Fourth Grade SBRC Rubrics

1

1-Does Not Meet Standards

Fourth Grade SBRC Rubrics

2-Approaching Standards

3-Meets Standards

E-Exceeds Standards

Language Arts Literacy

1) Reads at grade level (RL.4.1-RL.4.10, RI.4.1-4.10, RF.4.1 A-D, RF.4.3 A-D, RF.4.4 A-B)

Trimester

1

2

3

E

ALL

Student is reading instructionally Student is reading instructionally at Student is reading instructionally at S. Student is reading instructionally at a T

at Level P or below.

Level Q-R.

or above.

Assessment: Instructional reading level as indicated on the Fountas & Pinnell Benchmark.

Reading: Literacy and Informational

2) Reads a text closely to analyze what a text says explicitly and inferentially (RL.4.1-RL.4.3, RI.4.1-RI.4.3)

Trimester

RL.4.1 RL.4.2 RL.4.3

1

2

3

E

RL.4.1: Student is able to explain RL.4.1: Student is able to explain RL.4.1: Student is able to explain what RL.4.1: Student is able to quote directly

what the text says explicitly and what the text says explicitly and the text says explicitly and inferentially from a text, make relevant connections

inferentially and cites textual

inferentially and cites textual

and cites textual evidence to support when explaining what the text says

evidence to support their answer evidence to support their answer in their answer in writing and orally. explicitly and inferentially.

in writing and orally with teacher writing and orally.

prompting.

RL.4.2: Student is able to

RL.4.2: Student is able to determine RL.4.2: Student is able to determine

determine the central idea or the central idea or theme of a text, the central idea or theme of a text,

theme of a text, analyze their

analyze their development and analyze their development and

development and summarizing the summarizing the key details.

summarizing the key details...

key details.

RL.4.2: Student is able to determine key details to identify the theme and summarize the text.

RL.4.3: Student will be able to describe in depth a character, setting, or event in a story or drama.

RL.4.3: Student will be able to describe in depth a character, setting, or event in a story or drama.

RL.4.3: Student will be able to

RL.4.3: Student will be able to compare

describe in depth a character, setting, and contrast 2 or more characters,

or event in a story or drama.

settings, or events in a story or drawing.

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With teacher prompting:

Independently:

Consistently and Independently: Consistently and Independently:

Describes story elementscharacter (thoughts, words, actions, decisions, physical attributes or interactions with others), setting (time and place), problem, solution with support from teacher.

Makes inferences about the characters feelings or needs teacher support in order to make any inferences.

Summarizes the text by retelling many details from the story rather than the most important details

Needs teacher prompting in order to identify the theme or main message of a text OR identifies the theme in a word or phrase. Evidence provided does not support the theme of the story.

Describes story elementscharacter (thoughts, words, actions, decisions, physical attributes or interactions with others), setting (time and place), and problem, solutionusing evidence from the text.

Makes inferences about the characters feelings, motivations and actions in a text but does not provide evidence to support their inference.

Summarize the text by incorporating story elements except for theme.

Identify the theme that is developed in only one part of the story and provides evidence to discuss the theme from one part of the text.

Describes story elementscharacter (thoughts, words, actions, decisions, physical attributes or interactions with others), setting (time and place), problem, solution, plot (action and sequence of the story), and theme) using evidence from the text.

Makes inferences about characters feelings, motivations and actions and provides evidence to support their inference.

Summarizes the text including all story elements listed above.

Identifies, provides evidence, and explains the evidence to show how the theme developed throughout the text by discussing the theme from early too late in the text.

Summarize what a text says by citing evidence from the text and incorporating a relevant quote as well as explaining how it supports my explanation of a text.

Summary includes- Story elements- character (thoughts, words, actions, decisions, physical attributes or interactions with others), setting (time and place), problem, solution, plot (action and sequence of the story), and theme.

Make inferences about a text by citing evidence from the text and incorporating a relevant quote as well as explaining how it supports my explanation of a text.

Identify theme of a story by providing key details from the text that supports the theme.

Compare/Contrast similarities and differences between two characters by using specific details in the text about the character's thoughts, words, action, decisions, physical attributes, or interactions with others.

Compare/Contrast similarities and differences between two or more settings in a story using specific details about the time or place.

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RI.4.1 RI.4.2 RI.4.3

RI.4.1: Student is able to explain what the text says explicitly and inferentially and cites textual evidence to support their answer in writing and orally.

RI.4.2: Student will be able to determine the main idea, explain how key details support the main idea and summarize the text.

Compare/Contrast similarities

and differences between two or more events using specific details

in the text about the event's

characters, actions, or impact on other events in the story.

RI.4.1: Student is able to explain RI.4.1: Student is able to explain what RI.4.1: Student is able to quote directly

what the text says explicitly and the text says explicitly and inferentially from a text, make relevant connections

inferentially and cites textual

and cites textual evidence to support when explaining what the text says

evidence to support their answer in their answer in writing and orally. writing and orally.

explicitly and inferentially.

RI.4.2: Student will be able to

RI.4.2: Student will be able to determine

RI.4.2: Student will be able to

determine the main idea, explain how 2 or more main ideas of a text and explain

determine the main idea, explain key details support the main idea and how they are supported by the key details.

how key details support the main summarize the text. idea and summarize the text.

RI.4.3: Student is able to explain RI.4.3: Student is able to explain

events, procedures, ideas or

events, procedures, ideas or

concepts in an informational text. concepts in an informational text.

RI.4.3: Student is able to explain

RI.4.3: Student is able to explain the

events, procedures, ideas or concepts relationships between 2 or more

in an informational text.

individuals, events, ideas, or concepts in

an informational text.

With teacher prompting:

Independently:

Consistently and Independently:

Consistently and Independently:

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Summarizes the text by identifying either key details or main idea but not both.

Makes inferences about the text but does not provide evidence to support the inference.

Identify key events, procedures, ideas or concepts but does not explain what, why and how of the topic.

Summarizes the text by identifying either key details or main idea but not both.

Makes inferences about the text but does not provide evidence to support the inference.

Identify key events, procedures, ideas or concepts but does not explain what, why and how of the topic. OR

Identify key events, procedures, ideas or

Summarizes the text by identifying the main idea and key details to support the main idea.

Makes inferences about the text and provides evidence to support the inferences.

Identifies key events, procedures, ideas or concepts and explains what happened, why it happened and how it happened by providing evidence from the text.

Summarize what an informational text says by identifying all the main idea or points the author is trying to make, citing evidence from the text and incorporating a relevant quote.

Draw inferences from a text, citing evidence from the text and incorporate a relevant quote.

Determine when a text has two or more main ideas; Identify key details from the text and explain how the key details support each of the main ideas identified.

concepts and explain what, why and how of the topic but does not provide evidence from the text.

Assessments: CSA, SchoolWide Unit Assessments, Summarizing, Theme and Main Idea Assessments, TDQ's

4

Identify transition words and phrases to find information about relationships or interactions between pieces of informational texts that points to the text structure of the text.

Use specific information from the text to support my explanation of the relationships.

3) Uses text structure and words/phrases used by the author to analyze the style and tone of a text (RL.4.4-6)

Trimester

1

With teacher prompting:

2 Independently:

3 Consistently and Independently:

4 Consistently and Independently:

RL.4.4

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RL.4.4: Student is able to determine RL.4.4: Student is able to determine RL.4.4: Student is able to successfully RL.4.4: Student is able to successfully

the meaning of words and phrases in the meaning of words and phrases in determine the meaning of words and determine the meaning of words and

a text (including mythology with a text (including mythology). (50% of phrases in a text (including

phrases in a text including figurative

teacher prompting.

the time)

mythology).

language.

Uses context clues to figure

Uses context clues to figure

Uses context clues to figure

Use context clues to figure

out the meaning of literal

out the meaning of literal

out the meaning of literal

out the meaning of literal

and nonliteral words.

and nonliteral words.

and nonliteral words.

and nonliteral words.

Uses prior knowledge to

Uses prior knowledge to

Uses prior knowledge to

Understand the difference

determine the meaning of

determine the meaning of

determine the meaning of

between literal and

literal and nonliteral words.

literal and nonliteral words.

literal and nonliteral words.

figurative language.

Uses knowledge of

Uses knowledge of

Uses knowledge of

Identify examples of

significant character in

significant character in

significant character in

figurative language and

mythology to determine the

mythology to determine the

mythology to determine the

determine what they mean.

meaning of words and

meaning of words and

meaning of words and

phrases.

phrases.

phrases.

Simile, metaphor,

Alliteration, Repetition,

Onomatopoeia, hyperbole,

personification, idioms

RL.4.5: Student is able to explain RL.4.5: Student is able to explain RL.4.5: Student is able to explain RL.4.5: Student is able to explain how

major differences between poems, major differences between poems, major differences between poems, a series of chapters, scenes, or

drama, and prose.

drama, and prose.

stanzas fit together to provide the

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drama, and prose with teacher prompting.

Describe how poems, drama and prose are arranged differently to illustrate events and ideas.

Identify the components of a text. o Poem: verse, rhythm, meter o Explain the effect of sound devices above on poetry. o Drama: cast, setting, descriptions, dialogue, stage directions. o Prose: explains the definition.

Describe how poems, drama and prose are arranged differently to illustrate events and ideas.

Identify the components of a text. o Poem: verse, rhythm, meter o Explain the effect of sound devices above on poetry. o Drama: cast, setting, descriptions, dialogue, stage directions. o Prose: explains the definition.

Describe how poems, drama overall structure of a story, drama, or

and prose are arranged poem.

differently to illustrate

Identify the components of

events and ideas.

poems, drama and prose.

Describe how structural

Explain how the components

elements of poems, drama

play a role in the overall

and prose enhance the

structure of a text.

reader's' experience of

Analyze the effect created by

events and ideas.

the author's use of a

Identify the components of a

particular structure.

text.

o Poem: verse,

rhythm, meter,

stanza

o Explain the effect of

sound devices

above on poetry.

o Drama: cast,

setting,

descriptions,

dialogue, stage

directions, script.

o Prose: explains the

definition.

RL.4.6: Student is able to compare and contrast the point of view from which different stories are narrated with teacher prompting. (1st and 3rd)

Identify the point of view from which a story is being told.

Compare and contrast stories that use the same point of view.

RL.4.6: Student is able to compare and contrast the point of view from which different stories are narrated. (1st and 3rd)

Identify the point of view from which a story is being told.

Compare and contrast stories that use the same point of view.

RL.4.6: Student is able to compare and contrast the point of view from which different stories are narrated. (1st and 3rd)

Identify the point of view from which a story is being told.

Compare and contrast stories that use the same point of view.

Compare and contrast stories that use different points of view.

Identify similarities and differences in narration

RL.4.6: Student is able to describe how a narrator or speaker's point of view influences how events are described.

Describe the narrator or speaker's point of view.

Use textual evidence to show how the author's point of view influences how events are described.

Explain how events may be described differently using another point of view.

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