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Curriculum and Assessment
Guide (CAG)
Elementary 2010-2011
Houghton Mifflin
First Grade
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CORE INSTRUCTIONAL MATERIALS
2010-2011
Grade 1
English Language Arts
Houghton-Mifflin Reading - 2002
Anthology, Here We Go 1.1
Anthology, Lets Be Friends 1.2
Anthology, Surprises 1.3
Anthology, Treasures 1.4
Anthology, Wonders 1.5
Practice Book 1.1 – 1.2
Practice Book 1.3 – 1.5
Open Court – Reading 2002
Phonics Skills Workbook
Comprehension & Language Arts Skills Workbook
Big Book Package
Anthology 1
Anthology 2
First Reader
Second Reader
Spelling & Vocabulary Skills Workbook
4-Color Decodable Take Home 1 Readers
4-Color Decodable Take Home 2 Readers
Language Arts Big Book
Mathematics
Pearson enVision Math – Pupil Edition
Pearson enVision Math – Teacher Edition
Science
Scott Foresman – Science Big Book Flip Chart (former Rio Linda and North Sacramento
Schools)
McGraw-Hill, 2007 Student Edition (former Del Paso Schools)
History/Social Studies
Scott Foresman/Prentice Hall – Time and Space – Flip Chart
Scott Foresman/Prentice Hall – Time and Space – Pupil Edition
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Base Program Description: Reading/Language Arts I. Content and Coverage:
The Language Arts Program is based on the state adopted English/Language Arts Content Standards and the Reading/Language Arts Framework for California Public Schools. The English/Language Arts Content Standards include the following strands at each grade level: Reading; Writing; Written and Oral English Language Conventions; and Listening and Speaking.
II. Materials:
A. Houghton Mifflin Reading (HMR) or Open Court Reading (OCR) were selected from the approved textbook matrix adopted by the California State Board of Education and by the district Board of Trustees. HMR or OCR program materials will be provided for teachers and students in grades K-6. These materials will be used for Language Arts instruction including: reading, writing, listening and speaking.
III. Content Scheduling:
A. The Language Arts program in TRUSD is made up of two essential elements:
The first element is “Houghton Mifflin Reading/Writing” and “Open Court Reading” which is whole-class instruction using the HMR or OCR grade-level materials focusing on the content standards in reading and writing.
The second element is “Differentiated Instruction” small, homogenously-grouped, using materials at the students’ instructional level. This provides practice with readable text and skill/concept instruction based on the needs of students.
B. It is recommended that the Language Arts instruction be scheduled for at least two and one-half hours per day time including a minimum of 30 minutes of differentiated instruction. Every attempt should be made to integrate other areas of the curriculum into language arts. One-half day kindergarten instructional time will need to be adjusted accordingly. An instructional pacing schedule can be found in the Curriculum and Assessment Guide for each grade level.
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IV. Teaching Strategies: A. Differentiated instruction provides the opportunity for flexible, fluid
grouping within a classroom. Student groups will change throughout the year based on student assessments.
B. The ELD portion of the day provides the opportunity to differentiate for
English Learners. A minimum of 30 minutes of ELD instruction is required based on students’ CELDT levels.
C. Assigned homework will vary based on the instructional level of the
students. The assignments will reinforce previously taught skills and give parents/guardians an opportunity to be involved in student learning.
V. Pupil Evaluation: Assessment should be ongoing and regular.
A. Screening/Entry Level assessments are used to: o Find out more about what students know and need to learn. o Plan extra support to help students catch up to grade level. o Assist the teachers in organizing classroom and grade level instruction to
target specific needs while continuing to teach the core program to all students.
B. Monitoring assessments are used to:
o Check on the progress of the class in learning the content and skills contained in the comprehensive instructional program.
o Help the teacher emphasize areas of the core instructional program to meet the needs of students.
o Develop a database to be shared with the grade level and the school to evaluate progress on the reading language arts standards by groups of students.
C. Outcome/Summative assessments are used to:
o Assess student progress in meeting the standards in reading and language arts across the class, grade level and school.
o Provide student learning data on the long-term outcomes of the instructional program.
o Uncover issues related to the needs of school populations and the alignment of the instructional program to the state standards in reading and language arts.
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Twin Rivers Unified School District Language Arts Program
Houghton Mifflin Reading or Open Court Reading
Grade Level Core instruction
plus
Differentiated Instruction Flexible grouping based on student instructional level
Standards-Based Standards-Based
Reading Instruction Writing Instruction
Program Management Universal Access/ Cross-Curricular Assessment
Planning/Pacing/ Flexible Grouping Integration for placement
Instructional grouping EL, RSP, GATE, Other and to inform
instruction
Spelling
Vocabulary
Comprehension
Writing
Strategies/
Application
s
Grammar
&
English-
Language
Decoding/
Structural
Analysis
Research &
Technology
Listening &
Speaking
Library/Media
Center Connection
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READING INSTRUCTION IN TWIN RIVERS UNIFIED SCHOOL DISTRICT
Houghton Mifflin Reading Or Open Court Reading
Differentiated Instruction
• Whole class
• Flexible small groups
• “Core grade level” material (the same for all students)
“Differentiated instructional level” material (advanced, proficient, basic, below basic and far below basic)
• exposure to general concepts
• “practice” with readable text
skills and concepts are
standards-based
skills and concepts are
standards-based
Focus on language arts
content standards
Focus on strengths and needs
of students
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Twin Rivers Unified School District Houghton-Mifflin Reading
First Grade 2010/2011 Pacing Guide
*Running Record due in MEASURES: Tri. 1 October 29, 2010, Tri. 2 February 18, 2011 Tri. 3 May 24, 2011 (Former Rio Linda sites only)
First Grade Implementation Implementation Implementation Assessments Measures
Theme 1 All Together Now
Aug. 23, 2010
I Am Six
Ten Dogs In The Window
Charles Tiger
Aug 12th– Aug 21st Back to School Unit
CELDT Testing
Theme 2 Surprise!
Sept. 20, 2010
To Be a Kid
Minerva Louise at School
Jasper’s Beanstalk
Theme 3
Let’s Look Around!
Oct. 11, 2010
Counting on the
Woods
Pearl’s First Prize Plant
Hilda Hen’s Scary
Night
First Grade District Assessment Tri 1
HMR First Summative Test
HMR First Summative
Test Data due in Measures
October 29, 2010
Theme 4 Family and Friends
Nov. 1, 2010
An Egg Is An Egg
The Secret Code
Caribbean Dream
Theme 5 Home Sweet Home
Dec. 6, 2010
Moving Day
Me on the Map
The Kite
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Twin Rivers Unified School District Houghton-Mifflin Reading
First Grade 2010/2011 Pacing Guide
*Running Record due in MEASURES: Tri. 1 October 29, 2010, Tri. 2 February 28, 2011, Tri. 3 May 24, 2011 (Former Rio Linda sites only)
First Grade Implementation Implementation Implementation Assessments Measures
Theme 6 Animal Adventures
Jan. 18, 2011
The Sleeping Pig
EEK! There’s a Mouse in
the House
Red-Eyed Tree Frog
First Grade District Assessment Tri. 2
HMR Second
Summative Test
HMR Second Summative
Data due in Measures
Feb 11, 2011
Theme 7 We Can Work
It Out
Feb. 28, 2011
That Toad Is Mine!
Lost!
If You Give a Pig a Pancake
Theme 8 Our Earth
Mar. 21, 2011
The Forest
Butterfly
Johnny Appleseed
HMR Third Summative Test
HMR Third Summative
Test
Data due in Measures
April 16, 2010
Theme 9 Special Friends
April 11, 2011
When I am Old With
You
The New Friend
The Surprise Family
Theme 10 We Can Do It!
May 2, 2011
Two Greedy Bears
Fireflies For Nathan
“The Hat” from Days With
Frog and Toad
First Grade District Assessment Tri. 3
HMR End-of Year Summative Test
HMR End-of-Year
Summative
Data due in Measures
May 27, 2011
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Reading/Language Arts Houghton-Mifflin Reading
Writing & Fluency Pacing Schedule 2010 – 2011
Kindergarten & First Grade Writing Prompts: Delivered at the beginning
of the trimester
Trimester 1 writing prompts ~ Scores due in Measures October 30th
Trimester 2 writing prompts ~ Scores due in Measures February 26th
Trimester 3 writing prompts ~ Scores due in Measures June 2nd
First Grade Fluency: Delivered at the beginning of the trimester
District 1st Grade Assessments ~ Scores due in Measures November 18th
Trimester 2 Fluency Assessment ~ Scores due in Measures February 26th
Trimester 3 Fluency Assessment ~ Scores due in Measures June 2nd
2nd – 6th Grades Writing Prompts: Delivered with the Standards Theme Tests
Theme 1 writing prompts ~ Scores due in Measures October 2nd Theme 2 writing prompts ~ Scores due in Measures November 18th
Theme 3 writing prompts ~ Scores due in Measures January 22nd
Theme 4 writing prompts ~ Scores due in Measures March 4th Theme 5 writing prompts ~ Scores due in Measures April 23rd Theme 6 writing prompts ~ No writing prompt given
2nd – 6th Grades Fluency: Delivered at the beginning of the trimester
Trimester 1 Fluency Assessment ~ Scores due in Measures October 30th
Trimester 2 Fluency Assessment ~ Scores due in Measures February 26th
Trimester 3 Fluency Assessment ~ Scores due in Measures June 2nd
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Houghton Mifflin Reading
Reading-Writing Workshop (R-WW)
Purpose: o To guide students through the writing process; o To instruct students in specific writing genres; o To apply foundational writing strategies, applications, and conventions.
Scope and Sequence Theme Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
1 Story Personal Narrative
Personal Narrative
Description Personal Narrative
2 Description Instructions Description Personal
Essay Story
3 Friendly Letter
Story Story Story Description
4 Research
Report Research
Report Persuasive
Essay Personal Narrative
Research Report
5 Personal Narrative
Personal Narrative
Description Personal
Essay Research
Report Personal
Essay
6 Description Instructions Persuasive
Essay Research
Report Persuasive
Essay Persuasive
Essay
7 Story
8 Research
Report
9 Friendly Letter
10 Instructions
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Houghton Mifflin Reading
1st Grade Writing Rubric Trimester 1 F – Far Below
Basic D – Below Basic C – Basic B – Proficient A - Advanced
Pre-Spelling/Spelling
Write most letters, and/or random letter strings to convey a message (may be randomly placed on the page) Attempt to read own writing
Write one or more letters to represent a word. Correctly use some letters to match sounds Spell some high-frequency words correctly
Use logical phonetic spelling, most sounds in words are represented. Include some vowels (may not be the correct ones) Spell some high-frequency words correctly
Use logical phonetic spelling (including reasonable choices of vowels) in most syllables.
Correctly spell many high-frequency words used in sentences
Use logical phonetic spelling (including reasonable choices of vowels) in most syllables.
Correctly spell most high-frequency words used in sentences
Word; Sentence; Paragraph
Write own name and familiar words
Write at least one sentence.
Write two or more sentences on a related topic
Begin to write three or more sentences on a related topic
Write 3-5 sentences on a related topic.
Conventions
Begin to write from left to right & top to bottom (may reverse some letters)
Begins to use both upper and lower case letters Write from left to right and top to bottom (may reverse some letters) Begin to separate words with spaces.
Use both upper and lower case letters Separate words with spaces
Correctly capitalize first word in a sentence, names and the pronoun “I”; use lower case appropriately
Correctly capitalize first word in a sentence, the pronoun “I”, and proper nouns
Begin to correctly use subject-verb agreement & plurals
Continue to separate words with spaces
Punctuation
Begin to experiment with ending punctuation
Begin to correctly use periods and question marks Experiment with using apostrophes in contractions and possessive nouns
Correctly use periods and question marks Begin to correctly use apostrophes in contractions and possessive nouns
Correctly use periods, question marks and exclamation marks
Correctly use apostrophes in contractions and possessive nouns
Word Choice Begin to choose
interesting words
Organization
Begin to organize information & ideas based on purpose (begin to use graphic organizers)
Narrative and Expository Writing
For narrative pieces: -begin to write using some descriptive words -includes character & setting. For expository pieces: -begin to use descriptive words and sensory details about a topic.
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Houghton Mifflin Reading
1st Grade Writing Rubric Trimester 2 F – Far Below
Basic D – Below Basic C – Basic B – Proficient A - Advanced
Pre-Spelling/Spelling
Write most letters, and/or random letter strings to convey a message (may be randomly placed on the page) Attempt to read own writing
Write one or more letters to represent a word. Correctly use some letters to match sounds Spell some high-frequency words correctly
Use logical phonetic spelling, most sounds in words are represented. Include some vowels (may not be the correct ones) Spell some high-frequency words correctly
Use logical phonetic spelling (including reasonable choices of vowels) in most syllables.
Correctly spell many high-frequency words used in sentences
Use logical phonetic spelling (including reasonable choices of vowels) in most syllables.
Correctly spell most high-frequency words used in sentences
Word; Sentence; Paragraph
Write own name and familiar words
Write at least one sentence.
Write two or more sentences on a related topic
Begin to write three or more sentences on a related topic
Write 3-5 sentences on a related topic.
Conventions
Begin to write from left to right & top to bottom (may reverse some letters)
Begins to use both upper and lower case letters Write from left to right and top to bottom (may reverse some letters) Begin to separate words with spaces.
Use both upper and lower case letters Separate words with spaces
Correctly capitalize first word in a sentence, names and the pronoun “I”; use lower case appropriately
Correctly capitalize first word in a sentence, the pronoun “I”, and proper nouns
Begin to correctly use subject-verb agreement & plurals
Continue to separate words with spaces
Punctuation
Begin to experiment with ending punctuation
Begin to correctly use periods and question marks Experiment with using apostrophes in contractions and possessive nouns
Correctly use periods and question marks Begin to correctly use apostrophes in contractions and possessive nouns
Correctly use periods, question marks and exclamation marks
Correctly use apostrophes in contractions and possessive nouns
Word Choice Begin to choose
interesting words
Organization
Begin to organize information & ideas based on purpose (begin to use graphic organizers)
Narrative and Expository Writing
For narrative pieces: -begin to write using some descriptive words -includes character & setting. For expository pieces: -begin to use descriptive words and sensory details about a topic.
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Houghton Mifflin Reading
1st Grade Writing Rubric Trimester 3 F – Far Below
Basic D – Below Basic C – Basic B – Proficient A - Advanced
Pre-Spelling/Spelling
Write most letters, and/or random letter strings to convey a message (may be randomly placed on the page) Attempt to read own writing
Write one or more letters to represent a word. Correctly use some letters to match sounds Spell some high-frequency words correctly
Use logical phonetic spelling, most sounds in words are represented. Include some vowels (may not be the correct ones) Spell some high-frequency words correctly
Use logical phonetic spelling (including reasonable choices of vowels) in most syllables.
Correctly spell many high-frequency words used in sentences
Use logical phonetic spelling (including reasonable choices of vowels) in most syllables.
Correctly spell most high-frequency words used in sentences
Word; Sentence; Paragraph
Write own name and familiar words
Write at least one sentence.
Write two or more sentences on a related topic
Begin to write three or more sentences on a related topic
Write 3-5 sentences on a related topic.
Conventions
Begin to write from left to right & top to bottom (may reverse some letters)
Begins to use both upper and lower case letters Write from left to right and top to bottom (may reverse some letters) Begin to separate words with spaces.
Use both upper and lower case letters Separate words with spaces
Correctly capitalize first word in a sentence, names and the pronoun “I”; use lower case appropriately
Correctly capitalize first word in a sentence, the pronoun “I”, and proper nouns
Begin to correctly use subject-verb agreement & plurals
Continue to separate words with spaces
Punctuation
Begin to experiment with ending punctuation
Begin to correctly use periods and question marks Experiment with using apostrophes in contractions and possessive nouns
Correctly use periods and question marks Begin to correctly use apostrophes in contractions and possessive nouns
Correctly use periods, question marks and exclamation marks
Correctly use apostrophes in contractions and possessive nouns
Word Choice Begin to choose
interesting words
Organization
Begin to organize information & ideas based on purpose (begin to use graphic organizers)
Narrative and Expository Writing
For narrative pieces: -begin to write using some descriptive words -includes character & setting. For expository pieces: -begin to use descriptive words and sensory details about a topic.
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English Learner (EL) Program
The primary goal of the EL Program is to support EL students in their acquisition of English for successful academic progress in instructional base program areas. Direct services to students are delivered by teachers who have authorization of the Commission on Teacher Credentialing (CTC). Primary language support, for the equal access to the core curriculum, is provided by bilingual paraeducators.
English Language Development
I. Content and Coverage:
The ELD program is based on the state adopted ELD Standards and the Reading/Language Arts Frameworks for California Public Schools. The ELD Standards include the following strands at each California English Language Development Test (CELDT) proficiency level/grade: Listening, speaking, reading and writing.
II. Materials:
A. The Houghton Mifflin: Handbook for English Language Learners.
B. Rigby: On Our Way to English
C. Hampton Brown: Avenues III. Content Scheduling:
As a separate curricular area, the TRUSD English Language Development program is made up of:
• Instruction based on the ELD Standards
• ELD instruction provided for English Learners at all proficiency levels until redesignated Fluent English Proficient (RFEP)
• Daily ELD instruction provided in a small group setting for a minimum of 30 continuous minutes
• Academic language instruction addressed in listening, speaking, reading and writing.
• Various grouping formats as determined by the teacher and/or school site.
IV. Teaching Strategies:
A. Teachers differentiate instruction to match the type and complexity of skills and concepts being taught in order to meet the needs, interests, and learning styles of the students.
B. The essential components of an ELD lesson are:
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• Address specific ELD standards
• Explicitly link concepts to background experiences
• Explicitly link past learning with new concepts
• Emphasize key vocabulary (i.e. introduce, write, repeat or highlight)
• Provide modeling, comprehensible input, guided practice, and independent practice
• Pupil Evaluation
C. The CELDT assessment is administered yearly to all District English Learners during the period of July through October.
D. The Language Dominance test is administered to EL students to determine
proficiency in their primary language.
Alternative Bilingual Early Exit Program
An early exit (K-3) Spanish bilingual program at Madison and Harmon Johnson Schools provides students English Language Development and access to the core curriculum through Spanish. Classrooms are staffed by BCLAD teachers or CLAD teachers teamed with bilingual Paraeducators.
All students in grades K-3 participating in the Alternative Bilingual Early Exit Program will receive a regular report card reflecting the Spanish/English curriculum.
EL/ELD is to be checked for all EL students except those redesignated (RFEP).
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English Learning Students
English Learners (ELs) are identified by means of the Home Language Survey and then tested using the California English Language Development Test (CELDT). Using this information, ELs are placed in the following five categories by level of English language proficiency.
• Beginning
• Early Intermediate
• Intermediate
• Early Advanced
• Advanced Notification of the designated proficiency level of a student will be provided to the classroom teacher.
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Levels of English Proficiency
CELDT Level Listening/Speaking Writing Reading Beginner (May or may not be in the
silent stage of language
production)
Limited comprehension and demonstrates the use of a few basic words.
May or may not attempt to write about a topic. The response is minimal and may contain some isolated English words as well as the student’s primary language.
Far Below Basic *Recall minimal details from a simple story, grasping sound/symbol correspondence.
Early Intermediate
Some basic social language, demonstrates limited comprehension. Speaks using simple words.
Is able to write at least one complete sentence in response to a prompt. The sentence may contain correct word order, but errors may obscure the meaning.
Far Below Basic *Understands literal comprehension, and can match simple vocabulary to pictures.
Intermediate
Demonstrates comprehension of simple vocabulary, may have gaps in communication in terms of vocabulary.
Is able to write a composition about a topic, but the composition may consist of a disorganized list of events, may include some details.
Below Basic * Understands some comprehension questions, can grasp main idea and sequencing.
Early Advanced
Demonstrates comprehension of social language and some academic language. Uses a fairly extensive vocabulary, with minor errors.
Is able to write a composition that includes relevant details and logical sequence of events or ideas. Sentences may contain few errors in grammar and mechanics.
Basic *Approaching grade level reading. Can grasp main idea and sequencing. Is beginning to draw conclusions, infer and make generalizations.
Advanced
Demonstrates comprehension of social language and most academic language. Uses extensive vocabulary.
Is able to write a well organized composition that contains clear sequencing, precise vocabulary and has minimal errors in grammar and mechanics.
Proficient or Above *Able to apply higher order thinking skills (inferring, generalizations etc.) and are at or close to grade level.
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Houghton Mifflin Language Arts – 2010/2011 Print Shop Orders First Grade
Running Record Assessments
-Delivered by August 16, 2010
-50 Teacher copies of EACH level (1-28) to the following schools: Aero Haven, Allison, CCAA, Dry Creek, Joyce, Kohler, Larchmont, Oakdale, Rio Linda, Sierra View, Westside
-100 Teacher Copies of EACH level (1-28) to the following schools: Foothill Oaks, Frontier, Hillsdale, Madison, Orchard, Pioneer, Regency Park, Ridgepoint, Village, Woodridge
First Grade Assessment Packets -Delivered by August 16 ,2010
-One per Kindergarten student at each school: Allison, C.C.A.A., Del Paso, Dry Creek, Fairbanks, Foothill Oaks, Frontier, Garden
Valley, Hillsdale, Joyce, Kohler, Larchmont, Madison, North Avenue, Oakdale, Orchard, Pioneer, Regency Park, Ridgepoint, Sierra View, Village, Westside and Woodridge
Summative Tests—First Grade
-One per 1st grade student at each school: (Allison, C.C.A.A., Del Paso, Dry Creek, Fairbanks, Foothill Oaks, Frontier, Garden Valley, Hillsdale, Joyce, Kohler, Larchmont, Madison, North Avenue, Oakdale, Orchard, Pioneer, Regency Park, Ridgepoint,Sierra View, Village, Westside and Woodridge)
-Sent twice a year, as follows: 1st Quarter & Midyear tests delivered by August 16, 2010 3rd Quarter & End of Year delivered by January 11, 2011
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2010-2011 Elementary Report Card
Reading/Language Arts Standards Marking
Fluency standards are expressed in words correct per minute (wcpm).
Fluency standards change each trimester. See guide below for Fluency
standards.
Fluency
Trimester 1
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Adv A 80+ 106+ 115+ 125+ 130+
Prof B 53 – 79 79 – 105 99 – 114 105 – 124 115 – 129
B C 39 – 52 60 – 78 78 – 98 86 – 104 96 – 114
BB D 25 – 38 41 – 59 56 – 77 66 – 85 76 – 95
FBB F 0 – 24 0 – 40 0 – 55 0 – 65 0 – 75
Trimester 2
Adv A 65+ 100+ 122+ 130+ 135+ 140+
Prof B 35 – 64 70 – 99 92 – 121 108 – 129 114 – 134 125 – 139
B C 26 – 34 53 – 69 69 – 91 87 – 107 93 – 113 106 – 124
BB D 17 – 25 36 – 52 46 – 68 66 – 86 71 – 92 86 – 105
FBB F 0 – 16 0 – 35 0 – 45 0 – 65 0 – 70 0 – 85
Trimester 3
Adv A 83+ 120+ 137+ 140+ 145+ 150+
Prof B 53 – 82 89 – 119 107 – 136 112 – 139 118 – 144 135 – 149
B C 40 – 52 68 – 88 81 – 106 94 – 111 97 – 117 113 – 134
BB D 26 – 39 46 – 67 54 – 80 76 – 93 76 – 96 91 – 112
FBB F 0 – 25 0 – 45 0 – 53 0 – 75 0 – 75 0 – 90
Exc
eeds
E
xcee
ds
Exc
eeds
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Elementary Grading Philosophy The Twin Rivers Unified School District believes that communication between home and school is critical to the success of students. The report card is a formal communication between the school and families that reports how a child is progressing towards meeting grade level standards. Grading helps the teacher:
► Communicate progress towards meeting California Standards to the student and parent ► Evaluate strengths and needs of each student ► Set instructional goals and plan teaching strategies and interventions
Grading helps the student:
► See personal progress towards grade level standards ► Recognize how work may be improved ► Set personal goals for future learning
Grading helps the parent/guardian:
► Be knowledgeable about the child’s progress towards grade level standards ► Guide and assist the student in making academic and social progress ► Encourage their child to work towards goals
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Elementary Grading Rubric
A Advanced
► Consistently demonstrates high use of advanced thinking, skill and understanding of grade-level standards.
► Test scores consistently indicate a high level of understanding of grade level concepts and skills
► The student intuitively makes connections and applications to other areas.
► The student consistently uses appropriate academic language.
► Student work is complete and well organized- demonstrating a high level of commitment.
B Proficient
► Consistently meets and understands grade-level standards.
► Test scores indicate a concrete understanding of grade level concepts and skills
► The student uses a variety of skills to demonstrate their understanding.
► The student may need prompting to utilize particular processes/strategies.
► Student work is complete and organized.
C Basic
► Approaching grade-level standards.
► The student demonstrates some basic foundational levels.
► The student may have gaps in understanding and test scores may be inconsistent
► The student relies on familiar strategies and requires scaffolding and prompting to access grade level standards.
► Student work is generally complete but quality, thoroughness and organization varies.
D Below Basic
► Consistently performing below grade-level standards
► Test scores indicate little or very weak understanding and acquisition of grade level concepts and skills.
► Student work varies widely in quality, thoroughness and completion.
F Far Below Basic
► The student lacks basic foundational skills to access grade-level standards.
► Test scores indicate little or no understanding of grade level concepts and skills.
► Student work demonstrates little or no understanding or may be frequently incomplete.
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