Fort Zumwalt School District--Office of Curriculum and Instruction

2nd Grade ELA Proficiency Scales – 9-16-17

Grade Level: Standard: High Frequency Words

2nd Grade RF.2.3.f
Score Expectation Descriptor Additional Instructional
Information

The student will: ● Knows lists A-H from

● Read in isolation, and in context, words from the District ABC Word list, with the District ABC Word
4 accuracy and fluency (within 3 seconds) without hesitation or sounding out.
Proficient Lists
● Fix or self-correct mistakes quickly.

The student will: ● Knows lists A-G from

3 ● Read in isolation, and in context, words from the District ABC Word list, with the District ABC word
Approaching accuracy and fluency (within 3 seconds) without hesitation or sounding out. Lists.
Proficient ● Fix or self-correct mistakes quickly. ● Working on H.

The student will: ● Knows lists A-E and

2 ● Read in isolation, and in context, words from the District ABC Word list, with working on F.
Beginning accuracy and fluency (within 3 seconds) without hesitation or sounding out. ● OR Knows A-F and
Progress ● Fix or self-correct mistakes quickly. working on G.
The student will: ● Working on lists A-D
1 ● Read in isolation, and in context, words from the District ABC Word list, with ● OR knows lists A-D
Of Concern accuracy and fluency (within 3 seconds) without hesitation or sounding out. and working on E.
● Fix or self-correct mistakes quickly.
Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

Grade Level: Standard: Reads and Comprehends text

2nd Grade
Score Expectation Descriptor Additional Instructional
Information

The student will: *In the fall teachers should

● Read and comprehend text independently at a DRA Level 28 Nonfiction. not test past a 28 Nonfiction.
4 *In the spring teachers
Proficient should not test past a 38
Fiction.

3 The student will:

● Read and comprehend text independently at a DRA Level 28 Fiction.
Approaching
Proficient
2 The student will:
● Read and comprehend text independently at a DRA Level 20 - 24.
Beginning
Progress
1 The student will:
● Read and comprehend text independently at a DRA Level 18 or below.
Of Concern
Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

Grade Level: Standard: Asks and answers questions to demonstrate understanding of a text (literature and informational text)
2nd Grade RL.2.1 RI.2.1
Score Expectation Descriptor Additional Instructional Information

The student will: ● Ask and answer questions before,

● Consistently and accurately ask and answer specific questions about key during, and after reading. (i.e. who,
4 details in text to demonstrate understanding. what, where, when, why, how)
● Questions and answers should be
Proficient supported by details in the text.
● Questions should be specific to the
text being read.

The student will: ● General questions could be asked

● Answer questions about key details in text to demonstrate understanding of about any text not necessarily the one
3 a text with few errors. being read (i.e. Who are the
Approaching AND characters?)
● Asks general questions about grade appropriate text.
Proficient

The student will:

2 ● Answer teacher given questions about key details in text to demonstrate
understanding; support is needed.
Beginning OR
Progress ● Asks general questions about grade appropriate text; support is needed.

The student will:

1 ● Unable to ask and answer questions about key details to demonstrate
Of Concern understanding in text.

Grade Level: Standard: Determine meaning of words

Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

2nd Grade RL.2.4, RI.2.4

Score Expectation Descriptor Additional Instructional
Information

The student will:

4 ● Consistently and independently determine or clarify the meaning of words and
Proficient phrases in a grade appropriate text.

3 The student will:

● Independently determine or clarify the meaning of words and phrases in a text with
Approaching few errors.
Proficient

2 The student will:

● Ask and answer questions to help determine or clarify the meaning of words and
Beginning phrases in a text; support is needed.
Progress
The student is: ● Unable to be
1 ● Unable to ask and answer questions to help determine or clarify the meaning of successful even
Of Concern words and phrases in a text. with teacher
support.
Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

Grade Level: Standard: Recounts the text

2nd Grade RL.2.2
Score Expectation Descriptor Additional Instructional Information

The student will: ● Recount is not as detailed as

● Independently recount stories, in sequence, including story elements a retell, and should include the
(e.g., characters and setting) and major events from a variety of texts major events and story
4 elements from the text.
Proficient without prompts.
● Use DRA, notes from student
conferences, and student
reading journals to assess.

3 The student will:

● Independently recount stories, including most of the major events
Approaching from a variety of texts, in sequence.
Proficient

2 The student will:

● Recount stories to include some major events from a variety of texts;
Beginning support is needed. Recount may be partial or out of sequence.
Progress

The student is: ● Unable to be successful even

1 with teacher support.
● Unable to recount the story.
Of Concern
Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

Grade Level: Standard: Describes character responses to events

2nd Grade RL.2.3
Score Expectation Descriptor Additional Instructional
Information

The student will: ● Identify the major event(s) and/or

● Independently describe character’s thoughts, actions, or feelings. challenges, and describe how the
4 ● Independently describe how characters in a story respond to major events character reacted to those
and challenges. Uses specific text evidence to support thinking. events/challenges.
Proficient ● Example: “Toad thought Frog
was mad at him so he made him
lunch and went looking for him.”

The student will: ● Example: “Toad thought Frog

● Independently describe character’s thoughts, actions, or feelings. was mad at him so he tried to
3 ● Independently describe how characters in a story respond to major events cheer him up.”
Approaching and challenges. Some text evidence to support thinking, may include
Proficient some misinterpretations.

The student will:

2 ● Describe character’s thoughts, actions, or feelings; support is needed.
Beginning ● Identify how characters in a story respond to major event(s) and
challenges; support is needed.
Progress

The student is: ● Unable to be successful even

● Unable to describe character’s thoughts, actions, or feelings. with teacher support.
1 ● Unable to identify how characters in a story respond to major event(s) and
Of Concern challenges.
Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

Grade Level: Standard: Determines the central message of a text

2nd Grade RL.2.2

Score Expectation Descriptor Additional Instructional Information

The student will: ● Include fables and folktales

4
● In literature: Independently determine the central message, from diverse cultures.
Proficient lesson, or moral of a story, folktale, or fable using text evidence.

3 The student will:

● In literature: Independently determine the central message, lesson,
Approaching or moral of a story, folktale, or fable but lacks evidence with text.
Proficient

The student will:

2 ● In literature: Give a general response or a one word idea to
determine the central message, lesson, or moral of a story, folktale,
Beginning or fable; support is needed.
Progress

The student is: ● Unable to be successful even

1 ● In literature: Unable to identify the central message, lesson, or with teacher support.
Of Concern moral of a story, folktale, or fable.

Grade Level: Standard: Main Topic and Supporting Details (multi-paragraph text)
2nd Grade RI. 2.2
Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

Score Expectation Descriptor Additional Instructional Information

The student will: ● Include fables and folktales

● In informational text: Independently, identify the main topic of a from diverse cultures.
4
multiparagraph text and identify the focus of each specific
Proficient paragraph in the text.

3 The student will:

● In informational text: Identify the main topic of a multiparagraph
Approaching text and identify the focus of most paragraphs in the text.
Proficient

The student will:

2 ● In informational text: Identify the main topic of a multiparagraph
Beginning text with support and identify the focus of some paragraphs in the
Progress text; support is needed.

The student is: ● Unable to be successful even

1 ● In informational text: Unable to identify the main topic or the focus with teacher support.
Of Concern of each paragraph.

Grade Level: Standard: Text Features

2nd Grade RL.2.5, RI.2.5
Score Expectation Descriptor Additional Instructional Information
Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

The student: ● Text features: captions, bold print,

● Effectively identifies and uses text features to locate key facts or subheadings, glossaries, indexes,
electronic menus, icons.
information in a text. (informational) ● Students should already know and be
4 ● Effectively describes the overall structure of a story. able to use headings and table of
Proficient (literature) contents (taught in first grade).
● Structure includes describing how the
beginning introduces the story and
the ending concludes the action.

The student:
3 ● Adequately knows and uses text features to locate key facts or
Approaching information in a text with errors. (informational)
Proficient ● Adequately describes the overall structure of a story; may
include errors (literature)
The student has:
2 ● Limited evidence of identifying text features, and use them to
locate key information in a text; support is needed. (informational)
Beginning ● Limited evidence in describing the overall structure of a story;
Progress support is needed. (literature)

1 The student:
● Lacks understanding of majority of concepts.
Of Concern

Grade Level: Standard: Applies mechanics to written work

2nd Grade

Score Expectation Descriptor Additional Instructional Information

4 The student will: ● Produce, Expand/Rearrange

● Effectively capitalize holidays, product names and geographic names. Sentences: The boy watched the
Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

● Effectively uses commas in greetings and closings of letters. movie; The little boy watched the
● Effectively uses an apostrophe to form contractions and frequently movie; The action movie was watched
occurring possessives. by the little boy.
Proficient ● Effectively produce, expand, and rearrange complete simple and
compound sentences

The student will:

● Adequately capitalize holidays, product names and geographic names;
may include errors.
3 ● Adequately uses commas in greetings and closings of letters; may
include errors.
Approaching ● Adequately uses an apostrophe to form contractions and frequently
Proficient occurring possessives; may include errors.
● Adequately produce, expand, and rearrange complete simple and
compound sentences; may include errors

The student has:

● Limited use of capitalize holidays, product names and geographic
names; support is needed.
2 ● Limited use of commas in greetings and closings of letters with support.
Beginning ● Limited use of an apostrophe to form contractions and frequently
occurring possessives; support is needed.
Progress ● Limited evidence of producing, expanding, and rearranging complete
simple and compound sentences; support is needed.

1 The student:
● Lacks understanding of the majority of the concepts.
Of Concern

Grade Level: Standard: Applies spelling to written work

2nd Grade
Score Expectation Descriptor Additional Instructional Information
Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

The student will: ● Reference materials: beginning

● Effectively generalize learned spelling patterns when dictionaries
4 writing words ● Spelling patterns: cage -
Proficient ● Effectively consults reference materials, as needed, to badge, boy - boil
check and correct spellings.

The student will:

3 ● Adequately generalize learned spelling patterns when
writing words; errors are present.
Approaching
● Adequately consults reference materials, as needed, to
Proficient check and correct spellings; errors are present.

The student has:

2 ● Limited ability to generalize learned spelling patterns
when writing; support is needed.
Beginning
● Limited ability to consult reference materials, as needed
Progress to check and correct spellings; support is needed.

1 The student:
Of Concern ● Lacks understanding of the majority of the concepts.

Grade Level: Standard: Applies grammar skills to written work

2nd Grade
Score Expectation Descriptor Additional Instructional Information
Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

The student will: ● Collective nouns: groups such as flock,

● Effectively use nouns including collective, frequently occurring irregular clutch, pack, school of fish
plural nouns, and reflexive pronouns ● Reflexive pronouns: myself, ourselves
4 ● Effectively form and use the past tense of frequently occurring irregular ● Irregular plural nouns: feet, children, teeth,
mice, fish
Proficient verbs ● Irregular verbs: sat, hid, told
● Effectively use adjectives and adverbs, and choose between them
depending on what is to be modified.

The student will:

● Adequately use nouns including collective, frequently occurring irregular
3 plural nouns, and reflexive pronouns; errors may be present.
● Adequately form and use the past tense of frequently occurring irregular
Approaching verbs; errors may be present.
Proficient ● Adequately use adjectives and adverbs, and choose between them
depending on what is to be modified; errors may be present.

The student has:

● Limited use of nouns including collective, frequently occurring irregular
2 plural nouns, and reflexive pronouns; support is needed.
● Limited use of form and use the past tense of frequently occurring
Beginning irregular verbs; support is needed.
Progress ● Limited use of adjectives and adverbs, and choose between them
depending on what is to be modified; support is needed

1 The student:
● Lacks understanding of the majority of the concepts.
Of Concern

Grade Level: Standard: Uses legible handwriting (cursive and print)

2nd Grade
Score Expectation Descriptor Additional Instructional
Information
Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

The student’s writing: ● Easy to read

● Demonstrates legible print and cursive handwriting ● Good size and proportion
of letters
4
● Good, even spacing
Proficient ● connects letters correctly
● Correct letter formation
● no letter reversals.

3 The student’s writing: ● Some mistakes with size,

● Demonstrates legible print and/or cursive handwriting; errors proportion of letters,
Approaching may be present. spacing
Proficient

2 The student’s writing:

Beginning ● Demonstrates print and/or cursive handwriting.
Progress
The student’s writing: ● Handwriting is difficult to read.
1 ● Lacks legible print and/or cursive handwriting. ● Spacing between letters in
Of Concern words and words in
sentences are not present.

Grade Level: Standard: Narrative- Focus

2nd Grade W.2.3
Score Expectation Descriptor Additional Instructional Information

4 The student’s: ● Focus refers to staying on topic

given.
Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

● Narrative effectively establishes a situation/event and ● The situation/events are clearly

Proficient characters that maintains a clear focus throughout. described.

3 The student’s:
● Narrative adequately establishes a situation/event and
Approaching characters that are mostly focused throughout.
Proficient

The student’s: ● May occasionally lose focus.

2
● Narrative attempts to establish a situation/event and
Beginning characters are limited and inconsistent; support is needed.
Progress

The student’s: ● May be confusing, unfocused, or

1 too short.
● Narrative lacks establishment of a situation/event and
Of Concern characters.

Grade Level: Standard: Narrative - Organization

2nd Grade W 2.3
Score Expectation Descriptor Additional Instructional Information

4 The student’s: ● Easy to follow plot with a strong

Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

● Narrative contains an effective, logical sequence of events beginning, middle, and end.
Proficient with a clear beginning, middle, and end.

The student’s: ● There may be a lack of clarity or a

3 weak beginning, middle, and end.
● Narrative contains an adequate, logical sequence of events
Approaching with a beginning, middle, and end. ● Some sense of closure.
Proficient

The student’s: ● Events may be missing and/or

2 present but out of order.
● Narrative contains a limited, sequence of events; support is
Beginning needed. ● Plot is difficult to follow
Progress ● No sense of closure is evident.

The student’s:
1 ● Narrative lacks a sequence of events.
Of Concern
Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

Grade Level: Standard: Narrative - Development

2nd Grade W.2.3
Score Expectation Descriptor Additional Instructional
Information

The student’s: ● Description refers to how the author

● Narrative effectively uses dialogue and vivid description that clearly uses description to develop a
character’s experiences and events.
4 develops characters and events. ○ How does the author describe
Proficient the character’s thoughts,
actions, and feelings?
● Dialogue develops events and
characters.

The student’s: ● Dialogue may be present.

3
● Narrative adequately uses details and description to develop
Approaching characters and events.
Proficient

2 The student’s:
● Narrative has a limited use of details and/or description to develop
Beginning characters and events; support is needed.
Progress

The student’s:
1 ● Narrative shows a lack of understanding with few or no details or
Of Concern description.
Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

Grade Level: Standard: Narrative - Language and Vocabulary

2nd Grade W.2.3
Score Expectation Descriptor Additional Instructional Information

The student’s: ● Transitional words refers to

● Narrative effectively uses a variety of transitional words and temporal words.
● Concrete words refer to tangible,
4 phrases to show sequence of events. qualities or characteristics, things
● Narrative effectively uses a variety of sensory and concrete we know through our senses.
Proficient
language. Words and phrases like "102
degrees," "obese Siamese cat," and
"deep spruce green" are concrete.

The student’s: ● Student uses 2 or more transitional

3 words, phrases, and/or clauses
● Narrative adequately uses transitional words and phrases to
Approaching show sequence of events.
● Student uses 2 or more sensory
Proficient details, and/or concrete details.
● Narrative adequately uses sensory and/or concrete language.

The student’s: ● Student uses 1 or more transitional

2 ● Narrative has limited use of transitional words and/or phrases; words, phrases, and/or clauses
● Student uses 1 or more sensory
Beginning support is needed.
details, and/or concrete details.
Progress ● Narrative has limited use of sensory words and/or concrete
language; support is needed.

The student’s: ● Narrative is vague, unclear, or

1 ● Narrative shows a lack of transitional words and phrases. confusing.
Of Concern ● Narrative lacks sensory words or phrases.

Grade Level: Standard: Informative - Focus

Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

2nd Grade W.2.2

Score Expectation Descriptor Additional Instructional
Information

The student’s:
4 ● Informative effectively establishes and maintains a topic.
Proficient ● Key details are clearly stated and supports the topic.

The student’s: ● Multiple key details

3
● Informative adequately establishes a topic.
Approaching ● Key details are stated and support the topic.
Proficient

The student’s: ● Limited key details

2
● Informative insufficiently establishes a topic.
Beginning ● Key details are unclear and/or insufficiently support the topic.
Progress

The student’s:
1
● Informative lacks a clear topic or focus, and struggles to support
Of Concern with key details.
Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

Grade Level: Standard: Informative - Organization

2nd Grade W.2.2
Score Expectation Descriptor Additional Instructional
Information

The student’s:
4 ● Informative effectively establishes a clear beginning and
Proficient concluding statement or section.

3 The student’s:
● Informative adequately establishes a beginning and concluding
Approaching statement or section.
Proficient

2 The student’s:
● Informative insufficiently establishes a beginning and/or
Beginning concluding statement or section; support is needed.
Progress

The student’s:
1 ● Informative lacks a beginning and concluding statement or section.
Of Concern
Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

Grade Level: Standard: Informative - Development

2nd Grade W.2.2
Score Expectation Descriptor Additional Instructional
Information

The student’s:
4
● Informative effectively uses strong facts and details.
Proficient

3 The student’s:
● Informative adequately uses facts and details.
Approaching
Proficient

2 The student’s:
Beginning ● Informative insufficiently uses facts and details; support is needed.
Progress
The student’s:
1 ● Informative lacks facts or details. The facts may be weak or
Of Concern nonexistent.
Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

Grade Level: Standard: Informational - Language & Vocabulary

2nd Grade W.2.2
Score Expectation Descriptor Additional Instructional Information

The student’s:
● Informative effectively uses temporal words.
4
● Informative effectively uses precise language and domain-
Proficient specific vocabulary.

The student’s:
3 ● Informative adequately uses temporal words.
Approaching ● Informative adequately uses precise language and domain-
Proficient specific vocabulary.

The student’s:
2 ● Informative has limited use of temporal words.
Beginning ● Informative has limited use of precise language and
Progress domain-specific vocabulary; support is needed.

The student’s:
● Informative lacks temporal words.
1
● Informative lacks precise language and domain-specific
Of Concern vocabulary.
Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

Grade Level: Standard: Opinion Focus

2nd Grade W.2.1
Score Expectation Descriptor Additional Instructional Information

The student’s:
4 ● Opinion is clearly stated and effectively supported with
Proficient reasons.

3 The student’s:
Approaching ● Opinion is stated and adequately supported with reasons.
Proficient
2 The student’s: ● Some reasons may be unclear or
● Opinion is stated, but insufficiently supported with unrelated to the opinion.
Beginning
reasons.
Progress
The student’s:
1
● Opinion may be confusing or ambiguous and lacks
Of Concern reasons.
Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

Grade Level: Standard: Opinion - Organization

2nd Grade W.2.1
Score Expectation Descriptor Additional Instructional Information

The student’s:
4 ● Opinion is effectively stated and has a strong concluding
Proficient statement or section that relates to the opinion.
● Supporting reasons are given in a logical order.

The student’: ● Minor flaws may be present.

3 ● Opinion is adequately stated and has a concluding
Approaching statement or section that relates to the opinion.
Proficient ● The relationship between opinion and reasons are unclear.
● Supporting reasons are given.

2 The student’s:
● Opinion is insufficiently stated and concluding statement
Beginning or section is insufficient; support is needed.
Progress ● Supporting reasons may be given; support is needed.

The student’s: ● Is hard to follow and unclear.

● Opinion lacks an introduction and/or concluding statement
1
or section.
Of Concern
Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

Grade Level: Standard: Opinion - Development

2nd Grade W.2.1
Score Expectation Descriptor Additional Instructional Information

The student’s:
4 ● Opinion effectively uses several strong reasons, that
Proficient support the opinion.

3 The student’s:
● Opinion adequately uses several reasons, that support the
Approaching opinion.
Proficient
The student’s:
2 ● Opinion uses a few reasons that may be unclear or vague;
Beginning support is needed.
Progress

The student’s:
1 ● Opinion lacks reasons.
Of Concern

Grade Level: Standard: Opinion - Language & Vocabulary

Fort Zumwalt School District--Office of Curriculum and Instruction
2nd Grade ELA Proficiency Scales – 9-16-17

2nd Grade W.2.1

Score Expectation Descriptor Additional Instructional Information

The student’s:
● Opinion effectively uses several temporal words and/or
4 phrases to link supporting reasons.
Proficient ● Opinion effectively uses precise language and domain-
specific vocabulary.

The student’s:
3 ● Opinion adequately uses temporal words and/or phrases to
Approaching link supporting reasons.
Proficient ● Opinion adequately uses precise language and domain-
specific vocabulary.
The student’s:
2 ● Opinion has limited use of temporal words and/or phrases
Beginning to link supporting reasons.
Progress ● Opinion has limited use of precise language and domain-
specific vocabulary.
The student’s:
● Opinion lacks temporal words.
1
● Opinion lacks precise language and domain-specific
Of Concern vocabulary.