reading unsuccessful developing

HISD First Grade Report Card Rubric (Rev. 8-19-15)

FIRST GRADE REPORT CARD RUBRIC

READING Unsuccessful Developing Approaching Meeting

Understands how English is Written/Printed

Students understand how English is written and printed

With direct guidance:

Begins to ● recognize that spoken words

are represented in English by specific sequences of letters, with support

● identify upper- and lower-caseletters

● sequence the alphabet, withsupport

● recognize distinguishingfeatures of a sentence (e.g., capitalization of first word, ending punctuation), with support

● read texts by moving from topto bottom of the page and tracking words from left to right with return sweep

● identify the information thatdifferent parts of a book provide (e.g., title, author, illustrator, table of contents),with support

With some guidance:

● recognizes that spokenwords are represented inEnglish by specificsequences of letters

● identifies upper-and lower-caseletters

● sequences the alphabet● recognizes distinguishing

features of a sentence(e.g., capitalization of firstword, ending punctuation)

● reads texts by movingfrom top to bottom of thepage and tracking wordsfrom left to right withreturn sweep

● identifies the informationthat different parts of abook provide (e.g., title,author, illustrator, table ofcontents)

With little guidance:

With increasing frequency and less support ● recognizes that spoken words are

represented in English by specific sequences of letters

● identifies upper- andlower-case letters

● sequences the alphabet● recognize s distinguishing features of

a sentence (e.g., capitalization of firstword, ending punctuation)

● reads texts by moving from top tobottom of the page and trackingwords from left to right with returnsweep

● identifies the information thatdifferent parts of a book provide (e.g.,title, author, illustrator, table ofcontents)

Exhibits mastery of grade level skill/concept:

Consistently/Independently ● recognizes that spoken words

are represented in English by specific sequences of letters

● identifies upper- andlower-case letters

● sequences the alphabet● recognizes distinguishing

features of a sentence (e.g.,capitalization of first word, endingpunctuation)

● reads texts by moving from topto bottom of the page andtracking words from left to rightwith return sweep

● identifies the information thatdifferent parts of a book provide(e.g., title, author, illustrator, tableof contents)


Uses Strategies to Comprehend Text

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

Students display phonological awareness.

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


Begins to ● confirm predictions by “reading

the part that tells,” with support● ask relevant questions, seek

clarification, and locate factsand details about stories andother texts, with support

● establish purposes for readingtexts, with support

● monitor comprehension,making adjustments andcorrections whenunderstanding breaks down,with support

● establish purpose for readingselected texts based on thegoals for reading those texts

● ask literal questions of texts● monitors & adjusts

comprehension usingbackground knowledge

● monitors & adjustscomprehension using rereadinga portion aloud

● make inferences about textsand uses textual evidence tosupport understanding

● retell or act out importantevents in stories in logical order

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

With some guidance:

● confirms predictions by“reading the part that tells”

● asks relevant questions,seeks clarification, andlocates facts and detailsabout stories and othertexts

● establishes purposes forreading texts

● monitors comprehension,making adjustments andcorrections whenunderstanding breaksdown

● establishes purpose forreading selected textsbased on the goals forreading those texts

● asks literal questions oftexts

● monitors & adjustscomprehension usingbackground knowledge

● monitors & adjustscomprehension usingrereading a portion aloud

● makes inferences abouttexts and uses textualevidence to supportunderstanding

● retells or acts out importantevents in stories in logicalorder

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


With increasing frequency and less support ● confirms predictions by “reading the

part that tells”● asks relevant questions, seeks

clarification, and locates facts anddetails about stories and other texts

● establishes purposes for readingtexts

● monitors comprehension, makingadjustments and corrections whenunderstanding breaks down

● establishes purpose for readingselected texts based on the goalsfor reading those texts

● asks literal questions of texts● monitors & adjusts comprehension

using background knowledge● monitors & adjusts comprehension

using rereading a portion aloud● makes inferences about texts and

uses textual evidence to supportunderstanding

● retells or acts out important events instories in logical order

● makes connections to ownexperiences, to ideas in other texts, tothe larger community, & discussestextual evidence


Consistently/Independently ● confirms predictions by “reading

the part that tells”● asks relevant questions, seeks

clarification, and locates factsand details about stories andother texts

● establishes purposes for readingtext

● monitors comprehension,making adjustments andcorrections whenunderstanding breaks down

● establishes purpose for readingselected texts based on the goalsfor reading those texts

● asks literal questions of texts● monitors & adjusts

comprehension usingbackground knowledge

● monitors & adjustscomprehension usingrereading a portion aloud

● makes inferences about textsand uses textual evidence tosupport understanding

● retells or acts out importantevents in stories in logical order

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


Uses Decoding Strategies to Comprehend Texts


Begins to ● decode words in context by

applying common letter-soundcorrespondences

● decode words in isolation byapplying common letter-soundcorrespondences

● combines sounds from lettersand common spelling patternsto create recognizable words

● use common syllabicationpatterns to decode words

● decode words with commonspelling patterns

● read base words withinflectional endings

● use knowledge of themeaning of base words toidentify and read commoncompound words (e.g.,football, popcorn, daydream)

● identify and read contractions● identify and read

high-frequency words from the HISD High Frequency Word List

● monitor accuracy of decoding

With some guidance:

● decodes words in contextby applying commonletter-soundcorrespondences

● decodes words in isolationby applying commonletter-soundcorrespondences

● combines sounds fromletters and commonspelling patterns to createrecognizable words

● uses common syllabicationpatterns to decode words

● decodes words withcommon spelling patterns

● reads base words withinflectional endings

● uses knowledge of themeaning of base words toidentify and read commoncompound words (e.g.,football, popcorn,daydream)

● identifies and readscontractions

● identifies and reads high-frequency words from the HISD High Frequency Word List

● monitors accuracyof decoding


With increasing frequency and less support ● decodes words in context by

applying common letter-soundcorrespondences

● decodes words in isolation byapplying common letter-soundcorrespondences

● combines sounds from letters andcommon spelling patterns to createrecognizable words

● uses common syllabication patterns todecode words

● decodes words with common spellingpatterns

● reads base words with inflectionalendings

● uses knowledge of the meaning ofbase words to identify and readcommon compound words (e.g.,football, popcorn, daydream)

● identifies and readscontractions

● identifies and reads high-frequency words from the HISD High Frequency Word List

● monitors accuracy of decoding


Consistently/Independently ● decodes words in context

by applying commonletter-soundcorrespondences

● decodes words in isolationby applying commonletter-soundcorrespondences

● combines sounds from lettersand common spelling patternsto create recognizable words

● uses common syllabicationpatterns to decode words

● decodes words withcommon spelling patterns

● reads base words withinflectional endings

● uses knowledge of themeaning of base words toidentify and read commoncompound words (e.g.,football, popcorn, daydream)

● identifies and reads contractions● independently identifies and

reads at least 100high-frequency words from the HISD High Frequency Word List

● monitors accuracy of decoding

https://drive.google.com/file/d/0B2vBoWkyO5T4Nmo5ZzFiNk5iRU0/view?usp=sharing





Reads grade-level appropriate text with fluency and comprehension

Students read grade- level text with fluency and comprehension


Begins to ● demonstrate phrased, fluent oral

reading ● read with phrasing and

expression that reflects understanding

● solve words in the text quicklyand automatically to support fluency

● read independent text withfluency and comprehension

With some guidance:

● demonstrates phrased, fluentoral reading

● reads with phrasing andexpression that reflectsunderstanding

● solves most words in the textquickly and automatically tosupport fluency

● reads independent text withfluency and comprehension


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

reading ● reads with phrasing and expression

that reflects understanding ● solves most words in the text quickly and

automatically to support fluency ● reads independent text with fluency

and comprehension


Consistently/Independently ● demonstrates phrased, fluent

oral reading ● reads with phrasing and

expression that reflects understanding

● solves most words in the textquickly and automatically to support fluency

● reads independent text withfluency and comprehension

Understands and Uses New Vocabulary from Texts

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


Begins to ● identify words that name actions

(verbs) and words that name persons, places, or things (nouns) when reading texts and student’s own writing

● determine the meaning ofcompound words using knowledge of the meaning of their individual component words when reading texts and student’s own writing

● determine what words meanfrom how they are used in a sentence, either heard or read in texts or in someone’s writing

● identify and sort words intoconceptual categories (e.g. opposites, living things) when reading texts and student’s own writing

● alphabetize a series of words tothe first or second letter

● use a dictionary to find words

With some guidance:

● identifies words that nameactions (verbs) and wordsthat name persons, places,or things (nouns) whenreading texts and student’sown writing

● determines the meaning ofcompound words usingknowledge of the meaning oftheir individual componentwords when reading textsand student’s own writing

● determines what wordsmean from how they areused in a sentence, eitherheard or read in texts or insomeone’s writing

● identifies and sorts wordsinto conceptual categories(e.g. opposites, living things)when reading texts andstudent’s own writing

● alphabetizes a series ofwords to the first or secondletter

● uses a dictionary to findwords


With increasing frequency and less support

● identifies words that name actions(verbs) and words that name persons,places, or things (nouns) whenreading texts and student’s own writing

● determines the meaning of compoundwords using knowledge of the meaningof their individual component wordswhen reading texts and student’s ownwriting

● determines what words mean fromhow they are used in a sentence,either heard or read in texts or insomeone’s writing

● identifies and sorts words intoconceptual categories (e.g. opposites,living things) when reading texts andstudent’s own writing

● alphabetizes a series of words to thefirst or second letter

● uses a dictionary to find words


Consistently/Independently ● identifies words that name actions

(verbs) and words that name persons, places, or things (nouns) when reading texts and student’s own writing

● determines the meaning ofcompound words using knowledge of the meaning of their individual component words when reading texts and student’s own writing

● determines what words meanfrom how they are used in a sentence, either heard or read in texts or in someone’s writing

● identifies and sorts words intoconceptual categories (e.g. opposites, living things) when reading texts and student’s own writing

● alphabetizes a series of words tothe first or second letter

● uses a dictionary to find words


Comprehends Literary Texts

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

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

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

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

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

● Independent ReadingStudents read independently for sustained periods of time and provide evidence of their reading.


Begins to Theme/Genre ● connect the meaning of a

well-known story or fable topersonal experiences, withsupport

● explain the function ofrecurring phrases in traditionalfolk- and fairy-tales, withsupport

Poetry ● respond to rhythm, rhyme,

and alliteration in poetry, withsupport

● use rhythm, rhyme, andalliteration in poetry, withsupport

Fiction

● describe the plot (problem andsolution)

● retell a story’s beginning,middle, and end with attentionto the sequence of events

● describe characters in a storyand the reasons for theiractions and feelings

Literary Nonfiction ● determine whether a story is

true or a fantasy, and explainwhy providing evidence fromtext

Sensory Language

● recognize sensory details inliterary text

Independent Reading

● read independently forsustained periods of time

With some guidance:

Theme/Genre ● connects the meaning of a

well-known story or fableto personal experiences

● explains the function ofrecurring phrases intraditional folk- andfairy-tales

Poetry

● responds to rhythm,rhyme, and alliteration inpoetry

● uses rhythm, rhyme, andalliteration in poetry

Fiction

● describes the plot(problem and solution)

● retells a story’s beginning,middle, and end withattention to the sequenceof events

● describes characters in astory and the reasons fortheir actions and feelings

Literary Nonfiction

● determines whether astory is true or a fantasy,and explains why byproviding evidence fromtext

Sensory Language ● recognizes sensory details

in literary textIndependent Reading ● reads independently for

sustained periods oftime


With increasing frequency and less support Theme/Genre ● connects the meaning of a

well-known story or fable to personalexperiences

● explains the function of recurringphrases in traditional folk- andfairy-tales

Poetry

● responds to rhythm, rhyme, andalliteration in poetry

● uses rhythm, rhyme, and alliterationin poetry

Fiction

● describes the plot (problem andsolution)

● retells a story’s beginning, middle,and end with attention to thesequence of events

● describes characters in a story andthe reasons for their actions andfeelings

Literary Nonfiction

● determines whether a story is true ora fantasy, and explains why byproviding evidence from text

Sensory Language ● recognizes sensory details in literary

textIndependent Reading ● reads independently for

sustained periods of time

Exhibits mastery of grade level skill/concept: Consistently/Independently Theme/Genre ● connects the meaning

of a well-known story orfable to personalexperiences …

● explains the function ofrecurring phrases in traditionalfolk- and fairy-tales

Poetry

● responds to rhythm, rhyme,and alliteration in poetry

● uses rhythm, rhyme, andalliteration in poetry

Fiction ● describes the plot (problem

and solution)● retells a story’s beginning,

middle, and end with attentionto the sequence of events

● describes characters in a storyand the reasons for theiractions and feelings

Literary Nonfiction

● determines whether a story istrue or a fantasy, and explainswhy by providing evidencefrom text

Sensory Language ● recognizes sensory

details in literary textIndependent Reading ● reads independently for

sustained periods of time


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

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

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


Begins to Culture & History ● identify the topic in cultural,

historical, and contemporarytexts …

● explain the author’s purposein writing about a particulartopic (in cultural, historical andcontemporary texts)

Expository Text ● restate the main idea (heard

or read)…● identify important facts or

details in text (heard orread)…

● retell the order of events in atext by referring to the wordsand/or illustrations …

● use text features (e.g., title,table of contents, illustrations)to locate specific informationin text

Procedural Text ● follow multi-step directions

with picture cues to assist withunderstanding …

● explain the meaning ofspecific signs and symbols(e.g., map features)

With some guidance:

Culture & History ● identifies the topic in

cultural, historical, andcontemporary texts …

● explains the author’spurpose in writing about aparticular topic (in cultural,historical andcontemporary texts)

Expository Text ● restates the main idea

(heard or read)…● identifies important facts or

details in text (heard orread)

● retells the order of eventsin a text by referring to thewords and/or illustrations

● uses text features (e.g.,title, table of contents,illustrations) to locatespecific information in text

Procedural Text ● follows multi-step

directions with picturecues to assist withunderstanding.

● explains the meaning ofspecific signs and symbols(e.g., map features)


With increasing frequency and less support Culture & History ● identifies the topic in cultural,

historical, and contemporary texts…

● explains the author’s purpose inwriting about a particular topic (incultural, historical and contemporarytexts)

Expository Text ● restates the main idea (heard or

read)…● identifies important facts or details in

text (heard or read)● retells the order of events in a text by

referring to the words and/orillustrations

● uses text features (e.g., title, table ofcontents, illustrations) to locatespecific information in text

Procedural Text ● follows multi-step directions with

picture cues to assist withunderstanding.

● explains the meaning of specific signsand symbols (e.g., map features)


Consistently/Independently Culture & History ● identifies the topic in cultural,

historical, and contemporarytexts …

● explains the author’s purpose inwriting about a particular topic (incultural, historical andcontemporary texts)

Expository Text ● restates the main idea

(heard or read)…● identifies important facts or

details in text (heard orread)…

● retells the order of events in atext by referring to the wordsand/or illustrations …

● uses text features (e.g., title,table of contents, illustrations) tolocate specific information in text

Procedural Text ● follows multi-step directions

with picture cues to assistwith understanding …

● explains the meaning ofspecific signs and symbols(e.g., map features)

Comprehends Media Literacy [adult assistance required according to state standards where indicated]

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


Begins to ● recognize the different purposes

of media (e.g., informational,entertainment) - with adultassistance

● identify techniques used inmedia (e.g., sound, movement)

With some guidance:

● recognizes the differentpurposes of media (e.g.,informational, entertainment)- with adult assistance

● identifies techniques usedin media (e.g., sound,movement)


With increasing frequency and less support ● recognizes the different purposes of

media (e.g., informational,entertainment)

- with adult assistance ● identifies techniques used in media (e.g.,

sound, movement)


Consistently/Independently ● recognizes the different purposes

of media (e.g., informational,entertainment) - with adultassistance

● identifies techniques used inmedia (e.g., sound, movement)


Reading/Comprehension Skills

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


Begins to ● establish purposes for reading

selected texts based upondesired outcome to enhancecomprehension

● ask literal questions of text

With some guidance:

● establishes purposes forreading selected textsbased upon desiredoutcome to enhancecomprehension

● asks literal questions oftext


With increasing frequency and less support ● establishes purposes for reading

selected texts based upon desiredoutcome to enhance comprehension

● asks literal questions of text


Consistently/Independently ● establishes purposes for reading

selected texts based upondesired outcome to enhancecomprehension

● asks literal questions of text

WRITING Unsuccessful Developing Approaching Meeting

Uses the Writing Process to Compose Texts

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


Begins to ● plan a first draft by generating

ideas for writing (e.g.,drawing, sharing ideas, listingkey ideas)

● develop drafts by sequencingideas through writingsentences

● revise drafts by adding ordeleting a word, phrase, orsentence

● publish and share writing withothers

With some guidance:

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

generating ideas forwriting (e.g., drawing,sharing ideas, listing keyideas)

● develops drafts bysequencing ideas throughwriting sentences

● revises drafts by adding ordeleting a word, phrase, orsentence

● publishes and sharewriting with others


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

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

● develops drafts by sequencing ideasthrough writing sentences

● revises drafts by adding or deleting aword, phrase, or sentence

● publishes and share writing with others


Consistently/Independently ● plans a first draft by

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

● develops drafts by sequencingideas through writing sentences

● revises drafts by adding ordeleting a word, phrase, orsentence

● publishes and share writingwith others

Writing Literary Texts

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


Begins to ● write brief stories that include

a beginning, middle, and end● write short poems that convey

sensory details

With some guidance:

● writes brief stories thatinclude a beginning,middle, and end

● writes short poems thatconvey sensory details


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

beginning, middle, and end● writes short poems that

convey sensory details


Consistently/Independently ● writes brief stories that

include a beginning, middle,and end

● writes short poems thatconvey sensory details


Writing Expository and Procedural Texts

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


Begins to ● write brief compositions about

topics of interest to the student

● write short letters that putideas in chronological order or logical sequence and use appropriate conventions (e.g., date, salutation, closing)

● write brief comments onliterary or informational texts

With some guidance:

● writes brief compositionsabout topics of interest tothe student

● writes short letters thatput ideas in chronologicalorder or logical sequenceand use appropriateconventions (e.g., date,salutation, closing)

● writes brief comments onliterary or informationaltexts


With increasing frequency and less support ● writes brief compositions about

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

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

● writes brief comments on literary orinformational texts


Consistently/Independently ● writes brief compositions

about topics of interest to the student

● writes short letters that putideas in chronological order or logical sequence and use appropriate conventions (e.g., date, salutation, closing)

● writes brief comments onliterary or informational texts

Conventions & Academic Language

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


Begins to ● understand and use verbs

(past, present, future) in the context of writing and speaking

● understand and use nouns(singular/plural, common/proper) in the context of writing and speaking

● understand and useadjectives (descriptive) in the context of writing and speaking

● understand and use adverbs(time) in the context of writing and speaking

● understand and useprepositions and prepositional phrases in the context of writing and speaking

● understand and use pronouns(e.g., I, me) in the context of writing and speaking

● understand and usetime-order transition words in the context of writing and speaking

● speak in complete sentenceswith correct subject-verb agreement

● ask questions with appropriatesubject-verb inversion

With some guidance: ● understands and uses verbs


● understands and usesnouns (singular/plural, common/proper) in the context of writing and speaking

● understands and usesadjectives (descriptive) in the context of writing and speaking

● understands and usesadverbs (time) in the context of writing and speaking

● understands and usesprepositions and prepositional phrases in the context of writing and speaking

● understands and usespronouns (e.g., I, me) in the context of writing and speaking

● understands and usestime-order transition words in the context of writing and speaking

● speaks in completesentences with correct subject-verb agreement

● asks questions withappropriate subject-verb inversion


With increasing frequency and less support ● understands and uses verbs (past,

present, future) in the context of writing and speaking

● understands and uses nouns(singular/plural, common/proper) in the context of writing and speaking

● understands and uses adjectives(descriptive) in the context of writing and speaking

● understands and uses adverbs (time)in the context of writing and speaking

● understands and uses prepositionsand prepositional phrases in the context of writing and speaking

● understands and uses pronouns(e.g., I, me) in the context of writing and speaking


● speaks in complete sentences withcorrect subject-verb agreement

● asks questions with appropriatesubject-verb inversion


Consistently/Independently ● understands and uses verbs


● understands and uses nouns(singular/plural, common/proper) in the context of writing and speaking

● understands and uses adjectives(descriptive) in the context of writing and speaking

● understands and uses adverbs(time) in the context of writing and speaking

● understands and usesprepositions and prepositional phrases in the context of writing and speaking

● understands and uses pronouns(e.g., I, me) in the context of writing


● speaks in complete sentenceswith correct subject-verb agreement

● asks questions withappropriate subject-verb inversion


Handwriting, Capitalization, & Punctuation

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


Begins to ● write legibly and uses

appropriate capitalization andpunctuation conventions intheir compositions

● form upper- and lower-caseletters in text, using the basicconventions of print(left-to-right and top-to-bottomprogression), includingspacing between words andsentences

● recognize and use basiccapitalization at the beginningof sentences

● recognize and capitalize thepronoun “I”

● recognize and capitalizenames of people

● recognizes and usespunctuation marks at the endof declarative, exclamatory,and interrogative sentences

With some guidance:

● writes legibly and usesappropriate capitalizationand punctuationconventions in theircompositions

● forms upper- andlower-case letters in text,using the basicconventions of print(left-to-right andtop-to-bottomprogression), includingspacing between wordsand sentences

● recognizes and uses basiccapitalization at thebeginning of sentences

● recognizes and capitalizesthe pronoun “I”

● recognizes and capitalizesnames of people

● recognizes and usespunctuation marks at theend of declarative,exclamatory, andinterrogative sentences


With increasing frequency and less support ● writes legibly and uses appropriate

capitalization and punctuationconventions in their compositions

● forms upper- andlower-case letters in text, using thebasic conventions of print(left-to-right andtop-to-bottomprogression), including spacingbetween words and sentences

● recognizes and uses basiccapitalization at the beginning ofsentences

● recognizes and capitalizes thepronoun “I”

● recognizes and capitalizes names ofpeople

● recognizes and usespunctuation marks at the end ofdeclarative, exclamatory, andinterrogative sentences


Consistently/Independently ● writes legibly and uses

appropriate capitalization andpunctuation conventions intheir compositions

● forms upper- and lower-caseletters in text, using the basicconventions of print (left-to-rightandtop-to-bottom progression),including spacing betweenwords and sentences

● recognizes and uses basiccapitalization at thebeginning of sentences

● recognizes and capitalizesthe pronoun “I”

● recognizes and capitalizesnames of people

● recognizes and usespunctuation marks at the endof declarative, exclamatory,and interrogative sentences

Spelling

Students spell correctly.


Begins to ● use phonological knowledge

to match sounds to letters toconstruct known words

● use letter-sound patterns tospell

● use the following letter-soundpattern: CVC

● use the following letter-soundpattern: CVCe

● use the following letter-soundpattern: one-syllable wordswith consonant blends (e.g.,drop)

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

● spell words with inflectionalendings (e.g., adding “s” tomake plurals)

● use resources to find correctspellings

With some guidance:

● uses phonologicalknowledge to matchsounds to letters toconstruct known words

● uses letter-sound patternsto spell

● uses the followingletter-sound pattern: CVC

● uses the followingletter-sound pattern: CVCe

● uses the followingletter-sound pattern:one-syllable words withconsonant blends (e.g., drop)

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

● spells words withinflectional endings (e.g.,adding “s” to make plurals)

● uses resources to findcorrect spellings


With increasing frequency and less support ● uses phonological knowledge to

match sounds to letters toconstruct known words

● uses letter-sound patterns to spell● uses the following

letter-sound pattern: CVC● uses the following

letter-sound pattern: CVCe● uses the following letter-sound

pattern:● one-syllable words with consonant

blends (e.g., drop)● spells high-frequency words from the

HISD High Frequency Word List in the context of writing

● spells words with inflectional endings(e.g., adding “s” to make plurals)

● uses resources to find correctspellings


Consistently/Independently ● uses phonological knowledge to

match sounds to letters toconstruct known words

● uses letter-sound patterns to spell● uses the following

letter-sound pattern: CVC● uses the following

letter-sound pattern: CVCe● uses the following letter-sound

pattern: one-syllable words withconsonant blends (e.g., drop)

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

● spells words with inflectionalendings (e.g., adding “s” tomake plurals)

● uses resources to findcorrect spellings






RESEARCH Unsuccessful Developing Approaching Meeting

Develops a Research Plan [adult assistance required according to state standards]

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


Begins to ● help generate a list of topics

of class-wide interest with adult assistance

● help formulate open-endedquestions about one or two of the topics generated with adult assistance

● help decide what sources ofinformation might be relevant for answering the open-ended questions with adult assistance

With some guidance:

● helps generate a list oftopics of class-wideinterest with adultassistance

● helps formulateopen-ended questionsabout one or two of thetopics generated withadult assistance

● helps decide what sourcesof information might berelevant for answering theopen-ended questionswith adult assistance


With increasing frequency and less support ● helps generate a list of topics of

class-wide interest with adult assistance

● helps formulateopen-ended questions about one or two of the topics generated with adult assistance

● helps decide what sources ofinformation might be relevant for answering the open-ended questions with adult assistance


Consistently/Independently ● helps generate a list of

topics of class-wide interest ● helps formulate open-ended

questions about one or two of the topics generated

● helps decide what sources ofinformation might be relevant for answering the open-ended questions

Locates Sources [adult assistance required according to state standards]

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


Begins to ● gather information from

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

● use text features (e.g. table ofcontents, alphabetized index) in age-appropriate reference works (e.g., picture dictionaries) to locate information with adult assistance

● record basic information insimple visual formats (e.g., notes, charts, picture graphs, diagrams) with adult assistance

With some guidance:

● gathers information fromavailable sources (bothnatural and personal) aswell as from interviewswith local experts withadult assistance

● uses text features (e.g.table of contents,alphabetized index) inage-appropriate referenceworks (e.g., picturedictionaries) to locateinformation with adultassistance

● records basicinformation in simplevisual formats (e.g.,notes, charts, picturegraphs, diagrams) withadult assistance


With increasing frequency and less support ● gathers information from available

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

● uses text features (e.g. table ofcontents, alphabetized index) in age-appropriate reference works (e.g., picture dictionaries) to locate information with adult assistance

• records basic information in simplevisual formats (e.g., notes, charts, picture graphs, diagrams) with adult assistance


Consistently/Independently ● gathers information from

available sources (both natural and personal) as well as from interviews with local experts uses text features (e.g. table of contents, alphabetized index) in age-appropriate reference works (e.g., picture dictionaries) to locate information

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


Synthesizes Research Information [adult assistance required according to state standards where indicated]

Students clarify research questions and evaluate and synthesize collected information.


Begins to ● revise the topic as a result of

answers to initial research questions - adult assistance required

With some guidance:

● revises the topic as aresult of answers to initialresearch questions - adultassistance required


With increasing frequency and less support ● revises the topic as a result of answers

to initial research questions - adult assistance required


Consistently/Independently ● revises the topic as a result of

answers to initial research questions

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

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


Begins to ● understand a visual display or

dramatization convey the results of the research - adult assistance required

With some guidance:

● creates a visual display ordramatization to conveythe results of the research- adult assistance required


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

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


Consistently/Independently ● creates a visual display or

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

LISTENING & SPEAKING

Unsuccessful Developing Approaching Meeting

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

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


Begins to ● use comprehension skills to

listen attentively to others in formal and informal settings

● listen attentively tospeakers

● ask speakers relevantquestions to clarify information

● follow oral instructions thatinvolve a short related sequence of actions

● restate oral instructions thatinvolve a short related sequence of actions

● give oral instructionsthat involved a short related sequence of actions

With some guidance:

● uses comprehension skillsto listen attentively toothers in formal andinformal settings

● listens attentively tospeakers

● asks speakers relevantquestions to clarifyinformation

● follows oral instructionsthat involve a short relatedsequence of actions

● restates oral instructionsthat involve a short relatedsequence of actions

● gives oral instructionsthat involved a shortrelated sequence ofactions

With little guidance: With increasing frequency and less support

● uses comprehension skills to listenattentively to others in formal andinformal settings

● listens attentively to speakers● asks speakers relevant questions to

clarify information● follows oral instructions that involve a

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

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

short related sequence of actions


Consistently/Independently ● uses comprehension skills to

listen attentively to others in formal and informal settings

● listens attentively to speakers● asks speakers relevant

questions to clarify information● follows oral instructions that

involve a short relatedsequence of actions

● restates oral instructions thatinvolve a short relatedsequence of actions

● gives oral instructions thatinvolved a short relatedsequence of actions


Speaks clearly and to the point

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


Begins to ● share information and ideas

about the topic underdiscussion

● speak clearly at anappropriate pace using theconventions of the language

With some guidance:

● shares information andideas about the topicunder discussion

● speaks clearly at anappropriate pace using theconventions of thelanguage

With little guidance: With increasing frequency and less support

● shares information and ideas aboutthe topic under discussion

● speaks clearly at an appropriate paceusing the conventions of the language


Consistently/Independently ● shares information and ideas

about the topic underdiscussion

● speaks clearly at anappropriate pace using theconventions of the language

Works productively with other team members

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


Begins to ● follow agreed-upon rules for

discussion● listen to others● speaks when recognized● make appropriate

contributions

With some guidance:

● follows agreed-upon rulesfor discussion

● listens to others● speaks when recognized● makes appropriate

contributions


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

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


Consistently/Independently ● follows agreed-upon rules

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

MATH Unsuccessful Developing Approaching Meeting

Mathematical Process Standards

Uses mathematical processes to acquire and demonstrate math understanding

Students use mathematical processes to acquire and demonstrate math understanding.


Begins to ● apply math to problems arising

in everyday life with support● use a problem solving model –

analyze the information; makea plan; determine a solution;justify the solution or evaluatethe process andreasonableness of the answerwith support

● select tools, including realobjects, manipulatives, paperand pencil, and technology asappropriate, and techniques,including mental math,estimation, and number senseas appropriate, to solveproblems with support

With some guidance:

● applies math toproblems arising ineveryday life

● uses a problem solvingmodel – analyze theinformation; make aplan; determine asolution; justify thesolution or evaluate theprocess andreasonableness of theanswer



● applies math to problems arising ineveryday life

● uses a problem solving model –analyze the information; make a plan;determine a solution; justify thesolution or evaluate the process andreasonableness of the answer


Consistently/Independently ● applies math to problems

arising in everyday life, societyand the workplace

● uses a problem-solvingmodel thatincorporates analyzing giveninformation, formulating a planor strategy, determining asolution, justifying the solution,and evaluating theproblem-solving process andthe reasonableness of thesolution


Mathematical Process Standards (cont)

● communicate math ideasand reasoning withappropriate language withsupport

● create and userepresentations to organize,record and communicatemath ideas with support

● analyze mathematicalrelationships to connect andcommunicate ideas withsupport

● display, explain and justifymath ideas using precisemath language with support

● selects tools, includingreal objects,manipulatives, paperand pencil, andtechnology asappropriate, andtechniques, includingmental math,estimation, andnumber sense asappropriate, to solveproblems

● communicates mathideas and reasoningwith appropriatelanguage

● creates and usesrepresentations toorganize, record andcommunicate mathideas

● analyzes mathematicalrelationships toconnect andcommunicate ideas

● displays, explains andjustifies math ideasusing precise mathlanguage

● selects tools, including real objects,manipulatives, paper and pencil, andtechnology as appropriate, andtechniques, including mental math,estimation, and number sense asappropriate, to solve problems

● communicates math ideas andreasoning with appropriate language

● creates and uses representations toorganize, record and communicatemath ideas

● analyzes mathematical relationshipsto connect and communicate ideas

● displays, explains and justifies mathideas using precise math language

● selects tools, including realobjects, manipulatives, paperand pencil, and technology asappropriate, and techniques,including mental math,estimation, and number senseas appropriate, to solveproblems

● communicates mathematicalideas, reasoning, and theirimplications using multiplerepresentations, includingsymbols, diagrams, graphs,and language as appropriate

● creates and usesrepresentations to organize,record, and communicatemathematical ideas

● analyzes mathematicalrelationships to connect andcommunicate mathematicalideas

● displays, explains, and justifiesmathematical ideas andarguments using precisemathematical language inwritten or oral communication


Number and Operations

Represents and compares whole numbers and relationship to place value

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


Begins to ● recognize instantly the

quantity of structuredarrangements with support

● use concrete and pictorialmodels to compose anddecompose numbers up to20 in more than one way asso many tens, and so manyones with support

● use objects, pictures, andexpanded and standardforms to representnumbers up to 20 withsupport

● generate a number that isgreater than or less than agiven whole number up to20 with support

● use place value to comparewhole numbers up to 20usingcomparative language withsupport

● order whole numbers up to20 using place value andopen number lines withsupport

● represent the comparisonof two numbers to 100using the symbols >, <, or= with support

With some guidance:

● recognizes instantly thequantity of structuredarrangements

● uses concrete andpictorial models tocompose anddecompose numbers upto 99 in more than oneway as so manyhundreds, so manytens,and so many ones

● uses objects, pictures,and expanded andstandard forms torepresent numbers upto 99

● generates a numberthat is greater than orless than a given wholenumber up to 99

● uses place value tocompare whole numbersup to 99 usingcomparative language

● orders whole numbersup to 99 using placevalue and open numberlines

● represents thecomparison of twonumbers to 100 usingthe symbols >, <, or=


With increasing frequency and less support ● recognizes instantly the quantity of

structured arrangements● uses concrete and pictorial models to

compose and decompose numbersup to 99 in more than one way as somany hundreds, so many tens,and somany ones

● uses objects, pictures, and expandedand standard forms to representnumbers up to 99

● generates a number that is greaterthan or less than a given wholenumber up to 99

● uses place value to compare wholenumbers up to 99 using comparativelanguage

● orders whole numbers up to 99 usingplace value and open number lines

● represents the comparison of twonumbers to 100 using the symbols >,<, or=


Consistently/Independently ● recognizes instantly the

quantity of structuredarrangements

● uses concrete and pictorialmodels to compose anddecompose numbers up to120 in more than one way asso many hundreds, so manytens, and so many ones

● uses objects, pictures, andexpanded and standard formsto represent numbers up to120

● generates a number that isgreater than or less than agiven whole number up to 120

● uses place value to comparewhole numbers up to 120using comparative language

● orders whole numbers up to120 using place value andopen number lines

● represents the comparison oftwo numbers to 100 using thesymbols >, <, or=


Develops and uses strategies for whole number addition and subtraction in order to solve problems

Students apply math process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems.


Begins to ● use concrete and

pictorial models to determine the sum of a multiple of ten and a one-digit number in problems up to 99 with support

● use objects and pictorialmodels to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2+4= ,; 3+ =7; and 5= -3 with support

● compose 10 with two ormore addends with and without concrete objects with support

● apply basic fact strategiesto add within 20 with support

● explain strategies used tosolve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences with support

● generate and solve problemsituations when given a number sentence involving addition of numbers within 20 with support

With some guidance:

● uses concrete andpictorial models todetermine the sum of amultiple of ten and aone-digit number inproblems up to 99

● uses objects andpictorial models tosolve word problemsinvolving joining,separating, andcomparing sets within20 and unknowns asany one of the terms inthe problem such as2+4= , 3+ =7; and5= -3

● composes 10 with two ormore addends with andwithout concrete objects

● applies basic factstrategies to add within20

● explains strategies usedto solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences

● generates and solvesproblem situations when given a number sentence involving addition of numbers within 20


With increasing frequency and less support ● uses concrete and pictorial

models to determine the sum of a multiple of ten and a one-digit number in problems up to 99

● uses objects and pictorial modelsto solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2+4= , 3+ =7; and 5= -3

● composes 10 with two or moreaddends with and without concrete objects

● applies basic fact strategies toadd within 20

● explains strategies used to solveaddition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences

● generates and solves problemsituations when given a number sentence involving addition of numbers within 20


Consistently/Independently ● uses concrete and pictorial

models to determine the sum of a multiple of ten and a one-digit number in problems up to 99

● uses objects and pictorialmodels to solve wordproblems involvingjoining, separating, andcomparing sets within 20and unknowns as anyone of the terms in theproblem such as 2+4= ,;3+ =7; and 5= -3

● composes 10 with two ormore addends with andwithout concrete objects

● applies basic fact strategiesto add and subtract within 20including making 10 anddecomposing an numberleading to a 10

● explains strategies used tosolve addition and subtractionproblems up to 20 usingspoken words, objects,pictorial models, and numbersentences

● generates and solves problemsituations when given anumber sentence involvingaddition or subtraction ofnumbers within 20


Identifies coins, their values and relationships among them in order to recognize the need for monetary transactions

Students apply math process standards to identify coins, their values and relationships among them in order to recognize the need for monetary transactions.


Begins to ● identify U.S. coins

-pennies by value withsupport

● write a number with thecent symbol to describethe value of a collectionof pennies, nickelsand/or dimes withsupport

● use relationships to countby twos and tens todetermine the value of acollection of pennies anddimes with support

With some guidance:

● identifies U.S. coins includingpennies, nickels, dimes byvalue and describes therelationships between them

● writes a number with thecent symbol to describe thevalue of a collection ofpennies, nickels and/ordimes

● uses relationships to count bytwos, fives, and tens todetermine the value ofa collection of pennies , nickelsand/or dimes


With increasing frequency and less support ● identifies U.S. coins including

pennies, nickels, dimes byvalue and describes therelationships between them

● writes a number with the centsymbol to describe the valueof a collection of pennies,nickels and/or dimes

● uses relationships to count bytwos, fives, and tens todetermine the value ofa collection of pennies ,nickels and/or dimes


Consistently/Independently ● identifies U.S. coins including

pennies, nickels, dimes andquarters by value anddescribes the relationshipsbetween them

● writes a number with the centsymbol to describe the valueof a collection of pennies,nickels and/or dimes

● uses relationships to count bytwos, fives, and tens todetermine the value of acollection of pennies , nickelsand/or dimes


Algebraic Reasoning

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

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


Begins to ● recite numbers forward

and backward from anygiven number between 1and 120 with support

● skip counts by twos, andtens to determine the totalnumber of objects up to120 in a set with support

● use relationships todetermine the number thatis 10 more and 10 lessthan a given number up to99 with support

● represent word problemsinvolving addition of wholenumbers up to 20 usingconcrete and pictorialmodels and numbersentences with support

● understand that the equalsign represents arelationship whereexpressions on each side ofthe equal sign represent thesame value(s) with support

● determine the unknownwhole number in anaddition equation whenthe unknown may be anyone of the three or fourterms in the equation withsupport

● apply properties ofoperations to add two orthree numbers with support

With some guidance:

● recites numbers forward andbackward from any givennumber between 1 and 120

● skips counts by twos, andtens to determine the totalnumber of objects up to 120in a set

● uses relationships todetermine the number that is10 more and 10 less than agiven number up to 99

● represents word problemsinvolving addition andsubtraction of whole numbersup to 20 using concrete andpictorial models and numbersentences

● understands that the equalsign represents arelationship whereexpressions on each side ofthe equal sign represent thesame value(s)

● determines the unknownwhole number in an additionequation when the unknownmay be any one of the threeor four terms in the equation

● applies properties ofoperations to add two orthree numbers


With increasing frequency and less support ● recites numbers forward and

backward from any givennumber between 1 and 120

● skips counts by twos, andtens to determine the totalnumber of objects up to 120in a set

● uses relationships todetermine the number that is10 more and 10 less than agiven number up to 99


● understands that the equalsign represents a relationshipwhere expressions on eachside of the equal signrepresent the same value(s)

● determines the unknownwhole number in an additionequation when the unknownmay be any one of the threeor four terms in the equation

● applies properties ofoperations to add two orthree numbers

Exhibits mastery of grade level skill/concept: Consistently/Independently ● recites numbers forward and

backward from any givennumber between 1 and 120

● skips counts by twos, and tensto determine the total numberof objects up to 120 in a set

● uses relationships to determinethe number that is 10 more and10 less than a given number upto 99


● understands that the equal signrepresents a relationship whereexpressions on each side of theequal sign represent the samevalue(s)

● determines the unknown wholenumber in an addition equationwhen the unknown may be anyone of the three or four terms inthe equation

● applies properties of operationsto add two or three numbers


Geometry and Measurement

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

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


Begins to ● classify and sort regular

and irregulartwo-dimensional shapesbased on attributes usinginformal geometriclanguage with support

● distinguish betweenattributes that define atwo-dimensional orthree-dimensional figureand attributes that do notdefine the shape withsupport

● create two-dimensionalfigures, including circles,triangles, rectangles, andsquares as specialrectangles, rhombuses,and hexagons with support

● identify two-dimensionalshapes, including circles,triangles, rectangles, andsquares as specialrectangles, rhombuses,and hexagons, anddescribe their attributesusing formal geometriclanguage with support

● identify three-dimensionalsolids, including spheres,cones, cylinders,rectangular prisms(including cubes), andtriangular prisms, anddescribe their attributesusing formal geometriclanguage with support

● compose two-dimensionalshapes by joining two, three,or four figures to produce atarget shape in more thanone way if possible withsupport

With some guidance:

● classifies and sorts regularand irregulartwo-dimensional shapes basedon attributes using informalgeometric language

● distinguishes betweenattributes that define atwo-dimensional orthree-dimensional figure andattributes that do not define theshape

● creates two-dimensionalfigures, including circles,triangles, rectangles, andsquares as special rectangles,rhombuses, and hexagons

● identifies two-dimensionalshapes, including circles,triangles, rectangles, andsquares as special rectangles,rhombuses, and hexagons,and describe their attributesusing formal geometriclanguage

● identifiesthree-dimensional solids,including spheres, cones,cylinders, rectangular prisms(including cubes), andtriangular prisms, and describetheir attributes using formalgeometric language

● composestwo-dimensional shapes byjoining two, three, or fourfigures to produce a targetshape in more than one way ifpossible


With increasing frequency and less support ● classifies and sorts regular and

irregular two-dimensional shapesbased on attributes usinginformal geometric language

● distinguishes between attributesthat define a two-dimensional orthree-dimensional figure andattributes that do not define theshape

● creates two-dimensional figures,including circles, triangles,rectangles, and squares asspecial rectangles, rhombuses,and hexagons

● identifies two-dimensionalshapes, including circles,triangles, rectangles, andsquares as special rectangles,rhombuses, and hexagons, anddescribe their attributes usingformal geometric language

● identifies three-dimensionalsolids, including spheres, cones,cylinders, rectangular prisms(including cubes), and triangularprisms, and describe theirattributes using formal geometriclanguage

● composes two-dimensionalshapes by joining two, three, orfour figures to produce a targetshape in more than one way ifpossible


Consistently/Independently ● classifies and sorts regular and

irregular two-dimensionalshapes based on attributesusing informal geometriclanguage

● distinguishes betweenattributes that define atwo-dimensional orthree-dimensional figure and attributes that do not define the shape

● creates two-dimensionalfigures, including circles,triangles, rectangles, andsquares as special rectangles,rhombuses, and hexagons

● identifies two-dimensionalshapes, including circles,triangles, rectangles, andsquares as special rectangles,rhombuses, and hexagons, anddescribe their attributes usingformal geometric language

● identifies three-dimensionalsolids, including spheres,cones, cylinders, rectangularprisms (including cubes), andtriangular prisms, and describetheir attributes using formalgeometric language

● composes two-dimensionalshapes by joining two, three, orfour figures to produce a targetshape in more than one way ifpossible


Partitions two-dimensional figures into equal parts and uses words to describe halves and fourths

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


Begins to ● partition two-dimensional

figures into two and four fair shares or equal parts and describes the parts using words with support

● identify examples andnon-examples of halves and fourths with support

With some guidance:

● partitions two-dimensionalfigures into two and four fairshares or equal parts anddescribes the parts usingwords

● identifies examples andnon-examples of halves andfourths


With increasing frequency and less support ● partitions two-dimensional

figures into two and four fair shares or equal parts and describes the parts using words

● identifies examples andnon-examples of halves and fourths


Consistently/Independently ● partitions two-dimensional

figures into two and four fair shares or equal parts and describes the parts using words

● identifies examples andnon-examples of halves and fourths

Selects and uses units to describe length and time

Students apply math process standards to select and use units to describe length and time.


Begins to ● use [non-standard]

measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement with support

● illustrate that the length ofan object is the number of same –size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other with support

● measure the sameobject/distance with units of two different lengths and describes how and why the measurement differ with support

● describe a length to thenearest whole unit using a number and a unit with support

● tell time to the hour usinganalog and digital clocks with support

With some guidance:

● uses [non-standard]measuring tools to measurethe length of objects toreinforce the continuousnature of linear measurement

● illustrates that the length ofan object is the number ofsame –size units of lengththat, when laidend-to-end with no gaps oroverlaps, reach from one endof the object to the other

● measures the sameobject/distance with units oftwo different lengths anddescribes how and why themeasurement differ

● describes a length to thenearest whole unit using anumber and a unit

● tells time to the hour usinganalog and digital clocks


With increasing frequency and less support ● uses [non-standard]

measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement

● illustrates that the length ofan object is the number of same –size units of length that, when laid

● end-to-end with no gaps oroverlaps, reach from one end of the object to the other

● measures the sameobject/distance with units of two different lengths and describes how and why the measurement differ

● describes a length to thenearest whole unit using a number and a unit

● tells time to the hour usinganalog and digital clocks


Consistently//Independently ● uses [non-standard] measuring

tools to measure the length of objects to reinforce the continuous nature of linear measurement

● illustrates that the length of anobject is the number of same –size units of length that, when laid

● end-to-end with no gaps oroverlaps, reach from one end of the object to the other

● measures the sameobject/distance with units of two different lengths and describes how and why the measurement differ

● describes a length to thenearest whole unit using a number and a unit

● tells time to the hour usinganalog and digital clock


Data Analysis

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

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


Begins to ● collect, sort, and organize

data in up to threecategories usingmodels/representationssuch as tally marks orT-charts with support

● use data to create pictureand bar-type graphs withsupport

● draw conclusions andgenerate and answersquestions using informationfrom picture and bar-typegraphs with support

With some guidance:

● collects, sorts, and organizesdata in up to three categoriesusing models/representationssuch as tally marks orT-charts

● uses data to create pictureand bar-type graphs

● draws conclusions andgenerates and answersquestions using informationfrom picture and bar-typegraphs


With increasing frequency and less support ● collects, sorts, and organizes

data in up to three categoriesusing models/representationssuch as tally marks or T-charts

● uses data to create picture andbar-type graphs

● draws conclusions andgenerates and answersquestions using informationfrom picture and bar-typegraphs


Consistently/Independently ● collects, sorts, and organizes

data in up to three categoriesusing models/representationssuch as tally marks or T-charts

● uses data to create picture andbar-type graphs

● draws conclusions and generatesand answers questions usinginformation from picture andbar-type graphs

Personal Financial Literacy

Identifies ways to manage resources for financial security

Students apply math process standards to manage one’s financial resources.


Begins to ● define money earned

as income with support● identify income as a

means of obtaining goodsand services, often timesmaking choice betweenwants and needs withsupport

● consider charitablegiving with support

● distinguish betweenspending and savingwith support

With some guidance:

● defines money earned asincome

● identifies income as a meansof obtaining goods andservices, often times makingchoice between wants andneeds

● considers charitable giving● distinguishes between

spending and saving


With increasing frequency and less support ● defines money earned as

income● identifies income as a means

of obtaining goods andservices, often times makingchoice between wants andneeds


spending and saving


Consistently/Independently ● defines money earned as

income ● identifies income as a means of

obtaining goods and services, often times making choice between wants and needs


spending and saving


SCIENCE Unsuccessful Developing Approaching Meeting

Scientific Investigation and Reasoning

Demonstrates safe practices during investigations


Begins to ● conduct investigations

following safety procedures and use environmentally responsible practices

● recognize anddemonstrates safe practices during investigations

● recognize theimportance of safe practices for self and others

● identify and learn howto use natural resources and materials

With some guidance:

● conducts investigationsfollowing safety proceduresand uses environmentallyresponsible practices

● recognizes anddemonstrates safepractices duringinvestigations

● recognizes the importance ofsafe practices for self andothers

● identifies and learns how touse natural resources andmaterials


With increasing frequency and less support ● conducts investigations

following safety procedures and uses environmentally responsible practices

● recognizes anddemonstrates safe practices during investigations

● recognizes the importance ofsafe practices for self and others

● identifies and learns how touse natural resources and materials


Consistently/Independently ● conducts investigations

following safety procedures and uses environmentally responsible practices

● recognizes anddemonstrates safe practices during investigations

● recognizes the importance ofsafe practices for self and others

● identifies and learns how touse natural resources and materials


Conducts simple descriptive investigations


Begins to ● develop ability to ask

questions and seekanswers ininvestigations

● ask questions aboutorganisms, objects andevents observed in thenatural world

● plan and conductsimple descriptiveinvestigations

● collect data and makeobservationsusing simple equipment

● use age-appropriatetools and models toinvestigate the naturalworld

● collect, record andcompare information,and supportobservations usingappropriate tools andmaterials

With some guidance:

● develops ability to askquestions and seek answersin investigations

● asks questions aboutorganisms, objects andevents observed in thenatural world

● plans and conducts simpledescriptive investigations

● collects data and makesobservations using simpleequipment

● uses age-appropriate toolsand models to investigate thenatural world

● collects, records andcompares information, andsupports observations usingappropriate toolsand materials


With increasing frequency and less support ● develops ability to ask

questions and seek answersin investigations





● collects, records andcompares information, andsupports observations usingappropriate toolsand materials

Exhibits mastery of grade level skill/concept: Consistently/Independently ● develops ability to ask

questions and seek answersin investigations





● collects, records andcompares information, andsupports observations usingappropriate tools andmaterials

Records and communicates observations and explains thinking


Begins to ● record and organize data

using pictures, numbersand words

● communicateobservations and providereasons for explanationsusing student-generateddata from simpledescriptive investigations

● demonstrate knowledgethat information andcritical thinking are usedin scientific problemsolving

● identify and explain aproblem and propose asolution in his/her ownwords

● make predictionsbased on observablepatterns

● describe whatscientists do

With some guidance:

● records and organizesdata using pictures,numbers and words

● communicates observationsand provides reasons forexplanations usingstudent-generated data fromsimple descriptiveinvestigations

● begins to demonstrateknowledge that informationand critical thinking are usedin scientific problem solving

● identifies and explains aproblem and proposes asolution in his/her ownwords

● makes predictions based onobservable patterns

● describes what scientists do


With increasing frequency and less support ● records and organizes

data using pictures,numbers and words






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

using pictures, numbersand words







Matter and Energy

Classifies objects by properties and predicts changes in materials caused by heating and cooling


Begins to ● classify objects by

observable properties ofmaterials from which theyare made

● predict and identifychanges in materialscaused by heating andcooling

With some guidance:

● classifies objects byobservable properties ofmaterials from which they aremade

● predicts and identifieschanges in materialscaused by heating andcooling


With increasing frequency and less support ● classifies objects by

observable properties ofmaterials from which they aremade


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

observable properties ofmaterials from which theyare made


Force, Motion and Energy

Identifies ways that light, heat and sound energy are important and describes motion and location of objects


Begins to ● identify and discuss

how light, heat andsound energy areimportant to everydaylife

● predict and describe howa magnet can be used topush or pull an object

● describe the changes inlocation of an object

● demonstrate andrecord the ways thatobjects can move

With some guidance:

● identifies and discusses howlight, heat and sound energyare important to everyday life

● predicts and describeshow a magnet can be usedto push or pull an object

● describes the changes inlocation of an object

● demonstrates and records theways that objects can move


With increasing frequency and less support ● identifies and discusses how

light, heat and sound energyare important to everyday life

● predicts and describeshow a magnet can beused to push or pull anobject


● demonstrates and recordsthe ways that objects canmove


Consistently/Independently ● identifies and discusses how

light, heat and sound energyare important to everyday life

● predicts and describes how amagnet can be used to pushor pull an object


● demonstrates and records theways that objects can move


Earth and Space

Identifies properties and uses of natural materials and describes characteristics and changes in weather and objects in the sky

With direct guidance: Begins to ● observe, compare,

describe and sortcomponents of soil bysize, texture and color

● identify and describe avariety of natural sourcesof water

● gather evidence ofhow rocks, soil andwater help to makeuseful products

● record weatherinformation, includingrelative temperature

● observe and recordchanges in theappearance of objects inthe sky

● identifycharacteristics ofseasons of the yearand day and night

● demonstrate that air is allaround us and that windis moving air

With some guidance:

● observes, compares,describes and sortscomponents of soil bysize, texture and color

● identifies and describes avariety of natural sources ofwater

● gathers evidence of howrocks, soil and water help tomake useful products

● records weatherinformation, includingrelative temperature

● observes and recordschanges in the appearanceof objects in the sky

● identifies characteristics ofseasons of the year and dayand night

● demonstrates that air is allaround us and that wind ismoving air

With little guidance: With increasing frequency and less support ● observes, compares,

describes and sortscomponents of soil bysize, texture and color




● observes and recordschanges in the appearanceof objects in the sky



Exhibits mastery of grade level skill/concept: Consistently/Independently ● observes, compares,

describes and sortscomponents of soil by size,texture and color




● observes and recordschanges in the appearance ofobjects in the sky




Organisms and Environments

Describes characteristics of animals and plants and the interdependence of living and nonliving things


Begins to

● sort and classify living andnonliving things based uponwhether or not they havebasic needs and produceoffspring

● analyze and recordexamples of interdependencefound in various situations

● gather evidence ofinterdependence amongliving organisms.

● investigate how the externalcharacteristics of an animalare related to where it lives,how it moves and what it eats

● identify and compare theparts of plants

● compare ways that younganimals resemble theirparents

● observe and record lifecycles of animals

With some guidance:

● sorts and classifies living andnonliving things based uponwhether or not they havebasic needs and produceoffspring

● analyzes and recordsexamples ofinterdependence found invarious situations

● gathers evidence ofinterdependence amongliving organisms.


● identifies and compares theparts of plants

● compares ways that younganimals resemble theirparents

● observes and records lifecycles of animals



• sorts and classifies living andnonliving things based uponwhether or not they have basicneeds and produce offspring

● analyzes and recordsexamples of interdependencefound in various situations




● compares ways that younganimals resemble their parents



Consistently/Independently

● sorts and classifies living andnonliving things based uponwhether or not they have basicneeds and produce offspring

● analyzes and recordsexamples ofinterdependence found invarious situations


● investigate how the externalcharacteristics of an animal arerelated to where it lives, how itmoves and what it eats


● compares ways that younganimals resemble theirparents



SOCIAL STUDIES

Unsuccessful Developing Approaching Meeting

Understands concept of citizenship among classroom, school, and community


• Needs prompting andsupport to explain andparticipate in discussionsabout concepts presented

With some guidance:

• explains and participates ontheir own and in discussionsabout the concepts presented

With little guidance: With increasing frequency and less support • explains and participates on

their own and in discussionsabout the concepts presented


Consistently/Independently • Connects and applies

knowledge on their own and indiscussions about the conceptspresented

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


● Needs support to useterminology and gatherinformation from visual andoral sources such aspictures and classdiscussions

● Needs support tocommunicate concepts andideas in written, oral, andvisual forms

With some guidance:

● uses terminology and gathersinformation from visualand oral sources such aspictures and class discussions

● communicates and sharesconcepts and ideas inwritten, oral, and visual forms

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

information from visualand oral sources such aspictures and class discussions

● communicates and sharesconcepts and ideas in written,oral, and visual forms


Consistently/Independently ● uses terminology and gathers

information from visuals andoral sources such as picturesand class discussions

● draws conclusions, ask newquestions, and identifiesproblems and solutions

● communicates concepts andshares ideas in written, oral, andvisual forms using a variety offormats (graphs, charts,multimedia, etc)

reading unsuccessful developing

Documents