Fourth Grade Standards-Based Report Card Rubric 1 st Nine Weeks Language Arts The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through Reading, Writing, Language, and Speaking and Listening. Standards Emerging (1) The student demonstrates limited or minimum progress or is unable to: Progressing (2) The student is progressing toward achievement but inconsistently: Meets (3) The student consistently and independently: Exceeds (4) The student, with evidence of exceeding, consistently and independently: Evidence/Notes Understands & explains text, drawing inferences where possible Read attentively for understanding on reading level P/Q Refer to details Identify Author’s Purpose Reads attentively for understanding on reading level P/Q Refers to details and examples in a text Identifies Author’s Purpose Reads attentively for understanding on reading level P/Q Refers to details and examples in a text when explaining what the text says explicitly and when drawing inferences Identifies Author’s Purpose Reads, comprehends and infers on above grade level Reading level T or above Fountas and Pinnell Benchmarks or other instructional text leveling methods Text assessments Teacher observations Group discussions Teacher observations As of October 8, 2012 Page 1 of 59
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Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksLanguage Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)The student
demonstrates limited or minimum progress or is
unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
Understands & explains text, drawing inferences where possible
Read attentively for understanding on reading level P/Q
Refer to details
Identify Author’s Purpose
Reads attentively for understanding on reading level P/Q
Refers to details and examples in a text
Identifies Author’s Purpose
Reads attentively for understanding on reading level P/Q
Refers to details and examples in a text when explaining what the text says explicitly and when drawing inferences
Identifies Author’s Purpose
Reads, comprehends and infers on above grade level Reading level T or above
Fountas and Pinnell Benchmarks or other instructional text leveling methods
Text assessments
Teacher observations
Group discussions
Teacher observations
Compare and contrast the point of view including first & third person narrations
Read attentively for understanding
Identify the elements such as plot structure, vocabulary, and characters
Identify the voice of the author
Reads attentively for understanding
Identifies and explains elements such as plot structure, vocabulary, and characters
Identifies the voice of the author used to tell a story
Reads attentively for understanding
Identifies and explains elements such as plot structure, vocabulary, and characters
Identifies the voice of the author used to tell a story and explain how that voice impacts the experience
Reads attentively for understanding
Comprehends and clearly infers on reading level T or above
Reads a wide variety of books above grade level from all genres
Teacher observation
Performance tasks
Text assessments
As of October 8, 2012 Page 1 of 29
Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksLanguage Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)The student
demonstrates limited or minimum progress or is
unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
Compare and contrast similar themes & patterns of events in multiple stories
Read attentively for understanding
Identify themes and lessons in folktales, tall tales, and fables
Reads attentively for understanding
Identifies themes and lessons in folktales, tall tales, and fables
Compares and contrasts traditional literature
Reads attentively for understanding
Identifies themes and lessons in folktales, tall tales, and fables
Compares and contrasts traditional literature with multiple stories, cultures, such as mythology
Identify and analyze similarities and differences of multiple stories
Reads attentively for understanding
Comprehends and clearly infers on reading level T or above
Compares and contrasts stories, cultures, society impact from text above grade level
Reads a wide variety of books above grade level from all genres
Teacher observation
Performance tasks
Text assessments
As of October 8, 2012 Page 2 of 29
Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksLanguage Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)The student
demonstrates limited or minimum progress or is
unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
Determines main idea, key details & concepts; summarizes or explains the text
Make predictions from text feature and during reading
Identify main idea and/or theme along with key supporting details
Understand the difference between what is explicit and what is inferred
Makes and supports predictions using prior knowledge and from text features during reading
Identifies main idea and/or theme along with key supporting detailsUnderstands the difference between what is explicit and what is inferred
Makes and supports predictions using prior knowledge and from text features during reading
Identifies main idea and/or theme along with key supporting detailsUnderstands the difference between what is explicit and what is inferred
Understands and explains the difference between theme and main idea
Reads attentively for understanding
Comprehends on reading level T or above
Reads a wide variety of books above grade level from each genre
Fountas and Pinnell Benchmarks
Teacher observation
Performance tasks
Text assessments
As of October 8, 2012 Page 3 of 29
Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksLanguage Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)The student
demonstrates limited or minimum progress or is
unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
Integrates & uses information from two or more texts on same topic
Draw from more than one source of information and explain texts
Make connections about a topic from two texts
Draws from more than one source of information and explain texts
Makes connections about a topic from multiple texts
Respond to texts in multiple modes of communication
Draws from more than one source of information and explain texts using examples to support
Makes connections about a topic from multiple texts
Respond to texts in multiple modes of communication
Uses three or more texts on reading level T or above on the same topic in order to write or speak knowledgeably about a subject reflecting on what is in the text
Teacher observation
Performance tasks
Text assessments
Reads with sufficient accuracy and fluency
Continued on next page
Read on level text with purpose and understanding
Read familiar text with expression
Reads on level text with purpose and understanding
Reads familiar text with expression
Uses self-monitoring and self-correcting strategies
Reads on level text with purpose and understanding
Reads familiar text with expression
Uses self-monitoring and self-correcting strategies
Reads with rhythm,
Reads and comprehends a variety of texts within the Fountas and Pinnell Instructional Level of T or above
F&P Running records
As of October 8, 2012 Page 4 of 29
Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksLanguage Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)The student
demonstrates limited or minimum progress or is
unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
flow, and meter to sound like everyday speech (prosody)
Reads and comprehends a variety of texts within the Fountas and Pinnell Instructional Level P/Q
Know and apply grade-level phonics and word skills
Apply knowledge of letter-sound correspondences, syllabication patterns, and morphology
Use phonics and context clues to determine pronunciation and meaning
Applies knowledge of letter-sound correspondences, syllabication patterns, and morphology
Uses phonics and context clues to determine pronunciation and meaning
Recognizes roots and affixes
Applies knowledge of letter-sound correspondences, syllabication patterns, and morphology
Uses phonics and context clues to determine pronunciation and meaning
Recognizes roots and affixes
Identifies the meaning of common root words to determine the meaning of unfamiliar words
Reads and comprehends a variety of texts within the Fountas and Pinnell Instructional Level of T or above
Word study
Teacher observation
As of October 8, 2012 Page 5 of 29
Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksLanguage Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)The student
demonstrates limited or minimum progress or is
unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
Demonstrate command of grammar and usage
Show command of the English language in speaking and writing
Shows command of the English language in speaking and writing
Edits writing to improve word choice
Shows command of the English language in speaking and writing
Edits writing to improve word choice
Due to the nature ofthis standard, students cannot attain a ratingof 4
Teacher observation
Standard assessments
Demonstrate command of conventions of punctuation, capitalization, spelling
Use correct capitalization and punctuation
Use commas and quotation marks to mark direct speech and quotations from a text
Uses correct capitalization and punctuation
Uses commas and quotation marks to mark direct speech and quotations from a text
Uses correct capitalization and punctuation
Uses commas and quotation marks to mark direct speech and quotations from a textCorrectly use frequently confusing words (e.g. to, too, two; there, their
Uses above grade level Tier words in above grade level reading as well as comprehension and inference in reading and writing
Writing
Research
Performance tasks
Understands grade level vocabulary; multiple meaning words & figurative language
Continued on next page
Use context clues to determine meaning of words or phrases
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word
Uses context clues to determine meaning of words or phrases
Uses common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word
Uses context clues to determine meaning of words or phrases
Uses common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word
Uses above grade level Tier words in above grade level reading as well as comprehension and inference in reading and writing
Word study
Writing
Research
Performance tasks
As of October 8, 2012 Page 6 of 29
Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksLanguage Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)The student
demonstrates limited or minimum progress or is
unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
Explains the meaning of simple similes and metaphors
Explains the meaning of simple similes and metaphorsRecognizes and explains the meaning of common idioms, adages, and proverbs
Acquires and uses grade-level words and phrases
Show command of academic and domain-specific words
Shows command of academic and domain-specific words and phrases
Shows command of academic and domain-specific words and phrases, including those that signal precise action and emotions
Uses above grade level Tier words in above grade level reading as well as comprehension and inference in reading and writing
Writing samples
Performance task
Research project presentations
Oral presentationsExpresses ideas clearly in conversation, sharing a report, or story
Continued on next page
Understand the difference between summary and paraphrase
Understands and explains the difference between summary and paraphrase
Engages the audience with appropriate verbal cues and eye contact
Understands, explains, and exhibits the difference between summary and paraphrase
Engages the audience with appropriate verbal cues and eye contact
Uses above grade level Tier words and in above grade level reading as well as comprehension and inference in reading writing, and speaking
Engages the audience with appropriate verbal cues and eye contact
Performance task
Research project presentations
Oral presentations
One on one and group discussions
As of October 8, 2012 Page 7 of 29
Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksLanguage Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)The student
demonstrates limited or minimum progress or is
unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
Differentiate between contexts that call for formal & informal English
Project a sense of individuality and personality in selecting and organizing content and in delivery
Adapt speech to context and task
Projects a sense of individuality and personality in selecting and organizing content and in delivery
Adapts speech to context and task
Uses formal English when appropriate to task and situation
Projects a sense of individuality and personality in selecting and organizing content and in delivery
Adapts speech to context and task
Uses formal and informal English when appropriate to task and situation
Due to the nature ofthis standard, students cannot attain a ratingof 4
Performance task
Research project presentations
Oral presentations
One on one and group discussions
Conveys ideas and information clearly
Continued on next page
Introduce a topic clearly and group related information in paragraphs and sections
Develop the topic with facts, definitions, and concrete details from text
Introduces a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia
Develops the topic with facts, definitions,
Introduces a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension
Conveys topics, ideas and information that are above grade level expectations clearly and precisely
Writing samples
Teacher observations
Oral presentations
Performance task
As of October 8, 2012 Page 8 of 29
Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksLanguage Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)The student
demonstrates limited or minimum progress or is
unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
concrete details from text
Links ideas within categories of information using words and phrases (e.g., another, for example, also, because)
Develops the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic
Links ideas within categories of information using words and phrases (e.g., another, for example, also, because)
Develops topic with supporting details or points of view
Continued on next page
Introduce a topic or text clearly, state an opinion, and support that opinion with examples from text
Distinguish fact from opinion
Introduces a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose
Distinguishes fact from opinionProvides reasons that are supported by facts
Introduces a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose
Distinguishes fact from opinion with concrete supporting details from text
Expresses comprehension and inference in reading writing, and speaking through concrete examples of prior knowledge and citations from above grade level text
Writing samples
Teacher observations
Oral presentations
Performance task
As of October 8, 2012 Page 9 of 29
Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksLanguage Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)The student
demonstrates limited or minimum progress or is
unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
and detailsProvides reasons that are supported by facts and details
Develops real or imagined events using effective techniques
Use dialogue and description to develop experiences and events
Uses dialogue and description to develop experiences and events or show the responses of characters to situations
Uses a variety of transitional words and phrases to manage the sequence of events
Uses dialogue and description to develop experiences and events or show the responses of characters to situations
Uses a variety of transitional words and phrases to manage the sequence of eventUses concrete words and phrases and sensory details to convey experiences and events precisely
Develops real or imagined events using effective techniques using vocabulary and topics from above grade text
Writing samples
Teacher observations
Oral presentations
Performance task
Uses the writing process
Plan and drafts writing Plans and drafts writing Plans and drafts writing Demonstrates self-initiative to use the
Writing samples
As of October 8, 2012 Page 10 of 29
Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksLanguage Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)The student
demonstrates limited or minimum progress or is
unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
Apply little revision to improve coherence and development of topic
Applies some revision to improve coherence and development of topic
Edits to correct errors
Applies some revision to improve coherence and development of topic
Edits to correct errors
Publishes by presenting
entire writing process to improve development of essay through use of above grade vocabulary and text
Research projects
Writes legibly in cursive
Write legibly in cursive, leaving spaces between letters in a word and between words in a sentence
Writes legibly in cursive, leaving spaces between letters in a word and between words in a sentence
Writes legibly in cursive, leaving spaces between letters in a word and between words in a sentence
Due to the nature of this standard, students cannot attain a ratingof 4
Writing
Conducts research & produces work that
Use various reference materials (i.e.,
Uses various reference materials (i.e.,
Uses various reference materials (i.e.,
Conducts research & produces work through
Steps used effectively to conduct research
As of October 8, 2012 Page 11 of 29
Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksLanguage Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)The student
demonstrates limited or minimum progress or is
unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
builds knowledge dictionary, thesaurus, encyclopedia, electronic information
Uses organizational features of printed and electronic text (e.g., citations, end notes, bibliographic references) to locate relevant information
above grade level text and expectations Research projects
Writes for a range of Produce writing that Produces writing that Produces writing that Produces writing that Writing samples
As of October 8, 2012 Page 12 of 29
Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksLanguage Arts
The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through Reading, Writing, Language, and Speaking and Listening.
Standards
Emerging (1)The student
demonstrates limited or minimum progress or is
unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
discipline-specific tasks, purposes & audiences
establishes an appropriate organizational structure, and a point of view based on purpose and genre
Maintain a focus on audience and purpose throughout
Avoid plagiarism
establishes an appropriate organizational structure, and a point of view based on purpose, genre expectations, audience, and length
Maintains a focus on audience and purpose throughout
Avoids plagiarism
establishes an appropriate organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements,
Effectively engages the reader
Maintains a focus on audience and purpose throughout
Avoids plagiarism
establishes an appropriate organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements through above grade level topics, and text
As of October 8, 2012 Page 13 of 29
Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksMathematics
Standards
Emerging (1)The student
demonstrates limited or minimum progress
or is unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
Uses strategies involving the four operations with whole numbers to solve problems
MCC4.OA.1MCC4.OA.2MCC4.OA.3
Demonstrate fluency and the ability to solve problems involving the operations of whole numbers
Demonstrates fluency and the ability to solve problems involving the operations of whole numbers
Applies and reasons through multiple strategies, which demonstrates fluency and flexibility, and the ability to solve multi-step problems involving the operations of whole numbers
Represents verbal statements of multiplicative comparisons as multiplication equations
Demonstrates understanding of the relationship between dividend, divisor, and quotient and understands and interprets any remainder in context
Satisfies all requirements of “meeting the standard” for a score of 3 AND Consistently applies and reasons through multiple strategies which demonstrates fluency and flexibility with whole numbers AND decimals numbers
Students should know which operations are needed to solve the problem. Drawing pictures or using models will help students understand what the problem is asking. They should check the reasonableness of their answer using mental computation and estimation strategies.
As of October 8, 2012 Page 14 of 29
Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksMathematics
Standards
Emerging (1)The student
demonstrates limited or minimum progress
or is unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
Recognizes, understands and uses factors and multiples
MCC4.OA.4
Recognize, understand and use factors and multiples
Understand and recognize prime and composite numbers
Recognizes, understands and uses factors and multiples in the range 1 to 100
Understands and recognize prime and composite numbers
Recognizes, understands, and uses factors and multiples within 1 to 100, appropriately
Demonstrates an understanding of prime and composite numbers and is able to fluently recall them and use them in appropriate mathematical situations
Understands and uses divisibility for common factors
Uses knowledge of factors, multiples, and divisibility beyond 100 and sees the patterns in numbers to make generalizations about given numbers that extend beyond the context of the problem
This standard requires students to demonstrate understanding of factors and multiples, divisibility, and characteristics (including odd/even and prime/composite) of whole numbers. Important Fact: Prime numbers have exactly two factors, the number one and their own number.
Generates and analyzes patterns
MCC4.OA.5
Generate numerical or geometric patterns that follow a given rule
Identify relationships in the patterns
Describe and make
Generates numerical or geometric patterns that follow a given rule
Identifies relationships in the patterns
Describes or makes
Generates numerical and/or geometric patterns that follow a given rule
Identifies relationships in the patterns and/or describe and make generalizations based
Analyzes and compares the relationships between two numerical patterns using 2 given rules with more complex numbers and describe generalizations using more complex
As students generate numeric patterns for rules, they should be able to “undo” the pattern to determine if the rule works with all of the numbers generated. In analyzing the pattern,
As of October 8, 2012 Page 15 of 29
Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksMathematics
Standards
Emerging (1)The student
demonstrates limited or minimum progress
or is unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
Continued on next page generalizations from those patterns
generalizations from patterns
on apparent features of the pattern that were not explicit in the rule itself
Justifies reasoning for why the rule works for all numbers in the pattern
numerical patterns students need to determine how to get from one term to the next term
Identifies and applies understanding of place value for multi-digit whole numbers
MCC4.NBT.1MCC4.NBT.2 MCC4.NBT.3
Demonstrate an understanding of place value through number recognition, comparison, or rounding
Demonstrates an understanding of place value through number recognition, comparison, and rounding
Demonstrates an understanding of place value through number recognition, comparison, and rounding.The student is also able to create numbers that meet specific criteria.The student appropriate uses >,=, and < symbols to record results of comparisons.The student is able to round multi-digit whole numbers to any place up to 1,000,000.
Is able to extend understanding of place value for multi-digit whole numbers to decimals and apply reasoning with multi-digit whole numbers to decimals to the hundredths
Students also need to create numbers that meet specific criteria.Example: rounding to digits other than the leading digit (round 23,960 to the nearest hundred).Students should also begin to develop some rules for rounding, building off the basic strategy of; “Is 48 closer to 40 or 50?” Students need to generalize the rule for much larger numbers and rounding to values that are not the leading digit
As of October 8, 2012 Page 16 of 29
Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksMathematics
Standards
Emerging (1)The student
demonstrates limited or minimum progress
or is unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
Uses place value understanding and properties of operations to perform multi-digit arithmetic
MCC4.NBT.4MCC4.NBT.5MCC4.NBT.6
Generalize an understanding of place value to 1,000,000.
Apply an understanding of models to develop, discuss, and use efficient, accurate, and generalizable methods of multi-digit arithmetic
Generalizes an understanding of place value to 1,000,000
Applies an understanding of models to develop, discuss, or use efficient, accurate, or generalizable methods of multi-digit arithmetic
Generalizes an understanding of place value to 1,000,000
Demonstrates and applies an understanding of models to develop, discuss, and use efficient, accurate, and generalizable methods of multi-digit arithmetic. The student is able to consistently illustrate and explain calculations using a variety of models and representations
Extends understanding of properties to perform multi-digit arithmetic and applies the same understanding and reasoning for decimal numbers to the hundredths
Students develop strategies that they understand, can explain, and can think about, rather than merely follow a sequence of directions that they don't understand.Number Talks help students learn from each other and acquire efficient strategies for number computation.Each teacher is encouraged to include a scheduled Number Talk in the schedule for each day (10 – 15 minutes of the day).
As of October 8, 2012 Page 17 of 29
Standards for Mathematical Practice**These should be scored using the Academic Performance Level for Learner Behaviors scores.**
Rarely (1)The student…
Sometimes (2)The student…
Usually (3)The student…
Consistently (4)The student…
Evidence/Notes
The SMPs are addressed on an ongoing basis through grading periods 1 – 4.Makes sense of problems and perseveres in solving them
MCC4.SMP.1
Rarely explains to himself/herself the meaning of a problem and is unable to independently determine an appropriate strategy to use to solve the problem
Teacher prompting is usually required
Inconsistently explains to himself/herself the meaning of a problem and/or is inconsistently able to independently determine an appropriate strategy to use to solve problems. Student needs prompting by the teacher on a regular basis.
Teacher prompting is sometimes required.
Usually explains to himself/herself the meaning of a problem and usually determines an appropriate strategy to use to solve any given problem
Teacher prompting is rarely required
Independently and consistently explains to himself/herself the meaning of a problem and determines an appropriate strategy to use to solve the problem
Teacher prompting is never required
This is assessed on an ongoing basis throughout the school year (on each assignment and assessment)
Students should consistently explain to themselves the meaning of a problem and look for ways to solve it. Fourth graders may use concrete objects or pictures to help them conceptualize and solve problems. They may check their thinking by asking themselves, “Does this make sense?” They listen to the strategies of others and will try different approaches. It is expected that they use another method/ strategy to check their answers.
As of October 8, 2012 Page 18 of 29
Standards for Mathematical Practice**These should be scored using the Academic Performance Level for Learner Behaviors scores.**
Rarely (1)The student…
Sometimes (2)The student…
Usually (3)The student…
Consistently (4)The student…
Evidence/Notes
The SMPs are addressed on an ongoing basis through grading periods 1 – 4.
Reasons abstractly and quantitatively
MCC4.SMP.2
Is rarely able to reason through
problems to understand the mathematics presented
make sense of quantities and their relationships in problem situations.
decontextualize contextualize create a coherent
representation of the problem
consider the units involved in the problem
attend to the meaning of quantities
Inconsistently reasons through
problems to understand the mathematics presented
makes sense of quantities and their relationships in problem situations
decontextualizes contextualizes creates a coherent
representation of the problem
considers the units involved in the problem
attends to the meaning of quantities
Usually reasons through
problems to understand the mathematics presented
makes sense of quantities and their relationships in problem situations
decontextualizes contextualizes creates a coherent
representation of the problem
considers the units involved in the problem
attends to the meaning of quantities
The student usually can connect the quantity to written symbols and/or create a logical representation of the problem at hand, considering both the appropriate units involved and the meaning of quantities
Independently and consistently reasons through
problems to understand the mathematics presented
makes sense of quantities and their relationships in problem situations
decontextualizes contextualizes creates a coherent
representation of the problem
considers the units involved in the problem
attends to the meaning of quantities
The student can consistently connect the quantity to written symbols and create a logical representation of the problem at hand, considering both the appropriate units involved and the meaning of quantities
This is assessed continuously throughout the school year (on several assessments).Important definitionsdecontextualize—to abstract a given situation, represent it symbolically and manipulate the representing symbols as if they have a life of their own contextualize - to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just
As of October 8, 2012 Page 19 of 29
Standards for Mathematical Practice**These should be scored using the Academic Performance Level for Learner Behaviors scores.**
Rarely (1)The student…
Sometimes (2)The student…
Usually (3)The student…
Consistently (4)The student…
Evidence/Notes
The SMPs are addressed on an ongoing basis through grading periods 1 – 4.Continued on next page how to compute
them; and knowing and flexibly using different properties of operations and objects
Constructs viable arguments and critiques the reasoning of others
MCC4SMP.3
Rarely constructs arguments independently using concrete referents, such as objects, pictures, or drawings
Cannot explain his/her thinking or make connections between models and equations
Can sometimes construct arguments independently using concrete referents, such as objects, pictures, and/or drawings
Sometimes explains his/her thinking and makes connections between models and equations
Can usually construct arguments independently using concrete referents, such as objects, pictures, and drawings; however, teacher prompting is still necessary
Can usually explain his/her thinking and make connections between models and equations
Can consistently and independently construct arguments using concrete referents, such as objects, pictures, and drawings. Teacher prompting is not necessary.
Can consistently explain his/her thinking and make connections between models and equations
Overall, students should continue to refine their communication skills as they participate in mathematical discussions involving questions like “How did you get that?” and “Why is that true?” They should explain their thinking to others and respond to others’ thinking.
Models with mathematics
MCC4.SMP.4
Rarely represents contextual, problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, making a chart, list, or graph, creating equations, etc.
Sometimes represents contextual, problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, making a chart, list, or graph,
Usually represents contextual, problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, making a chart, list, or graph, creating equations, etc.
Consistently represents contextual, problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, making a chart, list, or graph, creating equations, etc.
Fourth graders should evaluate their results in the context of the situation and reflect on whether the results make sense
Students need opportunities to connect the
As of October 8, 2012 Page 20 of 29
Standards for Mathematical Practice**These should be scored using the Academic Performance Level for Learner Behaviors scores.**
Rarely (1)The student…
Sometimes (2)The student…
Usually (3)The student…
Consistently (4)The student…
Evidence/Notes
The SMPs are addressed on an ongoing basis through grading periods 1 – 4.
Continued on next pagecreating equations, etc.
different representations and explain the connections
They should be able to use a variety of representations as needed
Uses appropriate tools strategically
MCC4.SMP.5
Rarely considers the available tools and/or strategies (including estimation) when solving a mathematical problem and consistently decides when certain tools/strategies might be helpful.
Sometimes considers the available tools and/or strategies (including estimation) when solving a mathematical problem and consistently decides when certain tools/strategies might be helpful
Usually considers the available tools and/or (including estimation) when solving a mathematical problem and consistently decides when certain tools/strategies might be helpful
Consistently considers the available physical tools and mathematical strategies (including estimation) when solving a mathematical problem and consistently decides when certain tools/strategies might be helpful
ExampleA student may use graph paper or a number line to represent and compare decimals and protractors to measure angles. They may use other measurement tools to understand the relative size of units within a system and express measurements given in larger units in terms of smaller units.
As of October 8, 2012 Page 21 of 29
Standards for Mathematical Practice**These should be scored using the Academic Performance Level for Learner Behaviors scores.**
Rarely (1)The student…
Sometimes (2)The student…
Usually (3)The student…
Consistently (4)The student…
Evidence/Notes
The SMPs are addressed on an ongoing basis through grading periods 1 – 4.
Attends to precision
MCC4.SMP.6
Rarely uses clear or precise mathematical language in discussions with others and in his/her own reasoning
Sometimes uses clear and precise mathematical language in discussions with others and in his/her own reasoning
Usually uses clear and precise mathematical language (oral, verbal, written, or symbolic) in discussions with others and in his/her own reasoning
Consistently uses clear and precise mathematical language (oral, verbal, written, or symbolic) in discussions with others and in his/her own reasoning
Examples
(1) The student will use appropriate labels when creating a line plot(2)The student is careful about specifying units of measure(3)The student states the meaning of the symbols they choose
Looks for and makes use of structure
MCC4.SMP.7
Rarely looks closely to discover a pattern or structure in any given problem. The student can rarely generate number or shape patterns that follow a given rule.
Sometimes looks closely to discover a pattern or structure in any given problem. The student can sometimes generate number or shape patterns that follow a given rule.
Usually looks closely to discover a pattern or structure in any given problem. The student usually can generate number or shape patterns that follow a given rule.
Consistently looks closely to discover a pattern or structure in any given problem. The student can generate number or shape patterns that follow a given rule.
Example A student uses
properties of operations to explain calculations (partial products model)
A student relates representations of counting problems such as tree diagrams and arrays to the multiplication principal of counting
As of October 8, 2012 Page 22 of 29
Standards for Mathematical Practice**These should be scored using the Academic Performance Level for Learner Behaviors scores.**
Rarely (1)The student…
Sometimes (2)The student…
Usually (3)The student…
Consistently (4)The student…
Evidence/Notes
The SMPs are addressed on an ongoing basis through grading periods 1 – 4.
Looks for and expresses regularity in repeated reasoning
MCC4.SMP.8
Rarely notices repetitive actions in computation to make generalizations in multiple related and unrelated problems
Rarely uses models to explain calculations or lacks understanding of how algorithms work
Rarely uses models to examine patterns and is unable to generate his/her own algorithms
Sometimes notices repetitive actions in computation to make generalizations in multiple related and unrelated problems
Uses models sometimes to explain calculations, to show understanding of how algorithms work and to examine patterns
Inconsistently or is unable to generate his/her own algorithms
Usually Notices repetitive
actions in computation to make generalizations in multiple related and unrelated problems
Uses models to explain calculations and to show understanding of how algorithms work
Uses models to examine patterns and can sometimes generate his/her own algorithms
Consistently Notices repetitive
actions in computation to make generalizations in multiple related and unrelated problems
Uses models to explain calculations and to show understanding of how algorithms work
Uses models to examine patterns and generate his/her own algorithms (student generated- can be standard or non-standard)
For example, students use visual fraction models to write equivalent fractions (student generated- can be standard or non-standard)
As of October 8, 2012 Page 23 of 29
Fourth Grade Standards-Based Report Card Rubric1st Nine Weeks
Science
Standards
Emerging (1)The student
demonstrates limited or minimum progress or is
unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
S4P1. Students will investigate the nature of light using tools such as mirrors, lenses, and prisms
Identify materials that are transparent, opaque, and translucent
Identifies materials that are transparent, opaque, and translucent
Investigates the reflection of light using a mirror and a light source
Identifies the physical attributes of a convex lens, a concave lens, and a prism and where each is used
Identifies materials that are transparent, opaque, and translucent
Investigates the reflection of light using a mirror and a light source
Identifies the physical attributes of a convex lens, a concave lens, and a prism and where each is used
Explains how prisms break up white light into colors due to the separate wavelengths of energy
In addition to meeting the standard one or more of these may be exhibited by the student:
Explains that light is one type of energy and describe its uses in your home or classroom
Explains how prisms break up white light into colors due to the separate wavelengths of energy
Researches how mirrors and lenses are used in objects like periscopes, cameras, and the Space Shuttle Write a report documenting their uses
Uses a Venn diagram to compare and contrast sound waves and light waves
As of October 8, 2012 Page 24 of 29
Fourth Grade Standards-Based Report Card Rubric1st Nine Weeks
Science
Standards
Emerging (1)The student
demonstrates limited or minimum progress or is
unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
S4P2. Students will demonstrate how sound is produced by can be varied by changing the rate of vibration
Investigate how sound is produced
Recognize the conditions that cause pitch to vary
Investigates how sound is produced
Recognizes the conditions that cause pitch to vary
Investigates how sound is produced
Recognizes the conditions that cause pitch to vary
In addition to meeting the standard one or more of these may be exhibited by the student:
Explains how different musical instruments produce a range of pitches
Researches and describes ways that animals produce sound E.g.: crickets, cicadas, frogs, rattle snakes
As of October 8, 2012 Page 25 of 29
Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksSocial Studies
Standards
Emerging (1)The student
demonstrates limited or minimum progress or is
unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
Describe how early Native Americancultures developed in North America(SS4H1)
Locate where Native Americanssettled with emphasis on Arctic (Inuit), Northwest (Kwakutil), Plateau (Nez Perce), Southwest (Hopi),Plains (Pawnee), andSoutheast (Seminole)
Describe how Native Americans used theirenvironment to obtainfood, clothing, andshelter
Locates whereNative Americans settled with emphasis on Arctic (Inuit),Northwest (Kwakutil), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeast (Seminole)
Describes how Native Americans used their environment to obtain food, clothing, andshelter
Locates whereNative Americans settled with emphasis on Arctic (Inuit),Northwest (Kwakutil), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeast (Seminole)
Describes how Native Americans used theirenvironment to obtainfood, clothing, andshelter
Demonstrates or selfinitiates further learning in concept
Describe European exploration in NorthAmerica (SS4H2)
Continued on next page
Describe the reasons for, obstacles to, andaccomplishments of the Spanish, French, and English explorations ofJohn Cabot, Vasco Nuħez de Balboa, Juan Ponce deLeon, ChristopherColumbus, Henry Hudson, and Jacques Cartier and
Describes the reasons for, obstacles to, and accomplishments of the Spanish, French, and English explorations ofJohn Cabot, Vasco Nuħez de Balboa, Juan Ponce de Leon,Christopher Columbus, HenryHudson, and Jacques Cartier and
Describes the reasons for, obstacles to, and accomplishments of the Spanish, French, and English explorations ofJohn Cabot, Vasco Nuħez de Balboa, Juan Ponce deLeon, ChristopherColumbus, Henry Hudson, and Jacques Cartier and
Demonstrates or selfinitiates further learning in concept
Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksSocial Studies
Standards
Emerging (1)The student
demonstrates limited or minimum progress or is
unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
Describe examples of cooperation and conflict between Europeans andNative Americans
Describes examples of cooperation and conflict between Europeans and Native Americans
Describes examples of cooperation and conflict between Europeans andNative Americans
Locate important physical and man-made features in the United States (SS4G1)
Locate major physical features of the US: Atlantic Coastal Plain, the Great Plains, theContinental Divide, the Great Basin, Death Valley, the Gulf of Mexico, the St Lawrence River, and the Great Lakes
Locate major man-made features: New York City, Boston,Philadelphia, and the Erie Canal
Locates major physical features of the US: Atlantic Coastal Plain, the Great Plains, the Continental Divide, the Great Basin, Death Valley, the Gulf of Mexico, the St. Lawrence River,and the Great Lakes
Locates major man-made features: New York City, Boston, Philadelphia, and the Erie Canal
Locates major physical features of the US: Atlantic Coastal Plain, the Great Plains, the Continental Divide, the Great Basin, Death Valley, the Gulf of Mexico, the St. Lawrence River, and the Great Lakes
Locates majorman-made features: New York City, Boston, Philadelphia, and the Erie Canal
Demonstrates or selfinitiates further learning in concept
Fourth Grade Standards-Based Report Card Rubric1st Nine WeeksSocial Studies
Standards
Emerging (1)The student
demonstrates limited or minimum progress or is
unable to:
Progressing (2)The student is
progressing toward achievement but inconsistently:
Meets (3)The student
consistently and independently:
Exceeds (4)The student, with
evidence of exceeding, consistently and independently:
Evidence/Notes
Use basic economic concepts of trade,opportunity cost, specialization, voluntary exchange, productivity, and priceincentives to illustrate historical events(SS4E1)
Describe opportunity costs and their relationship to decision-making across time
Explain how priceincentives affect people's behaviors and choices
Describe howspecialization improves standard of living
Explain how voluntary exchange helps buyers and sellers
Describe how trade promotes economicactivity
Give examplesof technologicaladvancements and their impact on business productivity
Describes opportunity costs and their relationship to decision-making across time
Explains how priceincentives affect people's behaviors and choices
Describes how specialization improves standard of living
Explains how voluntary exchange helps buyersand sellers
Describes how trade promotes economic activity
Gives examples of technologicaladvancements and their impact onbusiness productivity
Describes opportunitycosts and theirrelationship to decision making across time
Explains how priceincentives affectpeople's behaviors and choices
Describes howspecialization improves standard of living
Explains how voluntary exchange helps buyers and sellers
Describes how trade promoteseconomic activity
Gives examples oftechnologicaladvancements and their impact on business productivity
Demonstrates or selfinitiates further learning in concept