grading benchmarks - first grade reading...grading benchmarks - first grade reading 1) reads at...

Grading Benchmarks - FIRST GRADE

READING

1) Reads at grade level. Trimester 1 2 3 4

1st Student has achieved reading Student has achieved reading Student has achieved reading Student has achieved reading success at Level B or below. success at Level C or D. success at Level E or F. success at Level G or above.

2nd Student has achieved reading Student has achieved reading Student has achieved reading Student has achieved reading success at Level E or below. success at Level F. success at Level G or H. success at Level I or above.

3rd Student has achieved reading Student has achieved reading Student has achieved reading Student has achieved reading success at Level G or below. success at Level H. success at Level I or J. success at Level K or above.

Reading level as indicated on the Teachers College Reading Level Benchmarks for the Independent Reading Level Assessment (JRLA).

2) Uses a variety of print strategies to decode (pictures, context, phonics). Trimester 1 2

1st • Student is unable or rarely able to recognize and use beginning sounds.

• Student is unable or rarely able to make sure reading makes sense.

• Student is unable or rarely able to use internal parts of words with beginnings and endings.

First Grade Benchmarks - READING (8/13/19)

• Student is sometimes able to recognize and use beginning sounds.

• Student sometimes checks to make sure reading makes sense.

• Student sometimes uses internal parts of words with beginnings and endings.

3

• Student consistently identifies and decodes using beginning sounds.

• Student consistently checks to make sure reading makes sense.

• Student consistently uses internal pa1ts of words with beginnings and endings.

4

• Student consistently identifies and decodes using beginning and ending sounds.

• Student consistently checks to make sure reading makes sense, in above-grade-level text.

• Student consistently uses internal parts of words with

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2nd

• Student is unable or rarely able to read high-frequency words automatically.

• Student is unable or rarely able to notice enors and cross-check with unused sources of information. Student is unable or rarely able to distinguish between information provided by pictures and information provided by words in a text.

• Student is unable or rarely able to recognize and use beginning and ending sounds.

• Student is unable or rarely able to keep the accumulating story events ( or content) in mind.

• Student is unable or rarely able to use meaning of accumulated text to figure out unfamiliar · words.

• Student is unable or rarely able to stop and correct at the point of error.

First Grade Benchmarks - READING (8/13/1 9)


• Student sometimes reads high-frequency words automatically.

• Student sometimes notices errors and cross-checks with unused sources of information.

• Student is sometimes able to distinguish between inf OTmation provided by pictures and information provided by words in a text.

• Student is sometimes able to recognize and use beginning and ending sounds.

• Student sometimes keeps the accumulating story events ( or content) in mind.

• Student sometimes uses meaning of accumulated text to figure out unfamiliar words.

• Student sometimes stops and corrects at the point of error.

• Student consistently reads high-frequency words automatically.

• Student consistently notices enors and cross-checks with unused sources of information.

• Student consistently distinguishes between information provided by pictures and info1mation provided by words in a text.

• Student consistently identifies and decodes using beginning and ending sounds.

• Student consistently keeps the accumulating story events ( or content) in mind.

• Student consistently uses meaning of accumulated text to figure out unfamiliar words.

• Student consistently stops and corrects at the point of enor.

beginnings and endings, in above-grade-level text.

• Student consistently reads high-frequency words automatically, in above-grade-level text.

• Student consistently notices e1rnrs, in above-grade-level text, and cross-checks with unused sources of information.

• Student consistently distinguishes, in above-grade-level texts, between information provided by pictures and info1mation provided by words.

• Student consistently identifies and decodes using beginning, ending, and middle (vowel) sounds.

• Student consistently keeps the accumulating sto1y events ( or content) in mind, in above-grade-level text.

• Student consistently uses meaning of accumulated text to figure out unfamiliar words, in above-grade-level text.

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• Student consistently stops and corrects at the point of error, in above-grade-level text.

3rd • Student is unable or rarely able • Student is sometimes able to • Student consistently identifies • Student consisten tly decodes to recognize and use recognize and use beginning, and decodes using beginning, unknown and beginning, ending, and middle ending, and middle (vowel) ending, and middle (vowel) complex/multi-syllable words (vowel) sounds. sounds. sounds. using all phonemes (blends,

• Student is unable or rarely able • Student sometimes rereads and • Student consistently rereads and digraphs, diphthongs). to reread and self-correct at self-conects at points of e1TOr. self-corrects at points of error. • Student consistently rereads points of enor. • Student sometimes monitors • Student consistently monitors and self-corrects at points of

• Student is unable or rarely able for all sources of infonnation. for all sources of infonnation. error, in above-grade-level to monitor for all sources of • Student consistently uses an text. information. • Student sometimes uses an increasingly more challenging • Student consistently monitors

• Student is unable or rarely able increasingly more challenging repertoire of graphophonic/ for all sources of information, to use an increasingly more repe1toire of graphophonic/ • visual strategies to problem in above-grade-level text. challenging repertoire of visual strategies to problem solve through text. • Student consistently uses an graphophonic/visual strategies solve tlu·ough text. • Student consistently solves increasingly more challenging to problem solve through text. • Student sometimes solves unknown words with relative repertoire of graphophonic/

• Student is unable or rarely able unknown words with relative ease . • visual strategies to problem to solve unknown words with ease. solve through relative ease. above-grade-level text.

• Student consistently solves unknown words with relative ease, in above-grade-level text.

First Grade Benchmarks - READING (8/13/19) of 7


3) Recognizes sight words. Trimester 1 2 3 4 I I

1st Student recognizes up to 74 sight Student recognizes 75- 124 sight Student recognizes 125 - 160 sight Student recognizes 161 or more words on Word Identification words on Word Identification words on Word Identification sight words on Word Identification Assessment. Assessment. Assessment. Assessment.

2nd Student recognizes up 150 sight Student recognizes 151-174 sight Student recognizes 175 - 199 sight Student recognizes 200 or more words on Word Identification words on Word Identification words on Word Identification sight words on Word Identification Assessment. Assessment. Assessment. Assessment.

3rd Student recognizes up to 178 sight Student recognizes 179 - 199 sight Student recognizes 200-218 sight Student recognizes 219 or more words on Word Identification words on Word Identification words on Word Identification sight words on Word Identification Assessment. Assessment. Assessment. Assessment.

Word recognition as indicated on the Dolch Word Lists for Prima,y Assessments.

4) Reads with comprehension.

⇒ Demonstrates successful understanding of the text through retelling, summarizing , and interpreting the main idea.

l 'Irimester 1 2 3 4

1st Student has achieved reading Student has achieved reading Student has achieved reading Student has achieved reading success at Level B or below. success at Level C or D. success at Level E or F. success at Level G or above.

·~ - -

F irst Grade Benchmarks - READING (8/1 3/19) of7


2nd Student has achieved reading Student has achieved reading Student has achieved reading Student has achieved reading success at Level E or below. success at Level F. success at Level G or H. success at Level I or above.

3rd Student has achieved reading Student has achieved reading Student has achieved reading Student has achieved reading success at Level G or below. success at Level H. success at Level I or J. success at Level K or above.

Reading level as indicated on the Teachers College Reading Level Benchmarks for the Independent Reading Level Assessment (IRLA).

5) Reads with fluency ( expression, phrasing, rate, accuracy).

⇒ Demonstrates the ability to read accurately at an appropriate pace with expression.

Trimester 1 2 3 4

1st Student reads many letters slowly Student reads most letters Student reads letters accurately Student reads letters and "eve" I·, and inaccurately; reads with little accurately and fluently; matches and quickly; matches expression to words fluently and accurately;

expression. expression to pictures. pictures, ending punctuation, and matches expression to surprising In

bold words. events and character 's feelings.

2nd Student reads most letters Student reads letters accurately and Student reads letters and "eve" Student reads short vowel words accurately; matches expression to quickly; matches expression to words fluently and accurately; fluently and accurately; matches pictures. pictures, ending punctuation, and matches expression to surprising expression to character's actions,

bold words. events and character's feelings. important ideas.

3rd Student reads letters accurately Student reads letters and "eve" Student reads short vowel words Student reads long vowel words and quickly; matches expression to words fluently and accurately; fluently and accurately; matches accurately; changes expression pictures, ending punctuation, and matches expression to surprising expression to character's actions, during reading. bold words. events and character's feelings. important ideas.

First Grade Benchmarks - READING (8/13/19) of 7


6) Retells story with accuracy.

Trimester 1 2 3 4

1st Student is unable or rarely able to Student is sometimes able to retell Student can consistently retell big Student can consistently retell retell big events from a story. big events from a story. events from a story. events from a story in higher level

books.

2nd Student is unable or rarely able to Student is sometimes able to retell Student can consistently retell big Student can consistently retell retell big events from a story in big events from a sto1y in events from a st01y in sequence, events from a story using details, sequence, beginning/middle/end. sequence, beginning/middle/end. beginning/middle/end. including characters, setting, and

problem solution.

3rd Student is unable or rarely able to Student is sometimes able to retell Student consistently uses details Student consistently uses details retell big events from a story in big events from a sto1y in including characters, setting, and including characters, setting, and sequence, beginning/middle/end. sequence, beginning/middle/end. problem solution while problem solution while

summarizing a st01y. summarizing a more complex sto1y.

7) Demonstrates stamina during independent reading.

Trimester 1 2 3 4

1st Student is unable or rarely able to Student is approaching reading Student consistently sustains Student consistently sustains sustain attention for 15 minutes. stamina of 15 minutes. attention during independent attention during independent

reading for 15 minutes. reading for more than 15 minutes.

2nd Student is unable or rarely able to Student is approaching reading Student consistently sustains Student consistently sustains sustain attention for 20 minutes. stamina of 20 minutes. attention during independent attention during independent


First Grade Benchmarks -READING (8/13/19) of7


3rd Student is unable or rarely able to Student is approaching reading Student consistently sustains Student consistently sustains sustain attention for 25 minutes. stamina of25 minutes. attention during independent attention during independent


First Grade Benchmarks - READING (8/13/19) of7

WRITING

1) Generates ideas.

Trimester 1

1st • Student does not generate ideas or sequence events.

• Student thinks, sketches, or writes a few unrelated ideas, as taught in units of study.

2nd • Student generates a few ideas from experience or imagination.

• The topic is paitially evident. • Student thinks, sketches, and

writes a few ideas, as taught in units of study.

First Grade Benchmarks - WRITING (8/13/19)


2

• Student generates a few ideas and sequences events from experience or imagination. Student thinks, sketches, and writes a few ideas, as taught in units of study.

• Student generates some ideas from experience or imagination.

• The topic is evident but too broad or too specific.

• Student thinks, sketches, and writes a few ideas, as taught in units of study.

3

• Student generates some ideas and sequences events for writing from experience or imagination.

• Student rehearses ideas with others when prompted.

• Student thinks, sketches, and writes some ideas, as taught in units of study.

• Student generates ideas for writing from experience, imagination, or stories read together.

• Student rehearses ideas with others.

• Student chooses and narrows the topic with support.

• Student thinks, sketches, and writes some ideas, as taught in units of study.

4

• Student generates ideas and sequences events for writing from experience, imagination, or stories read together.


• Student thinks, sketches, and writes to tell a sto1y related to the units of study.

• Student generates interesting ideas for writing from experience, imagination, and stories read.


• Student chooses and narrows a topic.

• Student thinks, sketches, and writes a story with details about the narrowed topic, as taught in units of study.

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3rd • Student generates a few ideas • Student generates some ideas • Student generates ideas for • Student generates interesting from experience or from experience, imagination, writing from experience, ideas for writing from imagination. or stories read together. stories read, and imagination. experience, imagination, and

• Student chooses a topic that is • Student chooses a clear topic. • Student rehearses stories with stories. somewhat clear. • Student thinks, sketches, and others. • Student rehearses ideas

• Student thinks, sketches, and writes some ideas, as taught in • Student chooses and nmTows a independently . writes a few ideas, as taught in units of study. topic. • Student chooses a narrow, units of study. • Student thinks, sketches, and specific topic .

writes to add ideas and details, • Student thinks, sketches, and as taught in units of study. writes with many vivid ideas

and details, as taught in units of study.

2) Writes complete sentences. Trimester 1 2 3 4

ALL • Student does not understand • Student rarely understands that • Student understands that every • Student consistently that every sentence must be every sentence must be about sentence must be about understands that every about something (subject) and something (subject) and tells something (subject) and tells sentence must be about tells something (predicate) something (predicate) about its something (predicate) about its something (subject) and tells about its subject. subject. subject. something (predicate) about its

• Student does not stretch ideas • Student rarely stretches ideas • Student stretches ideas from subject. from words to complete from words to complete words to complete sentences. • Student consistently writes in sentences. sentences. complete and complex

sentences.

3) Demonstrates stamina in independent writing.

F irst Grade Benchmarks - WRITING (8/13/19) Page 2 of6


Trimester 1 2 3 4

1st Student is unable or rarely able to Student is approaching a writing Student consistently writes for 10 Student consistently writes for write for 10 minutes. stamina of 10 minutes. minutes. more than 10 minutes.

2nd Student is unable or rarely able to Student is approaching a writing Student consistently writes for 15 Student consistently writes for write for 15 minutes. stamina of 15 minutes. minutes. more than 15 minutes.

3rd Student is unable or rarely able to Student is approaching a writing Student consistently writes for 20 Student consistently writes for write for 20 minutes. stamina of 20 minutes. minutes. more than 20 minutes.

4) Uses punctuation appropriately. Trimester 1 2 3 ' 4

ALL • Student does not use end • Student rarely uses end • Student uses end punctuation • Student consistently uses end punctuation for sentences. punctuation for sentences. for sentences. punctuation for sentences.

• Student does not use commas • Student rarely uses commas in • Student uses commas in dates • Student consistently uses in dates and to separate single dates and to separate single and to separate single words commas in dates and to words and series. words and series. and series. separate single words and

series.

5) Uses capitalization appropriately. Trimester 1 2 3 4

ALL Student does not capitalize names, Student rarely capitalizes names, Student capitalizes names, places, Student consistently capitalizes places, dates, the beginning of places, dates, the beginning of dates, the beginning of sentences, names, places, dates, the beginning sentences, and the pronoun "I." sentences, and the pronoun "I." and the pronoun "I." of sentences, and the pronoun "I."

First Grade Benchmarks - WRITING (8/13/19) Page 3 of6


6) Applies conventions of grammar and usage.

Trimester 1

1st

2nd

Student rarely applies grade-level grammar/usage, including: • "I" voice when using personal

narrative. • Action words. • Match nouns and verbs (they

hop; Bob hops). • Describing words.

Student rarely applies grade-level grammar/usage as listed in the 1 si

Trimester, plus: • Uses sequencing words to

organize writing (first, next, then, finally).

• Uses a variety of sentences (simple, compound, declarative, interrogative, imperative, exclamatory).

First Grade Benchmarks - WRITING (8/13/19)

2

Student is beginning to apply grade-level grammar/usage, including: • "I" voice when using personal



Student is beginning to apply grade-level grammar/usage as listed in the 1st Trimester, plus: • Uses sequencing words to


• Uses a variety of sentences (simple, compound, declarative, inte1rngative, imperative, exclamatory).

3

Student consistently applies grade-level grammar/usage, including: • "I" voice when using personal


hop, Bob hops). • Describing words.

Student consistently applies grade-level grammar/usage as listed in the 1 si Trimester, plus: • Uses sequencing words to


• Uses a variety of sentences ( simple, compound, declarative, interrogative, imperative, exclamatory), including determiners (this,

4

Student consistently applies above-grade-level grammar/usage, including: • "I" voice when using personal



Student consistently applies above-grade-level grammar/usage as listed in the I st Trimester, plus: • Uses sequencing words to


• Uses a variety of sentences (simple, compound, declarative, inte1Togative, imperative, exclamatory), including detenniners (this,

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that, these, those) and that, these, those) and prepositions. prepositions.

3rd Student rarely applies grade-level Student is beginning to apply Student consistently applies Student consistently applies grammar/usage as listed in the 1st grade-level grammar/usage as grade-level grammar/usage as above-grade-level grammar/usage and 2nd Trimesters, plus: listed in the 1st and 2nd Trimesters, listed in the 1st and 2nd Trimesters, as listed in the 1st and 2nd

• Writers vary choice of plus: plus: Trimesters, plus: describing words as a way to • Writers vary choice of • Writers vary choice of • Writers vary choice of clarify meaning (big, describing words as a way to describing words as a way to describing words as a way to gigantic). clarify meaning (big, gigantic). clarify meaning (big, gigantic). clarify meaning (big, gigantic).

• Common, proper, and • Common, proper, and • Common, proper, and • Common, proper, and possessive nouns. possessive nouns. possessive nouns. possessive nouns.

• Uses conjunctions to expand • Uses conjunctions to expand • Uses conjunctions to expand • Uses conjunctions to expand ideas ( and, but, so, or, ideas ( and, but, so, or, ideas (and, but, so, or, ideas (and, but, so, or, because). because). because). because).

7) Learns and applies spelling patterns. Trimester 1 2 3 4

ALL • Student does not use • Student rarely uses • Student uses conventional • Student consistently uses conventional spelling for conventional spelling for spelling for words with conventional spelling for words with common spelling words with common spelling common spelling patterns and words with common spelling patterns and for common patterns and for common for common irregular words. patterns and for common inegular words. irregular words. • Student uses phonetic spelling irregular words.

• Student does not use phonetic • Student rarely uses phonetic for untaught words, drawing • Student consistently uses spelling for untaught words. spelling for untaught words, on phonetic awareness and phonetic spelling for untaught

• Student does not write drawing on phonetic spelling conventions. words, drawing on phonetic common sight words with awareness and spelling • Student writes common sight awareness and spelling automaticity. conventions. words with automaticity. conventions.

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• Student rarely writes common • Student consistently uses sight words with automaticity. untaught sight words with

automaticity.

8) Forms letters and numerals correctly. -

Trimester 1 2 3 4

ALL Student does not form letters and Student rarely fonns letters and Student f01ms letters and numerals Student consistently fonns all numerals correctly. numerals correctly. correctly. letters and numerals correctly.

9) Spaces letters and words con ectly. Trimester 1 2 3 . 4

ALL Student does not space letters Student occasionally spaces letters Student spaces letters correctly and Student consistently writes with co1Tectly or write with appropriate correctly and writes with writes with appropriate spacing appropriate spacing of letters and spacing between words. appropriate spacing between between words. between words.

words.

10) Produces neat and legible work. Trimester 1 2 3 4

ALL Student does not produce neat and Student occasionally produces neat Student produces neat and legible Student consistently produces neat legible work. and legible work. work. and legible work.

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MATHEMATICS

1) Understands and applies mathematical concepts. Trimester 1

1st Counting Sequence: • Student is unable to

recognize, identify, and write numbers to 20.

• Student is unable to count sets of numbers up to 20.

• Student is unable to practices rote counting forward and backward from any number 1 to 30.

• Student is unable to represent a teen number as a group of ten and some number of ones.

Comparing and Ordering Numbers to 20: Student is unable to compare two quantities up to 20 to see which is greater.

Addition: • Student is unable to

understand that addition can be recorded by an expression (6+3) or by an equation (6+3=9) that shows sums to 20.

First Grade Benchmarks - MATHEMATICS 11-2020

2

Counting Sequence: • Student sometimes

recognizes, identifies, and write numbers to 20.

• Student sometimes counts sets of numbers up to 20.

• Student sometimes practices rote counting forward and backward from any number 1 to 30.

• Student sometimes represents a teen number as a group of ten and some ones.

Comparing and Ordering Numbers to 20: Student sometimes compares two quantities up to 20 to see which is greater.

Addition: • Student sometimes

understands that addition can be recorded by an expression (6+3) or by an equation (6+3=9) that shows sums to 20.

3

Counting Sequence: • Student consistently

recognizes, identifies, and writes numbers to 20.

• Student consistently counts sets of numbers up to 20. Student consistently practices rote counting forward and backward from any number l to 30.

• Student consistently represents a teen number as a group of ten and some number of ones.

Comparing and Ordering Numbers to 20: Student consistently compares two quantities up to 20 to see which is greater.

Addition: • Student consistently

understands that addition can be recorded by an expression ( 6+ 3) or by an equation (6+3=9) that shows sums to 20.

4

Counting Sequence: Student consistently recognizes, identifies, and writes numbers beyond 20. Student consistently counts sets of numbers beyond 20. Student consistently practices rote counting f01ward and backward from any number l to 30 using mental math ..

• Student consistently represent a two digit number as a group of ten(s) and ones.

Comparing and Ordering Numbers to 20: Student consistently compares two quantities up to 20 and can elaborate their reasoning for which is greater.

Addition: • Student consistently

understands that addition can be recorded by an expression (6+3) or by an equation

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• Student is unable to understand, represent, and solve problems involving addition.

Subtraction: • Student is unable to

understand that subtraction can be recorded by an expression (6-3) or by an equation (6-3=3) that shows differences up through 20.

• Student is unable to understand that subtraction is finding the difference.

• Student is unable to understand, represent, and solve problems involving subtraction.

Geometry: • Student is unable to sort and

compare 2-dimensional figures according to attributes.

• Student is unable to compose and decompose 2D shapes out of models.

• Student is unable to describe shapes' size and the correlation to fewer or more within an outline.



• Student sometimes understands, represents, and · solves problems involving addition.

Subtraction: • Student sometimes

understands that subtraction can be recorded by an expression (6-3) or by an equation (6-3=3) that shows differences up through 20.

• Student sometimes understands that subtraction is finding the difference.

• Student sometimes understands, represents, and solves problems involving subtraction.

Geometry: • Student sometimes sorts and

compares 2-dimensional figures according to ath·ibutes.

• Student sometimes composes and decomposes 2D shapes out of models.

• Student sometimes describes shapes' size and the

• Student consistently understands, represents, and solves problems involving addition.

Subtraction: • Student consistently

understands that subtraction can be recorded by an expression (6-3) or by an equation (6-3=3) that shows differences up through 20.

• Student consistently understands that subtraction is finding the difference.

• Student consistently understands, represents, and solves problems involving subtraction.

Geometry: • Student consistently sorts and

compares 2-dimensional figures according to attributes.

• Student consistently composes and decomposes 2D shapes out of models.

• Student consistently describes shapes' size and the conelation to fewer or more within an outline.

(6+3=9) that shows sums greater than 20.

• Student consistently understands, represents, and solves problems involving addition in a variety of ways.

Subtraction: • Student consistently

understands that subtraction can be recorded by an expression (6-3) or by an equation (6-3=3) that shows differences beyond 20.

• Student consistently understands that subh·action is finding the difference. and can be shown through a variety of ways ..

• Student consistently understands, represents, and solves problems involving subtraction in a variety of ways.

Geomet1y: • Student consistently sorts and

compares 2-dimensional figures according to attributes in multiple ways.

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• Student is unable to constrnct correlation to fewer or more • Student consistently constrncts • Student consistently composes triangles and quadrilaterals of within an outline. h·iangles and quadrilaterals of and decomposes 2D shapes out different types and sizes. • Student sometimes constrncts different types and sizes. of model in multiples ways ..

triangles and quadrilaterals of • Student consistently describes different types and sizes. shapes' size, name and the

correlation to fewer or more within an outline.

• Student consistently constructs and compares triangles and quadrilaterals of different types and sizes.

2nd Patterns: Student rarely describes Patterns: Student sometimes Patterns: Student consistently Patterns: Student consistently patterns, uses patterns to predict, describes patterns, uses patterns to describes patterns, uses patterns to identifies and uses patterns in or extends patterns. predict, and extends patterns. predict, and extends patterns. everyday situations, and makes

connections to other ideas and Counting and Number Patterns to Counting and Number Patterns to Counting and Number Patterns to concepts independently. 100: 120: 120:

• Student is unable or rarely able • Student can sometimes read • Student can consistently read Counting and Number Patterns to to read and write numbers to and write numbers to 120. and write numbers to 120. 120: 120. • Student can sometimes • Student can consistently • Student can read and write

• Student is unable or rarely able identify and continue place identify and continue place numbers beyond 120. to identify and continue place value patterns. value patterns. • Student can identify and value patterns. continue place value patterns.

Tens and Ones: Tens and Ones: Tens and Ones: • Student can sometimes count • Student can consistently count Tens and Ones:

• Student is unable or rarely able by tens and add ones for a by tens and add ones for a • Student can count by tens and to count by tens and add ones total. total. add ones for a total. for a total. • Student can sometimes read • Student can consistently read • Student can read and write

• Student is unable or rarely able and write 2-digit numbers in and write 2-digit numbers in 3-digit numbers in multiple to read and write 2-digit multiple ways. multiple ways. ways. numbers in multiple ways.

First Grade Benchmarks - MATHEMATICS 11-2020 Page 3 of9


Com11aring and Ordering Numbers Com11aring and Ordering Numbers Comparing and Ordering Numbers Comparing and Ordering Numbers to 120: Student is unable or rarely to 120: Student is sometimes able to 120: Student is consistently to 120: able to use place value to compare to use place value to compare and able to use place value to compare • Student is able to use place and order numbers. order numbers. and order numbers. value to compare and order

numbers. Measurement: Student is unable Measurement: Student is Measurement: Student is • Student can explain number or rarely able to compare and order sometimes able to compare and consistently able to compare and relationships, especially on a objects by size, length, capacity, order objects by size, length, order objects by size, length, 100 chait and in location to the weight, and temperature. capacity, weight, and temperature. capacity, weight, and temperature. next multiple of 10.

Time: Student is unable or rarely Time: Student can sometimes tell Time: Student can consistently tell Measurement: Student is able to

able to tell time from an analog time from an analog clock in hours time from an analog clock in hours construct similar and dissimilar

clock in hours and half-hours. and half-hours. and half-hours. objects using various attributes.

Fractional Parts: Student is unable Fractional Parts: Student is Fractional Parts: Student can Time: Student can tell time from

or rarely able to identify the equal sometimes able to identify the consistently identify the equal an analog clock in hours,

division of a region into halves, equal division of a region into division of a region into halves, half-hours, quarter-hours, and

thirds, and quarters. halves, thirds, and quarters. thirds, and quarters. minutes.

Fractional Patts: Student is able to consistently identify the equal division of a region into halves, thirds, quarters, sixths, and eighths.

3rd Data and Gra11hs: Data and Gra11hs: Data and Gra11hs: Data and Graphs:

• Student is unable or rarely able • Student sometimes organizes, • Student consistently organizes, • Student consistently organizes, to organize, represent, and represents, and interprets data represents, and interprets data represents, and interprets data interpret data using a variety of using a variety of graphs. using a variety of graphs. using a variety of graphs. graphs. • Student sometimes • Student consistently • Student problem-solves using

• Student is unable or rarely able problem-solves using graphs. problem-solves using graphs. graphs . to problem-solve using graphs. • Student makes predictions

based upon data and Adding and Subtracting with Tens Adding and Subtracting with Tens Adding and Subtracting with Tens probability outcomes. and Ones: and Ones: and Ones:

First Grade Benchmarks - MATHEMATICS 11-2020 Page 4 of 9


• Student is unable or rarely able • Student is sometimes able to • Student consistently is able to to add and subtract tens to a add and subtract tens to a add and subtract tens to a 2-digit number. 2-digit number. 2-digit number. Adding and Subtracting with Tens

• Student is unable or rarely able • Student is sometimes able to • Student is consistently able to and Ones: Student is able to to add multiples of 10 to a add multiples of 10 to a 2-digit add multiples of 10 to a 2-digit consistently add and subtract any 2-digit number by skip number by skip counting. number by skip counting. combination of 2-digit and 3-digit counting. • Student is sometimes able to • Student is consistently able to numbers.

• Student is unable or rarely able add I -digit numbers to 2-digit add 1-digit numbers to 2-digit to add 1-digit numbers to numbers with and without numbers with and without 2-digit numbers with and regrouping. regroup mg. without regrouping. • Student is sometimes able to • Student consistently is able to

• Student is unable or rarely able subtract a 1-digit number from subtract a I-digit number from to subtract a I -digit number a 2-digit number with and a 2-digit number with and Geometry: from a 2-digit number with without regrouping. without regrouping. • Student can consistently and without regrouping. and independently use

geometric language to Geometry: Geometry: describe and identify

Geomeh-y: • Student can sometimes use • Student can use geomehic defining ath·ibutes of

• Student is unable or rarely geometric language to language to describe and familiar 3-D shapes. able to use geometric describe and identify identify defining attributes • Student can consistently language to describe and defining attributes of of familiar 3-D shapes. and independently identify defining ath·ibutes familiar 3-D shapes. • Student can compose 3-D compose 3-D shapes. of familiar 3-D shapes. • Student can sometimes shapes. • Student can consistently

• Student is unable or rarely compose 3-D shapes. • Student can match a 2-D and independently match able to compose 3-D • Student can sometimes representation of a 3-D a 2-D representation of a shapes. match a 2-D shape to the outline of one 3-D shape to the outline of

• Student is unable or rarely representation of a 3-D of its faces. one of its faces. able to match a 2-D shape to the outline of one representation of a 3-D of its faces. shape to the outline of one of its faces. Time: Student can sometimes tell Time: Student can consistently tell Time: Student can tell time from

Time: Student is unable or rarely time from an analog clock in hours time from an analog clock in hours an analog clock in hours, able to tell time from an analog and half-hours. and half-hours. half-hours, quarter-hours, and clock in hours and half-hours. minutes.

First Grade Benchmarks - MATHEMATICS 11-2020 Page 5 of 9


2) Recalls math facts with accuracy. Trimester 1 2 3 4

1st Student -is unable or rarely able to Student can sometimes add with 1 Student can consistently add with Student can consistently add with

I add with 1 more and 2 more more and 2 more fluently within 1 more and 2 more fluently within 1 more and 2 more fluently beyond fluently within 10. 10. 10. 10.

:-, Student is unable or rarely able to Student can sometimes subtract Student can consistently subtract Student can consistently subtract 1 subtract with 1 less and 2 less with 1 less and 2 less fluently with l less and 2 less fluently less and 2 less fluently beyond 10. fluently within 10. within 10. within 10.

2nd Student is unable or rarely able to Student can sometimes add within Student can consistently add Student is able to consistently add add within sums of 18. sums of 18. within sums of 18. I-digit numbers beyond 18.

Student is unable or rarely able to Student can sometimes subtract Student can consistently subtract Student is able to consistently subtract from 18. from 18. within 18. subtract I-digit numbers beyond

18.

3rd Student is unable or rarely able to Student can sometimes add within Student can consistently add Student is able to consistently add add within sums of 20. sums of 20. within sums of 20. 1-digit numbers beyond 20.

Student is unable or rarely able to Student can sometimes subtract Student can consistently subtract Student is able to consistently subtract from 20. from 20 .. within 20. subtract 1-digit numbers beyond

20.

3) Uses a variety of strategies to solve problems. Trimester 1 2 3 4

1st ,• Student is unable or rarely able • Student sometimes uses • Student consistently uses • Student consistently to use strategies ( counting on, sh·ategies ( counting on, strategies ( counting on, internalizes sums and


2nd

3rd

making 10, decomposing a number, doubles) with sums through 20.

• Student is unable or rarely able to use sh·ategies (related addition, drawings, concrete items) with differences through 20.

Student is unable or rarely able to identify and use patterns to solve problems.

Student is unable or rarely able to identify and use patterns to solve problems.

4) D.emonstrates understanding of addition. Trimester 1

1st Student does not understand and cannot explain prope1ties of addition using counters, ten frames, number lines, drawings, 10 and some more, or doubles facts.




• Student sometimes uses strategies (related addition, drawings, concrete items) with differences through 20

Student sometimes identifies and uses patterns to solve problems.

Student sometimes identifies and uses patterns to solve problems.

2

Student understands and explains some properties of addition using counters, ten frames, number lines, drawings, 10 and some more, or doubles facts.


• Student uses strategies (related addition, drawings, concrete items) with differences through 20.

Student consistently identifies and uses patterns to solve problems.

Student consistently identifies and uses patterns to solve problems.

3

Student consistently understands and explains properties of addition using counters, ten frames, number lines, drawings, 10 and some more, or doubles facts.

differences through 20 without using strategies.

• Student identifies and uses patterns in everyday situations.

• Student makes insightful connections to other ideas and concepts independently.

• Student identifies and uses patterns in eve1yday situations.

• Student makes insightful connections to other ideas and concepts independently.

4

Student consistently understands and explains prope1ties of addition with sums greater than 10 by using counters, ten frames, number lines, drawings, 10 and some more, or doubles facts.

Page 7 of9

Grading Benchmarks-FIRST GRADE

2nd Student does not understand and Student understands and explains Student consistently understands Student consistently understands cannot explain properties of some properties of addition with and explains properties of addition and explains properties of addition addition with sums up to 18 by sums up to 18 by using with sums up to 18 by using with sums greater than 18 by using using representations ( objects, representations ( objects, drawings, representations ( objects, drawings, representations (objects, drawings, drawings, sto1y contexts). sto1y contexts). sto1y contexts). sto1y contexts).

3rd Student does not understand and Student understands and explains Student consistently understands Student consistently understands cannot explain properties of some properties of addition with and explains properties of addition and explains properties of addition addition with sums up to 20 by sums up to 20 by using with sums up to 20 by using with sums greater than 20 by using using representations ( objects, representations ( objects, drawings, representations ( objects, drawings, representations (objects, drawings, drawings, story contexts). stmy contexts). story contexts). story contexts).

5) Demonstrates understanding of subtraction. Trimester 1 2 3 4

ll 1st Student does not understand and Student understands and explains Student understands and explains Student consistently understands

cannot explain properties of some properties of subtraction properties of subtraction using and explains prope1ties of ll subtraction using counters, ten using counters, ten frames, number counters, ten frames, number lines, subtraction with missing parts

frames, number lines, drawings, 10 lines, drawings, 10 and some drawings, 10 and some more, or greater than 10 using counters, ten and some more, or doubles facts. more, or doubles facts. doubles facts. frames, number lines, drawings, 10

1 ... ~ and some more, or doubles facts.

2nd Sh1dent does not understand and Student understands and explains Student consistently understands Student consistently understands cannot explain properties of some properties of subtraction and explains properties of and explains properties of subtraction with missing pa1ts up with missing pa1ts up to 18 by subh·action with missing parts up subh·action with missing pa1ts to 18 by using representations using representations ( objects, to 18 by using representations greater than 18 by using ( objects, drawings, story contexts). drawings, story contexts). (objects, drawings, story contexts). representations (objects, drawings,

story contexts).

3rd Student does not understand and Student understands and explains Student consistently understands Student consistently understands cannot explain properties of some prope1ties of subtraction and explains properties of and explains properties of subtraction with missing parts up with missing parts up to 20 by subtraction with missing parts up subh·action with missing parts



to 20 by using representations using representations ( objects, to 20 by using representations greater than 20 by using (objects, drawings, stmy contexts). drawings, story contexts). (objects, drawings, story contexts). representations ( objects, drawings,

story contexts).

6) Demonstrates understanding of numbers up to 100. Trimester 1 2 3 4

I 1st Student is unable or rarely able to Student is sometimes able to Student is consistently able to Student is consistently able to

compare numbers up to 20 using compare numbers up to 20 using compare numbers up to 20 using compare numbers beyond 20 using "greater than" and "less than" "greater than" and "less than" "greater than" and "less than" "greater than" and "less than"

[I vocabulary. vocabula1y. vocabulary. vocabulary.

2nd Student is unable or rarely able to Student is sometimes able to Student is consistently able to Student is consistently able to compare and order 3 or more compare and order 3 or more compare and order 3 or more compare and order 5 or more numbers up to 120 using position numbers up to 120 using position numbers up to 120 using position numbers up to 120 using position words. words. words. words.

3rd • Student is unable or rarely able • Student is sometimes able to • Student is consistently able to • Student is consistently able to to add and subtract 10 from a add and subtract 10 from a add and subtract IO from a add and subtract IO from a 2-digit number. 2-digit number. 2-digit number. 2-digit and 3-digit number.

• Student is unable or rarely able • Student is sometimes able to • Student is consistently able to • Student is consistently able to to subtract a I-digit number subtract a I-digit number from subtract a I-digit number from subh·act a I -digit and 2-digit from a 2-digit number with a 2-digit number with a 2-digit number with number from a 2-digit or renaming a ten to ones. renaming a ten to ones. renaming a ten to ones. 3-digit number with renaming

a ten to ones.


grading benchmarks - first grade reading...grading benchmarks - first grade reading 1) reads at...

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