Jenks Public Schools 1st Grade Report Card Rubrics
Reading
Standard
Uses picture clues
Uses phonics skills
when reading
Knows and uses
sight words
Uses context clues
Reads familiar text
fluently
Reads familiar text
with expression
Comprehends what
is read
3 – Consistently Successful
85% to 100% of the time
2 – Progressing
70% to 84% of the time
Consistently uses picture clues to decode
unknown words and comprehend text.
Inconsistently uses picture clues to decode unknown
words and comprehend text.
Consistently applies phonics skills taught to
date: comprehending and applying initial,
medial, and final consonant letters, long and
short vowels, and vowel controllers (silent e).
Shows awareness of word families, meanings
of root words, endings (s, es, ed, ing), blends,
digraphs, diphthongs, and compound words.
Consistently knows and uses sight words
taught to date.
Consistently uses context clues to identify an
unknown word.
Consistently reads at appropriate rate on
grade-level passages: recognizes/ decodes
most words in the passage without difficulty
(no more than 1 in 10 words is difficult); uses
punctuation clues to pause appropriately.
Consistently reads a variety of texts with
expression: using inflection & punctuation
clues, responding to dialog clues.
Consistently uses comprehension strategies to
demonstrate understanding of texts i.e.
making/ revising predictions, monitoring for
meaning, creating visual images, determining
important ideas, retelling stories, making
inferences.
Inconsistently applies phonics skills taught to date
when reading. Inconsistently comprehends and
applies initial, medial, and final consonant letters,
long and short vowels, and vowel controllers (silent
e). Inconsistently shows awareness of word families
and meanings of root words, endings (s, es, ed, ing),
blends, digraphs, diphthongs, and compound words.
Is inconsistent in knowing and using sight words
taught to date.
Inconsistently uses context clues to identify an
unknown word.
1 – Area of Concern
Less than 70% of the time
Rarely uses picture clues to
decode unknown words and
comprehend text.
Rarely uses phonics skills when
reading
Rarely identifies sight
vocabulary
Rarely uses context clues in
decoding unknown words.
Inconsistently reads at appropriate rate on gradelevel passages: sometimes hesitating in decoding
unknown words or overlooking punctuation clues.
Struggles to reads familiar texts
with fluency.
Is inconsistent in reading with expression; often.
reads line-by-line or word by word.
Struggles to read familiar texts
with expression.
Inconsistently uses comprehension strategies to
demonstrate understanding of texts; sometimes
makes predictions, monitors for meaning, creates
visual images, determines important ideas, retells
stories, or makes inferences.
Rarely comprehends what is
read. Struggles with using any
strategies.
Revised June 2015 for science
*Suggested Assessment Tools: Teacher observations, checklists, rubrics, completion of tasks, manipulatives, journals, and portfolios
1
Jenks Public Schools 1st Grade Report Card Rubrics
Language Arts
3 – Consistently Successful
85% to 100% of the time
Consistently applies skills taught to date,
Uses phonics skills to composing sentences using initial, medial,
and final consonant letters, long/short
write words.
vowels, word families, and root words .
Consistently uses capitalization (beginning
Uses correct
of the sentence), ending punctuation
capitalization,
(periods for declarative sentences, question
punctuation, and
marks for interrogative sentences), and
grammar.
grammar taught to date.
Uses appropriate
Consistently uses acquired vocabulary in
vocabulary in
speaking and in writing.
speaking and in
writing.
Consistently uses the strategies of
Uses the strategies of
prewriting and rough drafting in composing
the writing process
narratives, opinion pieces, informative
in various forms of
texts, and poetry. Is beginning to revise
writing.
and edit. Publishes final composition.
Standard
Participates in
collaborative
conversation.
Consistently participates in collaborative
conversations with diverse peer partners
and adults and in small and larger groups;
follows agreed upon rules for discussions.
2 – Progressing
70% to 84% of the time
Inconsistently uses initial, medial, final
consonant letters, long and short vowels,
word families, or root words in compose
sentences.
Inconsistently uses capitalization (beginning
of sentence), ending punctuation (periods for
declarative sentences, question marks for
interrogative sentences), and grammar taught
to date.
1 – Area of Concern
Less than 70% of the time
Rarely uses initial, medial, and final
consonant letters, long and short vowels,
word families, or root words in composing
sentences.
Rarely uses capitalization (beginning of
sentence), ending punctuation (periods for
declarative sentences, question marks for
interrogative sentences), and grammar
taught to date.
Needs some assistance when using acquired
vocabulary in speaking and in writing.
Needs constant assistance when using
acquired vocabulary in speaking and in
writing.
Inconsistently uses the strategies of
prewriting and rough drafting in composing
narratives, opinion pieces, informative texts,
and poetry. Publishes final composition.
Rarely uses the strategies of prewriting and
rough drafting in composing narratives,
opinion pieces, informative texts, and
poetry. Rarely completes a writing piece.
Needs some assistance in participating in
collaborative conversations with diverse peer
partners and adults and in small and larger
groups; sometimes needs reminders about
following agreed upon rules for discussions.
Needs constant assistance to participate in
collaborative conversations and follow
agreed upon rules for discussions.
Handwriting
Standard
Forms letters and
numerals correctly
3 – Consistently Successful
85% to 100% of the time
Consistently uses manuscript writing to
compose in a legible manner using left to
right progression, starting letters and
numbers at the appropriate position.
2 – Progressing
70% to 84% of the time
Inconsistently uses manuscript writing to
compose in a legible manner using left to
right progression. Inconsistently begins
letters and numbers at the appropriate
position.
1 – Area of Concern
Less than 70% of the time
Rarely uses manuscript writing to compose
in a legible manner using left to right
progression. Rarely begins letters and
numbers at the appropriate position.
Revised June 2015 for science
*Suggested Assessment Tools: Teacher observations, checklists, rubrics, completion of tasks, manipulatives, journals, and portfolios
2
Jenks Public Schools 1st Grade Report Card Rubrics
Social Studies
Standard
States biographical
information.
Demonstrates
knowledge of
geography
Demonstrates
knowledge of
community
Locates/ interprets
information using a
variety of resources
3 – Consistently Successful
85% to 100% of the time
Consistently states full name, age, birth
date, phone number, address, and names of
parents/guardians.
Consistently demonstrates the ability to
read & locate information & features on
maps.
2 – Progressing
70% to 84% of the time
Inconsistently states full name, age, birth
date, phone number, address, and names of
parents/guardians.
Inconsistently demonstrates the ability to
read and locate information and features on
maps.
Consistently demonstrates understanding
of the roles of community members.
Inconsistently demonstrates understanding of
the roles of community members.
Consistently demonstrates the ability to
use a variety of resource to locate, read
and interpret information.
Inconsistently demonstrates the ability to use
a variety of resource to locate, read and
interpret information.
1 – Area of Concern
Less than 70% of the time
Rarely states full name, age, birth date,
phone number, address, and names of
parents/guardians.
Rarely demonstrates the ability to read and
locate information and features on maps.
Rarely demonstrates understanding of the
roles of community members.
Rarely demonstrates the ability to use a
variety of resource to locate, read and
interpret information.
Science
Standard
Understands and
uses science and
engineering
practices
3 – Consistently Successful
85% to 100% of the time
2 – Progressing
70% to 84% of the time
1 – Area of Concern
Less than 70% of the time
Consistently uses science and
engineering design processes and tools
e.g.,
 Asking questions; defining problems
 Developing and using models
 Planning and carrying out
investigations
 Analyzing and interpreting data
 Using mathematics and
computational thinking
 Constructing explanations and
designing solutions
 Engaging in argument from evidence
 Obtaining, evaluating, and
communicating information
In consistently uses science and
engineering design processes and tools,
sometimes needing assistance, e.g.,
 Asking questions; defining problems
 Developing and using models
 Planning and carrying out
investigations
 Analyzing and interpreting data
 Using mathematics and
computational thinking
 Constructing explanations and
designing solutions
 Engaging in argument from evidence
 Obtaining, evaluating, and
communicating information.
Seldom, even with assistance, is able to
use science and engineering design
processes and tools e.g.,
 Asking questions; defining problems
 Developing and using models
 Planning and carrying out
investigations
 Analyzing and interpreting data
 Using mathematics and
computational thinking
 Constructing explanations and
designing solutions
 Engaging in argument from evidence
 Obtaining, evaluating, and
communicating information
Revised June 2015 for science
*Suggested Assessment Tools: Teacher observations, checklists, rubrics, completion of tasks, manipulatives, journals, and portfolios
3
Jenks Public Schools 1st Grade Report Card Rubrics
Science….continued
Communicates
understanding of
concepts and
content
Consistently uses understanding of
concepts and key ideas when
contributing to class discussions,
participating in group and individual
investigations, and completing oral and
written communication tasks.
Inconsistently uses understanding of
concepts and key ideas when
contributing to class discussions,
participating in group and individual
investigations, and completing oral and
written communication tasks; sometimes
needs assistance.
Rarely, even with assistance, uses
understanding of concepts and key ideas
when contributing to class discussions,
participating in group and individual
investigations, and completing oral and
written communication tasks.
3 – Consistently Successful
85% to 100% of the time
Demonstrates skill with keyboard functions
(space bar, return/enter, shift, caps lock,
punctuation keys), volume controls on
headphones, printing, opening and closing a
CD Rom drive, and in producing simple
graphs, word processing texts, or other
products.
2 – Progressing
70% to 84% of the time
Occasionally needs assistance with keyboard
functions (space bar, return/enter, shift, caps
lock, punctuation keys), volume controls on
headphones, printing, opening and closing a
CD Rom drive, and in producing simple
graphs, word processing texts, or other
products.
1 – Area of Concern
Less than 70% of the time
Must have assistance with keyboard
functions (space bar, return/enter, shift, caps
lock, punctuation keys), volume controls on
headphones, printing, opening and closing a
CD Rom drive, and producing simple
graphs, word processing texts, or other
products.
Technology
Standard
Uses various
technologies to find,
evaluate, organize
and present
information.
Revised June 2015 for science
*Suggested Assessment Tools: Teacher observations, checklists, rubrics, completion of tasks, manipulatives, journals, and portfolios
4
Jenks Public Schools 1st Grade Report Card Rubrics
Mathematics
Standard
Reads, counts, writes by
ones to 120
Reads, counts, writes by
tens to 120
Fluently adds within 20
Fluently subtracts within
20
Adds two-digit numbers
without regrouping
Subtracts two-sigit
numbers without
regrouping
Understands place value
i.e., that the 2 digits of a
two-digit number
represent amounts of
tens & ones
Demonstrates skill in
problem solving
Tells time to the hour
Tells time to the half
hour
Measures with precision
3 – Consistently Successful
85% to 100% of the time
Consistently demonstrates the ability to
read, count and write numbers to 120.
Consistently demonstrates the ability to
read, count and write by tens to 120,
starting with any multiple of 10.
Demonstrates fluency adding within 20;
recalls these facts without hesitation or use
of manipulatives.
Demonstrates fluency subtracting within
20; recalls these facts without hesitation or
use of manipulatives.
Consistently uses multiple strategies to
solve addition problems
2 – Progressing
70% to 84% of the time
Inconsistently demonstrates the ability to
read, count and write numbers to 120.
1 – Area of Concern
Less than 70% of the time
Rarely demonstrates the ability to read,
count and write numbers to 120.
Inconsistently demonstrates the ability to
read, count and write by tens to 120.
Rarely demonstrates the ability to read,
count and write by tens to 120.
Developing fluency in adding within 20;
occasionally hesitates or requires
manipulatives to recall these facts.
Developing fluency in subtracting within
20; occasionally hesitates or requires
manipulatives to recall these facts.
Is in consistent in using multiple strategies
to solve addition problems
Rarely demonstrates fluency in adding
within 20; requires manipulatives
and/or extra time.
Rarely demonstrates fluency in
subtracting within 20; requires
manipulatives and/or time.
Consistently uses multiple strategies to
solve subtraction problems
Is in consistent in using multiple strategies
to solve subtraction problems
Struggles with subtracting
Consistently demonstrates the ability to
develop concrete models of tens and ones.
Can state the place value of tens and ones.
Inconsistently demonstrates the ability to
develop concrete models of tens and ones.
Inconsistently states the place value of tens
and ones.
Rarely demonstrates the ability to
develop concrete models of tens and
ones. Rarely states the place value of
tens and ones.
Inconsistently applies mathematical
strategies to real-life situations, using some
strategies and attempting to explain the
strategies used.
Rarely applies mathematical strategies
to real-life situations. Struggles to use
and explain a strategy.
Consistently applies mathematical
strategies to real-life situations, using a
variety of strategies (manipulatives,
pictures, numbers, words) and clearly
explains the strategies used.
Consistently tells time to the hour on analog
& digital clocks.
Consistently tells time to the half hour on
analog & digital clocks.
Consistently demonstrates the ability to
measure with precision: uses same-size
length units and places the units end to end
without gaps or overlaps.
Inconsistently tells time to the hour on
analog & digital clocks
Inconsistently tells time to the half hour on
analog & digital clocks.
Needs some support in measuring with
precision i.e., using same-size length units,
placing the units end to end without gaps or
overlaps.
Struggles with adding
Rarely tells time to the hour on analog
& digital clocks
Rarely tells time to the half hour on
analog & digital clocks.
Rarely demonstrates the ability to
measure with precision i.e., using
same-size length units, placing the
units end to end without gaps or
overlaps.
Revised June 2015 for science
*Suggested Assessment Tools: Teacher observations, checklists, rubrics, completion of tasks, manipulatives, journals, and portfolios
5
Jenks Public Schools 1st Grade Report Card Rubrics
Mathematics…continued
Standard
Organizes, represents,
and interprets data
Describes shapes and
their attributes;
composes twodimensional and threedimensional shapes
3 – Consistently Successful
85% to 100% of the time
Consistently demonstrates the ability to
identify information from graphs & to
formulate problems, count data, and
organize & represent the data.
Consistently demonstrates the ability to
describe a shape and its attributes e.g.,
sides, corners, points, and compose
(construct) two-dimensional and threedimension shapes
2 – Progressing
70% to 84% of the time
Inconsistently demonstrates the ability to
identify information from graphs & to
formulate problems, count data, and
organize & represent the data.
Inconsistently demonstrates the ability to
describe a shape and its attributes e.g.,
sides, corners, points, and compose
(construct) two-dimensional and threedimension shapes
1 – Area of Concern
Less than 70% of the time
Rarely demonstrates the ability to
identify information from graphs & to
formulate problems, count data, and
organize & represent the data.
Rarely demonstrates the ability to
describe a shape and its attributes e.g.,
sides, corners, points, or compose
(construct) two-dimensional and threedimension shapes
Chinese (SE Immersion Program)
3 – Consistently Successful
85% to 100% of the time
2 – Progressing
70% to 84% of the time
1 – Area of Concern
Less than 70% of the time
Consistently demonstrates
understanding and response to learned
statements, questions, commands, and
greetings; response is not always a
verbal response, may be an action.
Needs some repetition to understand and
respond to learned statements, questions,
commands, and greetings; response; does
not always respond verbally; may be an
action.
Must have help to understand and respond to
learned statements, questions, commands, and
greetings; response.
Consistently demonstrates skill in
expressing needs and common
courtesies in the language.
Needs some assistance in expressing
needs and common courtesies in the
language.
Struggles to express needs and common
courtesies in the language.
Identifies learned words
and phrases
Consistently and without hesitation
identifies learned words and phrases.
Needs some assistance in identifying
learned words and phrases, often
hesitates.
Struggles to identify learned words and
phrases.
Transcribes familiar
words/phrases;
reproduces some from
memory
Recognizes some
similarities/differences
between target
culture/own
Consistently demonstrates skill in
transcribing familiar words and
phrases and reproducing some from
memory
Needs some assistance (a written model)
to transcribe familiar words and phrases.
Struggles to transcribe familiar words and
phrases even with a written model.
Consistently recognizes and describes
similarities and differences between
the target culture and own.
Needs some assistance to recognize and
describe some similarities and differences
between target culture/own.
Struggles to recognize similarities or
differences between the target culture and
own.
Standard
Understands short,
learned statements/
questions/commands/
greetings
Expresses needs and
common courtesies in the
language
Revised June 2015 for science
*Suggested Assessment Tools: Teacher observations, checklists, rubrics, completion of tasks, manipulatives, journals, and portfolios
6