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StandardsStandardsStandards---Based Based Based

Report CardReport CardReport Card

Parent/Teacher HandbookParent/Teacher HandbookParent/Teacher Handbook

201120112011---201220122012

GRADE 1GRADE 1GRADE 1

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First Grade

A Message from the Superintendent

Dear Parents, For the first time this year, the Palisades School District will join districts across the country as we implement a standards-based report card with our first and second grade students. Beginning next school year, all district elementary students will receive this type of report card with 5th grade students also receiving letter grades in preparation for the transition into middle school. A district committee has been working for the past two years to develop, field test and refine the report card, which is aligned to Pennsylvania Academic Standards and Common Core Standards. Our goal is to work with you throughout this implementation to interpret the standards-based report card and use it as a vehicle for productive conversations about academic progress with both your child and your child’s teacher. A standards-based reporting system is beneficial for a number of reasons. Rather than providing simply one grade for each subject area, this report card provides specific feedback to you about your child’s progress as he or she works to reach proficiency in all of the academic standards. It also ensures consistency of expectations and assessment across classrooms and school buildings. Because this report card looks very different from those you may be accustomed to seeing, this handbook provides you with all the information you will need to interpret your child’s progress, as reported by his or her teacher. Should you have additional questions, please do not hesitate to contact your child’s teacher or building principal or our Office of Curriculum, Instruction and Assessment at 610-847-5131, ext. 4002.

Sincerely, Dr. Bridget O’Connell Superintendent

Table of Contents: Standards-Based Report Card Layout and Sections…………………………………………… 3 & 4 Interpreting the Report Card……………….. ………………………………………………………….. 5 The PA Standards-Aligned System……………………………………………………………………...5 Core Standards With Performance Indicators……………………………………………………..6-9

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First Grade

This key outlines the grading system used for academic standards. Note there are only three levels and no “letter” grades

This key outlines the grad-ing system used for process standards, which consists of either + (yes) or—(no).

These “process standards” indicate how proficient your child is in three key behavioral standards considered essential for learning to take place.

Only 5th grade students will receive overall “letter” grades in each area.

These letters correspond to the Common Core State Standards in math and reading/writing/language. A key is provided on the next page of this guide.

These numbers correspond to the PA Academic Stan-dards in social studies, sci-ence, art, Spanish, music, and health/safety/physical education.

See pages 6-9 of this guide for specific indicators of performance under each

standard.

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First Grade

Students’ total days tardy and total days absent for each marking period will be recorded here.

Here, teachers will record narrative feedback on student behavior and performance during each marking period.

Common Core Standards Key for Reading/Writing/ Language and Mathematics

Reading/Writing/Language Mathematics

Code Standard Code Standard

RF Reading Foundational Skills OA Operations and Algebraic Thinking

RI Reading Informational Text NBT Numbers and Operations in Base Ten

RL Reading Literature NF Numbers and Operations—Fractions

W Writing MD Measurement & Data

L Language G Geometry

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First Grade

Interpreting Your Child’s Standards-Based Report Card

During the first marking period, you should expect to see a few scores of “X,” indicating that a particular standard was not yet instructed and/or assessed. Fewer scores of “X” will appear as we progress through the academic year. During the first through third marking periods, you should expect to see a score of “W” in most areas. This is meant to indicate that your child is making adequate progress and working toward grade level proficiency. As he or she masters a particular skill or standard area, you will see scores of “S” appear, indicating that your child con-sistently demonstrates proficiency with a particular standard. During the fourth marking period, you should ex-pect to see a score of “S” for your child in most, if not all, standards. This indicates that he or she is ready to pro-gress to the next grade. A score of “N” in any area on the report card indicates that your child is not making adequate progress toward meeting grade level standard in that area. Your child’s teacher will be able to provide you with data to support this score, which indicates a need for targeted support. In the classroom, this support may look like additional instruction, targeted interventions and/or guided practice. Your child’s teacher can also provide you with sup-porting materials, should you wish to reinforce the classroom instruction at home.

The Pennsylvania Standards-Aligned System (SAS)

The standards-based report card is an essential component of a standards-based system. In PA, the Standards-Aligned System (SAS) is a comprehensive approach to support student achievement across the commonwealth*. It includes six key components, which are described briefly below:

* More information about PA SAS can be found at the following website: http://www.pdesas.org

Clear Standards: Statements that define what students should know and be able to do as a result of instruction.

Fair Assessments: A collection of evaluation tools used to measure student performance.

Curriculum Framework: A set of teaching topics by subject and grade level.

Instruction: Teaching strategies used to maximize student learning.

Materials and Resources: Curricular assets used to assist educators in delivering standards-aligned instruction.

Interventions: A graduated set of “safety nets” aligned to specific student needs and standards.

Clear Standards

Fair Assessments

Curriculum Framework

Instruction

Materials & Resources

Interventions

Student Achievement

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First Grade

Academic Standards With Performance Indicators

The performance indicators below offer specific information about what it “looks” like when a student is proficient.

READING/WRITING/LANGUAGE STANDARDS RF - Demonstrates/Utilizes grade appropriate phonetic word attack and recognition skills Correctly decodes CV, VC, CCVC, CVC, and final e words Demonstrates mastery of 1st Grade ST sight words

RF – Reads grade level text fluently and accurately Reads DRA level 16 text with at least 95% accuracy Reads DRA level 16 text with a fluency rate of at least 40 words per minute

RL/RI – Demonstrates comprehension of key ideas and details in grade level literature and informational text Completes Harcourt Brace Storytown fiction comprehension assessments with 80% or greater accuracy Completes Harcourt Brace Storytown non-fiction comprehension assessments with 80% or greater accuracy

RL/RI – Demonstrates comprehension/comparison of specific vocabulary, elements, text features, and themes in grade level literature and informational texts Identifies main idea and story detail Identifies plot, character, and setting Sequences story events Identifies beginning, middle, and ending of story Compares and contrasts texts Identifies author’s purpose Identifies cause and effect Draws conclusions

RL/RI – Independently reads and proficiently comprehends various genres of literary and informational text at grade level Makes inferences Makes predictions

L – Understands and utilizes conventions of standard English in speaking and writing Writes full sentences Capitalizes the first word in a sentence Capitalizes proper nouns (person’s names) Capitalizes the pronoun “I” Uses appropriate ending punctuation (period, question mark, exclamation point)

L – Accurately utilizes/applies grade level vocabulary in speaking and writing Identifies and uses nouns (singular and plural) Identifies and uses pronouns Identifies and uses verbs

W – Spells grade level words accurately Correctly uses common spelling pattern onset and rhyme, word families, CV, VC, CCVC, CVC, and final e words Spells common, frequently used words correctly Attains scores of 80% or higher on weekly spelling tests

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First Grade

W – Produces and publishes written pieces using the writing process and technology, as applicable

Uses the steps of the writing process to compose narrative and informational pieces

W – Conducts research and presents findings in written format (Not measured at this grade level)

W – Writes in various genres for multiple audiences within varied timeframes

Composes a written response to a prompt in a given amount of time

MATH STANDARDS OA – Knows basic math facts Reads, writes, and explains number expressions and sentences Performs addition and subtraction of facts with sums to 10 Adds and subtracts whole numbers without regrouping Demonstrates proficiency with +/- 1 and +/- 0 Adds and subtracts 1 and 2 digit whole numbers with limited renaming

OA – Understands and applies properties of operations to solve problems Estimates reasonableness of answers to basic fact problems Solves “Function Machines,” “What’s My Rule?” tables, and “Frames and Arrow” diagrams Uses the cumulative property of addition and the additive identity to solve basic addition fact problems Solves equations involving addition and subtraction Uses symbols +,-, >, < with clues

NBT – Demonstrates an understanding of numbers and operations in base 10 Compares and orders whole numbers to 1, 000 Counts by 1, 2, 5, and 10 to one hundred Identifies odd and even numbers Describes, extends, and creates concrete, visual, and numeric patterns

NF – Demonstrates an understanding of fractions Identifies fractions ½, 1/3, and ¼

MD – Measures and estimates accurately; represents and interprets data Compares and counts pennies, nickels, dimes, quarters, and dollar bills Exchanges coins Tells time to the whole, quarter, and half hour Knows days of the week, months of the year, and dates Measures linearly to the inch Measures temperature to the nearest 10 degrees Celsius and Fahrenheit Describes events as certain, likely, or impossible Uses graphs to draw conclusions and answer simple questions Finds the maximum and minimum of a data set Creates tally charts, tables, and line plots to represent data

G – Knows geometric shapes/properties and uses geometry to solve problems Recognizes triangles, rectangles, circles, squares, cubes, cylinders, spheres, rectangular prisms, cubes, and cones Identifies shapes having symmetry

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First Grade

SCIENCE AND TECHNOLOGY STANDARDS 3.1 Demonstrates understanding of unifying themes Describes the earth’s relationship to the sun and moon

3.2 Develops an understanding of the scientific process (Not measured at this grade level)

3.3 Identifies and describes living and non-living in the environment, and interactions among these things Identifies and describes similarities and differences between living and non-living things Identifies the life process, environments, and interactions of living things Explores plants and animals

3.4 Understands and applies structures, properties, and interactions of matter and energy Describes observable physical properties of matter

3.5 Describes Earth’s features, processes that change the Earth, and the Earth’s resources Identifies basic weather conditions and how they are measured Describes Earth’s different sources of water Describes changes in the form of water, properties of air, objects in the sky, and changes in the sky

3.6.3.7. 3.8 Demonstrates use of technological devices (Not measured at this grade level)

SOCIAL STUDIES STANDARDS 5.1, 2.3 Demonstrates an understanding of the principles and functioning of government, and rights and responsibili-ties of citizenship (Not measured at this grade level)

6.1,2,3 Demonstrates an understanding of basic economic concepts (Not measured at this grade level)

7.1 Demonstrates an understanding of basic geographic tools, terminology and how they are used

Becomes aware of the ever-expanding world beyond the classroom

Constructs a map with a key

7.2 Demonstrates an understanding of physical and human characteristics of places and regions

Develops an increased awareness of own sense of place and spatial relationships

7.4 Demonstrates an understanding of the relationship between people and physical systems Compares and contrasts own life with others, both past and present

8.1 Demonstrates an understanding of chronological thinking and distinguishes between past, present and future

Shows an emergent understanding of cultural diversity by comparing own life to others, both now and long ago

8.2, 8.3 Demonstrates an understanding of the political and cultural contributions of individuals and groups to PA and US history (Not measured at this grade level)

ART STANDARDS 9.1 Demonstrates an understanding of and utilizes the basic elements of design

Creates a balanced 3-dimensional work of art

Demonstrates an understanding of portraiture

9.2 Studies and produces art in the style of various cultures

Discovers art from various countries

9.3 Responds to and critiques own artwork as well as that of other artists

9.4 Explores a variety of cultures and ideas in order to create a modern day object

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First Grade

SPANISH STANDARDS 12.1 Demonstrates an understanding of spoken language and orally names in Spanish; demonstrates an ability to pronounce, recognize, and utilize the written language Understands and names weather terms, body parts, numbers 1-100, family, pets, clothing and accessories, com-mands, and common shapes

12.3 Demonstrates an understanding of cultural diversity. Demonstrates knowledge of Spanish products and customs

12.5 Through comparisons and connections, recognizes the role of Spanish in the community. Identifies local and global communities where Spanish is spoken Demonstrates understanding that word usage varies by country Identifies benefits of knowing Spanish

MUSIC STANDARDS

9.1, 9.2 Demonstrates singing and performing skills for music of various time periods and cultures Expands the use of the singing voice-So, Mi, La Reads and performs rhythm patterns including quarter notes, eighth notes, half notes and quarter rests Performs music from different time periods and cultures

9.1 Reads Music (Not tested at this grade level)

9.3, 9.4 Listens and Responds to Music

Discriminates between various dynamic levels and tempos

Identifies basics forms AB and ABA

Identifies pitch-high/low and upwards/downwards

Identifies instrumental tone colors

Moves appropriately to music

HEALTH, SAFETY AND PHYSICAL EDUCATION STANDARDS 10.1, 10.2, 10.3 Demonstrates healthful living through healthy choices, information, and good decision-making skills. Demonstrates an understanding of growth and development. Demonstrates knowledge of safety and injury preven-tion. Identifies personal health needs and responsible health behaviors

Explains when to ask for assistance in health-related decision making

Identifies common health problems of children

Describes characteristics needed to be a responsible friend and family member

10.4 Demonstrates the effects of responses of physical activity and group interaction Appreciates and applies simple rules and appropriate behaviors for movement, dance and games

Participates as leader/follower in simplified activities

10.5 Demonstrates movement skills, motor skill development, and game skills Identifies and demonstrates basic movement skills