Unsuccessful Developing Approaching Meeting …...decodes multisyllabic words in isolation by...

HISD Second Grade Report Card Rubric (Rev. 8-28-15) Page 1

SECOND GRADE REPORT CARD RUBRIC

READING Unsuccessful Developing Approaching Meeting

Understands how English is Written/Printed

Students understand how English is written and printed

With direct guidance:

Begins to ● understand how English is written

and printed ● understand that sentences are

capitalized at the beginning, have ending punctuation, commas, and quotation marks

With some guidance:

● understands how English iswritten and printed

● understands thatsentences are capitalizedat the beginning, haveending punctuation,commas, and quotationmarks

With little guidance:

With increasing frequency and less support ● understands how English is written

and printed ● understands that sentences are

capitalized at the beginning, have ending punctuation, commas, and quotation marks

Exhibits mastery of grade level skill/concept:

Consistently/Independently ● understands how English is

written and printed ● understands that sentences

are capitalized at the beginning, have ending punctuation, commas, and quotation marks

Uses strategies to comprehend text (Report Card Indicator)

Students comprehend a variety of texts drawing on useful strategies as needed.

Students display phonological awareness.

Students use the relationship between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students continue to apply earlier standards with greater depth in increasingly complex text.

With direct guidance: Comprehension – Main Focus

Begins to ● make and confirm predictions

using illustrations, titles, key words, foreshadowing

● ask relevant questions, seekclarification, locate facts and details, and supports answers with text evidence

● establish purposes for readingtexts, monitor comprehension, and make adjustments & corrections when comprehension breaks down

● establish purpose for readingselected texts based upon content to enhance comprehension

● ask literal questions of texts● monitor & adjust comprehension● make inferences about texts and

use textual evidence to supportunderstanding

● retell or act out important eventsin stories in logical order

With some guidance: Comprehension – Main Focus

● makes and confirmspredictions usingillustrations, titles, keywords, foreshadowing

● asks relevant questions,seeks clarification, locatesfacts and details, andsupports answers with textevidence

● establishes purposes forreading texts, monitoringcomprehension, andmaking adjustments &corrections whencomprehension breaksdown

● establishes purpose forreading selected textsbased upon content toenhance comprehension

● asks literal questions oftexts

● monitors & adjustscomprehension

With little guidance: Comprehension – Main Focus

With increasing frequency and less support ● makes and confirms

predictions using illustrations, titles, key words, foreshadowing

● asks relevant questions, seeksclarification, locates facts and details, and supports answers with text evidence

● establishes purposes for readingtexts, monitoring comprehension, and making adjustments & corrections when comprehension breaks down

● establishes purpose for readingselected texts based upon content to enhance comprehension

● asks literal questions of texts● monitors & adjusts comprehension● makes inferences about texts and

uses textual evidence to supportunderstanding

● retells or acts out important events instories in logical order

Exhibits mastery of grade level skill/concept: Comprehension – Main Focus

Consistently/Independently ● makes and confirms predictions

using illustrations, titles, key words, foreshadowing

● asks relevant questions, seeksclarification, locates facts and details, and supports answers with text evidence

● establishes purposes forreading texts, monitoring comprehension, and making adjustments & corrections when comprehension breaks down

● establishes purpose forreading selected texts based upon content to enhance comprehension

● asks literal questions of texts● monitors & adjusts

comprehension● makes inferences about texts

and uses textual evidence tosupport understanding


Uses strategies to comprehend text (Report Card Indicator) cont. ● make connections to own

experiences, to ideas in othertexts, to the larger community, &discuss textual evidence

Decoding Supports Comprehension: Begins to ● decode multisyllabic words in

context by applying commonletter-sound correspondences

● decode multisyllabic words inisolation by applying commonletter-sound correspondences

● decode words with commonsyllabication patterns

● decode words with commonspelling patterns

● read words with prefixes● read and identifies contractions

and abbreviations● identify and read

high-frequency words from the HISD word list

● monitor accuracy of decoding

● makes inferences abouttexts and uses textualevidence to supportunderstanding

● retells or acts out importantevents in stories in logicalorder

● makes connections to ownexperiences, to ideas inother texts, to the largercommunity, & discussestextual evidence

Decoding Supports Comprehension: ● decodes multisyllabic

words in context byapplying commonletter-soundcorrespondences

● decodes multisyllabicwords in isolation byapplying commonletter-soundcorrespondences

● decodes words withcommon syllabicationpatterns

● decodes words withcommon spelling patterns

● reads words with prefixes● reads and identifies

contractions andabbreviations

● identifies and readshigh-frequency words fromthe HISD word list

● monitors accuracy ofdecoding

● makes connections to own experiences,to ideas in other texts, to the largercommunity, & discusses textualevidence

Decoding Supports Comprehension: With increasing frequency and less support ● decodes multisyllabic words in context

by applying common letter-soundcorrespondences

● decodes multisyllabic words in isolationby applying common letter-soundcorrespondences

● decodes words with commonsyllabication patterns

● decodes words with common spellingpatterns

● reads words with prefixes● reads and identifies contractions and

abbreviations● identifies and reads high-frequency

words from the HISD word list● monitors accuracy of decoding

● retells or acts out importantevents in stories in logical order

● makes connections to ownexperiences, to ideas in othertexts, to the larger community, &discusses textual evidence

Decoding Supports Comprehension: Consistently/Independently ● decodes multisyllabic

words in context byapplying commonletter-soundcorrespondences

● decodes multisyllabicwords in isolation byapplying commonletter-soundcorrespondences

● decodes words withcommon syllabicationpatterns

● decodes words withcommon spelling patterns

● reads words with prefixes● reads and identifies

contractions andabbreviations

● identifies and reads at least300 high-frequency wordsfrom the HISD word list

● monitors accuracy of decoding

Reads grade-level appropriate text with fluency and comprehension

Students read grade- level text with fluency and comprehension.


Begins to ● demonstrate phrased, fluent

oral reading● read with phrasing and

expression that reflectsunderstanding

● demonstrate appropriatestress on words, to reflectmeaning

● solve words in the text quicklyand automatically to support

With some guidance:

● demonstrates phrased,fluent oral reading

● reads with phrasing andexpression that reflectsunderstanding

● demonstratesappropriate stress onwords, to reflectmeaning


With increasing frequency and less support ● demonstrates phrased, fluent oral

reading● reads with phrasing and


● demonstrates appropriate stress onwords, to reflect meaning


Consistently/Independently ● demonstrates phased,

fluent oral reading● reads with phrasing and


● demonstrates appropriatestress on words, pausing andphrasing, intonation, and theuse of punctuation

https://drive.google.com/file/d/0B2vBoWkyO5T4UkY1Q0hXendfU1U/view?usp=sharing





Reads grade-level appropriate text with fluency and comprehension cont.

● read independent text with fluency and comprehension

● solves words in the text quickly and automatically to support fluency

● reads independent text with fluency and comprehension

● solves words in the text quickly and automatically to support fluency


● quickly and automatically solves words in the text in a way that supports fluency


Understands and Uses New Vocabulary from Texts

Students understand new vocabulary and use it when reading and writing.


Begins to ● use prefixes and suffixes to

determine meanings of words ● use context to determine the

relevant meanings of unfamiliar words or multiple-meaning words

● identify and use common words that are opposite or similar in meaning

● alphabetize a series of words ● use dictionaries or glossaries

efficiently

With some guidance: ● uses prefixes and suffixes

to determine meanings of words

● uses context to determine the relevant meanings of unfamiliar words or multiple-meaning words

● identifies and uses common words that are opposite or similar in meaning

● alphabetize a series of words

● uses dictionaries or glossaries efficiently


With increasing frequency and less support ● uses prefixes and suffixes to

determine meanings of words ● uses context to determine the

relevant meanings of unfamiliar words or multiple-meaning words


● alphabetize a series of words ● uses dictionaries or

glossaries efficiently


Consistently/Independently ● uses prefixes and suffixes

to determine meanings of words

● uses context to determine the relevant meanings of unfamiliar words or multiple-meaning words


● alphabetize a series of words ● uses dictionaries or

glossaries efficiently

Comprehends Literary Texts: ● Theme & Genre Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical and contemporary contexts and provide evidence from the text to support their understanding.

● Poetry Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from the text to support their understanding.

● Drama Students understand, make inferences and draw conclusions about the structure and elements


Begins to ● make inferences and draw

conclusions about text and provide evidence to support student understanding

Theme and Genre ● identify moral lessons as

themes in well-known fables, legends, myths, or stories

● compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot

Poetry ● describe how rhyme, rhythm,

and repetition interact to create images in poetry

With some guidance: ● makes inferences and

draws conclusions about text and provides evidence to support student understanding

Theme and Genre ● identifies moral lessons as


● compares different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot

Poetry ● describes how rhyme,

rhythm, and repetition interact to create images in poetry


With increasing frequency and less support ● makes inferences and draws

conclusions about text and provides evidence to support student understanding

Theme and Genre ● identifies moral lessons as themes

in well-known fables, legends, myths, or stories


Poetry ● describes how rhyme, rhythm, and

repetition interact to create images in poetry


Consistently/Independently ● makes inferences and draws

conclusions about text and provides evidence to support student understanding

Theme and Genre

Consistently/Independently ● identifies moral lessons as



Poetry ● describes how rhyme, rhythm,

and repetition interact to create images in poetry


of drama and provide evidence from the text to support their understanding.

● Fiction Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from the text to support their understanding.

● Literary Nonfiction Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from the text to support their understanding.

● Sensory Language Students understand, make inferences and draw conclusions about how authors create imagery by using sensory language in literary text and provide evidence from the text to support their understanding.

● Independent Reading Students read for sustained periods of time and provide evidence of their reading.

Drama ● identify the elements of

dialogue and uses them in informal plays

Fiction

● describe similarities and differences in plots and settings of several works by the same author

● describe main characters in works of fiction including their traits, motivations, and feelings

Literary Nonfiction ● distinguish between fiction

and nonfiction Sensory Language

● recognize that some words and phrases have literal and nonliteral meanings (e.g., take steps)

Independent Reading ● read independently for a

sustained period of time and paraphrases what the reading was about, maintaining meaning

Drama ● identifies the elements of

dialogue and uses them in informal plays

Fiction

● describes similarities and differences in plots and settings of several works by the same author

● describes main characters in works of fiction including their traits, motivations, and feelings

Literary Nonfiction ● distinguishes between

fiction and nonfiction Sensory Language

● recognizes that some words and phrases have literal and nonliteral meanings (e.g., take steps)

Independent Reading ● reads independently for a


Drama

● identifies the elements of dialogue and uses them in informal plays

Fiction



Literary Nonfiction ● distinguishes between fiction and

nonfiction Sensory Language




Drama

● identifies the elements of dialogue and uses them in informal plays

Fiction



Literary Nonfiction

● distinguishes between fiction and nonfiction

Sensory Language




Comprehends Informational Texts: ● Culture & History Students analyze, make inferences and draw conclusions about author’s purpose in cultural, historical, and contemporary context and provide evidence from the text to support their understanding.

● Expository Texts Students understand, make inferences and draw conclusions about the expository text and provide evidence from the text to support their understanding.


Begins to Culture and History ● make inferences & draws

conclusions about the author’s purpose in cultural, historical, & contemporary contexts

● provide evidence from the text to support their understanding of the author’s purpose

● identify the topic and explains the author’s purpose in writing the text

Expository Text ● make inferences and draws

conclusions about expository text

With some guidance:

Culture and History ● makes inferences &

draws conclusions about the author’s purpose in cultural, historical, & contemporary contexts

● provides evidence from the text to support their understanding of the author’s purpose

● identifies the topic and explains the author’s purpose in writing the text


With increasing frequency and less support Culture and History ● makes inferences & draws

conclusions about the author’s purpose in cultural, historical, & contemporary contexts




Consistently/Independently Culture and History ● makes inferences &

draws conclusions about the author’s purpose in cultural, historical, & contemporary contexts




● Procedural Texts Students understand how to glean and use information in procedural texts and documents.

● understand expository texts and provides evidence from expository text to support their understanding

● identify the main idea in a text and distinguishes it from the topic

● locate the facts that are clearly stated in a text

● describe the order of events or ideas in a text

● use text features (e.g., table of contents, index, headings) to locate specific information in text

Procedural Text

● follow written multi-step directions ● use common graphic

features to assist in the interpretation of the text (e.g., captions, illustrations)

Expository Text

● makes inferences and draws conclusions about expository text

● understands expository texts and provides evidence from expository text to support their understanding

● identifies the main idea in a text and distinguishes it from the topic

● locates the facts that are clearly stated in a text

● describes the order of events or ideas in a text

● uses text features (e.g., table of contents, index, headings) to locate specific information in text

Procedural Text ● follows written

multi-step directions ● uses common graphic

features to assist in the interpretation of the text (e.g., captions, illustrations)

Expository Text

● makes inferences and draws conclusions about expository text






Procedural Text ● follows written multi-step

directions ● uses common graphic features to

assist in the interpretation of the text (e.g., captions, illustrations)

Expository Text ● makes inferences and

draws conclusions about expository text






Procedural Text

● follows written multi-step directions

● uses common graphic features to assist in the interpretation of the text (e.g., captions, illustrations)

Comprehends Media Literacy

Students use comprehension skills to identify how words, images, graphics and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.

With direct guidance: Begins to ● recognize different

purposes of media (e.g., informational, entertainment)

● describe techniques used to create media messages (e.g., sound, graphics)

● identify various written conventions for using digital media (e.g., e-mail, website, video game)

With some guidance:

● recognizes different


● describes techniques used to create media messages (e.g., sound, graphics)

● identifies various written conventions for using digital media (e.g., e-mail, website, video game)

With little guidance: With increasing frequency and less support ● recognizes different purposes of

media (e.g., informational, entertainment)




Consistently/Independently ● recognizes different





Reading/Comprehension Skills Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.

With direct guidance: Begins to ● establish purposes for reading

selected texts based upon content to enhance comprehension

● ask literal questions of text

With some guidance:

● establishes purposes for

reading selected texts based upon content to enhance comprehension

● asks literal questions of text

With little guidance: With increasing frequency and less support ● establishes purposes for reading




Consistently/Independently ● establishes purposes for reading



WRITING Unsuccessful

Developing Approaching

Meeting

Uses the Writing Process to Compose Texts

Students use elements of the writing process (planning, drafting, revising, editing, and publishing to compose text)


Begins to ● plan a first draft by

generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas)

● develop drafts by sequencing ideas through writing sentences

● revise drafts by adding or deleting words, phrases, or sentences

● edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric

● publish and share writing with others

With some guidance: ● plans a first draft by

generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas)

● develops drafts by sequencing ideas through writing sentences

● revises drafts by adding or deleting words, phrases, or sentences

● edits drafts for grammar, punctuation, and spelling using a teacher-developed rubric

● publishes and shares writing with others


With increasing frequency and less support ● plans a first draft by generating

ideas for writing (e.g., drawing, sharing ideas, listing key ideas)






Consistently/Independently ● plans a first draft by generating

ideas for writing (e.g., drawing, sharing ideas, listing key ideas)





Writing Literary Texts

Students write literary texts to express their ideas and feelings about real or imagined people, events and ideas.


Begins to ● write brief stories that

include a beginning, middle, and end

● write short poems that convey sensory details

With some guidance: ● writes brief stories that


● writes short poems that convey sensory details


With increasing frequency and less support ● writes brief stories that include a

beginning, middle, and end ● writes short poems that convey

sensory details


Consistently/Independently ● writes brief stories that


● writes short poems that convey sensory details


Writing Expository and Procedural Texts

Students write expository and procedural or work related texts to communicate ideas and information to specific audiences to specific purposes.


Begins to ● write brief compositions

about topics of interest to the student

● write short letters that put ideas in a chronological or logical sequence and uses appropriate conventions (e.g., date, salutation, and closing)

● write brief comments on literary or informational texts

With some guidance: ● writes brief compositions

about topics of interest to the student

● writes short letters that put ideas in a chronological or logical sequence and uses appropriate conventions (e.g., date, salutation, and closing)

● writes brief comments on literary or informational texts


With increasing frequency and less support ● writes brief compositions about

topics of interest to the student ● writes short letters that put ideas in a

chronological or logical sequence and uses appropriate conventions (e.g., date, salutation, and closing)



Consistently/Independently ● writes brief compositions about

topics of interest to the student ● writes short letters that put

ideas in a chronological or logical sequence and uses appropriate conventions (e.g., date, salutation, and closing)


Writing Persuasive Texts

Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues


Begins to ● write persuasive statements

about issues that are important to the student for the appropriate audience in the school, home, or local community

With some guidance: ● writes persuasive

statements about issues that are important to the student for the appropriate audience in the school, home, or local community


With increasing frequency and less support ● writes persuasive statements about

issues that are important to the student for the appropriate audience in the school, home, or local community


Consistently/Independently ● writes persuasive statements

about issues that are important to the student for the appropriate audience in the school, home, or local community


ORAL & WRITTEN

CONVENTIONS

Unsuccessful

Developing

Approaching

Meeting

Conventions & Academic Language

Students understand the function of and use of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity.


Begins to ● use and understand past,

present, and future tense verbs ● use and understand

singular/plural and common/proper nouns

● use and understand adjectives (e.g., descriptive: old, wonderful; articles: a, an, the)

● use and understand adverbs (e.g., time: before, next; manner: carefully, beautifully

● use and understand prepositions and prepositional phrases

● use and understand pronouns (e.g., he, him)

● use and understand time-order transition words

● use complete sentences with subject-verb agreement

● distinguish among declarative and interrogative sentences

With some guidance: ● uses and understands past,

present, and future tense verbs

● uses and understands singular/plural and common/proper nouns

● uses and understands adjectives (e.g., descriptive: old, wonderful; articles: a, an, the)

● uses and understands adverbs (e.g., time: before, next; manner: carefully, beautifully

● uses and understands prepositions and prepositional phrases

● uses and understands pronouns (e.g., he, him)

● uses and understands time-order transition words

● uses complete sentences with subject-verb agreement

● distinguishes among declarative and interrogative sentences


With increasing frequency and less support ● uses and understands past, present,

and future tense verbs ● uses and understands










Consistently/Independently ● uses and understands past,

present, and future tense verbs ● uses and understands










Handwriting, Capitalization, & Punctuation

Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.


Begins to ● write legibly● leave appropriate margins

when writing● capitalize proper nouns,

months, days of the week,and salutations/closings ofletters

● recognize and uses punctuationmarks including endingpunctuation in sentences,apostrophes and contractions,and apostrophes andpossessives

With some guidance:

● writes legibly● leaves appropriate

margins when writing● capitalizes proper nouns,


● recognizes and usespunctuation marks includingending punctuation insentences, apostrophes andcontractions, andapostrophes and possessives


With increasing frequency and less support ● writes legibly● leaves appropriate margins when

writing● capitalizes proper nouns,

months, days of the week, andsalutations/closings of letters

● recognizes and uses punctuationmarks including endingpunctuation in sentences,apostrophes and contractions, andapostrophes and possessives


Consistently/Independently ● writes legibly● leaves appropriate margins

when writing● capitalizes proper nouns,


● recognizes and usespunctuation marks includingending punctuation insentences, apostrophes andcontractions, and apostrophesand possessives

Spelling

Students spell correctly.


Begins to ● use phonological knowledge to

match sounds to letters toconstruct unknown words

● spell words with commonorthographic patterns andrules (hard/soft c & g, ck;r-controlled vowels; longvowels; vowel digraphs)

● spell high-frequency words from the HISD High-Frequency Word List in the context of writing

● spell base words withinflectional endings (e.g.,-ing, -ed)

● spell simple contractions● use resources to find

correct spellings

With some guidance:

● uses phonologicalknowledge to matchsounds to letters toconstruct unknown words

● spells words withcommon orthographicpatterns and rules(hard/soft c & g, ck;r-controlled vowels; longvowels; vowel digraphs)

● spells high-frequency words from the HISD High- Frequency Word List in the context of writing

● spells base words withinflectional endings (e.g.,-ing, -ed)

● spells simple contractions● uses resources to find

correct spellings


With increasing frequency and less support ● uses phonological knowledge to

match sounds to letters to constructunknown words

● spells words with commonorthographic patterns and rules(hard/soft c & g, ck; r-controlledvowels; long vowels; voweldigraphs)

● spells high-frequency words from the HISD High-Frequency Word List in the context of writing

● spells base words with inflectionalendings (e.g., -ing, -ed)

● spells simple contractions● uses resources to find correct

spellings


Consistently/Independently ● uses phonological knowledge

to match sounds to letters toconstruct unknown words

● spells words with commonorthographic patterns and rules(hard/soft c & g, ck; r-controlledvowels; long vowels; voweldigraphs)

● spells high-frequency words from the HISD High-Frequency Word List in the context of writing

● spells base words withinflectional endings (e.g.,-ing, -ed)

● spells simple contractions● uses resources to find

correct spellings






RESEARCH

Unsuccessful

Developing

Approaching

Meeting

Develops a Research Plan

Students ask open-ended research questions and develop a plan for answering them.


Begins to ● generate a list of topics of

class-wide interest and formulates open-ended questions about one or two of the topics

● decide which sources of information might be relevant to answer these questions

With some guidance: ● generates a list of topics of


● decides which sources of information might be relevant to answer these questions

With little guidance: With increasing frequency and less support ● generates a list of topics of




Consistently/Independently ● generates a list of topics of



Locates Resources

Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.


Begins to ● gather evidence from

available sources (natural and personal) as well as from interviews with local experts

● use text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works to locate information

● record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams)

With some guidance: ● gathers evidence from

available sources (natural and personal) as well as from interviews with local experts

● uses text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works to locate information

● records basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams)

With little guidance: With increasing frequency and less support ● gathers evidence from available

sources (natural and personal) as well as from interviews with local experts




Consistently/Independently ● gathers evidence from available

sources (natural and personal) as well as from interviews with local experts



Synthesizes Research Information

Students clarify research questions and evaluate and synthesize collected information.


Begins to ● revise the research topic as a

result of answers to initial research questions

With some guidance: ● revises the research topic

as a result of answers to initial research questions

With little guidance: With increasing frequency and less support ● revises the research topic as a result

of answers to initial research questions


Consistently/Independently ● revises the research topic as a

result of answers to initial research questions


Organizes and Presents ideas [adult assistance required according to state standards where indicated]

Students organize and present their ideas and information according to the purpose of the research and their audience.


Begins to ● create a visual display or

dramatization to convey the results of the research - adult assistance required

With some guidance: ● creates a visual display or


With little guidance: With increasing frequency and less support ● creates a visual display or



Consistently/Independently ● creates a visual display or

dramatization to convey the results of the research- adult assistance required

LISTENING & SPEAKING

Unsuccessful

Developing

Approaching

Meeting

Uses comprehension skills to listen to others in formal and informal settings

Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity.


Begins to ● listen attentively to others in

formal and informal settings ● listen attentively to speakers to

ask relevant questions and to clarify information

● follow oral instructions that involve a short related sequence of actions

● restate oral instructions that involve a short related sequence of actions

● give oral instructions that involve a short related sequence of actions

With some guidance: ● listens attentively to others

in formal and informal settings

● listens attentively to speakers to ask relevant questions and to clarify information

● follows oral instructions that involve a short related sequence of actions

● restates oral instructions that involve a short related sequence of actions

● gives oral instructions that involve a short related sequence of actions


With increasing frequency and less support ● listens attentively to others in formal

and informal settings ● listens attentively to speakers to ask

relevant questions and to clarify information





Consistently/Independently ● listens attentively to others in

formal and informal settings ● listens attentively to speakers

to ask relevant questions and to clarify information




Speaks clearly and to the point

Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity.


Begins to ● share information and ideas that

focus on the topic under discussion

● speak clearly, at an appropriate pace using the conventions of spoken English

With some guidance: ● shares information and

ideas that focus on the topic under discussion

● speaks clearly, at an appropriate pace using the conventions of spoken English

With little guidance: With increasing frequency and less support ● shares information and ideas that

focus on the topic under discussion ● speaks clearly, at an appropriate

pace using the conventions of spoken English


Consistently/Independently ● shares information and ideas that

focus on the topic under discussion ● speaks clearly, at an appropriate

pace using the conventions of spoken English


Works productively with other team members

Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity.


Begins to ● follow agreed-upon rules

for discussion ● listen to others ● speak when recognized ● make appropriate contributions

With some guidance: ● follows agreed-upon rules

for discussion ● listens to others ● speaks when recognized ● makes appropriate

contributions


With increasing frequency and less support ● follows agreed-upon rules for

discussion ● listens to others ● speaks when recognized ● makes appropriate contributions


Consistently/Independently ● follows agreed-upon

rules for discussion ● listens to others ● speaks when recognized ● makes appropriate contributions

MATH Unsuccessful

Developing

Approaching Meeting

Mathematical Process Standards

Uses mathematical processes to acquire and demonstrate math understanding

Students use mathematical processes to acquire and demonstrate math understanding.


Begins to ● apply math to problems

arising in everyday life with support

● use a problem solving model – analyze the information; make a plan; determine a solution; justify the solution or evaluate the process and reasonableness of the answer with support

● select a tool (real objects, drawings, technology) with support

● communicate math ideas and reasoning with appropriate language with support

● create and use representations to organize, record and communicate math ideas with support

● analyze mathematical relationships to connect and communicate ideas with support

With some guidance:

● applies math to problems

arising in everyday life ● uses a problem solving

model – analyze the information; make a plan; determine a solution; justify the solution or evaluate the process and reasonableness of the answer

● select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems

● communicates math ideas and reasoning with appropriate language


With increasing frequency and less support ● applies math to problems arising in

everyday life ● uses a problem solving model –

analyze the information; make a plan; determine a solution; justify the solution or evaluate the process and reasonableness of the answer


● communicates math ideas and reasoning with appropriate language

● creates and uses representations to organize, record and communicate math ideas


Consistently/Independently ● apply math to problems

arising in everyday life, society and the workplace

● use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the answer



Uses mathematical processes to acquire and demonstrate math understanding cont.

● display, explain and justify math ideas using precise math language with support

● creates and uses representations to organize, record and communicate math ideas

● analyzes mathematical relationships to connect and communicate ideas

● displays, explains and justifies math ideas using precise math language

● analyzes mathematical relationships to connect and communicate ideas

● displays, explains and justifies math ideas using precise math language

● communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

● create and use representations to organize, record, and communicate mathematical ideas

● analyze mathematical relationships to connect and communicate mathematical ideas

● display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

Number and Operations

Represents and compares whole numbers and relationship to place value

Students apply mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value.


Begins to ● use concrete and pictorial

models to compose and decompose numbers up to 199 in more than one way as a sum of so many hundreds, tens, and ones with support

● use standard, word, and expanded forms to represent numbers up to 199 with support

● generate a number that is greater than or less than a given whole number up to 199 with support

● use place value to compare and order whole numbers up to 199 using comparative language, numbers, and symbols (<,>,or=) with support

With some guidance:

● uses concrete and

pictorial models to compose and decompose numbers up to 199 in more than one way as a sum of so many hundreds, tens, and ones

● uses standard, word, and expanded forms to represent numbers up to 199

● generates a number that is greater than or less than a given whole number up to 199

● uses place value to compare and order whole numbers up to 199 using comparative language, numbers, and symbols (<,>,or=)

With little guidance: With increasing frequency and less support ● uses concrete and pictorial models

to compose and decompose numbers up to 199 in more than one way as a sum of so many hundreds, tens, and ones

● uses standard, word, and expanded forms to represent numbers up to 199

● generates a number that is greater than or less than a given whole number up to 199

● uses place value to compare and order whole numbers up to 199 using comparative language, numbers, and symbols (<,>,or=)


Consistently/Independently ● uses concrete and pictorial

models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones

● uses standard, word, and expanded forms to represent numbers up to 1,200

● generates a number that is greater than or less than a given whole number up to 1,200

● uses place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (<,>,or=)


Represents and compares whole numbers and relationship to place value cont.


Begins to ● locate the position of a given

whole number on an open number line with support

● name the whole number that corresponds to a specific point on a number line with support

With some guidance:

● locates the position of a

given whole number on an open number line

● names the whole number that corresponds to a specific point on a number line

With little guidance: With increasing frequency and less support ● locates the position of a given

whole number on an open number line



Consistently/Independently ● locates the position of a

given whole number on an open number line


Recognizes and represents fractional units and communicates how they are used to name parts of a whole

Students apply mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole.


Begins to ● partition objects into equal parts

and name the parts, including halves, fourths, and eighths, using words with support

● explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part with support

● use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole with support

● identify examples and non-examples of halves, fourths, and eighths with support

With some guidance:

● partitions objects into

equal parts and name the parts, including halves, fourths, and eighths, using words

● explains that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part

● uses concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole

● identifies examples and non-examples of halves, fourths, and eighths


With increasing frequency and less support ● partitions objects into equal parts

and name the parts, including halves, fourths, and eighths, using words


● uses concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole

● identifies examples and non-examples of halves, fourths, and eighths


Consistently/Independently ● partitions objects into equal parts

and name the parts, including halves, fourths, and eighths, using words


● uses concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole identifies examples and non-examples of halves, fourths, and eighths

Develops and uses strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy


Begins to ● recall basic facts to add and

subtract within 20 with automaticity [Count on Addition and Subtraction] with support

● add up to four two-digit numbers and subtract

With some guidance:

● recalls basic facts to add

and subtract within 20 with automaticity


With increasing frequency and less support ● recalls basic facts to add and

subtract within 20 with automaticity


Consistently/Independently

● recalls basic facts to add and subtract within 20 with automaticity


Students apply mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy.

• add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations with support

● solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms with support

● generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000 with support

● adds up to four two-digit numbers and subtracts two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations

● solves one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms

● generates and solves problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000

● adds up to four two-digit numbers and subtracts two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations

● solves one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms

• generates and solves problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000

• adds up to four two-digit numbers and subtracts two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations

• solves one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms

• generates and solves problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000

Determines the value of coins in order to solve monetary transactions

Students apply mathematical process standards to determine the value of coins in order to solve monetary transactions.


Begins to ● determine the value of a

collection of coins up to one dollar with support

● consistently use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins with support

With some guidance:

● determines the value of a

collection of coins up to one dollar with support

● consistently uses the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins


With increasing frequency and less support ● determines the value of a collection of

coins up to one dollar with support ● consistently uses the cent symbol,

dollar sign, and the decimal point to name the value of a collection of coins


Consistently/Independently ● determine the value of a

collection of coins up to one dollar

● use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins

Connects repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares

Students apply mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares.


Begins to ● model, create, and describe

contextual multiplication situations in which equivalent sets of concrete objects are joined with support

● model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets with support

With some guidance:

● models, creates, and

describes contextual multiplication situations in which equivalent sets of concrete objects are joined

● models, creates, and describes contextual division situations in which a set of concrete objects is separated into equivalent sets


With increasing frequency and less support ● models, creates, and describes

contextual multiplication situations in which equivalent sets of concrete objects are joined



Consistently/Independently ● models, creates, and describes

contextual multiplication situations in which equivalent sets of concrete objects are joined



Algebraic Reasoning

Identifies and applies number patterns within properties of numbers and operations in order to describe relationships

Students apply mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships.


Begins to ● determine whether a number up

to 40 is even or odd using pairing of objects to represent the number with support

● use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200 with support

● represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem with support

With some guidance:

● determines whether a

number up to 40 is even or odd using pairing of objects to represent the number

● uses an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200

● represents and solves addition and subtraction word problems where unknowns may be any one of the terms in the problem


With increasing frequency and less support ● determines whether a number up

to 40 is even or odd using pairing of objects to represent the number




Consistently/Independently ● determines whether a number up

to 40 is even or odd using pairing of objects to represent the number



Geometry and Measurement

Analyzes attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties

Students apply mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional shapes and three-dimensional solids to develop generalizations about their properties.


Begins to ● create two-dimensional shapes

based on given attributes, including number of sides and vertices with support

● classify and sort three-dimensional solids including spheres, cones, cylinders, rectangular prisms (including cubes) and triangular prisms based on attributes using formal language with support

With some guidance:

● creates two-dimensional

shapes based on given attributes, including number of sides and vertices

● classifies and sorts three-dimensional solids including spheres, cones, cylinders, rectangular prisms (including cubes) and triangular prisms based on attributes using formal language


With increasing frequency and less support ● creates two-dimensional shapes

based on given attributes, including number of sides and vertices



Consistently/Independently ● creates two-dimensional shapes

based on given attributes, including number of sides and vertices



Analyzes attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties cont

● classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices with support

● compose two-dimensional shapes and three-dimensional solids with given properties or attributes with support

● decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts with support

● classifies and sorts

polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices

● composes two-dimensional shapes and three-dimensional solids with given properties or attributes

● decomposes two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts

● classifies and sorts polygons with 12

or fewer sides according to attributes, including identifying the number of sides and number of vertices



● classifies and sorts polygons

with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices



Selects and uses units to describe length, area, and time

Students apply mathematical process standards to select and use units to describe length, area, and time.


Begins to ● find the length of objects using

concrete models for standard units of length with support

● describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object with support

● represent whole numbers as distances from any given location on a number line with support

● determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes with support

● determine a solution to a problem involving length, including estimating lengths with support

● use concrete models of square units to find

With some guidance:

● finds the length of objects

using concrete models for standard units of length

● describes the inverse relationship between the size of the unit and the number of units needed to equal the length of an object

● represents whole numbers as distances from any given location on a number line

● determines the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes

● determines a solution to a problem involving length, including estimating lengths


With increasing frequency and less support ● finds the length of objects using

concrete models for standard units of length






Consistently/Independently ● finds the length of objects

using concrete models for standard units of length






Selects and uses units to describe length, area, and time cont

the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit with support

● read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m. with support

● uses concrete models of

square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit

● reads and writes time to the nearest one-minute increment using analog and digital clocks and distinguishes between a.m. and p.m.

● uses concrete models of square

units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit


● uses concrete models of square

units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit


Data Analysis

Organizes data to make it useful for interpreting information and solving problems

Students apply mathematical process standards to organize data to make it useful for interpreting information and solving problems.


Begins to ● explain that the

length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category with support

● organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more with support

● write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one with support

● draw conclusions and make predictions from information in a graph with support

With some guidance:

● explains that the length of

a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category

● organizes a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more

● writes and solves one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one

● draws conclusions and makes predictions from information in a graph


With increasing frequency and less support ● explains that the length of a bar in a

bar graph or the number of pictures in a pictograph represents the number of data points for a given category





Consistently/Independently ● explains that the length of a bar

in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category





Personal Financial Literacy

Manages one’s financial resources effectively for lifetime financial security

Students apply mathematical process standards to manage one's financial resources effectively for lifetime financial security.


Begins to ● calculate how money saved can

accumulate into a larger amount over time with support

● explain that saving is an alternative to spending with support

● distinguish between a deposit and a withdrawal with support

● identify examples of borrowing and distinguish between responsible and irresponsible borrowing with support

● identify examples of lending and use concepts of benefits and costs to evaluate lending decisions with support

● differentiate between producers and consumers and calculate the cost to produce a simple item with support

With some guidance:

● calculates how money

saved can accumulate into a larger amount over time

● explains that saving is an alternative to spending

● distinguishes between a deposit and a withdrawal

● identifies examples of borrowing and distinguishes between responsible and irresponsible borrowing

● identifies examples of lending and uses concepts of benefits and costs to evaluate lending decisions

● differentiates between producers and consumers and calculates the cost to produce a simple item


With increasing frequency and less support ● calculates how money saved can

accumulate into a larger amount over time







Consistently/Independently ● calculates how money saved

can accumulate into a larger amount over time






SCIENCE Unsuccessful

Developing

Approaching Meeting

Scientific Investigation and Reasoning

Demonstrates safe practices during investigations

With direct guidance: Begins to ● conduct investigations

following safety procedures – identifies and demonstrates safe practices during investigations

With some guidance: ● conducts investigations

following safety procedures – identifies and demonstrates safe practices during investigations

With little guidance: With increasing frequency and less support ● conducts investigations following

safety procedures – identifies and demonstrates safe practices during investigations

Exhibits mastery of grade level skill/concept: Consistently/Independently ● conducts investigations following

safety procedures –identifies and demonstrates safe practices during investigations


Demonstrates safe practices during investigations (cont)

● describe the importance of safe practices

● identify and demonstrate how to use, conserve and dispose of natural resources and materials

● use age-appropriate tools and models to investigate the natural world

● collect, record and compare information and supports observations using appropriate tools and material

● measure and compare organisms and objects using non-standard units that approximate metric units

● describes the importance of safe practices

● identifies and demonstrates how to use, conserve and dispose of natural resources and materials

● uses age-appropriate tools and models to investigate the natural world

● collects, records and compares information and supports observations using appropriate tools and material

● measures and compares organisms and objects using non-standard units that approximate metric units











Plans and conducts descriptive investigations

With direct guidance: Begins to ● develop abilities necessary to

do scientific inquiry in investigations

● ask questions about organisms, objects and events during observations and investigation

● plan and conduct descriptive investigations

● collect data from observations using simple equipment

With some guidance: ● develops abilities

necessary to do scientific inquiry in investigations

● asks questions about organisms, objects and events during observations and investigation

● plans and conducts descriptive investigations

● collects data from observations using simple equipment

With little guidance: With increasing frequency and less support ● develops abilities necessary to do

scientific inquiry in investigations ● asks questions about organisms,

objects and events during observations and investigation



Exhibits mastery of grade level skill/concept: Consistently/Independently ● develops abilities necessary

to do scientific inquiry in investigations

● asks questions about organisms, objects and events during observations and investigation



Records and communicates observations and uses data to explain thinking

With direct guidance: Begins to ● record and organize data

using pictures, numbers and words

● communicate observations and justify explanations using student-generated data from simple descriptive investigations

With some guidance: ● records and organizes

data using pictures, numbers and words

● communicates observations and justifies explanations using studentgenerated data from simple descriptive investigations

With little guidance: With increasing frequency and less support ● records and organizes data



Exhibits mastery of grade level skill/concept: Consistently/Independently ● records and organizes data




Records and communicates observations and uses data to explain thinking (cont)

● compare results of investigations with what students and scientists know about the world

● demonstrate knowledge that information and critical thinking, scientific problem solving and the contributions of scientists are used in making decisions

● identify and explain a problem in his/her own words and proposes a task and solution for the problem

● make predictions based on observable patterns

● identify what a scientist is and explore what different scientists do

● compares results of investigations with what students and scientists know about the world


● identifies and explains a problem in his/her own words and proposes a task and solution for the problem

● makes predictions based on observable patterns

● identifies what a scientist is and explores what different scientists do











Matter and Energy

Classifies matter by properties and describes ways materials are changed

With direct guidance: Begins to ● classify matter by physical

properties ● compare changes in

materials caused by heating and cooling

● demonstrate that things can be done to materials to change their physical properties

● combine materials that when put together can do things that they cannot do by themselves

● justify the selection of those materials based on their physical properties

With some guidance: ● classifies matter by

physical properties ● compares changes in


● demonstrates that things can be done to materials to change their physical properties

● combines materials that when put together can do things that they cannot do by themselves

● justifies the selection of those materials based on their physical properties

With little guidance: With increasing frequency and less support ● classifies matter by physical

properties ● compares changes in





Exhibits mastery of grade level skill/concept: Consistently/Independently ● classifies matter by

physical properties ● compares changes in






Force, Motion and Energy

Understands effect of changes in amounts of light, heat and sound energy and describes motion and position

With direct guidance: Begins to ● investigate the effects on an

object by increasing or decreasing amounts of light, heat and sound energy

● observe and identify how magnets are used in everyday life

● trace the changes in the position of an object over time

● compare patterns of movement of objects

With some guidance: ● investigates the effects on

an object by increasing or decreasing amounts of light, heat and sound energy

● observes and identifies how magnets are used in everyday life

● traces the changes in the position of an object over time

● compares patterns of movement of objects

With little guidance: With increasing frequency and less support

● investigates the effects on an object by increasing or decreasing amounts of light, heat and sound energy




Exhibits mastery of grade level skill/concept: Consistently/Independently ● investigates the effects on an

object by increasing or decreasing amounts of light, heat and sound energy




Earth and Space

Identifies characteristics of earth’s resources and describes patterns in weather and objects in the sky

With direct guidance: Begins to ● observe and describe rocks by

size, texture and color ● identify and compare properties

of natural sources of freshwater and saltwater

● distinguish between natural and manmade resources

● measure, record and graph weather information in order to identify patterns in the data

● identify the importance of weather and seasonal information to make choices in clothing, activities and transportation

● explore the processes in the water cycle as connected to weather conditions

● observe, describe and record patterns of objects in the sky

With some guidance: ● observes and describes

rocks by size, texture and color

● identifies and compares properties of natural sources of freshwater and saltwater

● distinguishes between natural and manmade resources

● measures, records and graphs weather information in order to identify patterns in the data

● identifies the importance of weather and seasonal information to make choices in clothing, activities and transportation

● explores the processes in the water cycle as connected to weather conditions

● observes, describes and records patterns of objects in the sky


With increasing frequency and less support ● observes and describes rocks by

size, texture and color ● identifies and compares properties

of natural sources of freshwater and saltwater



● identifies the importance of weather and seasonal information to make choices in clothing, activities, and transportation



Exhibits mastery of grade level skill/concept: Consistently/Independently ● observes and describes

rocks by size, texture and color

● identifies and compares properties of natural sources of freshwater and saltwater



● identifies the importance of weather and seasonal information to make choices in clothing, activities and transportation




Organisms and Environment

Understands living organisms have characteristics that help them survive and identifies ways they depend on each other and their environment


Begins to ● identify the basic needs of plants

and animals ● identify factors in the

environment that affect growth and behavior

● compare and give examples of the ways living organisms depend on each other and on their environments

● observe, record and compare how the physical characteristics and behaviors of animals help them meet their basic needs

● observe, record and compare how the physical characteristics of plants help them meet their basic needs

● investigate and record some of the unique stages that insects undergo during their life cycle

With some guidance:

● identifies the basic needs

of plants and animals ● identifies factors in the


● compares and gives examples of the ways living organisms depend on each other and on their environments

● observes, records and compares how the physical characteristics and behaviors of animals help them meet their basic needs

● observes, records and compares how the physical characteristics of plants help them meet their basic needs

● investigates and records some of the unique stages that insects undergo during their life cycle

With little guidance: With increasing frequency and less support ● identifies the basic needs of plants

and animals ● identifies factors in the environment

that affect growth and behavior ● compares and gives examples of

the ways living organisms depend on each other and on their environments





Consistently/Independently ● identifies the basic needs of

plants and animals ● identifies factors in the


● compares and gives examples of the ways living organisms depend on each other and on their environments





SOCIAL STUDIES

Unsuccessful

Developing

Approaching

Meeting

Understands concept of community by examining the impact of individuals and events on community history


● Needs prompting and support to explain and participate in discussions about concepts presented

With some guidance:

● explains and participates on their own and in discussions about the concepts presented


With increasing frequency and less support ● explains and participates on their

own and in discussions about the concepts presented


Consistently/Independently

● connects and applies knowledge on their own and in discussions about the concepts presented

Applies critical thinking skills to organize and use information from a variety of resources


● Needs support to use

terminology and gather information from visual and oral sources such as pictures and class discussions

● Needs support to communicate concepts and ideas in written, oral, and visual forms

With some guidance: ● uses terminology and

gathers information from visual and oral sources such as pictures and class discussions

● communicates and shares concepts and ideas in written, oral, and visual forms

With little guidance: With increasing frequency and less support ● uses terminology and gathers

information from visual and oral sources such as pictures and class discussions

● communicates and shares concepts and ideas in written, oral, and visual forms


Consistently/Independently ● uses terminology and gathers

information from visual and oral sources such as pictures and class discussions

● draws conclusions, ask new questions, and identifies problems and solutions

● communicates concepts and shares ideas in written, oral, and visual forms using a variety of formats (graphs, charts, multimedia, etc)

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