Standards-Based Report Card

Family Guide

Woodbury City Public School District 25 North Broad Street, Woodbury, NJ 08096 (856) 853-0123

Woodbury City Public School District

A message from the Superintendent

This Family Guide is an effort to convey the changes associated with the district’s shift to a standards-

based report card for the elementary schools. Beginning this year, the report cards will have a different

format than you may be accustomed to from past school years. This guide will help explain the thinking

that went into the change and provide some ideas on how to use the information from the new report card

in your home to support the school.

The good news is that there will be strong consistency in the reporting process; the format of the report

cards is similar across all grade levels.

Please review this document and the associated Frequently Asked Questions pamphlet related to

standards-based reporting. Additionally, we will post this information on the website along with copies of

the new report cards for each of the grades. This will be found in the “District Information” tab at the top of

the website – look under “Curriculum.” (www.woodburysch.com)

Finally, I invite you to attend your neighborhood school’s upcoming Parent Advisory Meeting where any

questions that you have will be addressed. The meetings are scheduled for the following dates and times:

Evergreen Tuesday, October 9, 2012 6:00 p.m. Walnut Thursday, October 4, 2012 6:00 p.m. West End Thursday, October 4, 2012 6:00 p.m.

If you cannot make the scheduled meeting or would simply like to talk individually, please reach out to your

child’s building principal by telephone or email. We look forward to a rewarding school year.

Sincerely,

Joseph Jones, III

Superintendent

Table of Contents

Message from the Superintendent . . . . . . . . . . . . . . 2

Standards: What do They Really Mean? . . . . . . . . . . . 3 The Report Card . . . . . . . . . . . . . . . . . . . . . 4 - 5

Components of a Standard-Based System . . . . . . . . . . . 6

Definitions of Proficiency Levels . . . . . . . . . . . . . . . 6 Overcoming Standards-Based Challenges . . . . . . . . . . . 7 Standard-Based Grading Procedures . . . . . . . . . . . . . 8 Essential Content Standards: Kindergarten-Fifth Grade . . . . . . 9 - 21

Standards: What Do They Really Mean?

Standards provide focus for the work of students, teachers and parents.

Standards are benchmarks for what students are expected to know in core subjects at each grade

level. Our standards are meant to prepare our students to be productive citizens in a rapidly changing

world that demands critical thinking and problem solving. Our standards – and the curriculum

experiences leading to those standards – combine a deep understanding of subject matter with the

capacity to apply what has been learned in real world situations. They communicate to parents,

students, teachers and the community the expectations we hold for student learning.

Standards help our school community understand what students are expected to know and be able to

do at each grade level. With meaningful feedback, students will be able to more accurately assess

their own performance in relation to the standards and determine what they need to do to ensure that

their work meets expectations.

Standards help teachers by providing a focus for teaching, learning and assessment. When teachers

are clear about the goals for their students, they can focus their time and energy on helping students

improve their work in relation to these goals. In a standards-based system, teachers align curriculum,

assessment and instruction to the standards so that teaching time is spent on that which matters most.

Ultimately, teachers want to assess students in what they know and how they can use their knowledge

and skills to become critical thinking and life-long learners.

Standards provide parents an opportunity to more fully participate in their child’s education. When

teachers provide parents with clearly defined expectations and models or examples of the work that is

expected (evidence), parents are better able to understand and support their child’s learning and

progress at home and in the community.

Standards provide a framework for understanding the expectations for all students. By clearly stating

what is expected, students, teachers and parents alike, are more informed and better able to support

the achievement of these standards.

The Report Card –Third Grade Standards-Based Report Card

Sample

This key shows the levels of

proficiency used to report

achievement in Language Arts

Literacy & Mathematics as

measured by the Common Core

Standards with 3 indicating that the

student meets the expectations of

the grade level standard.

This Evaluation Key is used to

show a student’s progress in

Social Studies, Science and Special

Area Subjects. This key is also

used for Personal & Social

Development.

Students are evaluated twice

each year in Social Studies,

Science, and Special Area Subjects

using the Evaluation Key of “U” or

“S” or “O”.

Students are evaluated four times

each year on Personal and Social

Development using the

Evaluation Key of “U” or “S” or

“O”.

Student attendance is reported

four times each year.

Students will be graded in Mathematics

each marking period using numbers 1,

2, 3, or 4 as shown in the Standards

Checklist Codes key. A 3 indicates that

the student meets the expectations of

the grade level standard.

Student’s Name and Teacher’s

Name appear inside report card

in addition to appearing on the

front cover.

Students will be graded in Literacy each

marking period using numbers 1, 2, 3, or

4 as shown in the Standards Checklist

Codes key. A 3 indicates that the

student meets the expectations of the

grade level standard.

Student achievement is reported

by ‘strands’. For example,

‘Reading – Foundational Skills’ is

one of the strands in the area of

Language Arts Literacy.

Components of a Standards-Based System

These are four essential components of a standards-based system:

1. The standards (as outlined by the New

Jersey Department of Education and the Common Core State Standards) describe what a student should know and be able to do at a given grade-level;

2. The standards-based curriculum or

roadmap a teacher uses to ensure that instruction targets these standards;

3. The assessments that a teacher uses to

measure learning and the extent to which a student has met the standards; and finally,

4. The reporting tool that allows a teacher

to communicate accurately a student’s progress towards meeting standards at critical junctures throughout the school year. The standards-based report card completes our standards-based system.

Definitions of Proficiency Levels

At the elementary level, there are four reporting periods. Students will be assessed in Language Arts Literacy and Mathematics

using the following scale with the “3” indicating that the student ‘meets’ the grade level standard.

Standards Checklist Codes: 4 – Student takes initiative to exceed the standards as presented to date; consistently produces excellent work by applying

skills and concepts correctly; shows creativity and insight

3 – Student meets the expectations of grade level standards; student work demonstrates understanding of skills/concepts presented to date

2 -- Student is progressing toward the standard; student work demonstrates a developing understanding of skills/concepts presented to date

1 – Student does not yet demonstrate mastery of the standards; limited knowledge of skills/concepts

Overcoming Standards-Based Challenges: The Paradigm Shift

One great departure for standards-based grading is moving away from the notion of “excellence” by

using percentages and/or A’s and B’s. Our goal for all children is that they get all 3’s! A 3 should NOT

be looked at as a B; you can’t compare apples and oranges! In the past, we’ve had students who

earned A’s, but were not proficient on NJ ASK; we MUST focus on skills and standards. For example,

a 96 on every assessment doesn’t mean a child is to get a 4 when the assessments are based on

those skills that child is expected to learn at that grade level; the child is doing what he/she should be

(ie: mastering the skill taught), not necessarily exceeding it. In addition, previously the student who

came prepared, participated, or did homework earned points for those essential activities. As a result

his/her grade was inflated, when in reality, those activities do not necessarily denote skill mastery.

Therefore, such essential skills as listening, following directions, completing homework are no longer

part of a standards-based grade, but are reflected in the “Work Habits” section under “Personal and

Social Development” on the report card.

Each child grows and develops at his/her own rate. Therefore, even children in the same grade-level

have the potential to differ widely from their peers in their rate of learning. There are, however,

performance expectations or “benchmarks” that we expect all students in a particular grade level to

master by the end of the year.

At this time, the Woodbury Junior High School is not using standards-based grading. Currently our

focus is to build a strong academic foundation for our students by focusing on skills and the standards.

If students master the elementary standards, they will certainly be successful when the encounter the

traditional grading system at Woodbury Junior High School.

Standards-Based Grading Procedures

Please use the example below to better understand the new grading procedures. This sample would

pertain to a student in third grade.

4 = Eagerly, many ferocious lions devour the juicy meat inside the iron-fenced walls.

3 = Hungry lions eat juicy meat inside their enormous cage.

2 = Hungry lions eat meat.

1 = the lions eat food.

As you can see, “4” is an example of student work that exceeds the standard. A “4” will only be

received as a grade when a student consistently performs beyond grade level expectations. The

sentence has rich vocabulary accompanied by an adverb to start the sentence and descriptive details.

A “3” indicates that a student meets the expectations of the grade level standards. A “3” will be

received as a grade for those students performing consistently on grade level. This is potentially where

you want your child to be at least for the beginning of the school year. The sentence has good

adjectives and is well structured with proper mechanics.

A “2” indicates that the student is progressing toward the standard. A “2” will be received as a grade

for those students who may be having some difficulties reaching the learning goals. This means that

your child may need extra support in a content area or with a specific skill. Remediation in the

classroom will be implemented, but it would be helpful to work at home on the skill or concept. The

sentence is correct in structure, but lacks adjectives and adverbs making it a less exciting sentence.

A “1” indicates that the student does not yet demonstrate mastery of the standards. A “1” will be

received as a grade for those students who are struggling consistently with applying new skills and

concepts. The sentence lacks any description and does not have proper mechanics at all. Again,

remediation in the classroom will certainly be implemented; however, parent support may also be the

key to helping your child meet the learning goal.

K Kindergarten – Language Arts Standards Reading Literature and Informational Text K.RL.1 & K.IT.1 With prompting and support, asks and answers questions about key details in a text K.RL.2 & K.IT.2 With prompting and support, retell familiar stories , including main ideas and key details K.RL.3 With prompting and support, identify characters, settings and major events in a story K.IT.3 With prompting and support, describe the connection between two individuals, events, ideas or pieces of information in a text K.RL.4 & K.IT.4 With prompting and support, ask and answer questions about unknown words in a text K.RL.5 Recognize common types of texts. (such as storybooks, poems, etc.) K.IT.5 Identify the front cover, back cover and title page of a text K.RL.6 & K.IT.6 With prompting and support, identify the author and

illustrator and explain their roles in creating a story K.RL.7 & K.IT.7 With prompting and support, describe the relationship between words and illustrations in a text K.IT.8 With prompting and support, identify how the author supports points in a text K.RL.9 & K.IT.9 With prompting and support, compare and contrast two stories Foundational Skills K.RF.1 Demonstrates knowledge of basic print concepts and organization K.RF.2 Demonstrate understanding of spoken words, syllables and sounds (phonemes) K.RF.3 Knows and applies grade-level phonics and word analysis skills in decoding words K.RF.4 Reads emergent-reader texts with purpose and understanding Writing K.W.1-3 Uses a combination of drawing, dictating and writing to compose written work for a variety of purposes K.W.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed K.W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing

(including producing work with peers) K.W.7 Participates in shared research and writing projects K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question Language K.L.1. Applies conventions of standard English when writing or speaking K.L.4-6 With guidance and support, determine meaning of unknown or multiple-meaning words and explore word relationships Speaking and Listening K.SL.1 Follow agreed upon rules for discussion K.SL.2 Confirm understanding of a text or of provided information by asking and answering questions K.SL.3 Ask and answer questions in order to seek help, get information, or clarify understanding K.SL.4-5 Describe familiar people, places, things and events, and add additional detail as needed K.SL.6 Speak audibly and express thoughts, feelings and ideas clearly

Essential Content Standards: Kindergarten – Fifth Grade

Kindergarten – Mathematics Standards Counting and Cardinality K.CC.1 Count to 100 by ones K.CC.1 Count to 100 by tens K.CC.2 Count forward beginning from a given number (instead of having to begin at 1) K.CC.3 Write numbers from 0 through 10 K.CC.3 Write numbers from 0 through 20 K.CC.3 Count objects up to 10 and write the numeral to represent the number of objects K.CC.3 Count objects up to 20 and write the numerals to represent the number of objects K.CC.4.a Use a one-to-one correspondence when counting objects K.CC.4.a Understand that the last number name said tells the number of objects counted K.CC.4.a Understand that the next number is one larger than the previous number K.CC.5 Count up to 20 objects arranged in a line, an array, or a circle to answer “how many?” K.CC.5 Count up to 10 scattered objects to answer “how many?” K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group

K.CC.7 Compare two numbers between 1 and 10 presented as written numerals Operations and Algebraic Thinking K.OA.1 Represent addition multiple ways including objects, fingers, drawings, or equations K.OA.1 Represent subtraction multiple ways including objects, fingers, drawings, or equations K.OA.2 Solve addition word problems and add within 10 using objects or drawings K.OA.2 Solve subtraction word problems and subtract within 10 using objects or drawings K.OA.3 Show combinations of 10 by separating objects into 2 groups K.OA.4 Find the complements of 10 (for numbers 1-9) using objects or drawings K.OA.5 Fluently add and subtract within 5 Numbers in Base Ten K.NBT.1 Compose and decompose numbers from 11 to 19 into one ten and some ones using objects or drawings Measurement and Data K.MD.1 Describe several measurable attributes of objects, such as length or weight K.MD.2 Compare two objects with a measurable attribute in common to see which has

“’more of”/”less of” the attribute (such as compare length of two things to find which is longer) K.MD.3 Classify objects into given categories, count the number in each category, and sort categories by count Geometry K.G.1 Describe objects in the environment using names of shapes (window is a rectangle, clock is a circle) K.G.1 Describe the relative position of objects using terms such as above, below, beside, in front of K.G.2 Correctly name shapes regardless of orientation or overall size K.G.3 Identify shapes as 2-dimensional (flat) or 3-dimensional (solid) K.G.4 Analyze and compare 2-dimensional and 3-dimensional shapes using attributes K.G.5 Model shapes in the world by building shapes from components (sticks, clay balls) and draw the shapes K.G.6 Compose simple shapes to form larger shapes

Grade 1 – Language Arts Standards Reading Literature and Informational Text 1.RL.1 & 1.RI.1 Asks and answers questions about key details in a text 1.RL.2 & 1.RI.2 Retells stories and identifies main idea 1.RL.3 & 1.RI.3 Explains relationship between characters and events in a story 1.RL.4 & 1.RI.4 Determines the meaning of key terms and phrases in a text 1.RL.5 & 1.RI.5 Applies knowledge of text features to identify text as fiction or non-fiction 1.RL.6 Identify who is telling the story at various points in a text 1.RL.7 & 1.RI 6 & 7 Uses information from illustrations in a text 1.RI.8 With prompting and support, identify how the author supports points in a text 1.RL.9 & 1.RI.9 Compares and contrasts several texts Reading: Foundational Skills 1.RF.1 Demonstrates knowledge of concepts of print

1.RF.2 Demonstrates knowledge of phonemic awareness 1.RF.3 Knows and applies grade–level phonics and word analysis skills in decoding words 1.RF.4 Reads with fluency which supports comprehension Writing 1.W.1, 2, & 3 Uses structure (opening, middle, conclusion) in opinion, information, or narrative pieces 1.W.5 With guidance and support, develops and improves written work using the writing process 1.W.6 With guidance and support from adults and/or peers, uses technology to produce and publish writing 1.W.7 Conducts short research projects and presents information 1.W.8 With guidance and support, recalls events or gathers information from different sources Language 1.L.1 Uses conventions of English grammar and usage when writing and speaking 1.L.2 Demonstrates command of the conventions of standard English capitalization and punctuation 1.L.2 Demonstrates command of the conventions of standard English spelling 1.L.4, 5, & 6 Vocabulary: With guidance and support, determines and clarifies the

meaning of new words based on grade 1 content, using a variety of strategies Speaking and Listening 1.SL 1, 2, & 3 Participates in collaborative conversations in a variety of situations 1.SL.4, 5, & 6 Presents knowledge and ideas clearly in a variety of ways Grade 1 – Mathematics Standards Operations and Algebraic Thinking 1.OA.1 Use addition within 20 to solve word problem 1.OA.1 Use subtraction within 20 to solve word problems 1.OA.2 Solve word problems that call for addition of 3 whole numbers whose sum is less than or equal to 1.OA.3 Apply properties of operations as strategies to add and subtract (such as Commutative property & Associative property) 1.OA.4 Understand subtraction as an unknown addend problem 1.OA.5 Relate counting to addition & subtraction by counting on 2 to add 2, or counting back 5 to subtract 5, etc. 1.OA.6 Add & subtract within 20 using multiple strategies 1.OA.6 Add within 10 fluently 1.OA.6 Subtract within 10 fluently

1st

Grade 1 – Mathematics Standards (cont.) 1.OA.7 Understand the meaning of the equal sign & determine if the equations are true or false 1.OA.8 Find the missing number in an addition or subtraction equation Number and Operations in Base Ten 1.NBT.1 Count to 120, starting at any number less than 120 1.NBT.1 Read & write numerals up to 120 1.NBT.2 Understand that two digits of a two-digit number represent amounts of tens and ones 1.NBT.3 Compare two-digit numbers based on place value using > < = 1.NBT.4 Add equations with sums within 100 using a variety of strategies 1.NBT.4 Add a 2-digit number and a 1-digit number 1.NBT.4 Add a 2-digit number and a multiple of 10 1.NBT.5 Use mental math to find 10 more or 10 less 1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 using concrete models or drawings Measurement and Data 1.MD.1 Order 3 objects by length 1.MD.1 Compare length of 2 objects using a third object 1.MD.2 Use nonstandard units to measure

1.MD.3 Tell and write time to the nearest hour using analog and digital clock 1.MD.3 Tell and write time to the nearest half hour using analog and digital clock 1.MD.4 Organize, represent, and interpret data with up to 3 categories Geometry 1.G.1 Distinguish between defining attributes (sides, angles, etc.) versus non defining attributes (overall size, color) 1.G.1 Build and draw shapes to possess defining attribute 1.G.2 Compose 2-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) to create a composite shape 1.G.2 Compose 3-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape 1.G.3 Partition circles and rectangles into 2 and 4 equal shares, using terms halves, fourths, and quarters 1.G.3 Understand that breaking apart a shape into more equal shares creates smaller shares

Grade 2 – Language Arts Standards Reading Literature and Informational Text 2.RL.1 &2. RI.1 Asks and answers questions about key ideas and detail using information from text 2.RL.2 & 2.RI.2 Determines the theme, central message, or main idea of a text 2.RL.3 & 2.RI.3 Explains the relationship between characters & events in a text 2.RL.4 & 2. RI.4 Determines the meaning of key terms and phrases in a text 2.RL.5 & 2.RI.5 Refers to and uses features of text, such as chapters, paragraphs, heading and sidebars 2.RL.6 & 2.RI.6 Understands and distinguishes points of view 2.RL.7 & 2.RI.7 Explains and distinguishes different points of view 2.RI.8 Describes how diagrams and illustrations support specific points the author makes in a text 2.RL.9 & 2.RI.9 Compares and contrast several text Reading: Foundational Skills 2.RF.3 Knows and applies grade level phonics and word analysis skills

2nd

Grade 2 – Language Arts Standards (cont.) 2.RF.4 Reads with fluency which supports comprehension Writing 2.W.1, 2.W.2 & 2.W.3 Uses structure (opening, middle, conclusion) in opinion, information, or narrative pieces 2.W.5 Develops and improves written work using the writing process 2.W.6 Uses technology to produce and publish writing 2.W.7 Conducts short research projects and presents information 2.W.8 Recalls events or gathers information from different sources Language 2.L.1 Uses conventions of English grammar and usage when writing and speaking 2.L.2 & 2.L.3 Demonstrates command of conventions of standard English capitalization, punctuation, and spelling 2.L.4 & 2.L.5 Vocabulary: determines and clarifies the meaning of new words based on grade 2 content, using variety of strategies Speaking and Listening 2.SL.1, 2.SL.2 & 2.SL.3 Participates in collaborative conversations in a variety of situations 2.SL.4, 2.SL.5 & 2.SL.6 Present knowledge and ideas clearly in a variety of ways

Grade 2 – Mathematics Standards Operations and Algebraic Thinking 2.OA.1 Use addition within 100 to solve one and two step word problems 2.OA.1 Use subtraction within 100 to solve one and two step word problems 2.OA.1 Use different strategies to solve addition and subtraction problems 2.OA.2 Fluently add within 20 using mental strategies 2.OA.2 Fluently subtract within 20 using mental strategies 2.OA.2 Know all sums of two one-digit numbers from memory 2.OA.3 Determine if a group of objects (up to 20) has an odd or even number of members 2.OA.3 Write an equation to show that an even number is the sum of 2 equal addends (4=2+2, 10=5+5, etc.) 2.OA.4 Use addition to solve arrays problems Number and Operations in Base Ten 2.NBT.1a&b Understand the value of all digits in a 3-digit number 2.NBT.2 Count within 1000 by ones 2.NBT.2 Skip-count by 5s, 10s, and 100s within 1000 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form

2.NBT.4 Compare two three-digit numbers based on place value and using >, =, and < symbols 2.NBT.5 Fluently add within 100 2.NBT.5 Fluently subtract within 100 2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations 2.NBT.7 Add within 1000 using various strategies 2.NBT.7 Subtract within 1000 using various strategies 2.NBT.7 Understand how place value is used in adding and subtracting three-digit numbers and that sometimes it is necessary to compose or decompose tens or hundreds 2.NBT.8 Mentally add 10 or 100 to a given number 100–900 2.NBT.8 Mentally subtract 10 or 100 from a given number 100–900 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations Measurement and Data 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes 2.MD.2 Measure the length of an object twice, using different units and describe how the measurements relate

Grade 2 – Mathematics Standards (cont.) 2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters 2.MD.4 Measure to determine how much longer one object is than another 2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units 2.MD.6 Plot numbers up to 100 on a number line 2.MD.7 Tell and write time from analog & digital clocks to the nearest five minutes, using a.m. and p.m. 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately 2.MD.9 Measure lengths of several objects & place lengths on a line plot 2.MD.9 Measure to the nearest whole unit 2.MD.10 Draw a picture graph and a bar graph to represent data with up to four categories 2.MD.10 Solve simple problems using information presented in a bar graph Geometry 2.G.1 Recognize and draw shapes with a given number of angles, given number of equal faces, etc. 2.G.1 Recognize and draw 2- and 3-dimensional shapes having specified attributes

2.G.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes 2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them 2.G.3 Partition circles and rectangles into 2, 3, or 4 equal shares, describe using the words halves, thirds, half of, a third of, etc. 2.MD.3 Describe a whole as two halves, three thirds, four fourths 2.MD.3 Recognize that equal shares of identical wholes need not have the same shape Grade 3 – Language Arts Standards Reading Literature and Informational Text 3.RL1 & 3.RI.1 Asks and answers questions about key ideas and details using information from the text 3.RL.2 & 3.RI.2 Determines the theme, central message, or main idea of a text 3.Rl.3 & RI.3 Explains the relationship between characters and events in a text

3.RL.4 & RI.4 Determines the meaning of key terms and phrases in a text 3. RL.5 & RI.5 Refers to and uses features of text, such as chapters, paragraphs, headings, and sidebars 3. RL.6 & 3.RI.6 Understands and distinguishes different points of view 3. RL.7 & 3.RI.7 Explains and uses information from illustrations in a text 3.RI.8 Describes how reasons support specific points the author makes in a text 3.Rl.9 & RI.9 Compares and contrasts several texts Foundational Skills 3.RF. Knows and applies grade level phonics and word analysis skills 3.RF.4 Reads with fluency which supports comprehension Writing 3.W1,2,& 3 Uses structure (opening, middle, conclusion) in opinion, information, or narrative pieces 3.W.4 Uses appropriate structure for different types of writing 3.W.5 Develops and improves written work using the writing process 3.W.6 Uses technology to produce and publish writing 3.W.7 Conducts short research projects and presents information

3rd

Grade 3 – Language Arts Standards (cont.) 3.W.8 Recalls events or gathers information from different sources 3.W.9 Writes for a variety of time frames and writes in different curricular areas Language 3.L.1 Uses conventions of English grammar and usage when writing and speaking 3.L2, L3 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling 3.L4 & L5 Vocabulary: determines and clarifies the meaning of new words based on grade 3 content, using a variety of strategies Speaking and Listening 3.S/L1,2 & 3 Participates in collaborative conversations in a variety of situations 3.S/L4,5 & 6 Presents knowledge and ideas clearly in a variety of ways Grade 3 – Mathematics Standards Operations and Algebraic Thinking 3.OA.1 Interpret and write products of whole numbers using equal groups 3.OA.2 Interpret whole-number quotients of whole numbers 3.OA.3 Use multiplication and division within 100 to solve word problems

involving equal groups, arrays, & measurement quantities 3.OA.4 Determine unknown whole number in multiplication equation by using array or table 3.OA.4 Determine unknown whole number in division equation by using array or table 3.OA.5 Apply properties of operations as strategies to multiply and divide (commutative, associative, distributive) 3.OA.6 Understand division as an unknown-factor problem 3.OA.7 Fluently multiply within 100; know from memory all products of two one-digit numbers 3.OA.7 Fluently multiply within 100 using strategies showing relation between multiplication and division 3.OA.7 Fluently divide within 100 to solve word problems using various models 3.OA.8 Solve two-step addition word problems using a letter for an unknown quantity 3.OA.8 Solve two-step subtraction word problems using a letter for an unknown quantity 3.OA.8 Solve two-step multiplication word problems using a letter for an unknown quantity 3.OA.8 Solve two-step division word problems using a letter for an unknown quantity

3.OA.9 Identify patterns on multiplication table 3.OA.9 Identify and describe whole-number patterns and solve problems with addition Number and Operations in Base Ten 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100 3.NBT.2 Fluently add within 1000 using multiple strategies 3.NBT.2 Fluently subtract within 1000 using multiple strategies 3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 based on place value and properties of operations Number and Operations – Fractions 3.NF.1 Explore and identify equal parts of a whole 3.NF.2a Represent a fraction on a number line diagram by defining whole & equal parts 3.NF.2b Represent a fraction on a number line diagram recognizing that its endpoint locates the fraction on the number line 3.NF.3 Explain and compare equivalence of fractions 3.NF.3d Compare two fractions with the same numerator or the same denominator by reasoning about their size 3.NF.3a Understand two fractions as equivalent if they are the same size, or the same point on a number line

Grade 3 – Mathematics Standards (cont.) 3.NF.3b Recognize and generate equivalent fractions using models, e.g. 1/2 = 2/4, 4/6=2/3 Measurement and Data 3.MD.1 Read, write, & tell time using digital and analog clocks to the nearest minute 3.MD.1 Solve word problems involving addition and subtraction of time intervals 3.MD.2 Measure length using nearest half and fourth of an inch 3.MD.4 Generate line plot using measurement date 3.MD.2 Measure and estimate liquid volume (liters) and masses (grams & kilograms) 3.MD.2 Use 4 operations to solve word problems with liquid volume and mass 3.MD.5 Solve real world and mathematical problems involving perimeter of polygons 3.MD.5b Recognize area as an attribute of plane figures and understand concepts of area measurement 3.MD.6 Use unit squares to measure area 3.MD.7 Relate area to the operations of addition & multiplication 3.MD.8 Compare rectangles with same area and different perimeters or same perimeter and different areas 3.MD.3 Organize, read, and interpret data in tables and

solve problems by using picture and bar graphs 3.MD.4 Generate and show measurement data using a line plot Geometry 3.G.1 Understand that shapes in different categories may share attributes 3.G.2 Partition shapes into parts with equal areas & express area of each part as a unit fraction Grade 4 – Language Arts Standards Reading Literature and Informational Text 4RL.1. & 4RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text 4RL.2 & 4 RI.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text 4RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions) 4RI.3 Explain events, procedures, ideas, or concepts in a historical,

scientific, or technical text, including what happened and why, based on specific information in the text 4RL.4. & 4RI.4 Determine the meaning of key words and phrases as they are used in a text 4RL.5 Explain major differences between poems, drama, and prose 4RI.5 Able to identify and describe text structure (e.g., chronology, comparison, cause/effect, problem/ solution) of events, ideas, concepts, or information in a text or part of a text 4RL.6 Compare and contrast story point of view such as for first and third person narrations 4RI.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided 4RL.7 Able to make connections between the text of a story or drama and a visual or oral presentation of the text 4RI.7 Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears 4RI.8 Explain how an author uses reasons and evidence to support particular points in a text

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Grade 4 – Language Arts Standards (cont.) 4RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably 4RL.9 Compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures Foundational Skills 4RF.3 Know and apply grade-level phonics and word analysis skills in decoding words 4RF.4 Read with sufficient accuracy and fluency to support comprehension Writing 4W.1 Write opinion pieces on topics or texts using an effective introduction, supporting a point of view with reasons, and a concluding statement 4W.2 Write informative/ explanatory texts to examine a topic and express ideas and information clearly which includes a clear introduction, development of relevant information, and a concluding statement 4W.3 Write narrative pieces to develop real or imagined experiences or events using descriptive details and clear sequence of events 4W.4 Produce clear writing in which ideas are developed

and organized appropriately to the task, purpose, and audience 4W.5 Plan, revise, edit, and rewrite pieces with guidance and support from peers and adults to strengthen writing 4W.6 Use technology to produce and publish writing, collaborate with others,; and demonstrate command of keyboarding skills 4W.7 Conduct short research projects using multiple sources to build knowledge through investigation 4W.8 Recall information from experiences, print, or digital sources to summarize or paraphrase information in notes 4W.9 Draw evidence from texts to support analysis, reflection, and research Language 4L.1, & 4L.3 Demonstrate command and uses knowledge of the conventions of standard English grammar and usage when writing or speaking 4L.2. & 4L.3 Demonstrate command and uses knowledge of the mechanics of standard English capitalization, punctuation, and spelling when writing 4L.4. Determine or clarify the meaning of unknown and multiple-meaning words based on grade 4 reading and content 4L.5 Demonstrate understanding of figurative language, word relationships,

and nuances in word meaning 4L.6 Acquire and use appropriately grade-level vocabulary Speaking and Listening 4SL.1 Engage in a variety of collaborative discussions to build upon previous ideas and knowledge 4SL.2 Report or present an opinion on a topic or text using facts and details to support main ideas or themes using clear and understandable language 4SL.2 & 4SL.3 Summarize a written text read aloud or point of view from a speaker supported by details, reasons, and/or evidence 4SL.4 Report or present an opinion on a topic or text using facts and details to support main ideas or themes using clear and understandable language 4SL.5 Include technology and visual displays in presentations to enhance the main ideas or themes 4SL.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation

Grade 4 – Mathematics Standards Operations and Algebraic Thinking 4.OA.1 Interpret a multiplication equation as a comparison 4.OA.2 Solve word problems using multiplication involving multiplicative comparison 4.OA.2 Solve word problems using division involving multiplicative comparison 4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the 4 operations 4.OA.3 Interpret remainders 4.OA.3 Represent problems using equations with a letter standing for the unknown quantity 4.OA.3 Using estimating including rounding to assess the reasonableness of answers 4.OA.4 Find all factor pairs for a whole number in the range 1-100 4.OA.4 Determine whether a given one-digit number is a factor of a given whole number in the range 1-100 4.OA.4 Determine whether a given whole number in the range 1-100 is prime or composite 4.OA.5 Generate a number or shape pattern that follows a given rule 4.OA.5 Identify apparent features of a pattern that were not explicit in the rule

Number and Operations in Base Ten 4.NBT.1 Recognize that in a multi-digit while number, a digit in one place represents 10 times what it represents in the place to its right 4.NBT.2 Read and write multi-digit whole numbers 4.NBT.2 Compare and order multi-digit numbers 4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place 4.NBT.4 Fluently add multi-digit whole numbers using the standard algorithm 4.NBT.4 Fluently subtract multi-digit whole numbers using the standard algorithm 4.NBT.5 Multiply a whole number with up to 4 digits by a 1 digit whole number using strategies on place value and properties of operations 4.NBT.5 Multiply two two-digit numbers using strategies on place value and properties of operations 4.NBT.6 Divide using strategies based on place value, the properties of operations and/or the relationship between multiplication and division 4.NBT.6 Explain multiplication & division calculations using illustrations Number and Operations – Fractions 4.NF.1 Recognize & generate equivalent fractions and understand that the name changes but not the value

4.NF.2 Compare two fractions with different numerators & denominators using various strategies and record the results using the symbols <, > or = as well as visual fraction models 4.NF.3a Understand addition of fractions as joining parts referring to the same whole 4.NF.3a Understand subtraction of fractions as separating parts referring to the same whole 4.NF.3b Decompose a fraction into a sum of fractions with the same denominator in more than one way and record as an equation 4.NF.3c Add mixed numbers with like denominators using different strategies 4.NF.3c Subtract mixed numbers with like denominators using different strategies 4.NF.3d Solve word problems involving addition and subtraction of fractions with like denominators 4.NF.4a Understand a fraction a/b as a multiple of 1/b. ( 5/4 = 5 * ¼ ) 4.NF.4b Understand a multiple of a/b as a multiple of 1/b and use this understanding to multiply a fraction by a whole number. 4.NF.4c Solve word problems involving multiplication of a fraction by a whole number 4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100 and use

Grade 4 – Mathematics Standards (cont.) this technique to add 2 fractions with respective denominators 10 and 100 4.NF.6 Use decimal notation for fractions with denominators 10 or 100 4.NF.7 Compare two decimals to hundredths by reasoning about their size and record the results with the symbols < > or = and justify conclusions Measurement and Data 4.MD.1 Know relative sizes of measurement units within one system of units such as U.S. Customary or Metric 4.MD.1 Express measurements in a larger unit in terms of a smaller unit….(example: How many pints in a quart?) and record in a two column table 4.MD.2 Use the four operations to solve word problems involving measurement including problems involving simple fractions or decimals 4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit 4.MD.2 Solve problems involving addition and subtraction of fractions by using information presented in the line plots 4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems

4.MD.5a Recognize an angle is measured by considering the fraction of the circular arc between the points where the two rays intersect the circle 4.MD.5b Recognize that an angle is measured in degrees & measure angles in whole number degrees using a protractor 4.MD.6 Sketch angles of a specified measure 4.MD.7 Recognize angle measures of a whole angle as the sum of the measures of the parts 4.MD.7 Solve addition and subtraction problems to find unknown angles Geometry 4.G.1 Identify & draw points, lines, line segments, rays, angles and perpendicular and parallel lines 4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of specified size 4.G.2 Recognize and identify right triangles 4.G.3 Recognize & draw a line of symmetry & line-symmetric figures

Grade 5 – Language Arts Standards Reading Literature and Informational Text 5RL.1 & 5RI.1 Accurately quote from a text, explain what is being said, and draw inferences from the text 5RL.2 & 5RI.2 Determine the theme or main idea of a text using detail, including how characters react to challenges and summarize the text 5RL.3 ,5RI.3 & 5RI.5 Compare & contrast two or more characters, individuals, settings, events, ideas, or concepts in one or more texts 5RL.4, 5RI.4 & 5L.5 Determine the meaning of words & phrases as they are used in a text, including figurative language such as similes, metaphors, & idioms in a text relevant to fifth grade topic or subject area 5RL.5 Understand how chapters, scenes, or stanzas fit together to create an entire text 5RL.6, 5RI .6, 5RI.8 Describe how author’s, narrator’s or speaker’s point of view influence how events are described, including multiple account of the same topic or event, noting similarities and differences

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Grade 5 – Language Arts Standards (cont.) 5RL.7 Explain how visuals contribute to the meaning of a text 5RL.9 & 5RI.9 Makes text-to-self, text-to-text, and text-to-world connections in order to speak or write about a subject 5RI.7 Use information from multiple texts and sources to locate answers or solve a problem Reading: Foundational Skills 5RF.3 Knows and applies grade level phonics and word analysis skills appropriately 5RF.4 Reads accurately and fluently to support comprehension Writing 5W.1 Write opinion pieces on topics or texts, using an effective introduction, supporting a point of view with reasons, and a concluding statement 5W.2 Write informative/explanatory texts to examine a topic and express ideas and information clearly which includes a clear introduction, development of relevant information, and a concluding statement 5W.3 Write narrative pieces to develop real or imagined experiences or events using descriptive details and clear sequence of events 5W.4 Produce clear writing in which ideas are developed

and organized appropriately to the task, purpose, and audience 5W.5 Plan, revise, edit, and rewrite pieces with guidance and support from peers and adults to strengthen writing 5W.6 Use technology to produce and publish writing, collaborate with others and demonstrate command of keyboarding skills 5W.7 Conduct short research projects using multiple sources to build knowledge through investigation 5W.8 Recall information from experiences, print, or digital sources to summarize or paraphrase information in notes 5W.9 Draw evidence from texts to support analysis, reflection, and research Language 5L.1., 5L.2. & 5L.3 Use conventions of English grammar and usage, including capitalization, punctuation, and spelling when writing, speaking, and/or listening 5L.4. & 5L.5 Determine the meaning of unknown words and phrases, including figurative language and nuances 5L.6 Acquire and use appropriately grade-level vocabulary Speaking and Listening 5SL.1 Engage in a variety of collaborative discussions to

build upon previous ideas and knowledge 5SL.2, & 5SL.3 Summarize a written text read aloud or point of view from a speaker supported by details, reasons, and/or evidence 5SL.4 Report or present an opinion on a topic or text using facts and details to support main ideas or themes using clear and understandable language 5SL.5 Include technology and visual displays in presentations to enhance the main ideas or themes 5SL.6 Use formal English when appropriate Grade 5 – Mathematics Standards Operations and Algebraic Thinking 5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 5.OA.2 Write numerical expressions 5.OA.3 Generate two numerical patterns using 2 given rules and identify the relationship between the terms 5.OA.3 Graph the relationship between 2 numerical patterns on a coordinate grid Number and Operations in Base Ten 5.NBT.1 Recognize the 10 to 1 relationship among place-value positions

Grade 5 – Mathematics Standards (cont.)

5.NBT.2 Use patterns to multiply mentally by powers of ten 5.NBT.2 Identify patterns in multiplying whole numbers & decimals by powers of ten 5.NBT.2 Identify patterns in dividing whole numbers and decimals by powers of ten 5.NBT.3a Read, write, & compare decimals through thousandths 5.NBT.3b Compare two decimals to the thousandths based on place value & record results using >, =, < symbols 5.NBT.4 Use place value understanding to round decimals 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm 5.NBT.6 Divide numbers with up to 4 digits by numbers with up to 2 digits using properties of operations & relationship between multiplication & division 5.NBT.6 Illustrate and explain multi-digit division using equations, arrays, & area models 5.NBT.7 Add decimals to hundredths using multiple strategies 5.NBT.7 Subtract decimals to hundredths using multiple strategies 5.NBT.7 Multiply decimals to hundredths using multiple strategies 5.NBT.7 Divide decimals to hundredths using multiple strategies

Number and Operations – Fractions 5.NF.1 Add fractions with unlike denominators 5.NF.1 Subtract fractions with unlike denominators 5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same whole 5.NF.2 Use benchmark fractions & number sense to estimate & assess reasonableness of the answer of fraction problem 5.NF.3 Interpret a fraction as division of the numerator by the denominator 5.NF.3 Solve word problems involving division of whole number leading to answers in the form of fractions or mixed numbers 5.NF.4 Apply and extend previous understanding of multiplication to multiply a fraction or whole number by a fraction 5.NF4.a Relate the size of the product compared to the size of one factor when multiplying fractions 5.NF.4b Find area of a rectangle with mixed number lengths 5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers 5.NF.5a Explain why multiplying by fractions more and less than one produce the given answer 5.NF.7 Divide unit fractions by whole numbers & whole numbers by unit fractions

5.NF.7 Solve real world problems involving dividing whole numbers by unit fractions & also dividing unit fractions by whole numbers

Measurement and Data 5.MD.1 Convert measurements to solve multistep problems 5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit & answer problems involving information presented 5.MD.3 Recognize volume as an attribute of solid figures & understand concepts of volume measurement 5.MD.4 Measure volume using unit cubes 5.MD.5a Find the volume of a right rectangular prism with whole number side lengths multiple ways 5.MD.5b Use a formula to find the volume of a rectangular prism 5.MD.5c Recognize volume as additive

Geometry 5.G.1 Graph and name points on a coordinate grid using ordered pairs 5.G.1 Collect & graph real world data on a coordinate grid (first quadrant) 5.G.2 Analyze & display data in a line graph 5.G.4 Classify & compare polygons based on properties 5.G.3 Understand polygons can be classified into more than one category based on their attributes