Report card rubric

Here is the rubric for 2nd trimester grades:
2013-2014 Third Grade Reading Rubric for Report Card
Resource for grading
Trimester 2
Vocabulary: Understands 3rd Grade Vocabulary
Basal Story Assessment & Text talk
90% and above 4
80%-89% 3
70%-79% 2
69% or below 1
Comprehension: Independently Comprehends 3rd Grade Reading Material
Basal Story Assessment
90% and above 4
80%-89% 3
70%-79% 2
69% or below 1
Fluency: Independently Reads a 3rd Grade Passage
Guided Reading Level and Dibels Passage
 DIBELS-
105 correct words per minute and above =  4
85-104 correct words per minute= 3
65- 84 correct words per minute= 2
64 correct words per minute or below= 1
Also used are running record and notes compiled during guided reading
2013-2014 Third Grade Writing Rubric for Report Card
Resource for grading
Trimester 2
Develops and organizes effectively in written form
Write Tools
Writing Samples
*  Writes a paragraph with a topic sentence, concluding sentence, a big idea, and a give me more (2 greens, one yellow and one pink)
all 4 = 4
3 out of the 4 = 3
2 out of the 4 = 2
1 out of the 4 = 1
Word Usage
Write Tools
Writing Samples
·      Uses correct grammar
Applies correct capitalization and punctuation in written work
Write Tools
Writing Samples
·      Capitalizes days of the week, months of the year
·      Capitalizes salutations and closings of letter
·      Capitalize beginning of nouns
Spells correctly in written work
Write Tools
Writing Samples
·      Spells frequently used words (tricky words) correctly
2013-2014 Third Grade Spelling Rubric for Report Card
Resource for grading
Trimester 2
Spelling
Spelling lists from Journey's
4- above 90%
3- above 75%
2- above 65%
1-below 65%
Handwriting
Loops and Groups
Daily Work
Students will be assessed on their cursive handwriting as well as their handwriting on daily assignments. 
 
*If they have not been in my room during cursive, I will grade them on their print handwriting. 
2013-2014
3rd grade Math rubric
Resources
Trimester 2




Demonstrates an understanding of fractions as numbers
Investigations
·      
  1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. (3.NF.A.1)
  1. Understand a fraction as a number on the number line; represent fractions on a number line diagram.
    1. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
    2. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. (3.NF.A.2)
  1. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
    1. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
    2. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
    3. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
    4. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. (3.NF.A.3)
Geometric measurement: understand concepts of area and relate it to multiplication and division
Investigations
·     
  1. Recognize area as an attribute of plane figures and understand concepts of area measurement.
    1. A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.
    2. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. (3.MD.C.5)
  1. Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). (3.MD.C.6)
  1. Relate area to the operations of multiplication and addition.
    1. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
    2. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
    3. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
    4. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. (3.MD.C.7)


Geometric measurement: understand and determine the perimeter of polygons. 
Investigations
·  Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. (3.MD.D.8)