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Fourth Grade Math

Measurement Area and Perimeter

Score 4.0 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught

Score 3.5

In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications with partial success.

Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of recognizing and describing area as a measurable attribute of two-dimensional shapes and calculate area measurements and using formulas to find area measurements and by . . .

Showing area by finding the total number of same-sized units of area to fill a region

Recognizing that a square that is 1 unit on a side is the standard unit for measuring area

Developing the area formulas for a rectangle and a right triangle and connect it them with multiplication using arrays

Using, and justifying the relationships among area formulas of triangles and parallelograms

Determining possible perimeters in whole units for a rectangle with a fixed area

Determining possible areas when given a rectangle with a fixed perimeter

Score 2.5

The student exhibits no major errors or omissions regarding the score 2.0 elements and partial knowledge of the score 3.0 elements.

Score 2.0 The student exhibits no major errors or omissions regarding the understanding of recognizing and describing area as a measurable attribute of two-dimensional shapes and calculate area measurements and using formulas to find area measurements and by . . .

Showing area by finding the total number of same-sized units of area to fill a region with limited understanding

Matching areas that show that a square that is 1 unit on a side is the standard unit for measuring area with areas of polygons

Given the area formula for a rectangle being able to connect it with arrays

Given the area formula for a right triangle being able to find the area of a right triangle

With help and given area formulas, using, and being able to explain the relationships among area formulas of triangles and Parallelograms

Matching perimeters in whole units with a rectangle with a fixed area

Matching areas when given a rectangle with a fixed perimeter

Score 1.5

The student demonstrates partial knowledge of the score 2.0 elements but major errors or omissions regarding the score 3.0 elements

Score 1.0 With help, the student demonstrates partial understanding of some of the score 2.0 elements and some of the score 3.0 elements.

Score 0.5

With help, the student demonstrates partial understanding of some of the score 2.0 elements but not the score 3.0 elements.

Score 0.0 Even with help, the student demonstrates no understanding or skill.

Fourth Grade Math

Measurement Units and Tools


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding by describing relationships among units of measure by. . .

Describing, estimating and measuring the relative size among metric units of length, capacity, and weight

Describing, estimating and measuring the relative size among customary units

of capacity, i.e. cups, pints, quarts, gallons

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding by describing relationships among units of measure by. . .

Using a chart to describe, estimate and measure the relative size among metric units of length, capacity, and weight with some errors

Using a chart to describe, estimate, and measure the relative size among customary units of capacity, i.e. cups, pints, quarts, gallons with some errors

Score 1.5



Score 0.5



Fourth Grade Math

Multiplication


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of modeling and illustrating meanings of multiplication, solving word problems and computing problems involving multiplication by. .

Using rectangular arrays to represent multiplication

Identifying and represent square numbers using models and symbols

Writing a story problem that relates to a given multiplication equation

Demonstrating quick recall of multiplication facts

Modeling and multiplying up to a three- digit factor by a two-digit factor

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of modeling and illustrating meanings of multiplication, solving word problems and computing problems involving multiplication by. .

Matching rectangular arrays to a multiplication problem

Matching square numbers to their models and symbols

Writing a basic story problem that relates to multiplication with limited errors

Partially demonstrating recall of multiplication facts with limited errors

Modeling and multiplying up to a three- digit factor by a two-digit factor with some errors

Score 1.5



Score 0.5



Fourth Grade Math

Patterns and Operations Patterns


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of patterns and relationships to represent mathematical problems and number relationships by. . .

Analyzing, representing, and extending growing patterns involving multiples and other number patterns using objects, pictures, numbers, and tables to determine a rule for the pattern

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of patterns and relationships to represent mathematical problems and number relationships by. . .

Matching growing patterns using objects, pictures, numbers, and tables to a rule for the pattern

Given a rule recognizing, representing, and extending simple patterns involving multiples and other number patterns

Score 1.5



Score 0.5



Fourth Grade Math

Place Value


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of analyzing relationships among whole numbers, commonly used fractions, and decimals to hundredths by. . .

Identifying the place and the value of a given digit in a numeral from millions to hundredths

Rounding numbers (millions - tenths)

Comparing and ordering whole numbers (millions - hundredths) using number line, fraction pieces, and symbols >, < , =

Identifying a number that is between two given numbers

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of analyzing relationships among whole numbers, commonly used fractions, and decimals to hundredths by. . .

Matching the place and the value of a given digit in a numeral from millions to hundredths with some errors

Rounding numbers (millions - tenths) with limited understanding and some errors

Comparing and ordering whole numbers (millions - hundredths) using number line, fraction pieces, and symbols >, < , = with some errors

Identifying a number that is between two given numbers using a chart with some errors

Score 1.5



Score 0.5



Fourth Grade Math

Data Collection and Analysis Predictions


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of interpreting and organizing collected data to make predictions, answer questions, and describe basic concepts of probability by. .

Identifying a question that can be answered by collecting data

Collecting, reading, and interpreting data from tables, graphs, charts, surveys, and observations

Representing data using frequency tables, bar graphs, line plots, and stem and leaf plots

Identifying and distinguishing between clusters and outliers of a data set

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of interpreting and organizing collected data to make predictions, answer questions, and describe basic concepts of probability by. .

Answering a question that can be answered by collecting data

Collecting, reading, and interpreting data from tables, graphs, charts, surveys, and observations with limited understanding

Representing data using frequency tables, bar graphs, line plots, and stem and leaf plots with some deletions of labels and/or some information

Identifying and distinguishing between clusters and outliers of a data set with limited understanding

Score 1.5



Score 0.5



Fourth Grade Math

Data Collection and Analysis Probability


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of describing and predicting simple random outcomes by. .

Describing the results of experiments involving random outcomes as simple ratios

Conducting, recording, and displaying data from simple probability experiments with and without replacement

Using the results of simple probability experiments to predict a specific outcome in the future with and w/o replacement

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of describing and predicting simple random outcomes by. .

Matching the results of experiments involving random outcomes to simple ratios

Conducting, recording, and displaying data from simple probability experiments with and without replacement with deletions of labels and some errors

Using the results of simple probability experiments to predict a specific outcome in the future with and w/o replacement with limited understanding and some errors

Score 1.5



Score 0.5



Fourth Grade Math

Properties


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of mathematical properties by. .

Describing and using the commutative, associative, and distributive properties

Describing and using the identity properties of addition and multiplication

Describing and using the zero property of multiplication

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding an understanding of mathematical properties by. .

Using the commutative, associative, and distributive properties with limited understanding

Using the identity properties of addition and multiplication limited understanding

Using the zero property of multiplication limited understanding

Score 1.5



Score 0.5



Fourth Grade Math

Division


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding. .

Demonstrate the mathematical relationship between multiplication and division, i.e. factoring and arrays

Write a story problem that relates to a given division equation

Demonstrate quick recall of division facts

Represent and divide up to a three-digit dividend by a one-digit divisor with a whole number remainder

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding

Score 1.5



Score 0.5



Fourth Grade Math

Number Sense Whole Numbers and Decimals


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of demonstrating multiple ways to represent whole numbers and decimals by. . .

Reading and writing numbers in standard and expanded form

Demonstrating multiple ways to represent whole numbers, square numbers,

and decimals using models and symbols

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of demonstrating multiple ways to represent whole numbers and decimals by . . .

Reading numbers in standard and expanded form with some mistakes

Matching representation of whole numbers and decimals with correct terminology

Matching square numbers to their models and symbols

Comparing the relative size of numbers with partial understanding

Score 1.5



Score 0.5



Fourth Grade Math

Equations


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of using algebraic expressions, symbols, and properties of the operations to represent, simplify, and solve mathematical equations and inequalities by . . .

Using order of operations to evaluate, simplify, and compare mathematical expressions

Expressing single-operation word problem situations as equations and solve

Recognizing that a symbol represents the same number throughout an equation

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of using algebraic expressions, symbols, and properties of the operations to represent, simplify, and solve mathematical equations and inequalities by . . .

Using an order of operations chart t evaluate, simplify, and compare mathematical expressions with limited understanding

Matching single-operation problem situations to the correct equation and solve

Recognizing that a symbol represents the same number throughout an equation with limited understanding

Score 1.5



Score 0.5



Fourth Grade Math

Fractions


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of modeling and illustrating meanings, analyze relationships, and solve word problems of the addition and subtraction of fractions by. . .

Dividing regions, lengths, and sets of objects into equal parts

Naming and writing a fraction to represent a portion of a whole unit (thirds, fourths, fifths, sixths, eighths, and tenths)

Identifying equivalences between fractions and decimals

Generating equivalent fractions and simplify fractions

Ordering simple fractions

Adding and subtracting decimals and simple fractions

Solving word problems involving simple fractions

Score 2.5



Dividing regions, lengths, and sets of objects into equal parts using manipulatives

Matching a written fraction to represent a portion of a whole unit (thirds, fourths, fifths, sixths, eighths, and tenths)

Identifying equivalences between fractions and decimals using a table

Generating equivalent fractions and simplify fractions with some errors

Ordering simple fractions with common denominators

Adding and subtracting decimals and simple fractions with common denominators

Solving word problems involving simple fractions with common denominators only

Score 1.5



Score 0.5



Fourth Grade Math

Geometry Two-Dimensional Geometric Shapes


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of Two-Dimensional shapes and use appropriate measurement tools by. . .

Naming and describing lines that are parallel, perpendicular, and intersecting

Identifying and describing right, acute, obtuse, and straight angles

Developing benchmark angles (45, 60, 120) using 90 degree angles to estimate angle measurement

Measuring angles using a protractor or angle ruler

Identifying and describing the radius and diameter of a circle

Determining whether figures have line symmetry and rotational symmetry and describing each

Identifying a translation, rotation, or reflection of a geometric shapes

Recognizing that 90, 180, 270, and 360 degrees are associated with 1/4, 1/2, 3/4 and full turns

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the simpler details and processes of Two-Dimensional shapes and use appropriate measurement tools, such as. . .

Recognizing and recalling specific terminology of lines that are parallel, perpendicular, and intersecting

Matching figures and terminology for right, acute, obtuse, and straight angles

Matching benchmark angles (45, 60, 120) using 90 degree angles to estimate angle measurement with limited understanding

Measuring angles using a protractor or angle ruler with some errors

Recognizing and recalling specific terminology of a circle such as radius and diameter

Recognizing and recalling figures that have line symmetry and rotational symmetry

Recognizing a translation, rotation, or reflection of a geometric shapes

Matching 90, 180, 270, and 360 degrees with 1/4, 1/2, 3/4 and full turns with limited errors.

Score 1.5



Score 0.5



Fourth Grade Math

Geometry Grids and Maps


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of spatial relationships by. . .

Locating and giving the coordinates in the first quadrant of a coordinate grid

Locating and giving the regions of a position on a map of Utah

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding spatial relationships by . . .

Given the coordinates locating the position in the first quadrant of a coordinate grid with some errors

Given the coordinates of regions of a position on a map of Utah locating the region with some errors

Score 1.5



Score 0.5



Oral Language Listening and Speaking

Fourth Grade


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of listening and speaking by . . .

Listening and demonstrating understanding by responding appropriately.

Speaking clearly and audibly with expression.

Using compound sentences with appropriate subject –verb agreement and verb tense.

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding listening and speaking, such as . . .

Occasionally misunderstanding spoken communication.

Being misunderstood or not speaking loud enough and having to repeat what was said.

Occasionally confuses subject-verb agreement and/or verb tense.

Score 1.5



Score 0.5



Fourth Grade Science Standard 1 Students will understand that water changes state as it moves through the water cycle.

Objective 1 Describe the relationship between heat energy, evaporation and condensation on water on Earth.


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of the relationship between heat energy, evaporation and condensation on water on Earth by . . .

Identifying the relative amount and kind of water found in various locations on Earth. (e.g., oceans have most of the water, glaciers and snow fields contain most of the fresh water.)

Identifying the Sun as the source of energy that evaporates water from the surface of the Earth.

Comparing the process of evaporation and condensation of water.

Investigating and recording temperature and data to show the effects of heat energy on changing the states of water.

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding the relationship between heat energy and water on the Earth such as . . .

Identifying some but not all locations where water is found on Earth.

Identifying the Sun as the source of energy that evaporates water from the surface of Earth.

Explaining what evaporation and condensation are but does not make comparison between the two.

Explaining the effect of heat energy on the changing states of water but does not record the temperature and data accurately.

Score 1.5



Score 0.5



Fourth Grade Science Standard 1 Students will understand that water changes state as it moves through the water cycle.

Objective 2 Describe the water cycle.


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of the water cycle by . . .

Locating examples of evaporation and condensation in the water cycle (e.g. water evaporates when heated and clouds or dew forms when vapor is cooled).

Describing the processes of evaporation, condensation, and precipitation as they relate to the water cycle.

Identifying locations that hold water as it passes through the water cycle (e.g., oceans, atmosphere, fresh surface water, snow, ice, and ground water).

Constructing a model or diagram to show how water continuously moves through the water cycle over time.

Describing how the water cycle relates to the water supply in your community.

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of the water cycle such as . . .

Describing evaporation or condensation but not both or confusing the two processes.

Omitting one or more of the processes of the water cycle.

Only identifying one or two locations that hold water as it passes through the water cycle.

An incomplete model.

General idea but lacks details in describing the water cycle and the community water supply.

Score 1.5



Score 0.5



Fourth Grade Standard 1 Students will understand the basic properties of rocks, the processes involved in the formation of soils

and the needs of plants provided by soil. Objective 2

Explain how the processes of weathering and erosion change and move materials that becomes soil.


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of the processes of weathering and erosion by . . .

Identifying the processes of physical weathering that break down rocks at earth’s surface.

Distinguishing between weathering and erosion.

Modeling erosion of earth materials and collection of these materials as part of the process the leads to soil formation.

Investigating layers of soil in the local area and predicting the sources of sand and rocks in the soil.

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of weathering and erosion except . . .

Lists some but not all processes of weathering and /or erosion.

Demonstrates some inaccuracies in model of weathering and /or erosion.

Inaccurately identifies layers of soil and/or sources of sand and rocks in the soil.

Score 1.5



Score 0.5



Fourth Grade Science Standard 2 Students will understand that elements of weather can be observed, measured, and recorded to make

predictions and determine simple weather patterns. Objective 1

Observe, measure and record basic elements of weather.


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns by . . .

Identifying basic cloud types (i.e. cumulus, cirrus, stratus clouds).

Observing, measuring, and recording data on the basic elements of weather over a period of time (i.e. precipitation, air temperature, wind speed and direction, and air pressure).

Investigate evidence that air is a substance (e.g. takes up space and moves as wind, temperature can be measured).

Comparing components of severe weather phenomena to normal weather conditions (e.g. thunderstorm with lightning and high winds compared to rainstorm with rain showers and breezes).

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding the elements of weather, but makes minor errors such as . . .

Identifying some but not all types of clouds correctly.

Incorrectly measuring or recording weather data.

Shows partial understanding that of air as a substance that takes up space, moves, and can be measured.

Identifying some but not all components of severe weather and normal weather conditions.

Score 1.5



Score 0.5



Fourth Grade Standard 2 Student will understands the elements of weather can be observed, measured, and recorded to make


Interpret recorded weather data for simple patterns.


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of recording and interpreting weather data by . . .

Observing and recording effects of air temperature on precipitation.

Graphing recorded data to show daily and seasonal patterns in weather.

Inferring relationships between wind and weather change.

Score 2.5



Incomplete or inaccurate observations.

Incomplete or inaccurate graphing of data.

Understands the relationships between wind and weather but cannot identify specific wind patterns.

Score 1.5



Score 0.5



Fourth Grade Standard 2 Students will understand the elements of weather can be observed, measured, and recorded to make


Evaluate weather predictions based upon observational data.


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of evaluating weather predictions based upon observational data by . . .

Identifying and using the tools of meteorologist.

Describing how weather and forecasts affect people’s lives.

Predicting weather and justifying prediction with observable evidence.

Evaluating the accuracy of student and professional weather forecasts.

Relating weather forecast accuracy to evidence or tools used to make the forecast.

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of weather prediction however the student . . .

Can understand some but not all tools of a meteorologist.

Give limited description of how weather forecasts are used by people.

Inaccurately predicts or cannot justify predictions.

Has difficulty comparing student and professional weather forecasts.

Shows some confusion as to which tools measure specific components of weather.

Score 1.5



Score 0.5



Fourth Grade Standard 3 Students will understand the basic properties of rocks, the processes involved in the formation of soils


Identify basic properties of minerals and rocks.


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of basic properties of minerals and rocks by . . .

Describing the differences between minerals and rocks.

Observing rocks using a magnifying glass and drawing shapes and colors of the minerals.

By sorting rocks by appearance according to the three basic types sedimentary, igneous, and metamorphic.

Classifying common rocks found in Utah.

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of rocks and minerals except . . .

Some difficulty in identifying crystals in minerals and/or rocks.

Some inaccuracy in sorting some minerals and rocks.

Some confusion in classifying common rocks found in Utah.

Score 1.5



Score 0.5



Fourth Grade Standard 3 Students will understand the basic properties of rocks, the processes involved in the formation of soils,


Observe the basic components of soil and relate the components to plant growth.


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of basic soil components by . . .

Observing and listing the components of soil and distinguishing between the living, nonliving, and once living components of soil.

Diagramming or modeling a soil profile showing topsoil, subsoil, bedrock, and how the layers differ in composition.

Relating the components of soils to the growth of plants.

Explaining how plants may help control the erosion of soil.

Researching and investigating ways to provide mineral nutrient for plants to grow without soil.

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of basic soil components except . . .

Incompletely or inaccurately lists components of soil.

Incompletely or inaccurately models the soil profile.

Incompletely or inaccurately lists components for plant growth.

Identify some but not all ways that plants can help with soil erosion.

Score 1.5



Score 0.5



Fourth Grade Standard 4 Students will understand how fossils are formed, where they may be found in Utah, and how they can

be used to make inferences. Objective 1

Describe Utah fossils and explain how they were formed.


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of fossil formation in Utah by . . .

Identifying features of fossils that can be used to compare them to living organisms that are familiar (e.g., shape, size, and structure of skeleton, patterns of leaves).

Describing three ways fossils are formed in sedimentary rock (i.e., preserved organisms, mineral replacement of organisms, impressions or tracks).

Researching locations where fossils are found in Utah and construct a simple fossil map.

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of fossil formation except . . .

Inaccurately or incompletely describes ways fossils are formed.

Limited research and few fossil indicators on a fossil map.

Score 1.5



Score 0.5



Fourth Grade Standard 4 Students will understand how fossils are formed, where they may be found in Utah, and how they can

be used to make inferences. Objective 2

Explain how fossils can be used to make inferences about past life, climate, geology, and environments.


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student can make inferences about past life, climate, geology, and environments by . . .

Explaining why fossils are usually found in sedimentary rock.

Inferring how Utah environments have changed over time (e.g., trilobite fossils indicate that Millard County was once covered by a large shallow ocean; dinosaur fossils and coal indicate that Emery and Uintah County were once tropical and swampy).

Researching information on two scientific explanations for the extinction of dinosaurs and other prehistoric organisms.

Formulating questions that can be answered using information gathered on the extinction of dinosaurs.

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding Utah’s past except by . . .

Only being able to identify some, but not all, above mentioned changes to Utah’s environment.

Identifying only one scientific explanation for the extinction of the dinosaurs and other prehistoric organisms.

Limited examples of student formulated questions that can be answered from research.

Score 1.5



Score 0.5



Fourth Grade Standard 4 Students apply understanding of phonics and other strategies to decode and spell unfamiliar words

while reading and writing. Objective 3 & 4

Spell words correctly. Use spelling strategies to achieve accuracy.


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates the ability to spell words correctly by. . .

Using knowledge of word families, patterns, syllabication, and letter combinations to spell new words.

Spelling words with roots, inflectional endings, prefixes, and suffixes.

Spelling and increasing number of high frequency and irregular words correctly.

Using knowledge about spelling to predict the spelling of new words.

Associating spelling of new words from known words and word patterns.

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of spelling except . . .

Students are using but confusing vowel combinations and letter patterns occasionally.

Students are not yet at the derivational stage of spelling.

Score 1.5



Score 0.5



Fourth Grade Standard 5 Students develop reading fluency to read aloud grade level text effortlessly without hesitation.

Objective 1 & 2 Read aloud grade level text with appropriate speed and accuracy.

Read aloud grade level text effortlessly with clarity.


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrate the ability to read effortlessly and without hesitation by . . .

Reading grade level text at 120-150 words per minute.

Reading grade level text with and accuracy rate of 95-100%.

Reading grade level text in meaningful phrases using intonation, expression, and punctuation clues.

Reading grade level words with automaticity.

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the ability to read fluently except . . .

The students are reading grade level text less than 120 words per minute.

The students are reading grade level text with an accuracy rate less than 95%.

Student lacks expression and/or intonation.

Student occasionally misses punctuation clues.

Student demonstrates some difficulty in reading grade level words with automaticity.

Score 1.5



Score 0.5



Fourth Grade Standard 5 Students will understand the physical characteristic of Utah’s wetlands, forests, and deserts.

Objective 1 Describe the physical characteristics of Utah’s wetlands, forests, and deserts.


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of Utah’s environments by . . .

Comparing the physical characteristics (e.g., precipitation, temperature, and surface terrain) of Utah’s wetlands, forests, and deserts.

Describing Utah’s wetlands (e.g., river, lake, stream, and marsh areas where water is a major feature of the environment), forests (e.g., oak, pine, aspen, juniper where trees are a major feature of the environment), and deserts (e.g., areas where the lack of water provide an environment where plants needing like water are a major feature).

Locating examples of areas that have characteristics of wetlands, forests, or deserts in Utah.

Classifying areas of Utah that are generally identified as wetlands, forests or deserts.

Creating models of wetlands, forests, and deserts.

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of Utah environments except . . .

Limited comparisons and descriptions of Utah environments.

Locates and classifies some but not all wetlands, forests or deserts in Utah.

Incomplete models of any or all environments.

Score 1.5



Score 0.5



Fourth Grade Standard 5 Students will understand the characteristics of Utah’s wetlands, forests, and deserts and identify

common organisms for each environment. Objective 2

Describe the common plants and animals found in Utah environments and how these organisms have adapted to the environment in which they live.


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of common plants and animals of Utah by . . .

Identifying common plants and animals that inhabit Utah’s forests, wetlands, and deserts.

Citing examples of physical features that allow particular plants and animals to live in specific environments.

Describing some of the interactions between animals and plants of a given environment.

Identifying the effect elevation has on types of plants and animals that live in a specific wetland, forest or desert.

Finding examples of endangered Utah plants and animals and describing steps being taken to protect them.

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of Utah’s common plants and animals except . . .

Limited identification and examples of specific plants to a particular biome.

Limited examples of interactions between animals and plants of a given environment.

Incomplete or inaccurate identification of plants and animals of Utah.

Score 1.5



Score 0.5



Fourth Grade Standard 5 Students will understand the physical characteristics of Utah’s wetlands, forests, and deserts and

identify common organisms for each environment. Objective 4

Observe and record the behavior of Utah animals.


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of the behavior of animals by . . .

Observing and recording the behavior of birds.

Describing how the behavior and adaptations of Utah mammals help them survive winter.

Researching and reporting on the behavior of a species of Utah fish.

Comparing the structure and behavior of Utah amphibians and reptiles.

Using simple classification schemes to sort Utah’s common insects and spiders.

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of animal behavior except . . .

Observing but not accurately or completely recording behavior of birds.

Limited descriptions of behavior and adaptations of mammals.

Incomplete research and reporting on fish species.

Inaccurate comparisons of structures and behavior of amphibians and reptiles.

Score 1.5



Score 0.5



Fourth Grade Standard 6 Students learn and use grade level vocabulary to increase understanding and read fluently.

Objective 1 - 3 1. Learn new words thru listening and reading widely.

2. Use multiple resources to learn new words by relating them to known words. 3. Use structural analysis and context clues to determine meanings of words.


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of vocabulary by . . .

Learning the meaning and properly using a variety of grade level words.

Using multiple resources to determine the meanings of unknown words.

Identifying meanings of words using roots and affixes.

Using words, sentences, and paragraphs as context clues to determine the meanings of unknown key words, similes, and idioms.

Using context to determine meanings of synonyms, antonyms, homophones, and multiple meaning words.

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of grade level vocabulary except . . .

Demonstrates some difficulty in learning and properly using new words.

Does not always use multiple resources to discover meaning of unknown words.

Some confusion with roots and affixes.

Demonstrate some misunderstandings in using figurative language.

Inaccuracies with using synonyms, antonyms, homophones, and multiple meaning words.

Score 1.5



Score 0.5



Fourth Grade Standard 7 Students understand, interrupt, and analyze narrative and informational text.

Objective 1 & 2 1. Identify purposes of text.

2. Apply strategies to comprehend text.


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates the ability to identify purposes of text by. . .

Identifying author’s purpose.

Making connections to text (e.g., text to text, text to self, text to world).

Generating questions about text.

Making and confirming predictions while reading.

Making inferences and drawing conclusions from text.

Identifying theme/topic/main idea from text.

Summarizing important ideas/events and supporting details in sequence.

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of the purposes of text except . . .

Shows some difficulty in any of the above mentioned purposes of text.

Score 1.5



Score 0.5



Fourth Grade Standard 7 Students understand, interrupt, and analyze narrative and informational text.

Objective 3 Recognize and use features of narrative and informational text.


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of text features by . . .

Identifying characters, setting, sequence of events, problem/resolution.

Identifying different genres.

Identifying information from text, headings, subheading, diagrams, charts, captions, graphs, table of contents, index, and glossary.

Identifying different structures and text (e.g., description, problem/solution, compare/contrast, and cause/effect).

Locating facts from a variety of informational texts (e.g., newspapers, magazines, text books, biographies, and other resources).

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of text features except . . .

Shows some difficulty in any of the above mentioned features of text.

Score 1.5



Score 0.5



Fourth Grade Standard 8 Students will write daily to communicate effectively for a variety of purposes and audiences.

Objective 4 Edit written drafts for conventions.


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of writing conventions by . . .

Editing writing for correct capitalization and punctuation.

Editing for spelling of grade level appropriate words.

Editing for standard grammar.

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of writing conventions except . . .

Inaccurately or incompletely using capitalization and punctuation.

Misspelling some but not all grade level words.

Demonstrating some confusion with grammar and parts of speech.

Score 1.5



Score 0.5



Fourth Grade Standard 8 Students write daily to communicate effectively for a variety of purposes.

Objective 5 Use fluent and legible handwriting to communicate.


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of penmanship by . . .

Writing using upper and lower case cursive letters, using proper form portion and spacing.

Produce legible documents with manuscript or cursive handwriting.

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding penmanship except . . .

Inconsistent use of upper and lower case letter in writing.

Inaccurately forms some letters.

Score 1.5



Score 0.5



Fourth Grade Standard 8 Students write daily to communicate effectively for a variety of purposes and audiences.

Objective 6 Compose a written draft.


Score 3.5


Score 3.0 While engaged in grade-appropriate tasks, the student demonstrates an understanding of written composition by . . .

Producing personal writing.

Producing traditional and imaginative stories, narrative and formula poetry.

Producing functional text.

Producing writing to persuade.

Producing informational text.

Publishing 6-8 individual products throughout the year.

Score 2.5


Score 2.0 The student exhibits no major errors or omissions regarding the understanding of written composition except . . .

Produces incomplete work.

Some difficulty in producing functional/persuasive/informational text.

Publishes only 4 or 5 products throughout the year.

Score 1.5



Score 0.5



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