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Archdiocesan Standards-Based Report Card (SBRC)Academic Expectations

Grade 7(Version 2.04)

2012-2013

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School’s Mission and Philosophy StatementsName of School

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Archdiocese of Chicago Grade 7 Academic Expectations (v 2.04)1

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.


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 7 Academic Expectations (v 2.04)

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

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

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

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

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

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

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

Successful Learner Traits (SLT) Scale

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

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

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


Catholic Faith

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

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

Archdiocese of Chicago, Office of Catholic SchoolsCreed

Demonstrates understanding of God's nature Stating the distinction of the divine Persons as relational complete in unity and

substance Describing God’s self-revelation over time in human history Stating meaning of divine revelation as the foundation of our faith Describing faith as a free assent to God’s revelation Describing characteristics of God as eternal, omniscient, omnipotent, omnipresent Identifying God as having no image or gender Describing the Communion of Saints as all the faithful in Christ, living and dead

Relates Creed to faith response to life in Christ Explaining how we as a Church profess the faith together and before the world Describing how the Catholic faith is one and the same everywhere Applying how our living in Christ through Baptism affects how we see life and how we behave as

disciples

Demonstrates how faith and reason are compatible Explaining how faith is reasonable and certain and not derived from emotion Describing the ways of coming to know God Describing the virtues of justice and charity in light of faith and reason

Sacred Scripture

Explains God’s how self-revelation unfolded in salvation history Defining divine inspiration in relationship to biblical authorship Stating the shema of Israel and its meaning and significance in Israel’s understanding of God

Describes biblical text related to authorship, literary genre, historical, and social contexts Stating the significance of the land, Jerusalem and the temple to ancient Israel Describing the relationship between Jews and Gentiles in First Century Palestine Stating the relationship of the synoptic gospels to each other Identifying authorship, literary genre, historical and social contexts of the Gospel of Luke Identifying the literary purpose of the reader Theophilus in the Gospel of Luke Identifying the major themes of the Gospel of Luke especially justice for the poor, joy, journey to

Jerusalem, the Spirit, true meaning of righteousness Stating the meaning and significance of the temple setting in the Gospel of Luke Comparing the characteristics of Jesus in the gospels of Mark, Matthew and Luke


Tracing the events and characters in the Gospel of Luke in comparison to Mark and Matthew’s gospels Relating the parables in the Gospel of Luke with the themes of justice for the poor and the

kingdom of God Stating the role of Mary in the infancy narratives of Luke and Matthew Comparing/contrasting Jesus’ relationship with the disciples in the synoptic gospels Accounting for the similarities/differences in the resurrection stories of the gospels of Mark,

Matthew and Luke

Applies textual understanding to current situations Relating the theme of justice in Sacred Scripture with the Church’s social teaching Identifying the meaning of discipleship in relationship to the challenges of modern society

Prayer/Sacraments/Liturgy

Relates prayer to situations of life Recognizing the sacramental life as rooted in faith and prayer Relating the call to holiness to everyday life Identifying how all forms of prayer lead to surrender to God’s will for us Appropriating prayers of the saints into personal forms of prayer

Exhibits understanding of the role of the sacraments in Christian life Explains the nature of the Church as sacramental and the sacraments as essential to the life of

the Church Relating significance of the sacraments to one’s own life Relating how Baptism, Confirmation and Holy Orders is a sharing in the priesthood of Christ Describing the elements of the Sacrament of Confirmation Describing the conditions for receiving the Sacrament of Reconciliation/Penance Describing the conditions for receiving the Sacrament of the Anointing of the Sick and who

administers the sacrament Describing the appropriateness of the funeral Mass for a Christian Identifying the elements and symbols of the Sacrament of the Anointing of the Sick and its effects Describing how the Sacrament of Matrimony is licit and valid Describing meaning of covenant and vow in the Sacrament of Matrimony Stating the orders of priesthood as the episcopate, the presbyterate, and the deaconate

Relates the liturgical year to life in Christ Describing how Mary is a model of prayer Relating how the Liturgy of the Hours is a form of prayer celebrating the seasons of the

liturgical year Identifying the nature of the Mass as a meal and as sacrificial Participating actively in liturgical prayer in school and church

Catholic Church/Parish Life

Demonstrates understanding of the Church's history as a pilgrim people Describing how Baptism is the foundation of communion among all Christians Naming Mary as Mother of the Church and her significance to the life of discipleship Stating the ways that the Rites of the Catholic Church are united

Relates how the Church teaches, leads, and sanctifies the Christian community Identifying the pope as head of patriarchs, primates, metropolitans and bishops Stating how the Church has the power to forgive through the sacraments


Relates parish life to participation in the life of the Church Identifying the organizational structures of the parish Stating how the parish teaches, leads and sanctifies its members Identifying the cultures and their gifts to the parish Exhibiting how membership in the parish is important in my life

Christian Living/Mission/Dialogue

Identifies and applies components of moral decision-making Relating Christian discipleship to following Jesus as the way, the truth and the life Relating the definition of morality to the sources of morality and acts Explaining how the end does not justify the means using examples Relating the Ten Commandments and the Beatitudes to the common good Defining justice and charity as inherent to Christian living Describing how sexuality is good and a gift from God Explaining the Church’s teaching on chastity and the proper use of sex in marriage Applying informed conscience to current issues

Describes vocation in relationship to a call to mission and service Researching saints and holy people involved in moral dilemmas in their work in the Church’s

mission Differentiating active and contemplative forms of religious life Identifying apostolic religious orders and institutes as part of the life of a diocese and parish

Relates Church’s social teaching to dignity of life, social and environmental justice Relating how moral acts effect the common good Describing how Christians are actors in society by serving others, leading and changing unjust

social systems Identifying how society exists for the good of the person who has basic rights inherent to human

dignity Differentiating between patriotism as a national virtue and other Christian virtues Identifying basic human rights and how they are met in society Participating in projects responding to the Church’s option for the poor

Explains the Church's relationship with cultures and religions Describing roles in family life and culture in First Century Judaism Exhibiting understanding of Jerusalem as the center of Jewish worship, priesthood, temple life

and sacrifice in the development of Judaism as a religion Identifying how Judaism is a major world religion Identifying the Catholic Church’s relationship to the modern Jewish state of Israel Identifying Islam as a world religion that expresses faith in the one God Identifying the Catholic Church’s relationship to Islam Showing examples of how the Catholic Church works for the common good of society Participating in projects that reflect the social teaching of the Church in relationship to justice and

solidarity


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

Recalls, identifies, and applies appropriate strategies to recognize, analyze, and determine the meaning of unfamiliar words

Applies 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 textUses dictionary skills to determine pronunciation, usage and meaning of words

Reading Comprehension

Recalls, identifies, and applies a variety of strategies to determine and organize important information in order to comprehend and interpret 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, relate to, 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, but avoiding

superfluous details

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

superfluous details


Key Ideas and DetailsUses textual evidence, identifies, plots, and tracks 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 use of language, style, and perspective to infer meaning in a variety of textIs able to make personal connections to enhance comprehension, analysis, and appreciation of a

literary work

Listening and Speaking

Interprets and synthesizes 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 discussionsListens attentively and responds appropriately in small group or large group settings Participates in class discussion activities willingly and appropriately

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, poems, 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 topicCollects, synthesize, and organizes information to write proper notes from which to write a research

paperProperly cites resources


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 to all writingUses 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 Education

The Number System

Compare, order and convert fractions, decimals and percents Work flexibly with fractions, decimals, and percents to solve number sentences and word problems. Demonstrate and describe the effects of multiplying or dividing by a fraction less than or greater

than one. Develop, use and explain strategies to compute exact answers mentally with integers and simple

rational numbers using a variety of techniques. Represent large numbers using scientific notation. Recognize and use exponential, scientific, and calculator notation.

Recognizes, creates, and solves ratios and proportions Create and explain ratios and proportions that represent quantitative relationships. Create and explain a variety of equivalent ratios to represent a given situation. Set up proportions and use cross products Develop, use, analyze, and explain methods for solving numeric or word problems using proportion. Show relationships between sets of numbers, including rational numbers, whole numbers, natural

numbers and integers. Represent, order, compare, and graph integers. Use scale drawings and maps


Calculates factors, multiples, prime factorization & understands pattern and number theory. Represent repeated factors using exponents. Write prime factorization using exponents. Describe relationships between prime factorizations and properties of squares, primes, and

composites. Determine the least common multiple (LCM) and the greatest common factor (GCF) of a set of

numbers using prime factorization.

Demonstrates competency in estimating and solving all operations of rational numbers Simplify arithmetic expressions containing exponents or integers using the field properties and

the order of operations. Solve multi-step number sentences and word sentences and word problems with rational

numbers using the four basic operations. Select, use, and justify appropriate operations, methods, and tools to compute or estimate with

integers and familiar rational numbers.

Expressions and Equations

Recognizes/create patterns concretely and symbolically Investigate, describe, and generalize a variety of patterns using variable or recursive techniques. Create an algorithm to represent numeric patterns.

Applies symbolic expressions to represent unknowns Represent situations using variables. Recognize and generate equivalent forms of simple algebraic expressions. Solve equations and inequalities using the properties of equality and inequality.

Writes/solves equations for unknowns in one-variable equations Use variables to represent quantities in real world or mathematical problem. Construct simple equations and inequalities to solve problems by reasoning about the quantities.

Uses graphs to analyze linear relationships Create a table of values that satisfy a power or exponential relationship and plot the points on the

Cartesian plane. Solve simple linear equations, including direct variation, with integral coefficients using algebraic or

graphical representations.Geometry

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

Determine unknown angle measures using angle relationships and properties of a triangle or a quadrilateral.

Draw geometric shapes with specified properties, such as side lengths or angle measures. Classify and order quadrilaterals according to their properties. Describe, classify, and justify relationships among types of two and three-dimensional objects

using their defining properties. Make and test conjectures about the relationships between side length and angle measure in various

triangles and quadrilaterals.

Explains and uses the Pythagorean relationship Perform constructions of congruent angles or parallel lines using a compass and a straightedge,

paper folding or a mira. Justify the relationship between vertical angles.

Uses coordinate geometry Plot and read ordered pairs of numbers in all four quadrants. Create a table of values that satisfy a power or exponential relationship and plot the points on the

Cartesian plane


Measurement

Measures and converts with standard units, both with customary and metric Select and justify the choice of either U.S. customary or metric systems of measurement

according to the situation (e.g. measure fabric in yards; measure dry chemicals in grams).

Recognizes the attributes of length, volume, weight, temperature, area, volume and size of angles and uses appropriate lengths

Estimate angle measure, area, and volume using reasonable units and with acceptable levels of accuracy.

Construct angles and lines Classify special pair angles: complementary, supplementary, corresponding, alternate

interior/alternate exterior, and vertical angles Determine and describe acceptable levels of accuracy in estimation situations

Calculates angle measurements Use facts about supplementary, complementary, vertical, and adjacent angles to write and solve

simple equations for an unknown angle in a figure

Calculates perimeter, area, volume, and surface area Determine and volume of a sphere. Develop and describe surface area and volume formulas for cones and cylinders by relating

pyramids to cones and prisms to cylinders. Select and explain an appropriate formula or strategy to find the surface area and volume of

rectangular and triangular prisms. Develop and discuss strategies to find the area of combined shapes. Calculate circumference and areas of a circle.

Uses and understands appropriate tools and formula Solve simple problems involving rate, time, and distance. Select and use appropriate units and tools to measure volume, surface area, and mass/weight

accuracy for a given situation. Apply measurement to real world situations

Statistics and Probability

Uses and calculates measures of center and spread: mean, median, mode, and range Determine mean, median, mode, minimum value, maximum value, and range and justify what

each does to help interpret a given set of data

Finds probabilities of events and makes population generalizations Use data from a random sample to draw inferences about a population with an unknown

characteristic of interest Relate probability to likelihood of an event; probability of a chance event is between 0 and 1.

(near 0, unlikely; around ½, neither likely nor unlikely; near 1, likely event)

Represents data using concrete objects, pictures, and a variety of graphical representations Construct, read, interpret, infer, predict, draw conclusions, and evaluate data from various displays,

including circle graphs. Recognize and explain misleading displays of data due to inappropriate intervals on a scale.


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

Evaluates 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

Evaluates 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 their 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

Evaluates 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

Evaluates 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 map scale to estimate distances Reads latitude and longitude and uses it to locate places on the globe 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

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


Civics/EconomicsEvaluates development, structure, and function of national and state government

Evaluates the role of citizen in a democratic society (rights and duties) Understands/identifies the basic rights and responsibilities of citizens

Evaluates 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)

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

Recognizes personal strengths

Seeks assistance when neededo Asks for clarification

Strives for personal best

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

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

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

Uses communication and social skills to interact effectively with others

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

Makes relevant contributions to class discussion

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

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

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


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