ocs.archchicago.orgocs.archchicago.org/Portals/23/Report Card Pilot/Grade 6... · Web viewThe...

Archdiocesan Standards-Based Report Card (SBRC)Academic Expectations

Grade 6(Version 2.04)

2012-2013

Name of School

Address

School’s Mission and Philosophy StatementsName of School

Address

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 5 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

Conventional Letter Grade Scale for Grades 6 through 8 OnlyFor the purpose of certain high school placement, students in grades 6-8 will receive a conventional letter grade in addition to the above performance level marks. Conventional letter grades are determined on the scale below and cannot be mathematically calculated from the performance level.

A = 4.00 – 3.00B = 2.99 – 2.50C = 2.49 – 2.00D = 1.99 – 1.50


F = 1.49 and below


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 6 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.

6

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 Schools

Creed

Exhibits understanding of God’s nature Describing God as one, whole and complete Describing God as Trinity each Person – wholly and entirely God Describing and applying the creation accounts and the meaning of human

partnership with God Describing Christian understanding of the Fall and Original Sin Identifying the characteristic of God as faithful to the covenants despite human

sinfulness Describing the Incarnation as God assuming human nature in Jesus Christ Identifying Mary as virgin before and after the birth of Jesus

Relates creed as faith response to life in Christ Applying creedal statements to how we live our faith Describing how faith helps us to accept suffering and death Relating the end of time with the fullness of the kingdom of God Identifying our resurrection with the Resurrection of Jesus

Demonstrates how faith and reason are compatible Stating meaning of revelation Identifying how God’s revelation is meant for our understanding

Sacred Scripture

Explains how God’s self-revelation unfolded in salvation history Identifying God’s revelation through the stories of the OT patriarchs, prophets, judges and kings Describing the unfolding of God’s revelation though the history of the Chosen People Stating meaning of redemption and salvation in light of Sacred Scripture Identifying the covenants in the OT and their significance to the Jewish understanding of God’s

fidelity to them Tracing the timeline of the ancient kingdom of Israel/Judah until the time of Christ identifying

major judges, prophets and kings Identifying the prophetic call to Israel of caring for widows, orphans, the poor and aliens as central

to the message of the Gospel of Mark Identifying God’s call to Israel to be a light for the nations


Describes biblical text related to authorship, literary genre, geography, historical, and social contexts Identifying the groupings of the Jewish tradition of the Torah (Law), the Prophets and the Writings Explaining how the Bible had many authors of the OT texts arranged in four groups of writers and

editors from the 10th to the 5th centuries BCE Identifying the literary styles from textual examples used by the writers to tell the story of God’s

relationship to the people Describing how the canon of Sacred Scripture developed in the Jewish and the early Christian

tradition and why this was important Identifying the geographic backdrop of the OT on a map showing major regions, cities and

topography of ancient Israel Describing the history of the rise and fall of the ancient kingdom of Israel in relationship to its

foreign neighbors Explaining characteristics of God in the OT texts and their purpose in the stories Describing the significance of Jerusalem and the temple in the OT Describing the significance of the Holiness Code in the OT as a way of creating an identity for the

people’s relationship with God Identifying the prophetic stance of the OT in terms of the care of the poor, the widow, the orphan

and the alien Identifying the significance of the Gospel of Matthew with the OT themes of the law, holiness,

covenants Relating the characters of the Gospel of Matthew with OT characters and their adherence to the

law, holiness and covenants Identifying the character of Jesus with the character of Moses Comparing/contrasting the characterization of Jesus in Matthew’s and Mark’s gospels Describing the relationship of the Gospel of Matthew with the Gospel of Mark Tracing the events and characters in the Gospel of Matthew in comparison to Mark’s gospel

Applies textual understanding to current situations Distinguishing between a literal understanding of Sacred Scripture from a literary understanding Relating the Beatitudes and the Christian call to holiness Identifying how the prophetic call of Jesus highlights the care of the poor Describing how the disciples of Jesus in Matthew are called to teach the nations and to baptize Relating the themes of the OT and the Beatitudes to current environmental and social situations

Prayer/Sacraments/Liturgy

Relates prayer to situations of life Showing capacity to reflect on the deeper meanings of Scripture and relate to our call to holiness Interpreting the meaning of the Our Father in the Gospel of Matthew Identifying the significance of stewardship in Sacred Scripture Identifying psalms that help me to pray about circumstances in my life

Exhibits understanding of the role of the sacraments in Christian life Identifying how sacraments are efficacious signs of God’s grace in the Christian life Stating that the sacraments were instituted by Christ and entrusted to the Church Stating the conditions under which any person may baptize Differentiating ordained from non-ordained ministers at Mass and the importance of each of these roles Describing the essential elements and effects of the Sacrament of Matrimony and the Sacrament

of Holy Orders Stating understanding that the sacraments are the action of the Holy Spirit independent of the

worthiness of the minister Stating meaning of sacramental and giving examples


Relates the liturgical year to life in Christ Exemplifying informed proclamation of the Scriptures in the school’s liturgies and prayer services Naming holy days of obligation for the United States and how they are observed Identifying scriptural sources in the Sunday liturgies and reflect on their meaning for the Christian life Applying reflection to action

Catholic Church/Parish Life

Demonstrates understanding of the Church's history as a pilgrim people Identifying the Church’s visible bonds of unity Explaining meaning and significance of apostolic succession Explaining and giving examples of the universal nature of the Church Identifying the Rites of the Church in relationship to the Roman Church

Relates how the Church teaches, leads and sanctifies the Christian community Identifying the offices of the hierarchy as teaching, leading and sanctifying giving examples of each Defining Magisterium as the teaching office of the Church

Relates parish life to participation in the life of the Church Identifying how the life of the Church is evident in the life of the parish Explaining how the parish evidences opportunities for the practice of stewardship Participating in parish life of stewardship Identifying how young people enter into the active life of the parish

Christian Living/Mission/Dialogue

Identifies and applies components of moral decision-making Clarifying role of conscience in informed decision making Identifying sources of any moral action giving examples and applications Stating meaning and purpose of the natural law Differentiating between personal sin and social sin

Describes vocation in relationship to a call to mission and service Describing the vow of celibacy in the priesthood and religious life Explaining the vocations of the Church in relationship to ministry and service Describing the ordained ministry as priest, bishop and deacon Describing the missionary vocation and the forms in which it is lived Researching the lives of saints and holy people who engaged in missionary activity Describing marriage as a bond between a man and a woman

Relates Church’s social teaching to dignity of life, social and environmental justice Relating the Church’s social teaching to poverty, racism, sexism, consumerism and war Relating the Church’s social teaching to global peace making and environment Researching the lives of saints and holy people who engaged in standing for justice and peace making Participates in group activities that respond to the option for the poor

Understands and appreciates the Church’s relationship with cultures and religions Defining evangelization and its role in the mission of the Church Researching the meaning of monotheism in connection with the Jewish, Christian and Muslim

understanding of God Exhibiting understanding and appreciation for Judaism as the root of Christianity Comparing Jewish lunar calendar and observances with the Christian liturgical calendar Stating the meaning of the word qur’an Identifying the mosque as the Muslim center for prayer, religious instruction and celebration of the

holydays


Language Arts

English language arts include reading, writing, speaking, listening and the study of literature. In addition, students must be able to study, retain and use information from many sources. Through the study of the English language arts, students should be able to read fluently, understanding a broad range of written materials. They must be able to communicate well and listen carefully and effectively. They should develop a command of the language and demonstrate their knowledge through speaking and writing for a variety of audiences and purposes. As students progress, a structured study of literature will allow them to recognize universal themes and to compare styles and ideas across authors and eras.

IL State Board of Education

Reading Literature and Informational Text

Vocabulary Acquisition and Use

Uses, Identifies, and applies appropriate strategies to comprehend word meaningApplies 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

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

Reading Comprehension

Uses a variety of strategies to determine and organize important information in order to comprehend informational texts

Applies 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 text

Uses a variety of strategies to comprehend and infer meaning across literary genresSupports 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 responsesAnswers the core of the question asked using appropriate details for support, while avoiding

superfluous details

Demonstrates comprehension of text through written responsesAnswers the core of the question asked using appropriate details for support, while avoiding

superfluous information

Key Ideas and DetailsIdentifies and plots major story elements and literary devices

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


Analyzes author’s uses of language, style, and perspective Is able to make personal connections in order to enhance comprehension, analysis, and

appreciation of a literary work.Listening and Speaking

Summarizes and interprets the reasons and evidence a speaker provides to support key pointsIs able to identify major ideas and details when presented orallyFollows oral multiple step directions accurately

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 speaking

Follows rules for collegial discussionsParticipates in class discussion activities willingly and appropriately Listens attentively and responds appropriately in small group or large group settings

Composition Skills

Uses the writing process effectively (i.e., pre-writing, drafting, revising, editing, publishing) Uses a variety of writing formats – letters, diagrams, brochures, essay, poem, etc.Uses prewriting, 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

Synthesizes information from multiple sourcesCollects, synthesizes, and organizes information to write about a given topic

Applies research skillsCollects , synthesizes, and organizes information to write proper notes from which to write a five

paragraph research paper Properly cites sources


Conventions of Standard English

Applies Standard English conventions to writing

Uses a variety of transition words, phrases, and clauses to convey sequence to signal shifts from one time to another

Uses precise words and phrases to convey experiences and eventsCan identify basic parts of speech (nouns, pronouns, verbs, adjectives and adverbs) in written textUses correct “standard English” patterns (agreement of subject/verb, pronoun usage)

Applies spelling, punctuation and capitalization rules to writing Spells assigned words accurately on weekly testsUses capital letters and punctuation (including apostrophes and quotation marks) correctly in

written work

Transfers knowledge of editing to independently improve writingCan identify and correct errors in student’s own 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.

IL State Board of EducationThe Number System

Compares, orders and converts fractions, decimals and percents Represents place values from millionths through billionths using powers of ten. Compares and orders fractions and decimals efficiently; find their location on a number line. Demonstrates and explains the meaning of percent; computes mentally 1%, 10%, 50%, and 100% of a

number. Compares and orders integers

Recognizes, creates, and solves ratios and proportions Creates and explains a pattern that shows a constant ratio. Determines equivalent ratios. Analyzes situations to determine whether ratios are appropriate to solve problems. Solves proportions and word problems using percents. Reads and interpret scales on a map or scale drawing.

Calculates factors, multiples, prime factorization & understands pattern and number theory. Writes prime factorization of numbers. Determines the least common multiple (LCM) and the greatest common factor (GCF) of a set of numbers.


Demonstrates competency in estimating and solving all operations of rational numbers Demonstrates the meaning of multiplication and division of fractions including reciprocals. Simplifies simple arithmetic expressions with rational numbers using the field properties and order of

operations. Solves multi-step number sentences and word problems with rational numbers using the four basic

operations. Selects and uses appropriate operations, methods, and tools to compute or estimate using rational

numbers. Add and subtract integers

Expressions and Equations

Recognizes/create patterns concretely and symbolically Investigates, extend or describe arithmetic and geometric sequences of numbers whether presented in

pictorial or numeric form. Applies and extends previous understanding of arithmetic to algebraic expressions.

Applies symbolic expressions to represent and solve for unknowns Evaluates algebraic expressions for given values. Expresses properties of numbers and operations using variables. Creates, models and solves algebraic equations using concrete materials. Reasons about and solve one variable equations and inequalities.

Uses graphs to analyze linear relationships Graphs simple inequalities on a number line. Creates a table of values that satisfy a simple linear equation and plots the points. Describes verbally, symbolically, and graphically, a simple relationship presented by a set or ordered pair of

numbers. Represent and analyze quantitative relationships between dependent and independent variables.

Geometry

Identifies describes, and analyzes attributes of two- and three-dimensional shapes and defines properties

Analyzes quadrilaterals for defining characteristics. Determines and describe the relationship between pi, the diameter, the radius and the circumference of a

circle.

Uses coordinate geometry Plot and read ordered pairs of numbers in all four quadrants.

Describes sizes, positions and orientations of shapes under transformations Describes and draws congruent and similar figures. Describes sizes, positions and orientations of shapes under transformations including dilations. Demonstrates congruence of plane figures using transformations (transformation, reflection, rotation)

Measurement

Measures and converts with standard units, both with customary and metric Measures with a greater degree of accuracy using a ruler or protractor. Performs simple constructions with a compass. Converts units of mass, length and capacity using both metric and customary units. Converts between Fahrenheit and Celsius temperatures.

Recognizes the attributes of length, weight, and temperature and estimates/uses appropriate lengths Estimates distance weight, temperature and elapsed time using reasonable units and with

acceptable levels of accuracy.


Calculates angle measurements Measures angles of any size using a protractor

Calculates perimeter, circumference, area, volumes and surface area Select and justifies an appropriate formula to find the area of triangles, parallelograms and trapezoids. Develops and uses the formula for determining the area of triangles, parallelograms and trapezoids. Develops and uses the formula for determining the volume of rectangular and triangular prisms. Develops and uses the formula for determining the circumference and area of a circle.

Statistics and Probability

Uses and calculates measures of center and spread: mean, median, mode & range Determines mean, median, mode, minimum value, maximum value, and range, and discuss what

each does to help interpret a given set of data. Understands concepts of biased and unbiased sampling and surveys

Represent data using concrete objects, pictures and a variety of graphical representations. Selects an appropriate graph format to display given data. Represents given data using bar graphs, double line graphs and stem and leaf plots with and

without technology. Reads, interprets, infers, predicts, draws conclusion and evaluates data from any graph.

Process Standards

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

Communicates clearly and makes connections Is able to communicate, make connections and use 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 EducationScientific Practices

Applies scientific method to investigations Identifies questions that can be answered through scientific investigations Formulates a hypothesis that can be tested Designs an experiment that controls variables Collects data and analyzes results Interprets results with regard to hypothesis being tested Draws conclusions Communicates results

Analyzes and interprets charts and other graphic information Collects data and reports data accurately Constructs charts and graphs to communicate data Forms a conclusion based on interpretation of charts and graphs

Uses mathematical and computational thinking Applies formulas using correct numbers and units Draws conclusions based on results Translates word problems into mathematical equation to solve a problem

Follows basic safety procedures Demonstrates ways to perform scientific investigations safely Follows safety guidelines and laboratory procedures

Identifies and uses basic scientific equipment Chooses the appropriate tool for science activity Collects and records accurate measurements from scientific equipment

Uses scientific vocabulary appropriately Applies scientific vocabulary in appropriate contexts Uses scientific vocabulary accurately in oral and written communication

Plans and carries out investigations Identifies a question to investigate Design a valid experiment to answer the scientific question Analyzes and draws conclusions based on results

Understands the connections between science and technology Identifies technology that advances scientific inquiry Uses technology to collect, analyze, and interpret data


Life Science

Understands the composition of cells and their function

Describes human body systems and their interactions

Describes how organisms survive

Explains how natural selection relates to organism survival

Shows the relationship between organisms in populations and communities within ecosystems

Describes origin and effects of disease on organisms

Physical Science

Uses simple tools to describe, measure, record physical properties of substances

Explains that substances react chemically to produce new substances with different properties

Gives examples of how total mass is conserved in chemical reactions

Relates simple patterns of the periodic table to the physical property of matter

Explains the factors that affect the gravitational force on objects by conducting experiments

Earth and Space Science

Understands how weather impacts human beings

Describes the structure of the earth

Identifies key parts of the atmosphere and hydrosphere

Understands the causes of natural hazards

Describes processes that show the interaction of earth's cycles

Understands structures of objects in space

Explains the motion of objects in 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

Compares and contrasts major concepts involving people, places, and events in the U.S. and the world, and is able to make connections between the past and the present Examines the similarities and differences among historic communities in the United States i.e. Native

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

Compares and contrasts the major chronological eras in U.S. and World History Identifies the major components that make communities effective Identifies primary and secondary sources and the purpose of each Describes the influence of immigrants on the culture of the United States

Describes the political, economic, and social causes and its effects on history 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 Makes connections between events in the past and current daily life.

Geography

Compares and contrasts the five themes of geography Identifies cardinal and intermediate directions (NE,NW,SE,SW) on a map Identifies capitals of world nations and of the United States Locates and identifies states of the United States and their capitals

Compares and contrasts how geography affects the political, economic, and social development of a society 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 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

Compares and contrasts the historical geographical context of a society and is able to make connections to the world today


Civics/EconomicsCompares and contrasts development, structure and function of national and state government

Identifies the role of citizens in a democratic society (rights and duties)

Compares and contrasts 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)

Identifies the political, economic and social class stratification of society

Social Studies Skills

Reads informational text accurately

Composes written responses effectively

Constructs arguments and engages in debate thoughtfully and respectfully

Delivers a speech or oral presentation effectively

Uses a variety of inquiry/research strategies, including the use of primary and secondary sources

Music

Identifies differences in elements and expressive qualities (e.g., fast and slow tempo; loud and soft dynamics; high and low pitch/direction; long and short duration; same and different form, tone color or timbre, and beat) Identifies and analyzes the form of known songs and aural examples. Identifies and demonstrates beat, rhythm and various meters (simple/compound) in musical compositions. Describes and identifies the texture of an aural example. Describes and performs tempo, articulation and dynamics using appropriate terminology. Identifies major/minor tonalities in an aural example Identifies, describes and performs rhythmic and melodic patterns from a score or an aural example

Sings or plays with expression and accuracy a variety of music representing diverse cultures and styles Sings and plays developmentally appropriate songs/pieces of music using standard notation or aural means. Matches pitches while singing with appropriate timbre, breath support, posture, and expression. Plays instruments with correct technique (mallets, keyboards, percussion, technology). Composes, improvises and performs melodic/rhythmic accompaniments, ostinatos or pieces of music under

certain guidelines. Improvises/Performs simple harmonies to sung or played songs or pieces of music (includes rounds/canons). Describes and demonstrates effective rehearsal techniques.


Identifies how music contributes to communication, celebrations, occupations, and recreation Compares and contrasts the function of music in various types of ceremonies. Compares and contrasts various performances of the same work. Explains how technology is used in the creation, dissemination and consuming of music Describes how music shapes the identity of the students Connects artists or works to the trends they created. Describes how music reflects a certain time, place or culture Identify roles and successful traits of different kinds of musicians (composers, conductors, singers,

instrumentalists, etc.)

Visual Art

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

Analyzes how the elements and principles can be organized to convey meaning through a variety of media and technology

Demonstrates knowledge and skills to create 2- and 3- dimensional works and time arts (film, animation, video) that are realistic, abstract, functional, and decorative

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 appropriate technology to solve problems

Extends prior knowledge to compete new tasks

Applies technology to produce quality work

Works collaboratively and communicates effectively with others

Uses Internet effectively for research

World Languages

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

Understands and interprets written and spoken language

Presents information, concepts, and ideas to an audience


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

o 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 situations

o Completes homework and assignments Contributes to the well-being of one’s school and community


ocs.archchicago.orgocs.archchicago.org/Portals/23/Report Card Pilot/Grade 6... · Web viewThe...

Documents

Transcript of ocs.archchicago.orgocs.archchicago.org/Portals/23/Report Card Pilot/Grade 6... · Web viewThe...