Archdiocesan Standards-Based Report Card (SBRC)Academic Expectations

Grade 1(Version 2.04)

Date

Name of School

Address

School’s Mission and Philosophy StatementsName of School

Address

Grade Level ExpectationsOverview

The Archdiocesan Standards-Based Report Card (SBRC) is a record of what a student knows, is able to do, and needs to achieve. The SBRC is aligned with the Archdiocesan elementary school curricula which reflect state, national, and international learning standards. The SBRC is one source of important information. Instead of providing one overall letter grade for each academic area (e.g., reading, math, science), the SBRC reports on student achievement on particular grade-level learning standards. This document has been developed to help parents better understand their child’s report card and grade-level learning standards. Parents will have a good idea of the learning being assessed in each portion of the report card when reviewed along with instructional materials sent home. Every child is an individual who grows and develops at his/her own rate. Students in the same grade level may differ widely from others in the class. The learning expectations identified here apply to all students by the end of the year.You are encouraged to review your child’s report card along with other performance information, which may include: progress reports, standardized test results, quizzes/tests, projects, daily work, teacher notes, etc.

Performance level marks communicate a student’s achievement on a particular learning standard. Special performance criteria is used to evaluate student achievement on a variety of measures (e.g., tests, quizzes, projects, performance, etc.). Such criteria may be communicated via a “rubric” for different measures. Every learning standard indicator may not be assessed or evaluated for every report card period. In such cases, teachers may assign “>” to indicate that the learning expectation was not a focus of classroom instruction during a report card period.

There is an SBRC for each grade level. At first glance, it may appear that learning standards are the same for different grade levels in a particular report card form. The rigor and the evidence needed to meet academic expectations increase as students progress from grade to grade. This document has been developed for each grade level to further describe what students are expected to know, understand, and are able to do.

Academic expectations appearing in this document are by no means an exhaustive or exclusive listing. Teachers often supplement these topics with other activities throughout the year. The “pacing” of the class throughout these topics is also flexible. As teachers assess student performance on a given topic, they may find it necessary to spend more time to ensure solid understandings.

The SBRC and this Grade Level Academic Expectations document provide students and parents with feedback about what students are expected to know, understand, and are able to do. This feedback is important in establishing next steps and immediate learning goals. You are encouraged to speak with your child’s teacher if you have any questions about any code appearing on the report card.

General descriptions of the levels of achievement are provided below to help you better understand how your child is performing on specific standards.

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Standards-Based Performance Levels and DescriptionsPerformance

Level Descriptor Characteristics/Examples

4 Advanced

Student achievement reflects in-depth understanding and application that goes beyond the grade-level expectations Evaluates, analyzes, and interprets concepts to develop new understanding Uses concepts and critical-thinking skills to extend learning and understanding Identifies and uses understanding of key concepts and skills in decision-making and problem-solving, consistently and

independently

3 Proficient

Student achievement reflects understanding and application of the grade-level expectations Uses understanding of concepts to produce work or solve problems Asks and answers a variety of complex questions that reflect understanding of key concepts Identifies and uses understanding of key concepts and skills in decision-making and problem-solving consistently

2 Progressing

Student achievement reflects emerging understanding of grade-level expectations Uses understanding of concepts to produce work or solve problems with support and guidance Asks and answers a variety of questions that reflect emerging understanding of key concepts with support and guidance Communicates understanding of key concepts, skills, and content knowledge in decision-making and problem-solving

inconsistently

1 Beginning

Student needs development of foundational skills to achieve grade-level expectations Applies concepts to produce work or solve problems with significant intervention Asks and answers questions that demonstrate partial understanding with significant intervention Communicates key concepts, skills, and content knowledge with significant intervention

>Evaluated in a

different trimester

Student is not assessed on the report card at this time Learning goal was not a focus during this trimester

Successful Learner Traits

Many attitudes and behaviors mark the progress of successful learners. Successful Learner Traits are based on the Illinois State Board of Education (ISBE) social-emotional standards.

Successful Learner Traits

Develops self-awareness and self-management skills to achieve school and life successManages emotions and behaviorRecognizes personal strengthsSeeks assistance when neededStrives for personal bestProduces legible workDemonstrates organizational skills

Uses social awareness and interpersonal skills to establish and maintain positive relationshipsRespects the feelings and perspectives of others based on Gospel valuesUses communication and social skills to interact effectively with othersDemonstrates an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.Makes relevant contributions to class discussion

Demonstrates decision-making skills and responsible behaviors.Accepts directions and follows rulesApplies decision-making skills responsibly with daily academic and social situations.Contributes to the well-being of one’s school and community.

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Successful Learner Traits ScaleLevel Descriptor Description

4 Advanced Student is able to consistently and independently manage his/her behavior to comply with grade-level expectations.

3 Proficient Student is able to manage his/her behavior with minimal guidance to comply with grade-level expectations.

2 Progressing Student manages his/her behavior through frequent guidance to comply with grade-level expectations

1 Beginning Student is not able to manage his/her behavior independently and requires frequent guidance. This behavior hinders student progress.

Grading

The 2012-2013 Archdiocesan Standards-Based Report Card (SBRC) provides a summative evaluation on important learning standards rather than just an overall letter grade for each content area. Feedback on specific learning standards provides you and your child with much richer information about his/her specific strengths and areas for growth. Focusing and reporting on specific learning standards makes it clearer to everyone involved what a student knows and is able to do. That focus and research-based grading practices not only improves grading consistency but more importantly supports student learning and achievement.

Learning standards are evaluated in terms of what a student should know or be able to do by the end of the school year. Many learning standards may require the entire year before a student reaches a proficient or advance performance level. Learning standards that are more limited in scope, but nonetheless are important educational markers for all students may require less time for students to reach proficiency.

The SBRC uses different scales to communicate student performance. Below is a brief description of each scale and student performance level on the SBRC learning standards.

Standards-Based Scale

The SBRC Standards-Based Scale is designed to communicate student achievement on learning standards into four qualitatively different performance levels: 1) Beginning, 2) Progressing, 3) Proficient, and 4) Advanced. An additional level “>” is used when a learning goal was not an instructional focus and not measured during a trimester. Further details about the standards-based scale can be found on the front cover of any report card or in any of the Grade Level Academic Expectations documents.

Performance Levels Communicate Better Than Percent Correct. Conventional report cards generally use a single letter grade and are calculated from the percent correct of various student performance measures. A single letter grade for an entire content area (e.g., math) lacks the detail needed to more fully understand student achievement. Individual learning standards communicate more information about what a student knows or his/her academic skills than a single letter grade. Moreover, the qualitative distinctions among the four performance levels in the SBRC also can communicate a student’s depth of learning in ways that are simply not possible using a percent correct or single letter-grade approach.

Performance Levels Will Be Used to Evaluate Student Learning. You and your child will receive regular feedback on schoolwork/performance (e.g., tests, quizzes, projects, or other evidence of learning). Completed work is evaluated on specific learning standards and is reported based on the SBRC performance levels. When applicable, rubrics used to evaluate work, are shared with you and your child. Written feedback or teacher comments also may be provided to acknowledge achievement as well as to offer guidance on how to improve learning and student growth. Performance levels on the SBRC standards, whether on daily schoolwork or in the SBRC report card, will provide a more complete picture of student achievement.

Connecting Daily Schoolwork with the SBRC Report Card. Regular and clear feedback on schoolwork from your child’s teachers will help prevent any surprises on his/her report card.

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Summative Evaluation: A process synthesizing student performance over multiple measures (i.e., summative assessments). The SBRC focuses on student performance with regard to end of school year expectations or outcomes.

Summative Assessment: A measure of student learning given at the end of a formal learning or instructional experience (e.g., end of unit, end of trimester, end of year) that informs a summative evaluation (e.g., report card).

Rubric: A tool used to evaluate student responses or performances into qualitatively different categories. Performance level criteria provide sufficient detail so that evaluations of independent judges are both accurate and reliable. Well-designed rubrics also provide students with meaningful guidance on what is needed to reach a different performance level.

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Feedback on student work will include a performance level (i.e., Advanced to Beginning) on each of the learning standards for that work assignment but also may include other feedback such as written comments. Reviewing feedback is a great opportunity for your child to become more self-reflective about his/her learning and to benefit from your guided support. Seeking clarification concerning any feedback on work assignments (e.g., quizzes, tests, homework, etc.) is also an opportunity for further student learning. Providing feedback in this manner will help you and your child connect the summative assessment feedback on daily schoolwork on the SBRC.

The SBRC provides a summative evaluation of a student’s performance on specific learning standards by the end of the school year. Keeping learning standards focused on what is expected of students at the end of the school year sets universal criteria to evaluate academic performance, resulting in greater consistency in grading among teachers.

Summarizing Student Performance on Learning Standards. Conventional letter-grade report cards typically determine a student’s grade by calculating the “mean average” of all student performance measures (e.g., tests, quizzes, projects, etc.). The simplest illustration of calculating a mean average is to add all measures and divide that sum by the number of measures. However, the mean average may not always be the best method to represent or summarize student achievement. Consider the student who is struggling on a learning standard (e.g., “Beginning” or “Progressing” level) for most of a trimester but is consistently performing much better (e.g., “Proficient” or “Advanced”) before the end of the trimester. Using the mean average would include both earlier (low performance) and later (high performance) and would certainly be less than what the student knows and is able to do at the end of the trimester.

Fortunately, there are several approaches to summarize student performance beyond a simple mean average. Consider the student just described above. Using the ten most recent measures to calculate his/her average is likely to be more educationally sound than a mean average of all measures during a trimester. However, applying this approach may not yield the most representative summary of other students. Consider a student who was consistently performing at the “Proficient” level but also periodically performed uncharacteristically at the “Beginning” level. The mode (i.e., most frequently occurring) may be a better choice to summarize this student’s achievement. A mean averaging of this student’s performance is likely to be an inaccurate summary of his/her achievement. Selecting among the different approaches to summarize student achievement should be based on the fidelity and availability of student data as well as sound professional judgment.

Successful Learner Traits (SLT) Scale

The Successful Learner Traits Scale shares the same performance levels used to evaluate student performance on learning standards (i.e., Beginning, Progressing, Proficient, Advanced). However, the sentence descriptions of the performance levels of the Successful Learner Traits (SLT) slightly differ due to their focus on student behavior. You and your child will receive periodic feedback on the SLT standards through teacher comments or student classroom performance (based on behavioral measures or observational records).

Letter Grade Scale (6th, 7th, and 8th grade levels only)

The sixth, seventh, and eighth grade SBRC report cards include conventional letter grades (i.e., A, B, C, D, F) on each content area to meet the admission requirements of some area high schools. Although letter grades on the SBRC provide some evaluative information, you and your child can benefit much more from reviewing and reflecting on his/her performance on the learning standards.

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Catholic Faith

The entries below reflect the progression of how the student understands the Catholic Faith as developed in the Religion Curriculum of the Archdiocese of Chicago. In the curriculum there are ten catechetical goals that create the framework for the curriculum. This report card distills the goals into five categories with basic descriptors for each category. The teacher assesses the progress the student makes based on assessments designed by the teacher and shared with students and parents.

The entries under each of the five categories assist you in understanding what the student is learning about the Catholic Faith and how that is applied in the setting of the Catholic school community. As you read the indicators and talk to your child about his/her faith development, you can actively support a growing understanding of his/her life in God. With the school and church communities, you help your child to grow in faith through your example, family conversations about God, family celebration and prayer, participation in the life of the Church and stewardship of creation.

Archdiocese of Chicago, Office of Catholic Schools

CreedUnderstands and applies creed as a statement of belief

Identifying words of the creed stating our belief in one God Stating Christian belief in the Trinity: Father, Son and Holy Spirit Stating that Jesus is the Son of God and son of Mary Stating that God’s Holy Spirit lives in us Stating that God lives in us and we live in God Stating that we are made in the image and likeness of God Identifying Mary as Mother of Jesus and Mother of God

Explains meaning of faith as a lived response Showing understanding that God gives us the gift of faith and we respond gratefully Identifying the Church as a community of faith Identifying saints who responded to God’s call to love and serve others Stating belief that we are meant to be happy with God forever

Sacred Scripture

Explains stories of Scripture as God’s self-revelation Recounting stories from Scripture identifying God as Creator Recounting stories from Scripture identifying God as loving and caring of creation

Differentiates Old and New Testaments Exhibiting use of the Bible in prayer and learning settings Identifying the Gospels as stories about the life of Jesus

Recounts God’s revelation as related in characters and events of the Old Testament Recreating stories of Old Testament characters using drama, story telling and the arts Describing God’s care of people even though they acted selfishly Identifying how God’s Spirit acts in the Old Testament stories

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Identifies Gospels as stories of Jesus’ life and teachings Recounting stories of Jesus’ birth in the Gospel of Luke Describing God’s call of Mary to be the mother of Jesus in the Gospel of Luke Identifying God’s Spirit acting in the life of Mary and Jesus Appreciating that Jesus lived in the family of Joseph and Mary Describing Jesus calling his friends to follow him in the Gospel of Luke Describing how Jesus viewed children in the kingdom of God Describing how Jesus taught his friends to pray Recounting stories of Jesus healing in the Gospel of Luke Describing how Jesus loved the poor Describing stories of Jesus’ death and rising from the Gospel of Luke Recounting the story of Lazarus in the Gospel of John Explaining how the stories of Jesus and his friends teach us how to follow Jesus Showing appreciation for Jesus as one who loved children

Prayer/Sacraments/Liturgy

Describes meaning and purpose of sacraments Naming a sacrament as a special sign of God’s love for us

Identifies sacraments of initiation and their effects Identifying the Sacrament of Baptism as a celebration of God’s life in us and of welcome to

the church Naming the Sacrament of Eucharist as Jesus’ special presence to us Identifying the Mass as a meal of remembering Jesus’ love

Participates in sacramental and liturgical rites Identifying the symbols, words and actions of the Sacrament of Baptism Participating in the Mass as members of the worshiping community Identifying the use of Sacred Scripture in the Mass Naming the two major parts of the Mass as liturgy: Liturgy of the Word and Liturgy of the Eucharist

Relates prayer to daily life, the liturgy and scripture Identifying and celebrating the seasons of the Church Year Participating in different forms of prayer using methods of listening, speaking, singing Reciting the Our Father, Hail Mary, Doxology and Mass responses Identifying the Sacrament of Penance/Reconciliation as a special sign of God’s forgiveness Using art to express forms of prayer and the liturgical year Showing awareness that we pray with the communion of saints living and dead

Catholic Church/Parish Life

Explains Church in relationship to Jesus’ mission Identifying Jesus as the one who began the work of the Church Naming the Holy Spirit as the one who gives life to the Church Identifying the priest as one who specially serves the community as an ordained minister

Relates parish life to life in the Church Stating that the parish is a special community of people who love and worship God Identifying symbols in the parish church for the sacraments of Baptism, Eucharist and Reconciliation Identifying the pastor as the head of the parish Identifying other people who serve in the parish

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Christian Living/Mission/Dialogue

Relates meaning of free will to right relationship Stating that God created me to be good and loving Explaining that we make choices about how we relate to others Distinguishing between unselfish and selfish actions Identifying the three Christian virtues: faith, hope, love Distinguishing habits and virtues Respecting and loving my body and life as God’s love and life in me Showing capacity to think through cause and effects of actions Showing capacity to problem solve with others

Relates the Ten Commandments and Beatitudes with Christian life Identifying the Ten Commandments as God’s laws Describing the first three commandments in relationship to how we love and honor God Describing the seven commandments as how we love and honor others Identifying the Two Great Commandments as loving God and others Describing how Jesus taught us to obey the commandments

Identifies Baptism as uniting all Christians in the Body of Christ Showing understanding that all Christians are baptized Celebrating baptism as a sign of God’s desire that people live in peace Identifying family members and relatives who are baptized

Takes action to live Church’s mission Stating the Jesus was a Jew who lived in the culture of his family Stating that Jesus loved all people Showing awareness of neighbors and friends who know about God in different ways Connecting the commandments of loving God and others with giving to others in need

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Reading Literature and Informational Text

English language arts include reading, writing, speaking, listening and the study of literature. In addition, students must be able to study, retain and use information from many sources. Through the study of the English language arts, students should be able to read fluently, understanding a broad range of written materials. They must be able to communicate well and listen carefully and effectively. They should develop a command of the language and demonstrate their knowledge through speaking and writing for a variety of audiences and purposes. As students progress, a structured study of literature will allow them to recognize universal themes and to compare styles and ideas across authors and eras.

IL State Board of EducationPhonics and Word Recognition

Uses phonics skills and other strategies to decode unfamiliar words Uses phonics skills to blend and segment sounds in words Uses phonics skills to identify consonant and vowels in isolation and transfers them to identify

unfamiliar words

Identifies high frequency/sight words with automaticity Can fluently read/pronounce high frequency words* from the lists provided by the teachers

* High frequency words are those which occur most often in primary text but that are basically undecodable using phonetic rules. They need to be memorized to facilitate comprehension.

Learns and uses new words from grade-level text Reads, recalls, and applies meaning of assigned vocabulary words from grade level reading

materials in various subject areas

Uses knowledge of words to understand text Connects prior knowledge and context clues to determine the meaning of unfamiliar words

Fluency

Reads on-level text orally with accuracy and appropriate rate Read with sufficient accuracy and fluency to support comprehension Read grade level text fluently using pacing and pronunciation that approximates normal

speechReads with volume and expression

Reads words with inflectional endings Reads aloud on-level text with purpose and understanding

Reading ComprehensionUses a variety of comprehension strategies to make meaning of text Identifies specific parts of text to support an answer or point of view Uses reading strategies to increase comprehension: using illustrations, recalling main idea,

summarizing text, making inferences, comparing and contrasting, and identifying cause and effect

Demonstrates comprehension of text through oral and written responses Can retell familiar stories providing characters, correct sequence of events and details (beginning,

middle, end), problem and solution

Key Ideas and DetailsIdentifies beginning, middle, and end of story

Summarize the story including beginning, middle and end of story Answers questions and includes details in story to describe the story’s plot

Identifies major story elements Describe characters, settings, and major event in a story using key details. Ask and answers questions about key details in a text.

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Language Arts

Listening and Speaking

Listens for, identifies, and remembers key ideas Ask and answer questions about what a speaker says to clarify comprehension, gather additional

information, and deepen understandingObserves listening and speaking courtesies

Follows agreed upon rules for discussions for example- listening to others with care, speaking at one a time about the topic and text of discussion

Expresses ideas clearly and effectively in oral speech Produces complete and grammatically correct sentences in conversation

Uses appropriate language conventions when speaking Uses proper tense and pronoun usage in conversation

Contributes to class discussion Build on others talk in conversations by responding to the comments of others through multiple exchanges

Composition Skills

Uses the writing process effectively (e.g., pre-writing, drafting, revising, editing, and publishing) Makes necessary corrections and edits to final draft

Writes using a variety of forms for different audiences Writes and establishes an opinion, information and narrative form

Uses the traits/qualities of good writing Names a topic and supplies some facts about the topic and provides some sense of closure.

Participates in shared research and writing projects Works cooperatively to find facts and transfer the information to writing

Conventions of Standard English

Applies grammar, usage, punctuation, and capitalization rules Uses and applies end mark punctuation for sentences

Writes a complete sentence with a capitalization at the beginning of the sentence, and includes appropriate capitalization and punctuation in the sentence.

Uses common, proper, and possessive nouns

Uses singular and plural nouns with matching verbs in basic sentences

Uses verbs to convey a sense of past, present and future

Produce and expand complete simple, compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts

Capitalize dates and names of people

Transfers knowledge to daily written work Applies grammar instruction and grade level spelling into daily written work

Spells grade-level words correctly Demonstrates accuracy on grade-level spelling lists

Applies accurately spelled grades-level words into written work

Applies spelling patterns to written work Spell untaught words phonetically drawing on phonemic awareness and spelling conventions

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Handwriting

Uses appropriate “grip” and body position when writingForms upper and lower case letters appropriately

Uses an appropriate spacing for letters, words, and sentences

Math

Mathematics is much more than a collection of concepts and skills; it is a way of approaching new challenges through investigating, reasoning, visualizing and problem solving with the goal of communicating the relationships observed and problems solved to others. Students reaching these goals and standards will have an understanding of how numbers are used and represented. They will be able to use basic operations (addition, subtraction, multiplication, and division) to both solve everyday problems and confront more involved calculations in algebraic and statistical settings. They will be able to read, write, visualize and talk about ways in which mathematical problems can be solved in both theoretical and practical situations. They will be able to communicate relationships in geometric and statistical settings through drawings and graphs. These skills will provide students with a solid foundation for success in the workplace, a basis for continued learning about mathematics, and a foundation for confronting problem situations arising throughout their lives.

IL State Board of EducationNumber and Operations in Base 10

Counts with understanding of quantity Estimates number of objects in a collection Skips counts by 2s, 5s and 10s

Uses common fractions Uses manipulatives and drawings to model fractional parts as parts of a region or a collection

Describes numeric relationships using appropriate vocabulary (more than, less than, equal to) Compares two two-digit numbers using symbols <,>,=

Operations and Algebraic Thinking

Understands and shows competency with whole numbers and how the operations relate (e.g., computes: adds and subtracts with whole numbers)

Adds and subtracts within 20 to solve word problems involving adding to, taking from, putting together, and comparing

Solves word problems that add three whole numbers whose sum is less than or equal to 20

Recognizes, creates, and extends patterns Recognizes, duplicates and extends simple patterns, such as sequences of sounds, movement, shapes,

and colors Connects numbers to quantities they represent using physical models and physical representations Recognizes and matches attributes of objects: size, shape, color, etc

Uses concrete, pictorial and verbal representations of symbolic notation Uses objects, drawings, and equations with a symbol to represent unknown number in a problem

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GeometryDescribes, names, and interprets relative positions in space

Demonstrates knowledge of relative position through drawing, movement of objects, or words

Recognizes, names, builds, draws, compares, and sorts shapes Identifies and describe square, circle, triangle, rectangle, hexagon, cube, cylinder, rectangular prisms,

pyramids, cones, and spheres Names and explores the relationship between two- (lying ‘flat’) and three- dimensional (‘solid’) shapes and

objects Identifies and describes plane and solid figures including circles, triangles, squares, rectangles, spheres,

cylinders, rectangular prisms, pyramids, cones, and cubes

Measurement and DataUses basic standard and nonstandard units to measure

Uses nonstandard and standard tools and techniques to estimate and compare weight, and length Reads temperature (Celsius and Fahrenheit) to nearest 10 degrees Selects appropriate tools for measuring Identifies, knows values and counts pennies, nickels, dimes, quarters, and dollars bills and can make

exchanges between coins

Tells and writes time Tells and writes time in hours and half hours using analog and digital clocks

Sorts and classifies objectives according to their attributes Recognizes and matches attributes of objects: size, shape, color, etc

Represents data using concrete objects, pictures, and graphs Gathers data about their surroundings to answer questions Organizes, describes, and labels simple data displays such as pictographs, tallies, tables, and bar graphs Compares information and make predictions from graphs made by the class Describes parts of data

Describes events related to data as likely or unlikely Identifies possible and impossible results of events using concrete materials

Recognizes the attributes of length, volume, weight, area, and time and can compare and order Constructs a sense of time through participation in daily and weekly activities Uses a calendar to identify days, weeks, months and dates Tells time to the hour, half and quarter hour, using analog and digital clocks

Process Standards

Uses problem solving strategies

Uses a variety of strategies to solve equations

Explains strategies used to solve problems

Communicates, makes connections and uses manipulatives/drawings to explain

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Science

The aim of science education is to develop in learners a rich and full understanding of the inquiry process; the key concepts and principles of life sciences, physical science, and earth and space sciences; and issues of science, technology, and society in historical and contemporary contexts. The learning standards for science are organized by goals that inform one another and depend upon one another for meaning. Expectations for learners related to the inquiry process are presented in standards addressing the doing of science and elements of technological design. Unifying concepts connect scientific understanding and process and are embedded in standards spanning life science, physical science, and earth and space science. The importance of this knowledge and its application is conveyed in standards describing the conventions and nature of the scientific enterprise and the interplay among science, technology and society in past, present and future contexts.

IL State Board of EducationScience Practices

Records observations, and organizes collected data in patterns Arrange data into patterns and analyze data

Identifies shapes and pattern in nature and things people make

Uses scientific tools to collect data (see below)

Formulates questions based on text or experiments Asks and answers questions about objects, organisms, and events in the environment or in text

and discuss how the question can be answered

Reads/interprets charts and other graphic information Describe and explain individual and group observation and results

Explains how data is measured in graphs and charts

Identifies/uses basic scientific tools Identifies and accurately uses rulers, timers and balances

Uses scientific vocabulary appropriately Defines scientific terms from discussion and text

Follows basic safety procedures Demonstrates a knowledge of basic safety practices at home

Demonstrate a knowledge of safety practices when doing science at school (e.g. nothing in mouth without permission, stop, drop, and roll)

Life ScienceExplains and describes basic structure and function of plants and animals related to their growth and survival

Describes living things that depend on one another for survival in food chains

Compares living and non-living things in various habitats of the world

Physical ScienceIdentifies properties of an object and how the properties can be changed

Describes sources of energy (light, heat, electricity, magnetism, sound)

Earth and Space ScienceIdentifies natural resources and their uses

Identifies ways people can care for and conserve Earth's resources

Identifies observable forces in nature and explains how they modify nature

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Social Studies

The study of social science helps people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. Students who achieve the standards for social science will have a broad understanding of political and economic systems. They will better understand events, trends, personalities and movements in local, state, national and world history. They will know local, state, national and world geography. They also will grasp how the concepts of social science can help interpret human actions and prepare them for careers and lifelong learning.

IL State Board of EducationHistory/Culture

Identifies meanings of major holidays and symbols

Identifies city/state/national structures and important events in U.S. History Recognizes historical significance of major United States holidays

GeographyUses maps and globes accurately

Civics/EconomicsIdentifies major elements of citizenship

Identifies major components of U.S. Government Understands the process of voting Identifies major elected offices in US Government (president, vice president, governor, mayor) Identifies services provided by government to keep communities safe

Music

Identifies differences in elements and expressive qualities (e.g., between fast and slow tempo; loud and soft dynamics; high and low pitch/direction; long and short duration; same and different form, tone color or timbre, and beat Physically, visually or aurally identifies and performs the following comparatives: fast/slow, loud/soft and

high/low. Physically, visually or aurally identifies/performs steady beat. Connects sound characteristics to iconic notation by tracking and manipulating rhythmic and melodic

icons/standard musical notation. Identifies similar and different rhythmic and melodic phrases or sections in a simple song. Describes and identifies the tone color/timbre of voices, instruments and environmental sounds. Identifies the difference between a song and a chant.

Sings or plays on classroom instruments a variety of music representing Identifies and demonstrates differences between different types of voices (speaking, whisper,

yelling, singing, etc.). Sings simple melodic patterns and developmentally appropriate songs on pitch, with appropriate

timbre, and steady tempo. Sings and plays melodies/rhythms accurately from a symbol system. Performs simple vocal and instrumental accompaniments/ostinatos to known songs. Uses correct technique while playing classroom instruments. Composes/improvises simple melodic and rhythmic phrases.

Identifies how music contributes to communication, celebrations, occupations, and recreation Describes the theme, idea or feeling of a song or listening example. Tells about a personal experience in the arts. Demonstrates appropriate audience behaviors. Can identify a famous composer/musician. Gives examples of how music is used in celebrations, religious ceremonies, etc.

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Visual Arts

Identifies the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation

Identifies similarities in and among the arts (e.g., pattern, sequence and mood)

Identifies media and tools and how to use them when painting, drawing, and constructing

Health

Demonstrates an understanding of concepts for healthy living

Participates positively during instruction

Physical Education

Acquires movement skills and understands concepts needed to engage in health-enhancing physical activity

Achieves and maintains a health-enhancing level of physical fitness

Develops team-building skills by working with others through physical activity

Computer/Technology

Demonstrates understanding of basic computer technology

Applies technology skills to produce quality work

World Language

The benefits of effective foreign language study focus on the role of the individual in a multilingual, global society. No longer do Americans live in isolation; instead, there is an ever-changing, interdependent world in which diverse cultural and linguistic groups converge. "To study another language and culture gives one the powerful key to successful communication: knowing how, when, and why to say what to whom.” (National Standards for Foreign Language Learning)

IL State Board of EducationEngages in conversations, provides and obtains information, expresses feelings and emotions, and exchanges opinions

Demonstrates an understanding of the relationship between the practices, products, and perspectives of the culture studied

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Successful Learner Traits

Develops self-awareness and self-management skills to achieve school and life success

Manages emotions and behavioro Keeps hands, feet and all other objects to selfo Maintains appropriate interactions with teacher and peers

Recognizes personal strengthso

Seeks assistance when neededo Asks for clarification

Strives for personal besto

Produces legible worko Written work is clear, neat/readable, and complete

Demonstrates organizational skillso Materials are completeo Consistent with expectations and class rules

Uses social awareness and interpersonal skills to establish and maintain positive relationships Respects the feelings and perspectives of others based on Gospel values

Uses communication and social skills to interact effectively with others

Demonstrates an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.

Makes relevant contributions to class discussion

Demonstrates decision-making skills and responsible behaviors Accepts directions and follows rules

Applies decision-making skills responsibly with daily academic and social situationso Completes homework and assignments

Contributes to the well-being of one’s school and community

Archdiocese of Chicago Grade Level 1 Academic Expectations (v 2.04)17