March+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 = H or below (**independent**)
 * 2 = I/J
 * 3 = K/L/M
 * 4 = N/O
 * 4+= P+
 * I can read fluently, at a good speed.
 * //In comments:// Reading words per minute; June benchmark is 90.
 * 1 = below 50
 * 2 = 50-75 wpm
 * 3 = 75-85 wpm
 * 4 = 86 -100 wpm
 * 4+ = 100 + wpm
 * I can understand read-aloud books.
 * In your comments you should explain the reading strategies students are doing/not doing
 * reading strategies covered: visualizing, inferring, synthesizing (main idea), questioning, connections, predicting
 * 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?
 * I can draw and write thoughtfully about a text.
 * 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
 * I can use known spelling patterns to read unknown words. (Assessment to test this: [|March Assessment on Word Patterns.doc])
 * RUBRIC for Assessment
 * do not score the magic e and r-controlled words
 * scores is out of 12
 * <12 = 4
 * 10, 11, 12 = 3
 * 7,8,9 = 2
 * 1, 2, 3, 4, 5, 6 = 1
 * The way we are thinking about it is: I can use known word patterns to read unknown words
 * blends
 * diagraphs
 * closed syllables
 * vowel teams
 * suffixes
 * short vowels
 * (we want to assess sneaky e and bossy r and infuse it into future instruction)
 * 4 = able to do all including bossy r and sneaky e
 * 3 = all except for bossy r and sneaky 3
 * 2 = able to do 3-5 of the above
 * 1 = able to do 2 or less of the above
 * We want to assess this with a quick reading assessment
 * We want to assess this with a quick reading assessment

//In comments: something about stamina//
// The Writing Grades in Red are for March 2012 // > >
 * //I can focus my piece on one main idea.//
 * //I can use evidence to support my ideas.//
 * //I can use content words to explain my thinking.//
 * // I can end my writing with concluding system. //
 * 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
 * I can spell sight words correctly.
 * I can use known spelling patterns in my writing.
 * 1 = still working on first-grade sight words
 * 2 = some difficulty with second-grade sight words
 * 3 = mastery of most second-grade sight words
 * 4 = mastery of all second-grade sight words and some third-grade sight words


 * I can correctly form letters.
 * 1 = hard to read; not at all automatic
 * 2 = some letters are hard to read; correct formation is not automatic
 * 3 = all letters correct and legible; has automaticity

>> I can use feedback to improve my writing. >
 * 1 = do not re-read or improve writing even with assistance / prompting; has a crisis when asked to revise
 * 2 = needs to be reminded / assisted to find errors
 * 3 = self-monitors writing to be sure it makes sense; uses feedback to improve
 * 4 =

//The Writing Grades in Black were for 2011//
 * 1 = independent stories stray from one idea
 * 2 = independent stories are mostly focused on one idea (may take a few detours)
 * 3 = independent stories are focused on one idea
 * 4 = independent stories are focused on one creative or unusual idea (author takes risks)
 * 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 use feedback to improve my writing.
 * 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 can include interesting details in my story. (look at expert text, writing prompt, and family stories)
 * WE WANT TO CHANGE THIS: I can include interesting details in my writing.
 * 1 = does not include many details
 * 2 = developed with some details
 * 3 = developed with details
 * 4 = developed with many vivid details
 * 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
 * I can spell sight words correctly.
 * 1 = under 50
 * 2 = 50-74 words
 * 3 = 75-99 words
 * 4 = 100 words
 * I can use known spelling patterns in my writing.
 * 1 = still working on first-grade sight words
 * 2 = some difficulty with second-grade sight words
 * 3 = mastery of most second-grade sight words
 * 4 = mastery of all second-grade sight words and some third-grade sight words
 * I can correctly form letters.
 * 1 = hard to read; not at all automatic
 * 2 = some letters are hard to read; correct formation is not automatic
 * 3 = all letters correct and legible; has automaticity
 * 3 = all letters correct and legible; has automaticity
 * 1 = do not re-read or improve writing even with assistance / prompting; has a crisis when asked to revise
 * 2 = needs to be reminded / assisted to find errors
 * 3 = self-monitors writing to be sure it makes sense; uses feedback to improve
 * 4 =

Math
> I can automatically solve basic facts.
 * **Number (Unit 3)**
 * 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 add numbers efficiently using known combinations.
 * 1 = counts all to solve number strings and other mental math problems OR makes many errors when using mental math.
 * 2 = solves some number string problems efficiently using friendly numbers; can sometimes add and subtract 10 mentally
 * 3 = solves most number strings efficiently using friendly numbers with few errors; adds 10 mentally; usually can subtract 10 mentally
 * 4 = solves all numbers strings efficiently using friendly numbers with few errors; adds and subtracts 10 mentally, as well as adding multiples of 10
 * I can use place value to understand and solve problems. (NEXT YEAR TAKE THIS ONE OUT)
 * 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)
 * 1 =
 * 2 =
 * 3 =
 * 4 =
 * I can tell time to the quarter hour and half hour.
 * 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 9 MATH LEARNING TARGETS

 * I can find the difference between two lengths.
 * I can measure an object using a ruler.
 * I can identify and name a unit to the half inch.
 * I can explain accurate strategies for measuring an object.
 * Put in a note about whether student can measure objects longer than a foot accurately

UNIT 5 LEARNING TARGETS

 * I can notice a pattern in a table and predict what comes next. (what they do)
 * I can explain how numbers in a table are related. (what they say)
 * I can explain what numbers in a table represent. (what they say)

Science

 * I can use close observation to describe and sketch rocks.
 * 1 = insect observational drawings have almost no details and little writing.
 * 2 = insect observational drawings have little detail and little description in the writing.
 * 3 = insect observational drawings have details and some description in the writing.
 * 4 =insect observational drawings have great detail and a lot of description in the writing.
 * investment / wondering / investigating
 * I can explain how rocks may have become sand and silt.


 * Explains scientific understanding and uses appropriate vocab.
 * 1 = writing / speaking shows very little content knowledge of geology / insects
 * 2 = writing / speaking shows basic content knowledge of 1-2 aspects of geology / insects
 * 3 = writing / speaking shows some detailed content knowledge of 1-2 aspects of geology / insects
 * 4 = writing / speaking shows very detailed content knowledge of 1-2 aspects of geology / insects
 * writing a comment about student's ability to sort

**__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.