grade 4 ela rubrics final - san francisco unified...

San Francisco Unified School District

STANDARDS BASED REPORT CARD Rubrics

Grade 4

English Language Arts

Mathematics Social Studies

Science Physical Education

SFUSD Common Core State Standards Based Report Card for English Language Arts Rubrics 1

FOURTH GRADE SBRC- A Working Document Do not alter without permission. SFUSD Humanities Department

FOURTH GRADE

Reading Standards for Literature and Informational Text

RL.4.1 & RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Performance Level Indicators

Performance Description: ELA Reading Literature.4.1 & RI.4.1

4 Exceeds

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

3 Meets

RL.4.1 & RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from

the text.

2 Approaching

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

1 Emerging

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

http://www.corestandards.org/ELA-Literacy/RL/4/1/





RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Corresponding ELD Standard: Part I. Interacting in Meaningful Ways

6. Reading/ Viewing Closely: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly

and implicitly through language

Performance

Level Indicators

Performance Description ELA: Reading Literature.4.2

4 Exceeds

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text

3 Meets

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

2 Approaching

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

1 Emerging

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

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 a) Describe ideas, phenomena, and text elements in detail based on close reading of a variety of grade‐level texts with light support. b) Use knowledge of morphology and linguistic context to determine the meaning of unknown and multiple‐ meaning words on familiar and new topics.

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 ELD Part I. 6: Reading/Viewing Closely a) Describe ideas, phenomena, and text elements in greater detail based on close reading of a variety of grade‐level texts with moderate support. b) Use knowledge of morphology, linguistic context, and reference materials to determine the meaning of unknown words on familiar topics.

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 ELD Part I. 6: Reading/Viewing Closely a) Describe ideas, phenomena, and text elements based on close reading of a select set of grade‐level texts with substantial support. b) Use knowledge of frequently‐used affixes and linguistic context, reference materials, and visual cues to determine the meaning of unknown words on familiar topics.

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.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Corresponding ELD Standard: Part I. Interacting in Meaningful Ways

6. Reading/ Viewing Closely: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly

and implicitly through language

http://www.corestandards.org/ELA-Literacy/RI/4/2/



Performance

Level Indicators

Performance Description ELA: Reading

Informational Text.4.2

4 Exceeds

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

3 Meets

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

2 Approaching

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

1 Emerging

Determine the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Proficiency Level Descriptors in English Language Development Part I: Interacting in Meaningful Ways: 6. Reading/Viewing Closely


Bridging ELD Part I. 6: Reading/Viewing Closely a) Describe ideas, phenomena, and text elements in detail based on close reading of a variety of grade‐level texts with light support. b) Use knowledge of morphology and linguistic context to determine the meaning of unknown and multiple‐ meaning words on familiar and new topics.

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 ELD Part I. 6: Reading/Viewing Closely a) Describe ideas, phenomena, and text elements in greater detail based on close reading of a variety of grade‐level texts with moderate support. b) Use knowledge of morphology, linguistic context, and reference materials to determine the meaning of unknown words on familiar topics.

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 ELD Part I. 6: Reading/Viewing Closely a) Describe ideas, phenomena, and text elements based on close reading of a select set of grade‐level texts with substantial support. b) Use knowledge of frequently‐used affixes and linguistic context, reference materials, and visual cues to determine the meaning of unknown words on familiar topics.

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.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a

text.

Corresponding ELD Standard: Part II. 1 Understanding text structure

Performance

Level Indicators

Performance Description ELA: Reading Informational Text.4.5

4 Exceeds

Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

3 Meets

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

2 Approaching

With prompting and support, describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

1 Emerging

With prompting and support, define basic text structures (e.g., chronology, comparison, cause/effect, problem/ solution).

Proficiency Level Descriptors in English Language Development

Part II: Learning About How English Works: 1. Understanding Text Structure


Bridging II.1. Understanding text structure: Apply understanding of how different text types are organized to express ideas to comprehending texts and writing cohesive texts.

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

Expanding II.1. Understanding text structure: Apply understanding of how different text types are organized to express ideas to comprehending texts and writing texts with increasing cohesion.

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.

Emerging II.1. Understanding text structure: Apply understanding of how different text types are organized to express ideas to comprehending texts and writing basic texts.

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. Students have limited receptive and productive English skills.

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RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably


Performance Description: Reading Informational Text 4.9

4 Exceeds

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

3 Meets

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

2 Approaching

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

1 Emerging

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

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

RL.4.10 & RI.4.10 By the end of year, read and comprehend literature, including stories, dramas, and poetry, and informational texts, including history/social

studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Performance Level

Indicators

Exceed Proficient

P Meets

Approaching Needs more time to

practice and develop

N N

Reading Standards for Literature and Informational Text RL.4.10 & RI.4 .10 Instructional Level Expectations for Reading

T1 F&P P/Q Q

NTN40

44

DRA 38 40

T2 F&P Q R RO

DRA 40 40

T3 F&P R S

DRA 40 40

4th Grade Lexile Range

771 - 830






Writing Standards

W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Performance Level

Indicators Performance Description: ELA Writing 4.1

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 ideas are logically grouped to

support the writer’s purpose. Provide logically ordered reasons that are supported by facts and details. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). Provide a concluding statement or section related to the opinion presented.

3 Meets

W.4.1 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.

2 Approaching

Write opinion pieces on topics or texts, supporting a point of view with reasons. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. Provide reasons that support the opinion. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. Provide a concluding statement or section.

1 Emerging

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.

http://www.corestandards.org/ELA-Literacy/W/4/1/


http://www.corestandards.org/ELA-Literacy/W/3/1/d/



W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Performance Level

Indicators Performance Description: ELA Writing 4.2

4 Exceeds

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

Introduce a topic clearly, provide a general observation and focus, and group related information logically; 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 and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

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.4.2 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

2 Approaching

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

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

Develop the topic with facts, definitions, and details.

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

Provide a concluding statement or section

1 Emerging

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




W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Performance Level

Indicators

Performance Description: ELA Writing 4.3

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 narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

Use a variety of transitional words, phrases, and clauses 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.4.3 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

2 Approaching

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

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

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

Use temporal words and phrases to signal event order.

Provide a sense of closure

1 Emerging

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.



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

10


Speaking and Listening

SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts,

building on others’ ideas and expressing their own clearly.

SL.4.1c 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.

SL.4.1d Review the key ideas expressed and 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

http://www.corestandards.org/ELA-Literacy/SL/4/1/

http://www.corestandards.org/ELA-Literacy/SL/4/1/c/

http://www.corestandards.org/ELA-Literacy/SL/4/1/d/


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Performance Description: ELA Speaking and Listening 4.1

4 Exceeds

Engage effectively in a range of collaborative discussions

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

partners on grade 4 topics and texts, building on others’

ideas and expressing their own clearly.

Pose and respond to specific questions by

making comments that contribute to the

discussion and elaborate on the remarks of

others.

Review the key ideas expressed and draw

conclusions in light of information and

knowledge gained from the discussions

3 Meets

SL.4.1 Engage effectively in a range of collaborative

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

diverse partners on grade 4 topics and texts, building on

others’ ideas and expressing their own clearly.

SL.4.1c 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.

SL.4.1d Review the key ideas expressed and explain

their own ideas and understanding in light of the

discussion.

2 Approach

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Engage effectively in a range of collaborative discussions

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

partners on grade 4 topics and texts, building on others’

ideas and expressing their own clearly.

Ask questions to check understanding of

information presented, stay on topic, and link

their comments to the remarks of others.

Explain their own ideas and understanding in

light of the discussion.

1 Emerging

Participate in collaborative conversations with diverse

partners about grade 4 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.

Proficiency Level Descriptors in English Language Development

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 in formation 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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http://www.corestandards.org/ELA-Literacy/SL/4/1/d/



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SL.4.3 Identify the reasons and evidence a speaker provides to support particular points

Corresponding ELD Standards:

Part I. 5. Listening actively to spoken English in a range of social and academic contexts

Performance Level

Indicators

Performance Description ELA Speaking and Listening 4.3

4 Exceeds

Summarize the points a speaker or media source makes and explain how each claim is supported by reasons and evidence, and identify and analyze any logical fallacies.

3 Meets

SL.4.3 Identify the reasons and evidence a speaker or media source provides to support particular points

2 Approaching

Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

1 Emerging

Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Proficiency Level Descriptors in English Language Development Part I. Interacting in Meaningful Ways

5.Listening Actively 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.5 Listening Actively: Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed questions with minimal prompting and 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. Enter: Students are able to engage in complex academic activities with light linguistic support. Students

Expanding I.5 Listening Actively: Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed questions with occasional prompting and 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. Enter: Students are able to engage in complex academic activities with moderate support.

Emerging I.5 Listening Actively: Demonstrate active listening of read-alouds and oral presentations by asking and answering basic questions with prompting and 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. Enter: Students are able to engage in complex academic activities with substantial support. Students have limited receptive and productive English skills.

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SL.4.4 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.

Corresponding ELD Standards:

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

Performanc

e Level Indicators

Performance Description: ELA Speaking and Listening.4.4

4 Exceeds

Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace

3 Meets

SL.4.4 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.

2 Approachin

g

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.

1 Emerging

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Proficiency Level Descriptors in English Language Development 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: 12. Selecting language resources a) Use a wide variety of general academic and domain‐specific words, synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing. b) Select a variety of appropriate affixes for accuracy and precision.

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: 12. Selecting language resources a) Use a growing number of general academic and domain‐specific words, synonyms, and antonyms to create precision and shades of meaning while speaking and writing. b) Select a growing number of frequently used affixes for accuracy and precision.

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: 12. Selecting language resources a) Use a select number of general academic and domain‐specific words to create precision while speaking and writing. b) Select a few frequently used affixes for accuracy and precision.

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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Reading Standards: Foundational Skills

RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Language

L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.4.1c Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. L.4.1d Use modal auxiliaries (e.g., can, may, must) to convey various conditions. L.4.1f Form and use prepositional phrases. L.4.1g Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.2a Use correct capitalization.

L.4.2b Use commas and quotation marks to mark direct speech and quotations from a text.

L.4.2c Use a comma before a coordinating conjunction in a compound sentence.

L.4.2d Spell grade-appropriate words correctly, consulting references as needed.

L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions,

emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when

discussing animal preservation).

http://www.corestandards.org/ELA-Literacy/RF/4/3/

http://www.corestandards.org/ELA-Literacy/L/4/1/



SFUSD credits the Sunnyvale School District for its district rubrics.

4th Grade San Francisco Unified School District

STANDARDS‐BASED REPORT CARD

MathematicsRubrics

PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY

4 Exceeds

3

Meets

2

Approaching

1

Below

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:

NUMBER SENSE: PLACE OF VALUE Standard: 1.1 Reads and writes whole numbers through the millions.

• Utilizes knowledge of large number place value positions to determine unknown numbers (e.g. Write a 9 digit number with a 5 in the millions place and a 9 in the ten place. Write a number that is ten million more than the number you chose. • Reads whole numbers and place value positions through the millions. • Writes whole numbers through the millions. • Identifies place value to the millions. • Recognizes that large numbers have commas. • Understands that large numbers have place value.




MathematicsRubrics


4 Exceeds

3

Meets

2

Approaching

1

Below




NUMBER SENSE: PLACE VALUE Standard: 1.2 ‐ 1.4 Compares, orders, and rounds whole numbers to the millions and decimals to the hundredths.

• Solves word problems in a real world context involving whole numbers to the millions and decimal number to the hundredths. [] Example: Given a list of population figures, the student compares orders and rounds the population to a named place values position. [] Example: Given a list of finishers in a race, the student determines the who won the race and the second, third, and fourth place finishers. • Compares, orders, and rounds whole number to the millions and decimals to the hundredths. • Compares most whole numbers to the millions and most decimal numbers to the hundredth. [] Which is greater 432, 875 or 423, 785? , Which is greater 1.32 or 1.29? May have difficulty determining which is greater 3.1 or 3.09 • Identifies the place value position to which a number has been rounded [] Example: 14,000 13,563 has been rounded to thousands. • Attempts to identify place value position to the millions. • Attempts to identify place value positions to two decimals positions.




MathematicsRubrics


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NUMBER SENSE: PLACE VALUE Standard: 1.5 ‐ 1.7 Represents equivalent fractions using drawing and numbers.

• Demonstrates with words and drawings why two fractions are equivalent. • Demonstrates fractions are equivalent using drawings. • Calculates equivalent fractions. • Determines equivalent fractions using manipulatives. • Names fraction given a pictorial representation.




MathematicsRubrics


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NUMBER SENSE: PLACE VALUE STANDARD: 1.8 Understands concept of negative numbers.

• Applies knowledge of negative numbers in a real words context beyond temperature and sea level. • Adds and/or subtracts positive and negative numbers. • Identifies positive and negative integers on a number line. • Interprets situations using negative numbers (e.g. 3 degrees below zero = ‐3⁰ • Understands that a number line can be divided into positive and negative sections. • Locates whole numbers on a number line.




MathematicsRubrics


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NUMBER SENSE: PLACE VALUE STANDARD: 1.9 Compares and identifies fractions, mixed numbers and decimals on a number line.

• Constructs a number line using fractions, mixed numbers and decimals and their equivalents. • Identifies on a number line the relative position of positive fractions, positive mixed numbers, and positive decimals to two decimals places. • Compares fractions. • Compares mixed numbers. • Compares decimals • Compares fractions, mixed numbers, and decimal using manipulatives. • Knows the difference between a fraction, a decimal and a mixed number.




MathematicsRubrics


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NUMBER SENSE: DECIMALS STANDARD: 2.1 Adds and subtracts decimals to two decimal places.

• Analyzes and critiques problem with errors in addition and subtraction. • Applies and explains the use of multiple strategies when adding and subtracting decimals. • Solves addition and subtraction problems up to two decimal places. • Adds and subtracts problems in which the number of digits after the decimal point are not equal. • Recognizes that decimal numbers need to be lined up to identical place value positions for addition and subtraction. • Add and subtracts problems in which the number of digits after the decimal are equal. • Identifies the place value position in numbers to two decimal places.




MathematicsRubrics


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NUMBER SENSE: DECIMALS STANDARD: 2.2 Orders, compares, and rounds decimals to two decimal places.

• Solves word problems in a real world context involving decimal number to the hundredths. [] Example: Given a list of finisher in a race, the student determines the who won the race and the second, third and fourth place finishers. • Compares, orders, and rounds decimals number to the hundredths. • Compares, orders and rounds decimals number to the hundredths. [] Example: Which is greater 1.32 or 1.29? May have difficulty determining which is greater 3.1 or 3.09. • Attempts to identify place value positions to two decimals positions.




MathematicsRubrics


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NUMBER SENSE: COMPUTATION STANDARD: 3.1 Adds and subtracts multi‐digit numbers.

• Designs a project to illustrate the addition and subtraction of multi‐digit number in a real word context. [] Your family has a budget of $12,500 for their week long vacation. construct a budget of how you will spend this money for your week long gateway. • Applies and explains the use of multiple strategies when adding and subtracting multi‐digit numbers. • Solves addition and subtraction problem using multi‐digit numbers. • Demonstrates the ability to regroup numbers in addition and subtraction problems. • Records addition and subtraction problems accurately by correctly lining up place value positions.




MathematicsRubrics


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3

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2

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NUMBER SENSE: COMPUTATION STANDARD: 3.2 ‐ 3.3 Multiplies multi‐digit numbers by two digit numbers.

• Solves complex word problem related to real word examples using multiplication of multi‐digit numbers. • Applies and explains the use of multiple strategies when multiplying multi‐digit numbers. • Solves multiplication problem of a multi‐digit by a 2 digit number. • Extends basic facts to solve related problems (e.g. 30 x 40 = 1200) • Knows basic multiplication facts. • Solves multiplication problem of a multi‐digit by a 1 digit number. • Solves simple multiplication facts using visual representation or concrete objects. • Understand that multiplication is repeated addition.




MathematicsRubrics


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NUMBER SENSE: COMPUTATION STANDARD: 3.4 Divides multi‐digit numbers by one digit divisors.

• Solves complex word problems related to real world examples using division of multi‐ digit numbers by one digit divisors. • Applies and explains the use of multiple strategies when dividing multi‐digit numbers. • Divides multi‐digit numbers by one digit divisors. • Demonstrates understanding of place value positions in solving multi‐digit division problems. • Identifies and defines divisor and dividend.

• Extends basic division facts to solve problems such as 210 ÷ 3. • Knows basic division facts with automaticity. • Solves basic division facts using pictorial representations or repeated subtraction.




MathematicsRubrics


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3

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2

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NUMBER SENSE: FACTORS AND PRIME NUMBERS STANDARD: 4.0 ‐ 4.2 Factors small numbers, understands/identifies prime numbers 2 through 11. through 11.

• Understands and can explain the difference between prime and composite numbers. • Applies knowledge of prime and composite number to rectangular arrays (e.g. the student can explain that a prime number has only two possible arrays and composite numbers have more than two arrays. • Demonstrate ability to list all factors for small numbers. • Identifies if a number is a prime or composite number. • Accurately identifies prime and composite numbers. • Identifies and defines factors • Can identify some prime numbers ‐ may mistake all odd numbers for prime numbers • Recognizes that numbers may have more than 2 factors. • Understands that 1 is a factor of all numbers. • Identifies some prime numbers with support.




MathematicsRubrics


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ALGEBRA AND FUNCTION STANDARD: 1.0 Uses and interprets variables.

• Constructs problem using a letter to represent an unknown number. • Use letter, boxes, or other symbols to stand for any number in simple expressions or equations. • Solves problem with variables. • Interprets problems with variable. • Understands that a letter can be used to represent an unknown number. • Defines the term variables. • Identifies variables in an equation.




MathematicsRubrics


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ALGEBRA AND FUNCTION STANDARD: 1.2 ‐ 1.3 Uses parentheses to evaluate mathematical expressions.

• Constructs problems using parentheses to compute a specified solution [] For example, student writes mathematical expressions that include parentheses that would result in an answer of 18 ‐‐(3x3) + 9. • Uses parentheses to indicate which operation to perform first when writing expressions containing more than two terms and different operations. [] For example, student places parentheses in the equation to make the equation true. (4+ (3x2) = 10. • Defines the purpose of parentheses in a mathematical equation. • Knows to solve parentheses first. • Begins to understands that mathematical symbols are used to indicate the order of operations. • Can solve some problem containing parentheses with support.




MathematicsRubrics


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2

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ALGEBRA AND FUNCTION STANDARD: 2.1 ‐ 2.2 Knows how to manipulate simple equations.

• Revises an equation to have equal sides. • Manipulates an equation to make an equality. • Knows and understand that equal added to equals are equal • Knows and understands that equals multiplied by equals are equal. • Manipulates one side of an equation to make an equality. • Understands that both sides of an equation must be equal.




MathematicsRubrics


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2

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MEASUREMENT AND GEOMETRY STANDARD: 1.1 ‐ 1.4 Uses formulas to find the area and perimeter of polygons.

• Computes the missing side of a figure given an equation. [] For Example: The length of a rectangular figure is 10 in. The area is 32 in². What is the width? Answer = 3.2 in. • Constructs a figure given a specific area and perimeter. [] For Example: Using graph paper, construct a figure with a perimeter of 12 units and an area of 20 square units. • Measures the area of rectangular spaces by using appropriate units, such as square centimeter (cm²), square meter (m²), etc. • Recognizes that rectangles with the same area can have different perimeters. • Understands that rectangles with the same perimeter can have different areas. • Uses formulas to solve problems involving perimeters and areas of rectangles and squares. • Uses formulas to find the areas of more complex figures by dividing the figures into basic shapes. • Measures area or perimeter using non‐standard units (e.g. counting graph squares) • Uses linear units for area (cm, instead of cm²). • Defines area. • Defines perimeter.




MathematicsRubrics


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2

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MEASUREMENT AND GEOMETRY STANDARD: 2.1 Makes a table of ordered pairs from an equation such as y=3x.

• Identifies the equation for a given function table for more difficult equations such as y = 3x + 1. • Recognizes the importance of finding the y‐value when x is zero. • Identifies missing x and y‐values on a function table. • Substitutes different values of x into an equation to obtain a y value. • Makes a function table of ordered pair for an equation. • Identifies the rule that governs the function table. • Identifies missing y‐values on a function table. • Completes a simple function table.




MathematicsRubrics


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MEASUREMENT AND GEOMETRY STANDARD: 2.1 Uses ordered pairs to graph a line.

• Analyzes a linear graph to determine the rule or equation that was used to create it. • Graphs the points of a linear equation on a coordinate graph. • Connects the points to form a line. • Reads ordered pairs correctly. [] For Example: Student says, “When x is three, y is four.” • Consistently graphs ordered pair correctly. • Reads ordered pairs. [] For Example: Student says, “three, four” • Attempts to graph ordered pairs on a line, however the student does not consistently graph the x‐value on horizontal axis and the y‐value on the vertical axis.




MathematicsRubrics


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2

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MEASUREMENT AND GEOMETRY STANDARD: 2.2 ‐ 2.3 Calculates the length of line segments using x and y coordinates.

• Calculates the distance between two points on a coordinate graph. [] For Example: Suzy’s house is at 5, 3. The school is at 2, 7. What is the distance between Suzy’s house and the school? (You can not travel “as the crow flies”. • Understands that the length of horizontal line segment equals the difference of the x ‐ coordinates. • Understands that the length of a vertical line segment equals the difference of the y ‐ coordinates. • Identifies points on a coordinate graph. • Subtracts whole numbers.




MathematicsRubrics


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MEASUREMENT AND GEOMETRY STANDARD: 3.1 ‐ 3.8 Understands and shows relationships between plane and solid geometric attributes.

• Categorizes geometric figures in multiple ways based on related attributes. • Justifies the classification of two‐dimensional and three‐dimensional figures. • Explains the relationships between plane and solid geometric attributes. • Identifies lines that are parallel and perpendicular. • Identifies the radius and diameter of a circle. • Identifies congruent figures. • Identifies figures that have bilateral and rotational symmetry. • Knows the definitions of a right angle, an acute angle, and an obtuse angle. • Understands that 90⁰, 180⁰, 270⁰, and 360⁰ are associated, respectively , with ¼ , ½ , ¾ , and full turns • Visualizes, describes, and makes models of geometric solids. • Describes the attributes of different polygons, triangles, and quadrilaterals. • Describes the attributes of common three‐dimensional geometric objects. • Identifies the difference between two‐dimensional and three‐dimensional figures. • Recognizes simple two‐dimensional and three‐dimensional figures.




MathematicsRubrics


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STATISTICS, DATA ANALYSIS AND PROBABILITY STANDARD: 1.1 ‐ 1.3 Organizes, displays, and interprets data on graphs, table and charts.

• Evaluates the appropriateness of a graph for a given set of data. • Conducts a survey, represents the data in multiple ways, analyzes the numerical data, and interprets its meaning. • Organizes, displays, and interprets data on graphs, tables, and charts. • Formulates survey questions and systematically collects and represents data on a number line, coordinate graphs, tables, and charts. • Identifies the mode(s) for sets of categorical data and the mode(s), median, and any apparent outliers for numerical data sets. • Interprets one‐and‐two variable data graphs to answer questions about a situation. • Recognizes the similarities and differences in different graphs, tables, and charts. • Answers survey questions and records data. • Identifies different types of graphs.




MathematicsRubrics


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2

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STATISTICS, DATA ANALYSIS AND PROBABILITY STANDARD: 2.1 ‐ 2.3 Makes predictions for simple probability situations.

• Evaluates the differences in probability when variable are changed. • Represents all possible outcomes for a simple probability situation in an organized way (e.g. tables, grids, tree diagrams) • Expresses outcomes of experimental probability situations verbally and numerically (e.g. 3 out of 4; 3/4). • Identifies possible outcomes for simple probability situations. • Determines the likelihood of an event occurring (impossible, possible, and possible but not likely).




MathematicsRubrics


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2

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MATHEMATICAL REASONING STANDARD: 1.0 ‐ 3.0 Analyses problem and uses a variety of methods to explain reasoning.

• Applies multiple strategies to a problem. • Constructs problems requiring a variety of methods. • Evaluates and tests a different strategy used to solve a problem. • Determines when to break problems into simple parts. • Uses estimation to verify the reasonableness of calculated results. • Explains mathematical reasoning using a variety of methods (e.g. words, number, charts, graphs, tables, diagrams, and models) • Expresses solutions clearly and logically. • Supports solutions with evidence in both verbal and symbolic work. • Applies strategies to simple problems. • Uses manipulatives to solve problems. • Provides some evidence for solution. • Solves problems without consideration for the mathematical situation. • Names problem solving strategies.




Social Studies Rubrics


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3

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2

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HISTORY/SOCIAL SCIENCE Standard: 4.1 Knows the geographic features of California regions.

• Creates a map with a coordinator grid system. • Hypothesizes the ability for a community to grow based on the geographical features surrounding it. • Explains and uses the coordinate gird system to determine the absolute locations of places. • Describes the various regions of California, including how their characteristics and physical environments (e.g. water, landforms, vegetation, climate) affect human activity. • Explains the effects of geographical features on the growth of towns. • Uses maps, charts and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population, density, architecture, services, and transportation. • Identifies the state capital. • Distinguishes between the North and South Poles, the equator and the prime meridian, the tropics, and the hemispheres. • Identifies the locations of the Pacific Oceans, river, valleys, and mountain passes. • Locates California on a map. • Attempts to name Pacific Ocean, major rivers, bays and mountain ranges.






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HISTORY/SOCIAL SCIENCE Standard: 4.2 Knows about the people of California (pre‐Columbian to Mexican Ranch).

• Deduces how the geographical features of a region affected the lives of California Indians. • Compares the lives of two different California Indian nations. • Discusses the major nations of California Indians, including their geographical distribution, economic activities, legends and religious beliefs. • Describes how the California Indians depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources. • Lists attributes of the California Indian nations. • Identifies how the California Indians depended on the physical environment. • Recognizes California Indian nations from a list.






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HISTORY/SOCIAL SCIENCE STANDARD: 4.3 ‐ 4.4 Understands the economy, society, and politics of California and events leading to statehood.

• Writes a journal from the point of view of an immigrant. • Compares the immigration patterns in California to those in a similar state. • Understands the story and lasting influence of the Pony Express, Overland Mail Service, Western union, and the building of the transcontinental railroad. • Explains how the Gold Rush transformed the economy of California. • Discusses immigration and migration to California since 1850. • Discusses the effects of the Great Depression, the Dust Bowl, and World War II on California. • Describes the development and locations of new industries since the turn of the century and important trade links with the Pacific Basin. • Traces the evolution of California’s water system into a network of dams, aqueducts, and reservoirs. • Describes the history and development of California’s public education system. • Analyzes the impact of 20th century Californians on the nation’s artistic and cultural development. • Identifies key twentieth‐century Californians from a list. • Identifies industries that boomed during this time period from a list. • Identifies the most common reasons for immigration to California • Defines immigration, migration, settlement, transcontinental, industry.






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HISTORY/SOCIAL SCIENCE STANDARD: 4.5 Understands the structures, functions, and powers of local, state, and federal government.

• Creates visual representation of the California government system. • Analyzes a currently proposed California law and identifies the pros and cons. • Discusses how California became a state and how its new government differed from those during the Spanish and Mexican periods. • Understands the purpose of the California Constitution, its key principles, and its relationship to the U.S. Constitution. • Describes the similarities and difference among federal, state, and local governments. • Explains the structures and functions of sate governments, including the roles and responsibilities of their elected officials. • Describes the components of California’s governance structure (e.g. cities, and towns Indian Rancherias and reservations, counties, school districts. Discusses what the U.S. Constitution is and why it is important. Defines government, constitution, federal, and laws.




Science Rubrics


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PHYSICAL SCIENCE Standard: 1.0 Understands the concepts of electricity and magnetism.

• Designs an electromagnet to construct a simple device (doorbell, electric motor) • Designs and build simple series and parallel circuits. • Builds a simple compass and uses it to detect magnetic effects. • Recognizes that electric currents produce magnetic field and knows how to build a simple electromagnet. • Understands the role of electromagnets in the construction of electronic motors, electric generators, and simple devices, such as doorbells and earphones. • Recognizes that electrically charged objects attract or repel each other. • Recognizes that magnets have two poles (north and south) and that like poles repel each other while unlike poles attract each other. • Recognizes that electrical energy can be converted to heat, light, and motion. • Differentiates between a series circuit and a parallel circuit. • Describes the use of a compass. • Understands that electric currents produce magnetic fields. • Identifies and electromagnet. • Understands that magnets can repel or attract each other. • Explains that sources of stored energy take many forms (e.g. food, fuel, batteries) • Describes how a simple circuit moves electrical energy. • Lists examples of items that use electricity. • Identifies a compass. • Demonstrates that magnets can be used to make some objects move.




Science Rubrics


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2

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LIFE SCIENCE Standard: 2.0 Understands that all organisms need energy and matter to live and grow.

• Draws conclusions between predator‐prey relationships in a given ecosystem. • Explains that plants are the primary sources of matter and energy entering most food chains. • Explains how producers and consumers are related in food chains and food webs and may compete with each other for resources in an ecosystem. • Explains how decomposer recycles matter from dead plants and animals. • Explains how ecosystem are characterized by their living and nonliving components. • Develops a food web/chain given pictures of plants and animals. • Identifies examples of producers, consumers, herbivores, carnivores, omnivores, and decomposers.




Science Rubrics


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LIFE SCIENCE Standard: 3.0 Understands that organisms are interdependent on each other and the environment.

• Develops a representation of a local ecosystem including living and nonliving parts. • Compares and contrasts different ways that living things compete for resources. • Explains how in any particular environment some kinds of plants and animals survive, some survive less well and some cannot survive at all. • Explains how many plants and animals depend on one another. • Explains that most microorganisms are beneficial and do not cause disease. • Matches living and nonliving parts to a given ecosystem. • Defines population, community and competition. • Lists living and nonliving parts of an ecosystem. • Identifies basic needs for plant and animal survival.




Science Rubrics


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3

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2

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EARTH SCIENCE STANDARD: 4.0 Understands the concept that rocks and minerals reflect the processes that formed them.

• Researches different geographic locations around the world where different minerals are found. • Differentiates igneous, sedimentary, and metamorphic rocks by referring to their properties. • Explains the rock cycle (written or with a diagram). • Identifies common rock‐forming minerals (including quartz, calcite, feldspar, mica, and hornblende ) and ore minerals by using a table of diagnostic properties. • Recognizes igneous, sedimentary, and/or metamorphic rocks. • Labels parts f the rock cycle given a diagram. • Lists the properties of minerals (luster, color, streak, etc.) • Lists the physical properties of different kinds of rocks. • Lists adjectives to describe different minerals.




Science Rubrics


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EARTH SCIENCE STANDARD: 5.0 Understands the concept that wind and water shape and reshape the Earth's surface.

• Creates a graphic representation to describe the various ways that rocks and land are changed. • Described forces outside of nature that break down rocks and/or reshapes the land. • Describes how changes in the earth are due to slow and rapid processes. • Describes the natural processes that cause rocks to break down in to smaller pieces. • Describes how moving water erodes landforms and reshapes the land. • Lists the various ways that rocks are broken down into smaller pieces. • Lists the ways in which water reshapes the land. • Defines weathering, transport, deposition, landforms, erosion, landslide.




Science Rubrics


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INVESTIGATION AND EXPERIMENTATION STANDARD: Uses the scientific method to develop questions and performs investigations.

• Creates a plan for conducting a scientific investigation. • Analyzes the conclusions made based on the results of a scientific investigation. • Differentiates observation from inference (interpretation). • Measures and estimates the weight, length, or volume of objects. • Formulates and justifies predictions based on cause‐and‐effect relationships. • Conducts multiple trials to test a prediction and draws conclusions about the relationships between predictions and results. • Constructs and interprets graphs from measurements. • Follows a set of written instructions for a scientific investigation. • Conducts one trial to test a prediction. • Records data on a graph. • Identifies appropriate conclusions for a set of data. • Recognizes the steps in the scientific method.




Physical Education Rubrics


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STANDARD: Demonstrates gross motor and movement skills (Specified standard for grade level in rubric below, use stage of progress for scoring on the report)

• 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 for height, using proper take off and landing form. • Jumps for distance, using proper take off and landing form. • Understands use of applying and receiving force when jumping for height and distance. • Jumps for height, attempting proper take off and landing form. • Jumps for distance, attempting proper take off and landing form. • Jumps for height. • Jumps for distance.






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STANDARD: Demonstrates fine motor and manipulative 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 teachers others the target skills using appropriate explanation and instruction. • Demonstrates skills while engaged in a game or activity with others, as appropriate. • Enters, jumps, and leaves a long rope turned by others. • Throws and catches an object underhand and overhand while avoiding an opponent. • Fields a groundball. • Dribbles with hands and feet while avoiding an opponent. • Serves a ball over a net using underhand movement pattern. • Jumps a long rope turned by others and either enters or leaves while it’s turning. • Throws and catches an object underhand and overhand. • Attempts to field a groundball. • Dribbles with hands and feet. • Serves a ball. • Jumps a rope turned by others (begins when rope is not turning). • Throws or catches a ball.






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STANDARD: Demonstrates balance and coordination (Specific standards for grade level in rubric below, use stage of progress for scoring on the report card).

• Creates a variety of complex group balance stunts by distributing weight and base of support. • Performs simple small group balance stunts by distributing weight and base of support. • Attempts simple small group balance stunts by distributing weight and base of support. • Attempts simple small group balance stunts by distributing weight and base of support.

grade 4 ela rubrics final - san francisco unified...

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