Language Arts Reading 1 2 3 Reads grade level text with fluency The student reads grade level texts below second grade level reads word by word reads one, two, three syllable words with moderate picture support reads a variety of high frequency words The student is making progress toward reading grade level texts with and without teacher support The student reads grade level texts with fluency using the following: reading in three to four word phrases some smooth, expressive interpretation appropriate and rate, with some slowdowns The student reads grade level texts with fluency uses strategies to self-correct and selfmonitor reads in large meaningful phrases smooth, expressive interpretation and pausing appropriate stress and rate Retells events in stories in a logical order with accuracy The student accurately retells important events in stories with teacher support The student accurately retells important events in stories The student accurately retells important events from the beginning, middle, and end in stories in a logical order Uses reading strategies to read accurately The student reads grade level texts with teacher support The student reads grade level texts with limited accuracy, expression, appropriate phrasing, and punctuation The student reads grade level texts independently with accuracy, expression, appropriate phrasing, and punctuation Makes connections to self, world, and other texts and specifies textual evidence to support connections The student makes connections to self when reading The student makes connections to self, world, and other texts when reading The student makes connections to self, world, and other texts. The student specifies textual evidence to support connections PAGE 1 REVISED 2017
Reading 1 2 3 Identifies the traits, motivations, and feelings of the main character The student identifies the external traits or feelings of the main character with teacher support The student identifies the internal or external traits, motivations, or feelings of the main character with and without teacher support The student identifies the internal and external traits, motivations, and feelings of the main character Engages in reading independently and provides evidence The student engages in reading and provides text evidence of comprehension with teacher support The student engages in reading independently, and providing text evidence of comprehension with and without teacher support The student engages in reading independently and provides evidence of comprehension Understands new vocabulary and uses it when reading and writing Even with help, the student has insufficient understanding of new vocabulary Student shows a limited understanding of new vocabulary when reading and writing by using only some of the skills needed for mastery Student understands new vocabulary and uses it when reading and writing. Students are expected to: use prefixes and suffixes to determine the meaning of words (e.g. allow/disallow) use context to determine the relevant meaning of unfamiliar words or multiple meaning words identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning alphabetize a series of words and use a dictionary or a glossary to find words PAGE 2 REVISED 2017
Reading 1 2 3 Identifies the main idea and supporting details of a fiction or nonfiction passage The student identifies the main idea or the supporting details of a fiction story or nonfiction passage with teacher support The student identifies the main idea or supporting details of a fiction story or nonfiction passage The student identifies the main idea and supporting details of a fiction story or nonfiction passage Identifies a story s genre and states the characteristics of that genre Even with help, the student has insufficient understanding of the difference between fiction and non-fiction and of the characteristics of specific genres The student understands the difference between fiction and non-fiction, but may not have a complete understanding of the characteristics of specific genres The student identifies a story s genre and states the characteristics of that genre within the story such as: tall tale-a story in which characters have exaggerated abilities fable-a story that teaches a lesson and states the moral at the end of the story folktale- a story which was told for many years before being written biography-the true story of a person s life Makes inferences about the text and identifies the schema and textual evidence The student makes inferences about texts and identifies personal schema and textual evidence used with teacher support The student makes inferences about texts and identifies personal schema and textual evidence used with and without teacher support The student makes inferences about texts and identifies personal schema and textual evidence used The student is able to: infer characters intentions or feelings make predictions as to what will happen next in the story check information in the PAGE 3 REVISED 2017
text against their own experiences infer causes and effects as implied in the text Writing Process 1 2 3 Engages in the writing process (planning, drafting, revising, editing, and publishing) to compose text Expresses meaning through writing The student generates and sequences ideas for writing (e.g. drawing, sharing ideas, listing key ideas) The student only writes concrete ideas The student 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 The student writes ideas and feelings, but in list format The student writes in the following genres with correct format with teacher support: Literary Texts i.e. poems, stories The student independently engages in all steps of the writing process The student expresses meaning through writing by: expressing ideas and feelings communicating ideas or information for specific purposes maintaining focus The student writes with meaning in the following genres with correct format: Literary Texts i.e. poems, stories Writes in different forms for different purposes Only writes in one genre or does not write at all Expository/Procedural Texts i.e. informational reports, how-to pieces, friendly letters, reader response Expository/Procedural Texts i.e. informational reports, how-to pieces, friendly letters, reader response Uses the research process by creating a research plan, gathering sources, synthesizing information, and organizing and presenting ideas Even with help, the student has insufficient understanding of skill demonstrated Persuasive Texts i.e. persuasive piece The student performs two or more of the steps in the research process Persuasive Texts i.e. persuasive piece The student uses the research process by creating a research plan, gathering sources, synthesizing information, and organizing and presenting ideas PAGE 4 REVISED 2017
Writing Conventions 1 2 3 Writes in complete sentences Applies capitalization and punctuation Spells proficiently Rarely writes in complete sentences with a beginning capital letter and appropriate end punctuation Rarely uses capitalization for proper nouns, months and days of the week, and salutation and closing of a letter uses ending punctuation and apostrophes correctly Rarely uses phonological knowledge to match sounds to letters and construct unknown words spells words with common orthographic patterns and rules complex consonants r-controlled vowels long vowels vowel digraphs diphthongs spells HP second grade high frequency words spells base words with inflectional endings spells simple contractions spells base words with inflectional endings spells simple contractions uses resources to find correct spellings Sometimes writes in complete sentences with a beginning capital letter and appropriate end punctuation Sometimes uses capitalization for proper nouns, months and days of the week, and salutation and closing of a letter uses ending punctuation and apostrophes correctly Sometimes uses phonological knowledge to match sounds to letters and construct unknown words spells words with common orthographic patterns and rules complex consonants r-controlled vowels long vowels vowel digraphs diphthongs spells HP second grade high frequency words spells base words with inflectional endings spells simple contractions uses resources to find correct spellings spells base words with inflectional endings spells simple contractions uses resources to find Consistently writes in complete sentences with a beginning capital letter and appropriate end punctuation Consistently uses capitalization for proper nouns, months and days of the week, and salutation and closing of a letter uses ending punctuation and apostrophes correctly Consistently uses phonological knowledge to match sounds to letters and construct unknown words spells words with common orthographic patterns and rules complex consonants r-controlled vowels long vowels vowel digraphs diphthongs spells HP second grade high frequency words spells base words with inflectional endings spells simple contractions uses resources to find correct spellings PAGE 5 REVISED 2017
Applies knowledge of grammar and usage Even with help, the student has insufficient understanding of skill demonstrated correct spellings With help, the student uses complete sentences with correct subject/verb agreement distinguishes among declarative and interrogative sentences The student uses complete sentences with correct subject/verb agreement distinguishes among declarative and interrogative sentences Handwriting 1 2 3 Writes legibly with appropriate letter size and spacing. Uses appropriate margins Rarely writes legibly with appropriate letter size and spacing uses appropriate margins Sometimes writes legibly with appropriate letter size and spacing uses appropriate margins Consistently writes legibly with appropriate letter size and spacing uses appropriate margins Listening & Speaking 1 2 3 Uses comprehension skills to listen attentively Rarely listens attentively to speakers and asks relevant questions to clarify information follows and restates oral instructions Sometimes listens attentively to speakers and asks relevant questions to clarify information follows and restates oral instructions Consistently listens attentively to speakers and asks relevant questions to clarify information follows and restates oral instructions Communicates ideas, experiences, and needs effectively Works productively in teams Rarely shares information and ideas on topic speaks clearly at an appropriate pace and volume speaks with the. conventions of language expresses ideas, needs and wants appropriately Rarely listens to others speaks when recognized makes appropriate contributions Sometimes shares information and ideas on topic speaks clearly at an appropriate pace and volume speaks with the conventions of language expresses ideas, needs and wants appropriately Sometimes listens to others speaks when recognized makes appropriate contributions Consistently shares information and ideas on topic speaks clearly at an appropriate pace and volume speaks with the conventions of language expresses ideas, needs and wants appropriately Consistently listens to others speaks when recognized makes appropriate contributions PAGE 6 REVISED 2017
Mathematics 1 2 3 Represents numbers up to 1,200 in standard, expanded, and word forms (concrete and pictorial) Compares, orders, and generates whole numbers up to 1,200 using comparative language, numbers, and symbols (<,>, or =) Adds whole numbers within 1,000 using appropriate math strategies to communicate and justify math understanding Even with help, student is unable to represent numbers up to 1,200 in standard, word, and expanded forms Even with help, is unable to compare and order whole numbers up to 1,200 Even with help, student is unable to add numbers within 1,000 With progress and support, student can: distinguish the names & values of each place recognize the different ways to represent a number understand key vocabulary of standard, expanded, and word form With progress, compares and orders whole numbers up to 1,200 understand that different digits have different values compare numbers using key vocabulary use place value knowledge to order whole numbers With progress and support, student can: use place value to add using the standard algorithm use mental strategies appropriately to add recognizes properties of addition o additive identity o associative property o commutative property o distributive property With Mastery: Represents standard, word, and expanded forms to represent numbers up to 1,200 decompose and compose numbers up to 1,200 in multiple ways generate a number that is greater than or less that a given whole number up to 1,200 With Mastery: Compares and orders whole numbers up to 1,200 locate the position of a given whole number on an open number line name the whole number that corresponds to a specific point on a number line With mastery: student adds four 2-digit numbers using mental strategies and properties of operations PAGE 7 REVISED 2017
Subtracts whole numbers within 1,000 using appropriate math strategies to communicate and justify math understanding Even with help, student is unable to subtract numbers within 1,000 With progress and support, student can: use place value to subtract using the standard algorithm use mental strategies appropriately to subtract recognizes properties of subtraction additive identity associative property commutative property distributive property With mastery: student subtracts two 2-digit numbers using mental strategies and properties of operations Explains, compares, and partitions fractional parts using concrete models and words for halves, fourths, and eighths Even with help, is unable to explain, compare, and partition fractional parts using concrete models and words for halves, fourths, and eighths With progress, is unable to explain, compare, and partition fractional parts using concrete models and words for halves, fourths, and eighths recognize equal parts and understand that fractional parts must be equivalent recognize and explain that there are different ways to represent the same fraction on one shape understand fractional vocabulary recall that the numerator is the part and the denominator is the whole recognize and understand that the same numerator and denominator is a whole With Mastery: Explain, compare, and partition fractional parts using concrete models and words for halves, fourths, and eighths 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 differentiate and identify examples and non-examples of fractional parts PAGE 8 REVISED 2017
Solves one-step word problems involving addition and subtraction up to 1,000, including unknowns Even with help, is unable to solve onestep word problems involving addition and subtraction up to 1,000, including unknowns Makes progress with guidance towards solving one-step word problems involving addition and subtraction up to 1,000 including unknowns know how to use models of addition and subtraction define key vocab to solve word problems id the format to solve word problem recognize properties of addition use addition strategies including mental math recognize and understand the meaning of regrouping solve regrouping problems with two 2 digit numbers recognize and understand the format of solving one step problems understand the difference between an addition problem that is result unknown vs. change or start unknown recognize a story problem that has missing information With mastery solves one step word problems involving addition and subtraction up to 1,000, including unknowns Solves multi-step word problems involving addition and subtraction up to 1,000 Even with help, is unable to solve multistep word problems involving addition and subtraction up to 1,000 Makes progress with guidance towards solving multi-step word problems involving addition and subtraction up to 1,000 know how to use models of addition and subtraction define key vocab to solve word problems id the format to solve word problem recognize properties of addition use addition strategies recognize and understand the format of solving With mastery solves multistep word problems involving addition and subtraction up to 1,000 PAGE 9 REVISED 2017
Creates and solves own word problems involving addition and subtraction up to 1,000 Even with help, is unable to create and solve own word problems involving addition and subtraction up to 1,000 by using a problem solving process multi step problems understand the difference between an addition problem that is result unknown vs. change or start unknown recognize a story problem that has missing information Makes progress with guidance towards creating and solving own word problems involving addition and subtraction up to 1,000 by using a problem solving process define key vocabulary in order to generate a word problem identify the format for writing a word problem plan, understand, and apply the steps in generating and solving a word problem plan the steps in generating a word problem that has an unknown as one of the addends With mastery creates and solves own word problems involving addition and subtraction up to 1,000 by using a problem solving process Recalls addition and subtraction facts up to 20 with automaticity using mental math strategies Even with help is unable to recall addition and subtraction facts up to 20 with automaticity Makes progress with guidance towards recalling addition and subtraction facts up to 20 with automaticity using mental math strategies recognize properties of addition and subtraction recognize key mental math vocabulary With mastery recalls addition and subtraction facts up to 20 with automaticity using mental math strategies Makes progress with guidance Even with help is towards modeling and/or creating Models and creates unable to model or multiplication and/or division With mastery models and multiplication and create multiplication situations creates multiplication and division situations and division situations understand mult/div are division situations inverse operations describe that mult/div are groups and not PAGE 10 REVISED 2017
Classifies and sorts twodimensional and threedimensional solids based on attributes and using formal geometric language Classifies and sorts polygons based on attributes Even with help is unable to classify and sort two-dimensional and three-dimensional solids based on attributes and using formal geometric language Even with help is unable to classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and vertices and compose and decompose two and three-dimensional shapes individuals express that x in a mult problem means groups of distinguish whether a word problem is mult or div by looking at key vocab create equal groups of objects for repeated addition or skip counting use a simple word problem format to create mult/div situations Makes progress with guidance towards classifying and sorting two-dimensional and threedimensional solids based on attributes and using formal geometric language name and know attributes of 2D shapes and 3D solids Makes progress with guidance towards classifying and sorting polygons with 12 or fewer sides according to attributes, including identifying the number of sides and vertices and compose and decompose two and threedimensional shapes id attributes of polygons with 12 or fewer sides name the polygon based on number of sides count the # of sides and vertices on a polygon with 12 or fewer sides define a polygon understand how to classify and sort objects With mastery classifies and sorts two-dimensional and three-dimensional solids based on attributes and using formal geometric language With mastery, classifies and sorts polygons with 12 or fewer sides according to attributes, including identifying the number of sides and vertices Composes and decomposes two and three-dimensional shapes PAGE 11 REVISED 2017
Solves a problem involving length, including estimating lengths to the nearest marked unit, using the appropriate tool Reads and writes time to the nearest minute, and distinguishes between am and pm Even with help is unable to solve a problem involving length, including estimating lengths to the nearest marked unit and using the appropriate tool Even with help is unable to read and write time to the nearest minute and distinguish between am and pm Makes progress with guidance towards solving a problem involving length, including estimating lengths to the nearest marked unit and using the appropriate tool understand that estimation is an approximate value - a reasonable conclusion describe the customary and metric units of measurement recognize the tools needed for different units of measurement describe and compare the customary and metric units in order from least to greatest describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object accurately measure the length of an object by placing the tool properly edge to edge understand the relationship between the size of the unit and the number of units needed (inches are shorter, you need more; yards are longer, you need less) Makes progress with guidance towards reading and writing time to the nearest minute and/or distinguishes between am and pm skip count by 5s define the parts of clock define am/pm differentiate between analog and digital recognize the placement of the hour and minute hands recognize the different places the hour hand can With mastery solves a problem involving length, including estimating lengths to the nearest marked unit and using the appropriate tool represent whole numbers as distances from any given location on a number line Uses rulers, yardsticks, meter sticks, or measuring tapes Use concrete models of square units to find the area of a rectangle Reads and writes time to the nearest minute, and distinguishes between am and pm PAGE 12 REVISED 2017
Determines the value and represents a collection of coins up to one dollar Writes and solves onestep word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one Analyzes and solves financial situations Even with help is unable to determine the value or represent a collection of coins up to one dollar Even with help, unable to write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one Even with help is unable to analyze and solve financial situations be and it still be the same hour understand and explain why the hour hand moves as the minute hand does The student is making progress towards determining the value of a collection of coins up to one dollar and/or representing the value of a collection of coins up to one dollar skip count by 5s, 10s, 25s define money vocab count a collection of similar coins understand that just as place value can be represented in different ways, so can the value of a collection of coins use mental math when counting a collection of coins Makes progress with guidance towards writing and solving one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one read and analyze a bar graph and a picture graph understand the components of a bar graph and a picture graph With progress analyzes and solves financial situations define and understand key vocabulary of financial literacy describe that producers goal is to Determines the value of a collection of coins up to one dollar and represents the value of a collection of coins up to one dollar uses the cent and dollar sign and the decimal point With Mastery: Writes and solves one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one including drawing conclusions and making predictions from information in a graphs organize a collection of data explain lengths of bars or number of pictures represents the number of data points Analyzes and solves financial situations including: calculate money saved accumulates into a larger amount over time explain that saving PAGE 13 REVISED 2017
make money and a consumers goal is to spend money make connection that producers are adding money and subtracting quantity while consumers are subtracting money but adding quantity is an alternate to spending distinguish between deposit and withdrawal identify ex of borrowing ie responsible and irresponsible identify ex of lending differentiate between producers and consumers and calculate cost of item PAGE 14 REVISED 2017
Science 1 2 3 Identifies the basic needs of plants and animals Compares and gives examples of the ways living organisms depend on each other and their environment Observes and describes rocks by size, texture, and color Measures, records, and graphs weather information Combines materials that when put together can do things they cannot do by themselves Classifies matter by physical properties Investigates the effects of an object by increasing and decreasing amounts of energy With or without help, there is insufficient understanding of the basic needs of plants and animals Even with help, the student shows insufficient understanding of the ways organisms depend on each other and their environment Even with help, the student shows insufficient understanding of rock descriptions The student shows insufficient understanding of measuring, recording, and graphing weather information The student shows insufficient understanding of how to combine materials that when put together can do things that they cannot by themselves and are unable to justify material choices The student has insufficient understanding of how to classify matter by physical properties Insufficient understanding of the effects on an object by increasing and decreasing amounts of energy With help, the student can identify the basic needs of plants and animals The student can give examples of the ways living organisms depend on each other and their environment, but does not make comparisons The student can observe and describe rocks by at least one attribute With help, the student can measure, record and graph weather information accurately The student combines materials that when put together can do things they cannot do by themselves but are unable to justify material choices With help, the student can classify matter by physical properties Predicts the effects on an object by increasing and decreasing amounts of energy The student can identify the basic needs of plants and animals The student can compare and give examples of the ways living organisms depend on each other and their environment The student observes and describes rocks by size, texture, and color The student can measure, record, and graph weather information independently The student can combine materials that when put together can do things they cannot do by themselves and is able to justify material choices The student can classify matter by physical properties Investigates the effects on an object by increasing and decreasing amounts of energy For example: increasing and decreasing amounts of heat when melting butter PAGE 15 REVISED 2017
Social Studies 1 2 3 Understands the concepts of time and chronology using timelines Identifies functions and services provided by the government and the roles of citizens in their communities The student does not demonstrate an understanding of the creation and interpretation of timelines and does not describe the order of events by using designations of time periods The student has insufficient understanding of the functions and services of the government and the relationship between the government and its citizens With help, the student creates and interprets timelines and describes the order of events by using designations of time periods The student identifies the functions and services provided by the government but does not understand the relationship between the government and its citizens The student understands the concepts of time and chronology by creating and interpreting timelines, describing the order of events by using designations of time periods Identify functions and services provided by the government, how taxes pay for these services, and the responsibilities of citizens in their communities including how government officials are elected or appointed Explains how people in different communities are affected by weather and settlement patterns in order to meet their basic needs using the physical environment and natural resources The student does not understand weather and settlement patterns The student will explain how people in different communities are affected by weather and settlement patterns, but do not understand how these meet their basic needs Explain how people in different communities are affected by weather and settlement patterns in order to meet their basic needs using the physical environment and natural resources Identifies community, state, and national celebrations and the significance of their history including people and events The student does not identify community, state and national celebrations or their significance in history The student identifies community, state, and national celebrations but does not understand the significance of their history The student identifies community, state, and national celebrations and the significance of their history including people and events PAGE 16 REVISED 2017
Explains how technological innovations have changed the ways people meet basic needs, past and present The student has insufficient understanding of how technological innovations have changed the ways people meet basic needs The student identifies technological innovations of the past and present, but does not explain how they have changed the ways people meet basic needs The student explains how technological innovations have changed the ways people meet basic needs, past and present Explains components of the US Free Enterprise System The student cannot explain any components of the US Free Enterprise system and does not understand the relationship and how they work together The student can explain some components of US Free Enterprise system, but does not understand the relationship on how the components work together Explain each US Free Enterprise system component and explain how work provides income to purchase goods and services from and by producers and consumers as well as making choices to earn, spend, save, and will also identify ways in which people are both producers and consumers and examine the development of a product from a natural resource to a finished product PAGE 17 REVISED 2017
Technology 1 2 3 Demonstrates and applies an understanding of technology concepts, skills, and processes Practices safe, responsible, legal, and ethical behavior while using digital tools and resources Rarely demonstrates and applies understanding of technology concepts, skills and processes Rarely adheres to acceptable use policies reflecting positive social behaviors in the digital environment Rarely respects the intellectual property of others and abides by copyright law and fair use guidelines Rarely follows the rules of digital etiquette and protects the individual privacy of oneself and others Sometimes demonstrates and applies understanding of technology concepts, skills and processes Sometimes adheres to acceptable use policies reflecting positive social behaviors in the digital environment Sometimes respects the intellectual property of others and abides by copyright law and fair use guidelines Sometimes follows the rules of digital etiquette and protects the individual privacy of oneself and others Consistently demonstrates and applies understanding of technology concepts, skills and processes Consistently adheres to acceptable use policies reflecting positive social behaviors in the digital environment Consistently respects the intellectual property of others and abides by copyright law and fair use guidelines Consistently follows the rules of digital etiquette and protects the individual privacy of oneself and others Social Behaviors & Work Habits Follows school and class rules Respects other and accept responsibility for actions Displays appropriate work habits Rarely follows the Code of Conduct and class rules 1 2 3 Rarely cooperates with teachers cooperates with peers follows directions Rarely works neatly and carefully uses time wisely works independently works cooperatively in groups organizes self and materials completes all tasks on time actively participates in classroom activities Sometimes follows the Code of Conduct and class rules Sometimes cooperates with teachers cooperates with peers follows directions Sometimes works neatly and carefully uses time wisely works independently works cooperatively in groups organizes self and materials completes all tasks on time actively participates in classroom activities Consistently follows the Code of Conduct and class rules Consistently cooperates with teachers cooperates with peers follows directions works cooperatively in groups Consistently works neatly and carefully uses time wisely works independently works cooperatively in groups organizes self and materials completes all tasks on time actively participates in classroom activities PAGE 18 REVISED 2017