1. Trimester1234 1 st Student is reading at the instructional level of I or below. Student is reading at the instructional level of J. Student is reading at the instructional level of K. Student is reading at the instructional level of L or above. 2 nd Student is reading at the instructional level of J and below. Student is reading at the instructional level of K. Student is reading at the instructional level of L. Student is reading at the instructional level M or above. 3rdStudent is reading at the instructional level of K and below. Student is reading at the instructional level of L. Student is reading at the instructional level of M. Student is reading at the instructional level N or above. 1. Reads at grade level Reading Standards: Foundational Skills

2. Trimester1234 1st – 3 rd Student is unable or rarely able to use phonics skills, picture clues, and context clues to figure out unknown words. Student is sometimes able to use phonics skills, picture clues, and context clues to figure out unknown words. Student is consistently able to able to use phonics skills, picture clues, and context clues to figure out unknown words. Student is able to independently use skills in a higher level text. 2. Uses various strategies to decode text

3. 3. Demonstrates stamina during independent reading Trimester1234 1st Student is unable or rarely able to sustain attention for 10 minutes. Student is approaching reading stamina of 15 minutes. Student consistently sustains attention during independent reading for 15 minutes. Student consistently sustains attention during independent reading for 20 minutes. 2 nd Student is unable or rarely able to sustain attention for 15minutes. Student is approaching reading stamina of 20minutes. Student consistently sustains attention during independent reading for 20minutes. Student consistently sustains attention during independent reading for 25minutes. 3 rd Student is unable or rarely able to sustain attention for 20minutes. Student is approaching reading stamina of 25minutes. Student consistently sustains attention during independent reading for 25minutes. Student consistently sustains attention during independent reading for more than 25 minutes.

4. 4. Reads with fluency (eg. accuracy, rate, expression, phrasing) Trimester1234 1st – 3 rd Student does not demonstrate fluency when reading target high-frequency and decodable words. Lack of fluent reading is evident during independent reading of texts. Reading of texts is very choppy and slow. Student does not attend to spaces between words or to ending punctuation. Student reads some target high-frequency and decodable words accurately. Student may read words very quickly and inaccurately or very slowly and inaccurately. Reading is somewhat fluent when independently reading texts. Student reads leveled texts either too slowly or too quickly. Reading is choppy some of the time. Student does not consistently attend to ending punctuation. Student uses very little or no expression. Student consistently reads target high- frequency and decodable words accurately and with appropriate pacing. Student uses and recognizes word patterns when reading words fluently. Student demonstrates fluent reading of on-level texts. Student reads accurately. Student pauses briefly between words. Student attends to ending punctuation. Student uses expression matched to meaning and punctuation. Student consistently reads above-level, high- frequency and decodable words accurately and with appropriate pacing;. Student demonstrates fluent reading of above- level texts when reading independently. Student attends to internal and ending punctuation. Reading is fluid and accurate. Student uses phrasing to group words that go together. Expression is matched to the mood, character’s feelings, or actions in the text.

5. Reading Standards: Literature and Informational Text 1. Reads with comprehension (eg. Retells stories, recounts key details, identifies main idea, identifies story elements) Trimester1234 1 st – 3rd Student rarely demonstrates literal understanding of stories and informational texts. Retellings are simple, demonstrate little understanding of the text. Student sometimes demonstrates some literal understanding of stories and informational texts. Retellings demonstrate a partial understanding of the text. Student demonstrates a literal understanding of stories and informational texts. Retellings demonstrate an understanding of the text. Student consistently demonstrates a strong literal understanding of texts. Retellings demonstrate a thorough literal understanding of the text.

6. 2. Applies comprehension strategies Trimester1234 1 st -3 rd Student is rarely able to apply comprehension strategies. Responses are simple, demonstrate little understanding of the text, and are generally based on pictures. Student does not use target comprehension skills. Student is able to apply comprehension strategies with support. Responses demonstrate a partial understanding of the text and partial application of target comprehension skills. Student independently demonstrates comprehension strategies. Responses demonstrate an understanding of the text and partial application of learned comprehension skills. In above-grade-level texts: Student consistently demonstrates a strong understanding of texts. Responses demonstrate a thorough understanding of the text and application of above-level comprehension skills.

7. 3. Knows and uses non-fiction text features (eg. Diagrams, headings, glossary, index, etc.) Trimester1234 1 st -3 rd Student is unable or rarely able to use non- fiction text features. Student is sometimes able to use non- fiction text features. Student consistently uses non-fiction text features. In above-grade-level texts: Student consistently and independently uses non-fiction text features.

8. 4. Compares and contrasts a variety of text on the same topic Trimester1234 2 nd – 3 rd Student is unable to compare and contrast a variety of text. Student recognizes the most important point in a variety of text. Student can identify a similarity OR a difference in a variety of text with support. Student can independently identify a similarity AND a difference in a variety of text. Student can consistently identify similarities and differences in a variety of text.

9. Writing Trimester1234 1 st -3 rd Student generates very few ideas. Student does not use prewriting strategies taught in units of study. There is a beginning with one or two unrelated details. Student uses many sentence fragments or run- ons. Student uses few basic text features. Student generates a few ideas from experience. Student uses a few pre-writing strategies taught in units of study. Student’s writing is partially organized with some ideas relevant to the topic. There is a beginning and end with a few details. Student uses some simple text features. Some sentences are incomplete or run-on. Student generates, supports, and elaborates on ideas for writing from own experiences, stories read, informational text, or imagination. Student uses some pre- writing strategies to identify and narrow topic and to plan parts of the writing (lists, webs, and organizers), as taught in units of study. Student’s writing is organized; most ideas are relevant to the topic. There is a clear beginning, middle, and end with related details in each part. Student uses target text features (title, pictures, captions, author, page numbers). Student writes complete sentences. Student generates and tries out ideas from experience, stories read, informational text, or imagination. Student uses pre-writing strategies taught in units of study to narrow a topic and to thoroughly plan writing taught in units of study. Student’s writing is organized with ideas that are relevant to and support the topic and purpose. There is a well-developed beginning, middle, and end with many relevant details. Student uses above-level text features. Student writes complete and complex sentences. 1. Writes in the structure of the genre.

10. 2. Utilizes revision strategies Trimester1234 1 st -3 rd Student does not read or revise his/her own writing. Student sometimes rereads and revises some of his/her own writing with teacher or partner. Student adds or deletes a few words. Student rereads his/her writing to self, teacher, and writing partner. Student revises to make writing look and sound better by adding, deleting, and changing some words and details. Student consistently rereads and revises his/her own writing independently and with partners. Student revises to make it look and sound better by adding, deleting, rearranging, and moving words and sentences.

11. 3. Utilizes editing strategies Trimester1234 1 st -3 rd Student does not reread his/her writing to edit for capitalization, punctuation, and spelling. Student sometimes attempts to edit for capitalization and punctuation with a partner or teacher to check and correct spelling. Student rereads his/her writing to self, teacher, and writing partner to edit for capitalization and punctuation. Student attempts to edit independently by consulting reference materials to check and correct spelling. Student consistently rereads his/her writing to self, teacher, and writing partner to edit for capitalization and punctuation. Student consistently attempts to edit independently by consulting reference materials to check and correct spelling

12. 1. Demonstrates usage of proper grammar (eg. nouns, pronouns, tenses, sentence structure) Language Trimester1234 1st Student rarely applies grade-level grammar and usage, including: Produce simple sentences. Collective nouns to describe groups. Irregular plural nouns Reflexive pronouns Student is beginning to apply grade-level grammar and usage, including: Produce simple sentences. Collective nouns to describe groups. Irregular plural nouns Reflexive pronouns Student applies grade-level grammar and usage, including: Produce complete sentences. Collective nouns to describe groups. Irregular plural nouns Reflexive pronouns Student consistently applies above grade-level conventions of grammar and usage. 2 nd Student rarely applies grade-level grammar and usage as listed in the 1 st Trimester, plus: Expanding simple sentences. Adjectives, adverbs, and pronouns. Irregular verbs in past tense Student is beginning to apply grade-level grammar and usage as listed in the 1st Trimester, plus: Expanding simple sentences. Adjectives, adverbs, and pronouns. Irregular verbs in past tense Student applies grade-level grammar and usage as listed in the 1 st Trimester, plus: Expanding simple sentences. Adjectives, adverbs, and pronouns. Irregular verbs in past tense Student consistently applies above grade-level conventions of grammar and usage. 3 rd Student rarely applies grade-level grammar and usage as listed in the 1 st and 2nd Trimesters, plus: Compound sentences Apostrophes Student is beginning to apply grade level grammar and usage as listed in the 1st and 2nd Trimesters, plus: Compound sentences Apostrophes Student applies grade-level grammar and usage as listed in the 1 st and 2nd Trimesters, plus: Compound sentences Apostrophes Student consistently applies above grade-level conventions of grammar and usage.

13. 2. Uses correct capitalization Trimester1234 1 st -2 nd Student rarely applies grade-level mechanics of capitalization including: Proper names, months when writing dates, holidays, words in a title, “I.” Student is beginning to apply grade level mechanics of capitalization, including: Proper names, months when writing dates, holidays, words in a title, “I.” Student applies grade- level mechanics of capitalization, including: Proper names, months when writing dates, holidays, words in a title, “I.” Student consistently applies above grade-level mechanics of capitalization. 3 rd Student rarely applies grade-level mechanics of capitalization as listed in the 1 st and 2 nd trimesters, plus: Product names Geographic names Capitalization within a friendly letter Student is beginning to apply grade level mechanics of capitalization as listed in the 1 st and 2 nd trimesters, plus: Product names Geographic names Capitalization within a friendly letter Student applies grade- level mechanics of capitalization as listed in the 1 st and 2 nd trimesters, plus: Product names Geographic names Capitalization within a friendly letter Student consistently applies above grade-level conventions of grammar and usage.

14. Trimester1234 1st Student rarely applies grade-level mechanics of punctuation, including: Question marks, periods, exclamation points. Commas to separate day from year in dates. Student is beginning to apply grade level mechanics of punctuation, including: Question marks, periods, exclamation points. Commas to separate day from year in dates. Student applies grade-level mechanics of punctuation, including: Question marks, periods, exclamation points. Commas to separate day from year in dates. Student consistently applies above grade-level mechanics of punctuation. 2 nd Student rarely applies grade-level mechanics of punctuation as listed in the 1st Trimester, plus: Commas when listing. Student is beginning to apply grade-level mechanics of punctuation as listed in the 1st Trimester, plus: Commas when listing. Student applies grade-level mechanics of punctuation as listed in the 1st Trimester, plus: Commas when listing and in greetings and closings of letters. Student consistently applies above grade-level mechanics of punctuation. 3 rd Student rarely applies grade-level mechanics of punctuation as listed in the 1st and 2 nd Trimester, plus: Apostrophe in contractions. Student is beginning to apply grade-level mechanics of punctuation as listed in the 1st and 2nd Trimester, plus: Apostrophe in contractions Student applies grade-level mechanics of punctuation as listed in the 1st and 2nd Trimester, plus: Apostrophe in contractions and frequently occurring possessives. Student consistently applies above grade-level mechanics of punctuation. 3. Uses correct punctuation

15. 4. Applies spelling patterns Trimester1234 1 st -3 rd Student rarely applies spelling patterns in writing, such as: Beginning/final consonants Short and long vowels Consonant digraphs Student is applying spelling patterns in writing, such as: Beginning/final consonants Short and long vowels Consonant digraphs Student consistently applies spelling patterns in writing, such as: Consonant blends Long vowel patterns Other vowel patterns Inflected endings Student consistently applies spelling patterns in writing, such as: Inflected endings Affixes Suffixes Compound words Syllables

16. 5. Applies knowledge of high-frequency words Trimester1234 1 st -3 rd Student does not apply spelling of grade-level decodable and high-frequency words. Student rarely applies spelling of grade-level decodable and high- frequency words. Student consistently applies spelling of many grade-level decodable and high-frequency words. Student consistently applies spelling of grade- level and above grade- level decodable and high- frequency words.

17. Speaking and Listening 1. Demonstrates listening skills for information and understanding Trimester1234 1 st -3 rd Student is rarely able to retell key ideas presented orally or through media. Student rarely asks/answers questions about information presented orally or visually in order to deepen understanding. Student is occasionally able to retell key ideas presented orally or through media. Student occasionally asks/answers questions about information presented orally or visually in order to deepen understanding. Student is consistently able to retell key ideas presented orally or through media. Student consistently asks/answers questions about information presented orally or visually in order to deepen understanding. Student consistently demonstrates a deeper understanding on a topic. Student consistently recounts stories or experiences with appropriate facts and descriptive details. Student consistently asks/answers questions about presentations, offering appropriate details.

18. 2. Expresses ideas clearly and effectively Trimester1234 1 st -3 rd Student rarely expresses ideas and comments in complete sentences, using descriptive language and correct verb tense, subject-verb agreement, and correct use of irregular plural nouns. Student occasionally expresses ideas and comments in complete sentences, using descriptive language and correct verb tense, subject-verb agreement, and correct use of irregular plural nouns. Student consistently expresses ideas and comments in complete sentences, using descriptive language and correct verb tense, subject- verb agreement, and correct use of irregular plural nouns. Student consistently uses and extends grade-appropriate academic vocabulary. Student consistently uses grade-appropriate conventions of standard English grammar and usage. Student consistently makes effective choices about language and sentence structure for meaning and style.

19. 3. Participates in group discussions actively and appropriately Trimester1234 1 st -3 rd Student rarely engages in group discussions. Student rarely stays on topic by linking his/her own additions to the conversation to the previous remarks of others. Student rarely asks for clarification and further explanation as needed. Student rarely extends his/her ideas and understanding in light of the discussion. Student occasionally engages in group discussions. Student occasionally stays on topic by linking his/her own additions to the conversation to the previous remarks of others. Student occasionally asks for clarification and further explanation as needed. Student occasionally extends his/her ideas and understanding in light of the discussion. Student consistently engages in group discussions. Student consistently stays on topic by linking his/her own additions to the conversation to the previous remarks of others. Student consistently asks for clarification and further explanation as needed. Student consistently extends his/her ideas and understanding in light of the discussion. Student consistently engages and extends in group discussions. Student consistently stays on topic by linking his/her own additions to the conversation to the previous remarks of others. Student consistently asks for clarification and further explanation as needed. Student consistently extends his/her ideas and understanding in light of the discussion. Student consistently acknowledges new information provided by others and incorporates it into his/her own thinking as appropriate.

20. Mathematics: Number Sense and Operations 1. Recalls basic addition facts with fluency : 1-20 Trimester1234 1 st -3 rd Student is unable or rarely able to add 1- digit numbers up to 20 with speed and accuracy. Student can sometimes add 1- digit numbers up to 20 with speed and accuracy. Student can add 1-digit numbers up to 20 with speed and accuracy. Student can consistently add 1-digit numbers up to 20 with speed and accuracy. 2. Recalls basic subtraction facts with fluency : 1-20 Trimester1234 1 st -3 rd Student is unable or rarely able to subtract 1-digit from numbers up to 20 with speed and accuracy. Student can sometimes subtract 1-digit from numbers up to 20 with speed and accuracy. Student can subtract 1- digit from numbers up to 20 with speed and accuracy. Student can consistently subtract 1-digit from numbers up to 20 with speed and accuracy.

21. 3. Effectively uses place value to count, skip count, compare, and sequence numbers within 1,000 Trimester1234 1 st -3 rd Student is unable or rarely able to use a place value chart to compare numbers. Student is unable or rarely able to identify patterns to solve problems. Student is unable or rarely able to skip count using the patterns of 5s, 10s, and 100s. Student sometimes uses a place value chart to compare numbers. Student sometimes identifies patterns to solve problems. Student is sometimes able to skip count using the patterns of 5s, 10s, and 100s. Student uses a place value chart to compare numbers. Student identifies patterns to solve problems Student is able to skip count using the patterns of 5s, 10s, and 100s. Student identifies complex patterns to solve problems.

22. 4. Demonstrates understanding of place value to add with regrouping Trimester1234 1 st -3 rd Student is unable or rarely able to use mental math strategies to add 2 and 3-digit numbers. Student is unable or rarely able to add 2 or 3-digit numbers with regrouping. Student is sometimes able to use mental math strategies to add 2 and 3-digit numbers. Student is sometimes able to add 2 or 3-digit numbers with regrouping. Student is able to use mental math strategies to add 2 and 3-digit numbers. Student is able to add 2 or 3-digit numbers with regrouping. Student is consistently able to use mental math strategies to add 2 and 3-digit numbers. Student is consistently able to add 2 or 3-digit numbers with regrouping.

23. Trimester1234 1 st -3 rd Student is unable or rarely able to use mental math strategies to subtract 2 and 3- digit numbers. Student is unable or rarely able to subtract 2 or 3-digit numbers with regrouping. Student is unable or rarely able to check the subtraction work by writing the related addition problem. Student is sometimes able to use mental math strategies to subtract 2 and 3- digit numbers. Student is sometimes able to subtract 2 or 3- digit numbers with regrouping. Student is sometimes able to check the subtraction work by writing the related addition problem. Student is able to use mental math strategies to subtract 2 and 3-digit numbers. Student is able to subtract 2 or 3-digit numbers with regrouping. Student is able to check the subtraction work by writing the related addition problem. Student is consistently able to use mental math strategies to subtract 3-digit numbers. Student is consistently able to subtract 3-digit numbers with regrouping. Student is consistently able to check the subtraction work by writing the related addition problem. 5. Demonstrates understanding of place value to subtract with regrouping

24. 6. Applies strategies (models and drawings) to solve word problems Trimester1234 1 st Student is unable or rarely able to use a bar model (part- part-whole) to solve one step problems. Student is unable or rarely able to write number sentences. Student is unable or rarely able to use manipulatives, pictures, or number sentences to solve problems. Student is sometimes able to use a bar model (part-part-whole) to solve one step problems. Student is sometimes able to write number sentences. Student is sometimes able to use manipulatives, pictures, or number sentences to solve problems. Student is able to use a bar model (part-part-whole) to solve two-step problems. Student is able to write number sentences. Student is able to use manipulatives, pictures, or number sentences to solve problems. Student is consistently able to use a bar model (part-part-whole) to solve two-step problems. Student is consistently able to write number sentences. Student is consistently able to use manipulatives, pictures, or number sentences to solve problems. Student consistently writes simple and complex number sentences. Student consistently solves complex story problems independently through a variety of strategies.

25. 6. Applies strategies (models and drawings) to solve word problems Trimester1234 2 nd Student is unable or rarely able to use a bar model (part-part- whole) to solve one step problems. Student is unable or rarely able to write number sentences. Student is unable or rarely able to use manipulatives, pictures, or number sentences to solve problems. Student is unable or rarely able to solve word problems involving length in the same unit. Student is unable or rarely able to solve word problems involving money using the symbols appropriately. Student is sometimes able to use a bar model (part-part- whole) to solve one step problems. Student is sometimes able to write number sentences. Student is sometimes able to use manipulatives, pictures, or number sentences to solve problems. Student is sometimes able to solve word problems involving length in the same unit. Student is sometimes able to solve word problems involving money using the symbols appropriately. Student is able to use a bar model (part-part- whole) to solve two- step problems. Student is able to write number sentences. Student is able to use manipulatives, pictures, or number sentences to solve problems. Student is able to solve word problems involving length in the same unit. Student is able to solve word problems involving money using the symbols appropriately. Student is consistently able to use a bar model (part-part-whole) to solve two-step problems. Student is consistently able to write number sentences. Student is consistently able to use manipulatives, pictures, or number sentences to solve problems. Student consistently writes simple and complex number sentences. Student consistently solves complex story problems independently through a variety of strategies. Student is consistently able to solve word problems involving length in the same unit. Student is consistently able to solve word problems involving money using the symbols appropriately.

26. 6. Applies strategies (models and drawings) to solve word problems Trimester1234 3 rd Student is unable or rarely able to use a bar model (part-part- whole) to solve one step problems involving multiplication and division. Student is unable or rarely able to write number sentences involving multiplication and division. Student is unable or rarely able to use manipulatives, pictures, or number sentences to solve problems involving multiplication and division. Student is unable or rarely able to solve problems analyzing data from a picture graph. Student is sometimes able to use a bar model (part-part- whole) to solve one step problems involving multiplication and division. Student is sometimes able to write number sentences involving multiplication and division. Student is sometimes able to use manipulatives, pictures, or number sentences to solve problems involving multiplication and division. Student is sometimes able to solve problems analyzing data from a picture graph. Student is able to use a bar model (part-part- whole) to solve two- step problems involving multiplication and division. Student is able to write number sentences involving multiplication and division. Student is able to use manipulatives, pictures, or number sentences to solve problems involving multiplication and division. Student is able to solve problems analyzing data from a picture graph. Student is consistently able to use a bar model (part- part-whole) to solve two- step problems involving multiplication and division. Student is consistently able to write number sentences involving multiplication and division. Student is consistently able to use manipulatives, pictures, or number sentences to solve problems involving multiplication and division. Student consistently writes simple and complex number sentences involving multiplication and division. Student consistently solves complex multiplication and division story problems independently through a variety of strategies. Student is consistently able to solve problems analyzing data from a picture graph.

27. 7. Uses strategies (eg. Arrays, skip counting, addition) to multiply by 2, 5, and 10 Trimester1234 1 st -3 rd Student is unable or rarely able to use counters, picture drawing, or repeated addition to help write multiplication sentences. Student sometimes uses counters, picture drawing, and repeated addition to help write multiplication sentences. Student uses counters, picture drawing, and repeated addition to help write multiplication sentences. Student consistently uses counters, picture drawing, and repeated addition to help write multiplication sentences. Student uses strategies to solve problems with multiples of 3s and 4s.

28. Mathematics: Data and Measurement 1. Organizes, represents, and interprets data Trimester1234 3 rd Student is unable or rarely able to organize, represent, and interpret data from a picture graph. Student is sometimes able to organize, represent, and interpret data from a picture graph. Student is able to organize, represent, and interpret data from a picture graph. Student is consistently able to organize, represent, and interpret data from a picture graph Student is able to independently create a picture graph with given data.

29. 2. Identifies and counts coins and bills. Trimester1234 3 rd Student sometimes identifies the value of a group of dimes, nickels, and pennies. Student is unable or rarely able to count combinations of dollar bills and coins. Student is unable or rarely able to represent the same amount of money using different combinations of coins/bills. Student is unable or rarely able to understand the decimal equivalent of the coins. Student identifies the value of a group of dimes, nickels, and pennies. Student can sometimes count combinations of dollar bills and coins. Student can sometimes represent the same amount of money using different combinations of coins/bills. Student is sometimes able to understand the decimal equivalent of the coins. Student consistently identifies the value of a group of dimes, nickels, and pennies. Student can consistently count combinations of dollar bills and coins Student can consistently represent the same amount of money using different combinations of coins/bills. Student is consistently able to understand the decimal equivalent of the coins. Student consistently identifies the value of a group of dimes, nickels, and pennies. Student can consistently count combinations of dollar bills and coins. Student consistently understands the decimal equivalent of the coins. Student can solve complex problems involving money using a variety of strategies with enrichment material.

30. 3. Tells and writes time to the nearest 5 minutes using A.M. and P.M. Trimester1234 2 nd Student is unable or rarely able to accurately draw the hour and minute hand to show a given time. Student is unable or rarely able to tell time to the nearest 5 minutes. Student is unable or rarely able to distinguish between A.M. and P.M. Student is unable or rarely able to understand elapsed time using the terms “before” or “after”. Student is sometimes able to accurately draw the hour and minute hand to show a given time. Student is sometimes able to tell time to the nearest 5 minutes. Student is sometimes able to distinguish between A.M. and P.M. Student is sometimes able to understand elapsed time using the terms “before” or “after”. Student is able to accurately draw the hour and minute hand to show a given time. Student is able to tell time to the nearest 5 minutes. Student is able to distinguish between A.M. and P.M. Student is able to understand elapsed time using the terms “before” or “after”. Student is consistently able to accurately draw the hour and minute hand to show a given time. Student is consistently able to tell time to the nearest 5 minutes. Student is consistently able to distinguish between A.M. and P.M. Student is consistently able to understand elapsed time using the terms “before” or “after”. Student can solve complex problems involving time using a variety of strategies with enrichment material.

31. 4. Measures and estimates length using standard units of measure (eg. cm., in., ft., m.) Trimester1234 2 nd -3 rd Student is unable or rarely able to use standard and metric units to measure and estimate length in inches, feet, centimeters, and meters. Student is sometimes able to use standard and metric units to measure and estimate length in inches, feet, centimeters, and meters. Student is able to use standard and metric units to measure and estimate length in inches, feet, centimeters, and meters. Student is consistently able to use standard and metric units to measure and estimate length in inches, feet, centimeters, and meters.

32. Mathematics: Geometry 1. Recognizes and draws shapes having specified attributes. Trimester1234 3 rd Student is unable or rarely able to describe, classify, and analyze the attributes of 2- and 3-dimensional objects. Student is unable or rarely able to combine shapes to make new shapes. Student is unable or rarely able to decompose shapes into other shapes. Student can sometimes describe, classify, and analyze the attributes of 2- and 3-dimensional objects. Student can sometimes combine shapes to make new shapes. Student can sometimes decompose shapes into other shapes. Student sometimes demonstrates that shapes in the plane can be translated, rotated, or reflected across a line of symmetry. Student can consistently describe, classify, and analyze the attributes of 2- and 3-dimensional objects. Student can combine shapes to make new shapes. Student can decompose shapes into other shapes. Student demonstrates that shapes in the plane can be translated, rotated, or reflected across a line of symmetry. Student can consistently describe, classify, and analyze the attributes of 2- and 3-dimensional objects. Student can deconstruct a given shape to recreate a new shape.

33. 2. Divides shapes into two, three, or four equal shares (eg. ½, 1/3, ¼). Trimester1234 3 rd Student does not understand that a fraction describes a division of a whole into equal parts. Student is unable or rarely able to use objects to model and solve problems involving fractions of a group. Student sometimes understands that a fraction describes a division of a whole into equal parts. Student sometimes uses objects to model and solve problems involving fractions of a group. Student understands that a fraction describes a division of a whole into equal parts Student uses objects to model and solve problems involving fractions of a group. Student is able to consistently compare and order fractions. Student uses objects to model and solve problems involving fractions of a group. Student can consistently construct fractional parts of a whole.

34. 1. Demonstrates an understanding of vocabulary and concepts. Scien ce Trimester1234 1 st Exploring Matter Student rarely demonstrates understanding of key concepts of matter and energy, including: Identifying the states of matter: solid, liquid, gas Identifying changes in matter Exploring Matter Student is beginning to demonstrate understanding of key concepts of matter and energy, including: Identifying the states of matter: solid, liquid, gas Identifying changes in matter Exploring Matter Student demonstrates understanding of key concepts of matter and energy, including: Identifying the states of matter: solid, liquid, gas Identifying changes in matter Exploring Matter Student consistently and independently meets standards and extends understanding through applications to real-life situations. 2 nd Magnets/How Do Machines Work? Student rarely demonstrates understanding of key concepts of magnets and machines, including: Forces Friction Magnetism Identifying simple machines The Moon in Motion Student rarely demonstrates understanding of key concepts of the moon, including: Phases Characteristics Magnets/How Do Machines Work? Student is beginning to demonstrate understanding of key concepts of magnets and machines, including: Forces Friction Magnetism Identifying simple machines The Moon in Motion Student is beginning to demonstrate understanding of key concepts of the moon, including: Phases Characteristics Magnets/How Do Machines Work? Student demonstrates understanding of key concepts of magnets and machines, including: Forces Friction Magnetism Identifying simple machines The Moon in Motion Student demonstrates understanding of key concepts of the moon, including: Phases Characteristics Magnets/How Do Machines Work? Student consistently and independently meets standards and extends understanding through applications to real-life situations. The Moon in Motion Student consistently and independently meets standards and extends understanding through applications to real-life situations.

35. 3 rd Energy and The Sun Student rarely demonstrates understanding of key concepts of matter and energy, including: Characteristics Types of Energy Sun’s impact on Earth Energy and The Sun Student is beginning to demonstrate understanding of key concepts of key concepts of matter and energy, including: Characteristics Types of Energy Sun’s impact on Earth Energy and The Sun Student demonstrates understanding of key concepts of key concepts of matter and energy, including: Characteristics Types of Energy Sun’s impact on Earth Energy and The Sun Student consistently and independently meets standards and extends understanding through applications to real-life situations. 2. Applies knowledge to classroom discussion and activities. Trimester 1234 1 st – 3 rd Student rarely applies scientific practices. Student is beginning to apply scientific practices. Student applies scientific practices. Student consistently and independently applies scientific practices.

36. 1. Demonstrates an understanding of vocabulary and concepts. Social Studies Trimester1234 1 st Stories from Our Past Student rarely demonstrates understanding of key concepts of personal family and community history, including: Values and traditions Cultural and individual perspectives My Family Student rarely demonstrates understanding of key concepts of family characteristics, including: Roles and traditions Cultures within classroom community Diversity in Families Stories from Our Past Student is beginning to demonstrate understanding of key concepts of personal family and community history, including: Values and traditions Cultural and individual perspectives My Family Student is beginning to demonstrate understanding of key concepts of family characteristics, including: Roles and traditions Cultures within classroom community Diversity in Families Stories from Our Past Student demonstrates understanding of key concepts of personal family and community history, including: Values and traditions Cultural and individual perspectives My Family Student demonstrates understanding of key concepts of family characteristics, including: Roles and traditions Cultures within classroom community Diversity in Families Stories from Our Past Student meets standards and is able to extend key concepts to real-life experiences. My Family Student meets standards and is able to extend key concepts to real-life experiences. 2 nd Where do People Live? Student rarely demonstrates understanding of key concepts about worldwide communities, including: Geography’s impact on humans Human’s impact on the Earth Differences and similarities between cultures across regions Where do People Live? Student is beginning to understanding of key concepts about worldwide communities, including: Geography’s impact on humans Human’s impact on the Earth Differences and similarities between cultures across regions Where do People Live? Student demonstrates understanding of key concepts about worldwide communities, including: Geography’s impact on humans Human’s impact on the Earth Differences and similarities between cultures across regions Where do People Live? Student meets standards and is able to extend key concepts to real-life experiences.

37. 3 rd How Many States? Student rarely demonstrates understanding of key concepts about American communities, including: Geography’s impact on humans Human’s impact on the Earth Differences and similarities between cultures across regions Map Skills How Many States? Student is beginning to understanding of key concepts about American communities, including: Geography’s impact on humans Human’s impact on the Earth Differences and similarities between cultures across regions Map Skills How Many States? Student demonstrates understanding of key concepts about American communities, including: Geography’s impact on humans Human’s impact on the Earth Differences and similarities between cultures across regions Map Skills How Many States? Student meets standards and is able to extend key concepts to real-life experiences. 2. Applies knowledge to classroom discussion and activities. Trimester 1234 1 st – 3 rd Student rarely applies knowledge to classroom discussion and activities. Student is beginning to apply knowledge to classroom discussion and activities. Student applies knowledge to classroom discussion and activities.. Student consistently and independently applies knowledge to classroom discussion and activities.