Download Grading Benchmarks – SECOND GRADE READING and more Exams Art in PDF only on Docsity!
READING
1) Reads at grade level.
Trimester 1 2 3
1st Student has achieved reading
success at Level G or below. Student has achieved reading success at Level H or I. Student has achieved reading success at Level J or K. Student has achieved reading success at Level L or above.
2nd Student has achieved reading
success at Level I or below. Student has achieved reading success at Level J or K. Student has achieved reading success at Level L. Student has achieved reading success at Level M or above.
3rd Student has achieved reading
success at Level J or below. Student has achieved reading success at Level K or L. Student has achieved reading success at Level M. Student has achieved reading success at Level N or above. Reading level as indicated on the Teachers College Reading Level Benchmarks for the Independent Reading Level Assessment (IRLA).
2) Uses various strategies to decode text (pictures, context, phonics).
Trimester 1 2 3 4
ALL Student is unable or rarely able to
use phonic skills, picture clues, and context clues to figure out unknown words. Student sometimes uses phonic skills, picture clues, and context clues to figure out unknown words. Student consistently uses phonic skills, picture clues, and context clues to figure out unknown words. Student is able to use skills in a higher level text. Second Grade Benchmarks – READING (8/15/19) Page 1 of 6
3) Reads with comprehension: Literal (main idea, details, character, setting, retells accurately).
⇒ Demonstrates successful understanding of the text through retelling, summarizing, and interpreting the main idea.
Trimester 1 2 3
1st ●^ Student rarely demonstrates
literal understanding of stories and informational texts. ● Retellings and responses are simple, demonstrate little understanding of the text, and are generally based on pictures. ● Student does not use target comprehension skills. ● Student has achieved comprehension success at Level G or below. ● Student sometimes demonstrates some literal understanding of stories and informational texts. ● Retellings and responses demonstrate a partial understanding of the text and partial application of target comprehension skills. ● Student has achieved comprehension success at Level H or I. ● Student demonstrates a literal understanding of stories and informational texts. ● Retellings and responses demonstrate an understanding of the text and partial application of learned comprehension skills. ● Student has achieved comprehension success at Level J or K. In above-grade-level texts: ● Student consistently demonstrates a strong literal understanding of texts. ● Retellings and responses demonstrate a thorough literal understanding of the text and application of above-level comprehension skills. ● Student has achieved comprehension success at Level L or above.
2nd ●^ Student rarely demonstrates
literal understanding of stories and informational texts. ● Retellings and responses are simple, demonstrate little understanding of the text, and are generally based on pictures. ● Student does not use target comprehension skills. ● Student sometimes demonstrates literal understanding of stories and informational texts. ● Retellings and responses demonstrate a partial understanding of the text and partial application of target comprehension skills. ● Student demonstrates a literal understanding of stories and informational texts. ● Retellings and responses demonstrate an understanding of the text and application of learned comprehension skills. ● Student has achieved comprehension success at Level L. In above-grade-level texts: ● Student consistently demonstrates a strong literal understanding of texts. ● Retellings and responses demonstrate a thorough literal understanding of the text and application of above-level comprehension skills. Second Grade Benchmarks – READING (8/15/19) Page 2 of 6
informational and imaginative texts. ● Student has achieved comprehension success at Level G or below. ● Student demonstrates a limited inferential understanding of informational and imaginative texts. ● Student has achieved comprehension success at Level H or I. ● Student demonstrates an inferential understanding of informational and imaginative texts. ● Student has achieved comprehension success at Level J or K. characters, events, ideas, setting, and author’s purpose. ● Student demonstrates an insightful inferential understanding of informational and imaginative texts. ● Student has achieved comprehension success at Level L or above.
2nd ●^ Student notices few details in
pictures and text. ● Student does not extend thinking or demonstrate inferential understanding of informational and imaginative texts. ● Student has achieved comprehension success at Level I or below. ● Student inconsistently notices some clues in pictures and text. ● Student sometimes extends thinking to describe a few clues. ● Student demonstrates a limited inferential understanding of informational and imaginative texts. ● Student has achieved comprehension success at Level J or K. ● Student notices clues in pictures and text. ● Student extends thinking by describing characters, events, and ideas beyond what is stated and shown in the text. ● Student demonstrates an inferential understanding of informational and imaginative texts. ● Student has achieved comprehension success at Level L. In above-grade-level texts: ● Student consistently analyzes clues in pictures and text. ● Student consistently extends thinking by describing and explaining clues to analyze and evaluate characters, events, ideas, setting, and author’s purpose. ● Student consistently demonstrates an insightful inferential understanding of informational and imaginative texts. ● Student has achieved comprehension success at Level M.
3rd ●^ Student notices few details in
pictures and text; does not ● Student inconsistently notices some clues in pictures and ● Student notices clues in pictures and text; extends In above-grade-level texts: Second Grade Benchmarks – READING (8/15/19) Page 4 of 6
extend thinking or demonstrate inferential understanding of informational and imaginative texts. ● Student has achieved comprehension success at Level J or below. text; sometimes extends thinking to describe a few clues; demonstrates a limited inferential understanding of informational and imaginative texts. ● Student has achieved comprehension success at Level K. thinking by describing characters, events, and ideas beyond what is stated and shown in the text; demonstrates an inferential understanding of informational and imaginative texts. ● Student has achieved comprehension success at Level M. ● Student consistently analyzes clues in pictures and text; extends thinking by describing and explaining clues to analyze and evaluate characters, events, ideas, setting, and author’s purpose; demonstrates an insightful inferential understanding of informational and imaginative texts. ● Student has achieved comprehension success at Level N or above. Reading level as indicated on the Teachers College Reading Level Benchmarks for the Independent Reading Level Assessment (IRLA).
5) Reads with fluency (expression, phrasing, rate, accuracy).
⇒ Demonstrates the ability to read accurately at an appropriate pace with expression.
Trimester 1 2 3
ALL ●^ Student does not demonstrate
fluency when reading target high-frequency and decodable words. ● Lack of fluent reading is evident during independent reading of texts. ● Reading of texts is very choppy and slow. ● Student reads some target high-frequency and decodable words accurately. ● Student may read words very quickly and inaccurately or very slowly and inaccurately. ● Reading is somewhat fluent when independently reading texts. ● Student consistently reads target high-frequency and decodable words accurately and with appropriate pacing. ● Student uses and recognizes word patterns when reading words fluently. ● Student demonstrates fluent reading of onlevel texts. ● Student consistently reads above-level, high-frequency and decodable words accurately and with appropriate pacing;. ● Student demonstrates fluent reading of above-level texts when reading independently. Second Grade Benchmarks – READING (8/15/19) Page 5 of 6
WRITING
1) Generates ideas.
Trimester 1 2 3
ALL ●^ Student generates very few
ideas. ● Student does not use pre-writing strategies taught in units of study. ● Student generates a few ideas from experience. ● Student uses a few pre-writing strategies taught in units of study. ● Student generates, supports, and elaborates on ideas for writing from own experiences, stories read, informational text, or imagination. ● Student uses some prewriting strategies to identify and narrow topic and to plan parts of the writing (lists, webs, and organizers), as taught in units of study. ● Student generates and tries out ideas from experience, stories read, informational text, or imagination. ● Student uses pre-writing strategies taught in units of study to narrow a topic and to thoroughly plan writing taught in units of study.
2) Develops ideas in an organized manner (beginning, middle, end).
Trimester 1 2 3
ALL ●^ Most of the student’s ideas are
not relevant to the topic. ● There is a beginning with one or two unrelated details. ● Student uses few basic text features. ● Student uses many sentence fragments or run-ons. ● Student’s writing is partially organized with some ideas relevant to the topic. ● There is a beginning and end with a few details. ● Student uses some simple text features. ● Some sentences are incomplete or run-on. ● Student’s writing is organized; most ideas are relevant to the topic. ● There is a clear beginning, middle, and end with related details in each part. ● Student uses target text features (title, pictures, captions, author, page numbers). ● Student’s writing is organized with ideas that are relevant to and support the topic and purpose. ● There is a well-developed beginning, middle, and end with many relevant details. ● Student uses above-level text features. Second Grade Benchmarks – WRITING (8/15/19) Page 1 of 5
● Student writes complete sentences. ● Student produces complete declarative, interrogative, imperative, and exclamatory sentences. ● Student writes different kinds of complete and complex sentences (declarative, interrogative, imperative, and exclamatory).
3) Demonstrates stamina during independent writing time.
Trimester 1 2 3
1st Student is unable or rarely able to
write independently for 20 minutes. Student is approaching independent writing stamina of 20 minutes. Student consistently writes independently for 20 minutes. Student consistently writes independently for more than 20 minutes.
2nd Student is unable or rarely able to
write independently for 25 minutes. Student is approaching independent writing stamina of 25 minutes. Student consistently writes independently for 25 minutes. Student consistently writes independently for more than 25 minutes.
3rd Student is approaching
independent writing stamina of 30 minutes. Student consistently writes independently for 30 minutes. Student consistently writes independently for more than 30 minutes. Student consistently writes independently for more than 30 minutes.
4) Uses capitalization and punctuation appropriately.
Trimester 1 2 3
1st Student rarely applies grade-level
mechanics of capitalization and punctuation, including: Student is beginning to apply grade-level mechanics of capitalization and punctuation, including: Student applies grade-level mechanics of capitalization and punctuation, including: Student consistently applies above-grade-level mechanics of capitalization and punctuation. Second Grade Benchmarks – WRITING (8/15/19) Page 2 of 5
1st Student rarely applies grade-level
grammar and usage, including: ● Produce complete simple sentences. ● Collective nouns to describe groups. Student is beginning to apply grade-level grammar and usage, including: ● Produce complete simple sentences. ● Collective nouns to describe groups. Student applies grade-level grammar and usage, including: ● Produce complete simple sentences. ● Collective nouns to describe groups. Student consistently applies above-grade-level conventions of grammar and usage.
2nd Student rarely applies grade-level
grammar and usage as listed in the 1 st^ Trimester, plus: ● Expanding simple sentences. ● Compound sentences. ● Adjectives, adverbs, and pronouns. Student is beginning to apply grade-level grammar and usage as listed in the 1st^ Trimester, plus: ● Expanding simple sentences. ● Compound sentences. ● Adjectives, adverbs, and pronouns. Student applies grade-level grammar and usage as listed in the 1 st^ Trimester, plus: ● Expanding simple sentences. ● Compound sentences. ● Adjectives, adverbs, and pronouns. Student consistently applies above-grade-level conventions of grammar and usage.
3rd Student rarely applies grade-level
grammar and usage as listed in the 1 st^ and 2nd^ Trimesters, plus: ● Frequently occurring, irregular plural nouns to describe multiple things. ● Past-tense irregular verbs. Student is beginning to apply grade-level grammar and usage as listed in the 1st^ and 2nd^ Trimesters, plus: ● Frequently occurring, irregular plural nouns to describe multiple things. ● Past-tense irregular verbs. Student applies grade-level grammar and usage as listed in the 1 st^ and 2nd^ Trimesters, plus: ● Frequently occurring, irregular plural nouns to describe multiple things. ● Past-tense irregular verbs. Student consistently applies above-grade-level conventions of grammar and usage.
6) Learns and applies spelling patterns.
Trimester 1 2 3 4
Second Grade Benchmarks – WRITING (8/15/19) Page 4 of 5
ALL Student does not use or edit
spelling of grade-level decodable and high-frequency words. Student rarely uses and edits spelling of grade-level decodable and high-frequency words. Student uses and edits spelling of many grade-level decodable and high-frequency words, by consulting reference materials. Student consistently uses and edits spelling of grade-level and above-grade-level decodable and high-frequency words.
7) Applies revision and editing strategies.
Trimester 1 2 3
ALL ●^ Student does not read or revise
his/her own writing. ● Student does not reread his/her writing to edit for capitalization, punctuation, and spelling. ● Student sometimes rereads and revises some of his/her own writing with teacher or partner. ● Student adds or deletes a few words. ● Student sometimes rereads his/her writing to teacher or parent. ● Student sometimes attempts to edit for capitalization and punctuation with a partner or teacher to check and correct spelling. ● Student rereads his/her writing to self, teacher, and writing partner. ● Student revises to make writing look and sound better by adding, deleting, and changing some words and details. ● Student rereads his/her writing to self, teacher, and writing partner to edit for capitalization and punctuation. ● Student attempts to edit independently by consulting reference materials to check and correct spelling. ● Student consistently rereads and revises his/her own writing independently and with partners. ● Student revises to make it look and sound better by adding, deleting, rearranging, and moving words and sentences. ● Student consistently rereads his/her writing to self, teacher, and writing partner to edit for capitalization and punctuation. ● Student consistently attempts to edit independently by consulting reference materials to check and correct spelling.
8) Applies handwriting skills to write legibly.
Trimester 1 2 3
ALL Student does not write legibly. Student rarely writes legibly. Student writes legibly. Student consistently writes legibly.
Second Grade Benchmarks – WRITING (8/15/19) Page 5 of 5
Second Grade Benchmarks – LISTENING AND SPEAKING (8/15/19) Page 2 of 2
3) Participates in group discussions actively and appropriately.
Trimester 1 2 3 4
ALL ●^ Student rarely engages in
group discussions. ● Student rarely stays on topic by linking his/her own additions to the conversation to the previous remarks of others. ● Student rarely asks for clarification and further explanation as needed. ● Student rarely extends his/her ideas and understanding in light of the discussion. ● Student occasionally engages in group discussions. ● Student occasionally stays on topic by linking his/her own additions to the conversation to the previous remarks of others. ● Student occasionally asks for clarification and further explanation as needed. ● Student occasionally extends his/her ideas and understanding in light of the discussion. ● Student consistently engages in group discussions. ● Student consistently stays on topic by linking his/her own additions to the conversation to the previous remarks of others. ● Student consistently asks for clarification and further explanation as needed. ● Student consistently extends his/her ideas and understanding in light of the discussion. ● Student consistently engages and extends in group discussions. ● Student consistently stays on topic by linking his/her own additions to the conversation to the previous remarks of others. ● Student consistently asks for clarification and further explanation as needed. ● Student consistently extends his/her ideas and understanding in light of the discussion. ● Student consistently acknowledges new information provided by others and incorporates it into his/her own thinking as appropriate.
MATHEMATICS
1) Understands and applies mathematical concepts.
Trimester 1 2 3
1st Counting Sequence
● Student does not count sets of up to 100 objects ● Student cannot identify and see patterns in number sequence to count, read, and write numbers to 100 and beyond. Addition and Subtraction: ● Student is not fluent with addition and subtraction within 20 ● Student does not understand and does not use known combinations to add several numbers in any order ● Student is not able to solve a comparison story with the difference unknown Counting Money: Student is unable or rarely able to identify the value of a group of dimes, nickels, Counting Sequence ● Student sometimes counts sets of up to 100 objects ● Student sometimes identifies and sees patterns in number sequence to count, read, and write numbers to 100 and beyond. Addition and Subtraction: ● Student is somewhat fluent with addition and subtraction within 20 ● Student somewhat understands and uses known combinations to add several numbers in any order ● Student can somewhat solve a comparison story with the difference unknown Counting Money: Student sometimes identifies the value of a group of dimes, nickels, and Counting Sequence ● Student counts sets of up to 100 objects ● Student identifies and sees patterns in number sequence to count, read, and write numbers to 100 and beyond. Addition and Subtraction: ● Student is fluent with addition and subtraction within 20 ● Student understands and uses known combinations to add several numbers in any order ● Solve a comparison story with the difference unknown Counting Money: Student identifies the value of a group of dimes, nickels, and pennies and count combinations of coins. Counting Sequence ● Student counts beyond 100 objects ● Student consistently identifies and sees patterns in number sequence to count, read, and write numbers to 100 and beyond. Addition and Subtraction: ● Student is fluent beyond and applies this understanding to all other problems. ● Use known combinations to add several numbers in any order and can elaborate on an explanation for these combinations ● Student can consistently solve a comparison story with the difference unknown and can explain their reasoning Counting Money:Student identifies the value of a group of dimes, Second Grade Benchmarks – MATHEMATICS 5-2021 Page 1 of 9
story problems with the result unknown. Place Value : ● Student does not understand or rarely understands that 100 can be seen one hundred, as ten tens, and as 100 ones. ● Student rarely understands that multiples of 100 (e.g., 200, 300, 400, etc.) are made up of a number (2, 3, 4, etc.) of hundreds. Modeling with Data : ● Student is unable to or rarely able organize a set of data into up to four categories. ● Student is unable to or rarely can create, describe, and interpret a variety of data representations, including picture graphs and bar graphs. ● Student does not or rarely can order, represent, and describe a set of numerical data. Counting Money: Place Value : ● Student sometimes understands that 100 can be seen one hundred, as ten tens, and as 100 ones. ● Student sometimes understands that multiples of 100 (e.g., 200, 300, 400, etc.) are made up of a number (2, 3, 4, etc.) of hundreds. Modeling with Data : ● Student sometimes can organize a set of data into up to four categories. ● Student can somewhat create, describe, and interpret a variety of data representations, including picture graphs and bar graphs. ● Student can somewhat order, represent, and describe a set of numerical data. Counting Money: Student can sometimes show 2 digit numbers with dimes/pennies, adding dimes to a number, calculating coins and then solving Place Value: ● Student understands that 100 can be seen one hundred, as ten tens, and as 100 ones. ● Student understands that multiples of 100 (e.g., 200, 300, 400, etc.) are made up of a number (2, 3, 4, etc.) of hundreds. Modeling with Data : ● Student can organize a set of data into up to four categories. ● Student can create, describe, and interpret a variety of data representations, including picture graphs and bar graphs. ● Student can order, represent, and describe a set of numerical data. Counting Money: Student can show 2 digit numbers with dimes/pennies, adding dimes to a number, calculating coins and then solving for how far from $1.00, shopping to spend a dollar and showing all the many ways Place Value: ● Student consistently understands that 100 can be seen one hundred, as ten tens, and as 100 ones. ● Student consistently understands that multiples of 100 (e.g., 200, 300, 400, etc.) are made up of a number (2, 3, 4, etc.) of hundreds. Modeling with Data : ● Student can consistently organize a set of data into up to four categories. ● Student can consistently create, describe, and interpret a variety of data representations, including picture graphs and bar graphs. ● Student can consistently order, represent, and describe a set of numerical data. Counting Money: Student can consistently show 2 digit numbers with dimes/pennies, adding dimes to a number, calculating coins and then solving Second Grade Benchmarks – MATHEMATICS 5-2021 Page 3 of 9
Student is unable to or can rarely show 2 digit numbers with dimes/pennies, adding dimes to a number, calculating coins and then solving for how far from $1.00, shopping to spend a dollar and showing all the many ways that a number could be made with coins. for how far from $1.00, shopping to spend a dollar and showing all the many ways that a number could be made with coins. that a number could be made with coins. for how far from $1.00, shopping to spend a dollar and showing all the many ways that a number could be made with coins.
3rd Place Value:
● Student is unable to understand that 3-digit numbers represent amounts of hundreds, tens, and ones. ● Student is unable to read, write, count and compare numbers to 1,000. Addition/Subtraction: ● Student is unable to or can rarely add/subtract 10 or 100 to/ from numbers within 1,000. ● Student is unable to or can rarely utilize strategies to add numbers within 100. ● Student is unable to or can rarely utilize strategies to subtract 2-digit numbers. Counting: Student is unable to or Place Value: ● Student sometimes understands that 3-digit numbers represent amounts of hundreds, tens, and ones. ● Student can sometimes read, write, count and compare numbers to 1,000. Addition/Subtraction: ● Student can sometimes add/subtract 10 or 100 to/ from numbers within 1,000. ● Student can sometimes utilize strategies to add numbers within 100. ● Student can sometimes utilize strategies to subtract 2-digit numbers. Counting: Student can sometimes Place Value: ● Student understands that 3-digit numbers represent amounts of hundreds, tens, and ones. ● Student can read, write, count and compare numbers to 1,000. Addition/Subtraction: ● Student can add/subtract 10 or 100 to/ from numbers within 1,000. ● Student can utilize strategies to add numbers within 100. ● Student can utilize strategies to subtract 2-digit numbers. Counting: Student can count by 5s, 10s, and 100s within 1,000. Place Value: ● Student consistently understands that 3-digit numbers represent amounts of hundreds, tens, and ones. ● Student can consistently read, write, count and compare numbers to 1,000. Addition/Subtraction: ● Student can consistently add/subtract 10 or 100 to/ from numbers within 1,000. ● Student can consistently utilize strategies to add numbers within 100. ● Student can consistently utilize strategies to subtract 2-digit numbers. Second Grade Benchmarks – MATHEMATICS 5-2021 Page 4 of 9
● Student is unable to or can rarely write an addition equation to express the total number of objects in a rectangular array. Time: Student is unable to or can rarely name, notate, and tell time to the nearest 5 minutes using analog and digital formats and associate a.m. and p.m. with time of day. of objects in a rectangular array. Time: Student can sometimes name, notate, and tell time to the nearest 5 minutes using analog and digital formats and associate a.m. and p.m. with time of day. Time: Student can name, notate, and tell time to the nearest 5 minutes using analog and digital formats and associate a.m. and p.m. with time of day. write an addition equation to express the total number of objects in a rectangular array. Time: Student can consistently name, notate, and tell time to the nearest 5 minutes using analog and digital formats and associate a.m. and p.m. with time of day.
2) Recalls math facts with accuracy.
Trimester 1 2 3 4
1st Student is unable or rarely able to
add and subtract 1-digit numbers up to or from 10. Student can sometimes add and subtract 1-digit numbers up to or from 10. Student can consistently add and subtract 1-digit numbers up to or from 10. Student can consistently add and subtract 1-digit numbers up to or from 16 or higher.
2nd Student is unable or rarely able to
add and subtract 1-digit numbers up to or from 16. Student can sometimes add and subtract 1-digit numbers up to or from 16. Student can consistently add and subtract 1-digit numbers up to or from 16. Student can consistently add and subtract 1-digit numbers up to or from 20 or higher. Second Grade Benchmarks – MATHEMATICS 5-2021 Page 6 of 9
3rd Student is unable or rarely able to
add and subtract 1-digit numbers up to or from 20. Student can sometimes add and subtract 1-digit numbers up to or from 20. Student can consistently add and subtract 1-digit numbers up to or from 20. Student can consistently add and subtract 2-digit numbers up to or from 99.
3) Uses a variety of strategies to solve problems.
Trimester 1 2 3 4
1st Using Addition and Subtraction
Strategies: Student is unable or rarely able to use manipulatives, pictures, or number sentences to solve put together/take apart story problems with the total unknown, and add to and take from story problems with the result unknown. Using Addition and Subtraction Strategies: Student sometimes uses manipulatives, pictures, and/or number sentences to solve put together/take apart story problems with the total unknown, and add to and take from story problems with the result unknown. Using Addition and Subtraction Strategies: Student consistently uses manipulatives, pictures, and/or number sentences to solve put together/take apart story problems with the total unknown, and add to and take from story problems with the result unknown. Using Addition and Subtraction Strategies: Student consistently solves complex problems independently through a variety of strategies.
2nd Using Addition and Subtraction
Strategies: Student is unable or rarely able to use manipulatives, pictures, or number sentences to solve put together/take apart story problems with the total unknown, and add to and take from story problems with the result unknown. Place Value : ● Student is unable to rarely able to show understanding that 100 can Using Addition and Subtraction Strategies: Student sometimes uses manipulatives, pictures, and/or number sentences to solve put together/take apart story problems with the total unknown, and add to and take from story problems with the result unknown. Place Value : ● Student sometimes understands that 100 can be seen one hundred, as Using Addition and Subtraction Strategies: Student consistently uses manipulatives, pictures, and/or number sentences to solve put together/take apart story problems with the total unknown, and add to and take from story problems with the result unknown. Place Value : ● Student understands that 100 can be seen one hundred, as ten tens, and Using Addition and Subtraction Strategies: Student consistently solves complex problems independently through a variety of strategies. Place Value : ● Student consistently understands that 100 can be seen one hundred, as ten tens, and as 100 ones. Second Grade Benchmarks – MATHEMATICS 5-2021 Page 7 of 9
