Download Second Grade ELL Reading Checklist

SECOND GRADE READING RUBRIC CHECKLIST
Student Name
ID #
Entry Date
Instructions: A checked box indicates the descriptor has been met.
Objective
Standard
ELL Report Card
Descriptor 1:
Student will
demonstrate
knowledge of
the English
alphabet.
ELL Report Card
Descriptor 2:
Student will
discriminate
among and
reproduce the
sounds of
English with
appropriate
intonation and
inflection.
ELL Level 1
 1.1 Says the alphabet
without visual support. 
 1.2 Names upper and lower
case letters out of sequence.

 1.3 Writes upper and lower
case letters in manuscript.

 1.4 Knows the difference
between capital and
lowercase letters. 
 2.1 Identify and pronounce
individual sounds of the
alphabet (including short
and long vowel sounds) out
of sequence. 
 2.2 Often uses
sound/symbol associations
to read words, phrases, and
simple sentences. (CVC,
word families, ch/sh/th/wh)
LA 2.1.3.a
LA 2.1.4.a
LA 2.1.6.d
LA 2.1.3.e
ELL Report Card
Descriptor 3:
The student will
acquire
vocabulary
necessary for
instruction.
LA 2.1.4.b
LA 2.1.3.b
LA 2.1.5.d
 2.3 Occasionally uses
sound/symbol associations
to read words, phrases, and
simple sentences. (CVCe,
CVVC, vowel pairs, rcontrolled vowels, word
endings)
 2.4 Identifies and generates
rhyming words. 
 2.5 ** Occasionally:
o Identifies beginning
sounds
o Blends and segments
onset and rime
o Blends and segments
phonemes
o Substitutes phonemes to
create new words
 2.6 Begins to read
multisyllabic words by
using common syllable
patterns.
 3.1 Occasionally identifies
high frequency words.
 3.2 Occasionally uses
environmental print and
survival vocabulary.
 3.3 Occasionally uses and
understands synonyms and
antonyms.
1
ELL Level 2
ELL Level 3
 2.2 Consistently uses
sound/symbol associations
to read words, phrases, and
simple sentences. (CVC,
word families,
ch/sh/th/wh)
 2.3 Often uses
sound/symbol associations
to read phrases and
sentences. (CVCe, CVVC,
VCCV, VCV, vowel pairs,
r-controlled vowels, word
endings)
 2.3 Consistently uses
sound/symbol associations
to read phrases and
sentences. (CVCe, CVVC,
VCCV, VCV, vowel pairs,
r-controlled vowels, word
endings)
 2.5 ** Often:
o Identifies beginning
sounds
o Blends and segments
onset and rime
o Blends and segments
phonemes
o Substitutes phonemes
to create new words
 2.6 Occasionally reads
multisyllabic words by
using common syllable
patterns.
 2.5 ** Consistently:
o Identifies beginning
sounds
o Blends and segments
onset and rime
o Blends and segments
phonemes
o Substitutes phonemes to
create new words
 2.6 Often reads
multisyllabic words by
using common syllable
patterns.
 3.1 Often identifies high
frequency words.
 3.2 Often uses
environmental print and
survival vocabulary.
 3.3 Often uses and
understands synonyms and
antonyms.
 3.1 Consistently identifies
high frequency words.
 3.2 Consistently uses new
vocabulary from a variety of
sources.
 3.3 Consistently uses and
understands synonyms and
antonyms.
Objective
Standard
ELL Level 1
 3.5 Occasionally reads and
understands compound
words.
 3.6 Occasionally recognizes
nouns, verbs, adjectives,
and adverbs.
 4.1 Understands and
identifies a word, space,
and punctuation in a
printed text.
 4.2 Occasionally reads text
at their instructional level
with emerging intonation
with teacher support.
ELL Report Card
Descriptor 4:
Student will
participate in
reading activities
to acquire and
deliver
information.
LA 2.1.3.d
LA 2.1.4.b
ELL Report Card
Descriptor 5:
Student will
demonstrate
English
comprehension
in a variety of
ways.
LA 2.1.6.b
LA 2.1.6.c
 4.3 Occasionally reads and
follows simple directions.
 4.4 Participates in and reads
back language experience
stories written by teacher.

 4.5 Often reads and
understands simple
vocabulary and phrases.
 4.6 Often responds to
illustrations in books
(pointing to pictures, one
word responses).
 5.1 Occasionally shows
comprehension of text by
completing structured
activities with teacher
assistance (summarize
beginning/ middle/end,
story map, five finger
retelling).
 5.2 Occasionally shows
comprehension of text by
answering comprehension
questions.
 5.3 Begins to draw
inferences such as
conclusions or
generalizations and support
them with details from text,
both fiction and non-fiction
with teacher support.
2
ELL Level 2
 3.4 Occasionally
understands that words
have multiple meanings.
 3.5 Often reads and
understands compound
words.
 3.6 Often recognizes
nouns, verbs, adjectives,
and adverbs.
 4.1 Understands and
identifies sentences and
paragraphs in a printed
text. 
 4.2 Reads text at their
instructional level with
proper phrasing and
intonation with minimal
teacher support.
 4.3 Often reads and
follows simple directions.
ELL Level 3
 3.4 Often understands that
words have multiple
meanings.
 3.5 Consistently reads and
understands compound
words.
 3.6 Consistently recognizes
nouns, verbs, adjectives,
and adverbs.
 4.2 Reads grade-appropriate
materials with proper
phrasing and intonation
with minimal teacher
support.
 4.3 Consistently reads and
follows simple directions.
 4.5 Consistently reads and
understands simple
vocabulary and phrases.

 4.6 Consistently responds
to illustrations in books.

 5.1 Often shows
comprehension of text by
completing structured
activities (summarize
beginning/middle/end,
story map, five finger
retelling).
 5.1 Consistently shows
comprehension of text by
completing structured
activities (summarize
beginning/middle/end, story
map, five finger retelling).
 5.2 Often shows
comprehension of text by
answering comprehension
questions.
 5.3 Occasionally draws
inferences such as
conclusions or
generalizations and
supports them with details
from text, both fiction and
non-fiction with teacher
support.
 5.2 Consistently shows
comprehension of of text by
answering comprehension
questions.
 5.3 Often draws inferences
such as conclusions or
generalizations and supports
them with details from text,
both fiction and non-fiction
with teacher support.
Objective
Standard
ELL Report Card
Descriptor 6:
Student will
understand and
demonstrate
knowledge about
English print.
ELL Report Card
Descriptor 7:
Student will
acquire
knowledge of
various genres
and literary
forms.
LA 2.1.6.b
ELL Level 1
 6.1 Follow left to right and
top to bottom with a return
sweep. 
 6.2 Know the difference
between a letter, word, space
and sentence. 
 6.3 Identify period, question
mark and exclamation mark.

 6.4 Understand one-to-one
correspondence. 
ELL Level 2
 7.1 Begins to identify
story elements such as
characters, setting, plot,
problem, and solution.
 7.2 Occasionally listens
responsively and
demonstrates comprehension
in a variety of genres such as:
fiction, poetry, informational
(digital media, periodicals,
biographies, non-fiction,
etc.), with teacher support.
 7.3 Often reads and recites
short poems, rhymes, and
songs.
ELL Report Card
Descriptor 8:
Student will
effectively apply
a variety of
reading
strategies for
comprehending
a wide range of
reading
materials.
LA 2.1.5.a
LA 2.1.3.a
 8.1 With teacher support,
uses picture clues, text
patterns, phonetic
knowledge, and context clues
to read.
 8.2 Occasionally makes
meaningful substitutions and
self-correct when reading
does not make sense.
LA 2.1.5.c
LA 2.1.3.l
 8.3 Begins to syllabicate
words to aid in decoding
with teacher support.
LA 2.1.6.d
 8.4 Begin to recognize prefix
and suffix patterns in words
(un-, re-, -ful, -ly, -y).
 8.5 Occasionally recognizes
and understands inflected
endings (-s, -es, -ed,
-ing).
 8.6 Begins to recognize
regular and irregular plurals
with teacher support.
 7.1 Identifies story
elements with support. 
 7.2 Often listens
responsively and
demonstrates
comprehension in a variety
of genres such as: fiction,
poetry, informational
(digital media, periodicals,
biographies, non-fiction,
etc.), with teacher support.
 7.3 Consistently reads and
recites short poems,
rhymes, and songs. 
 7.4 Occasionally
recognizes simple
analogies, metaphors,
idioms, and similies in
literature and content areas
with teacher support.
 8.1 With minimal teacher
support, uses picture clues,
text patterns, phonetic
knowledge, and context
clues to read.
 8.2 Often makes
meaningful substitutions
and self-corrects when
reading does not make
sense.
 8.3 Often syllabicates
words to aid in decoding
and fluency with minimal
teacher support.
 8.4 Recognizes prefix and
suffix patterns in words
(un-, re-, -ful, -ly, -y).
 8.5 Often recognizes and
understands inflected
endings (-s, -es, -ed, -ing).
 8.6 Occasionally
recognizes regular and
irregular plurals with
teacher support.
3
ELL Level 3
 7.2 Consistently listens
responsively and
demonstrates
comprehension in a variety
of genres such as: fiction,
poetry, informational
(digital media, periodicals,
biographies, non-fiction,
etc.).
 7.4 Often recognizes
simple analogies,
metaphors, idioms, and
similies in literature and
content areas with teacher
support.
 8.1 Uses picture clues, text
patterns, phonetic
knowledge, and context
clues to read.
 8.2 Consistently makes
meaningful substitutions and
self-corrects when reading
does not make sense.
 8.3 Consistently
syllabicates words to aid in
decoding and fluency.
 8.4 Begins to learn the
meaning of prefix and
suffix patterns in words
(un-, re-, -ful, -ly, -y) to aid
in contextual understanding.
 8.5 Consistently recognizes
and understands inflected
endings (-s, -es, -ed, -ing).
 8.6 Often recognizes regular
and irregular plurals with
teacher support.
Objective
Standard
ELL Report Card
Descriptor 8:
Student will
effectively apply
a variety of
reading
strategies for
selecting and
interpreting a
wide range of
reading
materials.
ELL Level 1
 8.7 Begins to read and
understand contractions.
ELL Level 2
 8.7 Occasionally reads and
understands contractions.
ELL Level 3
 8.7 Often reads and
understands contractions.
 9.1 Before reading,
occasionally uses basic
strategies such as
previewing, making
predictions, key words/main
ideas, making connections,
etc. with support.
 9.1 Before reading, often
uses basic strategies such as
previewing, making
predictions, key words/main
ideas, making connections,
etc. with support.
 9.1 Before reading,
consistently uses basic
strategies such as
previewing, making
predictions, key words/main
ideas, making connections,
etc. with support.
 9.2 During reading, often
uses strategies during
reading such as re-reading,
context clues, reading for
details with support.
 9.3 After reading, often uses
summarizing, identifying
main idea, compare and
contrast, reading for details,
retelling, etc. with support.
 9.2 During reading,
occasionally uses strategies
such as re-reading, context
clues, reading for details
with support.
 9.3 After reading,
occasionally uses
summarizing, identifying
main idea, compare and
contrast, reading for details,
retelling, etc. with support.
 9.4 Occasionally uses
pictures, lists, and charts to
comprehend text across
curriculum with teacher
support
LA 2.1.5.c
LA 2.1.6.l
 9.3 After reading, begins to
use summarizing,
identifying main idea,
compare and contrast,
reading for details, retelling,
etc. with support.
 9.4 Begins to use pictures,
lists, and charts to
comprehend text across
curriculum with teacher
support
 10.1 Identify parts of a
book. 
 10.2 Identify title, author,
and illustrator. 
 10.3 Recognize
abbreviations. 
 10.4 Write his or her name.
 10.5 Recognize own name
in print.
 10.6 Often alphabetizes by
first letter.
ELL Report Card
Descriptor 9:
Students will use
academic skills
and resources to
acquire and
organize new
information.
LA 2.1.3.a
LA 2.1.3.b
 10.6 Consistently
alphabetizes by first letter.
 10.7 Begins to recognize
that there are correct
spellings for words.
 10.7 Recognizes that there
are correct spellings for
words. 
 10.8 Often reads own
writing.
 10.9 Begins to use a single
resource such as a
technology or text resource
to locate information with
teacher support.
 10.8 Consistently reads own
writing. 
 10.9 Occasionally uses
multiple resources such as
technology and text
resources to locate
information with teacher
support.
 10.10 Occasionally locates
words in a dictionary or a
thesaurus.
 10.11 Occasionally uses
text features to locate
information and gain
meaning from a text.
 10.11 Recognizes and
identifies text features
(table of contents, headings,
maps, captions, bold print,
etc.).
Objective
Standard
ELL Level 1
ELL Level 2
4
 9.4 Often uses pictures,
lists, and charts to
comprehend text across
curriculum with teacher
support.
 10.6 Consistently
alphabetizes to the second
and third letter.
 10.9 Often uses multiple
resources such as
technology and text
resources to locate
information with teacher
support.
 10.10 Often locates words
in a dictionary or a
thesaurus.
 10.11 Often uses text
features to locate
information and gain
meaning from a text.
ELL Level 3
 10.12 Writes for a varitey of
social purposes (invitations,
thank you notes, cards,
letters).
*Grade Level Expectation Column is not intended to restrict level movement. It was developed to foster communication between
ELL and general ed. classrooms to ensure that how students are being leveled matches their skill base in the general ed. classroom.
ELL teachers could use documented scores from general ed. report cards.
**2.5—Teachers are provided a checkbox for each quarter-specific phonics objective. If students accomplish their quarter’s goals,
they get credit for it on the report card. The main objective may not be checked until all four quarters worth of skills are
accomplished.
Descriptor Guidelines:
Begins: 25% of the time
Occasionally: 50% of the time
Often: 75% of the time
Consistently: 85-90% of the time
5