Standards-Based Report Card Parents and Guardians Guide · 2020-04-21 · Welcome! It is our hope...
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Standards-Based Report Card Parents and Guardians Guide
Transcript of Standards-Based Report Card Parents and Guardians Guide · 2020-04-21 · Welcome! It is our hope...
Standards-Based Report CardParents and Guardians Guide
Welcome!
It is our hope that you fi nd this Guide for Standards-Based Grading benefi cial. An academic standard is a statement developed to describe what all students should know (content) and be able to do (skills) in academic subjects like math, science, reading, social studies, etc. Clear learning standards keep the focus on student achievement.
The standards-based report card is a tool to accurately communicate to parents and guardians the progress that their child is making on learning the essen al standards for each grade level, from transi onal kindergarten through fi h grade. The standards on the report card were iden fi ed by district teachers as the founda onal knowledge and skills that students need to master in order to be successful in the next grade level.
The shi from tradi onal grading prac ces has many benefi ts for both students, teachers, and parents. A standards-based grading system measures a student’s profi ciency on grade-level standards. A student who may have struggled at the beginning of a unit when learning new material may s ll be able to demonstrate mastery of key content and concepts by the end of a grading period. A tradi onal grading system averages a student’s achievement data with other factors, such as work habits.
Components of a Standards-Based System
There are four essen al components of astandards-based system:• The standards, (as outlined by the Iowa
Department of Educa on) that describe what a student should know and be able to do at a given grade-level
• The instruc on a teacher uses to ensure that classroom teaching targets these standards
• The assessments that a teacher uses to measure learning and the extent to which a student has met the standards
• The standards-based report card that allows a teacher to communicate accurately a student’s progress towards mee ng standards at cri cal junctures throughout the school year
Con nuous Cycle of Teaching and Learning
What do students need to know, understand, and be able to do?
How do we teach eff ec vely to ensure all students are learning?
How do we know students are learning?
What do we do when students are not learning or reaching mastery beyond expecta on?
Student LearningStudent Learning
Step 1:What do students need to know, understand, and be able to do?Sioux City Community School District teachers work in collabora ve grade level teams to determine the essen al content and skills. Grade level standards are clear, measurable learning goals that empower students. Standards are from the Iowa Core which clearly ar culates what students should know and be able to do in order to advance to the next level of learning.
Key Ideas:• Standards help teachers, parents and student to understand the content and skills necessary to be successful
at the next grade level.• Student engagement and mo va on increase when students know what is expected and clearly understand
the standards.
Step 2: How do we teach eff ec vely to ensure all students are learning?Teachers use data as the star ng point for conversa ons about teaching and learning. Sioux City Community School District teachers use instruc onal methods based on best prac ces. Teachers work together (Professional Learning Communi es) using data to diff eren ate instruc on based on the needs of the students. For example, teachers provide addi onal support for students who have trouble learning or extend and enrich instruc on for students who demonstrate mastery of standards.
Key Ideas:• Teachers diff eren ate the learning experience for each student.• Students receive interven on or enrichment to meet individual needs.
Step 3: How do we know students are learning?In a standards-based system, teachers con nually monitor a student’s academic progress through observa on, daily work, and other forms of instruc on. This on-going instruc on can be considered the forma ve process and is recorded in Infi nite Campus. Teachers frequently assess student learning to provide ongoing feedback to both students and parents.
Near the end of a marking period, teachers test students using the district common summa ve assessments. The word summa ve means that the results of the assessment will be reported. Before making a fi nal determina on regarding student profi ciency and marking it on the report card, teachers carefully consider a student’s progress during the whole repor ng period. The reported profi ciency is determined based on a body of work, including key pieces of evidence—the summa ve assessments.
Key Ideas:• Teachers carefully review the results of the district common summa ve assessments and the forma ve
process when determining profi ciency on the report card standards.• Teachers re-assess if the body of evidence is inconsistent. • The teacher will record the highest profi ciency a ained by the student on the summa ve assessments. Step 4: What do we do when students are not learning or reaching mastery beyond expecta on?Knowing where a student is in the progress toward mee ng the standards is crucial for planning and carrying out classroom instruc on. Standards-based system gives teachers more informa on about the student’s progress on each academic learning goal. Teachers can respond quickly with mely feedback and interven ons designed to support student learning. Students that are not yet profi cient on grade level standards will con nue to work toward profi ciency and will have mul ple opportuni es to demonstrate profi ciency throughout the academic year. Teachers promote a culture of con nuous improvement for every learner, using data to inform instruc on. Key Ideas:• Students learn at diff erent rates. That’s OK! Becoming profi cient on a standard may take more me or less
me for some students. • The profi ciency level on the report card will refl ect a student’s current progress. Profi ciency can change at
diff erent mes of the year as students grow or are challenged.• Teachers may also re-assess if a student’s profi ciency level has changed due to interven on or enrichment.
Con nuous Cycle of Teaching and Learning
Levels 1, 2, & 31 Needs Interven on Student shows li le or no evidence of mee ng grade level standards/expecta ons even with con nual support.
2 ProgressingStudent’s independent achievement shows inconsistent use of skills, but is progressing toward mee ng grade level standards/expecta ons.
3 Near Profi cientStudent’s independent achievement does not consistently meet grade level standards/ expecta ons but does at mes.
Defi ni ons of Profi ciency Levels
Levels 5 & 65 Highly Profi cientStudent’s independent achievement is at grade level or beyond grade level standards/expecta ons.
6 Advanced Student’s applica on of skills and/or concepts goes beyond what is taught in class.
Level 44 Profi cient Student’s independent achievement meets grade level standards/expecta ons.
Extra supports are needed when learning to ride a bike. These include training wheels and the help of an adult.
As a child learns the skills needed to ride a bike, the supports are removed un l the child rides independently.
Some children excel beyond the expecta ons and master a higher skill level.
Example of a District Report Card- Third Grade
These are the levels of profi ciency used to report achievement in the content areas
on the essen al standards.
A endance and tardy informa on is reported in this
area.
Achievement marks for the fi rst quarter
appear in the fi rst box. Marks for the second quarter will appear in
the second box, followed by the third and fourth
quarters.
Grade level standards are reported for each content area. The standards may be assessed and reported in more than one quarter.
A student’s work habits and social interac on
are reported separately. The teacher will provide comments regarding your child.
Denotes standard will be assessed and reported out on for ALL
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter4
Reading
Recognize and name upper and
lowercase letters RF.K.1.d
Identify rhyming words RF.K.2.a
Produce primary sound for each
consonant and short sound for each
vowel
RF.K.3
Follow print left to right/top to bottom RF.K.1.a
Define roles of author and illustrator RL.K.6
Ask and answer questions about a textRL.K.1
Retell a familiar story RL.K.2
Speaking and Listening
Follow classroom rules for discussion SL.K.1
Writing
Print upper and lowercase letters using
examplesL.K.1.a
Write first name with first letter
capitalizedL.K.2
Use drawing, dictating, and writing to
create organizational structureW.K.3
SCCSD Pacing Guide
Denotes opportunity for reassessment for students formatively
demonstrating proficiency
students during Quarter
Transitional Kindergarten
Language Arts Assessment Pacing
Transitional Kindergarten Pacing Guide
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
Write and represent numbers 0 to 5 K.CC.A.3
Identify 2-dimensional shapes K.G.A.2
Classify and sort objects K.MD.B.3
Compare numbers 0 to 5 K.CC.C.6
K.CC.A.3
K.CC.B.5
Analyze 2-dimensional shapes K.G.B.4
K.CC.A.2
K.CC.A.3
K.CC.B.5
K.CC.C.6
K.OA.A.2
K.OA.A.4
K.OA.A.5
K.OA.A.2
K.OA.A.5
K.CC.A.3
K.NBT.A.1
K.G.A.1
K.G.A.2
K.G.A.3
K.CC.A.1
K.CC.A.2
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
Identify roles in families and in schoolSS.K.BS.4
(SS.K-2.BS.4)
Demonstrate initial map and globe skillsSS.K.G.1
(SS.K-2.G.1)
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
Plan and conduct simple investigationsS.K.SI.2
(S.K-2.SI.2)
Demonstrate an understanding of
scientific content and conceptsS.K-2.SI
Solve addition problems to 5
Solve subtraction problems from 5
Science Assessment Pacing
Assessment PacingSocial Studies
Identify 3-dimensional shapes
Write and represent numbers to 19
Write and represent numbers 0 to 9
Count with numbers 20 to 100
Compare numbers 0 to 10
Math Assessment Pacing
Transitional Kindergarten Pacing Guide
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
MU:Cr1.1.K
(MU:Cr1.1.Ka)
MU:Cr1.1.K
(MU:Cr1.1.Kb)
MU:Pr4.2.K
(MU: Pr4.2.K)
MU:Pr4.3.K
(MU:Pr4.3.K)
MU:Pr6.1.K
(MU:Pr6.1.Ka)
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
A:Cr1.1.K
(VA:Cr1.1.K)
A:Cr1.2.K
(VA:Cr1.2.K)
A:Cr2.1.K
(VA:Cr2.1.K)
A:Cr2.2.K
(VA:Cr2.2.K)
A:Cr2.3.K
(VA:Cr2.3.K)
A:Cn10.1.K
(VA:Cn10.1.K)
A:Cr3.1.K
(VA:Cr3.1.K)
A:Re7.1.K
(VA:Re7.1.K)
A:Cn11.1.K
(VA:Cn11.1.K)
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
S1.E.K
S2.E.K
Demonstrate emerging object control
skillsS1.E.K
Explore motor skills
Assessment PacingPE
Perform with expression
With guided experimentation, explore
media and approaches to art-making
Music Assessment Pacing
Art Assessment Pacing
Create using musical concepts
Explain the process of making art while
creating
Transitional Kindergarten Pacing Guide
Denotes standard will be assessed and reported out on for ALL
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter4
Reading
Recognize and name upper and
lowercase letters RF.K.1.d
Demonstrate understanding of print
conceptsRF.K.1.a‐c
Read common high‐frequency words by
sight RF.K.3.c
Identify rhyming words RF.K.2.a
Associate the long and short sounds for
vowels RF.K.3.a
Produce rhyming words RF.K.2.a
Isolate and produce the letter sounds in
three phoneme words RF.K.2.d
Speaking and Listening
Follow classroom rules for discussion SL.K.1
Writing
Print upper and lowercase letters L.K.1.a
W.K.3 x
W.K.2 x
W.K.1 x
W.K.3 x
W.K.2 x
W.K.1 x
Kindergarten
students during Quarter
Denotes opportunity for reassessment for students formatively
demonstrating proficiency
Writing includes supporting details to
develop the topic or event
Language Arts Assessment Pacing
Use drawing, dictating, and writing to
create organizational structure
SCCSD Pacing Guide
Kindergarten Pacing Guide
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
Write and represent numbers 0 to 5 K.CC.A.3
Analyze 2‐dimensional shapes K.G.B.4
Classify and sort objects K.MD.B.3
Compare numbers 0 to 5 K.CC.C.6
K.CC.A.3
K.CC.B.5
Analyze 3‐dimensional shapes K.G.B.4
K.CC.A.2
K.CC.A.3
K.CC.B.5
K.CC.C.6
K.OA.A.2
K.OA.A.4
K.OA.A.5
K.OA.A.2
K.OA.A.5
K.CC.A.3
K.NBT.A.1
K.CC.A.1
K.CC.A.2
K.CC.A.3
K.CC.B.5
K.CC.C.6
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
Identify roles in families and in school SS.K.BS.4
(SS.K‐2.BS.4)
Demonstrate initial map and globe skillsSS.K.G.1
(SS.K‐2.G.1)
Recognize American symbols SS.K.PSC.2
(SS.K–2.PSCL.2)
Describe similarities and differences of
today and long ago
SS.K.BS.1
(SS.K‐2.BS.1)
Distinguish between needs and wantsSS.K.E.6
(SS.K–2.E.6)
Write and represent numbers 0 to 9
Solve addition problems to 5
Write and represent numbers to 19
Count with numbers 20 to 100
Social Studies
Math Assessment Pacing
Compare numbers 0 to 10
Solve subtraction problems from 5
Assessment Pacing
Kindergarten Pacing Guide
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
Plan and conduct simple investigationsS.K.SI.2
(S.K‐2.SI.2)
Demonstrate an understanding of
scientific content and conceptsS.K‐2.SI
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
MU:Cr1.1.K
(MU:Cr1.1.Ka)
MU:Cr1.1.K
(MU:Cr1.1.Kb)
MU:Pr4.2.K (MU:
Pr4.2.K)
MU:Pr4.3.K
(MU:Pr4.3.K)
MU:Pr6.1.K
(MU:Pr6.1.Ka)
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
A:Cr1.1.K
(VA:Cr1.1.K)
A:Cr1.2.K
(VA:Cr1.2.K)
A:Cr2.1.K
(VA:Cr2.1.K)
A:Cr2.2.K
(VA:Cr2.2.K)
A:Cr2.3.K
(VA:Cr2.3.K)
A:Cn10.1.K
(VA:Cn10.1.K)
A:Cr3.1.K
(VA:Cr3.1.K)
A:Re7.1.K
(VA:Re7.1.K)
A:Cn11.1.K
(VA:Cn11.1.K)
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
S1.E.K
S2.E.K
Demonstrate emerging object control
skillsS1.E.K
PE Assessment Pacing
Create using musical concepts
Art Assessment Pacing
Explore motor skills
Perform with expression
Music Assessment Pacing
Science Assessment Pacing
With guided experimentation, explore
media and approaches to art‐making
Explain the process of making art while
creating
Kindergarten Pacing Guide
Denotes standard will be assessed and reported out on for ALL
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter4
Reading
Read on level text accurately RF.1.4b
Describe characters, settings, and
eventsRL.1.3
Recognize and read high-frequency
wordsRF.1.3
Segment single syllable words RF.1.2d
Know final -e and common vowel teams
to represent long vowel soundsRF.1.3c
Read on level text fluently RF.1.4b
Speaking and Listening
Ask and answer questions to
demonstrate listening and
comprehension
SL.1.2
Express ideas clearly SL.1.4
Writing
W.1.3
W.1.2
W.1.1
W.1.3
W.1.2
W.1.1
Demonstrate standard grammar,
capitalization, punctuation and spellingL.1.2.a-b
1st Grade
students during Quarter
Denotes opportunity for reassessment for students formatively
demonstrating proficiency
Language Arts Assessment Pacing
Include supporting details to develop
the topic or event
SCCSD Pacing Guide
Use clear organizational structure
First Grade Pacing Guide
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
1.OA.A.1
1.OA.B.3
1.OA.C.6
1.OA.A.1
1.OA.C.6
1.OA.B.3
1.OA.C.6
1.OA.A.1
1.OA.C.6
1.OA.A.1
1.OA.C.6
1.OA.D.7
1.NBT.A.1
1.NBT.B.2
1.NBT.B.3
1.NBT.B.3
1.NBT.C.5
1.OA.C.6
1.NBT.C.4
Measure length 1.MD.A.2
Reason with shapes 1.G.A.1
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
Recognize the rights and responsibilities
of being a good citizen
SS.1.PSC.1
(SS.K-2.PSCL.1)
Distinguish between individuals,
families, and groups
SS.1.BS.4
(SS.K-2.BS.4)
Apply economic ideas in daily lifeSS.1.E.2
(SS.K-2.E.2)
Compare characteristics to distinguish
between places
SS.1.G.2
(SS.K-2.G.2)
Recognize changes within a societySS.1.H.4
(SS.K-2.H.4)
Assessment PacingSocial Studies
Solve subtraction problems from 10
Math Assessment Pacing
Solve addition problems to 10
Understand place value
Apply subtraction strategies
Work with addition and subtraction
relationships
Add and subtract using 2-digits
Compare using place value
Apply addition strategies
First Grade Pacing Guide
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
Plan and conduct simple investigationsS.1.SI.2
(S.K-2.SI.2)
Investigate the life cycle of a plantS.1.LS.2
(S.K-2.LS.2)
Explore properties of liquids and solidsS.1.PS.2
(S.K-2.PS.2)
Explore properties of earth materialsS.1.ES.1
(S.K-2.ES.1)
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
MU:Cr1.1.1
(MU:Cr1.1.1a)
MU:Cr1.1.1
MU:Cr3.2.1
(MU:Cr3.2.1)
MU:Pr4.2.1
(MU:Pr4.2.1a)
MU:Pr4.3.1
MU:Pr6.1.1
(MU:Pr6.1.1a)
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
A:Cr1.1.1
(VA:Cr1.1.1)
A:Cr1.2.1
(VA:Cr1.2.1)
A:Cr2.1.1
(VA:Cr2.1.1)
A:Cr2.2.1
(VA:Cr2.2.1)
A:Cn11.1.1
(VA:Cn11.1.1)
A:Cr3.1.1
(VA:Cr3.1.1)
A:Re7.1.1
(VA:Re7.1.1)
A:Re7.2.1
(VA:Re7.2.1)
A:Re8.1.1
(VA:Re8.1.1)
A:Cn10.1.1
(VA:Cn10.1.1)
x**
x**
Science Assessment Pacing
Music Assessment Pacing
Art Assessment Pacing
Create using musical ideas
Perform using musical concepts
Explore uses of media and tools to
safely create art or design
**One standard is reported out each Quarter by building, varying across the district
x**
x**
Use art vocabulary to describe choices
while creating art
First Grade Pacing Guide
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
S1.E.1
S2.E.1
Demonstrate object control skills within
given parametersS2.E.1
PE Assessment Pacing
Perform motor skills
First Grade Pacing Guide
Denotes standard will be assessed and reported out on for ALL
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter4
Reading
Retell to determine central message RL.2.2
RL.2.1
RI.2.1
Use illustrations and words to
understand characters, setting or plot RL.2.7
RL.2.2
RI.2.2
RL.2.3
RI.2.3
Speaking and Listening
Engage in collaborative discussions SL.2.1
Speak in complete sentences SL.2.6
Writing
W.2.3
W.2.2
W.2.1
W.2.3
W.2.2
W.2.1
L.2.1
L.2.2
L.2.1
L.2.2
Language Arts Assessment Pacing
Ask & answer (who, what, when,
where, why & how) key detail questions
Retell to determine central message or
identify main idea
Describe character responses or
describe connections between events
Demonstrate standard grammar,
capitalization, punctuation and spelling
2nd Grade
students during Quarter
Denotes opportunity for reassessment for students formatively
demonstrating proficiency
SCCSD Pacing Guide
Use a clear organizational structure
Include supporting details to develop
the topic or event
Identify standard grammar,
capitalization, punctuation and spelling
Second Grade Pacing Guide
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
Use number concepts 2.NBT.A.3
2.NBT.A.1
2.NBT.A.3
2.NBT.A.4
2.NBT.B.8
2.OA.A.1
2.OA.B.2
2.OA.C.4
2.NBT.B.5
2.OA.A.1
2.NBT.B.5
2.NBT.B.6
2.OA.A.1
2.NBT.B.5
Add and subtract with 3-digits 2.NBT.B.7
Solve word problems with money 2. MD.C.8
2.MD.A.1
2.MD.A.3
2.MD.A.4
Recognize and draw 2-dimensional
shapes2.G.A.1
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
Compare how people and groups are
alike and different
SS.2.BS.4
(SS.K-2.BS.4)
Examine sources to gain knowledge of
America's past
SS.2.H.1
(SS.K-2.H.1)
Demonstrate map and globe skillsSS.2.G.1
(SS.K-2.G.1)
Explain the impact of economics on
daily life
SS.2.E.1
(SS.K-2.E.1)
Describe the relationship between a
government and its citizens
SS.2.PSC.2
(SS.K-2.PSCL.2)
Perform 2-digit subtraction
Perform 2-digit addition
Assessment PacingSocial Studies
Measure length
Understand place value
Math Assessment Pacing
Use addition and subtraction facts to
solve problems
Second Grade Pacing Guide
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
Plan and conduct simple investigationsS.2.SI.1
(S.K-2.SI.1)
Investigate life cycles of animalsS.2.LS.2
(S.K-2.LS.2)
Observe daily and seasonal conditionsS.2.ES.2
(S.K-2.ES.2)
Observe and measure properties of an
object
S.2.PS.1
(S.K-2.PS.1)
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
MU:Cr1.1.2
(MU:Cr1.1.2b)
MU:Cr2.1.2
(MU:Cr2.1.2b)
MU:Pr4.2.2
(MU:Pr4.2.2a)
MU:Pr4.3.2
(MU:Pr4.3.2a)
MU:Pr5.1.2
(MU:Pr5.1.2b)
MU:Pr6.1.2
(MU:Pr6.1.2a)
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
A:Cr3.1.2
(VA:Cr.3.1.2a)
A:Re9.1.2
(VA:Re9.1.2a)
A:Cr1.2.2
(VA:Cr1.2.2a)
A:Cr2.1.2
(VA:Cr2.1.2a)
A:Cr2.2.2
(VA:Cr2.2.2a)
A:Cr2.3.2
(VA:Cr2.3.2a)
A:Cn10.1.2
(VA:Cn10.1.2a)
Experiment with media and tools to
create art or design
Create musical patterns and ideas using
notation
Perform musical patterns and ideas
with specific purpose
x**
x**
x**
x**
**One standard is reported out each Quarter by building, varying across the district
Discuss and reflect with peers about
choices made in creating artwork
Art Assessment Pacing
Science Assessment Pacing
Music Assessment Pacing
Second Grade Pacing Guide
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
S1.E.2
S2.E.2
Demonstrate object control using hands
and feet within given parametersS1.E.2
Combine a variety of motor skills
PE Assessment Pacing
Second Grade Pacing Guide
Denotes standard will be assessed and reported out on for ALL
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter4
Reading
RL.3.1
RI.3.1
RI.3.3
RL.3.3
RL.3.4
RI.3.4
Make inferences RL.3.IA.1
RL.3.2
RI.3.2
Use key details to understand text RI.3.7
Speaking and Listening
Engage in collaborative discussions SL.3.1
Writing
W.3.3a
W.3.2a
W.3.1a
W.3.3a,c
W.3.2a,c
W.3.1a,c
W.3.3b
W.3.2b
W.3.1b
W.3.3d
W.3.2d
W.3.1d
L.3.1
L.3.2
Ask and answer questions using text as
evidence
Determine the main idea or message
Describe characters or relationships in
text
SCCSD Pacing Guide
Determine the meaning of words and
phrases
Introduce a topic or situation
Provide an organizational structure
Develop a topic or situation
Provide a conclusion
Language Arts Assessment Pacing
Demonstrate standard grammar,
capitalization, punctuation and spelling
3rd Grade
students during Quarter
Denotes opportunity for reassessment for students formatively
demonstrating proficiency
Third Grade Pacing Guide
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
3.OA.D.8
3.NBT.A.1
3.NBT.A.2
3.OA.A.1
3.OA.A.3
3.OA.B.5
3.OA.D.8
3.OA.A.3
3.OA.A.4
3.OA.B.5
3.OA.C.7
3.OA.D.8
3.OA.A.2
3.OA.A.3
3.OA.B.5
3.OA.C.7
3.OA.A.3
3.OA.A.4
3.OA.C.7
3.OA.D.8
3.NF.A.1
3.NF.A.3c
Compare fractions 3.NF.A.3a, b, d
3.MD.C.7b
3.MD.D.8
Understand attributes of 2-
dimensional shapes3.G.A.1
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
Identify the role of citizens and
government
SS.3.PSC.1
(SS.3-5.PSCL.1)
Recognize the influences on individuals
and groups
SS.3.BS.2
(SS.3-5.BS.2)
SS.3.G.3
(SS.3-5.G.3)
SS.3.H.1
(SS.3-5.H.1)
Name fractions
Use division facts to solve problems
Assessment PacingSocial Studies
Math Assessment Pacing
Add and subtract using place value
Apply concepts of multiplication
Use multiplication facts
Apply concepts of division
Examine the circumstances that affect
the development of societies
Solve perimeter and area problems
Third Grade Pacing Guide
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
S.3.SI.3
(S.3-5.SI.3)
S.3.SI.7
(S.3-5.SI.7)
Work with properties and uses of earth
materials
S.3.ES.1
(S.3-5.ES.1)
Investigate organisms and their
environments
S.3.LS.1
(S.3-5.LS.1)
Describe and identify substances based
on characteristic properties
S.3.PS.1
(S.3-5.PS.1)
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
MU:Cr1.1.3
(MU:Cr1.1.3b)
MU:Cr2.1.3
(MU:Cr2.1.3b)
MU:Pr4.2.3
(MU:Pr4.2.3b)
MU:Pr4.3.3
(MU:Pr4.3.3)
MU:Pr6.1.3
(MU:Pr6.1.3a)
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
A:Cr1.2.3
(VA:Cr1.2.3)
A:Cr2.1.3
(VA:Cr2.1.3)
A:Cr2.2.3
(VA:Cr2.2.3)
A:Cr2.3.3
(VA:Cr2.3.3)
A:Cn10.1.3
(VA:Cn10.1.3)
A:Cr1.1.3
(VA:Cr1.1.3)
A:Cr3.1.3
(VA:Cr3.1.3)
A:Re8.1.3
(VA:Re8.1.3)
A:Re9.1.3
(VA:Re9.1.3)
Plan, conduct and communicate
scientific investigations with
explanations
x**
x**
x**
x**
**One standard is reported out each Quarter by building, varying across the district
Music Assessment Pacing
Art
Science Assessment Pacing
Create artwork using a variety of artistic
processes and materials
Elaborate and add details to personal
artwork
Assessment Pacing
Create rhythmic and melodic music
patterns and ideas using notation
Perform music with expression and
technical accuracy
Third Grade Pacing Guide
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
S1.E.3
S2.E.3
Demonstrate object control using hands
and feet within given parametersS1.E.3
Assessment Pacing
Demonstrate proper forms and
transitions of motor skills
PE
Third Grade Pacing Guide
Denotes standard will be assessed and reported out on for ALL
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter4
Reading
Interpret information from text features RI.4.7
RL.4.1
RI.4.1
RL.4.1
RI.4.1
RL.4.3
RI.4.3
RL.4.2
RI.4.2
RL.4.4
RI.4.4
Speaking and Listening
Engage in collaborative discussions SL.4.1
Writing
W.4.3a
W.4.1a
W.4.2a
W.4.3a,c
W.4.1a,c
W.4.2a,c
W.4.3b,d
W.4.1b
W.4.2b,d
W.4.3e
W.4.1d
W.4.2e
L.4.1e,f
L.4.2a,b,d
Make inferences
Identify main idea or theme using
details; summarize text
4th Grade
Develop a topic or situation
Describe characters, settings and events
Introduce a topic or situation
Determine meaning of words and
phrases
Determine meaning of stated
information
SCCSD Pacing Guide
students during Quarter
Denotes opportunity for reassessment for students formatively
demonstrating proficiency
Language Arts Assessment Pacing
Provide an organizational structure
Provide a conclusion
Demonstrate standard grammar,
capitalization, punctuation and spelling
Fourth Grade Pacing Guide
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
Apply concepts of place value to multi-
digit numbers4.NBT.A.2
4.OA.A.3
4.NBT.B.5
4.OA.A.3
4.NBT.B.5
4.OA.A.3
4.NBT.B.6
Find factors, multiples, and patterns 4.OA.B.4
Compare fractions 4.NF.A.2
Add and subtract fractions 4.NF.B.3
Multiply fractions by whole numbers 4.NF.B.4
4.NF.C.6
4.NF.C.7
4.MD.A.2
4.G.A.2
4.MD.C.5
Solve measurement problems 4.MD.A.2
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
Describe significant people, events, and
ideas in local history
SS.4.H.4
(SS.3-5.H.4)x** x**
Explain how humans and resources affect
the development of society
SS.4.G.3
(SS.3-5.G.3)
Use various types of maps, graphs, and
charts to interpret data
SS.4.G.1
(SS.3-5.G.1)
Recognize key characteristics across various
economies
SS.4.E.6
(SS.3-5.E.6)
x**
Assessment Pacing
**One to two standards are reported out each Quarter by building, varying across the district
Social Studies
Multiply by 1-digit numbers
Multiply 2-digit numbers
x**
x**
Divide by 1-digit numbers
Classify and recognize shapes and
angles
Relate fractions and decimals
Math Assessment Pacing
Fourth Grade Pacing Guide
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
S.4.SI.3
(S.3-5.SI.3)
S.4.SI.7
(S.3-5.SI.7)
Know basic human body systemsS.4.LS.3
(S.3-5.LS.3)
Understand sound, light, electricity,
magnetism and heat
S.4.PS.4
(S.3-5.PS.4)
Relate forces and motionS.4.PS.5
(S.3-5.PS.5)
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
MU:Cr1.1.4
(MU:Cr1.14b)
MU:Cr2.1.4
(MU:Cr2.1.4b)
MU:Pr4.3.4
MU:Pr5.1.4
(MU:Pr5.1.4b)
MU:Pr6.1.4
(MU:Pr6.1.4a)
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
A:Cr1.2.4
(VA:Cr1.2.4)
A:Cr2.1.4
(VA:Cr2.1.4)
A:Cr2.2.4
(VA:Cr2.2.4)
A:Cn10.1.4
(VA:Cn10.1.4)
A:Cr3.1.4
(VA:Cr3.1.4)
A:Re7.1.4
(VA:Re7.1.4)
A:Re9.1.4
(VA:Re9.1.4)
Explore and invent art making
techniques and approaches
Elaborate and add details to personal
artwork using feedback
**One standard is reported out each Quarter by building, varying across the district
x**
x**
x**
Science
Plan, conduct and communicate
scientific investigations with
explanations
Music Assessment Pacing
Art Assessment Pacing
Assessment Pacing
Create rhythmic/melodic/simple
harmonic music ideas using notation
Perform with expression/technical
accuracy/appropriate interpretation
x**
Fourth Grade Pacing Guide
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
S1.E.4
S2.E.4
S1.E.4
S2.E.4
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
MU:Cr1.1E
MU:Cr2.1E
MU:Pr4.1.E
MU:Pr6.1.E
Demonstrate artistic ideas/work
through interpretation and
performance
Orchestra Assessment Pacing
Create and develop new artistic ideas
and work
Demonstrates proper technique for skill
work and drills
Apply proper form and transition of
motor skills
PE Assessment Pacing
Fourth Grade Pacing Guide
Denotes standard will be assessed and reported out on for ALL
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
Reading
RL.5.1
RI.5.1
RL.5.4
RI 5.4
RL.5.2
RI.5.2
RL.5.3
RI.5.3
Speaking and Listening
Present an organized report with
supporting detailsSL.5.4
Writing
L.5.1
L.5.2
W.5.3a
W.5.2a
W.5.1a
W.5.3a,c
W.5.2a,c
W.5.1a,c
W.5.3b,d
W.5.2b,d
W.5.1b
W.5.3e
W.5.2e
W.5.1d
Paraphrase relevant information
gathered and cite sourcesW.5.8
SCCSD Pacing Guide
students during Quarter
Denotes opportunity for reassessment for students formatively
demonstrating proficiency
Identify main idea or theme using
details; summarize text
Determine meaning of words and
phrases including figurative language
5th Grade
Language Arts Assessment Pacing
Provide a conclusion
Introduce a topic or situation
Provide an organizational structure
Develop a topic or situation
Compare/Contrast story elements;
Explain interactions between concepts
Demonstrate standard grammar,
capitalization, punctuation and spelling
Quote text to explain stated
information and inferences
Fifth Grade Pacing Guide
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
5.NBT.A.2
5.NBT.B.6
5.OA.A.1
5.NBT.B.6
5.NF.B.3
5.NBT.A.4
5.NBT.B.7
5.NBT.A.2
5.NBT.B.7
5.NBT.A.2
5.NBT.B.7
Add and subtract fractions 5.NF.A.2
5.NF.B.4
5.NF.B.6
5.NF.B.3
5.NF.B.7
Perform coordinate graphing 5.G.A.2
Solve volume problems 5.MD.C.5
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
Explain how humans and resources
affect the development of a society
SS.5.G.3
(SS.3–5.G.3)
Describe relationships between events
within a time period
SS.5.H.1
(SS.3–5.G.3)
Identify fundamental values and
principles of American democracy
SS.5.PSC.2
(SS.3–5.PSCL.2)
Describe how new technologies impact
individuals, economy, and society
SS.5.H.7
(SS.3–5.H.7)
Recognize influences on individual and
group behaviors and decisions
SS.5.BS.2
(SS.3–5.BS.2)
Assessment PacingSocial Studies
Divide fractions
Math Assessment Pacing
Divide whole numbers
Divide decimals
Add and subtract decimals
Multiply whole numbers
Multiply decimals
Multiply fractions
Fifth Grade Pacing Guide
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
S.5.SI.3
(S.3-5.SI.3)
S.5.SI.7
(S.3-5.SI.7)
Use appropriate tools for scientific
investigations
S.5.SI.4
(S.3-5.SI.4)
Use appropriate techniques to gather,
process and analyze data
S.5.SI.4
(S.3-5.SI.4)
Describe and identify substances based
on characteristic properties
S.5.PS.1
(S.3-5.PS.1)
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
MU:Cr1.1.5
(MU:Cr1.1.5b)
MU:Cr2.1.5
(MU:Cr2.1.5b)
MU:Pr4.2.5
(MU:Pr4.2.5a)
MU:Pr4.3.5
(MU:Pr4.3.5)
MU:Pr5.1.5
(MU:Pr5.1.5b)
MU:Pr6.1.5
(MU:Pr6.1.5a)
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
A:Cr1.1.5
(VA:Cr1.1.5)
A:Cr1.2.5
(VA:Cr1.2.5)
A:Cr2.1.5
(VA:Cr2.1.5)
A:Cr2.2.5
(VA:Cr2.2.5)
A:Cn10.1.5
(VA:Cn10.1.5a)
A:Cr.3.1.5
(VA:Cr.3.1.5)
A:Pr5.1.5
(VA:Pr5.1.5a)
A:Re8.1.5
(VA:Re8.1.5)
A:Re9.1.5
(A:Re9.1.5)
Perform and explain the structure and
elements of music
Create artwork using multiple art-
making techniques and approaches
Create artist statements using art
vocabulary to describe art choices
Assessment PacingArt
Music Assessment Pacing
x**
**One standard is reported out each Quarter by building, varying across the district
Create rhythmic/melodic/two chord
harmonic music ideas using notation
Plan, conduct and communicate
scientific investigations with
explanations
x**
x**
x**
Science Assessment Pacing
Fifth Grade Pacing Guide
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
S1.E.5
S2.E.5
Demonstrate a variety of specific sport
skillsS1.E.5
Reporting Standard Code Quarter 1 Quarter 2 Quarter 3 Quarter 4
MU:Cr1.1E
MU:Cr2.1E
MU:Pr4.1.E
MU:Pr6.1.E
PE Assessment Pacing
Apply motor skills in sequenced sets
Band/Orchestra Assessment Pacing
Create and develop new artistic ideas
and work
Demonstrate artistic ideas/work
through interpretation and
performance
Fifth Grade Pacing Guide
