June+Grading

** Reading **

 * I independently read and understand an on-grade-level book. (based on TRC/DRA level)
 * //In comments:// Reading at a level independently; June benchmark is L.
 * 1 = J or below
 * 2 = K, L
 * 3 = M, N
 * 4 = O+

> I can read fluently, at a good speed. //In comments:// Reading words per minute; June benchmark is 90.
 * 1 = below 70
 * 2 = 70-89 wpm
 * 3 = 90-105 wpm
 * 4 = 105+ wpm

I can read sight words.
 * If you came in at 20 || a year's worth of progress is equal to an increase of 20 words ||
 * If you came in at 20-30 || a year's worth of progress is equal to an increase of 30 words ||
 * If you came in at 30-40 || a year's worth of progress is equal to an increase of 40 ||
 * If you came in at 45 or more || a year's worth of progress is equal to an increase of 45 words ||
 * 4 = someone who reads all 240 words and you are confident that they could read more
 * 3 = 220-239 words
 * 2 = 180-219
 * 1 = >180


 * I can understand read-aloud books.
 * reading strategies covered: visualizing, inferring, connections, predicting, understanding text features, wonderings/questions, navigating a non-fiction text, telling the difference between a fiction and non-fiction book, understanding the main idea, determining importance
 * 1 = rarely shares relevant information orally during read-alouds
 * 2 = occasionally shares relevant information orally during read-alouds
 * 3 = regularly shares relevant information orally during read-alouds
 * 4 = regularly shares relevant, insightful information orally during read-alouds (displays higher-level thinking skills)


 * I use new vocabulary appropriately in my conversations.
 * performance on text talk games, science and math vocabulary, reading non-fiction and writing about non-fiction
 * 4 = uses new words or taught words daily; takes risks
 * 3 = uses new words or taught words sometimes independently or when prompted
 * 2 = has difficulty finding appropriate content specific words when prompted
 * 1 = rarely uses appropriate content specific words


 * I can draw and write thoughtfully about a text.
 * (might want to do a couple of formal responses closer to the end of the year to have some written evidence)
 * 1 = cannot do, or needs a lot of help
 * 2 = with some help
 * 3 = independently
 * 4 = writes more, puts more detail in response, displays higher-level thinking (includes reader's reaction to the text)


 * I can use known spelling patterns to read unknown words. (Assessment to test this: [|June Assessment on Word Patterns.doc])
 * RUBRIC for Assessment
 * 17, 18, 19 = 3
 * 13, 14, 15, 16 = 2
 * 12 or less = 1



** Writing **
2. I organize my writing with a beginning, middle and end. (look at expert piece scored against organization rubric). Organization (leads, topic sentence, evidence, conclusion)
 * 1) I can use known spelling patterns in my writing. (Cumulative Fundations: [|Spelling Test For Word Patterns.doc])
 * 1 = less than 8
 * 2 = 8-13
 * 3 = 14-18
 * 4 = 19 :)
 * 1 = the writing seems incomplete or is hard to follow; not much quantity
 * 2 = need help to write a topic sentence (non-fiction) and stray from the idea in the section; fiction may be missing a beginning, a middle, or an end
 * 3 = independent pieces have a topic sentence (non-fiction) and stick to one idea per section; fiction has a clear beginning, middle, and end
 * 4 = topic sentences / sticking to the idea

3. I can spell sight words correctly.
 * 1 = under 135
 * 2 = 135 - 190
 * 3 = 190 - 218
 * 4 = NA

4. I can correctly use ending punctuation and capitalization. (look at at least 4 pieces of writing)
 * 1 = rarely; random mix of upper case and lower case
 * 2 = sometimes; may be some upper case letters in the middle of sentences or words (esp. B and D)
 * 3 = most of the time, including punctuation such as exclamation points and question marks; no uppercase in the middle of words / sentences
 * 4 = correct all the time; attempts punctuation such as commas, dashes, ellipses

5. //I can create rhythm in my poetry// //(line breaks, repeated lines, alliteration, rhymes)// //4: always// //3: consistently// //2: sometimes// //1: never//

//6. I can write about things in a new and unique way// //(using figurative language, using personification, similes, metaphors)// //4: always// //3: consistently// //2: sometimes// //1: never//

//7. I can write poems inspired experiences & memories// //4: always// //3: consistently// //2: sometimes// //1: never//

//8. I can write a non-fiction piece that teaches about rocks. (look at rock story)// //(look at diagrams, pictures and writing)// //4:// //able to support their ideas with examples and facts in a sophisticated way// //3: able to support their ideas with examples and facts// //2: barebones explanation lacking detail (evidence and supporting facts)// //1: did not produce final piece//

//9. I can use non-fiction features in my writing. (look at rock story and science journal)// //(captions, glossary, title, bold words, table of contents, labels, diagrams)//

Used 2010-2011
 * Grades are based on 2 Units: Family Pieces & Opinion Pieces & Writing Prompt
 * Word Choice
 * Organization (leads, topic sentence, evidence, conclusion)
 * Conventions
 * In comments: something about stamina
 * In comments write about students ability to get started with a plan


 * I use powerful words to make my writing sound interesting.
 * 1 = very basic sentences; very little variation in language (lots of "good, fun, nice.")
 * 2 = Sentences follow a basic repetitive pattern but may vary some; some attempts to include stronger words and sensory words
 * 3 = uses text talk and academic vocabulary sometimes in writing; sometimes uses sensory language; varies sentence structure sometimes
 * 4 = uses text talk and academic vocabulary flexibly; transfer words from one experience to another; takes risks with new words; often uses sensory language; uses a variety of sentence structures to build dramatic tension / for emphasis


 * I organize my writing with a beginning, middle and end. (look at expert piece scored against organization rubric). Organization (leads, topic sentence, evidence, conclusion)
 * 1 = the writing seems incomplete or is hard to follow; not much quantity
 * 2 = need help to write a topic sentence (non-fiction) and stray from the idea in the section; fiction may be missing a beginning, a middle, or an end
 * 3 = independent pieces have a topic sentence (non-fiction) and stick to one idea per section; fiction has a clear beginning, middle, and end
 * 4 = topic sentences / sticking to the idea


 * I can correctly use ending punctuation and capitalization. (look at at least 4 pieces of writing)
 * 1 = rarely; random mix of upper case and lower case
 * 2 = sometimes; may be some upper case letters in the middle of sentences or words (esp. B and D)
 * 3 = most of the time, including punctuation such as exclamation points and question marks; no uppercase in the middle of words / sentences
 * 4 = correct all the time; attempts punctuation such as commas, dashes, ellipses

**Math**
(Unit 6 and 8)
 * I understand & solve 2-digit addition and subtraction probs. **
 * 1 = cannot solve or visualize without help; doesn't use problem-solving process
 * 2 = can read, understand, and solve some problems, but sometimes misses subtleties such as missing part problems, or gives the wrong number as the answer.
 * 3 = can read, understand, and solve most problems correctly; usually follows all steps of problem-solving process
 * 4 = almost always reads, understands, and solves problems correctly and thoroughly; follows all steps of problem-solving process


 * I can use place value to understand and solve problems. **
 * 1 = not yet
 * 2 = starting to understand the concept but don't do it all the time
 * 3 = able to do it with jumps of ten
 * 4 = can make bigger jumps of multiples of ten with addition and subtraction (also - are they able to do it without the number chart)

(do an assessment)
 * I can automatically solve basic facts. **
 * 1 =
 * 2 =
 * 3 =
 * 4 =

(speak specifically about quarter, half hour, and five minute interval)
 * I can tell time at five minute intervals **

4 - thousands 3 - ones, tens and hundreds 2 - ones and tens 1 - still has confusion about place value/needs manipulative to understand place value
 * I can identify place value in the tens, ones, and hundreds.**

3: able to do it consistently 2: sometimes confuses coin values or miscounts 1: unable to count a collection less than a dollar
 * I can count a collection of coins less than a dollar. **


 * Problem-solving: ** I can solve problems using efficient and accurate strategies.
 * 1 = counts all or uses other inefficient strategies.
 * 2 = counts on or counts back
 * 3 = uses tens and ones or friendly numbers (mental math); may be starting to take big jumps on the number line
 * 4 = uses big jumps on a number line or other efficient strategies such as compensation


 * **Craftsmanship**: I explain my mathematical thinking using appropriate vocab.
 * 1 = orally shares ideas clearly with appropriate vocabulary rarely
 * 2 = orally shares ideas clearly with appropriate vocabulary sometimes
 * 3 = orally shares ideas clearly with appropriate vocabulary regularly
 * 4 = orally shares ideas clearly with appropriate vocabulary often

(Unit 7)

(halves, thirds, fourths)
 * I can name and identify fractional parts.**

(halves, thirds, fourths)
 * I can shade the fractional portion of an objects.**

**Number (Unit 3)**
For 2011-2012 add something about being able to tell time.

I understand if a story problem is an addition or subtraction problem.
 * 1 = cannot understand the problem without help; adds instead of subtracting or uses the wrong operation.
 * 2 = can read, understand, and solve some problems, but sometimes misses subtleties such as missing part problems, or gives the wrong number as the answer.
 * 3 = can choose correct operation and write correct equation for most problems
 * 4 = can choose correct operation and write correct equation for all problems

I can automatically solve basic facts.
 * 1 =
 * 2 =
 * 3 =
 * 4 =

I can count coins.

Measurement: (See Unit 9 rubric and assessment)


 * something about measuring to a fraction of a unit. -- next year
 * I explain why different units give different measurements.
 * I can explain how to measure accurately.


 * **Problem-solving:** I can solve problems using efficient and accurate strategies.
 * 1 = counts by ones
 * 2 = drawing tens and ones or using digis
 * 3 =big jumps on a number line or hundreds chart or just writes equations that show big jumps
 * 4 = compensation -- ie. goes to a landmark number, then adds or subtracts it back in at the end


 * **Craftsmanship** : I explain my mathematical thinking using appropriate vocab.
 * 1 = orally shares ideas clearly with appropriate vocabulary rarely
 * 2 = orally shares ideas clearly with appropriate vocabulary sometimes
 * 3 = orally shares ideas clearly with appropriate vocabulary regularly
 * 4 = orally shares ideas clearly with appropriate vocabulary often

**Social Studies**

 * I can explain what makes Boston neighborhoods feel like home.(orally ask each child)
 * What makes Mattapan feel like home?
 * What makes Villa Victoria feel like home?
 * What makes Chinatown feel like home?
 * NOTES: It is okay to really probe and prompt students - it should feel conversational.


 * I can explain how people use activism in their neighborhoods. (orally ask each child)
 * How do people use activism to improve their neighborhoods?
 * What are some people fight for or want in their neighborhoods?


 * I explain what parts of a neighborhood are important & why.(ideal neighborhood project)
 * I can explain what I have learned and use appropriate vocabulary.

** Science **

 * Through writing and drawing, I can show what I have observed.
 * 1 = science notebook writing is minimal
 * 2 = science notebook writing has some detail and less quantity.
 * 3 = science notebook writing has good details and more quantity.
 * 4= science notebook writing has a lot of detail and description.


 * I can investigate liquids and their properties.
 * investment / wondering / investigating


 * Explains scientific thinking and uses appropriate vocabulary
 * 1 = writing / speaking shows very little content knowledge of liquids
 * 2 = writing / speaking shows basic content knowledge of 1-2 aspects of liquids
 * 3 = writing / speaking shows some detailed content knowledge of 2-3 aspects of liquids
 * 4 = writing / speaking shows very detailed content knowledge of 3 or more aspects of liquids.

__Community Membership:__

 * I follow school rules and routines.
 * I am respectful toward others.
 * I show self-control.
 * I communicate my feelings and needs with words.
 * I solve conflicts appropriately.
 * //Possible comment:// helps other people make good choices.

**__Work Habits:__**


 * I do my best work.
 * I am focused and independent during work time.
 * I work well in groups.
 * I participate in class.
 * I take care of materials and learning tools.
 * I turn in homework on time.
 * I persevere when frustrated.

//Possible comments:// I accept feedback and use it to improve. I listen to the speaker.