sbg score sheet 4th grade quarter 1

8/12/2019 SBG Score Sheet 4th Grade Quarter 1

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Student Name:

Quarter: 1 Math

3- Meets Standard

2- Partially Met

1- Not Met

Standard

read, write and compare and whole numbers less than 100,000

use models, benchmarks (0, 1/2 and 1) and equivalent forms to judge the

size of fractions

recognize equivalent representations for the same number and generate

them by decomposing and composing numbers

classify and describe numbers by their characteristics, including odd, even,

multiples and factors

represent and recognize multiplication and related division using various

models, including equal intervals on the number line, equal size groups,distributive property, etc.

describe the effects of multiplying and dividing whole numbers as well as

the relationship between the two operations

represent a mental strategy used to compute a given multiplication

problem (up to 2-digit by 2-digit multiple of)

demonstrate fluency with basic number relationships (12 X 12) of

multiplication and related division facts

apply and describe the strategy used to compute a given multiplication of 2-

digit by 2-digit numbers and related division facts

estimate and justify products of whole numbers

describe geometric and numeric patterns

analyze patterns using words, tables and graphs

using all operations, represent a mathematical situation as an expression or

number sentence

use the commutative, distributive and associative properties of addition and

multiplication for multidigit numbers

model problem situations, using representations such as graphs, tables or number

sentences

describe mathematical relationships in terms of constant rates of change

name and identify properties of 1-, 2- and 3-dimensional shapes and

describe the attributes of 2- and 3-dimensional shapes using appropriate

geometric vocabulary (rectangular prism, cylinder, pyramid, sphere, cone,

parallelism, perpendic-ularity)

describe the results of subdividing, combining and transforming shapes

describe movement using common language and geometric vocabulary

(forward, back, left, right, north, south, east, west)

AlgebreicThinking

tricRelationships

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predict the results of sliding/ translating, flipping/ reflecting or turning/

rotating around the center point of a polygon

create a figure with multiple lines of symmetry and identify the l ines of

symmetry

given the picture of a prism, identify the shapes of the faces

identify and justify the unit of linear measure including perimeter and

(customary metric)

identify equivalent linear measures within a system of measurement

tell time to the nearest minute

determine change from $10.00 and add and subtract money values to

$10.00

select and use benchmarks to estimate measurements (linear, capacity,

weight)

select and use benchmarks to estimate measurements of 0-, 45- (acute),

90- (right) greater than 90 (obtuse) degree angles

determine and justify areas of polygons and non-polygonal regions

imposed on a rectangular grid

collect data using observations, surveys and experiments

create tables or graphs to represent categorical and numerical data

(including line plots)

describe important features of the data set

given a set of data, propose and justify conclusions that are based on the

data

Student Name:

Quarter: 1 English Language Arts3- Meets Standard

2- Partially Met

1- Not Met

Standard

Apply decoding strategies to problem-solve unknown words when reading

when needed

Read grade level instructional text with fluency and accuracy

Develop vocabulary through text, using

a. root words and affixes

b. synonyms and antonymsc. context clues

d. glossary and dictionary

Apply pre-reading strategies to aid comprehension:

a. access prior knowledge

b. preview

c. predict with evidence

d. set a purpose for reading

DataandProbability

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During reading, utilize strategies to

a. determine meaning of unknown words

b. self-monitor comprehension

c. question the text

d. infer

e. visualize

f. paraphrase

g. summarize

Apply post-reading skills to demonstrate comprehension of text:

a. answer basic comprehension questions

b. identify and explain the relationship between the main idea and

supporting details

c. make predictions

d. question to clarify

e. reflect

f. draw conclusions

g. analyze

h. paraphrase

i. summarize

Identify and explain relevant connections between

a. text to text (text ideas ---information and relationships in various fiction

and non-fiction works--compare and contrast)

b. text to self (text ideas and own experiences)

c. text to world (text ideas and the world by demonstrating an awareness

that literature reflects a culture and historic time frame)

Use grade level text to

a. locate, interpret and apply information in title, table of contents and

glossary

b. locate and recognize the text features of fiction, poetry and drama

Identify and/or explain examples of sensory details , sound devices, and

figurative language in text along with basic literary techniques

Use details from text to

a. demonstrate comprehension skills previously introduced

b. make inferences

c. compare and contrast

d. identify cause and effect

e. identify author's purpose

f. identify setting, character traits, problems and solutions, and storyevents

Apply information in illustrations, title, chapter headings, table of contents,

glossary, charts, diagrams, graphs, captions and maps to comprehend

text

Identify and/or explain examples of sensory details , sound devices, and

figurative language in text along with basic literary techniques

Reading


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Use details from text to

a. demonstrate comprehension skills previously introduced

b. explain main idea and supporting details

c. sequence events

d. identify cause and effect

e. draw conclusions

f. compare and contrast

g. make predictionsh. make inferences

i. distinguish between fact and opinion

j. identify and explain author's purpose

k. identify problems and solutions

Read and follow three- and four-step directions to complete a task

Follow a writing process to

a. independently use a simple prewriting strategy

b. generate a draft

c. reread, revise for audience and purpose, ideas and content, organization

and sentence structure, and word choice (refer to W2A, W2B, W2C, W2D)

d. edit for conventions (refer to W2E)

*e. share writing

Compose text

a. showing awareness of audience

b. in a format appropriate to audience and purpose

Compose text with

a. a clear controlling idea

b. relevant details /examples

Compose text with

a. a beginning, middle, and endb. a logical sequence of events

c. sentence variety

Compose text using

a. words that are specific, accurate, and suited to the topic

b. sensory detail

In written text

a. capitalize holidays, names of counties and countries

b. use commas in a series, and between city and state

c. use apostrophe in contractions and singular possessives, with assistance

d. correctly use verbs that agree with compound subject, and conjunctions

e. use standard spelling and classroom resources,including dictionary, to

edit for correct spelling

*f. write legibly

Compose

a. narrative, descriptive, expository, and/or persuasive texts, using

appropriate text features

b. text using an appropriate format

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In discussions and presentations,

present ideas in a logical sequence

identify and apply appropriate speaking techniques such as volume

control, pace and eye contact

Give clear and concise three- and four-step oral directions to complete a

task

Listen

for enjoyment

for information

for directions

to identify tone, mood and emotion of verbal and nonverbal

communication

Demonstrate listening behaviors (e.g., prepares to listen, listens without

interruptions, maintains eye contact)

Student Name:

Quarter: 1 Science3- Meets Standard

2- Partially Met

1- Not Met

Standard

a. Identify and describe the components of soil (e.g., plant roots and

debris, bacteria, fungi, worms, types of rock) and its properties (e.g., odor,

color, resistance to erosion, texture, fertility, relative grain size, absorptionrate)

b. Compare the physical properties (i.e., size, shape, color, texture,

layering, presence of fossils) of rocks (mixtures of different Earth materials,

each with observable physical properties

a. Observe and describe the breakdown of plant and animal material into

soil through decomposition processes (i.e., decay/rotting, composting,

digestion)

b. Identify the major landforms/bodies of water on Earth (i.e., mountains,

plains, river valleys, coastlines, canyons)

c. Describe how weathering agents (e.g., water, chemicals, temperature,

wind, plants) cause surface changes that create and/or change Earths

surface materials and/or landforms/ bodies of water

d. Describe how erosion processes (i.e., action of gravity, waves, wind,

rivers, glaciers) cause surface changes that create and/or change Earths

surface materials and/or landforms/ bodies of water

e. Relate the type of landform/water body to the process by which it was

formed

Chan

gesinthe

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s

Surface

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anguage

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a. Identify the ways humans affect the erosion and deposition of Earths

materials (e.g., clearing of land, planting vegetation, paving land

construction of new buildings)

b. Propose ways to solve simple environmental problems (e.g., recycling,

composting, ways to decrease soil erosion) that result from human activity

a. Identify the ways a specific organism may interact with other organisms or withthe environment (e.g., pollination, shelter, seed dispersal, camouflage, migration,

hibernation, defensive mechanism)

b. Identify and describe different environments (i.e. pond, forest, prairie) support

the life of different types of plants and animals

a. Identify examples in Missouri where human activity has had a beneficial or

harmful effect on other organisms (e.g., feeding birds, littering vs. picking up

trash, hunting/conservation of species, paving/restoring green space)

a. Classify populations of organisms as producers and consumers by the role they

serve in the ecosystem

b. Differentiate between the types of consumers (herbivore, carnivore, omnivore,

and detrivore/decomposer)

c. Categorize organisms as predator or prey in a given ecosystem

a. Compare and contrast common fossils found in Missouri (i.e., trilobites, ferns,

crinoids, gastropods, bivalves, fish, mastodons) to organisms present on Earth

today

a. Identify specialized structures and describe how they help plants survive in

their environment (e.g., root, cactus needles, thorns, winged seed, waxy leaves)

b. Identify specialized structures and senses and describe how they help animals

survive in their environment (e.g., antennae, body covering, teeth, beaks,

whiskers, appendages)

c. Identify internal cues (e.g., hunger) and external cues (e.g., changes in the

environment) that cause organisms to behave in certain ways (e.g., hunting,migration, hibernation)

d. Predict which plant or animal will be able to survive in a specific environment

based on its special structures or behaviors.

a. Describe and compare the masses (the amount of matter in an object) of

objects to the nearest gram using balances

b. Describe and compare the volumes (the amount of space an object occupies)

of objects using a graduated cylinder

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c. Identify situations where no two objects can occupy the same space at the

same time (e.g. water level rises when an object or substance such as a rock is

placed in a quantity of water)

d. Classify types of materials (e.g., water, salt, sugar, iron filings, salt water) into

like substances (materials that have specific physical properties) or mixtures of

substances by using their characteristic properties

a. Identify water as a solvent that dissolves materials (Do NOT assess the termsolvent)

b. Observe and describe how mixtures are made by combining solids or liquids, or

a combination of these

c. Distinguish between the components in a mixture/solution (e.g., trail mix,

conglomerate rock, salad, soil, salt water)

d. Describe ways to separate the components of a mixture/solution by their

properties (i.e., sorting, filtration, magnets, screening)

a. Observe that the total mass of a material remains constant whether it is

together, in parts, or in a different state

a. Construct and diagram a complete electric circuit by using a source (e.g.,

battery), means of transfer (e.g., wires), and receiver (e.g., resistance bulbs,motors, fans)

b. Observe and describe the evidence of energy transfer in a closed series circuit

(e.g., lit bulb, moving motor, fan)

c. Classify materials as conductors or insulators of electricity when placed within a

circuit (e.g., wood, pencil lead, plastic, glass, aluminum foil, lemon juice, air,

water)

a. Identify the evidence of energy transformations (temperature change, light,

sound, motion, and magnetic effects) that occur in electrical circuits

a. Classify different types of motion [straight line, curved, vibrating (back and

forth)]

b. Describe an objects motion in terms of distance and timea. Identify the forces acting on the motion of objects traveling in a straight line

(specify that forces should be acting in the same line as the motion, provide

examples)

b. Describe and compare forces (measured by a spring scale in Newtons) applied

to objects in a single line.

c. Observe and identify friction as a force that slows down or stops a moving

object that is touching another object or surface

d. Compare the forces (measured by a spring scale in Newtons) required to

overcome friction when an object moves over different surfaces (i.e.,

rough/smooth)

a. Determine the gravitational pull of the Earth on an object (weight) using a

spring scale

a. Observe that balanced forces do not affect an objects motion

(need to clarify that balanced forces means no change in forces acting on an

object)

b. Describe how unbalanced forces acting on an object changes its speed

(faster/slower), direction of motion, or both

(need to clarify that unbalanced forces means any change in forces acting on an

object)

Mixturesa

ndSolutions

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c. Predict how the change in speed of an object (i.e., faster/slower/remains the

same) is affected by the amount of force applied to an object and the mass of the

object

Predict the effects of an electrostatic force (static electricity) on the motion of

objects (attract or repel)

Student Name:

Quarter: 1 Social Studies3- Meets Standard

2- Partially Met

1- Not Met

Standard

Identify and explain why Missouri has a constitution and why the state

makes and enforces laws

Identify rights included in the Bill of Rights, including freedoms of religion,

speech, press; to assemble peacefully; to petition the government; and to

be treated fairly by the government

Explain the major purpose of the Constitution and the Bill of Rights

Describe how authoritative decisions are made, enforced and interpreted

within the state government

Identify and explain the functions of the three branches of government in

the state government

Identify and describe the significance of the individuals from Missouri who

have made contributions to our state and national heritage; examples

include Lewis and Clark, Mary Easton Sibley, John Berry Meacham, Geroge

Washington Carver, Laura Ingalls Wilder, Mark Twain, Harry S Truman and

Thomas Hart Benton

Locate and describe settlements in Missouri of people of European andAfrican heritage

Outline issues of Missouri statehood, such as the Missouri Compromise

Summarize the events in westward expansion, including peoples

motivation, their hardships, and Missouri as a jumping-off point to the

West

Describe the contributions of Thomas Jefferson

Sequence and describe the importance of

a. Louisiana Purchase

b. Lewis and Clark Expedition

Explain Missouris role in the Civil War, i.e., Missouri as a border state

Evaluate the impact of westward expansion on the Native American in

Missouri

Describe the changes in Missouri since the Civil War in education,

transportation and communication

Compare saving and financial investment

Explain supply and demand

MissouriHistory

and

Principle/Proc

essofGovernance

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Interpret past, explain present and predict future consequences of

economic decisions. (Decisions would be of a nature that is meaningful to

fourth graders, such as decisions made by consumers and decisions

pertaining to the environment)

Explain how the state gets the money it needs to provide goods and

services, especially by the collection of sales taxes

Explain how decisions of households, businesses and governments affectone another

Construct and interpret maps

Locate the cities of Kansas City, Springfield, St. Louis, Jefferson City,

Columbia and St. Joseph

Describe human characteristics of a place, (such as population

composition, architecture, kinds of economic and recreational activities,

transportation and communication networks, etc.)

Describe how people are affected by, depend on, adapt to and change

their environments

Compare regions (e.g., explain how life in a city region is different from lifein a rural region or how landscapes in mountainous regions look different

from landscapes in plains regions)

Use geography to interpret the past (e.g., why rivers have played an

important role in human transportation) and predict future consequences

(e.g., what will likely happen if the population of a city increases

considerably)

E

conomicConcepts

Principles

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sbg score sheet 4th grade quarter 1

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