2013-14 grade 3 rubrics - san francisco unified school...

San Francisco Unified School District

STANDARDS BASED REPORT CARD

Rubrics

Grade 3

English Language Arts

Mathematics

Social Studies

Science

Physical Education

THIRD GRADE SBRC – A Working Document Do not alter without permission. SFUSD Humanities Department

SFUSD Common Core State Standards Based Report Card for English Language Arts Rubrics

SFUSD Humanities Department/Achievement & Assessment Office https://district.sfusd.edu/dept/rpa/aao/DataDirector/SBRC/default.aspx

THIRD GRADE

Reading Standards for Literature & Informational Text

RL.3.1 & RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Performance

Level

Indicators

Performance Description

ELA: Reading Literature 3.1 & Reading Informational Text 3.1

4

Exceeds Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text

3

Meets RL.3.1 & RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

2

Approaching Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

1

Emerging Ask and answer questions about key details in a text.




RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is

conveyed through key details in the text

Corresponding ELD Standard:

Part I. 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through

language

Performance

Level

Indicators


ELA: Reading Literature 3.2

4 Exceeds

Determine a theme of a story, drama, or poem from details in the text; summarize the text

3 Meets

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text

2 Approaching

Recount stories, including fables, folktales, and myths from diverse cultures, and determine the central message, lesson, or moral.

1 Emerging

Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Proficiency Level Descriptors in English Language Development

Part I: Interacting in Meaningful Ways: 6. Reading/Viewing Closely

Lifelong Language Learning: Students who have exited the Bridging level benefit from occasional linguistic

support in their ongoing learning of English. Students continue to build increasing depth and complexity in

comprehending and communicating in English in a wide variety of contexts.

Bridging

ELD Part I. 6: Reading/Viewing Closely

Describes text elements with key details based on understanding of grade-level texts with light support.

Exit: Students can communicate effectively with various audiences on a wide range of familiar and

new topics to meet academic demands in a variety of disciplines. Students can read, with limited

difficulty, a variety of grade-level texts and comprehend concrete and abstract topics, recognizing subtleties in a

variety of communicative settings.

Enter: Students are able to engage in complex academic activities with light linguistic support. Students

read increasingly complex texts at grade level and comprehend many abstract topics. Students begin to

recognize language subtleties in a variety of communicative settings.

Expanding


Describes text elements with key details based on understanding of grade-level texts with moderate support.

Exit: Students can use English to learn and communicate about a range of topics and academic

content in more complex, cognitively demanding situations. Students read increasingly complex grade

level text while relying on context and prior knowledge to obtain meaning from print. Students comprehend

detailed information with fewer contextual clues on unfamiliar topics.

Enter: Students are able to engage in complex academic activities with moderate support. Students

can read a variety of grade-appropriate texts with simple sentences. Students are able to comprehend

information on familiar topics and on some unfamiliar topics.

Emerging


Describes text elements with key details based on understanding of grade-level texts with substantial

support.

Exit: Students have basic English communication skills in social and academic contexts. They start to respond

to more varied communication tasks using learned words and phrases with increasing ease. Students can read

brief grade-appropriate text with simple sentences and mostly familiar vocabulary and comprehend a

sequence of information on familiar topics.

Enter: Students are able to engage in complex academic activities with substantial support. Students have

limited receptive and productive English skills and can read very brief grade appropriate text with simple

sentences and familiar vocabulary. Students comprehend frequently used words and basic phrases in

immediate physical surroundings.

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RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

Corresponding ELD Standard:

Part I. 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through

language

Performance

Level

Indicators


ELA: Reading Informational

Text 3.2

4 Exceeds

Determine the main idea of

a text and explain how it is

supported by key details;

summarize the text.

3 Meets

RI.3.2. Determine the main

idea of an informational text;

recount the key details and

explain how they support

the main idea.

2 Approaching

Identify the main topic of a

multiparagraph text as well

as the focus of specific

paragraphs within the text.

1 Emerging

Identify the main topic and

retell key details of a text.


Part I: Interacting in Meaningful Ways: 6. Reading/Viewing Closely

Lifelong Language Learning: Students who have exited the Bridging level benefit from occasional linguistic support

in their ongoing learning of English. Students continue to build increasing depth and complexity in comprehending

and communicating in English in a wide variety of contexts.

Bridging


Describes text elements with key details based on understanding of grade-level texts with light support.

Exit: Students can communicate effectively with various audiences on a wide range of familiar and new

topics to meet academic demands in a variety of disciplines. Students can read, with limited difficulty, a

variety of grade-level texts and comprehend concrete and abstract topics, recognizing subtleties in a variety of

communicative settings.

Enter: Students are able to engage in complex academic activities with light linguistic support. Students

read increasingly complex texts at grade level and comprehend many abstract topics. Students begin to recognize

language subtleties in a variety of communicative settings.

Expanding


Describes text elements with key details based on understanding of grade-level texts with moderate support.

Exit: Students can use English to learn and communicate about a range of topics and academic content

in more complex, cognitively demanding situations. Students read increasingly complex grade level text

while relying on context and prior knowledge to obtain meaning from print. Students comprehend detailed

information with fewer contextual clues on unfamiliar topics.

Enter: Students are able to engage in complex academic activities with moderate support. Students can

read a variety of grade-appropriate texts with simple sentences. Students are able to comprehend information on

familiar topics and on some unfamiliar topics.

Emerging


Describes text elements with key details based on understanding of grade-level texts with substantial support.

Exit: Students have basic English communication skills in social and academic contexts. They start to respond to

more varied communication tasks using learned words and phrases with increasing ease. Students can read brief

grade-appropriate text with simple sentences and mostly familiar vocabulary and comprehend a sequence of

information on familiar topics.

Enter: Students are able to engage in complex academic activities with substantial support. Students have limited

receptive and productive English skills and can read very brief grade appropriate text with simple sentences and

familiar vocabulary. Students comprehend frequently used words and basic phrases in immediate physical

surroundings.

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RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic.

Performance

Level

Descriptors


ELA: Reading Informational Text 3.9

4

Exceeds Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

3

Meets RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

2

Approaching Compare and contrast the most important points presented by two texts on the same topic.

1

Emerging Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Range of Reading and Level of Text Complexity for Literature and Informational Texts

Read and comprehend literature, including stories, drama, poetry, and informational texts, including history/social studies, science, and technical texts,

within the instructional level expectations for the given trimester.

Reading Standards for Literature and Informational Text RL.3.10 & RI.3 .10

Instructional Level Expectations for Reading

T1 F&P M/N N

DRA 28 30

T2 F&P N O

DRA 30 34

T3 F&P O

P

DRA 34

38 3

rd Grade

Lexile

Range

651 - 770

Performance Level

Indicators

Exceed Proficient

P Meets

Approaching Needs more time to

practice and develop

N N




Writing Standards

W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

Performance

Level

Indicators


ELA Writing 3.1

4

Exceeds

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

· Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to

support the writer’s purpose.

· Provide reasons that are supported by facts and details.

· Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

· Provide a concluding statement or section related to the opinion presented

3

Meets

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

W.3.1b Provide reasons that support the opinion.

W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

W.3.1d Provide a concluding statement or section

2

Approaching

Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the

opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

1

Emerging

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the

opinion, and provide some sense of closure.




W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Performance

Level

Indicators


ELA: Writing 3.2

4

Exceeds

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

· Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations,

and multimedia when useful to aiding comprehension.

· Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

· Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

· Use precise language and domain-specific vocabulary to inform about or explain the topic.

· Provide a concluding statement or section related to the information or explanation presented

3

Meets

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

W.3.2b Develop the topic with facts, definitions, and details.

W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

W.3.2d Provide a concluding statement or section

2

Approaching

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding

statement or section.

1

Emerging Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.




W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Performance

Level

Indicators


ELA: Writing 3.3

4

Exceeds

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

· Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds

naturally.

· Use dialogue and description to develop experiences and events or show the responses of characters to situations.

· Use a variety of transitional words and phrases to manage the sequence of events.

· Use concrete words and phrases and sensory details to convey experiences and events precisely.

· Provide a conclusion that follows from the narrated experiences or events

3

Meets

W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event

sequences.

W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of

characters to situations.

W.3.3c Use temporal words and phrases to signal event order.

W.3.3d Provide a sense of closure

2

Approaching

Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and

feelings, use temporal words to signal event order, and provide a sense of closure.

1

Emerging

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use

temporal words to signal event order, and provide some sense of closure.




Speaking and Listening

SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts,

building on others’ ideas and expressing their own clearly

SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

SL 3.1d Explain their own ideas and understanding in light of the discussion

Corresponding ELD Standards: Part I. 1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and

academic topics; Part I. 3. Offering and supporting opinions and negotiating with others in communicative exchanges




Performance

Level

Indicators


ELA: Speaking and Listening 3.1

4

Exceeds

Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-

led) with diverse partners on grade 3 topics and

texts, building on others’ ideas and expressing

their own clearly.

· Pose and respond to specific questions

to clarify or follow up on information,

and make comments that contribute to

the discussion and link to the remarks of

others.

· Review the key ideas expressed and

explain their own ideas and

understanding in light of the discussion.

3

Meets

SL.3.1 Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with

diverse partners on grade 3 topics and texts, building on

others’ ideas and expressing their own clearly SL.3.1c Ask questions to check understanding of

information presented, stay on topic, and link

their comments to the remarks of others.

SL 3.1d Explain their own ideas and understanding

in light of the discussion

2

Approaching

Participate in collaborative conversations with

diverse partners about grade 3 topics and texts

with peers and adults in small and larger groups.

· Ask for clarification and further

explanation as needed about the topics

and texts under discussion.

1

Emerging

Participate in collaborative conversations with

diverse partners about grade 3 topics and texts

with peers and adults in small and larger groups.

· Ask questions to clear up any confusion

about the topics and texts under

discussion.


Part I. Interacting in Meaningful Ways:

1. Exchanging Information and Ideas

3. Offering Opinions

Lifelong Language Learning: Students who have exited the Bridging level benefit from occasional

linguistic support in their ongoing learning of English. Students continue to build increasing depth and

complexity in comprehending and communicating in English in a wide variety of contexts.

Bridging

Part I. 1. Exchanging Information and Ideas: Contribute to discussions by listening attentively, following

turn-taking rules, and asking and answering questions.

Part I. 3. Offering opinions: Offer opinions in conversations using an expanded set of learned phrases

(e.g., I think/don’t think X. I agree with X, but . . .), as well as open responses, in order to gain and/or

hold the floor or add information to an idea.

Exit: Students can use English to communicate effectively with various audiences on a wide

range of familiar and new topics to meet academic demands in a variety of disciplines.

Enter: Students are able to engage in complex academic activities with light linguistic support.

Students can express a variety of personal needs, ideas, and opinions using extended, more

elaborated discourse.

Expanding

Part I. 1. Exchanging Information and Ideas: Contribute to discussions by listening attentively, following

turn-taking rules, and asking and answering questions.

Part I. 3. Offering opinions: Offer opinions in conversations using an expanded set of learned phrases

(e.g., I think/don’t think X. I agree with X.), as well as open responses, in order to gain and/or hold the

floor.

Exit: Students can use English to learn and communicate about a range of topics and academic

content in more complex, cognitively demanding situations.

Enter: Students are able to engage in complex academic activities with moderate support.

Students can express a variety of personal needs, ideas, and opinion using short sentences.

Emerging

1. 1. Exchanging information and ideas: Contribute to conversations and express ideas by asking and

answering yes-no and wh- questions and responding using gestures, words, and simple phrases

3. Offering opinions: Offer opinions and ideas in conversations using a small set of learned phrases (e.g.,

I think X.), as well as open responses.

Exit: Students have basic English communication skills in social and academic contexts. They

start to respond to more varied communication tasks using learned words and phrases with

increasing ease.

Enter: Students are able to engage in complex academic activities with substantial support.

They have limited receptive and productive English skills.

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SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an

understandable pace.

Corresponding ELD Standards:

Part I. 12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

ELA

Performance

Level

Performance Description: ELA

Speaking and Listening.3.4

4

Exceeds

Report on a topic or text, tell a

story, or recount an experience in

an organized manner, using

appropriate facts and relevant,

descriptive details to support main

ideas or themes; speak clearly at an

understandable pace.

3

Meets

SL.3.4 Report on a topic or text, tell

a story, or recount an experience

with appropriate facts and relevant,

descriptive details, speaking clearly

at an understandable pace.

2

Approaching

Tell a story or recount an experience

with appropriate facts and relevant,

descriptive details, speaking audibly

in coherent sentences.

1

Emerging

Describe a story, an event, or an

experience with relevant details,

expressing ideas and feelings clearly.


ELD: Part I: Interacting in Meaningful Ways

12. Selecting Language Resources

Lifelong Language Learning: Students who have exited the Bridging level benefit from occasional linguistic

support in their ongoing learning of English. Students continue to build increasing depth and complexity in

comprehending and communicating in English in a wide variety of contexts

Bridging: I.12. Selecting language resources: Use a wide variety of general academic and domain-specific

words, synonyms, antonyms, and non-literal language to create an effect, precision, and shades of meaning while speaking and writing.

Exit: Students can use English to communicate effectively with various audiences on a wide range of

familiar and new topics to meet academic demands in a variety of disciplines.

Enter: Students are able to engage in complex academic activities with light linguistic support.

Students can express a variety of personal needs, ideas, and opinions using extended, more

elaborated discourse.

2. Expanding: I.12. Selecting language resources Use a growing number of general academic and domain-

specific words in order to add detail, create an effect, or create shades of meaning while speaking and

writing. Exit: Students can use English to learn and communicate about a range of topics and academic

content in more complex, cognitively demanding situations.

Enter: Students are able to engage in complex academic activities with moderate support. Students

can express a variety of personal needs, ideas, and opinion using short sentences.

3. Emerging:. I.12. Selecting language resources Use a select number of general academic and domain-

specific words to add detail while speaking and writing. Exit: Students have basic English communication skills in social and academic contexts. They start to

respond to more varied communication tasks using learned words and phrases with increasing ease.

Enter: Students are able to engage in complex academic activities with substantial support. They

have limited receptive and productive English skills.

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Student performance in the areas of Reading: Foundational Skills and Language will be recorded as “P” for proficient or “N” for needs more practice on the

Standards Based Report Card.

Reading: Foundational Skills

RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.

RF.3.3a. Identify and know the meaning of the most common prefixes and derivational suffixes.

RF.3.3b. Decode words with common Latin suffixes.

RF.3.3c. Decode multisyllable words.

RF.3.3d Read grade-appropriate irregularly spelled words.

Language

L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.3.1d Form and use regular and irregular plural nouns.

L.3.1f Form and use regular and irregular verbs.

L.3.1h Ensure subject-verb and pronoun-antecedent agreement

L.3.1k Produce simple, compound, and complex sentences.

L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.3.2a Capitalize appropriate words in titles.

L.3.2c Use commas and quotation marks in dialogue.

L.3.2d Form and use possessives.

L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in

writing words.

L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial

and temporal relationships (e.g., After dinner that night we went looking for them).

Note that the math sections of the 2014-2015 SBRC should be completed using the

generic rubric provided below. Rubrics will be revised for the 2015-2016 school year.

MATH RUBRIC for 2014-2015 4 – Exceeds In addition to “Meets”, student demonstrates the use of inferences and

applications that are in-depths or beyond what was taught.

3 – Meets In addition to “Approaching”, students demonstrated consistent

understanding of the simple and complex ideas and processes. There are no major errors

or omissions when identifying and articulation the key concepts of the content.

2 – Approaching In addition to “Below”, student demonstrates understanding of the

simple ideas and process, there are no major errors or omissions when identifying and

articulation the key concepts of the content. However, the student demonstrates little

understanding of the more complex ideas and processes with major content errors or

omissions.

1 – Below Student demonstrated little understanding of the simpler ideas and processes

and no understanding of the complex ideas and processes. There are major errors or

omissions when identifying and articulation the key concepts of the content.

SFUSD credits the Sunnyvale School District for its district rubrics.

3rd Grade San Francisco Unified School District

STANDARDS BASED REPORT CARDSocial Studies

Rubrics

PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY

4Exceeds

3Meets

2Approaching

1Below

4 – Exceeds In addition to “Meets”, student

demonstrates the use of inferences and

applications that are in depths or beyond what

was taught:

3 – Meets In addition to “Approaching”, students

demonstrated consistent understanding of the

simple and complex ideas and processes. There

are no major errors or omissions when identifying

and articulation the key concepts of the content:

2 – Approaching In addition to “Below”, student

demonstrates understanding of the simple ideas

and process, there are no major errors or

omissions when identifying and articulation the

key concepts of the content. However, the student

demonstrates little understanding of the more

complex ideas and processes with major content

errors or omissions:

1 – Below Student demonstrated little

understanding of the simpler ideas and processes

and no understanding of the complex ideas and

processes. There are major errors or omissions

when identifying and articulation the key concepts

of the content:

HISTORY / SOCIAL SCIENCE

Standard: 3.1 Describes geographical features and organizes information about people, places, and environments.

Analyzes different types of maps (political, physical, etc.) for specific purposes.

Identifies geographical features in their local region (e.g. deserts, mountains, valleys,

hills, coastal areas, oceans, lakes)

Describes the ways in which people have used the resources of the local region and

modified the physical environment (e.g. a dam, constructed upstream changed a

river or coastline)

Recognizes or matches major geographical features to specific regions.

Identifies modifications of the physical environment of the local region.

Differentiates between natural geographical features and man made physical

features of the environment.




Rubrics


4Exceeds

3Meets

2Approaching

1Below




was taught:



















of the content:


Standard: 3.2 Describes the local American Indian nations.

Compares the ways that different American Indian tribes used the physical

geography to adapt to their climate.

Evaluates how the culture of new settlers and the culture of the local American

Indian nations influenced each other.

Describes the economies, systems of government, religious beliefs, customs, and

various folklore traditions of local American Indian nations.

Explains the ways in which physical geography, including climate, influenced how the

local Indian nations adapted to their natural environment (e.g. how they obtained

food, clothing, tools)

Explains the interaction of new settlers with the already established Indians of the

region.

Identifies and cites examples of the local American Indian culture.

Identifies local American Indian nations.




Rubrics


4Exceeds

3Meets

2Approaching

1Below




was taught:



















of the content:


Standard: 3.3 Knows about major historical events in local history.

Uses knowledge of local history to analyze or discuss the impact on individuals in the

past and present (e.g. student writes a report connecting the Gold Rush to the

current diversity of San Francisco).

Knows about major events that shaped the city's history (e.g. The Gold Rush, The

Chinese Exclusion Act, the development of the Cable Car, the 1906 earthquake/fire)

Understands the concept of "history" as time that came before the present.

Able to use a labeled timeline to identify important events in local history.

Knows the name of the place in which he/she lives.




Rubrics


4Exceeds

3Meets

2Approaching

1Below




was taught:



















of the content:


STANDARD: 3.4 Understands of the role of rules and laws and the basic structure of the U.S. Government.

Compares the structure of the federal, state, and local governments.

Compares the ways in which California, the other states, and sovereign American

Indian tribes contribute to the on going changes of the Constitution.

Explains the structure of the federal government and how the branches interact.

Determines the reasons for ruler, laws, and the U.S. Constitution.

Explains the role of citizenship in the promotion of rules and laws; including how to

participates in a classroom, a community, and in civic life.

Identifies the structure of the federal government.

Defines the Constitution's role in our government.

Lists the three branches of government.




Rubrics


4Exceeds

3Meets

2Approaching

1Below




was taught:



















of the content:


STANDARD: 3.5 Demonstrates basic economic reasoning and understands the economy of the local region.

Critiques the cost and benefit trade offs made in the local economy in the past or

present (e.g. the choice to cut down orchard to build mini malls or offices)

Diagrams how local goods and services effect economies elsewhere in the US and

abroad.

Describes the ways in which local producers have used and are using natural

resources, human resources, and capital resources to produce goods and services in

the past and the present.

Explains and cites example that some goods are made locally, some elsewhere in the

United States, and some abroad.

Understands that individual economic choices involve trade offs.

Identifies the major goods and services produced locally.

Defines economic choices.

Cites examples of goods produced locally.



STANDARDS BASED REPORT CARDScience Rubrics


4Exceeds

3Meets

2Approaching

1Below




was taught:



















of the content:

PHYSICAL SCIENCE

Standard: 1.0 Understands principles of energy and matter in multiple forms.

Compares the characteristics of different forms of energy.

Applies knowledge about energy and matter to real world events.

Identifies the characteristics of multiple forms of energy.

Describes the three forms of matter.

Explains how evaporation and melting facilitate the change between the three forms

of matter.

Explains the various properties of an atom.

Describes how the number of elements on the periodic table has changed over time.

Identifies multiple forms of energy.

Understands that energy comes from the Sun to the Earth in the form of light.

Identifies and labels the three forms of matter.

Recalls that matter is made of small particles called atoms.

Recognizes that the periodic table names the different types of atoms.

Differentiates between items that do or do not produce energy.

Identifies the three forms of matter.

Recognizes the periodic table.





4Exceeds

3Meets

2Approaching

1Below




was taught:



















of the content:

LIFE SCIENCE

Standard: 3.0 Understands adaptations in physical structures and behaviors for survival.

Analyzes the benefits and repercussions to an organism and its environment from a

variety of physical or behavioral adaptations.

Understands that adaptations improve an organism's chance for survival.

Identifies examples of diverse life forms in different environments.

Explains that living things cause beneficial and detrimental changes in their

environment.

Explains that some organisms resembled others that are alive today.

Matches physical or behavior adaptations to an organism.

Identifies different environments.

Recognizes that living things cause changes in their environment.

Recognizes that environment changes impact plant and animal survival.

Explains that some organisms are extinct.

Selects organisms from given physical or behavioral adaptations.

Identifies organisms as extinct or living.





4Exceeds

3Meets

2Approaching

1Below




was taught:



















of the content:

EARTH SCIENCE

Standard: 4.0 Understands patterns in space.

Compares and contrasts the patterns of planets, starts and other objects in the sky.

Describes the predictable patterns of movement of objects in the sky.

Explains the Moon's changes in appearance during the four week lunar cycle.

Compares the difference between viewing distant objects in the sky through

telescope and the unaided eye.

Explains that Earth is one of several planets that orbit the Sun and that the Moon

orbits Earth.

Describes how the Sun's position changes during the course of the day and from

season to season.

Identifies the Moon's phase during the lunar cycle.

Identifies the planets that orbit the Sun.

Explains that the Sun's position changes during the course of the day.

Recognizes objects orbit the Sun.





4Exceeds

3Meets

2Approaching

1Below




was taught:



















of the content:

INVESTIGATION AND EXPERIMENTATION

STANDARD: 5.0 Uses the scientific method to predict outcomes and develop logical conclusions of simple investigations.

Compares and contracts results from multiple experiments.

Designs experiments that test a hypothesis.

Repeats observations to improve accuracy.

Differentiates scientific evidence from opinion.

Uses numerical data in describing and comparing objects, events, and

measurements.

Predicts the outcome of a simple investigation and compares the result with the

prediction.

Collects data and analyses those data to develop a logical conclusion.

Recognizes the need for repeated observations to improve accuracy.

Lists scientific evidence.

Uses numerical data in describing objects, events, and measurements.

Predicts the outcome of a simple investigation.

Collects data.

Records observations.

Recalls the difference between evidence and opinion.



STANDARDS BASED REPORT CARDPhysical Education

Rubrics


4Exceeds

3Meets

2Approaching

1Below




was taught:



















of the content:

Standard: Demonstrates gross motor and movement skills.

(Specific standards for grade level in rubric below, use stage of progress scoring on the report card.)

Sets personal goals for increasing gross motor and movement skills and consistently

works toward these goals.

Successfully teaches others the target skills using appropriate explanation and

instruction.

Demonstrates skills while engaged in a game or activity with others, as appropriate.

Jumps rope continuously forward and backward (not necessarily a self turned rope)

Understands how to change speed and direction to move away from another person.

Performs forward rolls and straddle rolls using proper form.

Jumps rope either forward or backward with some stops and starts.

Changes direction or speed to move away from another person.

Performs forward and straddle rolls with assistance.

Steps over to jump rope.

Attempts to change direction and/or speed to move away from another person.

Begins to perform a forward or straddle roll.




Rubrics


4Exceeds

3Meets

2Approaching

1Below




was taught:



















of the content:

Standard: Demonstrates fine motor and manipulated skills.

(Specific standards for grade level in rubric below, use stage of progress for scoring on the report card).

Sets personal goals for increasing fine motor and manipulative skills and consistently

works toward these goals.

Successfully teaches others the target skills using appropriate explanation and

instruction.

Demonstrates skills while engaged in a game or activity with others, as appropriate.

Catches an object thrown by a stationary partner while moving.

Rolls a ball accurately toward a target.

Thrown a ball with accuracy.

Kicks a ball to a partner using the inside of the foot.

Dribbles using hands and feet while moving around obstacles and changing

direction.

Catches a ball when stationary.

Rolls a ball, sometimes hitting target.

Throws a ball, sometimes hitting target.

Kicks a ball to a partner using the toe.

Dribble using hands and feet while moving forward.

Holds a ball.

Throws, kicks, and catches a ball over short distances.




Rubrics


4Exceeds

3Meets

2Approaching

1Below




was taught:



















of the content:

Standard: Demonstrates balance and coordination.

(Specific standard for grade level in rubric below, use stage of progress for scoring on the report card.)

Performs a variety of locomotor movements on grounds level balance beam.

Balances while traveling and manipulating an object on a ground level balance beam.

Walks across part of the ground level balance beam with or without manipulating an

object.

Walks across the beam without manipulating an object.

Stands on ground level balance beam.

2013-14 grade 3 rubrics - san francisco unified school...

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