Grade 2 ELA/SS Proficiency Scale T1 Novice 1 Approaching ... · Grade 2 ELA/SS Proficiency Scale 5.01.2019 T2 Novice 1 Approaching 2 Proficient 3 Advanced 4 on Practices listening

Grade 2 ELA/SS Proficiency Scale

5.01.2019

T1 Novice 1 Approaching 2 Proficient 3 Advanced 4

Com

mun

icat

ion Practices listening and speaking in

sentences with prompting, and/or shares ideas when prompted.

Demonstrates communication by sometimes listening, and/or speaking in complete sentences with prompting, and/or by sharing with others.

Demonstrates communication by actively listening in turn and talks, by speaking clearly and in complete sentences, and contributing by explaining an idea, story, or experience.

Demonstrates communication by engaging in discussions, building on other students’ ideas, clearly explains ideas, and asks for clarification and further explanation about topics.

Com

preh

ensio

n Practices defining reading strategies and skills, and/or scoring below the 25% on the STAR assessment.

Demonstrates emerging comprehension by showing partial progress of reading strategies and skills through comprehension assessments, and/or achieving a 26% or above on the STAR assessment.

Demonstrates comprehension by showing an understanding of reading strategies (visualizing, connecting, and analyzing), and skills (predicting) through comprehension assessments, and/or achieving a 40% or above on the STAR assessment.

Demonstrates comprehension beyond expectations by achieving above expectations on comprehension assessments, and demonstrates clear ability to use and apply reading strategies and skills, and scoring above 95% on the STAR reading assessment.

Criti

cal T

hink

ing

Practices identifying the city, state, and country, and practices labeling continents, countries, and oceans.

Demonstrates emerging critical thinking by reading or understanding some informational texts, working toward accuracy on identifying the city, state, and country, South America, and North America’s continent, countries, and oceans.

Demonstrates critical thinking by reading and understanding informational texts, and stating and identifying the city, state, and country in which they live, and by identifying South America and North America’s continent, countries, and oceans.

Demonstrates critical thinking by reading and understanding diverse informational texts, explaining information and connections between the city, state, and country in which they live, and by identifying and making connections between South America and North America’s continent, countries, and oceans.

Phon

ics

Practices word-attack skills to decode single-syllable words and/or is working towards accuracy on reading and writing words with short vowel sounds.

Demonstrates emerging word-attack skills to decode and/or is working towards accuracy when reading and writing words that include short vowels and silent e, and/or is practicing long vowel diagraphs in order to read and write words correctly on assessments and/or in daily writing and reading activities.

Demonstrates a broad range of word-attack skills to decode and correctly reads and writes words that include short vowels, silent e, and applies a pattern that says the correct sound to spell words that include a long vowel diagraph (ai, ea, igh, ow, etc.) on assessments and in daily writing and reading activities.

Demonstrates a broad range of word-attack skills to decode, and independently reads, writes and applies advanced phonics skills to correctly write words that include inflected endings (-ing, -ed, past tense, plurals, and y), and uses word parts to determine meanings.

Read

ing Demonstrates reading using

strategies and skills to read toward or at an independent level H (instructional level I) on the BAS.

Demonstrates reading using strategies and skills to read independent level I (instructional level J) on the BAS.

Demonstrates reading using strategies and skills to read independent level J (instructional level K) on the BAS.

Demonstrates reading using strategies and skills to read independent level M (instructional level N) on the BAS.

Writ

ing

Cont

ent

Practices the writing process to write personal narratives; practices the oral retell, drawing pictures, and writing simple sentences with a ‘who’ and ‘did what’.

Applies the writing process to write personal narratives; stories show some organization and planning through storyboarding, and/or has an unclear beginning, middle, or end with characters, setting, problem, resolution, and/or correct sequence, with at least six complete sentences.

Demonstrates writing personal narratives; showing organization and planning through storyboarding, and having a beginning, middle, and end with characters, setting, clear problem, resolution, and correct sequence, with at least nine complete sentences.

Demonstrates writing personal narratives; showing strong organization and planning through storyboarding, and writing that includes an interesting lead, strong balance of dialogue, feeling and action, clear organization, use of voice, appropriate adjectives and verbs, correct use of grammar, variety of sentence structures, and writes fluently with at least twelve complete sentences.

Writ

ing

Conv

entio

ns Practices defining conventions

(indenting, capitalization, and punctuation) and/or is working towards accuracy on spelling short vowel words and high frequency words in writing and/or through editing.

Applies some conventions (indenting, capitalization, and punctuation) and/or some appropriate spelling (phonics and high-frequency words) in writing and/or through editing.

Demonstrates appropriate conventions (indenting, capitalization, punctuation) and appropriate spelling (phonics and high-frequency words) in writing and/or through editing.

Demonstrates correct conventions (indenting, capitalization, and punctuation, and punctuates dialogue correctly, and uses correct spelling (phonics and high-frequency words) in words with two or more syllables in writing and through editing.


5.01.2019

T2 Novice 1 Approaching 2 Proficient 3 Advanced 4 Co

mm

unic

atio

n Practices listening and speaking in sentences with prompting, and/or shares ideas when prompted, and/or practices describing a text.

Demonstrates communication by sometimes listening, and/or speaking in complete sentences with prompting, and/or by sharing with other, and/or by describing details from a text.

Demonstrates communication by actively listening in turn and talks, by speaking clearly and in complete sentences, contributing by explaining ideas, and describing key details from a text or media.

Demonstrates communication by engaging in discussions, building on other students’ ideas, clearly explains ideas, and asks for clarification and further explanation about topics.

Com

preh

ensio

n

Practices defining reading strategies and skills, and/or scoring below the 25% on the STAR assessment.


Demonstrates comprehension by showing an understanding of reading strategies (visualizing, connecting, and questioning), and skills (predicting and summarizing fiction) through comprehension assessments, and/or achieving a 40% or above on the STAR assessment.


Criti

cal T

hink

ing Practices identifying goods,

services, consumers, and producers.

Demonstrates emerging critical thinking by reading or understanding some diverse informational texts, and working toward accuracy on differentiating between goods and services and/or consumers and producers.

Demonstrates critical thinking by reading and understanding informational texts and differentiating between goods and services and consumers and producers with sufficient detail.

Demonstrates critical thinking by reading and understanding diverse informational texts, explaining information, and providing multiple details differentiating and connecting, good and services and consumers and producers.

Phon

ics

Practices word-attack skills to decode single-syllable words and/or is working towards accuracy on reading and writing words with short vowels, and/or is practicing long vowel diagraphs in order to read and write words that include a long vowel sound.

Demonstrates emerging word-attack skills to decode and/or is working towards accuracy when reading and writing words that include long vowels, compound words, contractions, and/or is practicing r-controlled vowel patterns in order to read and write words correctly on assessments and/or in daily writing and reading activities

Demonstrates a broad range of word-attack skills to decode and correctly reads and writes words that include a short or long vowel, compound word, or contraction and correctly uses a pattern the makes the same sound when writing words that contain a r-controlled vowel (ar, or, ir, etc.), on assessments and in daily writing and reading activities.

Demonstrates a broad range of word-attack skills to decode, and independently reads, writes and applies advanced phonics skills to correctly write multi-syllabic words that include inflected endings (-ing, -ed, past tense, plurals, and y) in daily writing, and uses word parts to determine meanings.

Read

ing

Demonstrates reading using strategies and skills to read independent level I (instructional level J) on the BAS.

Demonstrates reading using strategies and skills to read independent level J (instructional level K) on the BAS.

Demonstrates reading using strategies and skills to read independent level K (instructional level L) on the BAS.

Demonstrates reading using strategies and skills to read independent level N (instructional level O) on the BAS.

Writ

ing

Cont

ent

Practices the writing process to write personal narratives; practicing the oral retell that includes characters, setting, and a problem, drawing pictures and writing simple sentences with a ‘who’ and ‘did what’. And/or practices the writing process to compare and contrast two objects, practicing including key points during planning.

Applies the writing process to write components of personal narratives; stories show some organization and planning through storyboarding, and/or have an unclear beginning, middle, or end with characters, setting, problem, resolution, and/or correct sequence, attempting adjectives, with at least six complete sentences. And/or, applies writing to compare and contrast two objects, practicing including a topic sentence and conclusion and/or using few key points, and/or has at least three complete sentences per paragraph.

Demonstrates writing personal narratives; showing organization and planning through storyboarding, and having a beginning, middle, and end with developed characters, setting, clear problem, resolution, and correct sequence, and appropriate adjectives, with at least nine complete sentences. And, demonstrates writing to compare and contrast two objects, using a topic sentence, key points, and a conclusion with at least five complete sentences per paragraph.

Demonstrates writing personal narratives; showing strong organization and planning through storyboarding, and writing that includes an interesting lead, strong balance of dialogue, feeling and action, clear organization, use of voice, appropriate adjectives and verbs, correct use of grammar, variety of sentence structures, and writes fluently with at least twelve complete sentences. And, demonstrates writing to compare and contrast two characters, ideas, or topics, using a topic sentence, and key points with details and strong vocabulary, and appropriate transitions, and a conclusion with at least five complete sentences per paragraph.

Writ

ing

Conv

entio







5.01.2019

T3 Novice 1 Approaching 2 Proficient 3 Advanced 4

Com

mun

icat

ion

Practices listening and speaking in sentences with prompting, and/or shares ideas when prompted, and/or practices describing a text; and/or practices how to ask questions and build on other’s ideas.

Demonstrates communication by sometimes listening, and/or speaking in complete sentences with prompting, and/or by sharing with others, and/or by describing details from a text, and/or asking clarifying questions, and/or building on other’s ideas.

Demonstrates communication by actively listening in turn and talks, by speaking clearly in complete sentences, contributing by explaining ideas, describing key details from a text or media, ask clarifying questions, and build on each other’s ideas in collaborative discussions.

Demonstrates communication by actively listening, and by speaking clearly in complete sentences, and contributing by sharing ideas, extending on key details from a text or media, asking higher-level questions, and building on each other’s ideas in collaborative discussions, and report on a topic or text.

Com

preh

ensio

n Practices defining reading strategies and skills, and/or scoring below the 25% on the STAR assessment.


Demonstrates comprehension by showing an understanding of all grade level reading strategies and skills through comprehension assessments, and/or achieving a 40% or above on the STAR assessment.


Criti

cal T

hink

ing Practices identifying rules and

laws and roles of leaders. Demonstrates emerging critical thinking by reading and understanding some informational text and/or working toward accuracy on identify rules and laws in the home, school, or the community and/or working toward accuracy on roles of leaders in the home, school, and community.

Demonstrates critical thinking by reading and understanding informational texts and being able to identify rules and laws in the home, school, or the community and able to identify the roles of leaders in the home, school, and community.

Demonstrates critical thinking by reading diverse informational texts, explaining information, creating questions for understanding, and providing multiple details on rules and laws and being able to identify rules and laws in the home, school, or the community and able to identify multiple roles of leaders in the home, school, and community.

Phon

ics

Practices word-attack skills to decode single-syllable words and/or is able to spell single-syllable short vowel and silent e words and/or is practicing long vowel diagraphs in order to write words with long vowels.

Demonstrates emerging word-attack skills to decode words with vowel diphthongs, variant vowels, and words with endings and/or is working towards accuracy when reading and writing words that include long vowels, compound words, contractions, or r-controlled vowels on assessments and/or in daily writing and reading activities.

Demonstrates a broad range of word-attack skills to decode words with vowel diphthongs (oi, oy, ou etc.), variant vowels (oo, ou, etc.), and words with endings (ly, ed, ing, etc.) and correctly reads and writes words that include a long vowel, compound word, contraction, and r-controlled vowels (ar, or, ir etc.) on assessments and in daily writing and reading activities.

Demonstrates a broad range of word-attack skills to decode, and independently reads, writes and applies advanced phonics skills such as writing multi-syllabic words that include inflected endings (-ing, -ed, past tense, plurals, and y) and unaccented syllables (le, el, il, etc.) in daily writing, and uses word parts to determine meanings.

Read

ing Demonstrates reading using

strategies and skills to read independent level J (instructional level K) on the BAS.

Demonstrates reading using strategies and skills to read independent level K (instructional level L) on the BAS.

Demonstrates reading using strategies and skills to read independent level L (instructional level M) on the BAS.

Demonstrates reading using strategies and skills to read independent level O (instructional level P) on the BAS.

Writ

ing

Cont

ent

Practices the writing process to write personal narratives; practices the oral retell that includes characters, setting, and a problem, drawing pictures and writing simple sentences with a ‘who’ and ‘did what’.

And/or practices the writing process to form an opinion, orally practicing including key points during planning.

And/or practices expository writing by defining and identifying topic sentence, ideas, and a conclusion.

Applies the writing process to write components of personal narratives; stories show some organization and planning through storyboarding, and/or have an unclear beginning, middle, or end with characters, setting, problem, resolution, and/or correct sequence, attempting adjectives and verbs, with at least six complete sentences. And/or applies the writing process to write an opinion by stating an opinion, practices providing reasons, and a conclusion. And/or applies the writing process to expository writing by practicing using reasons or facts that support the topic, and/or includes a topic and/or conclusion sentence.

Demonstrates writing personal narratives; showing organization and planning through storyboarding, and having a beginning, middle, and end with developed characters, setting, clear problem, resolution, and correct sequence, and appropriate adjectives and verbs with at least nine complete sentences.

And demonstrates writing an opinion piece by stating an opinion, providing supporting reasons, and a conclusion.

And demonstrates expository writing, using reasons, facts, and details to support the topic, including a topic and conclusion sentence.

Demonstrates writing personal narratives; showing strong organization and planning through storyboarding, and writing that includes an interesting lead, strong balance of dialogue, feeling and action, clear organization, use of voice, appropriate adjectives and verbs, correct use of grammar, variety of sentence structures, and writes fluently with at least twelve complete sentences. And demonstrates writing an opinion piece by stating an opinion, providing supporting reasons and adding an explanation, and a conclusion. And demonstrates expository writing, using well described reasons, facts, or details, and uses a variety of appropriate transitions, and includes a concluding statement.

Writ

ing

Conv

entio






West Fargo Public Schools 2019-20 G2 Mathematics Proficiency Scales T1

Grade 2 Math Proficiency Scales T1 Novice “1” Approaching “2” Proficient “3” Advanced “4”

Com

mun

icat

ion

Mat

h Pr

actic

es

3 an

d 6

Practices asking questions and explaining thinking; and making sense of the mathematical thinking of others.

Asks questions and explains thinking; works to make sense of the mathematical thinking of others with prompts and support.

Asks questions and explains thinking; and makes sense of the mathematical thinking of others.

Asks questions and explains ideas clearly, constructs viable arguments and critiques the reasoning of others.

Crit

ical

Thi

nkin

g M

ath

Prac

tices

1,

2, 4

, 5, 7

,8

Participates in creating questions, gathering information, and understanding connections; and looking for structure to make sense of problems.

Creates basic questions, gathers information, and understands connections; and begins to reason abstractly and quantitatively to look for structure and make sense of problems, attends to precision and perseveres in finding a solution.

Creates questions, gathers information, and understands connections; and reasons abstractly and quantitatively to find structure and patterns and make sense of problems, attends to precision and perseveres in finding a solution.

Creates questions, gathers information, and understands connections between parts of a system, and patterns including repeated reasoning; and reasons abstractly and quantitatively to find structure and make sense of problems; and attends to precision and perseveres in finding a solution and reflects upon the thinking process

Geo

met

ry

This category is not adequately assessed in this trimester.

Mea

sure

men

t & D

ata

Practices using a number line to show addition problems.

Uses a number line to show and solve 2-digit addition problems with a count by one strategy or uses a more complex strategies with errors.

Uses a number line to show and solve 2-digit addition problems.

Uses a number line to show and solve 2-digit addition problems and shows in-depth inferences and application; and uses efficient jumps and/or splits on the number line to solve two-digit addition.


Num

ber &

Ope

ratio

ns in

Bas

e Te

n Practices reading and writing numbers with up to 3-digits; and describing place value; and adding 2-digit numbers using different strategies.

Reads and writes 2-digit numbers using numerals and expanded notation; and describes how a 2-digit number represent amounts of tens and ones; and adds 2-digit numbers using at least two different strategies.

Reads and writes 3-digit numbers using numerals and expanded notation; and describes how a 3-digit number represent amounts of hundreds, tens and ones; and adds 2-digit numbers.

Reads and writes beyond 3-digit numbers using numerals and expanded notation; and describes how a 3-digit number represent amounts of hundreds, tens and ones; and adds 3-digit numbers, solving 2-digit subtraction mentally; and shows in-depth inferences and application.

Ope

ratio

ns &

Alg

ebra

ic T

hink

ing

Practices finding equal groups; and using addition to find the total number of objects in an array up to 25; and determining if a number is odd or even; and adding and subtracting using mental strategies; and solving addition and subtraction story problems to 10; and

Uses addition to find the total number of objects in an array up to 25; and adds and subtracts using mental strategies; and solves addition and subtraction story problems to 10.

Uses addition to find the total number of objects in an array up to 25; and adds and subtracts using mental strategies; and solves addition and subtraction story problems to 20.

Uses addition to find the total number of objects in an array up to 25; and adds and subtracts using mental strategies; and solves addition and subtraction story problems to 100; and shows in-depth inferences and application.



Com

mun

icat

ion Practices asking

questions and explaining thinking; and making sense of the mathematical thinking of others.

Asks questions and explains thinking; works to make sense of the mathematical thinking of others with prompts and support.

Asks questions and explains thinking; and makes sense of the mathematical thinking of others.

Asks questions and explains ideas clearly, constructs viable arguments and critiques the reasoning of others.

Crit

ical

Thi

nkin

g



Creates questions, gathers information, and understands connections; and reasons abstractly and quantitatively to find structure and make sense of problems, attends to precision and perseveres in finding a solution.


Geo

met

ry

This category is not adequately assessed in this trimester.


Mea

sure

men

t & D

ata

Practices estimating length and using appropriate tools to measure length in inches and feet; and solving word problems involving length and money; and constructing and reading picture and bar graphs, solving problems using the information in a graph.

Estimates length and uses appropriate tools to measure length in inches and feet separately; and solves word problems involving length within their range of 20 and money with dollar bills, dimes, nickels, and pennies; and constructs and reads picture and bar graphs, solving problems using the information in a graph.

Estimates length and uses appropriate tools to measure length in inches and feet; and solves word problems involving length and money; and constructs and reads picture and bar graphs, solving problems using the information in a graph.

Estimates length and uses appropriate tools to measure length in inches and feet; and solves word problems involving length and money; and constructs and reads picture and bar graphs, solving problems using the information in a graph; and shows in-depth inferences and application.

Num

ber &

Ope

ratio

ns in

Bas

e Te

n

Practices reading and writing 3-digit numbers and describing how a 3-digit number represent amounts of hundreds, tens and ones; and adding and subtracting 2-digit numbers; and using symbols to compare numbers; and skip-counting by 5s, 10s within 100.

Reads and writes 2-digit numbers using numerals and expanded notation; and describes how a 2-digit number represent amounts of tens and ones; and adds 2-digit numbers; and uses symbols to compare numbers 2-digit numbers.

Reads and writes 3-digit numbers using numerals and expanded notation; and describes how a 3-digit number represent amounts of hundreds, tens and ones; and adds and subtracts 2-digit numbers; and uses symbols to compare numbers; and mentally adds and subtracts 10 or 100 to or from numbers 100-900.

Reads and writes beyond 3-digit numbers using numerals and expanded notation; and describes how a 3-digit number represent amounts of hundreds, tens and ones; and adds and subtracts 3-digit numbers; and uses symbols to compare numbers; and mentally adds and subtracts 10 or 100 to or from numbers 100-900; and shows in-depth inferences and application.


Ope

ratio

ns &

Alg

ebra

ic T

hink

ing

Practices using mental strategies to add and subtract to 20; and solving addition and subtraction story problems to 10; and counting on to add and counting back to subtract; and using addition to find the total number of objects arranged in a rectangular array with up to five rows and five columns.

Uses mental strategies to add and subtract to 20; and solves one-step addition and subtraction story problems to 20; and uses addition to find the total number of objects arranged in a rectangular array with up to five rows and five columns.

Demonstrates fluency with addition facts to 20; and solves one-step addition and subtraction story problems to 100.

Demonstrates fluency with addition facts to 20; and solves multi-step addition and subtraction story problems to 100; and shows in-depth inferences and application.



Com

mun

icat

ion

Participates in asking questions and sharing ideas, including the construction of arguments.

Asks questions and explains ideas, constructs viable arguments.

Asks questions and explains ideas clearly, constructs viable arguments and critiques the reasoning of others, explains the reasoning with clarity and use of some related academic vocabulary.

Asks questions and explains ideas clearly with details, constructs viable arguments and critiques the reasoning of others using academic related vocabulary related to the task, explains the reasoning using insight from deeper understanding with clarity and use of some related academic vocabulary.

Crit

ical

Thi

nkin

g



Creates questions, gathers information, and understands connections; and reasons abstractly and quantitatively to find structure and make sense of problems, attends to precision and perseveres in finding a solution.



Geo

met

ry

Practices recognizing and drawing 2 and 3-D shapes; and dividing shapes into equal parts; and describing parts using words like halves, half of.

Recognizes and draws 2- and 3-D shapes; and divides shapes into equal parts, and describes the parts using words like halves, half of, thirds, a third of, fourths, quarters, a fourth of.

Recognizes and draws 2- and 3-D shapes; and divides shapes into equal parts, and describes the parts using words like halves, half of, thirds, a third of, fourths, quarters, a fourth of; and divides a rectangle into equal squares and counts to find the total.

Recognizes and draws 2- and 3-D shapes; and divides shapes into equal parts, and describes the parts using words like halves, half of, thirds, a third of, fourths, quarters, a fourth of; and divides a rectangle into equal squares and counts to find the total; and shows in-depth inferences and application.

Mea

sure

men

t & D

ata

Practices estimating length and using appropriate tools to measure length in centimeters, meters, inches and feet; and solving word problems involving length and money; and constructing and reading picture and bar graphs, solving problems using the information in a graph.

Estimates length and uses appropriate tools to measure length in inches and feet; and solves word problems involving length and money; and constructs and reads picture and bar graphs, solving problems using the information in a graph.

Estimates length and uses appropriate tools to measure length in centimeters and meters; and solves word problems involving length and money; and measures lengths and displays the results on a line plot.

Estimates length and uses appropriate tools to measure length in centimeters and meters; and solves word problems involving length and money; and measures lengths and displays the results on a line plot; and shows in-depth inferences and application.


Num

ber &

Ope

ratio

ns in

Bas

e Te

n

Practices reading and writing 3-digit numbers and describing how a 3-digit number represent amounts of hundreds, tens and ones; and adding and subtracting 2-digit numbers; and using symbols to compare numbers; and skip-counting by 5s, 10s within 100.

Reads and writes 3-digit numbers using numerals and expanded notation; and describes how a 3-digit number represent amounts of hundreds, tens and ones; and adds and subtracts 2-digit numbers; and uses symbols to compare numbers; and mentally adds and subtracts 10 or 100 to or from numbers 100-900.

Reads and writes 3-digit numbers using numerals and expanded notation; and describes how a 3-digit number represent amounts of hundreds, tens and ones; and adds and subtracts 3-digit numbers; and uses symbols to compare 3-digit numbers; and mentally adds and subtracts 10 or 100 to or from numbers 100-900.

Reads and writes 3-digit numbers using numerals and expanded notation; and describes how a 3-digit number represent amounts of hundreds, tens and ones; and adds and subtracts 3-digit numbers; and uses symbols to compare 3-digit numbers; and mentally adds and subtracts 10 or 100 to or from numbers 100-900; and shows in-depth inferences and application

Ope

ratio

ns &

Alg

ebra

ic T

hink

ing

Practices using mental strategies to add and subtract to 20; and solving addition and subtraction story problems to 10; and counting on to add and counting back to subtract; and using addition to find the total number of objects arranged in a rectangular array with up to five rows and five columns.

Demonstrates fluency with addition facts to 20; and solves one-step addition and subtraction story problems to 100; and uses addition to find the total number of objects arranged in a rectangular array with up to five rows and five columns.

Demonstrates fluency with addition facts to 100; and solves two-step addition and subtraction story problems to 100; and uses addition to find the total number of objects arranged in a rectangular array with up to five rows and five columns.

Demonstrates fluency with addition facts to 100; and solves two-step addition and subtraction story problems to 100; and uses addition to find the total number of objects arranged in a rectangular array with up to five rows and five columns; and shows in-depth inferences and application

West Fargo Public Schools 2019-20

Grade 2 Science Proficiency Scale T1 Earth Science Novice “1” Approaching “2” Proficient “3” Advanced “4”

Co

mm

unic

atio

n Practices asking questions to help check for understanding.

Asks questions to check for understanding or explains thinking in relation to Earth science concepts.

Asks questions to check for understanding and explains thinking in relation to Earth science concepts.

Asks questions to check for understanding; clearly explains strategies, thinking and conclusions in relation to Earth science concepts.

Crit

ica

l Thi

nkin

g

Participates in whole group reading, discussions, and observations about water locations and Earth events; and observes design models to prevent the impact of land and water on the land.

Gathers information about water locations and Earth events; and participates in the creation of design models of land and water and observes the connections and patterns about solutions that are designed to impact wind or water changing the land.

Creates questions and gathers information about solid and liquid water locations and Earth events ; and designs models of land and water and observes and explains the connections and patterns about solutions that are designed to impact wind or water changing the land.

Creates questions and gathers information about solid and liquid water locations and Earth events; and uses EDP to redesign unique and creative models of land and water and observes and explains the connections and patterns about solutions that are designed to impact wind or water changing the land, and shows understanding of the impact of decisions about materials and process used to create the solution.

West Fargo Public Schools G2T2 2019-20

Grade 2 Science Proficiency Scale T2 Physical Science Novice “1” Approaching “2” Proficient “3” Advanced “4”

Co

mm

unic

atio

n Practices asking questions to help check for understanding.

Asks questions to check for understanding or explains thinking in relation to Physical science concepts.

Asks questions to check for understanding and explains thinking in relation to Physical science concepts.

Asks questions to check for understanding; clearly explains strategies, thinking and conclusions in relation to Physical science concepts.

Crit

ica

l Thi

nkin

g

Participates in whole group reading, discussions and observations about the observable properties of different materials; and participates in a demonstration about how small parts can be taken apart and reassembled to create something new.

Gathers information about the observable properties of different materials; and demonstrate how small parts can be taken apart and reassembled to create something new and observes the properties of materials and helps select the best type for a particular purpose.

Creates questions and gathers information about the observable properties of different materials, including changes that can be reversed and those that cannot; and understands and demonstrates how small parts can be taken apart and reassembled to create something new analyzing the properties of materials and determining the best type for a particular purpose citing evidence and reflecting upon the thinking process.

Creates questions and gathers information about the observable properties of different materials, including changes that can be reversed and those that cannot; and understands and uses EDP to demonstrate unique and creative ways that small parts can be taken apart and reassembled to create something new and analyze the properties of materials and determines the best type for a particular purpose citing evidence, and reflects upon the thinking process, sharing several examples of those choices and explaining the importance of the selection.

West Fargo Public Schools G2 T3 2019-20

Grade 2 Science Proficiency Scale T3 Life Science Novice “1” Approaching “2” Proficient “3” Advanced “4”

Co

mm

unic

atio

n

Practices asking questions to help check for understanding.

Asks questions to check for understanding or explains thinking in relation to Life science concepts.

Asks questions to check for understanding and explains thinking in relation to Life science concepts.

Asks questions to check for understanding; clearly explains strategies, thinking and conclusions in relation to Life science concepts.

Crit

ica

l Thi

nkin

g

Participates in whole group reading, discussions, and observations about what plants need in order to grow (sunlight and water) and the diversity of plant and animal life in different habitats and the process of pollination; and observes the connections between parts of a system by observing the design of a model to mimic the function of pollination.

Gathers information about what plants need in order to grow (sunlight and water) and the diversity of plant and animal life in different habitats and the process of pollination; and shows the connections between parts of a system by participating in the designing of a model to mimic the function of pollination.

Creates questions and gathers information about what plants need in order to grow (sunlight and water) and the diversity of plant and animal life in different habitats and the process of pollination; and shows the connections between parts of a system by designing a model to mimic the function of pollination, and reflects upon the thinking process.

Creates questions and gathers information about what plants need in order to grow (sunlight and water) and the diversity of plant and animal life in different habitats and the process of pollination; and shows the connections between parts of a system by using EDP to redesign a unique and creative model to mimic the function of pollination, and reflect upon the thinking process showing an understanding of the impact of decisions about materials and the process used to create the model.

Documents

Grade 2 ELA/SS Proficiency Scale T1 Novice 1 Approaching ... · Grade 2 ELA/SS Proficiency Scale 5.01.2019 T2 Novice 1 Approaching 2 Proficient 3 Advanced 4 on Practices listening