Standards-Based Reporting and Assessment Handbook Grades K-2 8/29/19
Table of Contents Page 3 Introduction 3 Standards-Based Instruction/Assessment 3 Planning for Effective Instruction, Assessment and Reporting 4 Terminology 5 Standards-Based Reporting of Grades 6 Effective Grading Practices for Standards-Based Reporting 7 Formative and Summative Assessment 8 Academic Key for the Report Card 8 Quarterly Performance and Promotion, Placement, and Retention Assessing and Reporting 8-10 Referral to SBLC 10 Kindergarten Report Card Indicators for Reading, Language/Writing, and Math 11-15 SCPPS Grade K English Language Arts and Math Assessments Blueprint 16-18 Report Card Indicators for Personal and Social Development/Conduct High Frequency Word Lists for Kindergarten 19-20 First Grade Report Card Indicators for Reading, Language/Writing, and 21-23 Math 24-30 SCPPS Grade 1 English Language Arts and Math Assessments Blueprint 31-32 Report Card Indicators for Personal and Social Development/Conduct Second Grade Report Card Indicators for Reading, Language/Writing, 33-35 and Math 36-43 SCPPS Grade 2 English Language Arts and Math Assessments Blueprint 44-46 Report Card Indicators for Personal and Social Development/Conduct 47-49 2
Introduction The St. Charles Parish Standards-Based Grading Handbook is meant to be a resource for teachers. It includes information about our report cards, grading practices, and standards-based reporting. Also included are guides that provide further explanation of some report card indicators at performance levels M, PM, N. Standards-Based Instruction In a standards-based classroom, students concentrate on mastery of skills and content. Teachers focus on grade level standards that every child must learn. All instruction is aligned to the standards. Teachers present student friendly statements that are used to inform students of the goals they must meet. Students should be clear and aware of the targeted outcomes for lessons. Teachers should provide multiple opportunities for students to meet the standards. Students in a standards-based classroom know what they need to learn at the start of a lesson through the presentation of learning targets. The outcome or objective for a lesson based on a standard should be presented to the students. For example, “I can ask and answer questions using specific details from the text.” Standards-Based Assessment A student must have more than one opportunity to demonstrate their progress toward the standard. Formative and summative assessments are used to measure progress toward the goal. Students will have different types of assessment opportunities and will be assessed in a variety of ways. An assessment is any way in which a student’s performance is measured in comparison to an outcome or objective. Remember that the outcome or objective should always be anchored to a standard. Preplanning for Effective Instruction, Assessment, and Reporting To effectively use this report card to communicate student progress, it is imperative that teachers have a clear understanding of the Louisiana Student Standards and a plan for teaching and assessing the concepts/skills for each reporting period. Teachers are expected to work collaboratively with their grade level teams to: develop/implement curriculum maps/calendars that align with the standards identified on the report card as well as all other standards calibrate their understanding and expectations of each standard being taught for each quarter/unit/module identify effective methods for instructing students in the specific standards select means of assessing student achievement for each of the standards being taught (e.g., CFA’s, exit tickets, appendices, anecdotal notes, student observations) schedule and administer teacher made and district assessments in a timely manner for the use in marking both progress reports and report cards (pacing of assessing is important) meet as a grade level team to calibrate scoring with a random sample of assessments from each teacher before scoring individually-have at least 3-5 benchmark papers that the team has agreed upon 3
Definition of Terminology Assessment Formative Assessment Any way in which a “Assessment for learning.” The child’s performance is measured in comparison assessments are made in order to an outcome or determine a student’s knowledg objective. and skills, including gaps. Thes assessments are used to plan fo future instruction. Evidence Feedback The available body of Information provided to a learne information that that is timely and specific and demonstrates provides direction toward growth understanding of a and improvement. specified learning target. Mastery (M) Progressing Toward Mastery Consistently grasps and (PM) applies key concepts, Inconsistently grasps and applie processes, and skills. key concepts, processes, and Successfully shows skills. Progressing toward mastery of grade-level mastery of grade-level standard standards.
Summative Assessment “Assessment of learning.” These assessments are a to comprehensive measure of a student’s ability to ge independently demonstrate concepts, skills, and se knowledge embedded within a standard. These or assessments are used to measure a student’s mastery of a standard. Outcomes/Goals er Accessible outcomes or objectives for a lesson that are based on the standards and are used to inform h students of the goal(s) they must meet. Not Meeting Standard(N) Not grasping key concepts, processes, and essential es skills. Not meeting mastery of grade-level standards. ds. 4
Standards-Based Reporting of Grades Standards-based grading measures the mastery of grade level standards. It is based on a specific set of standards that students need to meet for each grade/content area. Marks are not a comparison of one student to another, but rather a way to measure how well students are performing on grade-level/content area standards. A standards-based approach allows parents and students to understand more clearly what is expected of students and how to help them be successful. A standards-based approach… Guidelines for standards-based Grading Indicates what students know and are The Louisiana Student Standards able to do describe what a student should know and be able to do at a given grade- Provides feedback on a student’s level. The standards are the basis progress toward the attainment of a for grading. standard Multiple assessments and tasks Clearly communicates expectations that are aligned to standards ahead of time should be considered in grading. Is based on application of Clear explanations are presented in skills within a standard, as advance of evaluation to ensure that opposed to rote memory students understand what is expected to perform at a proficient level. Emphasizes the more recent evidence of learning Grading should reflect academic standards. Grades should report what students know and are able to do on a standard. Standards-based instruction, grading, and reporting should be clear and meaningful to all parties involved- including parents and students. Student progress is reported to both the students and their parents on a regular basis to communicate the child’s progress toward meeting the standards. The report card is not the single method of providing feedback to parents and students. Non-academic indicators are essential to understanding the whole child, however, should never be reported with the academic grades. 5
Effective Grading Practices for Standards-Based Reporting Grading Practice #1- Only include Be clear about what students should know and documentation/assessment that relate to the be able to do. achievement of standards. Have a clear understanding of what each level of performance looks like before instruction and students begin work. Base grades/scores on individual achievement- not group. Seek only evidence that more work has resulted in mastery of the standard. Ensure that questions/problems are connected to standards to verify that assessments measure what is intended. Grading Practice #2- Use a variety of Use multiple measures to determine assessment methods to collect high quality, student achievement on grade level/ content- organized evidence of achievement. area standards. Provide students with multiple opportunities to demonstrate that they have acquired the knowledge or skill expected with proficiency on a standard. Organize and report evidence of learning by standards/learning goals. Provide clear descriptions of achievement expectations. Grading Practice #3- Use grading and Use only evidence from various assessments to assessment procedures that support learning. determine mastery of standards. Provide the most accurate depiction of students’ learning using the most current information. Include the analysis of student work in the grading process. Make a habit of monitoring students’ progression of mastery toward standards by reviewing student’s work weekly. 6
Formative and Summative Assessment Formative assessments are an assessment for learning and can broadly be described as an indicator that captures a student’s progress through the learning process. It explains to what extent a student is learning a concept, skill, or knowledge set. These assessments are used to plan for future instruction. Formative Skill Checks Assessments that might Running Records (Make sure to MSV) be used to plan for Daily Work/Exit Tickets future instruction: Guided or Independent Practice Quizzes Teacher questions during instruction Student/Teacher conferences K-2 Formative Task Other Class activities not listed above Summative Assessments are a comprehensive measure of a student’s ability to demonstrate the concepts, skills, and knowledge embedded within a standard. It is an assessment of learning as it occurs after instruction to determine what students know, understand, and can do at one point in time. Summative Curriculum Assessments Assessments that might Written, oral, and performance tasks be used for grading Teacher-made Tests purposes include: Written Work (essays, stories, etc.) Projects Presentations Problem-based/inquiry learning tasks Other comprehensive/ cumulative assignments not listed abov 7
Academic Key for the Report Card When reporting out using the performance indicators, the teacher should consider the following: Label Description M Consistently grasps and applies key concepts, (Mastery) processes, and skills. Successfully shows mastery PM of grade-level standards. (Progressing towards Mastery) Inconsistently grasps and applies key concepts, N processes, and skills. Progressing towards mastery (Not meeting Mastery) of grade-level standards. Standard Overall Performance (SOP) Not grasping key concepts, processes, and essential skills. Not meeting mastery of grade-level standards. End of Year Performance (EOY) Overall Performance on the standard at the end of the school year. Overall performance for the year, P = Pass: this means the student consistently showed progression toward mastery or mastery of the indicators on the report card. F = Fail: this means the student did not consistently show progression toward mastery or mastery of the indicators on the report card. Quarterly Performance and Promotion, Placement, and Retention A teacher should have a sufficient quantity and variety of assessments during each grading period to accurately reflect student achievement on any particular standard. To determine a quarterly grade, teachers collect evidence of student learning through daily work, observation, and assessment. This evidence is used to determine whether the student has mastered the skill or needs additional time. Measurement experts suggest that to make a judgment about anything, we need at least three pieces of evidence; this is because the first may be luck, chance, or measurement error in one direction; the second may be luck, chance, or measurement error in the other direction, and the third will usually confirm the first or second piece of evidence. Ideally teachers should have more than three pieces of evidence for student's achievement on each reporting standard for the quarter. Assessing and Reporting As the end of the reporting period nears, the teacher should review data collected for each student for each report card indicator. This data may come from sources such as anecdotal notes from observations of the student at work, documentation from individual student conferences, information from the analysis of student work, and results from district and teacher-made assessments. Unless noted otherwise, data should only be collected from work that the student has completed independently. In determining a student’s level of achievement, the teacher should consider evidence gathered throughout the grading period with close analysis toward the end of the period. This would allow the teacher to gain a clear picture of the student’s progression toward mastery of each standard. Remember, in standards- 8
based reporting of student learning, it is never an average - not if, but when. The teacher must collect data from multiple data sources to have sufficient information to mark the report card at the end of the reporting period. Data (e.g., anecdotal notes, work samples) used to determine achievement/non-achievement of report card indicators shall be kept by the teachers until the end of the year. The standards on the report card with a / (slash) will indicate that the standard will not be assessed during this reporting period. Teachers may informally assess students on these standards for use in instructional planning, although the results are not being included on the report card for this quarter. If a student shows progression toward mastery or masters a standard in a subsequent grading period, the teacher should maintain evidence to support progression toward mastery or mastery. This evidence will be used to mark the fifth column of the report card labeled Standard Overall Performance (SOP) if this is an unshaded indicator. If a student earns a mark of PM or N in any reporting period, teachers are expected to provide ongoing instruction for those standards and progress monitor their growth toward mastery. Teachers will progress monitor through a variety of ways including; observations, anecdotal notes, application and practice of the standards in order to determine students’ progression. This progress monitoring will be ongoing until the teacher has sufficient evidence that the student has shown growth toward achievement of the standard. Because mastery is usually not expected until the end of the entire school year, any standard the student did not master in any quarter should be reassessed. The teacher should find ways to communicate to the parent about the student’s performance on any/all of these indicators. As required by the St. Charles Parish Pupil Progression Plan, parents of students who are at-risk of failing a subject or grade shall be notified through a progress/deficiency report, report card, letter, or documented conference no later than upon receipt of the report card for the third reporting period. If a student demonstrates a lack of consistent understanding with the skills and concepts within a standard and receives an N on the report card, the teacher would notify the parent with the PPP statement. Remember the mark for the fourth reporting period represents student achievement during the fourth quarter and not an average from prior quarters. By the end of the year, teachers should have enough evidence to support the promotion or retention of their students. The teacher should indicate the student's overall performance in the Standard Overall Performance (SOP) column for each unshaded indicator. Some report card indicators will not be reported in the SOP column. Students with all M’s in the fifth column labeled SOP will be promoted. Students who have Ms and PMs in the fifth column labeled SOP will be promoted. Students who have all PMs in the fifth column labeled SOP will be promoted. Please remember the fifth column is not an average. Teachers are reminded to carefully analyze student work and performance of the standards when marking the fifth column to determine if the student demonstrates enough overall mastery to be promoted. Remember no one piece of documentation should be used to determine overall mastery of a standard. Students who have any Ns in the 5th column (SOP column) will receive an F for the End of Year Performance. Remember, before marking an N in the fifth column please use a preponderance of evidence and not just one or two piece of data. When determining the End of Year Performance for Reading (P or F) for Grade K students should be able to: consistently read emergent-reader text with purpose and understanding. with prompting and support, should also consistently demonstrate their understanding of text through identifying characters, setting, and major events in a story. identify the main topic and retell key details of an informational text, as well as spell simple words 9
phonetically. In writing, students should be able to: consistently demonstrate proficient writing in at least 1 of the 2 genres, by expressing their thoughts in written form that reflects grade level expectations. When determining the End of Year Performance for Math (P or F) for Grade K students should be able to: consistently demonstrate their understanding of the relationship between numbers and quantity. count objects to 10 in any scattered configuration to answer “how many?” add and subtract and solve word problems within 10 by using objects and drawings to represent the problem. When determining the End of Year Performance for Reading (P or F) for Grade 1 students should be able to: consistently read on-level text accurately and fluently. consistently demonstrate their understanding of text through retelling of story events and identifying the main topic using key details of a text. In writing, students should be able to: consistently demonstrate proficient writing in at least 2 of the 3 genres, by expressing their thoughts in written form that reflects grade level expectations. When determining the End of Year Performance for Math (P or F) for Grade 1 students should be able to: add and subtract within 20. add and subtract within 20 to solve word problems, as well as compare two digit numbers based on meaning of the ten and one digits. When determining the End of Year Performance for Reading (P or F) for Grade 2 students should be able to: consistently read on-level text accurately and fluently. consistently demonstrate their understanding of text through identifying the main topic of a multi- paragraph text and describe how characters in a story respond to major events and challenges. In writing, students should be able to: consistently demonstrate proficient writing in at least 2 of the 3 genres, by expressing their thoughts in written form that reflects grade level expectations. When determining the End of Year Performance for Math (P or F) for Grade 2 students should be able to: fluently add and subtract within 20 using mental strategies (by the end of grade 2, know from memory all sums of 2 one-digit numbers). add and subtract within 100 to solve one and two-step word problems. add and subtract within 1000 using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Referral to SBLC Students who have any Ns in the fifth column titled Standard Overall Performance (SOP) of the report card will receive and F in the End of Year Performance box and shall be referred to the School Building Level Committee (SBLC) for determination of placement or retention. 10
Report Card Indicators for Readin While teachers are expected to teach all of the Standards, the report card i Report card indicators for reading, language and math are broken down int implement curriculum maps along with their school’s curriculum calendar to receive the St. Charles Parish Public Schools guaranteed and viable curric end of each reporting period. Many standards (e.g., basic facts) may requi progress is actually reported on the report card. See the following pages fo each reporting period. Grade K Reading Ways to Assess Standard Report Card Reporting Indicators 2 RL.K.2-With prompting and Observations, anecdotal notes, support, retell familiar stories, conferences With prompting and including key details. student is able to re Retellings story, including key RL.K.3-With prompting and aloud by an adult. support, identify characters, TM assessments setting, and major events in a With prompting and story. Small and whole group student is able to id discussions characters, setting, RI.K.2-With prompting and events in a story re support, identify the main Student oral and/or written an adult. (RL.K.3) topic and retell key details of responses a text. Observations, anecdotal notes, conferences Retellings TM assessments Small and whole group discussions Student oral and/or written responses Observations, anecdotal notes, conferences Retellings TM assessments Small and Whole group discussions Student oral and/or written responses
ng, Language/Writing, and Math is designed to provide information on some of the essential standards. to standards for each reporting period. Teachers are expected to o ensure that all students have been given sufficient opportunities to culum and to learn standards that will be assessed and reported on at the ire introduction, instruction and review weeks and months before student or a description of the standards to be assessed and reported on during ds for Standards for Standards for g Period Reporting Period Reporting Period d support, the 3 4 etell a familiar y details, read (RL.K.2) d support, the dentify the , and major ead aloud by ) The student is able to identify The student is able to identify the main topic and retell key the main topic and retell key details of an informational text details of an informational text read aloud by an adult. (RI.K.2) read aloud by an adult. (RI.K.2) 11
Grade K Reading Ways to Assess Standard Report Card Reporting Indicators 2 RF.K.3a-Demonstrate basic Observations knowledge of one-to-one letter-sound correspondences Anecdotal notes by producing the primary or many of the most frequent Conferences sounds for each consonant TM assessments Small and whole group discussions Student oral responses RF.K.3c-Read common high- Observations frequency words by sight Anecdotal notes (e.g., the, of, to, you, she, my, Conferences is, are, do, does) TM assessments Note: Teacher should have Student oral responses taught all 50 selected high frequency words by Q3. Core Knowledge Assessments RF.K.4-Read emergent- Observations reader texts with purpose and Anecdotal notes understanding. Note: The DRA level text Conferences should be used as only one TM assessments piece of data and not the Student oral responses determining factor for this indicator. Core Knowledge Passages *PM= Progress Monitoring
ds for Standards for Standards for g Period Reporting Period Reporting Period 3 4 The student is able to demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or most frequent sounds for each consonant. (RF.K.3a) The student is able to read The student is able to read common high-frequency words common high-frequency words by sight (e.g., the, of, to, you, by sight (e.g., the, of, to, you, she, my, is, are, do, does). she, my, is, are, do, does). (RF.K.3c) (RF.K.3c) *The student should read 80% *The student should read 80% of 50 selected high frequency of 50 selected high frequency words. words. The student is able to read The student is able to read emergent texts with purpose emergent texts with purpose and understanding: and understanding: Core Knowledge Passage from Core Knowledge Passage from Unit 7 “Lost Finch” Unit 9 ”Ann’s Cut” Passages from the CK Passages from the CK Assessment and Remediation Assessment and Remediation Guide Guide DRA Level 2 - “I Can See” DRA Level 2 or 3 PM Suggestion – “Bath Time” DRA Level 3 – “Look at Me” PM Suggestion – “The 'I Like' Game” 12
Grade K Ways to Assess Standard Language and Reporting Writing Report Observations, anecdotal notes, Card Indicators conferences 2 TM assessments L.K.2b-Recognize and name Writing Journals The student is able end punctuation. beginning sound in samples. (L.K.2d) L.K.2d-Spell simple words Observations, anecdotal notes, phonetically, drawing on conferences The student uses a knowledge of sound-letter TM assessments of drawing, dictatin relationships. Writing Journals to compose opinion Observations, anecdotal notes, which he tells a rea W.K.2-Use a combination of conferences or the name of the drawing, dictating, and writing TM assessments writing about and s to compose Writing Journals opinion or preferen informative/explanatory texts book. (W.K.1) in which they name what they Observations, anecdotal notes, are writing about and supply conferences some information about the TM assessments topic. Writing Journals W.K.1-Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .). As you assess each genre of writing, teachers should also asses English (Demonstrates the command of the convention of Stand command of the conventions of Standard English, capitalization, When scoring the SOP column of the report card in writing, stud writing in at least 1 of the 2 genres, by expressing their thoughts
ds for Standards for Standards for g Period Reporting Period Reporting Period 3 4 The student is able to recognize and name end punctuation. (L.K.2b) e to record the The student is able to record the The student is able to record the n writing beginning and ending sounds in beginning, middle and ending ) writing samples. (L.K.2d) sounds in writing samples. (L.K.2d) The student uses a combination The student uses a combination of drawing, dictating, and writing of drawing, dictating, and writing to compose to compose informative/explanatory texts informative/explanatory texts pieces in which he names what pieces in which he names what he is writing about and supplies he is writing about and supplies some information about the some information about the topic. (W.K.2) topic. (W.K.2) a combination ng, and writing n pieces in ader the topic book he is states an nce about the ss student’s understanding of the conventions of Standard dard English of Grammar and Usage, Demonstrates the , punctuation and spelling). dents should be able to consistently demonstrate proficient s in written form that reflects grade level expectations. 13
Grade K Math Ways to Assess Standards f Reporting Pe Report Card Observations Anecdotal notes 2 Indicators Conferences TM assessments The student is able to wr K.OA.A.2-Solve addition Exit Tickets numbers from 0-10. Rep and subtraction word K-2 Formative Math Task a number of objects with problems, and add and Observations written numeral 0-10 (wi subtract within 10, e.g., by Anecdotal notes, representing a count of n using objects or drawings to Conferences objects. (K.CC.A.3) represent the problem. TM assessments Note: if students are rev Exit Tickets individual digits (e.g. 3) b K.OA.A.3-Decompose K-2 Formative Math Task the values of the digit (e numbers less than or equal 13) they may still earn a to 10 into pairs in more than Observations one way, e.g., by using Anecdotal notes, objects or drawings, and Conferences record each decomposition TM assessments by a drawing or equation Exit Tickets (e.g., 5=2 +3 and 5 = 4 + 1). K.CC.A.3-Write numbers from 0-20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects. K.CC.A.3-Write numbers Observations from 0-20. Represent a Anecdotal notes, number of objects with a Conferences written numeral 0-20 (with 0 representing a count of no TM assessments objects. Exit Tickets
for Standards for Standards for eriod Reporting Period Reporting Period rite 4 present 3 ha ith 0 The student is able to solve no addition and subtraction word problems, and add subtract within 10, e.g., by using objects or drawings to represent the problem. (K.OA.A.2) The student is able to decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5=2 +3 and 5 = 4 + 1). (K.OA.A.3) versing but not e.g.31 for an M. The student is able to write numbers from 0-20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects. (K.CC.A.3) Note: if students are reversing individual digits (e.g. 3) but not the values of the digit (e.g.31 for 13) they may still earn an M. 14
K.CC.B.5-Count to answer Observations Count to answer \"how m \"how many?\" questions Anecdotal notes, questions about as man about as many as 20 things Conferences things arranged in a line arranged in a line, a rectangular array, or a c rectangular array, or a TM assessments as many as 10 things in circle, or as many as 10 Exit Tickets scattered configuration; things in a scattered number from 1-10, coun configuration; given a that many objects. (K.CC number from 1-20, count out that many objects. The student is able to id whether the number of o K.CC.B.5-Count to answer Observations in one group is greater th \"how many?\" questions Anecdotal notes, less than, or equal to the about as many as 20 things Conferences number of objects in ano arranged in a line, a TM assessments group (up to 10 objects). rectangular array, or a Exit Tickets (K.CC.C.6) circle, or as many as 10 things in a scattered Observations configuration; given a Anecdotal notes number from 1-20, count out Conferences that many objects. TM assessments K.CC.C.6-Identify whether Exit Tickets the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. K.NBT.A.1-Gain Observations understanding of place Anecdotal notes value Conferences a. Understand that the TM assessments numbers 11-19 are Exit Tickets composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
many?\" Count to answer \"how many?\" questions ny as 20 about as many as 20 things arranged in a e, a line, a rectangular array, or a circle, or as circle, or many as 10 things in a scattered configuration; given a number from a 11-20, count out that many objects. given a (K.CC.B.5) nt out C.B.5) The student should understand that the numbers 11-19 are composed of ten ones dentify and one, two, three, four, five, six, seven, objects eight, or nine ones. han, e (K.NBT.A.1) other . 15
ST. CHARLES PARISH Grade K English Language A 2019-2020 Kindergarten Assessme Quart Mat GK Q1 Eureka Assessment Module 1, Topic A GK Q1 Eureka Assessment Module 1, Topic B GK Q1 Eureka Assessment Module 1, Topic C- Numbers to 5 in Different Config Expressions GK Q1 Eureka Assessment Module 1, Topic D GK Q1 Eureka Assessment Module 1, Topic E Litera GK DRDP GK DIBELS GK Q1 CK ELA Administer Diagnostic Assessments to Gauge Students’ Reading Ab GK Q1 CK Unit 2 Picture Card Blending 10.3 Quart Mat GK Q2 Eureka Assessment Module 1, Topic F GK Q2 Eureka Assessment Module 1, Topic G GK Q2 Eureka Assessment Module 1, Topic H GK Q2 Eureka Assessment Module 2 Topic A GK Q2 Eureka Assessment Module 2 Topic B GK Q2 Eureka Assessment Module 2 Topic C GK Q2 Eureka Assessment Module 3 Topic A GK Q2 Eureka Assessment Module 3 Topic B- Comparison of Length and Height GK Q2 Eureka Assessment Module 3 Topic C GK Q2 Eureka Assessment Module 3 Topic D GK Q2 Eureka Assessment Module 3 Topic E GK Q2 Eureka Assessment Module 3 Topic F-Comparisons of sets within 10
H PUBLIC SCHOOLS Enter into Not Enter into Arts and Math Assessments Illuminate Illuminate ents Blueprint √ √ (by 9/27/19) √ ter 1 th √ √ (by 9/27/19) √ gurations, Math Drawings, and √ √ acy (by 11/20/19) √ √ bilities √ (by 12/17/19) √ ter 2 √ th √ √ t of Linking Cube Sticks Within 10 √ √ √ √ √ √ 16
Litera GK Q2 CK Unit 3 Reading Assessment 11.3 GK Q2 CK Unit 4 Reading Assessment 11.4 GK Q2 CK Unit 5 Reading Assessment 12.4 GK Q2 GB ELA Unit 1 Chrysanthemum CRT GK Q2 GB ELA Unit 1 Chrysanthemum CWT Quart Mat GK Q2 Eureka Assessment Module 3 Topic G GK Q2 Eureka Assessment Module 3 Topic H GK Q3 Eureka Assessment Module 4 Topic A-Composition and decomposition o GK Q3 Eureka Assessment Module 4 Topic B GK Q3 Eureka Assessment Module 4 Topic C-Addition with totals of 6, 7, and 8 GK Q3 Eureka Assessment Module 4 Topic D-Subtraction from numbers to 8 GK Q3 Eureka Assessment Module 4 Topic E Litera GK Q3 Eureka Assessment Module 4 Topic F GK Q3 Eureka Assessment Module 4 Topic G-Subtracting from 9 and 10 GK Q3 CK Unit 6 Reading Consonant Clusters 15.4 GK Q3 CK Unit 7 Reading Assessment 11.3 GK Q3 Unit 8 Word Recognition Assessment 15.2 GK Q3 Unit 8 Lowercase Letter Names Assessment 16.1 GK Q3 Unit 8 Tricky Word Assessment 17.1 GK Q3 GB ELA Unit 2 A Is For America CRT GK Q3 GB ELA Unit 2 A Is For America CWT Quart Mat GK Q3 Eureka Assessment Module 4 Topic H-Patterns with adding zero and 1, and GK Q4 Eureka Assessment Module 5 Topic A GK Q4 Eureka Assessment Module 5 Topic B- Compose Numbers 11-20 from 10 Write Teen Numbers
acy √ √ (by 10/23/19) ter 3 √ th √ √ (by 12/18/19) √ of numbers 2, 3, 4, and 5 √ √ (by 12/16/19) √ √ √ √ (by 12/16/19) √ √ (by 1/24/20) √ √ √ (by 2/14/20) 17 √ (by 3/06/20) acy √ (by 3/03/20) ter 4 th √ (by 3/31/20) d making 10 ones and Some Ones; Represent and √ (by 3/31/20) √ (by 3/16/20) √ (by 3/16/20) √ (by 4/23/20)
GK Q4 Eureka Assessment Module 5 Topic C-Decompose numbers 11-20, and Co configurations GK Q4 Eureka Assessment Module 5 Topic D GK Q4 Eureka Assessment Module 5 Topic E GK Q4 Eureka Assessment Module 6 Topic A GK Q4 Eureka Assessment Module 6 Topic B Litera GK Q4 Unit 9 Assessment Five Sentence Reading Assessment GK Q4 CK Ann’s Cut GK Q4 GB ELA Unit 3 From Seed to Plant CRT GK Q4 GB ELA Unit 3 From Seed to Plant CWT *Note: Assessments for CKLA will be in the student workbook. Assessment beginning of the school year.
ount to answer “How many?” in varied √ (by 5/04/20) √ √ √ √ acy √ (by 5/11/20) √ (by 5/11/20) √ (by 5/18/20) √ (by 5/18/20) t booklets for Eureka and Guidebooks will be delivered to schools at the 18
Report Card Indicators for Personal For the personal and social development /conduct indicators, teach or N for needs improvement. Records (e.g., discipline records, num cooperative learning activities) shall be maintained to support the m report card indicators, each is explained or an example is given bel Report Card Indicators Explanation Listens attentively Listens to adults and peers in differen Speaks at appropriate times Does not interrupt speakers Follows directions Maintains eye contact Completes tasks in reasonable time Waits for his/her turn to speak Uses appropriate tone and volume Works well independently Asks appropriate questions Completes and returns homework Responds to written and oral direction Responds promptly to directions Produces quality work Plans for task completion Stays on task Exhibits self-motivation for learning Monitors progress Manages time Completes tasks Processes information to carry throug Works without distracting others Finishes assignments without modelin Copies assignments Completes daily and long-range assig Monitors progress on long-range assig Returns homework on time Does own homework Uses appropriate resources and/or tec services Uses criteria/rubrics to create quality p Produces an original product appropri Assesses the strengths and weakness continuous improvement Creates neat, complete work Takes risks to extend learning Puts forth effort Tries new experiences Seeks help when needed Uses appropriate resources and techn Exhibits enthusiasm for learning new c Sets learning goals Plans, monitors and evaluates progres Begins tasks promptly and perseveres
l and Social Development/Conduct hers should mark S on the report card for satisfactory performance mber of homework assignments not completed, rubrics from mark (S or N) assigned. To ensure uniformity in interpreting the low. n/Example Ways to Assess nt settings Teacher observation, anecdotal notes Teacher observation, anecdotal notes ns appropriately Teacher observation, anecdotal notes Teacher observation, anecdotal notes gh independently Teacher observation, anecdotal notes ng from peers or redirection from teacher Teacher observation, anecdotal notes gnments gnments chnology to create quality products and Teacher observation, anecdotal notes products iate for its intended use ses of his/her work and sets goals for Teacher observation, anecdotal notes nology concepts and skills ss toward goals s when confronted with obstacles 19
Report Card Indicators Explanation Works cooperatively Contributes to the overall efforts of a g Interacts appropriately with peers Displays interpersonal communication Shows respect for others during discu Takes care of personal and school Works through negotiations and team property Demonstrates individual accountability Respects rights and property of others Shows respect for peers Demonstrates empathy and caring Respects authority Is assertive when needed Demonstrates self-control Is polite and courteous to peers in diff Does not tease or “put down” peers Accepts responsibility for actions Demonstrates age-appropriate social Observes rules and regulations Offers assistance when needed Offers reasoning and support when di Communicates with people of differen Uses appropriate body language and Does not waste materials Does not vandalize school property Manages belongings Keeps personal and school areas nea Has all necessary materials Picks up after himself/herself Handles books and technology proper Uses conflict resolution and peer med Is polite and courteous Does not destroy others’ materials Asks permission before using others’ Does not talk badly about others Respects people of different backgrou Keeps hands and feet to themselves Listens to adults Responds appropriately Uses a respectful tone Uses appropriate gestures and body l Uses conflict resolution Does not lose control of temper Does not “blurt out” Monitors volume of voice Thinks before reacting Uses alternatives other than physical Does not blame others Identifies own inappropriate actions Problem-solves Accepts consequences without compl Follows school, classroom, bus, playg
n/Example Ways to Assess group by assuming appropriate roles Teacher observation, anecdotal notes n skills ussions, conversations, or debates Teacher observation, anecdotal notes mwork to reach a common goal y for work completed by the group ferent settings behavior iscussing or trying to persuade others nt backgrounds and cultures eye contact Teacher observation, anecdotal notes at rly Teacher observation, anecdotal notes diation skills Teacher observation, anecdotal notes materials unds and cultures language Teacher observation, anecdotal notes violence to solve problems Teacher observation, anecdotal notes laining ground, lunchroom, and enrichment rules Teacher observation, anecdotal notes 20
Kindergarten High Frequency Words (Use to help assess report card indicator - The student is able to read 80% of selected 50 High frequency words.) Word Place a check mark Word Place a check mark if Word Place a check mark if if student response is student response is student response is am* correct. If incorrect, the* correct. If incorrect, look correct. If incorrect, write the attempted a* write the attempted do write the attempted response. of* response. on response. all* go at* from* come % one* out it* was* have will* little can* when* word* Percent: in* why* to* not* where* no* and* I* what* get* so* which* up* once* said* run* says* my* is* by* you* this* your* were* here* there* see* he* she* we* be* me* are* they* their* like* Total Correct: /50 *Note: Teachers may create words on index card to use for this assessment. 21
Kindergarten High Frequency Words Tricky Words from Core Knowledge: the a of all one from was when word why to where no I what so which once said says are were here there he she we be me they their my by you your The following words are additional words: can is and am *look like in get see *come *go *on this it at will run not *out up *little *have *do The words with an asterisk are not introduced in Core Knowledge in Kindergarten and are not in the count for the report card indicator (you may want to introduce them sometime during the year). 22
High Frequency Word List Suggested Instructional Schedule Week # Monday Tuesday Wednesday Thursday a I the can Sept 30-Oct 4 am my is Oct 7-Oct 11 at see to you Oct 14-Oct 18 it me like in get will all he Oct 21-25 not so no here Oct 28-Nov1 we and by up Nov 4-Nov 8 she do was Nov 11-Nov 15 one this said be Nov 18-Nov 22 from look little are Dec 2-Dec 6 out have once there Dec 9-Dec 13 run what says why Dec 16-Dec 20 when were they Jan 6-Jan 10 which their go where Jan 13-Jan 17 word your on Jan 20-Jan 24 come of Jan 27-Jan 31 23
First Grade Report Card Indicators for Or While teachers are expected to teach all of the Standards, the report card is de indicators for reading, language, and math are broken down into standards for along with their school’s curriculum calendar to ensure that all students have be guaranteed and viable curriculum and to learn standards that will be assessed facts) may require introduction, instruction, and review weeks and months befo pages for a description of the standards to be assessed and reported on during Grade 1 Ways to Standards for R Reading Report Assess Reporting Period Card Indicators Ask Observations 1 abo Ask and answer (RL questions about key Anecdotal details in a text. Notes/Conferences (RL.1.1) TM assessments Small and whole group discussions Students oral and/or written responses Core Knowledge Ask and answer Observations questions about key details in a text. Anecdotal (RI.1.1) Notes/Conferences TM assessments Small and whole group discussions Students oral and/or written responses Core Knowledge
ral and Written Language, Reading and Math esigned to provide information on some of the essential standards. Report card each reporting period. Teachers are expected to implement curriculum maps een given sufficient opportunities to receive the St. Charles Parish Public Schools and reported on at the end of each reporting period. Many standards (e.g., basic ore student progress is actually reported on the report card. See the following g each reporting period. Standards for Standards for Standards for Reporting Period Reporting Period Reporting Period 2 3 4 k and answer questions Ask and answer questions Ask and answer questions out key details in a text. about key details in a text. about key details in a text. L.1.1) (RL.1.1) (RL.1.1) Ask and answer questions Ask and answer questions about key details in a text. about key details in a text. (RI.1.1) (RI.1.1) 24
Grade 1 Ways to Standards for R Assess Reporting Period Reading Report Rete Observations 1 deta Card Indicators und Anecdotal mes Retell stories, including Notes/Conferences key details, and demonstrate TM assessments understanding of their central message or lesson. (RL.1.2) Small and whole group discussions Students oral and/or written responses Identify the main topic Retellings and retell key details of Observations a text (RI.1.2) Anecdotal Notes/Conferences TM assessments Small and whole group discussions Students oral and/or written responses Core Knowledge Describe characters, Observations Des settings, and major and events in a story, using Anecdotal usin key details. (RL.1.3) Notes/Conferences Whe TM assessments stan noti Small and whole ans group discussions dem of k Students oral and/or written responses Core Knowledge
Standards for Standards for Standards for Reporting Period Reporting Period Reporting Period 2 3 4 ell stories, including key Retell stories, including key Retell stories, including key ails, and demonstrate details, and demonstrate details, and demonstrate derstanding of their central understanding of their understanding of their ssage or lesson. (RL.1.2) central message or lesson. central message or lesson. (RL.1.2) (RL.1.2) Identify the main topic and Identify the main topic and retell key details of a text. retell key details of a text. (RI.1.2) (RI.1.2) When assessing this When assessing this standard, teachers should standard, teachers notice students asking and should notice students answering questions to asking and answering demonstrate questions to demonstrate understanding of key understanding of key details in a text. details in a text. scribe characters, settings, Describe characters, Describe characters, d major events in a story, settings, and major events in settings, and major events ng key details. (RL.1.3) a story, using key details. in a story, using key details. (RL.1.3) (RL.1.3) en assessing this ndard, teachers should When assessing this When assessing this ice students asking and standard, teachers should standard, teachers swering questions to notice students asking and should notice students monstrate understanding answering questions to asking and answering key details in a text. demonstrate questions to demonstrate understanding of key understanding of key details in a text. details in a text. 25
Grade 1 Ways to Standards for R Reading Report Assess Reporting Period Card Indicators Kno Observations 1 pho Know and apply grade- skill level phonics and word Anecdotal Know and apply grade-level (RF analysis skills in Notes/Conferences phonics and word analysis decoding words skills in decoding words. (RF1.3) TM assessments (RF.1.3) Read with sufficient Small and whole Read with sufficient accuracy Rea accuracy and fluency group discussions and fluency to support and to support comprehension. com comprehension Students oral and/or (RF.1.4 a, b, c) written responses read on-level text with purpose and Core Knowledge understanding (RF.1.4a) Observations Conferences read on-level text orally with accuracy, Anecdotal Notes appropriate rate, and expression on successive Core Knowledge readings. (RF.1.4b) Note: The DRA level DRA use context to confirm or text should be used as Running Records self-correct word only one piece of data recognition and and not the understanding, rereading determining factor for as necessary. (RF.1.4c) this indicator. PM= Progress Core Knowledge Passage Cor Monitoring from Unit 1 “The Trip Back from Cra Passages from the CK Assessment and Remediation Pas Guide Ass Guid DRA Level 6 – “Why Are We Stopping?” DRA PM Suggestion – “Time To PM Play” Surp
Standards for Standards for Standards for Reporting Period Reporting Period Reporting Period 2 3 4 ow and apply grade-level Know and apply grade-level Know and apply grade-level onics and word analysis phonics and word analysis phonics and word analysis ls in decoding words. skills in decoding words. skills in decoding words. F.1.3) (RF.1.3) (RF.1.3) ad with sufficient accuracy Read with sufficient Read with sufficient d fluency to support accuracy and fluency to accuracy and fluency to mprehension. support comprehension. support comprehension. read on-level text with read on-level text with read on-level text with purpose and purpose and purpose and understanding (RF.1.4a) understanding. understanding. read on-level text orally (RF.1.4a) (RF.1.4a) with accuracy, appropriate rate, and read on-level text orally read on-level text orally expression on successive with accuracy, with accuracy, readings. (RF.1.4b) appropriate rate, and appropriate rate, and use context to confirm or expression on expression on self-correct word successive readings. successive readings. recognition and (RF.1.4b) (RF.1.4b) understanding, rereading as necessary. (RF.1.4c) use context to confirm or use context to confirm self-correct word or self-correct word re Knowledge Passage recognition and recognition and m Unit 3 “The Fox and the understanding, understanding, ane” rereading as necessary. rereading as (RF.1.4c) necessary. (RF.1.4c) ssages from the CK sessment and Remediation Core Knowledge Passages Core Knowledge Passages de Passages from the CK Passages from the CK Assessment and A Level 10 – “Shoe Boxes” Assessment and Remediation Guide Remediation Guide Suggestion -“Grandmaw’s DRA Level 16 – “Animal prise” DRA Level 14 – “The Homes” or “Monkey Wagon” Stepping Stones” PM Suggestion – “A New PM Suggestion – “Baby School” Birds” 26
Grade 1 Language Ways to Assess Standards for Reporting Period Report Card Observations Anecdotal 1 Indicators Notes/Conferences TM assessments Write narratives in which Core Knowledge they recount two or more Writing Journals appropriately sequenced events, include some details regarding what happened, used temporal words to signal event order, and provide some sense of closure. (W.1.3) Write Observations informative/explanatory text in which they name a topic, Anecdotal supply some facts about the Notes/Conferences topic, and provide some sense of closure. TM assessments (W.1.2) Core Knowledge Writing Journals Write opinion pieces in Observations which they introduce the topic or name the book they Anecdotal are writing about, state an Notes/Conferences opinion, supply a reason for the opinion, and provide TM assessments some sense of closure. (W.1.1) Core Knowledge Writing Journals As you assess each genre of writing, teachers should also assess stu (Demonstrates the command of the convention of Standard English of Standard English, capitalization, punctuation and spelling). When scoring the SOP column of the report card in writing, students s of the 3 genres, by expressing their thoughts in written form that refle
Standards for Standards for Standards for Reporting Period Reporting Period Reporting Period 3 4 2 The student is able to independently write a narrative in which he/she recounts two or more appropriately sequenced events includes some details regarding what happened use temporal words to signal event order provides some sense of closure (W.1.3) The student is able to independently write an informative/explanatory passage in which he/she names a topic supplies some facts about the topic provides some sense of closure (W.1.2) The student is able to independently write an opinion piece in which he/she introduces the topic states an opinion or name of book they are writing about supplies a reason provides some sense of closure (W.1.1) udent’s understanding of the conventions of Standard English f Grammar and Usage, Demonstrates the command of the conventions of should be able to consistently demonstrate proficient writing in at least 2 ects grade level expectations. 27
Grade 1 Math Ways to Assess Standards for Report Card Documented conferences Reporting Period Indicators Teacher observation with 1 Use addition and anecdotal notes subtraction within 20 to The student is able to use solve word problems Work samples (e.g., addition and subtraction involving situations of student problem-solving within 10 to solve word adding to, putting journals) problems involving together, taking from, situations of adding to, taking apart, and District assessments putting together, taking comparing, with from, taking apart, and unknowns in grade Teacher-made comparing with unknowns in appropriate positions assessments grade appropriate positions (e.g., by using objects, (e.g., by using objects, drawings, and equations drawings, and equations with a symbol for the with a symbol for the unknown number to unknown number to represent the problem.) represent the problem.) (1.OA.1) (1.OA.1) Add and subtract within 20. Documented conferences The student is able to add (1.OA. C) and subtract within 10. Teacher observation with (1.OA.C) Add and subtract within anecdotal notes 20. Students may demonstrate (1.OA. C) Work samples (e.g., use of number bonds; 5 student problem-solving groups; add one more; journals) counting on; doubles and doubles plus one; number District assessments path; drawings; 0 less; 1 less; subtraction from 10; Teacher-made subtraction from 9. assessments Documented conferences Teacher observation with anecdotal notes Work samples (e.g., student problem-solving journals) District assessments Teacher-made assessments
Standards for Standards for Standards for Reporting Period Reporting Period Reporting Period 2 3 4 The student is able to use addition and subtraction within 10 to solve word problems involving situations of adding to, putting together, taking from, taking apart, and comparing with unknowns in grade appropriate positions (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.) (1.OA.1) The student is able to add and subtract within 10. (1.OA.C) Students may demonstrate use of any of the strategies from Q1 and making ten; subtraction from teen numbers; take from ten; decomposing and composing teen numbers. The student is able to add The student is able to add and subtract within 20. and subtract within 20. (1.OA.C) (1.OA.C) Students may demonstrate Students may demonstrate use any of the strategies use any of the strategies from Q1 & Q2 and use of from Q1 - Q3. ten more; ten less; one more; one less; add and subtract multiples of ten; make a ten when adding across ten. 28
Understand that the two Documented conferences digits of a two-digit number represent Teacher observation with amounts of tens and ones anecdotal notes (1.NBT.B.2) Work samples (e.g., student problem-solving journals) District assessments Teacher-made assessments Use addition and Documented conferences subtraction within 20 to solve word problems Teacher observation with involving situations of anecdotal notes adding to, putting together, taking from, Work samples (e.g., taking apart, and student problem-solving comparing, with journals) unknowns in grade appropriate positions District assessments (e.g., by using objects, drawings, and equations Teacher-made with a symbol for the assessments unknown number to represent the problem.) (1.OA.1) Compare two two-digit Documented conferences numbers based on meanings of the tens and Teacher observation with ones digits, recording the anecdotal notes results of comparisons with the symbols <, =, > Work samples (e.g., (1.NBT.3) student problem-solving journals) District assessments Teacher-made assessments
The student is able to The student is able to The student is able to show show that the two digits of show that the two digits of that the two digits of a two- a two-digit number a two-digit number digit number represent represent amounts of tens represent amounts of tens amounts of tens and ones. and ones. and ones. Understand the following as Understand the following Understand the following special cases; the numbers as special cases; the as special cases; the from 11 to 19 are composed numbers from 11 to 19 are numbers from 11 to 19 are of a ten and one, two, three, composed of a ten and composed of a ten and four, five, six, seven, eight, one, two, three, four, five, one, two, three, four, five, or nine ones. (within 100) six, seven, eight, or nine six, seven, eight, or nine (1.NBT.B.2) ones. (within 20) ones. (within 40) (1.NBT.B.2) (1.NBT.B.2) The student is able to use The student is able to use addition and subtraction addition and subtraction within 20 to solve word within 20 to solve word problems involving problems involving situations of adding to, situations of adding to, putting together, taking putting together, taking from, taking apart, and from, taking apart, and comparing with unknowns comparing with unknowns in grade appropriate in grade appropriate positions (e.g., by using positions (e.g., by using objects, drawings, and objects, drawings, and equations with a symbol for equations with a symbol for the unknown number to the unknown number to represent the problem.) represent the problem.) (1.OA.1) (1.OA.1) The student is able to The student is able to compare two two-digit compare two two-digit numbers based on numbers based on meanings of the tens and meanings of the tens and ones digits, recording the ones digits, recording the results of comparisons with results of comparisons with the symbols <, =, > the symbols <, =, > (within 40) (within 100) (1.NTB.3) (1.NTB.3) 29
Add within 100, including Documented conferences adding a two-digit number and a one-digit number Teacher observation with and adding a two-digit anecdotal notes number and a multiple of 10 Work samples (e.g., (1.NBT.C.4) student problem-solving journals) District assessments Teacher-made assessments
The student is able to add The student is able to add within 100, including within 100, including adding adding a two-digit number a two-digit number and a and a one-digit number one-digit number and and adding a two-digit adding a two-digit number number and a multiple of and a multiple of 10. 10. (within 40) (within 100) (1.NBT.C.4) (1.NBT.C.4) 30
ST. CHARLES PAR Grade 1 English Language 2019 - 2020 First Grade Qu M G1 Q1 Eureka Assessment MOM 1 G1 Q1 Eureka Assessment EOM 1 Lit G1 Q1 CK ELA Administer Diagnostic Assessments to Gauge Students’ Readin G1 Q1 Diagnostic Writing Assessment G1 Q1 Post Writing Assessment Qu M G1 Q2 Eureka Assessment MOM 2 G1 Q2 Eureka Assessment EOM 2 G1 Q2 Eureka Assessment EOM 3 Lit G1 Q2 CK ELA Unit 2 Assessment Saved by the Bells (Comprehension) G1 Q2 CK ELA Unit 3 Assessment The Fox and the Crane (Comprehension) G1 Q2 GB ELA Unit Rumpelstiltskin CRT G1 Q2 GB ELA Rumpelstiltskin Unit CWT
RISH PUBLIC SCHOOLS e Arts and Math Assessments e Assessments Enter into Do Not Enter into uarter 1 Illuminate Illuminate Math √ √ teracy (by 9/24/19) √ ng Abilities Lessons 6-10 31 √ uarter 2 Math (by 10/16/19) teracy √ (by 8/23/19) √ (by 10/4/19) √ (by 11/5/19) √ (by 12/6/19) √ (by 1/10/20) √ (by 11/14/19) √ (by 12/16/19) √ (by 12/16/19)
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