schoolwires.henry.k12.ga.usschoolwires.henry.k12.ga.us/cms/lib08/GA01000549/Centricity/Domain... · Web viewStudents also need to create numbers that meet specific criteria. Example:

Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksLanguage Arts

The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through Reading, Writing, Language, and Speaking and Listening.

Standards

Emerging (1)The student

demonstrates limited or minimum progress or is

unable to:

Progressing (2)The student is

progressing toward achievement but inconsistently:

Meets (3)The student

consistently and independently:

Exceeds (4)The student, with

evidence of exceeding, consistently and independently:

Evidence/Notes

Understands & explains text, drawing inferences where possible

Read attentively for understanding on reading level P/Q

Refer to details

Identify Author’s Purpose

Reads attentively for understanding on reading level P/Q

Refers to details and examples in a text

Identifies Author’s Purpose

Reads attentively for understanding on reading level P/Q

Refers to details and examples in a text when explaining what the text says explicitly and when drawing inferences

Identifies Author’s Purpose

Reads, comprehends and infers on above grade level Reading level T or above

Fountas and Pinnell Benchmarks or other instructional text leveling methods

Text assessments

Teacher observations

Group discussions


Compare and contrast the point of view including first & third person narrations

Read attentively for understanding

Identify the elements such as plot structure, vocabulary, and characters

Identify the voice of the author

Reads attentively for understanding

Identifies and explains elements such as plot structure, vocabulary, and characters

Identifies the voice of the author used to tell a story


Identifies and explains elements such as plot structure, vocabulary, and characters

Identifies the voice of the author used to tell a story and explain how that voice impacts the experience


Comprehends and clearly infers on reading level T or above

Reads a wide variety of books above grade level from all genres

Teacher observation

Performance tasks

Text assessments

As of October 8, 2012 Page 1 of 29



Standards



unable to:







Evidence/Notes

Compare and contrast similar themes & patterns of events in multiple stories

Read attentively for understanding

Identify themes and lessons in folktales, tall tales, and fables


Identifies themes and lessons in folktales, tall tales, and fables

Compares and contrasts traditional literature


Identifies themes and lessons in folktales, tall tales, and fables

Compares and contrasts traditional literature with multiple stories, cultures, such as mythology

Identify and analyze similarities and differences of multiple stories


Comprehends and clearly infers on reading level T or above

Compares and contrasts stories, cultures, society impact from text above grade level

Reads a wide variety of books above grade level from all genres

Teacher observation

Performance tasks

Text assessments




Standards



unable to:







Evidence/Notes

Determines main idea, key details & concepts; summarizes or explains the text

Make predictions from text feature and during reading

Identify main idea and/or theme along with key supporting details

Understand the difference between what is explicit and what is inferred

Makes and supports predictions using prior knowledge and from text features during reading

Identifies main idea and/or theme along with key supporting detailsUnderstands the difference between what is explicit and what is inferred

Makes and supports predictions using prior knowledge and from text features during reading

Identifies main idea and/or theme along with key supporting detailsUnderstands the difference between what is explicit and what is inferred

Understands and explains the difference between theme and main idea


Comprehends on reading level T or above

Reads a wide variety of books above grade level from each genre

Fountas and Pinnell Benchmarks

Teacher observation

Performance tasks

Text assessments




Standards



unable to:







Evidence/Notes

Integrates & uses information from two or more texts on same topic

Draw from more than one source of information and explain texts

Make connections about a topic from two texts

Draws from more than one source of information and explain texts

Makes connections about a topic from multiple texts

Respond to texts in multiple modes of communication

Draws from more than one source of information and explain texts using examples to support

Makes connections about a topic from multiple texts

Respond to texts in multiple modes of communication

Uses three or more texts on reading level T or above on the same topic in order to write or speak knowledgeably about a subject reflecting on what is in the text

Teacher observation

Performance tasks

Text assessments

Reads with sufficient accuracy and fluency

Continued on next page

Read on level text with purpose and understanding

Read familiar text with expression

Reads on level text with purpose and understanding

Reads familiar text with expression

Uses self-monitoring and self-correcting strategies

Reads on level text with purpose and understanding

Reads familiar text with expression

Uses self-monitoring and self-correcting strategies

Reads with rhythm,

Reads and comprehends a variety of texts within the Fountas and Pinnell Instructional Level of T or above

F&P Running records




Standards



unable to:







Evidence/Notes

flow, and meter to sound like everyday speech (prosody)

Reads and comprehends a variety of texts within the Fountas and Pinnell Instructional Level P/Q

Know and apply grade-level phonics and word skills

Apply knowledge of letter-sound correspondences, syllabication patterns, and morphology

Use phonics and context clues to determine pronunciation and meaning

Applies knowledge of letter-sound correspondences, syllabication patterns, and morphology

Uses phonics and context clues to determine pronunciation and meaning

Recognizes roots and affixes

Applies knowledge of letter-sound correspondences, syllabication patterns, and morphology

Uses phonics and context clues to determine pronunciation and meaning

Recognizes roots and affixes

Identifies the meaning of common root words to determine the meaning of unfamiliar words

Reads and comprehends a variety of texts within the Fountas and Pinnell Instructional Level of T or above

Word study

Teacher observation




Standards



unable to:







Evidence/Notes

Demonstrate command of grammar and usage

Show command of the English language in speaking and writing

Shows command of the English language in speaking and writing

Edits writing to improve word choice

Shows command of the English language in speaking and writing

Edits writing to improve word choice

Due to the nature ofthis standard, students cannot attain a ratingof 4

Teacher observation

Standard assessments

Demonstrate command of conventions of punctuation, capitalization, spelling

Use correct capitalization and punctuation

Use commas and quotation marks to mark direct speech and quotations from a text

Uses correct capitalization and punctuation

Uses commas and quotation marks to mark direct speech and quotations from a text

Uses correct capitalization and punctuation

Uses commas and quotation marks to mark direct speech and quotations from a textCorrectly use frequently confusing words (e.g. to, too, two; there, their

Uses above grade level Tier words in above grade level reading as well as comprehension and inference in reading and writing

Writing

Research

Performance tasks

Understands grade level vocabulary; multiple meaning words & figurative language


Use context clues to determine meaning of words or phrases

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word

Uses context clues to determine meaning of words or phrases

Uses common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word

Uses context clues to determine meaning of words or phrases

Uses common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word


Word study

Writing

Research

Performance tasks




Standards



unable to:







Evidence/Notes

Explains the meaning of simple similes and metaphors

Explains the meaning of simple similes and metaphorsRecognizes and explains the meaning of common idioms, adages, and proverbs

Acquires and uses grade-level words and phrases

Show command of academic and domain-specific words

Shows command of academic and domain-specific words and phrases

Shows command of academic and domain-specific words and phrases, including those that signal precise action and emotions


Writing samples

Performance task

Research project presentations

Oral presentationsExpresses ideas clearly in conversation, sharing a report, or story


Understand the difference between summary and paraphrase

Understands and explains the difference between summary and paraphrase

Engages the audience with appropriate verbal cues and eye contact

Understands, explains, and exhibits the difference between summary and paraphrase


Uses above grade level Tier words and in above grade level reading as well as comprehension and inference in reading writing, and speaking


Performance task


Oral presentations

One on one and group discussions




Standards



unable to:







Evidence/Notes

Differentiate between contexts that call for formal & informal English

Project a sense of individuality and personality in selecting and organizing content and in delivery

Adapt speech to context and task

Projects a sense of individuality and personality in selecting and organizing content and in delivery

Adapts speech to context and task

Uses formal English when appropriate to task and situation

Projects a sense of individuality and personality in selecting and organizing content and in delivery

Adapts speech to context and task

Uses formal and informal English when appropriate to task and situation

Due to the nature ofthis standard, students cannot attain a ratingof 4

Performance task


Oral presentations

One on one and group discussions

Conveys ideas and information clearly


Introduce a topic clearly and group related information in paragraphs and sections

Develop the topic with facts, definitions, and concrete details from text

Introduces a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia

Develops the topic with facts, definitions,

Introduces a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension

Conveys topics, ideas and information that are above grade level expectations clearly and precisely

Writing samples


Oral presentations

Performance task




Standards



unable to:







Evidence/Notes

concrete details from text

Links ideas within categories of information using words and phrases (e.g., another, for example, also, because)

Develops the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic

Links ideas within categories of information using words and phrases (e.g., another, for example, also, because)

Develops topic with supporting details or points of view


Introduce a topic or text clearly, state an opinion, and support that opinion with examples from text

Distinguish fact from opinion

Introduces a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose

Distinguishes fact from opinionProvides reasons that are supported by facts

Introduces a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose

Distinguishes fact from opinion with concrete supporting details from text

Expresses comprehension and inference in reading writing, and speaking through concrete examples of prior knowledge and citations from above grade level text

Writing samples


Oral presentations

Performance task




Standards



unable to:







Evidence/Notes

and detailsProvides reasons that are supported by facts and details

Develops real or imagined events using effective techniques

Use dialogue and description to develop experiences and events

Uses dialogue and description to develop experiences and events or show the responses of characters to situations

Uses a variety of transitional words and phrases to manage the sequence of events

Uses dialogue and description to develop experiences and events or show the responses of characters to situations

Uses a variety of transitional words and phrases to manage the sequence of eventUses concrete words and phrases and sensory details to convey experiences and events precisely

Develops real or imagined events using effective techniques using vocabulary and topics from above grade text

Writing samples


Oral presentations

Performance task

Uses the writing process

Plan and drafts writing Plans and drafts writing Plans and drafts writing Demonstrates self-initiative to use the

Writing samples




Standards



unable to:







Evidence/Notes

Apply little revision to improve coherence and development of topic

Applies some revision to improve coherence and development of topic

Edits to correct errors

Applies some revision to improve coherence and development of topic

Edits to correct errors

Publishes by presenting

entire writing process to improve development of essay through use of above grade vocabulary and text

Research projects

Writes legibly in cursive

Write legibly in cursive, leaving spaces between letters in a word and between words in a sentence

Writes legibly in cursive, leaving spaces between letters in a word and between words in a sentence

Writes legibly in cursive, leaving spaces between letters in a word and between words in a sentence

Due to the nature of this standard, students cannot attain a ratingof 4

Writing

Conducts research & produces work that

Use various reference materials (i.e.,

Uses various reference materials (i.e.,

Uses various reference materials (i.e.,

Conducts research & produces work through

Steps used effectively to conduct research




Standards



unable to:







Evidence/Notes

builds knowledge dictionary, thesaurus, encyclopedia, electronic information

Acknowledge information from sources

dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers, and key words)

Acknowledges information from sources

Cites references

dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers, and key words)

Acknowledges information from sources

Cites references

Uses organizational features of printed and electronic text (e.g., citations, end notes, bibliographic references) to locate relevant information

above grade level text and expectations Research projects

Writes for a range of Produce writing that Produces writing that Produces writing that Produces writing that Writing samples




Standards



unable to:







Evidence/Notes

discipline-specific tasks, purposes & audiences

establishes an appropriate organizational structure, and a point of view based on purpose and genre

Maintain a focus on audience and purpose throughout

Avoid plagiarism

establishes an appropriate organizational structure, and a point of view based on purpose, genre expectations, audience, and length

Maintains a focus on audience and purpose throughout

Avoids plagiarism

establishes an appropriate organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements,

Effectively engages the reader

Maintains a focus on audience and purpose throughout

Avoids plagiarism

establishes an appropriate organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements through above grade level topics, and text


Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksMathematics

Standards


demonstrates limited or minimum progress

or is unable to:







Evidence/Notes

Uses strategies involving the four operations with whole numbers to solve problems

MCC4.OA.1MCC4.OA.2MCC4.OA.3

Demonstrate fluency and the ability to solve problems involving the operations of whole numbers

Demonstrates fluency and the ability to solve problems involving the operations of whole numbers

Applies and reasons through multiple strategies, which demonstrates fluency and flexibility, and the ability to solve multi-step problems involving the operations of whole numbers

Represents verbal statements of multiplicative comparisons as multiplication equations

Demonstrates understanding of the relationship between dividend, divisor, and quotient and understands and interprets any remainder in context

Satisfies all requirements of “meeting the standard” for a score of 3 AND Consistently applies and reasons through multiple strategies which demonstrates fluency and flexibility with whole numbers AND decimals numbers

Students should know which operations are needed to solve the problem. Drawing pictures or using models will help students understand what the problem is asking. They should check the reasonableness of their answer using mental computation and estimation strategies.



Standards



or is unable to:







Evidence/Notes

Recognizes, understands and uses factors and multiples

MCC4.OA.4

Recognize, understand and use factors and multiples

Understand and recognize prime and composite numbers

Recognizes, understands and uses factors and multiples in the range 1 to 100

Understands and recognize prime and composite numbers

Recognizes, understands, and uses factors and multiples within 1 to 100, appropriately

Demonstrates an understanding of prime and composite numbers and is able to fluently recall them and use them in appropriate mathematical situations

Understands and uses divisibility for common factors

Uses knowledge of factors, multiples, and divisibility beyond 100 and sees the patterns in numbers to make generalizations about given numbers that extend beyond the context of the problem

This standard requires students to demonstrate understanding of factors and multiples, divisibility, and characteristics (including odd/even and prime/composite) of whole numbers. Important Fact: Prime numbers have exactly two factors, the number one and their own number.

Generates and analyzes patterns

MCC4.OA.5

Generate numerical or geometric patterns that follow a given rule

Identify relationships in the patterns

Describe and make

Generates numerical or geometric patterns that follow a given rule

Identifies relationships in the patterns

Describes or makes

Generates numerical and/or geometric patterns that follow a given rule

Identifies relationships in the patterns and/or describe and make generalizations based

Analyzes and compares the relationships between two numerical patterns using 2 given rules with more complex numbers and describe generalizations using more complex

As students generate numeric patterns for rules, they should be able to “undo” the pattern to determine if the rule works with all of the numbers generated. In analyzing the pattern,



Standards



or is unable to:







Evidence/Notes

Continued on next page generalizations from those patterns

generalizations from patterns

on apparent features of the pattern that were not explicit in the rule itself

Justifies reasoning for why the rule works for all numbers in the pattern

numerical patterns students need to determine how to get from one term to the next term

Identifies and applies understanding of place value for multi-digit whole numbers

MCC4.NBT.1MCC4.NBT.2 MCC4.NBT.3

Demonstrate an understanding of place value through number recognition, comparison, or rounding

Demonstrates an understanding of place value through number recognition, comparison, and rounding

Demonstrates an understanding of place value through number recognition, comparison, and rounding.The student is also able to create numbers that meet specific criteria.The student appropriate uses >,=, and < symbols to record results of comparisons.The student is able to round multi-digit whole numbers to any place up to 1,000,000.

Is able to extend understanding of place value for multi-digit whole numbers to decimals and apply reasoning with multi-digit whole numbers to decimals to the hundredths

Students also need to create numbers that meet specific criteria.Example: rounding to digits other than the leading digit (round 23,960 to the nearest hundred).Students should also begin to develop some rules for rounding, building off the basic strategy of; “Is 48 closer to 40 or 50?” Students need to generalize the rule for much larger numbers and rounding to values that are not the leading digit



Standards



or is unable to:







Evidence/Notes

Uses place value understanding and properties of operations to perform multi-digit arithmetic

MCC4.NBT.4MCC4.NBT.5MCC4.NBT.6

Generalize an understanding of place value to 1,000,000.

Apply an understanding of models to develop, discuss, and use efficient, accurate, and generalizable methods of multi-digit arithmetic

Generalizes an understanding of place value to 1,000,000

Applies an understanding of models to develop, discuss, or use efficient, accurate, or generalizable methods of multi-digit arithmetic

Generalizes an understanding of place value to 1,000,000

Demonstrates and applies an understanding of models to develop, discuss, and use efficient, accurate, and generalizable methods of multi-digit arithmetic. The student is able to consistently illustrate and explain calculations using a variety of models and representations

Extends understanding of properties to perform multi-digit arithmetic and applies the same understanding and reasoning for decimal numbers to the hundredths

Students develop strategies that they understand, can explain, and can think about, rather than merely follow a sequence of directions that they don't understand.Number Talks help students learn from each other and acquire efficient strategies for number computation.Each teacher is encouraged to include a scheduled Number Talk in the schedule for each day (10 – 15 minutes of the day).


Standards for Mathematical Practice**These should be scored using the Academic Performance Level for Learner Behaviors scores.**

Rarely (1)The student…

Sometimes (2)The student…

Usually (3)The student…

Consistently (4)The student…

Evidence/Notes

The SMPs are addressed on an ongoing basis through grading periods 1 – 4.Makes sense of problems and perseveres in solving them

MCC4.SMP.1

Rarely explains to himself/herself the meaning of a problem and is unable to independently determine an appropriate strategy to use to solve the problem

Teacher prompting is usually required

Inconsistently explains to himself/herself the meaning of a problem and/or is inconsistently able to independently determine an appropriate strategy to use to solve problems. Student needs prompting by the teacher on a regular basis.

Teacher prompting is sometimes required.

Usually explains to himself/herself the meaning of a problem and usually determines an appropriate strategy to use to solve any given problem

Teacher prompting is rarely required

Independently and consistently explains to himself/herself the meaning of a problem and determines an appropriate strategy to use to solve the problem

Teacher prompting is never required

This is assessed on an ongoing basis throughout the school year (on each assignment and assessment)

Students should consistently explain to themselves the meaning of a problem and look for ways to solve it. Fourth graders may use concrete objects or pictures to help them conceptualize and solve problems. They may check their thinking by asking themselves, “Does this make sense?” They listen to the strategies of others and will try different approaches. It is expected that they use another method/ strategy to check their answers.







Evidence/Notes

The SMPs are addressed on an ongoing basis through grading periods 1 – 4.

Reasons abstractly and quantitatively

MCC4.SMP.2

Is rarely able to reason through

problems to understand the mathematics presented

make sense of quantities and their relationships in problem situations.

decontextualize contextualize create a coherent

representation of the problem

consider the units involved in the problem

attend to the meaning of quantities

Inconsistently reasons through


makes sense of quantities and their relationships in problem situations

decontextualizes contextualizes creates a coherent


considers the units involved in the problem

attends to the meaning of quantities

Usually reasons through







The student usually can connect the quantity to written symbols and/or create a logical representation of the problem at hand, considering both the appropriate units involved and the meaning of quantities

Independently and consistently reasons through







The student can consistently connect the quantity to written symbols and create a logical representation of the problem at hand, considering both the appropriate units involved and the meaning of quantities

This is assessed continuously throughout the school year (on several assessments).Important definitionsdecontextualize—to abstract a given situation, represent it symbolically and manipulate the representing symbols as if they have a life of their own contextualize - to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just







Evidence/Notes

The SMPs are addressed on an ongoing basis through grading periods 1 – 4.Continued on next page how to compute

them; and knowing and flexibly using different properties of operations and objects

Constructs viable arguments and critiques the reasoning of others

MCC4SMP.3

Rarely constructs arguments independently using concrete referents, such as objects, pictures, or drawings

Cannot explain his/her thinking or make connections between models and equations

Can sometimes construct arguments independently using concrete referents, such as objects, pictures, and/or drawings

Sometimes explains his/her thinking and makes connections between models and equations

Can usually construct arguments independently using concrete referents, such as objects, pictures, and drawings; however, teacher prompting is still necessary

Can usually explain his/her thinking and make connections between models and equations

Can consistently and independently construct arguments using concrete referents, such as objects, pictures, and drawings. Teacher prompting is not necessary.

Can consistently explain his/her thinking and make connections between models and equations

Overall, students should continue to refine their communication skills as they participate in mathematical discussions involving questions like “How did you get that?” and “Why is that true?” They should explain their thinking to others and respond to others’ thinking.

Models with mathematics

MCC4.SMP.4

Rarely represents contextual, problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, making a chart, list, or graph, creating equations, etc.

Sometimes represents contextual, problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, making a chart, list, or graph,

Usually represents contextual, problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, making a chart, list, or graph, creating equations, etc.

Consistently represents contextual, problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, making a chart, list, or graph, creating equations, etc.

Fourth graders should evaluate their results in the context of the situation and reflect on whether the results make sense

Students need opportunities to connect the







Evidence/Notes


Continued on next pagecreating equations, etc.

different representations and explain the connections

They should be able to use a variety of representations as needed

Uses appropriate tools strategically

MCC4.SMP.5

Rarely considers the available tools and/or strategies (including estimation) when solving a mathematical problem and consistently decides when certain tools/strategies might be helpful.

Sometimes considers the available tools and/or strategies (including estimation) when solving a mathematical problem and consistently decides when certain tools/strategies might be helpful

Usually considers the available tools and/or (including estimation) when solving a mathematical problem and consistently decides when certain tools/strategies might be helpful

Consistently considers the available physical tools and mathematical strategies (including estimation) when solving a mathematical problem and consistently decides when certain tools/strategies might be helpful

ExampleA student may use graph paper or a number line to represent and compare decimals and protractors to measure angles. They may use other measurement tools to understand the relative size of units within a system and express measurements given in larger units in terms of smaller units.







Evidence/Notes


Attends to precision

MCC4.SMP.6

Rarely uses clear or precise mathematical language in discussions with others and in his/her own reasoning

Sometimes uses clear and precise mathematical language in discussions with others and in his/her own reasoning

Usually uses clear and precise mathematical language (oral, verbal, written, or symbolic) in discussions with others and in his/her own reasoning

Consistently uses clear and precise mathematical language (oral, verbal, written, or symbolic) in discussions with others and in his/her own reasoning

Examples

(1) The student will use appropriate labels when creating a line plot(2)The student is careful about specifying units of measure(3)The student states the meaning of the symbols they choose

Looks for and makes use of structure

MCC4.SMP.7

Rarely looks closely to discover a pattern or structure in any given problem. The student can rarely generate number or shape patterns that follow a given rule.

Sometimes looks closely to discover a pattern or structure in any given problem. The student can sometimes generate number or shape patterns that follow a given rule.

Usually looks closely to discover a pattern or structure in any given problem. The student usually can generate number or shape patterns that follow a given rule.

Consistently looks closely to discover a pattern or structure in any given problem. The student can generate number or shape patterns that follow a given rule.

Example A student uses

properties of operations to explain calculations (partial products model)

A student relates representations of counting problems such as tree diagrams and arrays to the multiplication principal of counting







Evidence/Notes


Looks for and expresses regularity in repeated reasoning

MCC4.SMP.8

Rarely notices repetitive actions in computation to make generalizations in multiple related and unrelated problems

Rarely uses models to explain calculations or lacks understanding of how algorithms work

Rarely uses models to examine patterns and is unable to generate his/her own algorithms

Sometimes notices repetitive actions in computation to make generalizations in multiple related and unrelated problems

Uses models sometimes to explain calculations, to show understanding of how algorithms work and to examine patterns

Inconsistently or is unable to generate his/her own algorithms

Usually Notices repetitive

actions in computation to make generalizations in multiple related and unrelated problems

Uses models to explain calculations and to show understanding of how algorithms work

Uses models to examine patterns and can sometimes generate his/her own algorithms

Consistently Notices repetitive

actions in computation to make generalizations in multiple related and unrelated problems

Uses models to explain calculations and to show understanding of how algorithms work

Uses models to examine patterns and generate his/her own algorithms (student generated- can be standard or non-standard)

For example, students use visual fraction models to write equivalent fractions (student generated- can be standard or non-standard)


Fourth Grade Standards-Based Report Card Rubric1st Nine Weeks

Science

Standards



unable to:







Evidence/Notes

S4P1. Students will investigate the nature of light using tools such as mirrors, lenses, and prisms

Identify materials that are transparent, opaque, and translucent

Identifies materials that are transparent, opaque, and translucent

Investigates the reflection of light using a mirror and a light source

Identifies the physical attributes of a convex lens, a concave lens, and a prism and where each is used

Identifies materials that are transparent, opaque, and translucent

Investigates the reflection of light using a mirror and a light source

Identifies the physical attributes of a convex lens, a concave lens, and a prism and where each is used

Explains how prisms break up white light into colors due to the separate wavelengths of energy

In addition to meeting the standard one or more of these may be exhibited by the student:

Explains that light is one type of energy and describe its uses in your home or classroom

Explains how prisms break up white light into colors due to the separate wavelengths of energy

Researches how mirrors and lenses are used in objects like periscopes, cameras, and the Space Shuttle Write a report documenting their uses

Uses a Venn diagram to compare and contrast sound waves and light waves


Fourth Grade Standards-Based Report Card Rubric1st Nine Weeks

Science

Standards



unable to:







Evidence/Notes

S4P2. Students will demonstrate how sound is produced by can be varied by changing the rate of vibration

Investigate how sound is produced

Recognize the conditions that cause pitch to vary

Investigates how sound is produced

Recognizes the conditions that cause pitch to vary

Investigates how sound is produced

Recognizes the conditions that cause pitch to vary

In addition to meeting the standard one or more of these may be exhibited by the student:

Explains how different musical instruments produce a range of pitches

Researches and describes ways that animals produce sound E.g.: crickets, cicadas, frogs, rattle snakes


Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksSocial Studies

Standards



unable to:







Evidence/Notes

Describe how early Native Americancultures developed in North America(SS4H1)

Locate where Native Americanssettled with emphasis on Arctic (Inuit), Northwest (Kwakutil), Plateau (Nez Perce), Southwest (Hopi),Plains (Pawnee), andSoutheast (Seminole)

Describe how Native Americans used theirenvironment to obtainfood, clothing, andshelter

Locates whereNative Americans settled with emphasis on Arctic (Inuit),Northwest (Kwakutil), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeast (Seminole)

Describes how Native Americans used their environment to obtain food, clothing, andshelter

Locates whereNative Americans settled with emphasis on Arctic (Inuit),Northwest (Kwakutil), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeast (Seminole)

Describes how Native Americans used theirenvironment to obtainfood, clothing, andshelter

Demonstrates or selfinitiates further learning in concept

Dialog, discussion, teacher observation, structured response,constructed response, self-assessment, performance tasks

Describe European exploration in NorthAmerica (SS4H2)


Describe the reasons for, obstacles to, andaccomplishments of the Spanish, French, and English explorations ofJohn Cabot, Vasco Nuħez de Balboa, Juan Ponce deLeon, ChristopherColumbus, Henry Hudson, and Jacques Cartier and

Describes the reasons for, obstacles to, and accomplishments of the Spanish, French, and English explorations ofJohn Cabot, Vasco Nuħez de Balboa, Juan Ponce de Leon,Christopher Columbus, HenryHudson, and Jacques Cartier and

Describes the reasons for, obstacles to, and accomplishments of the Spanish, French, and English explorations ofJohn Cabot, Vasco Nuħez de Balboa, Juan Ponce deLeon, ChristopherColumbus, Henry Hudson, and Jacques Cartier and





Standards



unable to:







Evidence/Notes

Describe examples of cooperation and conflict between Europeans andNative Americans

Describes examples of cooperation and conflict between Europeans and Native Americans

Describes examples of cooperation and conflict between Europeans andNative Americans

Locate important physical and man-made features in the United States (SS4G1)

Locate major physical features of the US: Atlantic Coastal Plain, the Great Plains, theContinental Divide, the Great Basin, Death Valley, the Gulf of Mexico, the St Lawrence River, and the Great Lakes

Locate major man-made features: New York City, Boston,Philadelphia, and the Erie Canal

Locates major physical features of the US: Atlantic Coastal Plain, the Great Plains, the Continental Divide, the Great Basin, Death Valley, the Gulf of Mexico, the St. Lawrence River,and the Great Lakes

Locates major man-made features: New York City, Boston, Philadelphia, and the Erie Canal

Locates major physical features of the US: Atlantic Coastal Plain, the Great Plains, the Continental Divide, the Great Basin, Death Valley, the Gulf of Mexico, the St. Lawrence River, and the Great Lakes

Locates majorman-made features: New York City, Boston, Philadelphia, and the Erie Canal





Standards



unable to:







Evidence/Notes

Describe how physical systems affecthuman systems (SS4G2)

Explain why Native American groups occupied the areasthey did

Describe how the early explorers adapted to the physical environments

Explain how physical geography of the colonies helped determine economic activities

Explain how each force attempted to use the physical geography to its benefit in the American Revolution,

Describe the physical barriers that hindered and gateways that benefited territorialExpansion

Explains why Native American groups occupied the areas they did

Describes how the early explorers adapted to the physical environments

Explains how physical geography of the colonies helped determine economic activities

Explains how each force attempted to use the physical geography to its benefit in the American Revolution

Describes the physical barriers that hindered and gateways thatbenefited territorial expansion

Explains why Native American groups occupied the areasthey did

Describes how the early explorers adapted to the physical environments

Explains how physical geography of the colonies helpeddetermine economicactivities

Explains how each force attempted to use the physical geography to its benefit in the American Revolution,

Describes the physical barriers that hindered and gateways that benefited territorial expansion

Demonstrates or selfinitiates further learningin concept




Standards



unable to:







Evidence/Notes

Use basic economic concepts of trade,opportunity cost, specialization, voluntary exchange, productivity, and priceincentives to illustrate historical events(SS4E1)

Describe opportunity costs and their relationship to decision-making across time

Explain how priceincentives affect people's behaviors and choices

Describe howspecialization improves standard of living

Explain how voluntary exchange helps buyers and sellers

Describe how trade promotes economicactivity

Give examplesof technologicaladvancements and their impact on business productivity

Describes opportunity costs and their relationship to decision-making across time

Explains how priceincentives affect people's behaviors and choices

Describes how specialization improves standard of living

Explains how voluntary exchange helps buyersand sellers

Describes how trade promotes economic activity

Gives examples of technologicaladvancements and their impact onbusiness productivity

Describes opportunitycosts and theirrelationship to decision making across time

Explains how priceincentives affectpeople's behaviors and choices

Describes howspecialization improves standard of living

Explains how voluntary exchange helps buyers and sellers

Describes how trade promoteseconomic activity

Gives examples oftechnologicaladvancements and their impact on business productivity




Documents

schoolwires.henry.k12.ga.usschoolwires.henry.k12.ga.us/cms/lib08/GA01000549/Centricity/Domain... · Web viewStudents also need to create numbers that meet specific criteria. Example: