelings
Literary Nonfiction ● determine whether a story is
true or a fantasy, and explainwhy providing evidence fromtext
Sensory Language
● recognize sensory details inliterary text
Independent Reading
● read independently forsustained periods of time
With some guidance:
Theme/Genre ● connects the meaning of a
well-known story or fableto personal experiences
● explains the function ofrecurring phrases intraditional folk- andfairy-tales
Poetry
● responds to rhythm,rhyme, and alliteration inpoetry
● uses rhythm, rhyme, andalliteration in poetry
Fiction
● describes the plot(problem and solution)
● retells a story’s beginning,middle, and end withattention to the sequenceof events
● describes characters in astory and the reasons fortheir actions and feelings
Literary Nonfiction
● determines whether astory is true or a fantasy,and explains why byproviding evidence fromtext
Sensory Language ● recognizes sensory details
in literary textIndependent Reading ● reads independently for
sustained periods oftime
With little guidance:
With increasing frequency and less support Theme/Genre ● connects the meaning of a
well-known story or fable to personalexperiences
● explains the function of recurringphrases in traditional folk- andfairy-tales
Poetry
● responds to rhythm, rhyme, andalliteration in poetry
● uses rhythm, rhyme, and alliterationin poetry
Fiction
● describes the plot (problem andsolution)
● retells a story’s beginning, middle,and end with attention to thesequence of events
● describes characters in a story andthe reasons for their actions andfeelings
Literary Nonfiction
● determines whether a story is true ora fantasy, and explains why byproviding evidence from text
Sensory Language ● recognizes sensory details in literary
textIndependent Reading ● reads independently for
sustained periods of time
Exhibits mastery of grade level skill/concept: Consistently/Independently Theme/Genre ● connects the meaning
of a well-known story orfable to personalexperiences …
● explains the function ofrecurring phrases in traditionalfolk- and fairy-tales
Poetry
● responds to rhythm, rhyme,and alliteration in poetry
● uses rhythm, rhyme, andalliteration in poetry
Fiction ● describes the plot (problem
and solution)● retells a story’s beginning,
middle, and end with attentionto the sequence of events
● describes characters in a storyand the reasons for theiractions and feelings
Literary Nonfiction
● determines whether a story istrue or a fantasy, and explainswhy by providing evidencefrom text
Sensory Language ● recognizes sensory
details in literary textIndependent Reading ● reads independently for
sustained periods of time
HISD First Grade Report Card Rubric (Rev. 8-19-15) Page 6
Comprehends Informational Texts ● Culture & HistoryStudents analyze, make inferences and draw conclusions about author’s purpose in cultural, historical, and contemporary context and provide evidence from the text to support their understanding.
● Expository TextsStudents understand, make inferences and draw conclusions about the expository text and provide evidence from the text to support their understanding.
● Procedural TextsStudents understand how to glean and use information in procedural texts and documents.
With direct guidance:
Begins to Culture & History ● identify the topic in cultural,
historical, and contemporarytexts …
● explain the author’s purposein writing about a particulartopic (in cultural, historical andcontemporary texts)
Expository Text ● restate the main idea (heard
or read)…● identify important facts or
details in text (heard orread)…
● retell the order of events in atext by referring to the wordsand/or illustrations …
● use text features (e.g., title,table of contents, illustrations)to locate specific informationin text
Procedural Text ● follow multi-step directions
with picture cues to assist withunderstanding …
● explain the meaning ofspecific signs and symbols(e.g., map features)
With some guidance:
Culture & History ● identifies the topic in
cultural, historical, andcontemporary texts …
● explains the author’spurpose in writing about aparticular topic (in cultural,historical andcontemporary texts)
Expository Text ● restates the main idea
(heard or read)…● identifies important facts or
details in text (heard orread)
● retells the order of eventsin a text by referring to thewords and/or illustrations
● uses text features (e.g.,title, table of contents,illustrations) to locatespecific information in text
Procedural Text ● follows multi-step
directions with picturecues to assist withunderstanding.
● explains the meaning ofspecific signs and symbols(e.g., map features)
With little guidance:
With increasing frequency and less support Culture & History ● identifies the topic in cultural,
historical, and contemporary texts…
● explains the author’s purpose inwriting about a particular topic (incultural, historical and contemporarytexts)
Expository Text ● restates the main idea (heard or
read)…● identifies important facts or details in
text (heard or read)● retells the order of events in a text by
referring to the words and/orillustrations
● uses text features (e.g., title, table ofcontents, illustrations) to locatespecific information in text
Procedural Text ● follows multi-step directions with
picture cues to assist withunderstanding.
● explains the meaning of specific signsand symbols (e.g., map features)
Exhibits mastery of grade level skill/concept:
Consistently/Independently Culture & History ● identifies the topic in cultural,
historical, and contemporarytexts …
● explains the author’s purpose inwriting about a particular topic (incultural, historical andcontemporary texts)
Expository Text ● restates the main idea
(heard or read)…● identifies important facts or
details in text (heard orread)…
● retells the order of events in atext by referring to the wordsand/or illustrations …
● uses text features (e.g., title,table of contents, illustrations) tolocate specific information in text
Procedural Text ● follows multi-step directions
with picture cues to assistwith understanding …
● explains the meaning ofspecific signs and symbols(e.g., map features)
Comprehends Media Literacy [adult assistance required according to state standards where indicated]
Students use comprehension skills to identify how words, images, graphics and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
With direct guidance:
Begins to ● recognize the different purposes
of media (e.g., informational,entertainment) - with adultassistance
● identify techniques used inmedia (e.g., sound, movement)
With some guidance:
● recognizes the differentpurposes of media (e.g.,informational, entertainment)- with adult assistance
● identifies techniques usedin media (e.g., sound,movement)
With little guidance:
With increasing frequency and less support ● recognizes the different purposes of
media (e.g., informational,entertainment)
- with adult assistance ● identifies techniques used in media (e.g.,
sound, movement)
Exhibits mastery of grade level skill/concept:
Consistently/Independently ● recognizes the different purposes
of media (e.g., informational,entertainment) - with adultassistance
● identifies techniques used inmedia (e.g., sound, movement)
HISD First Grade Report Card Rubric (Rev. 8-19-15) Page 7
Reading/Comprehension Skills
Students use flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.
With direct guidance:
Begins to ● establish purposes for reading
selected texts based upondesired outcome to enhancecomprehension
● ask literal questions of text
With some guidance:
● establishes purposes forreading selected textsbased upon desiredoutcome to enhancecomprehension
● asks literal questions oftext
With little guidance:
With increasing frequency and less support ● establishes purposes for reading
selected texts based upon desiredoutcome to enhance comprehension
● asks literal questions of text
Exhibits mastery of grade level skill/concept:
Consistently/Independently ● establishes purposes for reading
selected texts based upondesired outcome to enhancecomprehension
● writes short letters that putideas in chronological order or logical sequence and use appropriate conventions (e.g., date, salutation, closing)
● writes brief comments onliterary or informational texts
Conventions & Academic Language
Students understand the function of and use of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity.
With direct guidance:
Begins to ● understand and use verbs
(past, present, future) in the context of writing and speaking
● understand and use nouns(singular/plural, common/proper) in the context of writing and speaking
● understand and useadjectives (descriptive) in the context of writing and speaking
● understand and use adverbs(time) in the context of writing and speaking
● understand and useprepositions and prepositional phrases in the context of writing and speaking
● understand and use pronouns(e.g., I, me) in the context of writing and speaking
● understand and usetime-order transition words in the context of writing and speaking
● speak in complete sentenceswith correct subject-verb agreement
● ask questions with appropriatesubject-verb inversion
With some guidance: ● understands and uses verbs
(past, present, future) in the context of writing and speaking
● understands and usesnouns (singular/plural, common/proper) in the context of writing and speaking
● understands and usesadjectives (descriptive) in the context of writing and speaking
● understands and usesadverbs (time) in the context of writing and speaking
● understands and usesprepositions and prepositional phrases in the context of writing and speaking
● understands and usespronouns (e.g., I, me) in the context of writing and speaking
● understands and usestime-order transition words in the context of writing and speaking
● speaks in completesentences with correct subject-verb agreement
● form upper- and lower-caseletters in text, using the basicconventions of print(left-to-right and top-to-bottomprogression), includingspacing between words andsentences
● recognize and use basiccapitalization at the beginningof sentences
● recognize and capitalize thepronoun “I”
● recognize and capitalizenames of people
● recognizes and usespunctuation marks at the endof declarative, exclamatory,and interrogative sentences
With some guidance:
● writes legibly and usesappropriate capitalizationand punctuationconventions in theircompositions
● forms upper- andlower-case letters in text,using the basicconventions of print(left-to-right andtop-to-bottomprogression), includingspacing between wordsand sentences
● recognizes and uses basiccapitalization at thebeginning of sentences
● recognizes and capitalizesthe pronoun “I”
● recognizes and capitalizesnames of people
● recognizes and usespunctuation marks at theend of declarative,exclamatory, andinterrogative sentences
With little guidance:
With increasing frequency and less support ● writes legibly and uses appropriate
capitalization and punctuationconventions in their compositions
● forms upper- andlower-case letters in text, using thebasic conventions of print(left-to-right andtop-to-bottomprogression), including spacingbetween words and sentences
● recognizes and uses basiccapitalization at the beginning ofsentences
● recognizes and capitalizes thepronoun “I”
● recognizes and capitalizes names ofpeople
● recognizes and usespunctuation marks at the end ofdeclarative, exclamatory, andinterrogative sentences
Exhibits mastery of grade level skill/concept:
Consistently/Independently ● writes legibly and uses
● forms upper- and lower-caseletters in text, using the basicconventions of print (left-to-rightandtop-to-bottom progression),including spacing betweenwords and sentences
● recognizes and uses basiccapitalization at thebeginning of sentences
● recognizes and capitalizesthe pronoun “I”
● recognizes and capitalizesnames of people
● recognizes and usespunctuation marks at the endof declarative, exclamatory,and interrogative sentences
Spelling
Students spell correctly.
With direct guidance:
Begins to ● use phonological knowledge
to match sounds to letters toconstruct known words
● use letter-sound patterns tospell
● use the following letter-soundpattern: CVC
● use the following letter-soundpattern: CVCe
● use the following letter-soundpattern: one-syllable wordswith consonant blends (e.g.,drop)
● spell high-frequency words from the HISD High Frequency Word List in the context of writing
● spell words with inflectionalendings (e.g., adding “s” tomake plurals)
● use resources to find correctspellings
With some guidance:
● uses phonologicalknowledge to matchsounds to letters toconstruct known words
● uses letter-sound patternsto spell
● uses the followingletter-sound pattern: CVC
● uses the followingletter-sound pattern: CVCe
● uses the followingletter-sound pattern:one-syllable words withconsonant blends (e.g., drop)
● spells high-frequency words from the HISD High Frequency Word List in the context of writing
● spells words withinflectional endings (e.g.,adding “s” to make plurals)
● uses resources to findcorrect spellings
With little guidance:
With increasing frequency and less support ● uses phonological knowledge to
match sounds to letters toconstruct known words
● uses letter-sound patterns to spell● uses the following
letter-sound pattern: CVC● uses the following
letter-sound pattern: CVCe● uses the following letter-sound
pattern:● one-syllable words with consonant
blends (e.g., drop)● spells high-frequency words from the
HISD High Frequency Word List in the context of writing
● spells words with inflectional endings(e.g., adding “s” to make plurals)
● uses resources to find correctspellings
Exhibits mastery of grade level skill/concept:
Consistently/Independently ● uses phonological knowledge to
match sounds to letters toconstruct known words
● uses letter-sound patterns to spell● uses the following
letter-sound pattern: CVC● uses the following
letter-sound pattern: CVCe● uses the following letter-sound
pattern: one-syllable words withconsonant blends (e.g., drop)
● spells high-frequency words from the HISD High Frequency Word List in the context of writing
● spells words with inflectionalendings (e.g., adding “s” tomake plurals)
HISD First Grade Report Card Rubric (Rev. 8-19-15) Page 10
RESEARCH Unsuccessful Developing Approaching Meeting
Develops a Research Plan [adult assistance required according to state standards]
Students ask open-ended research questions and develop a plan for answering them.
With direct guidance:
Begins to ● help generate a list of topics
of class-wide interest with adult assistance
● help formulate open-endedquestions about one or two of the topics generated with adult assistance
● help decide what sources ofinformation might be relevant for answering the open-ended questions with adult assistance
With some guidance:
● helps generate a list oftopics of class-wideinterest with adultassistance
● helps formulateopen-ended questionsabout one or two of thetopics generated withadult assistance
● helps decide what sourcesof information might berelevant for answering theopen-ended questionswith adult assistance
With little guidance:
With increasing frequency and less support ● helps generate a list of topics of
class-wide interest with adult assistance
● helps formulateopen-ended questions about one or two of the topics generated with adult assistance
● helps decide what sources ofinformation might be relevant for answering the open-ended questions with adult assistance
Exhibits mastery of grade level skill/concept:
Consistently/Independently ● helps generate a list of
topics of class-wide interest ● helps formulate open-ended
questions about one or two of the topics generated
● helps decide what sources ofinformation might be relevant for answering the open-ended questions
Locates Sources [adult assistance required according to state standards]
Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
With direct guidance:
Begins to ● gather information from
available sources (both natural and personal) as well as from interviews with local experts with adult assistance
● use text features (e.g. table ofcontents, alphabetized index) in age-appropriate reference works (e.g., picture dictionaries) to locate information with adult assistance
● record basic information insimple visual formats (e.g., notes, charts, picture graphs, diagrams) with adult assistance
With some guidance:
● gathers information fromavailable sources (bothnatural and personal) aswell as from interviewswith local experts withadult assistance
● uses text features (e.g.table of contents,alphabetized index) inage-appropriate referenceworks (e.g., picturedictionaries) to locateinformation with adultassistance
● records basicinformation in simplevisual formats (e.g.,notes, charts, picturegraphs, diagrams) withadult assistance
With little guidance:
With increasing frequency and less support ● gathers information from available
sources (both natural and personal) as well as from interviews with local experts with adult assistance
● uses text features (e.g. table ofcontents, alphabetized index) in age-appropriate reference works (e.g., picture dictionaries) to locate information with adult assistance
• records basic information in simplevisual formats (e.g., notes, charts, picture graphs, diagrams) with adult assistance
Exhibits mastery of grade level skill/concept:
Consistently/Independently ● gathers information from
available sources (both natural and personal) as well as from interviews with local experts uses text features (e.g. table of contents, alphabetized index) in age-appropriate reference works (e.g., picture dictionaries) to locate information
● records basic information insimple visual formats (e.g., notes, charts, picture graphs, diagrams)
HISD First Grade Report Card Rubric (Rev. 8-19-15) Page 11
Synthesizes Research Information [adult assistance required according to state standards where indicated]
Students clarify research questions and evaluate and synthesize collected information.
With direct guidance:
Begins to ● revise the topic as a result of
answers to initial research questions - adult assistance required
With some guidance:
● revises the topic as aresult of answers to initialresearch questions - adultassistance required
With little guidance:
With increasing frequency and less support ● revises the topic as a result of answers
to initial research questions - adult assistance required
Exhibits mastery of grade level skill/concept:
Consistently/Independently ● revises the topic as a result of
answers to initial research questions
Organizes and Presents Information [adult assistance required according to state standards where indicated]
Students organize and present their ideas and information according to the purpose of the research and their audience.
With direct guidance:
Begins to ● understand a visual display or
dramatization convey the results of the research - adult assistance required
With some guidance:
● creates a visual display ordramatization to conveythe results of the research- adult assistance required
With little guidance:
With increasing frequency and less support ● creates a visual display or
dramatization to convey the results of the research - adult assistance required
Exhibits mastery of grade level skill/concept:
Consistently/Independently ● creates a visual display or
dramatization to convey the results of the research - adult assistance required
LISTENING & SPEAKING
Unsuccessful Developing Approaching Meeting
Uses comprehension skills to listen to others in formal and informal settings
Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity.
With direct guidance:
Begins to ● use comprehension skills to
listen attentively to others in formal and informal settings
● listen attentively tospeakers
● ask speakers relevantquestions to clarify information
● follow oral instructions thatinvolve a short related sequence of actions
● restate oral instructions thatinvolve a short related sequence of actions
● give oral instructionsthat involved a short related sequence of actions
for discussion● listens to others● speaks when recognized● makes appropriate contributions
MATH Unsuccessful Developing Approaching Meeting
Mathematical Process Standards
Uses mathematical processes to acquire and demonstrate math understanding
Students use mathematical processes to acquire and demonstrate math understanding.
With direct guidance:
Begins to ● apply math to problems arising
in everyday life with support● use a problem solving model –
analyze the information; makea plan; determine a solution;justify the solution or evaluatethe process andreasonableness of the answerwith support
● select tools, including realobjects, manipulatives, paperand pencil, and technology asappropriate, and techniques,including mental math,estimation, and number senseas appropriate, to solveproblems with support
With some guidance:
● applies math toproblems arising ineveryday life
● uses a problem solvingmodel – analyze theinformation; make aplan; determine asolution; justify thesolution or evaluate theprocess andreasonableness of theanswer
With little guidance:
With increasing frequency and less support
● applies math to problems arising ineveryday life
● uses a problem solving model –analyze the information; make a plan;determine a solution; justify thesolution or evaluate the process andreasonableness of the answer
Exhibits mastery of grade level skill/concept:
Consistently/Independently ● applies math to problems
arising in everyday life, societyand the workplace
● uses a problem-solvingmodel thatincorporates analyzing giveninformation, formulating a planor strategy, determining asolution, justifying the solution,and evaluating theproblem-solving process andthe reasonableness of thesolution
HISD First Grade Report Card Rubric (Rev. 8-19-15) Page 13
Mathematical Process Standards (cont)
● communicate math ideasand reasoning withappropriate language withsupport
● create and userepresentations to organize,record and communicatemath ideas with support
● analyze mathematicalrelationships to connect andcommunicate ideas withsupport
● display, explain and justifymath ideas using precisemath language with support
● selects tools, includingreal objects,manipulatives, paperand pencil, andtechnology asappropriate, andtechniques, includingmental math,estimation, andnumber sense asappropriate, to solveproblems
● communicates mathideas and reasoningwith appropriatelanguage
● creates and usesrepresentations toorganize, record andcommunicate mathideas
● displays, explains andjustifies math ideasusing precise mathlanguage
● selects tools, including real objects,manipulatives, paper and pencil, andtechnology as appropriate, andtechniques, including mental math,estimation, and number sense asappropriate, to solve problems
● communicates math ideas andreasoning with appropriate language
● creates and uses representations toorganize, record and communicatemath ideas
● analyzes mathematical relationshipsto connect and communicate ideas
● displays, explains and justifies mathideas using precise math language
● selects tools, including realobjects, manipulatives, paperand pencil, and technology asappropriate, and techniques,including mental math,estimation, and number senseas appropriate, to solveproblems
● communicates mathematicalideas, reasoning, and theirimplications using multiplerepresentations, includingsymbols, diagrams, graphs,and language as appropriate
● creates and usesrepresentations to organize,record, and communicatemathematical ideas
● analyzes mathematicalrelationships to connect andcommunicate mathematicalideas
● displays, explains, and justifiesmathematical ideas andarguments using precisemathematical language inwritten or oral communication
HISD First Grade Report Card Rubric (Rev. 8-19-15) Page 14
Number and Operations
Represents and compares whole numbers and relationship to place value
Students apply math process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers and relationships within the numeration system related to place value.
With direct guidance:
Begins to ● recognize instantly the
quantity of structuredarrangements with support
● use concrete and pictorialmodels to compose anddecompose numbers up to20 in more than one way asso many tens, and so manyones with support
● use objects, pictures, andexpanded and standardforms to representnumbers up to 20 withsupport
● generate a number that isgreater than or less than agiven whole number up to20 with support
● use place value to comparewhole numbers up to 20usingcomparative language withsupport
● order whole numbers up to20 using place value andopen number lines withsupport
● represent the comparisonof two numbers to 100using the symbols >, <, or= with support
With some guidance:
● recognizes instantly thequantity of structuredarrangements
● uses concrete andpictorial models tocompose anddecompose numbers upto 99 in more than oneway as so manyhundreds, so manytens,and so many ones
● generates a numberthat is greater than orless than a given wholenumber up to 99
● uses place value tocompare whole numbersup to 99 usingcomparative language
● orders whole numbersup to 99 using placevalue and open numberlines
● represents thecomparison of twonumbers to 100 usingthe symbols >, <, or=
With little guidance:
With increasing frequency and less support ● recognizes instantly the quantity of
structured arrangements● uses concrete and pictorial models to
compose and decompose numbersup to 99 in more than one way as somany hundreds, so many tens,and somany ones
● uses objects, pictures, and expandedand standard forms to representnumbers up to 99
● generates a number that is greaterthan or less than a given wholenumber up to 99
● uses place value to compare wholenumbers up to 99 using comparativelanguage
● orders whole numbers up to 99 usingplace value and open number lines
● represents the comparison of twonumbers to 100 using the symbols >,<, or=
Exhibits mastery of grade level skill/concept:
Consistently/Independently ● recognizes instantly the
quantity of structuredarrangements
● uses concrete and pictorialmodels to compose anddecompose numbers up to120 in more than one way asso many hundreds, so manytens, and so many ones
● uses objects, pictures, andexpanded and standard formsto represent numbers up to120
● generates a number that isgreater than or less than agiven whole number up to 120
● uses place value to comparewhole numbers up to 120using comparative language
● orders whole numbers up to120 using place value andopen number lines
● represents the comparison oftwo numbers to 100 using thesymbols >, <, or=
HISD First Grade Report Card Rubric (Rev. 8-19-15) Page 15
Develops and uses strategies for whole number addition and subtraction in order to solve problems
Students apply math process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems.
With direct guidance:
Begins to ● use concrete and
pictorial models to determine the sum of a multiple of ten and a one-digit number in problems up to 99 with support
● use objects and pictorialmodels to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2+4= ,; 3+ =7; and 5= -3 with support
● compose 10 with two ormore addends with and without concrete objects with support
● apply basic fact strategiesto add within 20 with support
● explain strategies used tosolve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences with support
● generate and solve problemsituations when given a number sentence involving addition of numbers within 20 with support
With some guidance:
● uses concrete andpictorial models todetermine the sum of amultiple of ten and aone-digit number inproblems up to 99
● uses objects andpictorial models tosolve word problemsinvolving joining,separating, andcomparing sets within20 and unknowns asany one of the terms inthe problem such as2+4= , 3+ =7; and5= -3
● composes 10 with two ormore addends with andwithout concrete objects
● applies basic factstrategies to add within20
● explains strategies usedto solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences
● generates and solvesproblem situations when given a number sentence involving addition of numbers within 20
With little guidance:
With increasing frequency and less support ● uses concrete and pictorial
models to determine the sum of a multiple of ten and a one-digit number in problems up to 99
● uses objects and pictorial modelsto solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2+4= , 3+ =7; and 5= -3
● composes 10 with two or moreaddends with and without concrete objects
● applies basic fact strategies toadd within 20
● explains strategies used to solveaddition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences
● generates and solves problemsituations when given a number sentence involving addition of numbers within 20
Exhibits mastery of grade level skill/concept:
Consistently/Independently ● uses concrete and pictorial
models to determine the sum of a multiple of ten and a one-digit number in problems up to 99
● uses objects and pictorialmodels to solve wordproblems involvingjoining, separating, andcomparing sets within 20and unknowns as anyone of the terms in theproblem such as 2+4= ,;3+ =7; and 5= -3
● composes 10 with two ormore addends with andwithout concrete objects
● applies basic fact strategiesto add and subtract within 20including making 10 anddecomposing an numberleading to a 10
● explains strategies used tosolve addition and subtractionproblems up to 20 usingspoken words, objects,pictorial models, and numbersentences
● generates and solves problemsituations when given anumber sentence involvingaddition or subtraction ofnumbers within 20
HISD First Grade Report Card Rubric (Rev. 8-19-15) Page 16
Identifies coins, their values and relationships among them in order to recognize the need for monetary transactions
Students apply math process standards to identify coins, their values and relationships among them in order to recognize the need for monetary transactions.
With direct guidance:
Begins to ● identify U.S. coins
-pennies by value withsupport
● write a number with thecent symbol to describethe value of a collectionof pennies, nickelsand/or dimes withsupport
● use relationships to countby twos and tens todetermine the value of acollection of pennies anddimes with support
With some guidance:
● identifies U.S. coins includingpennies, nickels, dimes byvalue and describes therelationships between them
● writes a number with thecent symbol to describe thevalue of a collection ofpennies, nickels and/ordimes
● uses relationships to count bytwos, fives, and tens todetermine the value ofa collection of pennies , nickelsand/or dimes
With little guidance:
With increasing frequency and less support ● identifies U.S. coins including
pennies, nickels, dimes byvalue and describes therelationships between them
● writes a number with the centsymbol to describe the valueof a collection of pennies,nickels and/or dimes
● uses relationships to count bytwos, fives, and tens todetermine the value ofa collection of pennies ,nickels and/or dimes
Exhibits mastery of grade level skill/concept:
Consistently/Independently ● identifies U.S. coins including
pennies, nickels, dimes andquarters by value anddescribes the relationshipsbetween them
● writes a number with the centsymbol to describe the valueof a collection of pennies,nickels and/or dimes
● uses relationships to count bytwos, fives, and tens todetermine the value of acollection of pennies , nickelsand/or dimes
HISD First Grade Report Card Rubric (Rev. 8-19-15) Page 17
Algebraic Reasoning
Identifies and applies number patterns within properties of numbers in order to describe relationships
Students apply math process standards to identify and apply number patterns within properties of numbers in order to describe relationships.
With direct guidance:
Begins to ● recite numbers forward
and backward from anygiven number between 1and 120 with support
● skip counts by twos, andtens to determine the totalnumber of objects up to120 in a set with support
● use relationships todetermine the number thatis 10 more and 10 lessthan a given number up to99 with support
● represent word problemsinvolving addition of wholenumbers up to 20 usingconcrete and pictorialmodels and numbersentences with support
● understand that the equalsign represents arelationship whereexpressions on each side ofthe equal sign represent thesame value(s) with support
● determine the unknownwhole number in anaddition equation whenthe unknown may be anyone of the three or fourterms in the equation withsupport
● apply properties ofoperations to add two orthree numbers with support
With some guidance:
● recites numbers forward andbackward from any givennumber between 1 and 120
● skips counts by twos, andtens to determine the totalnumber of objects up to 120in a set
● uses relationships todetermine the number that is10 more and 10 less than agiven number up to 99
● represents word problemsinvolving addition andsubtraction of whole numbersup to 20 using concrete andpictorial models and numbersentences
● understands that the equalsign represents arelationship whereexpressions on each side ofthe equal sign represent thesame value(s)
● determines the unknownwhole number in an additionequation when the unknownmay be any one of the threeor four terms in the equation
● applies properties ofoperations to add two orthree numbers
With little guidance:
With increasing frequency and less support ● recites numbers forward and
backward from any givennumber between 1 and 120
● skips counts by twos, andtens to determine the totalnumber of objects up to 120in a set
● uses relationships todetermine the number that is10 more and 10 less than agiven number up to 99
● represents word problemsinvolving addition andsubtraction of whole numbersup to 20 using concrete andpictorial models and numbersentences
● understands that the equalsign represents a relationshipwhere expressions on eachside of the equal signrepresent the same value(s)
● determines the unknownwhole number in an additionequation when the unknownmay be any one of the threeor four terms in the equation
● applies properties ofoperations to add two orthree numbers
Exhibits mastery of grade level skill/concept: Consistently/Independently ● recites numbers forward and
backward from any givennumber between 1 and 120
● skips counts by twos, and tensto determine the total numberof objects up to 120 in a set
● uses relationships to determinethe number that is 10 more and10 less than a given number upto 99
● represents word problemsinvolving addition andsubtraction of whole numbersup to 20 using concrete andpictorial models and numbersentences
● understands that the equal signrepresents a relationship whereexpressions on each side of theequal sign represent the samevalue(s)
● determines the unknown wholenumber in an addition equationwhen the unknown may be anyone of the three or four terms inthe equation
● applies properties of operationsto add two or three numbers
HISD First Grade Report Card Rubric (Rev. 8-19-15) Page 18
Geometry and Measurement
Analyzes attributes of two-dimensional shapes and three dimensional solids to develop generalizations about their properties
Students apply math process standards to analyze attributes of two-dimensional shapes and three dimensional solids to develop generalizations about their properties.
With direct guidance:
Begins to ● classify and sort regular
and irregulartwo-dimensional shapesbased on attributes usinginformal geometriclanguage with support
● distinguish betweenattributes that define atwo-dimensional orthree-dimensional figureand attributes that do notdefine the shape withsupport
● create two-dimensionalfigures, including circles,triangles, rectangles, andsquares as specialrectangles, rhombuses,and hexagons with support
● identify two-dimensionalshapes, including circles,triangles, rectangles, andsquares as specialrectangles, rhombuses,and hexagons, anddescribe their attributesusing formal geometriclanguage with support
● identify three-dimensionalsolids, including spheres,cones, cylinders,rectangular prisms(including cubes), andtriangular prisms, anddescribe their attributesusing formal geometriclanguage with support
● compose two-dimensionalshapes by joining two, three,or four figures to produce atarget shape in more thanone way if possible withsupport
With some guidance:
● classifies and sorts regularand irregulartwo-dimensional shapes basedon attributes using informalgeometric language
● distinguishes betweenattributes that define atwo-dimensional orthree-dimensional figure andattributes that do not define theshape
● creates two-dimensionalfigures, including circles,triangles, rectangles, andsquares as special rectangles,rhombuses, and hexagons
● identifies two-dimensionalshapes, including circles,triangles, rectangles, andsquares as special rectangles,rhombuses, and hexagons,and describe their attributesusing formal geometriclanguage
● identifiesthree-dimensional solids,including spheres, cones,cylinders, rectangular prisms(including cubes), andtriangular prisms, and describetheir attributes using formalgeometric language
● composestwo-dimensional shapes byjoining two, three, or fourfigures to produce a targetshape in more than one way ifpossible
With little guidance:
With increasing frequency and less support ● classifies and sorts regular and
irregular two-dimensional shapesbased on attributes usinginformal geometric language
● distinguishes between attributesthat define a two-dimensional orthree-dimensional figure andattributes that do not define theshape
● identifies two-dimensionalshapes, including circles,triangles, rectangles, andsquares as special rectangles,rhombuses, and hexagons, anddescribe their attributes usingformal geometric language
● identifies three-dimensionalsolids, including spheres, cones,cylinders, rectangular prisms(including cubes), and triangularprisms, and describe theirattributes using formal geometriclanguage
● composes two-dimensionalshapes by joining two, three, orfour figures to produce a targetshape in more than one way ifpossible
Exhibits mastery of grade level skill/concept:
Consistently/Independently ● classifies and sorts regular and
irregular two-dimensionalshapes based on attributesusing informal geometriclanguage
● distinguishes betweenattributes that define atwo-dimensional orthree-dimensional figure and attributes that do not define the shape
● creates two-dimensionalfigures, including circles,triangles, rectangles, andsquares as special rectangles,rhombuses, and hexagons
● identifies two-dimensionalshapes, including circles,triangles, rectangles, andsquares as special rectangles,rhombuses, and hexagons, anddescribe their attributes usingformal geometric language
● identifies three-dimensionalsolids, including spheres,cones, cylinders, rectangularprisms (including cubes), andtriangular prisms, and describetheir attributes using formalgeometric language
● composes two-dimensionalshapes by joining two, three, orfour figures to produce a targetshape in more than one way ifpossible
HISD First Grade Report Card Rubric (Rev. 8-19-15) Page 19
Partitions two-dimensional figures into equal parts and uses words to describe halves and fourths
Students apply math process standards to analyze attributes of two-dimensional shapes and three-dimensional shapes and three-dimensional solids to develop generalizations about their properties.
With direct guidance:
Begins to ● partition two-dimensional
figures into two and four fair shares or equal parts and describes the parts using words with support
● identify examples andnon-examples of halves and fourths with support
With some guidance:
● partitions two-dimensionalfigures into two and four fairshares or equal parts anddescribes the parts usingwords
● identifies examples andnon-examples of halves andfourths
With little guidance:
With increasing frequency and less support ● partitions two-dimensional
figures into two and four fair shares or equal parts and describes the parts using words
● identifies examples andnon-examples of halves and fourths
figures into two and four fair shares or equal parts and describes the parts using words
● identifies examples andnon-examples of halves and fourths
Selects and uses units to describe length and time
Students apply math process standards to select and use units to describe length and time.
With direct guidance:
Begins to ● use [non-standard]
measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement with support
● illustrate that the length ofan 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 with support
● measure the sameobject/distance with units of two different lengths and describes how and why the measurement differ with support
● describe a length to thenearest whole unit using a number and a unit with support
● tell time to the hour usinganalog and digital clocks with support
With some guidance:
● uses [non-standard]measuring tools to measurethe length of objects toreinforce the continuousnature of linear measurement
● illustrates that the length ofan object is the number ofsame –size units of lengththat, when laidend-to-end with no gaps oroverlaps, reach from one endof the object to the other
● measures the sameobject/distance with units oftwo different lengths anddescribes how and why themeasurement differ
● describes a length to thenearest whole unit using anumber and a unit
● tells time to the hour usinganalog and digital clocks
With little guidance:
With increasing frequency and less support ● uses [non-standard]
measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement
● illustrates that the length ofan object is the number of same –size units of length that, when laid
● end-to-end with no gaps oroverlaps, reach from one end of the object to the other
● measures the sameobject/distance with units of two different lengths and describes how and why the measurement differ
● describes a length to thenearest whole unit using a number and a unit
● tells time to the hour usinganalog and digital clocks