Elementary School - PC\|MAC

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Geneva County School System

Elementary School Curriculum and Instruction

Guidelines

Updated June 2016

Mrs. Becky Birdsong Superintendent

Mr. Ralph Riley

Assistant Superintendent

Mrs. Barbara Greathouse

Director of Curriculum and Instruction P-5

TABLE OF CONTENTS

Age Requirements ……………………………………………………..1 Promotion and Retention Procedures ................................................ 1 Promotion .................................................................................................................... 1 Retention ...................................................................................................................... 1 Special Education Promotion .................................................................................... 2 Special Education Retention ...................................................................................... 2 English Language Learner (ELs) Promotion and Retention ................................. 2

Grading ............................................................................................... 2 Minimum Number of Grades Required for Elementary Students ....................... 2 Grading Scale for Kindergarten ................................................................................ 2 Grading Scale for First through Fifth Grades ......................................................... 3

Reading ....................................................................................... 3 Reading Grades ........................................................................................................... 4

Math .......................................................................................... 4

Math Grades ................................................................................................................ 4 Math Progression Guide ............................................................................................ 5 iNow Grade Book ....................................................................................................... 5 iNow Student Progress Reports ................................................................................ 6 Lesson Plans ................................................................................................................ 6 Homework Guidelines ............................................................................................... 6

Instruction and Assessments .............................................................. 7 Handwriting ................................................................................................................. 7 Writing ......................................................................................................................... 7 Character Education ................................................................................................... 7 Intervention ................................................................................................................. 7 Common Formative Assessments ............................................................................ 8

Instructional Time .............................................................................. 8

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Curriculum & Instruction Policy & Procedures Manual This Geneva County Schools’ Curriculum & Instruction Policy and Procedures Manual is designed to give guidance to teachers, staff, students, and parents regarding the policies and procedures for all teaching and learning that occurs in the district. This guide is not exhaustive of all possible policies and procedures regarding curriculum and instruction, but it strives to provide philosophical and practical direction for stakeholders to follow when faced with questions and concerns. Where appropriate, stakeholders should refer to relevant laws, codes, and guidelines from governing agencies supervising teaching and learning for circumstances not outlined in this manual (e.g., the Alabama Administrative Code, the State Board of Education, etc.).

Age Requirements Students must be 4 years old on or before September 1st in order to register for Pre-K. Students who enter Kindergarten must by 5 years old on or before September 1st. First Grade students must turn 6 on or before December 31st in order to enroll in first grade.

Promotion and Retention Procedures

Promotion / Retention Students in Kindergarten will be promoted/requested to be retained based on mastery of the kindergarten standards. Students may be retained with the permission of the parent(s)/guardian(s). Students in first through fifth grades must pass reading and math with a yearly average of 60D or higher. Failing grades in two or more of the following subjects will also result in retention for the year: Language, Science, and Social Studies. Use extreme caution in retaining a student that has passed Reading and Math but not two or more other subject areas. Before a student can be retained, the school should have used a three tier plan of intervention for the student. There should be supporting documentation that an intervention plan was implemented. Parents must be notified throughout the school year of their child’s academic progress through weekly papers, progress reports, nine week report cards, and parent conferences. The decision to retain a child is not to be made until the last nine weeks of the school year.

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Special Education Promotion / Retention Special education students receiving a basic/adapted grade will be promoted based on mastery of their Individualized Education Plan (IEP) goals. For special education students receiving basic/adapted grades, teachers must follow the guidelines written in the student’s IEP. As soon as a classroom teacher notices that a student is struggling, the special education teacher should be notified. A review of the IEP should be considered in order to ensure appropriate modifications or accommodations are made. Special Education students should not fail unless the IEP team has determined it appropriate.

. Modifications are changes in the content and in standards set for a specified

curriculum level. Example: The standard is student will multiply two-digit numbers. The modification could be the student will add two-digit numbers. The modification could be the student will add two-digit numbers with regrouping.

. Accommodations are strategies used to address the needs of students and curriculum content/standards are not changed.

English Learners (ELs) Promotion and Retention Any student receiving ESL services is eligible for appropriate accommodation to instruction. For English Learners (ELs), the teacher will modify assessments within each content area’s grading categories as needed and determined by the student EL plan. The student’s EL status should be considered when determining promotion and retention. When a student begins to be unsuccessful, the ELL Committee should meet to discuss appropriate next steps. Report cards for ELL students should not reflect a grade lower than a 60D without prior approval by the BOE.

GRADING

No more than 3 tests should be given on the same day. Minimum Number of Grades Required for Elementary Students The number of grades that must be recorded each nine week grading period in iNOW Grade Book for elementary students are as follows: Kindergarten Kindergarten will follow a standards-based reporting system and use formative assessments, checklists, and teacher notes to determine mastery of standards. The S, N, U grading scale listed below will be used. Pacing guides, rubrics, and grading parameters will be used to assign grades for these areas.

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Kindergarten – S: Student demonstrates satisfactory proficiency with grade level expectations for concepts and skills for end of 9 weeks

N: Student demonstrates a Need for improvement on grade level expectations for concepts and skills for end of 9 weeks

U: Student demonstrates Unsatisfactory proficiency with grade level expectations for concepts and skills for end of 9 weeks

First through Fifth Grades The minimum number of grades that must be recorded each nine week grading period in iNow Grade Book are as follows. Grades are to be entered into iNow Grade Book within (5) days of testing.

Reading Minimum of 8 grades – nine weeks Math Minimum of 8 grades – nine weeks Language Arts Minimum of 8 grades – nine weeks Science Minimum of 6 grades – nine weeks Social Studies Minimum of 6 grades – nine weeks

There should be a minimum of 10 items on a test. NO STUDENT IS TO FAIL ANY SUBJECT WITHOUT BEING BROUGHT TO THE PROBLEM SOLVING TEAM (PST). The following grading scale is to be used: A 90% - 100% B 80% - 89% C 70% - 79% D 60% - 69% F 59% or below READING Geneva County Schools follows the College and Career Readiness Standards as outlined by the Alabama State Department of Education. Scott Foresman “Wonders” is the program used to teach phonics progression for grades K-2. It will be taught as directed in the teacher’s manual under the direction of school administrators and BOE supervisors. Grades 3-5 will use Scott Foresman “Wonders” as one of the resources to teach the College and Career Readiness Standards.

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Quality reading instruction is designed to benchmark 80% of our students with strong whole group and small group components. Teachers should conduct whole group, small group, and intervention lessons each day. It is recommended to provide at least 90 minutes for protected Tier 1 reading (whole/small group) in grades K-5. School administrators may adjust this time to meet the needs of individual schools. Spelling is considered part of the reading block, because it is an application of the phonics skills taught each week. 30 minutes of Tier II and 30 minutes of Tier III are recommended to be completed outside of the protected reading block. Speaking, Listening, and Writing Standards should be integrated into the content areas daily. Reading Grades MAY come from the following:

Scott Foresman Selection Tests

Teacher-Made Assessments – Maximum of 2 teacher-made assessments to be given each 9 weeks unless approved by administrator.

o Common Assessments – Each grade level will give the same assessment unless otherwise approved by the building administrator

o Questions will align to CCRS o Minimum of 10 items

Scott Foresman Fresh Reads

Scott Foresman UNIT tests are not to be used for a grade. This is prep for ACT Aspire.

MATH Math should be taught daily with a minimum of sixty minutes allotted to instruction, group practice, independent practice and remediation. This should include whole group, small group and intervention (Tier II) as needed. Math Grades MAY come from the following:

EnVision Math

Engage NY

Teacher-Made Assessments - Maximum of 2 teacher-made assessments to be given each 9 weeks unless approved by administrator.

o Maximum 2 per 9 weeks – this is to include timed fluency drills. If more fluency drills are given they should be averaged together.

o Questions should align to CCRS Math Fluency Practice

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Each grade level contains a fluency standard (OA, NBT). When students are able to demonstrate fluency, they are accurate (correct answer), efficient (within 4-5 seconds), and flexible (able to use strategies such as making a ten or breaking numbers apart). Research has shown that teachers can best support memorization of sums and differences through varied experiences. It is important to push sensitively and encouragingly toward fluency of the designated numbers at each grade level. Mental strategies are not required until the end of grade 2. Therefore, drills will not be “timed” in grades K and 1. Grades can be given on the fluency standard, not the amount of time. Grade 2 will begin taking grades on timed drills during the 2nd nine weeks of 2nd grade. In grades 3-5, timed drills for multiplication and division will be given beginning the first nine weeks. Only 1 timed drill (average of drills) each 9 weeks will be taken for a grade. Drill tests are not to be the cause of any student failing math. The following chart is based on the Progression Guide for CCRS Math.

GRADE TIME FLUENCY STANDARD

Kindergarten No time requirement Fluently add and subtract within 5.

First Grade No time requirement Demonstrate fluency for addition and subtraction within 10.

Second Grade By end of year, 1 minute 40 seconds (5 seconds per problem)

Fluently add and subtract within 20 using mental strategies. By end of grade 2, know from memory, all sums of 2 one-digit numbers.

Third Grade By end of year, 1 minute 40 seconds for 20 problems (5 seconds per problem)

Know from memory, all products of 2 one-digit numbers. (Facts 0-9)

Fourth Grade By end of year, 1 minute 40 seconds for 20 problems (5 seconds per problem)

** Since there are no mental standards for 4th and 4th grade, drills should progress as appropriate from 3rd grade.

Fifth Grade By end of year, 1 minute 40 seconds for 20 problems (5 seconds per problem)

** Since there are no mental standards for 4th and 4th grade, drills should progress as appropriate from 3rd grade.

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Projects that are assigned for a grade should have a rubric for assessment that is approved by the local administrator or designee. iNOW Grade Book Teachers are required to use iNOW Grade Book when recording and averaging numeric student grades. Teachers must record grades on a weekly basis. iNOW Student Progress Reports A progress report is a valuable means of teacher-parent communication. Parents are informed and given the opportunity to assist their child toward improvement prior to the end of the nine weeks. These reports will be printed and sent home at the mid-nine week point for all Grades.

Lesson Plans Lesson plans should include Alabama College and Career Readiness Standards, and indicate how instruction will be differentiated to address the needs of all learners.

Each teacher is required to have a daily lesson plan, written for the week. Lesson plans should be posted in iNow by 8:00am each Monday morning.

Each teacher is required to have a current substitute folder on his/her desk at all times. This folder should include, but is not limited to, the following.

o Detailed schedule o Class Roll o Safety Procedure Information o General information and procedures (lunch money, bathroom,

lunchroom, PE, teacher who can be of assistance, other relevant information)

o Names of students with special schedules (include their schedule) o Extra work that students are able to do with minimal assistance

Be prepared each day before leaving school as if you were not going to be at school the next day. Your preparedness will ensure that valuable instructional time for students will not be lost.

Homework Guidelines The time required to complete homework should be reasonable. Homework is an important component of every student’s instructional program. The purpose of homework is to provide independent practice for newly taught skills, review

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previously mastered skills, develop independent study habits, and/or extend and enrich the curriculum. If classes are departmentalized, homework should be coordinated within the grade level.

Homework should be related to the curriculum being taught.

Homework should not be used as a behavior management tool or as a form of punishment.

Homework should not be completed by parents.

Homework is NOT to be given as a grade.

Long term projects should be assigned at least two weekends before the work is due.

The maximum time limits that children at each grade level should devote to homework each night are:

o Kindergarten 15 minutes o Grade 1 30 minutes o Grade 2 30 minutes o Grades 3-5 60 minutes/Times are cumulative, not by subject.

Instruction and Assessments Handwriting Correct penmanship and neatness is required in all grades and should be expected in all written work. Manuscript writing will be taught in grades K-2. Cursive writing will be introduced during the second semester of 2nd grade. Cursive handwriting instruction should continue throughout 3rd grade. Students are expected to be able to write legibly in cursive by the end of 3rd grade. Students in grades 4 and 5 are expected to write in cursive. Writing: Students should be given opportunities to develop their writing skills in a variety of modes:

Teachers will address each standard in a reasonable sequence to ensure all standards are addressed and goals are met.

1st, 2nd, and 3rd nine weeks will include a school-wide focus on a specific mode of writing (narrative, expository, opinion). Fourth nine weeks, the writing mode will be a review of all modes of writing addressing the particular needs of the students.

Character Education For all grades, not less than 10 minutes of instruction per day shall focus upon the students development of the following character traits: Courage, patriotism,

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citizenship, honesty, fairness, respect for others, kindness, cooperation, self-respect, self-control, courtesy, compassion, tolerance, diligence, generosity, punctuality, cleanliness, cheerfulness, school pride, respect for the environment, patience, creativity, sportsmanship, loyalty, and perseverance. Intervention Intervention is defined as a systematic plan that ensures every student in every core course or grade level will receive additional time and support for learning as soon as they experience difficulty in acquiring essential knowledge and skills. The initial intervention occurs during the school day; in addition, extended day opportunities may be available to targeted students. Intervention plans should be documented in the teachers’ lesson plans. GCS - Formative Assessments Formative Assessments are used to monitor student progress and to guide instruction. Global Scholar will be administered Kindergarten through Fifth Grade. Global Scholar testing will be completed two times (mid year and end of year) for Kindergarten and three times per year (beginning, mid year, and end of year) for 1st through 5th grades. DIBELS will be administered in Kindergarten – Third Grade. These tests will measure the students’ performance level and will be used to show growth over time.

INSTRUCTIONAL TIME

The total instructional time of each school day in all schools and at all grade levels shall not be less than 6 hours or 360 minutes, exclusive of lunch periods, recess, or time used for changing classes (Code of Alabama, 1975, § 16-1-1).

Kindergarten In accordance with Alabama Administrative Code r. 290-5-1-.01(5) Minimum Standards for Organizing Kindergarten Programs in Alabama Schools, the daily time schedule of the kindergartens shall be the same as the schedule of the elementary schools in the systems of which they are a part since kindergartens in Alabama operate as full-day programs. There are no established time guidelines for individual subject areas for the kindergarten classroom. The emphasis is on large blocks of time that allow children the opportunity to explore all areas of the curriculum in an unhurried manner.

First through Fifth Grades The allocations below are based on considerations of a balanced educational program for Grade 1-5. Local school systems are encouraged to develop a general plan for

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scheduling that supports interdisciplinary instruction. Remedial and/or enrichment activities should be a part of the time schedule for the specific subject area. Subject Area Grades 1-3 Grades 4-6 Language Arts 150 minutes daily 120 minutes daily Mathematics 60 minutes daily 60 minutes daily Science 30 minutes daily 45 minutes daily Social Studies 30 minutes daily 45 minutes daily *Physical Education 30 minutes daily* 30 minutes daily* *Health 60 minutes weekly 60 minutes weekly Computer Education 60 minutes weekly 60 minutes weekly Character Education 10 minutes daily** 10 minutes daily**

Appendix: K-2 ELA Pacing Guides

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Kindergarten Year at a Glance for Reading & English Language Arts

1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks Vocabulary

Word Relationships: Explore word relationships & nuances [L.K.5]

Word Meaning: Determine or clarify the meaning of unknown and multiple-meaning words/phrases [L.K.4]


Word Meaning: Determine or clarify the meaning of unknown and multiple-meaning words/phrases [L.K.4]

Word Usage: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [L.K.6]

Word Usage: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [L.K.6]


Print Concepts: Demonstrate understanding of the organization and basic features of print. Concepts of Print: Directionality, Spoken words are represented by letters, Words are separated by spaces [RF.K.1a-c]

Concepts of Print: Directionality, Spoken words are represented by letters, Words are separated by spaces [RF.K.1a-c]



Letter Names: Recognize and name upper


Letter Names: Recognize and name upper and


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and lowercase letters [RF.K.1d]


lowercase letters [RF.K.1d]


Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Count, blend, and segment syllables in spoken words [RF.K.2b]

Recognize and produce rhyming words [RF.K.2a]

Isolate and pronounce the initial, medial, and final phonemes in CVC words. [RF.K.2d]

Segmenting phonemes: [RF.K2d – apply phoneme knowledge; Prerequisite to RF.1.2b]

Count, blend, and segment syllables in spoken words [RF.K.2b]

Blend and segment onsets and rimes of single syllable spoken words [RF.K.2c]


Add individual sounds to make new words [RF.K.2e]

Recognize and produce rhyming words [RF.K.2a]


Blending phonemes: [RF.K2d – apply phoneme knowledge; Prerequisite to RF.1.2b]

Substitute individual sounds to make new words [RF.K.2e]

Fluency: Read emergent-reader texts with purpose and understanding. Reads emergent-reader texts with purpose and understanding [RF.K.4]

Phonics & Word Analysis: Know and apply grade-level phonics and word analysis skills in decoding words.

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Letter Sounds: Produce primary consonant sounds; Associate both the long and short sounds with vowels [RF.K.3a; RF.K.3b]




High Frequency Words: Read common high frequency words by sight (no more than 3 seconds) [RF.K.3c]




Reading Decodable Words: Distinguish between words by

identifying the sounds of letters that differ. [RF.K.3d]

Reading Decodable Words: Distinguish between words by identifying the sounds of letters that differ. [RF.K.3d]

Reading Decodable Words: Distinguish between words by identifying the sounds of letters that differ. [RF.K.3d]

Comprehension Ask and answer questions

about key details in text [RL.K.1, RI.K.1]

Make predictions [RL.K.1a]

Retell familiar stories or main idea, including key details [RL.K.2, RI.K.2]

Identify characters, settings, and major events [RL.K.3]

Make connections between information inside a text [RI.K.3]

Ask and answer questions about unknown words in a text. [RL.K.4, RI.K.4]

Recognize common types of texts (storybooks, poems, etc.) [RL.K.5]

Identify the front cover, back cover, and title page of a book [RI.K.5]

Name the author and illustrator of a story and define the role of each in a story and informational text [RL.K.6, RI.K.6]

Describe the relationship between illustrations and the story or informational text which they appear. [RL.K.7, RI.K.7]

Identify the reasons an author gives to support points in a text. [RI.K.8]

Compare and contrast the adventures and experiences of characters in familiar stories. [RL.K.9]

Identify basic similarities in and differences between two texts on the same topic. [RI.K.9]

Continue all previously taught comprehension standards plus, Text Complexity: Actively engage in group reading activities with purpose and understanding.

[RL.K.10, RI.K.10]

Conventions Grammar & Conventions: Uses standard English grammar and conventions when speaking and writing.

Handwriting Writes legibly with proper spacing and letter formation

Speaking and Listening Participates in

collaborative conversations [SL.K.1]

Speaks audibly to express thoughts, feelings, ideas [SL.K.6]

Describe familiar people, places, things and events. [SL.K.4]

Add drawings or other visuals to provide detail. [SL.K.5]

Confirms understanding of a text read aloud or information presented orally. (SL.K.2]

Asks/Answers questions to get information or clarification. [SL.K.3]

Confirms understanding of a text read aloud or information presented orally. (SL.K.2]

Asks/Answers questions to get information or clarification. [SL.K.3]

Writing Writes in various modes: Opinion Writing [K.W.1], Informational writing [K.W.2], Narrative writing [K.W.3]

Specific criteria for each writing assignment (see Being a Writer)

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To receive an overall “S” in any strand of Reading Foundations, the student must receive an “S” in all the standards included within that strand. To receive an overall “N” in any strand, the student must receive an “N” in the majority of the standards within that strand. Any other combinations of “S,” “P,” or “N” will result in a “P” for that strand.

First Grade Year at a Glance for Reading & English Language Arts

1st nine weeks 2nd nine weeks 3rd nine weeks 4th nine weeks Vocabulary

Word Relationships & Nuances:

Sorts common words into categories to gain a sense of the concepts the words represent [L.1.5a]

Identify real-life connections between words and their use [L.1.5c]

Meaning of Unknown Words: Identify frequently

occurring root words (ex: look) and their inflectional forms (looks, looked, looking) [L.1.4c]

Use frequently occurring affixes as a clue to the meaning of a word. [L.1.4b]

Word Relationships & Nuances: Define words by category

and by one or more key attributes (ex: a duck is a bird that swims) [L.1.5b]

Meaning of Unknown Words:

Use sentence-level context as a clue to the meaning of a word or phrase [L.1.4a]

Word Relationships & Nuances: Distinguish shades of meaning

among verbs differing in manner and adjectives differing in intensity by defining or choosing them or acting out the meanings [L.1.5d]

Word Acquisition: Use words and phrases

acquired through conversations, reading and being read to, and responding to texts, including conjunctions to signal relationships [L.1.6]

Print Concepts Demonstrate understanding of the organization and basic features of print. [RF.1.1]

Blank – Not assessed Blank - Not assessed Blank - Not assessed

Phonological Awareness Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.1.2]

Syllables, phoneme isolation & identification, distinguish between short and long vowel sounds

Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.1.2]

Distinguish between short and long vowel sounds; phoneme blending, segmenting, and deletion

Blank – Not assessed Blank – Not assessed

Speaking and Listening Participates in collaborative conversations – follows agreed up rules for discussions. [SL.1.1a] Produce complete sentences when appropriate to task and situation. [SL.1.6]

Participates in collaborative conversations – builds on others’ talk in conversations by responding to the comments of others through multiple exchanges. [SL.1.1b]

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Participates in collaborative conversations – ask questions to clear up any confusion about the topics and texts under discussion. [SL.1.1c]

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. [SL.1.4]

Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [SL.1.2]

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. [SL.1.3]

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[SL.1.5]

Comprehension Key Ideas and Details:

Ask and answer questions about key details in text [RL.1.1, RI.1.1]

Make predictions [RL.1.1a]

Retell stories or main topic including key details [RL.1.2, RI.1.2]

Identify characters, settings, and major events [RL.1.3]

Describe connections between two individuals, events, ideas or pieces of information. [RI.1.3]

Continue former standards + Craft and Structure:

Note words and phrases that suggest feelings or appeal to the senses (ex: poetry) [RL.1.4]

Ask and answer questions to clarify words and phrases in texts [RI.1.4]

Explain the difference between various types of types [RL.1.5]

Identify who is telling a story at various points in a text. [RL.1.6]

Know and use text feaures (ex: heading, glossary…) to locate information. [RI.1.5]

Distinguish between information provided in Text Features v/s Visual Features. [RI.1.6]

Continue former standards + Integration of Knowledge/Ideas:

Use illustrations and details to describe characters, setting, or events. [RL.1.7]

Use information and details to describe key ideas. [RI.1.7]

Identify the reasons an author gives to support points in a text. [RI.1.8]

Compare and contrast adventures and experiences of characters in stories. [RL.1.9]

Identify basic similarities in and differences between two texts on the same topic. [RI.1.9]

Continue to review and go deeper with all comprehension standards through close readings of text [RL.1.1, RI.1.1] Range of Reading and Level of Text Complexity:

With prompting and support, read prose, poetry, and informational texts appropriately complex for grade 1. [RL.1.10, RI.1.10]

Grammar: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [L.1.1] Complete Sentences (j)

Nouns (c)

Types of Sentences (j)

Common/Proper Nouns (b)


Possessive Nouns (b)


Types of Pronouns (d)

Reads with Accuracy and Fluency to Comprehend Read emergent-reader texts with purpose and understanding.

Demonstrate a growing ability to apply phonics standards [RF. 1.3] Read on-level text with purpose and understanding. [RF.1.4a] Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.1.4b] Use context to confirm or self-correct word recognition and understanding, rereading as necessary [RF.1.4c]

Student is making minimal progress in overall reading level. Rate of improvement does not put him/her on track to meet end of year benchmarks.

Student is progressing in the coordination of accuracy, comprehension and fluency. He/she is partially proficient in one or more area and needs more time or practice to reach benchmark.

Student reads a Level ____ text with at least 95% accuracy AND at least 80% comprehension AND demonstrates fluency with both rate and expression. Miscues and self-corrections show that student is using context clues and other strategies to monitor comprehension.

1st

9 weeks: Level B or below Level C Level D or higher

2nd

9 weeks: Level D or below Level E Level F or higher

3rd

9 weeks: Level F or below Level G Level H or higher

4th

9 weeks: Level H or below Level I Level J or higher

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Verbs (c)

Verb Tense (e) Adjectives (f)

Articles (h)

Prepositions (i)

Handwriting Writes legibly with proper spacing and letter formation [L.1.1a] Forms all upper and lowercase letters that have been taught to date correctly; with proper alignment Spaces appropriately between letters and words

Conventions: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [L.1.2]

Uses end punctuation for various types of sentences (b)


Commas in a series (c)


Commas and Capital letters in Dates (a)


Spelling Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words [L.1.2d] Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions [L.1.2e] Formal assessment – application of phonics learning in sentence dictation Teacher observation of the transfer of explicit phonics instruction into authentic student generated writing. By the end of first

grade, well over half of a student’s writing should be conventionally spelled, using taught phonics patterns and knowledge of sight words.

Speaking and Listening Participates in collaborative conversations – follows agreed up rules for discussions. [SL.1.1a] Produce complete sentences when appropriate to task and situation. [SL.1.6]

Participates in collaborative conversations – builds on others’ talk in conversations by responding to the comments of others through multiple exchanges. [SL.1.1b]

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [SL.1.5]

Participates in collaborative conversations – ask questions to clear up any confusion about the topics and texts under discussion. [SL.1.1c]

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. [SL.1.4]

Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [SL.1.2]

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. [SL.1.3]

Writing In the first semester, students will learn about what is involved in the process of writing – how to be “authors.” Writing will be assessed for growth on the continuum of writing development. Most important is getting their ideas on paper. Application of grammar, conventions, and spelling is highly encouraged.

In the second semester, students will have developed capacity as “authors.” Each project will be assessed with end-of-unit rubrics.

Informational writing – “research”

Narrative writing – “stories”

Opinion Writing

Poetry

Build Writing Community

Getting Ideas for Writing

Stories about Me Nonfiction Writing

Poetry Opinion Writing


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Second Grade Year at a Glance for Reading & English Language Arts

1st Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks Vocabulary

Word Learning Strategies: Use sentence level context as

a clue to the meaning of a word or phrase [L.2.4a]

Word Relationships:

Identify real-life connections between words and their use (ex: describe foods that are ‘spicy’ or ‘juicy’) [L.2.5a]

Word Learning Strategies: Use knowledge of the

meaning of individual words to predict the meaning of compound words [L.2.4d]

Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases [L.2.4e]

Word Learning Strategies: Determine the meaning of

the new word formed when a known prefix is added to a known word (ex: happy/unhappy, tell/retell) [L.2.4b]

Use a known root word as a clue to the meaning of an unknown word with the same root (ex: addition, additional) [L.2.4c]

Word Acquisition & Usage: Use words and phrases

acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe [L.2.6]

Word Relationships:

Distinguish shades of meaning among closely related verbs (toss, throw, hurl) and adjectives (thin, slender, skinny) [L.2.5b]

Reads with Accuracy and Fluency to Comprehend Know and apply grade-level phonics and word analysis skills in decoding words [RF.2.3a-f] Read on-level text with purpose and understanding. [RF.2.4a] Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.2.4b] Use context to confirm or self-correct word recognition and understanding, rereading as necessary [RF.2.4c]

Student is making minimal progress in overall reading level. Rate of improvement does not put him/her on track to meet end of year benchmarks.

Student is progressing in the coordination of accuracy, comprehension and fluency. He/she is partially proficient in one or more area and needs more time or practice to reach benchmark.

Student reads a Level ____ text with at least _____% accuracy AND at least 80% comprehension AND demonstrates fluency with both rate and expression. Miscues and self-corrections show that student is using context clues and other strategies for monitoring comprehension.

1st

9 weeks: Level H, 95% accuracy Level I, 95% accuracy Level J, 95% accuracy

2nd

9 weeks: Level I, 95% accuracy Level J, 95% accuracy Level K, 95% accuracy

3rd

9 weeks: Level J, 95% accuracy Level K, 95% accuracy Level L, 98% accuracy

4th

9 weeks: Level K, 95% accuracy Level L, 98% accuracy Level M, 98% accuracy

Comprehension Ask and answer such

questions as who, what, where, when, why and how to demonstrate understanding of key details in text [RL.2.1, RI.2.1]

Continue former standards + Craft and Structure:

Determine the meaning of words and phrases in a text; describe how words and phrases supply rhythm and

Continue former standards + Integration of Knowledge/Ideas:

Use information from illustrations and words to demonstrate understanding

Continue to review and go deeper with all comprehension standards through close readings of text [RL.2.1, RI.2.1] Range of Reading and Level of

17

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral. [RL.2.2]

Describe how characters in a story respond to major events and challenges [RL.2.3]

Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. [RI.2.2]

Describe connections between two historic events, scientific ideas/concepts, or steps in a procedures in a text [RI.2.3]

meaning in a story, poem, or song. [RL.2.4, RI.2.4]

Describe the structure of a story (ex: how the ending concludes the action). [RL.2.5]

Know and use text features and search tools to locate information [RI.2.5]

Distinguish between points of view of characters; Speak in voices to show dialogue when reading aloud. [RL.2.6]

Identify the purpose of a text. [RI.2.6]

of character, setting, plot [RL.2.7]

Explain how illustrations contribute to or clarify a text. [RI.2.7]

Describe how reasons supports an author’s point in informational text. [RI.2.8]

Compare and contrast versions of a story or two texts on the same topic. [RL.2.9, RI.2.9]

Text Complexity:

By the end of the year, read and comprehend literature and informational texts in the 2

nd-3

rd grade text

complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.2.10, RI.2.10]

Handwriting Writes legibly with proper spacing and letter formation Consistently forms all upper and lowercase letters correctly; with proper alignment Consistently spaces appropriately between letters and words *Note - Print handwriting should be mastered in 2

nd grade. Cursive will be introduced; however connecting letters into words is a 3

rd

grade skill.

Grammar: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [L.2.1] Types of Sentences (1f)

Nouns (1a, 1b, 1c)

Adjectives (1e)

Verbs (1c, 1d, 1e)

Compound Sentences (1f)

Pronouns (1c, 1d) Adverbs (1e)

Conventions Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [L.2.2] Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.2.3] Apostrophes in contractions

(2c)

Capitalize common/proper nouns (2a)

Commas in a Series (review) Quotation Marks (review)

Commas in Greetings and Closings of Letters (2b)

Apostrophes in Possessives (2c)

Compare formal and informal English (3)

Spelling Generalize learned spelling patterns when writing words (boy boil) [L.2.2d] Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.2.3]

Speaking and Listening -Participates in collaborative conversations – Follow agreed-upon rules for discussions [SL.2.1a] -Produce complete sentences when appropriate to task and situation [SL.2.6]

Participates in collaborative conversations – builds on others’ talk in conversations by linking their comments to the remarks of others. [SL.2.1b]

Recount or describe key ideas or details from a text read aloud or information presented orally or through

Participates in collaborative conversations – ask for clarification and explanation as needed. [SL.2.1c]

Ask and answer questions about what a speaker says in order to gather additional information or deepen understanding.

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. [SL.2.4]

Create audio recordings of stories or poems; add drawings or other visual displays to stories or

18

other media. [SL.2.2] [SL.2.3] recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. [SL.2.5]

Writing With guidance and support, develop and strengthen writing as needed by revising and editing. [W.2.5]

Use a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.2.6]

Build Writing Community

Telling More

Narrative Writing - Fiction

Nonfiction Writing Letter Writing

Opinion Writing Writing Poetry


19

Appendix 3: K-1 Math Pacing Guides

20

Appendix 4:

K-2 Grading Explanations

21

22

Alabaster City Schools Parent Guide to Standards-Based Reporting

Kindergarten

23

This guide complements our Alabaster City Schools standards-based report card. Each subject area (English Language Arts and Math) is divided into a list of component standards that students are responsible for learning. Students will receive a separate mark for each standard as it is taught over the course of the school year. Standards are meant to be mastered by the end of the school year. Your student’s proficiency toward mastering the year-long standards will be reported with an S, P, or N for the subskills of that standard which have been taught that nine weeks period.

S: Satisfactorily Proficient - Student demonstrates proficiency with grade level expectations for concepts and skills for end of 9 weeks (i.e. proficiency in all subskills taught in that standard)

P: Partially Proficient - Student demonstrates proficiency with some, but not all, grade level expectations for concepts and skills for end of 9 weeks

N: Not Proficient - Student does not demonstrate proficiency with grade level expectations for concepts and skills for end of 9 weeks (i.e. proficiency in less than half of the subskills taught)

Blank Space: Not Assessed

If your student is making N’s or P’s on standards you will want to communicate with your child’s teacher and form a plan to help your child succeed. For instance, in the standard heading titled “Phonics,” your child may move from an S for knowing letters and sounds to a P later in the year if he is not able to continue to grow in application of that knowledge to reading simple words. As another example, in math, your child may be able to orally count beyond 20, yet still have difficulty counting objects with one-to-one correspondence. Becoming aware of these deficits will enable us to create clearly defined goals and work together to enable our students to succeed!

English Language Arts Standards

Examples of End-of-Year Reading Standards Vocabulary: Acquires and uses new words Print Concepts: Names upper and lower-case letters; Prints letters Phonological Awareness: Rhymes; Hears and produces sounds in spoken words Phonics: Matches letters to sounds; Reads and spells simple words, as well as sight words Reads with Accuracy and Fluency to Comprehend: Reads emergent reader texts with accuracy, fluency, and comprehension Comprehends Informational Text: Asks and answers questions about key details in a text or read-aloud Comprehends Literature: Retells stories; Talks about stories using details

Examples of End-of-Year Language Arts Standards

Conventions: Understands capitalization and basic punctuation in a sentence Handwriting: Forms letters with proper size and spacing Collaborating Conversation: Takes parts in classroom conversations and follows rules for discussions Oral Presentation: Speaks clearly to express ideas, including detailed descriptions Writing: Draws, dictates or writes... · An Opinion or preference about a topic or book · Information about a topic · A Narrative Story with a beginning, middle, and end

24

Mathematics

Examples of End-of-Year Kindergarten standards:

Counting and Cardinality:

Learns how to count to 100 and how to write numbers from 0 to 20 Operations and Algebraic Thinking:

Does beginning addition and subtraction with numbers from 1 to 10 and solves addition and subtraction word problems

Number and Operations in Base Ten:

Learns what place values are by focusing on the numbers 11 to 20 to understand the role of Tens and Ones Measurement and Data:

Compares two groups of objects to tell which group, if either, has more

Compares two written numbers to tell which is greater Geometry:

Correctly names shapes, regardless of orientation or size o A square oriented as a “diamond” is still a “square”

Learning at Home

25

English Language Arts

Reading with and to your child every day is crucial! Talk about your child’s day at school to encourage oral language. Encourage your child to speak in complete sentences because oral language is the foundation for written language. Retell familiar stories – books or family stories. Encourage your child to write lists, send letters, or email family.

Mathematics

Count a variety of objects (up to 20). Examples: cereal pieces, books on shelf, buttons, candy, grocery items, hot wheel cars, etc… Sort and group toys by attributes such as size, color, shape. Compare numbers. Who has more? Less? Add and subtract small numbers. We always put out 4 plates. Grandma is coming tonight and we need one more. How many plates do we need?


26

Mathematics

First Grade This guide complements our Alabaster City Schools standards-based report card. Each subject area (English Language Arts and Math) is divided into a list of component standards that students are responsible for learning. Students will receive a separate mark for each standard as it is taught over the course of the school year. Standards are meant to be mastered by the end of the school year. Your student’s proficiency toward mastering the year-long standards will be reported with an S, P, or N for the subskills of that standard which have been taught that nine weeks period.




Blank Space: Not Assessed If your student is making N’s or P’s on standards you will want to communicate with your child’s teacher and form a plan to help your child succeed. For instance, in the standard heading titled “Reading with Accuracy and Fluency to Comprehend,” your child may have strong phonics skills and fluency with sight words, but his reading is not progressing due to a lack of comprehension. In math, your child may have excellent problem solving skills, but is hindered by not having fluency with fact families or basic addition and subtraction. Becoming aware of these deficits will enable us to create clearly defined goals and work together to enable our students to succeed!

English Language Arts Standards Examples of End of Year Reading Standards

Vocabulary: Acquires and uses new words

Print Concepts: Demonstrates left to right directionality & return sweep to the next line

Phonological Awareness: Hears and produces beginning, middle, and final sounds in spoken words

Reads with Accuracy and Fluency to Comprehend: · Accuracy—Uses phonics to solve unknown words · Fluency—Reads at appropriate pace with expression · Comprehension—Understands what is read · Indicated by Benchmark Level—see attached graph

Comprehends Informational Text and Literature:

Asks and answers questions and identifies key details

Asks and answers questions about main events in stories

Retells beginning, middle, end of a story

Examples of End of Year Language Arts Standards

Grammar: Produces and expands both simple and compound sentences (statements, questions, commands, and exclamations) Handwriting: Forms letters with proper size and spacing Spelling: Uses phonics and word analysis skills to write unfamiliar words with phonetic and conventional spelling Conventions: Expands knowledge of capitalization, punctuation, and spelling rules Collaborating Conversation: Takes parts in conversations about topics and texts being studied by responding to the comments of others; Asks questions to clear up confusion Oral Presentation: Speaks clearly to express ideas, including detailed descriptions Writing: · Opinion—Writes about a preference for a topic or book · Informational/Explanatory—Writes about a topic using key

details, with a sense of opening and closing · Narrative-Writes a story with a beginning, middle, and end · Poetry —Writes simple poems

27

Examples of End-of-Year math standards: Operations and Algebraic Thinking:

Solves addition and subtraction word problems in situations of adding to, taking from, putting together, taking apart, and comparing

o Taking Apart: Five apples were on the table. I ate some apples. There were 3 apples left. How many did I eat?

Number and Operations in Base Ten:

Uses understanding of place value to add and subtract (64+27, 80-50) Measurement and Data:

Learns measurement skills

Begins to organize data from surveys Geometry:

Makes composite shapes by joining shapes together

Divides circles and rectangles into halves & fourths Coin Identification and Value:

Recognizes penny, nickel, dime, and quarter and knows the worth, or value, of each

Learning at Home English Language Arts

Reading with and to your child every day is crucial! Sign your child up for his/her own library card at the Alabaster Public Library. Encourage your child to read a variety of texts. Stories, nonfiction, magazines (Sports Illustrated for Kids, Nat Geo for Kids), etc… Talk about your child’s day at school to encourage oral language. Encourage your child to speak in complete sentences because oral language is the foundation for written language. Encourage your child to write lists, send letters, or email family. At this age, he/she may become interested in writing reports about new learning or writing stories.

Mathematics

Play math games at home. See teacher for suggestions. For example, Mom and Child both turn over a playing card. Who has the largest number?

Develop number sense by playing with math in the kitchen. Open a dozen eggs, use 3 of them to make brownies. How many are left?

Add and subtract in natural ways. You have invited 8 people to your birthday party. 2 are not able to come. How many friends are eating pizza?

Time and Money are developmental concepts. Expose your child as much as possible.


28

Second Grade This guide complements our Alabaster City Schools standards-based report card. Each subject area (English Language Arts and Math) is divided into a list of component standards that students are responsible for learning. Students will receive a separate mark for each standard as it is taught over the course of the school year. Standards are meant to be mastered by the end of the school year. Your student’s proficiency toward mastering the year-long standards will be reported with an S, P, or N for the subskills of that standard which have been taught that nine weeks period.




Blank Space: Not Assessed

If your student is making N’s or P’s on standards you will want to communicate with your child’s teacher and form a plan to help your child succeed. For instance, in the standard heading titled “Reading with Accuracy and Fluency to Comprehend,” your child may have strong phonics skills and fluency with sight words, but his reading is not progressing due to a lack of comprehension. In math, your child may have excellent problem solving skills, but is hindered by not having fluency with fact families or basic addition and subtraction. Becoming aware of these deficits will enable us to create clearly defined goals and work together to enable our students to succeed!

English Language Arts Standards Examples of End of Year Reading Standards

Vocabulary: Determines and understands the meaning of new words by using word learning strategies, such as context clues or prefixes/suffixes Reads with Accuracy and Fluency to Comprehend: · Accuracy—Uses phonics to solve unknown words · Fluency—Reads at appropriate pace with expression · Comprehension—Understands what is read · Indicated by Benchmark Level—see attached graph Comprehends Informational Text & Literature: · Pays close attention to details to answer who, what,

when, where, why and how questions · Determines the lesson or moral of fables, folktales,

stories · Uses text features to locate facts or information

(captions, illustrations, diagrams, etc…)

Examples of End of Year Language Arts Standards

Handwriting: Properly forms upper and lower-case letters in print and begins to form letters in cursive Grammar: Produces, expands, and rearranges simple and compound statements, questions, commands, and exclamations Conventions: Uses correct capitalization (including proper nouns), punctuation (including commas and quotation marks), and spelling when writing Spelling: Learns that vowel sounds can be spelled multiple ways (boy/boil; pay/pain/pane; bird/burn) Collaborating Conversation: Participates in group conversations, linking comments to remarks of others; Asks and answers questions to deepen understanding of a topic Oral Presentation: Learns to plan and deliver a presentation about stories, poems, or experiences Writing: · Opinion—Uses details from a story to write an opinion about a book · Informational/Explanatory—Participates in shared research projects · Narrative-Writes a story with a short sequence of events, including

beginning, middle, and end · Poetry —Writes free verse poetry

Mathematics

29

Examples of End-of-Year 2nd grade math standards: Number and Operations in Base Ten:

Uses understanding of place value to add and subtract three-digit numbers and understand what the digits mean in three digit numbers (421 The “4” equals 4 Hundreds)

Measurement and Data:

Uses appropriate measurement tools to measure and compare lengths

Writes and tells time to the half hour

Organizes and represents data from surveys Geometry:

Partitions shapes into 2, 3, and 4 equal shares

Recognizes equal shares need not have the same shape (Example of both a circle and a rectangle divided into thirds.

Builds and analyzes 2D and 3D shapes Operations and Algebraic Thinking:

Quickly and accurately adds and subtracts with numbers up to 20

Knows all sums of 1 digit addition from memory by the end of the year

Solves challenging addition and subtraction word problems with one or two steps. o Lucy has 23 fewer apples than Julie. Julie has 47 apples. How many apples does Lucy have?

Coin Identification and Value:

Counts like coins and unlike coins to $1.00

Learning at Home English Language Arts

Reading with and to your child every day is crucial! Sign your child up for his/her own library card at the Alabaster Public Library. Encourage your child to read a variety of texts. Stories, nonfiction, magazines (Sports Illustrated for Kids, Nat Geo for Kids), etc… Talk about your child’s day at school to encourage oral language. Encourage your child to speak in complete sentences because oral language is the foundation for written language. Encourage your child to write thank you notes to family and friends.

Mathematics

Measure and weigh items at home. Practice with a variety of tools – ruler, yardstick, scale…

Develop number sense by playing with math in the kitchen. Lay a foundation for 3

rd grade fractions with cooking by

measuring liquids and solids.

Add and subtract in natural ways. Compare prices at various stores. Estimate the amount of money needed to be saved to make a special purpose and the amount of time needed to save it.

Time and Money are developmental concepts. Expose your child as much as possible.

30

Appendix 5: 2nd – 5th Grade

Grading Parameters

31

Social Studies Grading Parameters: Second through Fifth Grades Second & Third Grade Fourth Grade Fifth Grade

Grade Categories

Grade Book

Entries

Total Grade

%

Grade Categories

Grade Book

Entries

Total Grade

%

Grade Categories

Grade Book

Entries

Total Grade

%

Objective Tests

2 or more

entries

40% Objective Tests

2 or more

entries

40% Objective Tests

2 or more entries

40%

Projects/ Quizzes/

Classwork

2 or more

entries

40% Projects/ Quizzes/

Classwork

2 or more

entries


Classwork

2 or more entries

40%

Teacher Choice *

1 or more

entries

20% Teacher Choice *

1 or more

entries


1 or more entries

20%

Total 5 or more

100% Total 5 or more

100% Total 5 or more 100%

*Teacher Choice Assessments: These assessments include projects, integrated social studies activities (reading/writing), journals, and technology (PowerPoint/Word processing/graphics). Homework assignments (i.e., worksheets, textbook pages, extra practice- not including out of class projects) and parent signatures cannot be recorded in iNOW Grade Book under any category.

32

Science Grading Parameters: Second through Fifth Grades Second & Third Grade Fourth Grade Fifth Grade

Grade Categories

Grade Book

Entries

Total Grade

%

Grade Categories

Grade Book

Entries

Total Grade

%

Grade Categories

Grade Book

Entries

Total Grade

%

Objective Tests

2 or more

entries

40% Objective Tests

2 or more

entries

40% Objective Tests

2 or more

entries

40%

Projects/ Quizzes/

Classwork

2 or more

entries


Classwork

2 or more

entries


Classwork

2 or more

entries

40%

Teacher Choice *

1 or more

entries


1 or more

entries


1 or more

entries

20%

Total 5 or more



100%

*Teacher Choice Assessments: These assessments include notebooks, portfolios, journals, illustrations, projects, and integrated science activities (reading/writing/math). Homework assignments (i.e., worksheets, textbook pages, extra practice- not including out of class projects) and parent signatures cannot be recorded in iNOW Grade Book under any category.

33

Math Grading Parameters: Second through Fifth Grades Second & Third Grade Fourth Grade Fifth Grade

Grade Categories

Grade Book

Entries

Total Grade

%

Grade Categories

Grade Book

Entries

Total Grade

%

Grade Categories

Grade Book

Entries

Total Grade

%

Objective Tests

(Summative)

3 or more

entries

50% Objective Tests

(Summative)

3 or more

entries

50% Objective Tests

(Summative)

3 or more

entries

50%

Quizzes/ Formative

Assessments (including fact

drills)

2 or more

entries

20% Quizzes/ Formative


drills)

2 or more

entries

20% Quizzes/ Formative


drills)

2 or more

entries

20%

Class Work/ Teacher’s

Choice

5 or more

entries

30% Class Work/ Teacher’s

Choice

5 or more

entries

30% Class Work/ Teacher’s

Choice

5 or more

entries

30%

Total 10 or more



100%

*Teacher Choice Assessments: These assessments should focus on the deficiencies found after analyzing assessment data. Homework assignments (i.e., worksheets, textbook pages, extra practice- not including out of class projects) and parent signatures cannot be recorded in iNOW Grade Book under any category.

34

English Language Arts Grading Parameters: Third through Fifth Grades Third Grade Fourth Grade Fifth Grade

Grade Categories

Grade Book

Entries

Total Grade

%

Grade Categories

Grade Book

Entries

Total Grade

%

Grade Categories

Grade Book

Entries

Total Grade

%

Spelling (Applied or Traditional)

1 or more

entries

20% Spelling (Applied or Traditional)

1 or more

entries

20% Spelling (Applied or Traditional)

1 or more

entries

20%

Writing* 2 or more

entries

40% Writing* 3 or more

entries

40% Writing* 3 or more

entries

40%

Grammar/ Mechanics

5 or more

entries

30% Grammar/ Mechanics

4 or more

entries

30% Grammar/ Mechanics

4 or more

entries

30%

Teacher Choice **

2 or more

entries

10% Teacher Choice **

2 or more

entries

10% Teacher Choice **

2 or more

entries

10%

Total 10 or more



100%

*Writing: Writing assignments should focus on the Alabama College and Career Ready Standards. Third grade will follow Being a Writer rubrics for published and non-published pieces. **Teacher Choice Assessments: These assessments should include vocabulary, proofreading/spelling combination assessments, oral presentations, integrated writing projects, and technology (PowerPoint/Word processing). Homework assignments (i.e., worksheets, textbook pages, extra practice- not including out of class projects) and parent signatures cannot be recorded in iNOW Grade Book under any category.

35

Reading Grading Parameters: Third through Fifth Grades Third Grade Fourth Grade Fifth Grade

Grade Categories

Grade Book

Entries

Total Grade

%

Grade Categories

Grade Book

Entries

Total Grade

%

Grade Categories

Grade Book

Entries

Total Grade

%

Comprehension 4 or more

entries

50% Comprehension 4 or more

entries

50% Comprehension 4 or more

entries

50%

Vocabulary 3 or more

entries

20% Vocabulary 3 or more

entries

20% Vocabulary 3 or more

entries

20%

Accuracy & Fluency**

2 or more

entries

20% Accuracy & Fluency**

2 or more

entries

20% Accuracy & Fluency**

2 or more

entries

20%

Teacher Choice*

1 or more

entries

10% Teacher Choice*

1 or more

entries

10% Teacher Choice*

1 or more

entries

10%

Total 10 or more



100%

*Teacher Choice Assessments: These assessments should focus on the deficiencies found after analyzing assessment data. Homework assignments (i.e., worksheets, textbook pages, extra practice- not including out of class projects) and parent signatures cannot be recorded in iNOW Grade Book under any category. **Each passage will yield two scores; one score for accuracy and one score for fluency.

Documents

Elementary School - PC\|MAC