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Archdiocesan Standards-Based Report Card (SBRC)Academic Expectations

Grade 4(Version 2.04)

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Name of School

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School’s Mission and Philosophy StatementsName of School

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Grade Level ExpectationsOverview

The Archdiocesan Standards-Based Report Card (SBRC) is a record of what a student knows, is able to do, and needs to achieve. The SBRC is aligned with the Archdiocesan elementary school curricula which reflect state, national, and international learning standards. The SBRC is one source of important information. Instead of providing one overall letter grade for each academic area (e.g., reading, math, science), the SBRC reports on student achievement on particular grade-level learning standards. This document has been developed to help parents better understand their child’s report card and grade-level learning standards. Parents will have a good idea of the learning being assessed in each portion of the report card when reviewed along with instructional materials sent home. Every child is an individual who grows and develops at his/her own rate. Students in the same grade level may differ widely from others in the class. The learning expectations identified here apply to all students by the end of the year.

You are encouraged to review your child’s report card along with other performance information, which may include: progress reports, standardized test results, quizzes/tests, projects, daily work, teacher notes, etc.

Performance level marks communicate a student’s achievement on a particular learning standard. Special performance criteria is used to evaluate student achievement on a variety of measures (e.g., tests, quizzes, projects, performance, etc.). Such criteria may be communicated via a “rubric” for different measures. Every learning standard indicator may not be assessed or evaluated for every report card period. In such cases, teachers may assign “>” to indicate that the learning expectation was not a focus of classroom instruction during a report card period.

There is an SBRC for each grade level. At first glance, it may appear that learning standards are the same for different grade levels in a particular report card form. The rigor and the evidence needed to meet academic expectations increase as students progress from grade to grade. This document has been developed for each grade level to further describe what students are expected to know, understand, and are able to do.

Academic expectations appearing in this document are by no means an exhaustive or exclusive listing. Teachers often supplement these topics with other activities throughout the year. The “pacing” of the class throughout these topics is also flexible. As teachers assess student performance on a given topic, they may find it necessary to spend more time to ensure solid understandings.

The SBRC and this Grade Level Academic Expectations document provide students and parents with feedback about what students are expected to know, understand, and are able to do. This feedback is important in establishing next steps and immediate learning goals. You are encouraged to speak with your child’s teacher if you have any questions about any code appearing on the report card.

General descriptions of the levels of achievement are provided below to help you better understand how your child is performing on specific standards.

Archdiocese of Chicago Grade 4 Academic Expectations (v 2.04)2


Standards-Based Performance Levels and DescriptionsPerformance

Level Descriptor Characteristics/Examples

4 Advanced

Student achievement reflects in-depth understanding and application that goes beyond the grade-level expectations Evaluates, analyzes, and interprets concepts to develop new understanding Uses concepts and critical-thinking skills to extend learning and understanding Identifies and uses understanding of key concepts and skills in decision-making and problem-solving, consistently and

independently

3 Proficient

Student achievement reflects understanding and application of the grade-level expectations Uses understanding of concepts to produce work or solve problems Asks and answers a variety of complex questions that reflect understanding of key concepts Identifies and uses understanding of key concepts and skills in decision-making and problem-solving consistently

2 Progressing

Student achievement reflects emerging understanding of grade-level expectations Uses understanding of concepts to produce work or solve problems with support and guidance Asks and answers a variety of questions that reflect emerging understanding of key concepts with support and guidance Communicates understanding of key concepts, skills, and content knowledge in decision-making and problem-solving

inconsistently

1 Beginning

Student needs development of foundational skills to achieve grade-level expectations Applies concepts to produce work or solve problems with significant intervention Asks and answers questions that demonstrate partial understanding with significant intervention Communicates key concepts, skills, and content knowledge with significant intervention

>Evaluated in a

different trimester

Student is not assessed on the report card at this time Learning goal was not a focus during this trimester

Successful Learner Traits

Many attitudes and behaviors mark the progress of successful learners. Successful Learner Traits are based on the Illinois State Board of Education (ISBE) social-emotional standards.


Develops self-awareness and self-management skills to achieve school and life successManages emotions and behaviorRecognizes personal strengthsSeeks assistance when neededStrives for personal bestProduces legible workDemonstrates organizational skills

Uses social awareness and interpersonal skills to establish and maintain positive relationshipsRespects the feelings and perspectives of others based on Gospel valuesUses communication and social skills to interact effectively with othersDemonstrates an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.Makes relevant contributions to class discussion

Demonstrates decision-making skills and responsible behaviors.Accepts directions and follows rulesApplies decision-making skills responsibly with daily academic and social situations.Contributes to the well-being of one’s school and community.


Successful Learner Traits ScaleLevel Descriptor Description

4 Advanced Student is able to consistently and independently manage his/her behavior to comply with grade-level expectations.

3 Proficient Student is able to manage his/her behavior with minimal guidance to comply with grade-level expectations.

2 Progressing Student manages his/her behavior through frequent guidance to comply with grade-level expectations

1 Beginning Student is not able to manage his/her behavior independently and requires frequent guidance. This behavior hinders student progress.

Grading

The 2012-2013 Archdiocesan Standards-Based Report Card (SBRC) provides a summative evaluation on important learning standards rather than just an overall letter grade for each content area. Feedback on specific learning standards provides you and your child with much richer information about his/her specific strengths and areas for growth. Focusing and reporting on specific learning standards makes it clearer to everyone involved what a student knows and is able to do. That focus and research-based grading practices not only improves grading consistency but more importantly supports student learning and achievement.

Learning standards are evaluated in terms of what a student should know or be able to do by the end of the school year. Many learning standards may require the entire year before a student reaches a proficient or advance performance level. Learning standards that are more limited in scope, but nonetheless are important educational markers for all students may require less time for students to reach proficiency.

The SBRC uses different scales to communicate student performance. Below is a brief description of each scale and student performance level on the SBRC learning standards.

Standards-Based Scale

The SBRC Standards-Based Scale is designed to communicate student achievement on learning standards into four qualitatively different performance levels: 1) Beginning, 2) Progressing, 3) Proficient, and 4) Advanced. An additional level “>” is used when a learning goal was not an instructional focus and not measured during a trimester. Further details about the standards-based scale can be found on the front cover of any report card or in any of the Grade Level Academic Expectations documents.

Performance Levels Communicate Better Than Percent Correct. Conventional report cards generally use a single letter grade and are calculated from the percent correct of various student performance measures. A single letter grade for an entire content area (e.g., math) lacks the detail needed to more fully understand student achievement. Individual learning standards communicate more information about what a student knows or his/her academic skills than a single letter grade. Moreover, the qualitative distinctions among the four performance levels in the SBRC also can communicate a student’s depth of learning in ways that are simply not possible using a percent correct or single letter-grade approach.

Performance Levels Will Be Used to Evaluate Student Learning. You and your child will receive regular feedback on schoolwork/performance (e.g., tests, quizzes, projects, or other evidence of learning). Completed work is evaluated on specific learning standards and is reported based on the SBRC performance levels. When applicable, rubrics used to evaluate work, are shared with you and your child. Written feedback or teacher comments also may be provided to acknowledge achievement as well as to offer guidance on how to improve learning and student growth. Performance levels on the SBRC standards, whether on daily schoolwork or in the SBRC report card, will provide a more complete picture of student achievement.

Archdiocese of Chicago Grade 4 Academic Expectations (v 2.04)

Summative Evaluation: A process synthesizing student performance over multiple measures (i.e., summative assessments). The SBRC focuses on student performance with regard to end of school year expectations or outcomes.

Summative Assessment: A measure of student learning given at the end of a formal learning or instructional experience (e.g., end of unit, end of trimester, end of year) that informs a summative evaluation (e.g., report card).

Rubric: A tool used to evaluate student responses or performances into qualitatively different categories. Performance level criteria provide sufficient detail so that evaluations of independent judges are both accurate and reliable. Well-designed rubrics also provide students with meaningful guidance on what is needed to reach a different performance level.

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Connecting Daily Schoolwork with the SBRC Report Card. Regular and clear feedback on schoolwork from your child’s teachers will help prevent any surprises on his/her report card. Feedback on student work will include a performance level (i.e., Advanced to Beginning) on each of the learning standards for that work assignment but also may include other feedback such as written comments. Reviewing feedback is a great opportunity for your child to become more self-reflective about his/her learning and to benefit from your guided support. Seeking clarification concerning any feedback on work assignments (e.g., quizzes, tests, homework, etc.) is also an opportunity for further student learning. Providing feedback in this manner will help you and your child connect the summative assessment feedback on daily schoolwork on the SBRC.

The SBRC provides a summative evaluation of a student’s performance on specific learning standards by the end of the school year. Keeping learning standards focused on what is expected of students at the end of the school year sets universal criteria to evaluate academic performance, resulting in greater consistency in grading among teachers.

Summarizing Student Performance on Learning Standards. Conventional letter-grade report cards typically determine a student’s grade by calculating the “mean average” of all student performance measures (e.g., tests, quizzes, projects, etc.). The simplest illustration of calculating a mean average is to add all measures and divide that sum by the number of measures. However, the mean average may not always be the best method to represent or summarize student achievement. Consider the student who is struggling on a learning standard (e.g., “Beginning” or “Progressing” level) for most of a trimester but is consistently performing much better (e.g., “Proficient” or “Advanced”) before the end of the trimester. Using the mean average would include both earlier (low performance) and later (high performance) and would certainly be less than what the student knows and is able to do at the end of the trimester.

Fortunately, there are several approaches to summarize student performance beyond a simple mean average. Consider the student just described above. Using the ten most recent measures to calculate his/her average is likely to be more educationally sound than a mean average of all measures during a trimester. However, applying this approach may not yield the most representative summary of other students. Consider a student who was consistently performing at the “Proficient” level but also periodically performed uncharacteristically at the “Beginning” level. The mode (i.e., most frequently occurring) may be a better choice to summarize this student’s achievement. A mean averaging of this student’s performance is likely to be an inaccurate summary of his/her achievement. Selecting among the different approaches to summarize student achievement should be based on the fidelity and availability of student data as well as sound professional judgment.

Successful Learner Traits (SLT) Scale

The Successful Learner Traits Scale shares the same performance levels used to evaluate student performance on learning standards (i.e., Beginning, Progressing, Proficient, Advanced). However, the sentence descriptions of the performance levels of the Successful Learner Traits (SLT) slightly differ due to their focus on student behavior. You and your child will receive periodic feedback on the SLT standards through teacher comments or student classroom performance (based on behavioral measures or observational records).

Letter Grade Scale (6th, 7th, and 8th grade levels only)

The sixth, seventh, and eighth grade SBRC report cards include conventional letter grades (i.e., A, B, C, D, F) on each content area to meet the admission requirements of some area high schools. Although letter grades on the SBRC provide some evaluative information, you and your child can benefit much more from reviewing and reflecting on his/her performance on the learning standards.


Catholic FaithThe entries below reflect the progression of how the student understands the Catholic Faith as developed in the Religion Curriculum of the Archdiocese of Chicago. In the curriculum there are ten catechetical goals that create the framework for the curriculum. This report card distills the goals into five categories with basic descriptors for each category. The teacher assesses the progress the student makes based on assessments designed by the teacher and shared with students and parents.

The entries under each of the five categories assist you in understanding what the student is learning about the Catholic Faith and how that is applied in the setting of the Catholic school community. As you read the indicators and talk to your child about his/her faith development, you can actively support a growing understanding of his/her life in God. With the school and church communities, you help your child to grow in faith through your example, family conversations about God, family celebration and prayer, participation in the life of the Church and stewardship of creation.

Archdiocese of Chicago, Office of Catholic SchoolsCreed

Identifies nature of the Trinity in the Creeds Describing the Christian faith as Trinitarian Differentiating the Apostles and Nicene creeds Stating that the Holy Spirit proceeds from the Father and the Son Stating how belief in God is a mystery

Describes the marks of the Church Defining marks as characteristics of the Church found in the creeds Locating the four marks of the Church in the Nicene Creed Exhibiting understanding of catholic as universal Describing how Christians are called to be holy

Describes membership in the kingdom of God Describing the Church’s mission builds the kingdom of God Describing how baptized Christians work for the kingdom of God by serving others Associating the freedom to choose good over evil with the kingdom of God Describing the communion of saints, living and dead, as belonging to the kingdom of God

Sacred Scripture

States meaning and sources of God's revelationStating how the Spirit inspired the writers of both Old and New Testaments through openness and

wisdomStating how the Spirit inspires the readers of the Bible through understanding, awe and response

Locates books of Old and New TestamentsLocating and naming first five books of the Old TestamentIdentifying the Book of Genesis as stories of beginningsIdentifying the Book of Exodus the story of Moses as God’s messenger to deliver the people from

slavery in EgyptShowing proficiency in locating and reading text


Identifies major Old Testament characters and eventsDefining patriarchIdentifying the patriarchs in the Book of GenesisExplaining how the descendants of Jacob went to live in EgyptExplaining the role of Joseph in saving his brothersRecounting the story of Moses in the Book of ExodusStating the meaning of exodus and its significance in the story of MosesIdentifying Moses as a prophet who called people to live justlyUsing drama, music and art to describe and interpret the characters of Genesis and Exodus

Identifies the New Testament related to Jesus’ life and missionLocating the four gospels in the New TestamentLocating the Acts of the Apostles in the New TestamentLocating the letters of St. Paul in the New TestamentIdentifying Jesus’ mission with being faithful to God’s covenants with Israel by calling people to live

justly and compassionatelyIdentifying Jesus with his Jewish heritage (Mt. 1, 1-16)Recounting stories of Jesus as healing and savingIdentifying characteristics of Jesus through the stories of JesusIdentifying how the disciples of Jesus were challenged by his meaning of discipleshipDescribing how we encounter Jesus as Christ and Son of God in the gospel stories

Prayer/Sacraments/Liturgy

Describes essential elements of the sacramentsDistinguishing the three types of sacramentsIdentifying the essential elements of the Sacrament of Penance/ReconciliationShowing understanding of the necessity to confess serious sinsIdentifying the importance of the Sacrament of Penance/Reconciliation in helping to live the moral lifeDescribing the importance of the Eucharist in the Christian lifeDescribing the Penitential Rite in the Mass as a form of asking for and receiving God’s forgiveness

of sins

Traces the Church year with the liturgy and life of JesusIdentifying the “Lord’s day” as SundayShowing capacity to reflect on the Sunday readings of the Church Year as a way of reflection,

prayer and taking actionIdentifying the meaning of Holy Week in the Church YearShowing capacity to locate liturgical readings and psalms in the BibleTaking active responsibility for participation in the Mass through reading, serving, singing, etc Creating prayers of intercession appropriate to the liturgical calendar

Uses forms of prayer in various settingsShowing capacity for reflection and meditation as forms of prayerAppropriating prayers of the Church and the saints into prayer lifeIdentifying psalm prayers as Jewish prayers used in Christian liturgies and prayerOrganizing a simple prayer service with othersIdentifying the mysteries of the rosary with the life and mission of JesusIdentifying the stations of the cross as a way of reflecting on the suffering and death of Jesus

Relates God’s grace to Christian lifeStating the meaning of sanctifying graceExemplifying appreciation for God’s life in us making self and others worthy of respectIdentifying the body as a temple of God’s Spirit


Catholic Church/Parish Life

Explains Church in relationship to Jesus’ missionNaming the Church as an assembly of believersGiving evidence of how all Christians receive the blessings of the covenantStating how Jesus fulfills his mission in the lives of ChristiansIdentifying the hierarchical structure of the Church with the teaching mission of the ApostlesIdentifying the Church as holy and universal

Relates parish life to life in the ChurchIdentifying the parish as part of the Catholic ChurchIdentifying the blessings received in the life of the parishStating how stewardship is important to parish lifeRecounting the history of the parish

Christian Living/Mission/Dialogue

Relates moral acts to the DecalogueIdentifying the Ten Commandments as God’s covenant Naming the Ten Commandments as ways of loving God and othersGiving examples of the Ten Commandments as ways of love

Relates Christian life to Beatitudes and virtuesNaming the Beatitudes Describing how living the Beatitudes is a sign of discipleshipIdentifying characteristics of human persons with intellect and free willRelating conscience formation with making ordinary choices in daily lifeIdentifying the three sources of choice: object, intention and circumstancesNaming the cardinal virtues and their purpose in Christian lifeAble to problem solve using the sources of choice making and the Two Great CommandmentsAnalyzing current events in light of the Two Great CommandmentsIdentifying the Two Great Commandments as the Golden Rule

Relates Church mission to cultures and religionsIdentifying the Church as the People of GodIdentifying the hierarchy of the Church as the Pope and bishops who lead the ChurchIdentifying the Jewish religion as the seed of the beginnings of the ChurchStating that Jesus was a Jew who faithfully lived the covenantsIdentifying the dignity of the human person as the basis of the Church’s social teachingNaming stewardship as a biblical word calling us to care for the Earth and all creation Identifying Islam as a religion adhering to belief in the one God Identifying Muslim men and women as people who submit to God’s will Defining culture and its importance in religion

Takes action to live the Church’s missionIdentifying vocations as ways of holiness in living the Christian life in the worldNaming the vocations of the ChurchIdentifying people who live a certain vocation in parish lifeStating how parishioners are models of living the Christian lifeIdentifying saints of the Church by their vocationsCreating a group project responding to our call to be stewards of the Earth and service to othersIdentifying how the Church serves the poor of the worldIdentifying saints who served the poor


Reading Literature and Informational Text

Vocabulary Acquisition and Use

Uses strategies to recognize, analyze, and determine the meaning of unfamiliar wordsApplies grade level vocabulary list words correctly in original writing and oral expressionIdentifies root words, prefixes, suffixes and uses them to identify word meaningUses context clues to determine word meaning

Learns and uses new words in grade-level textIntegrates core content area vocabulary in written and oral expression

Uses resources to find word meaningsUses dictionary skills to determine pronunciation, usage, and meaning of words

Fluency

Reads on-level text orally with accuracy and appropriate rateRead with sufficient accuracy and fluency to support comprehensionRead grade level text fluently using pacing and pronunciation that approximates normal speech

Reads with expression and volume Reads words with inflectional endings Reads aloud on-level text with purpose and understanding

Reading Comprehension

Uses a variety of comprehension strategiesApplies skills of making predictions, sequencing, identifying cause-effect, making comparisons and

contrasts, summarizing, making inferences, determining importance of data/details, forming generalizations and judgments

Uses strategies to self-monitor understanding of textSupports reasonable inferences/conclusions/judgments using specific details from textMakes connections between story/selection and real lifeUnderstands grade level text and is able to attend to a reading task for at least 15 to 20 minutesChooses a variety of different types of reading (biography, short story, science fiction, etc.) when

selecting books for independent reading

Demonstrates comprehension of text through oral responses Explains key ideas from the text to fully support response

Demonstrates comprehension of text through written responses Explains key ideas from the text to fully support response

Key Ideas and DetailsIdentifies major story elements

Identifies major story elements (setting, plot, character, story problem, and solution) and can discuss and write about their meaning in the story

Analyzes author’s uses of story elements, language, style, and perspectiveExpresses personal feelings about a story and infers a character’s feelings and motivationsIdentifies the author’s purpose and relates it to every day experience


Language Arts

Listening and Speaking

Identifies the reasons and evidence a speaker provides to support key pointsIdentifies major ideas and details when presented orallyFollows oral multiple-step directions accuratelyDemonstrates respect for others’ rights and points-of-view

Expresses ideas clearly and effectively when speakingAsks and answers questions individually or in large or small group settingsDemonstrates ability to stand and speak to a group independently

Uses Standard English conventions when speakingUses language that is clear, audible, and appropriate when speakingUses appropriate grammar, word choice, and pacing when speakingListens attentively in small group or large group settings

Composition Skills

Uses the writing process effectively (i.e., pre-writing, drafting, revising, editing, and publishing)Uses pre-writing, drafting, revising, editing, and publishing strategies effectively to produce

persuasive, cause/effect, comparison/contrast, expository, explanatory, descriptive, and narrative pieces of writing

Produces clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience

Sequences ideas and details in written work to improve clarity and cohesiveness of writingRevises writing to eliminate irrelevant details, sentence fragments, run-ons or to combine short,

choppy sentencesUses clear transitions to connect written ideasAdds details and vivid language to enhance basic writing

Conducts short research projects that build knowledge through investigation of different aspects of a topic

Collects, synthesizes, and organizes information to write about a given topic

Conventions of Standard English

Knows and applies grammar usage, punctuation, and capitalizationUses capital letters and punctuation (including apostrophes and quotation marks) correctly in

written workUse commas and quotation marks to mark direct speech and quotations from a text

Uses Standard English conventions when writingCan identify basic parts of speech (nouns, pronouns, verbs, adjectives, and adverbs) in written textUses correct “standard English” patterns (agreement of subject/verb, pronoun usage)Uses capital letters and punctuation (including apostrophes and quotation marks) correctly in

written work

Transfers spelling and vocabulary knowledge to daily written workSpells assigned spelling words correctly on weekly testsUses correct spelling in daily and written work

Math


Mathematics is much more than a collection of concepts and skills; it is a way of approaching new challenges through investigating, reasoning, visualizing and problem solving with the goal of communicating the relationships observed and problems solved to others. Students reaching these goals and standards will have an understanding of how numbers are used and represented. They will be able to use basic operations (addition, subtraction, multiplication, and division) to both solve everyday problems and confront more involved calculations in algebraic and statistical settings. They will be able to read, write, visualize and talk about ways in which mathematical problems can be solved in both theoretical and practical situations. They will be able to communicate relationships in geometric and statistical settings through drawings and graphs. These skills will provide students with a solid foundation for success in the workplace, a basis for continued learning about mathematics, and a foundation for confronting problem situations arising throughout their lives.

Number and Operations in Base 10

Understands place-value and base ten number structure Compares and orders whole numbers up to 1,000,000 Reads, writes, and models up to 1,000,000 Identifies place values and the values of the digits up to one-millions place Reads, writes, and compares decimals up to hundredths position

Recognizes and generates common fractions, decimals, and percent Generates common fractions, decimals, and percents and sees their equivalency Adds and subtracts fractions with manipulatives and drawings Adds and subtracts fractions without regrouping

Understands the properties of operations Knows and applies addition and multiplication properties and their relationships to subtraction and division

Computes with accuracy Fluently adds and subtracts multi-digit whole numbers Multiplies whole numbers of up to four digits by one digit Divides four digit numbers by one digit divisors with and without remainders

Demonstrate automaticity with basic math facts Counts accurately and reliably Demonstrates mastery with addition and subtraction basic fact families Explores multiplication as repeated addition and division as repeated subtraction Knows multiplication facts 0 – 12 with automaticity

Utilizes rules of divisibility (e.g. factors, multiples, prime factorization) Explores rules of divisibility Finds prime and composite numbers and prime factorization Finds factors and common factors for a set of numbers Finds multiples and common multiples of a set of numbers

Demonstrates reasonableness with estimations of sums, differences, products and quotients Estimates sums, differences, products and quotients of whole numbers and fractions


Operations and Algebraic Thinking

Recognizes/creates generalizations about geometric and numeric patterns Generates a number or shape pattern that follows a given rule Creates and describes patterns and extends patterns in both directions

Represents and analyzes patterns using words, tables, and graphs Describes a pattern with one operation verbally and symbolically, given a table of input/output numbers

Represents the idea of a variable Represents the basic concept of a variable as an unknown quantity

Expresses and solves mathematical relationships using simple expressions and equations Checks for accuracy by using the inverse operation Solves one-step linear equations with one missing value in isolation and in problem solving situations

Geometry

Identifies, compares, and analyzes attributes and properties of shapes Identifies parallel, intersecting, and perpendicular lines Classifies, identify, and draw polygons Identifies special quadrilaterals and characteristics: squares, rectangles, parallelograms, rhombi and

trapezoids Identifies cubes, cones, and special prisms Draws circles and identify parts of circles

Predicts and describes the results of sliding, flipping, and turning two-dimensional shapes Identifies and draws transformations: translations, reflections, and rotations Identifies and draws symmetric figures and tessellations

Recognizes the attributes and sizes of angles Classifies and draws angles that are acute, obtuse, right, and straight angles

Identifies congruency and similarity Identifies congruent and similar figures

Makes and uses a coordinate system Graphs ordered pairs on a coordinate plane Draws lines from point to point on coordinate plane Understands points, lines, line segments, rays and planes

Measurement and Data

Measures and converts with standard units, both customary and metric Explores customary units of length, weight, and capacity Explores metric units of length, weight, and capacity Determines customary and metric units of conversions Reads Celsius and Fahrenheit temperatures on a thermometer

Recognizes the attributes of length, weight, and temperature Uses reasonableness to select appropriate unit of measure Uses four operations to solve word problems involving distance, length, weight, and

temperature


Estimates and calculates perimeters, circumference, areas, and volumes Estimates and calculate areas of squares, rectangles, parallelograms, and triangles Explores surface area and volumes of cubes, and rectangular prisms Explores circumference of a circle as a perimeter

Uses and calculates measures of center and spread: mean, median, mode, and range Finds range, mode, median, and mean of a set of data Understands concepts of biased and unbiased sampling and surveys

Represents data using concrete objects, pictures, and graphs Collects, organizes, and displays data Reads and makes pictographs, line plots, bar graphs, line graphs, circle graphs, frequency tables,

histograms, and stem-and-leaf plots

Describes and predicts likelihood of events Finds sample space and probability of an event Finds probability with dependent and independent events

Process Standards

Uses problem solving strategies Uses a variety of strategies to solve equations

Communicates clearly and makes connections Communicates, makes connections, and uses manipulatives/drawings to explain


Science

The aim of science education is to develop in learners a rich and full understanding of the inquiry process; the key concepts and principles of life sciences, physical science, and earth and space sciences; and issues of science, technology, and society in historical and contemporary contexts. The learning standards for science are organized by goals that inform one another and depend upon one another for meaning. Expectations for learners related to the inquiry process are presented in standards addressing the doing of science and elements of technological design. Unifying concepts connect scientific understanding and process and are embedded in standards spanning life science, physical science, and earth and space science. The importance of this knowledge and its application is conveyed in standards describing the conventions and nature of the scientific enterprise and the interplay among science, technology and society in past, present and future contexts.

IL State Board of EducationScience Practices

Makes predictions, hypotheses, observations, and reports information Plan a simple investigation, design a valid experiment to answer the question and predict what might happen

in the investigation Arrange data and observations into logical patterns, describe the patterns, and compare the data with

predictions Identifies a problem and propose possible solutions to the problem

Interprets charts and other graphic information Communicates and interprets findings in science using accurate representations such as models, diagrams,

flow charts, and schematics

Uses mathematical and computational thinking Collect data from investigations with plants, animals, rocks, or other materials using skills such as observing,

estimating, and measuring, and somewhat more sophisticated tools such as scales, microscopes, computers and calculators

Identifies/uses basic scientific equipment Demonstrate that tools can be used to extend the senses, such as in measuring the properties of objects with

simple tools (e.g. rulers, timers, balances, microscopes, calculators and thermometers)

Follows basic safety procedures Demonstrate ways to perform scientific investigations safely (e.g. wearing goggles, using fire

extinguishers) Follow guidelines and laboratory procedures

Plans and carries out investigations Plan a simple investigation, design a valid experiment to answer the question and predict what might

happen in the investigation

Uses scientific vocabulary appropriately Define and explain scientific terms from discussion and text


Life ScienceIdentifies physical features and differences of plants and animals that help them survive and reproduce

Classifies traits and behaviors of living things as inherited or learned

Describes how organisms' behaviors adapt to their environment

Understands life cycles and behaviors of organisms

Physical ScienceExplains the characteristics and properties of energy and matter

Describes ways that energy and matter change, interact, and are related

Earth and Space ScienceUnderstands and applies concepts that describe the changing features and processes of Earth's resources

Explains the natural cycles of the Earth

Understands the characteristics of weather and air

Identifies /explains natural cycles and patterns of the solar system

Social Studies

The study of social science helps people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. Students who achieve the standards for social science will have a broad understanding of political and economic systems. They will better understand events, trends, personalities and movements in local, state, national and world history. They will know local, state, national and world geography. They also will grasp how the concepts of social science can help interpret human actions and prepare them for careers and lifelong learning.

IL State Board of EducationHistory/Culture

Understands major concepts involving people, places, and events in Illinois and the US Examines the similarities and differences among historic communities in the United States (e.g., Native

American, Jamestown, San Francisco) Describes basic events in the founding of the United States Identifies major events in the history of Illinois

Understands the major chronological eras in U.S. and world history Identifies the major components that make communities effective Describes cultures from around the world, identifies features of those cultures (food, language, art, music,

beliefs) Identifies and describes the major groups of people or individuals who influenced United States history Identifies primary and secondary sources and the purpose of each Makes connections between events in the past and current daily life Describes the influence of immigrants on the culture of the United States


Geography

Identifies the five themes of geography

Understands major geographic concepts/vocabulary Identifies major types of landforms found in the United States and locates specific examples on a map Knows the major geographic features and natural resources of Canada, Mexico, Central and South America Describes the human and physical characteristics of a region

Uses maps and globes accurately Uses map scale to estimate distances Reads latitude and longitude and uses it to locate places on the globe

Uses tools of geography to interpret information/data Uses a variety of special purpose maps (population, resource) to gather information and form conclusions Uses visual materials (graphs, charts, pictures) to obtain and interpret data

Civics/Economics

Understands the role of government in Illinois and the U.S. Understands/identifies the basic rights and responsibilities of citizens

Understands basic economic concepts and their effects Understands the relationship between work and wage Understands the types of resources in an economic system (human, natural, capital) Examines various types of production in the world economy (agriculture, mining, manufacturing)

Social Studies Skills

Recalls/applies basic vocabulary

Reads informational text accurately

Composes written responses effectively

Uses a variety of inquiry/research strategies

Music

Identifies elements and expressive qualities such as tone color, harmony, melody, form (e.g., rondo, theme, and variation), rhythm/meter and dynamics in a variety of musical styles Identifies the form of known songs and listening examples (ABA, Theme and Variations, etc.) Physically, visually or aurally identifies simple and compound meter. Identifies and performs expressive elements in music (dynamics, articulation, tempo, etc.) Identifies and demonstrates beat and rhythm in musical compositions. Identifies sensory elements that create a mood, emotion or idea in a piece of music Identifies band/orchestra instruments visually and aurally Identify general groupings of instruments and voices. Identifies melodies going upward/downward. Identifies, defines and performs melodies with and without an accompaniment/harmony/ostinato. Identifies major and minor tonalities in musical examples.


Reads and interprets the traditional music notation of note values and letter names Sings and plays melodic and rhythmic patterns from a written score. Sings melodic patterns and developmentally appropriate songs on pitch, with appropriate timbre, and steady

tempo. Identifies and reads notes on the treble clef staff using letter names Improvises/composes short songs/accompaniments using traditional notation within specified guidelines. Reads, writes and performs rhythms/melodies in simple and compound meters.

Identifies and describes how music communicates the similarities and differences among various people, places, and times Describes the theme, idea or feeling of a song or listening example. Demonstrates appropriate audience behaviors Explains how music as a part of celebrations, religious ceremonies and everyday life List musicians that have made significant contributions to culture and history Describe how music reflects a certain time, place or culture Identify roles of different kinds of musicians (composers, conductors, singers, instrumentalists, etc.)

Visual Arts

Identifies and describes the elements of 2- and 3-dimensional space, figure ground, value and form; the principles of rhythm, size, proportion and composition; and the expressive qualities of symbol and story

Describes the relationships among media, tools/technology, and processes

Demonstrates knowledge and skills to create works of visual art using problem solving, observing, designing, sketching, and constructing

Health

Understands health and prevention principles and treatment

Understands human systems and influences on growth and development

Promotes health through communication and decision-making skills

Physical Education

Acquires movement skills and understands concepts needed for fitness

Achieves and maintains a health-enhancing level of physical fitness

Develops team-building skills by working with others through physical activity

Computer/Technology

Uses Office Suite proficiently

Demonstrates proper keyboard skills

Applies technology to produce quality work

Uses the Internet effectively for research

Applies problem solving skills


World Language

Engages in conversations, provides and obtains information, expresses feelings and emotions, and exchanges opinions

Demonstrates an understanding of the relationship between the practices, products, and perspectives of the culture studied


Develops self-awareness and self-management skills to achieve school and life success

Manages emotions and behavioro Keeps hands, feet and all other objects to selfo Maintains appropriate interactions with teacher and peers

Recognizes personal strengths

Seeks assistance when neededo Asks for clarification

Strives for personal best

Produces legible worko Written work is clear, neat/readable, and complete

Demonstrates organizational skillso Materials are completeo Consistent with expectations and class rules

Uses social awareness and interpersonal skills to establish and maintain positive relationships Respects the feelings and perspectives of others based on Gospel values

Uses communication and social skills to interact effectively with others

Demonstrates an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.

Makes relevant contributions to class discussion

Demonstrates decision-making skills and responsible behaviors Accepts directions and follows rules

Applies decision-making skills responsibly with daily academic and social situationso Completes homework and assignments

Contributes to the well-being of one’s school and community


successful learner traits - archchicago.orgocs.archchicago.org/portals/23/report card pilot/grade...

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