Standards-Based Reporting and
Assessment Handbook
Grades K-2
8/29/19
Table of Contents Page
3
Introduction 3
Standards-Based Instruction/Assessment 3
Planning for Effective Instruction, Assessment and Reporting 4
Terminology 5
Standards-Based Reporting of Grades 6
Effective Grading Practices for Standards-Based Reporting 7
Formative and Summative Assessment 8
Academic Key for the Report Card 8
Quarterly Performance and Promotion, Placement, and Retention
Assessing and Reporting 8-10
Referral to SBLC 10
Kindergarten Report Card Indicators for Reading, Language/Writing, and
Math 11-15
SCPPS Grade K English Language Arts and Math Assessments
Blueprint 16-18
Report Card Indicators for Personal and Social Development/Conduct
High Frequency Word Lists for Kindergarten 19-20
First Grade Report Card Indicators for Reading, Language/Writing, and 21-23
Math 24-30
SCPPS Grade 1 English Language Arts and Math Assessments
Blueprint 31-32
Report Card Indicators for Personal and Social Development/Conduct
Second Grade Report Card Indicators for Reading, Language/Writing, 33-35
and Math 36-43
SCPPS Grade 2 English Language Arts and Math Assessments
Blueprint 44-46
Report Card Indicators for Personal and Social Development/Conduct
47-49
2
Introduction
The St. Charles Parish Standards-Based Grading Handbook is meant to be a resource for teachers. It
includes information about our report cards, grading practices, and standards-based reporting. Also included
are guides that provide further explanation of some report card indicators at performance levels M, PM, N.
Standards-Based Instruction
In a standards-based classroom, students concentrate on mastery of skills and content. Teachers focus on
grade level standards that every child must learn. All instruction is aligned to the standards. Teachers
present student friendly statements that are used to inform students of the goals they must meet. Students
should be clear and aware of the targeted outcomes for lessons. Teachers should provide multiple
opportunities for students to meet the standards.
Students in a standards-based classroom know what they need to learn at the start of a lesson through the
presentation of learning targets. The outcome or objective for a lesson based on a standard should be
presented to the students. For example, “I can ask and answer questions using specific details from the
text.”
Standards-Based Assessment
A student must have more than one opportunity to demonstrate their progress toward the standard.
Formative and summative assessments are used to measure progress toward the goal. Students will have
different types of assessment opportunities and will be assessed in a variety of ways. An assessment is any
way in which a student’s performance is measured in comparison to an outcome or objective. Remember
that the outcome or objective should always be anchored to a standard.
Preplanning for Effective Instruction, Assessment, and Reporting
To effectively use this report card to communicate student progress, it is imperative that teachers have a
clear understanding of the Louisiana Student Standards and a plan for teaching and assessing the
concepts/skills for each reporting period. Teachers are expected to work collaboratively with their grade
level teams to:
develop/implement curriculum maps/calendars that align with the standards identified on the report
card as well as all other standards
calibrate their understanding and expectations of each standard being taught for each
quarter/unit/module
identify effective methods for instructing students in the specific standards
select means of assessing student achievement for each of the standards being taught (e.g., CFA’s,
exit tickets, appendices, anecdotal notes, student observations)
schedule and administer teacher made and district assessments in a timely manner for the use in
marking both progress reports and report cards (pacing of assessing is important)
meet as a grade level team to calibrate scoring with a random sample of assessments from each
teacher before scoring individually-have at least 3-5 benchmark papers that the team has agreed
upon
3
Definition of Terminology
Assessment Formative Assessment
Any way in which a “Assessment for learning.” The
child’s performance is
measured in comparison assessments are made in order
to an outcome or determine a student’s knowledg
objective. and skills, including gaps. Thes
assessments are used to plan fo
future instruction.
Evidence Feedback
The available body of Information provided to a learne
information that that is timely and specific and
demonstrates provides direction toward growth
understanding of a and improvement.
specified learning
target.
Mastery (M) Progressing Toward Mastery
Consistently grasps and (PM)
applies key concepts, Inconsistently grasps and applie
processes, and skills. key concepts, processes, and
Successfully shows skills. Progressing toward
mastery of grade-level mastery of grade-level standard
standards.
Summative Assessment
“Assessment of learning.” These assessments are a
to comprehensive measure of a student’s ability to
ge independently demonstrate concepts, skills, and
se knowledge embedded within a standard. These
or assessments are used to measure a student’s mastery
of a standard.
Outcomes/Goals
er Accessible outcomes or objectives for a lesson that
are based on the standards and are used to inform
h students of the goal(s) they must meet.
Not Meeting Standard(N)
Not grasping key concepts, processes, and essential
es skills. Not meeting mastery of grade-level standards.
ds.
4
Standards-Based Reporting of Grades
Standards-based grading measures the mastery of grade level standards. It is based on a specific
set of standards that students need to meet for each grade/content area. Marks are not a
comparison of one student to another, but rather a way to measure how well students are
performing on grade-level/content area standards. A standards-based approach allows parents
and students to understand more clearly what is expected of students and how to help them be
successful.
A standards-based approach… Guidelines for standards-based Grading
Indicates what students know and are The Louisiana Student Standards
able to do describe what a student should know
and be able to do at a given grade-
Provides feedback on a student’s level. The standards are the basis
progress toward the attainment of a for grading.
standard
Multiple assessments and tasks
Clearly communicates expectations that are aligned to standards
ahead of time should be considered in grading.
Is based on application of Clear explanations are presented in
skills within a standard, as advance of evaluation to ensure that
opposed to rote memory students understand what is expected
to perform at a proficient level.
Emphasizes the more recent evidence
of learning Grading should reflect academic
standards. Grades should report what
students know and are able to do on a
standard.
Standards-based instruction, grading,
and reporting should be clear and
meaningful to all parties involved-
including parents and students.
Student progress is reported to both
the students and their parents on a
regular basis to communicate the
child’s progress toward meeting the
standards. The report card is not the
single method of providing feedback to
parents and students.
Non-academic indicators are essential
to understanding the whole child,
however, should never be reported
with the academic grades.
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Effective Grading Practices for Standards-Based Reporting
Grading Practice #1- Only include Be clear about what students should know and
documentation/assessment that relate to the be able to do.
achievement of standards.
Have a clear understanding of what each level of
performance looks like before instruction and
students begin work.
Base grades/scores on individual achievement-
not group.
Seek only evidence that more work has resulted
in mastery of the standard.
Ensure that questions/problems are connected to
standards to verify that assessments measure
what is intended.
Grading Practice #2- Use a variety of Use multiple measures to determine
assessment methods to collect high quality, student achievement on grade level/ content-
organized evidence of achievement. area standards.
Provide students with multiple opportunities to
demonstrate that they have acquired the
knowledge or skill expected with proficiency on a
standard.
Organize and report evidence of learning by
standards/learning goals.
Provide clear descriptions of achievement
expectations.
Grading Practice #3- Use grading and Use only evidence from various assessments to
assessment procedures that support learning. determine mastery of standards.
Provide the most accurate depiction of students’
learning using the most current information.
Include the analysis of student work in the
grading process. Make a habit of monitoring
students’ progression of mastery toward
standards by reviewing student’s work weekly.
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Formative and Summative Assessment
Formative assessments are an assessment for learning and can broadly be described as an
indicator that captures a student’s progress through the learning process. It explains to what
extent a student is learning a concept, skill, or knowledge set. These assessments are used to
plan for future instruction.
Formative Skill Checks
Assessments that might Running Records (Make sure to MSV)
be used to plan for Daily Work/Exit Tickets
future instruction: Guided or Independent Practice
Quizzes
Teacher questions during instruction
Student/Teacher conferences
K-2 Formative Task
Other Class activities not listed above
Summative Assessments are a comprehensive measure of a student’s ability to demonstrate the
concepts, skills, and knowledge embedded within a standard. It is an assessment of learning as it
occurs after instruction to determine what students know, understand, and can do at one point in
time.
Summative Curriculum Assessments
Assessments that might Written, oral, and performance tasks
be used for grading Teacher-made Tests
purposes include: Written Work (essays, stories, etc.)
Projects
Presentations
Problem-based/inquiry learning tasks
Other comprehensive/ cumulative
assignments not listed abov
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Academic Key for the Report Card
When reporting out using the performance indicators, the teacher should consider the following:
Label Description
M Consistently grasps and applies key concepts,
(Mastery) processes, and skills. Successfully shows mastery
PM of grade-level standards.
(Progressing towards Mastery) Inconsistently grasps and applies key concepts,
N processes, and skills. Progressing towards mastery
(Not meeting Mastery) of grade-level standards.
Standard Overall Performance (SOP) Not grasping key concepts, processes, and essential
skills. Not meeting mastery of grade-level standards.
End of Year Performance (EOY) Overall Performance on the standard at the end of
the school year.
Overall performance for the year,
P = Pass: this means the student consistently
showed progression toward mastery or
mastery of the indicators on the report card.
F = Fail: this means the student did not
consistently show progression toward
mastery or mastery of the indicators on the
report card.
Quarterly Performance and Promotion, Placement, and Retention
A teacher should have a sufficient quantity and variety of assessments during each grading period to
accurately reflect student achievement on any particular standard. To determine a quarterly grade,
teachers collect evidence of student learning through daily work, observation, and assessment. This
evidence is used to determine whether the student has mastered the skill or needs additional time.
Measurement experts suggest that to make a judgment about anything, we need at least three pieces of
evidence; this is because the first may be luck, chance, or measurement error in one direction; the second
may be luck, chance, or measurement error in the other direction, and the third will usually confirm the first
or second piece of evidence. Ideally teachers should have more than three pieces of evidence for
student's achievement on each reporting standard for the quarter.
Assessing and Reporting
As the end of the reporting period nears, the teacher should review data collected for each student for
each report card indicator. This data may come from sources such as anecdotal notes from observations
of the student at work, documentation from individual student conferences, information from the analysis of
student work, and results from district and teacher-made assessments. Unless noted otherwise, data
should only be collected from work that the student has completed independently.
In determining a student’s level of achievement, the teacher should consider evidence gathered throughout
the grading period with close analysis toward the end of the period. This would allow the teacher to gain a
clear picture of the student’s progression toward mastery of each standard. Remember, in standards-
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based reporting of student learning, it is never an average - not if, but when. The teacher must collect data
from multiple data sources to have sufficient information to mark the report card at the end of the reporting
period. Data (e.g., anecdotal notes, work samples) used to determine achievement/non-achievement of
report card indicators shall be kept by the teachers until the end of the year.
The standards on the report card with a / (slash) will indicate that the standard will not be assessed during
this reporting period. Teachers may informally assess students on these standards for use in instructional
planning, although the results are not being included on the report card for this quarter.
If a student shows progression toward mastery or masters a standard in a subsequent grading period, the
teacher should maintain evidence to support progression toward mastery or mastery. This evidence will be
used to mark the fifth column of the report card labeled Standard Overall Performance (SOP) if this is an
unshaded indicator.
If a student earns a mark of PM or N in any reporting period, teachers are expected to provide ongoing
instruction for those standards and progress monitor their growth toward mastery. Teachers will progress
monitor through a variety of ways including; observations, anecdotal notes, application and practice of the
standards in order to determine students’ progression. This progress monitoring will be ongoing until the
teacher has sufficient evidence that the student has shown growth toward achievement of the standard.
Because mastery is usually not expected until the end of the entire school year, any standard the student
did not master in any quarter should be reassessed. The teacher should find ways to communicate to the
parent about the student’s performance on any/all of these indicators.
As required by the St. Charles Parish Pupil Progression Plan, parents of students who are at-risk of failing
a subject or grade shall be notified through a progress/deficiency report, report card, letter, or documented
conference no later than upon receipt of the report card for the third reporting period. If a student
demonstrates a lack of consistent understanding with the skills and concepts within a standard and
receives an N on the report card, the teacher would notify the parent with the PPP statement.
Remember the mark for the fourth reporting period represents student achievement during the fourth
quarter and not an average from prior quarters. By the end of the year, teachers should have enough
evidence to support the promotion or retention of their students. The teacher should indicate the student's
overall performance in the Standard Overall Performance (SOP) column for each unshaded indicator.
Some report card indicators will not be reported in the SOP column.
Students with all M’s in the fifth column labeled SOP will be promoted. Students who have Ms and PMs in
the fifth column labeled SOP will be promoted. Students who have all PMs in the fifth column labeled SOP
will be promoted. Please remember the fifth column is not an average. Teachers are reminded to carefully
analyze student work and performance of the standards when marking the fifth column to determine if the
student demonstrates enough overall mastery to be promoted. Remember no one piece of documentation
should be used to determine overall mastery of a standard.
Students who have any Ns in the 5th column (SOP column) will receive an F for the End of Year
Performance. Remember, before marking an N in the fifth column please use a preponderance of evidence
and not just one or two piece of data.
When determining the End of Year Performance for Reading (P or F) for Grade K students should be able
to:
consistently read emergent-reader text with purpose and understanding.
with prompting and support, should also consistently demonstrate their understanding of text
through identifying characters, setting, and major events in a story.
identify the main topic and retell key details of an informational text, as well as spell simple words
9
phonetically.
In writing, students should be able to:
consistently demonstrate proficient writing in at least 1 of the 2 genres, by expressing their
thoughts in written form that reflects grade level expectations.
When determining the End of Year Performance for Math (P or F) for Grade K students should be able to:
consistently demonstrate their understanding of the relationship between numbers and quantity.
count objects to 10 in any scattered configuration to answer “how many?”
add and subtract and solve word problems within 10 by using objects and drawings to represent
the problem.
When determining the End of Year Performance for Reading (P or F) for Grade 1 students should be able
to:
consistently read on-level text accurately and fluently.
consistently demonstrate their understanding of text through retelling of story events and identifying
the main topic using key details of a text.
In writing, students should be able to:
consistently demonstrate proficient writing in at least 2 of the 3 genres, by expressing their
thoughts in written form that reflects grade level expectations.
When determining the End of Year Performance for Math (P or F) for Grade 1 students should be able to:
add and subtract within 20.
add and subtract within 20 to solve word problems, as well as compare two digit numbers based on
meaning of the ten and one digits.
When determining the End of Year Performance for Reading (P or F) for Grade 2 students should be able
to:
consistently read on-level text accurately and fluently.
consistently demonstrate their understanding of text through identifying the main topic of a multi-
paragraph text and describe how characters in a story respond to major events and challenges.
In writing, students should be able to:
consistently demonstrate proficient writing in at least 2 of the 3 genres, by expressing their
thoughts in written form that reflects grade level expectations.
When determining the End of Year Performance for Math (P or F) for Grade 2 students should be able to:
fluently add and subtract within 20 using mental strategies (by the end of grade 2, know from
memory all sums of 2 one-digit numbers).
add and subtract within 100 to solve one and two-step word problems.
add and subtract within 1000 using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction.
Referral to SBLC
Students who have any Ns in the fifth column titled Standard Overall Performance (SOP) of the
report card will receive and F in the End of Year Performance box and shall be referred to the School
Building Level Committee (SBLC) for determination of placement or retention.
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Report Card Indicators for Readin
While teachers are expected to teach all of the Standards, the report card i
Report card indicators for reading, language and math are broken down int
implement curriculum maps along with their school’s curriculum calendar to
receive the St. Charles Parish Public Schools guaranteed and viable curric
end of each reporting period. Many standards (e.g., basic facts) may requi
progress is actually reported on the report card. See the following pages fo
each reporting period.
Grade K Reading Ways to Assess Standard
Report Card Reporting
Indicators
2
RL.K.2-With prompting and Observations, anecdotal notes,
support, retell familiar stories, conferences With prompting and
including key details. student is able to re
Retellings story, including key
RL.K.3-With prompting and aloud by an adult.
support, identify characters, TM assessments
setting, and major events in a With prompting and
story. Small and whole group student is able to id
discussions characters, setting,
RI.K.2-With prompting and events in a story re
support, identify the main Student oral and/or written an adult. (RL.K.3)
topic and retell key details of responses
a text. Observations, anecdotal notes,
conferences
Retellings
TM assessments
Small and whole group
discussions
Student oral and/or written
responses
Observations, anecdotal notes,
conferences
Retellings
TM assessments
Small and Whole group
discussions
Student oral and/or written
responses
ng, Language/Writing, and Math
is designed to provide information on some of the essential standards.
to standards for each reporting period. Teachers are expected to
o ensure that all students have been given sufficient opportunities to
culum and to learn standards that will be assessed and reported on at the
ire introduction, instruction and review weeks and months before student
or a description of the standards to be assessed and reported on during
ds for Standards for Standards for
g Period Reporting Period Reporting Period
d support, the 3 4
etell a familiar
y details, read
(RL.K.2)
d support, the
dentify the
, and major
ead aloud by
)
The student is able to identify The student is able to identify
the main topic and retell key the main topic and retell key
details of an informational text details of an informational text
read aloud by an adult. (RI.K.2) read aloud by an adult. (RI.K.2)
11
Grade K Reading Ways to Assess Standard
Report Card Reporting
Indicators
2
RF.K.3a-Demonstrate basic Observations
knowledge of one-to-one
letter-sound correspondences Anecdotal notes
by producing the primary or
many of the most frequent Conferences
sounds for each consonant TM assessments
Small and whole group
discussions
Student oral responses
RF.K.3c-Read common high- Observations
frequency words by sight Anecdotal notes
(e.g., the, of, to, you, she, my, Conferences
is, are, do, does)
TM assessments
Note: Teacher should have Student oral responses
taught all 50 selected high
frequency words by Q3.
Core Knowledge Assessments
RF.K.4-Read emergent- Observations
reader texts with purpose and Anecdotal notes
understanding.
Note: The DRA level text Conferences
should be used as only one TM assessments
piece of data and not the Student oral responses
determining factor for this
indicator.
Core Knowledge Passages
*PM= Progress Monitoring
ds for Standards for Standards for
g Period Reporting Period Reporting Period
3 4
The student is able to
demonstrate basic knowledge of
one-to-one letter-sound
correspondences by producing
the primary or most frequent
sounds for each consonant.
(RF.K.3a)
The student is able to read The student is able to read
common high-frequency words common high-frequency words
by sight (e.g., the, of, to, you, by sight (e.g., the, of, to, you,
she, my, is, are, do, does). she, my, is, are, do, does).
(RF.K.3c) (RF.K.3c)
*The student should read 80% *The student should read 80%
of 50 selected high frequency of 50 selected high frequency
words. words.
The student is able to read The student is able to read
emergent texts with purpose emergent texts with purpose
and understanding: and understanding:
Core Knowledge Passage from Core Knowledge Passage from
Unit 7 “Lost Finch” Unit 9 ”Ann’s Cut”
Passages from the CK Passages from the CK
Assessment and Remediation Assessment and Remediation
Guide Guide
DRA Level 2 - “I Can See” DRA Level 2 or 3
PM Suggestion – “Bath Time” DRA Level 3 – “Look at Me”
PM Suggestion – “The 'I Like'
Game”
12
Grade K Ways to Assess Standard
Language and Reporting
Writing Report Observations, anecdotal notes,
Card Indicators conferences 2
TM assessments
L.K.2b-Recognize and name Writing Journals The student is able
end punctuation. beginning sound in
samples. (L.K.2d)
L.K.2d-Spell simple words Observations, anecdotal notes,
phonetically, drawing on conferences The student uses a
knowledge of sound-letter TM assessments of drawing, dictatin
relationships. Writing Journals to compose opinion
Observations, anecdotal notes, which he tells a rea
W.K.2-Use a combination of conferences or the name of the
drawing, dictating, and writing TM assessments writing about and s
to compose Writing Journals opinion or preferen
informative/explanatory texts book. (W.K.1)
in which they name what they Observations, anecdotal notes,
are writing about and supply conferences
some information about the TM assessments
topic. Writing Journals
W.K.1-Use a combination of
drawing, dictating, and writing
to compose opinion pieces in
which they tell a reader the
topic or the name of the book
they are writing about and
state an opinion or preference
about the topic or book (e.g.,
My favorite book is . . .).
As you assess each genre of writing, teachers should also asses
English (Demonstrates the command of the convention of Stand
command of the conventions of Standard English, capitalization,
When scoring the SOP column of the report card in writing, stud
writing in at least 1 of the 2 genres, by expressing their thoughts
ds for Standards for Standards for
g Period Reporting Period Reporting Period
3 4
The student is able to recognize
and name end punctuation.
(L.K.2b)
e to record the The student is able to record the The student is able to record the
n writing beginning and ending sounds in beginning, middle and ending
) writing samples. (L.K.2d) sounds in writing samples.
(L.K.2d)
The student uses a combination The student uses a combination
of drawing, dictating, and writing of drawing, dictating, and writing
to compose to compose
informative/explanatory texts informative/explanatory texts
pieces in which he names what pieces in which he names what
he is writing about and supplies he is writing about and supplies
some information about the some information about the
topic. (W.K.2) topic. (W.K.2)
a combination
ng, and writing
n pieces in
ader the topic
book he is
states an
nce about the
ss student’s understanding of the conventions of Standard
dard English of Grammar and Usage, Demonstrates the
, punctuation and spelling).
dents should be able to consistently demonstrate proficient
s in written form that reflects grade level expectations.
13
Grade K Math Ways to Assess Standards f
Reporting Pe
Report Card Observations
Anecdotal notes 2
Indicators Conferences
TM assessments The student is able to wr
K.OA.A.2-Solve addition Exit Tickets numbers from 0-10. Rep
and subtraction word K-2 Formative Math Task a number of objects with
problems, and add and Observations written numeral 0-10 (wi
subtract within 10, e.g., by Anecdotal notes, representing a count of n
using objects or drawings to Conferences objects. (K.CC.A.3)
represent the problem. TM assessments Note: if students are rev
Exit Tickets individual digits (e.g. 3) b
K.OA.A.3-Decompose K-2 Formative Math Task the values of the digit (e
numbers less than or equal 13) they may still earn a
to 10 into pairs in more than Observations
one way, e.g., by using Anecdotal notes,
objects or drawings, and Conferences
record each decomposition TM assessments
by a drawing or equation Exit Tickets
(e.g., 5=2 +3 and 5 = 4 + 1).
K.CC.A.3-Write numbers
from 0-20. Represent a
number of objects with a
written numeral 0-20 (with 0
representing a count of no
objects.
K.CC.A.3-Write numbers Observations
from 0-20. Represent a Anecdotal notes,
number of objects with a Conferences
written numeral 0-20 (with 0
representing a count of no TM assessments
objects. Exit Tickets
for Standards for Standards for
eriod Reporting Period
Reporting Period
rite 4
present 3
ha
ith 0 The student is able to solve
no addition and subtraction word
problems, and add subtract
within 10, e.g., by using objects
or drawings to represent the
problem. (K.OA.A.2)
The student is able to
decompose numbers less than
or equal to 10 into pairs in more
than one way, e.g., by using
objects or drawings, and record
each decomposition by a
drawing or equation (e.g., 5=2
+3 and 5 = 4 + 1). (K.OA.A.3)
versing
but not
e.g.31 for
an M.
The student is able to write numbers from
0-20. Represent a number of objects with
a written numeral 0-20 (with 0
representing a count of no objects.
(K.CC.A.3)
Note: if students are reversing individual
digits (e.g. 3) but not the values of the
digit (e.g.31 for 13) they may still earn an
M.
14
K.CC.B.5-Count to answer Observations Count to answer "how m
"how many?" questions Anecdotal notes, questions about as man
about as many as 20 things Conferences things arranged in a line
arranged in a line, a rectangular array, or a c
rectangular array, or a TM assessments as many as 10 things in
circle, or as many as 10 Exit Tickets scattered configuration;
things in a scattered number from 1-10, coun
configuration; given a that many objects. (K.CC
number from 1-20, count out
that many objects. The student is able to id
whether the number of o
K.CC.B.5-Count to answer Observations in one group is greater th
"how many?" questions Anecdotal notes, less than, or equal to the
about as many as 20 things Conferences number of objects in ano
arranged in a line, a TM assessments group (up to 10 objects).
rectangular array, or a Exit Tickets (K.CC.C.6)
circle, or as many as 10
things in a scattered Observations
configuration; given a Anecdotal notes
number from 1-20, count out Conferences
that many objects. TM assessments
K.CC.C.6-Identify whether Exit Tickets
the number of objects in one
group is greater than, less
than, or equal to the number
of objects in another group,
e.g., by using matching and
counting strategies.
K.NBT.A.1-Gain Observations
understanding of place Anecdotal notes
value Conferences
a. Understand that the TM assessments
numbers 11-19 are Exit Tickets
composed of ten ones and
one, two, three, four, five,
six, seven, eight, or nine
ones.
many?" Count to answer "how many?" questions
ny as 20 about as many as 20 things arranged in a
e, a line, a rectangular array, or a circle, or as
circle, or many as 10 things in a scattered
configuration; given a number from
a 11-20, count out that many objects.
given a (K.CC.B.5)
nt out
C.B.5) The student should understand that the
numbers 11-19 are composed of ten ones
dentify and one, two, three, four, five, six, seven,
objects eight, or nine ones.
han,
e (K.NBT.A.1)
other
.
15
ST. CHARLES PARISH
Grade K English Language A
2019-2020 Kindergarten Assessme
Quart
Mat
GK Q1 Eureka Assessment Module 1, Topic A
GK Q1 Eureka Assessment Module 1, Topic B
GK Q1 Eureka Assessment Module 1, Topic C- Numbers to 5 in Different Config
Expressions
GK Q1 Eureka Assessment Module 1, Topic D
GK Q1 Eureka Assessment Module 1, Topic E
Litera
GK DRDP
GK DIBELS
GK Q1 CK ELA Administer Diagnostic Assessments to Gauge Students’ Reading Ab
GK Q1 CK Unit 2 Picture Card Blending 10.3
Quart
Mat
GK Q2 Eureka Assessment Module 1, Topic F
GK Q2 Eureka Assessment Module 1, Topic G
GK Q2 Eureka Assessment Module 1, Topic H
GK Q2 Eureka Assessment Module 2 Topic A
GK Q2 Eureka Assessment Module 2 Topic B
GK Q2 Eureka Assessment Module 2 Topic C
GK Q2 Eureka Assessment Module 3 Topic A
GK Q2 Eureka Assessment Module 3 Topic B- Comparison of Length and Height
GK Q2 Eureka Assessment Module 3 Topic C
GK Q2 Eureka Assessment Module 3 Topic D
GK Q2 Eureka Assessment Module 3 Topic E
GK Q2 Eureka Assessment Module 3 Topic F-Comparisons of sets within 10
H PUBLIC SCHOOLS Enter into Not Enter into
Arts and Math Assessments Illuminate Illuminate
ents Blueprint √ √
(by 9/27/19) √
ter 1
th √ √
(by 9/27/19) √
gurations, Math Drawings, and
√ √
acy (by 11/20/19) √
√
bilities √
(by 12/17/19) √
ter 2 √
th √
√
t of Linking Cube Sticks Within 10 √
√
√
√
√
√
16
Litera
GK Q2 CK Unit 3 Reading Assessment 11.3
GK Q2 CK Unit 4 Reading Assessment 11.4
GK Q2 CK Unit 5 Reading Assessment 12.4
GK Q2 GB ELA Unit 1 Chrysanthemum CRT
GK Q2 GB ELA Unit 1 Chrysanthemum CWT
Quart
Mat
GK Q2 Eureka Assessment Module 3 Topic G
GK Q2 Eureka Assessment Module 3 Topic H
GK Q3 Eureka Assessment Module 4 Topic A-Composition and decomposition o
GK Q3 Eureka Assessment Module 4 Topic B
GK Q3 Eureka Assessment Module 4 Topic C-Addition with totals of 6, 7, and 8
GK Q3 Eureka Assessment Module 4 Topic D-Subtraction from numbers to 8
GK Q3 Eureka Assessment Module 4 Topic E Litera
GK Q3 Eureka Assessment Module 4 Topic F
GK Q3 Eureka Assessment Module 4 Topic G-Subtracting from 9 and 10
GK Q3 CK Unit 6 Reading Consonant Clusters 15.4
GK Q3 CK Unit 7 Reading Assessment 11.3
GK Q3 Unit 8 Word Recognition Assessment 15.2
GK Q3 Unit 8 Lowercase Letter Names Assessment 16.1
GK Q3 Unit 8 Tricky Word Assessment 17.1
GK Q3 GB ELA Unit 2 A Is For America CRT
GK Q3 GB ELA Unit 2 A Is For America CWT
Quart
Mat
GK Q3 Eureka Assessment Module 4 Topic H-Patterns with adding zero and 1, and
GK Q4 Eureka Assessment Module 5 Topic A
GK Q4 Eureka Assessment Module 5 Topic B- Compose Numbers 11-20 from 10
Write Teen Numbers
acy √ √
(by 10/23/19)
ter 3 √
th √ √
(by 12/18/19) √
of numbers 2, 3, 4, and 5
√ √
(by 12/16/19) √
√
√ √
(by 12/16/19)
√
√
(by 1/24/20) √
√
√
(by 2/14/20) 17
√
(by 3/06/20)
acy √
(by 3/03/20)
ter 4
th √
(by 3/31/20)
d making 10
ones and Some Ones; Represent and √
(by 3/31/20)
√
(by 3/16/20)
√
(by 3/16/20)
√
(by 4/23/20)
GK Q4 Eureka Assessment Module 5 Topic C-Decompose numbers 11-20, and Co
configurations
GK Q4 Eureka Assessment Module 5 Topic D
GK Q4 Eureka Assessment Module 5 Topic E
GK Q4 Eureka Assessment Module 6 Topic A
GK Q4 Eureka Assessment Module 6 Topic B
Litera
GK Q4 Unit 9 Assessment Five Sentence Reading Assessment
GK Q4 CK Ann’s Cut
GK Q4 GB ELA Unit 3 From Seed to Plant CRT
GK Q4 GB ELA Unit 3 From Seed to Plant CWT
*Note: Assessments for CKLA will be in the student workbook. Assessment
beginning of the school year.
ount to answer “How many?” in varied √
(by 5/04/20)
√
√
√
√
acy
√
(by 5/11/20)
√
(by 5/11/20)
√
(by 5/18/20)
√
(by 5/18/20)
t booklets for Eureka and Guidebooks will be delivered to schools at the
18
Report Card Indicators for Personal
For the personal and social development /conduct indicators, teach
or N for needs improvement. Records (e.g., discipline records, num
cooperative learning activities) shall be maintained to support the m
report card indicators, each is explained or an example is given bel
Report Card Indicators Explanation
Listens attentively Listens to adults and peers in differen
Speaks at appropriate times Does not interrupt speakers
Follows directions Maintains eye contact
Completes tasks in reasonable time Waits for his/her turn to speak
Uses appropriate tone and volume
Works well independently Asks appropriate questions
Completes and returns homework Responds to written and oral direction
Responds promptly to directions
Produces quality work Plans for task completion
Stays on task
Exhibits self-motivation for learning Monitors progress
Manages time
Completes tasks
Processes information to carry throug
Works without distracting others
Finishes assignments without modelin
Copies assignments
Completes daily and long-range assig
Monitors progress on long-range assig
Returns homework on time
Does own homework
Uses appropriate resources and/or tec
services
Uses criteria/rubrics to create quality p
Produces an original product appropri
Assesses the strengths and weakness
continuous improvement
Creates neat, complete work
Takes risks to extend learning
Puts forth effort
Tries new experiences
Seeks help when needed
Uses appropriate resources and techn
Exhibits enthusiasm for learning new c
Sets learning goals
Plans, monitors and evaluates progres
Begins tasks promptly and perseveres
l and Social Development/Conduct
hers should mark S on the report card for satisfactory performance
mber of homework assignments not completed, rubrics from
mark (S or N) assigned. To ensure uniformity in interpreting the
low.
n/Example Ways to Assess
nt settings Teacher observation, anecdotal notes
Teacher observation, anecdotal notes
ns appropriately Teacher observation, anecdotal notes
Teacher observation, anecdotal notes
gh independently Teacher observation, anecdotal notes
ng from peers or redirection from teacher Teacher observation, anecdotal notes
gnments
gnments
chnology to create quality products and Teacher observation, anecdotal notes
products
iate for its intended use
ses of his/her work and sets goals for
Teacher observation, anecdotal notes
nology
concepts and skills
ss toward goals
s when confronted with obstacles
19
Report Card Indicators Explanation
Works cooperatively Contributes to the overall efforts of a g
Interacts appropriately with peers Displays interpersonal communication
Shows respect for others during discu
Takes care of personal and school Works through negotiations and team
property Demonstrates individual accountability
Respects rights and property of others Shows respect for peers
Demonstrates empathy and caring
Respects authority Is assertive when needed
Demonstrates self-control Is polite and courteous to peers in diff
Does not tease or “put down” peers
Accepts responsibility for actions Demonstrates age-appropriate social
Observes rules and regulations Offers assistance when needed
Offers reasoning and support when di
Communicates with people of differen
Uses appropriate body language and
Does not waste materials
Does not vandalize school property
Manages belongings
Keeps personal and school areas nea
Has all necessary materials
Picks up after himself/herself
Handles books and technology proper
Uses conflict resolution and peer med
Is polite and courteous
Does not destroy others’ materials
Asks permission before using others’
Does not talk badly about others
Respects people of different backgrou
Keeps hands and feet to themselves
Listens to adults
Responds appropriately
Uses a respectful tone
Uses appropriate gestures and body l
Uses conflict resolution
Does not lose control of temper
Does not “blurt out”
Monitors volume of voice
Thinks before reacting
Uses alternatives other than physical
Does not blame others
Identifies own inappropriate actions
Problem-solves
Accepts consequences without compl
Follows school, classroom, bus, playg
n/Example Ways to Assess
group by assuming appropriate roles Teacher observation, anecdotal notes
n skills
ussions, conversations, or debates Teacher observation, anecdotal notes
mwork to reach a common goal
y for work completed by the group
ferent settings
behavior
iscussing or trying to persuade others
nt backgrounds and cultures
eye contact
Teacher observation, anecdotal notes
at
rly Teacher observation, anecdotal notes
diation skills Teacher observation, anecdotal notes
materials
unds and cultures
language
Teacher observation, anecdotal notes
violence to solve problems
Teacher observation, anecdotal notes
laining
ground, lunchroom, and enrichment rules Teacher observation, anecdotal notes
20
Kindergarten High Frequency Words
(Use to help assess report card indicator - The student is able to read 80% of selected 50 High frequency words.)
Word Place a check mark Word Place a check mark if Word Place a check mark if
if student response is student response is student response is
am* correct. If incorrect, the* correct. If incorrect, look correct. If incorrect,
write the attempted a* write the attempted do write the attempted
response. of* response. on response.
all* go
at* from* come %
one* out
it* was* have
will* little
can* when*
word* Percent:
in* why*
to*
not* where*
no*
and* I*
what*
get* so*
which*
up* once*
said*
run* says*
my*
is* by*
you*
this* your*
were*
here*
there*
see*
he*
she*
we*
be*
me*
are*
they*
their*
like*
Total Correct: /50
*Note: Teachers may create words on index card to use for this assessment.
21
Kindergarten High Frequency Words
Tricky Words from Core Knowledge:
the a of all one from was
when word why to where no I
what so which once said says are
were here there he she we be
me they their my by you your
The following words are additional words:
can is and am *look like in
get see *come *go *on this it
at will run not *out up *little
*have *do
The words with an asterisk are not introduced in Core Knowledge in Kindergarten and are not in
the count for the report card indicator (you may want to introduce them sometime during the
year).
22
High Frequency Word List
Suggested Instructional Schedule
Week # Monday Tuesday Wednesday Thursday
a I the can
Sept 30-Oct 4 am my is
Oct 7-Oct 11 at see to you
Oct 14-Oct 18 it me like in
get will all he
Oct 21-25 not so no here
Oct 28-Nov1 we and by up
Nov 4-Nov 8 she do was
Nov 11-Nov 15 one this said be
Nov 18-Nov 22 from look little are
Dec 2-Dec 6 out have once there
Dec 9-Dec 13 run what says why
Dec 16-Dec 20 when were they
Jan 6-Jan 10 which their go where
Jan 13-Jan 17 word your on
Jan 20-Jan 24 come of
Jan 27-Jan 31
23
First Grade Report Card Indicators for Or
While teachers are expected to teach all of the Standards, the report card is de
indicators for reading, language, and math are broken down into standards for
along with their school’s curriculum calendar to ensure that all students have be
guaranteed and viable curriculum and to learn standards that will be assessed
facts) may require introduction, instruction, and review weeks and months befo
pages for a description of the standards to be assessed and reported on during
Grade 1 Ways to Standards for R
Reading Report Assess Reporting Period
Card Indicators Ask
Observations 1 abo
Ask and answer (RL
questions about key Anecdotal
details in a text. Notes/Conferences
(RL.1.1)
TM assessments
Small and whole
group discussions
Students oral and/or
written responses
Core Knowledge
Ask and answer Observations
questions about key
details in a text. Anecdotal
(RI.1.1) Notes/Conferences
TM assessments
Small and whole
group discussions
Students oral and/or
written responses
Core Knowledge
ral and Written Language, Reading and Math
esigned to provide information on some of the essential standards. Report card
each reporting period. Teachers are expected to implement curriculum maps
een given sufficient opportunities to receive the St. Charles Parish Public Schools
and reported on at the end of each reporting period. Many standards (e.g., basic
ore student progress is actually reported on the report card. See the following
g each reporting period.
Standards for Standards for Standards for
Reporting Period Reporting Period Reporting Period
2 3 4
k and answer questions Ask and answer questions Ask and answer questions
out key details in a text. about key details in a text. about key details in a text.
L.1.1) (RL.1.1) (RL.1.1)
Ask and answer questions Ask and answer questions
about key details in a text. about key details in a text.
(RI.1.1) (RI.1.1)
24
Grade 1 Ways to Standards for R
Assess Reporting Period
Reading Report Rete
Observations 1 deta
Card Indicators und
Anecdotal mes
Retell stories, including Notes/Conferences
key details, and
demonstrate TM assessments
understanding of their
central message or
lesson. (RL.1.2)
Small and whole
group discussions
Students oral and/or
written responses
Identify the main topic Retellings
and retell key details of Observations
a text (RI.1.2)
Anecdotal
Notes/Conferences
TM assessments
Small and whole
group discussions
Students oral and/or
written responses
Core Knowledge
Describe characters, Observations Des
settings, and major and
events in a story, using Anecdotal usin
key details. (RL.1.3) Notes/Conferences
Whe
TM assessments stan
noti
Small and whole ans
group discussions dem
of k
Students oral and/or
written responses
Core Knowledge
Standards for Standards for Standards for
Reporting Period Reporting Period Reporting Period
2 3 4
ell stories, including key Retell stories, including key Retell stories, including key
ails, and demonstrate details, and demonstrate details, and demonstrate
derstanding of their central understanding of their understanding of their
ssage or lesson. (RL.1.2) central message or lesson. central message or lesson.
(RL.1.2) (RL.1.2)
Identify the main topic and Identify the main topic and
retell key details of a text. retell key details of a text.
(RI.1.2) (RI.1.2)
When assessing this When assessing this
standard, teachers should standard, teachers
notice students asking and should notice students
answering questions to asking and answering
demonstrate questions to demonstrate
understanding of key understanding of key
details in a text. details in a text.
scribe characters, settings, Describe characters, Describe characters,
d major events in a story, settings, and major events in settings, and major events
ng key details. (RL.1.3) a story, using key details. in a story, using key details.
(RL.1.3) (RL.1.3)
en assessing this
ndard, teachers should When assessing this When assessing this
ice students asking and standard, teachers should standard, teachers
swering questions to notice students asking and should notice students
monstrate understanding answering questions to asking and answering
key details in a text. demonstrate questions to demonstrate
understanding of key understanding of key
details in a text. details in a text.
25
Grade 1 Ways to Standards for R
Reading Report Assess Reporting Period
Card Indicators Kno
Observations 1 pho
Know and apply grade- skill
level phonics and word Anecdotal Know and apply grade-level (RF
analysis skills in Notes/Conferences phonics and word analysis
decoding words skills in decoding words.
(RF1.3) TM assessments (RF.1.3)
Read with sufficient Small and whole Read with sufficient accuracy Rea
accuracy and fluency group discussions and fluency to support and
to support comprehension. com
comprehension Students oral and/or
(RF.1.4 a, b, c) written responses read on-level text with
purpose and
Core Knowledge understanding (RF.1.4a)
Observations
Conferences read on-level text orally
with accuracy,
Anecdotal Notes appropriate rate, and
expression on successive
Core Knowledge readings. (RF.1.4b)
Note: The DRA level DRA use context to confirm or
text should be used as Running Records self-correct word
only one piece of data recognition and
and not the understanding, rereading
determining factor for as necessary. (RF.1.4c)
this indicator.
PM= Progress Core Knowledge Passage Cor
Monitoring from Unit 1 “The Trip Back from
Cra
Passages from the CK
Assessment and Remediation Pas
Guide Ass
Guid
DRA Level 6 – “Why Are We
Stopping?” DRA
PM Suggestion – “Time To PM
Play” Surp
Standards for Standards for Standards for
Reporting Period Reporting Period Reporting Period
2 3 4
ow and apply grade-level Know and apply grade-level Know and apply grade-level
onics and word analysis phonics and word analysis phonics and word analysis
ls in decoding words. skills in decoding words. skills in decoding words.
F.1.3) (RF.1.3) (RF.1.3)
ad with sufficient accuracy Read with sufficient Read with sufficient
d fluency to support accuracy and fluency to accuracy and fluency to
mprehension. support comprehension. support comprehension.
read on-level text with read on-level text with read on-level text with
purpose and purpose and purpose and
understanding (RF.1.4a) understanding. understanding.
read on-level text orally (RF.1.4a) (RF.1.4a)
with accuracy,
appropriate rate, and read on-level text orally read on-level text orally
expression on successive with accuracy, with accuracy,
readings. (RF.1.4b) appropriate rate, and appropriate rate, and
use context to confirm or expression on expression on
self-correct word successive readings. successive readings.
recognition and (RF.1.4b) (RF.1.4b)
understanding, rereading
as necessary. (RF.1.4c) use context to confirm or use context to confirm
self-correct word or self-correct word
re Knowledge Passage recognition and recognition and
m Unit 3 “The Fox and the understanding, understanding,
ane” rereading as necessary. rereading as
(RF.1.4c) necessary. (RF.1.4c)
ssages from the CK
sessment and Remediation Core Knowledge Passages Core Knowledge Passages
de Passages from the CK
Passages from the CK Assessment and
A Level 10 – “Shoe Boxes” Assessment and Remediation Guide
Remediation Guide
Suggestion -“Grandmaw’s DRA Level 16 – “Animal
prise” DRA Level 14 – “The Homes” or “Monkey
Wagon” Stepping Stones”
PM Suggestion – “A New PM Suggestion – “Baby
School” Birds”
26
Grade 1 Language Ways to Assess Standards for
Reporting Period
Report Card Observations
Anecdotal 1
Indicators Notes/Conferences
TM assessments
Write narratives in which Core Knowledge
they recount two or more Writing Journals
appropriately sequenced
events, include some
details regarding what
happened, used temporal
words to signal event order,
and provide some sense of
closure.
(W.1.3)
Write Observations
informative/explanatory text
in which they name a topic, Anecdotal
supply some facts about the Notes/Conferences
topic, and provide some
sense of closure. TM assessments
(W.1.2)
Core Knowledge
Writing Journals
Write opinion pieces in Observations
which they introduce the
topic or name the book they Anecdotal
are writing about, state an Notes/Conferences
opinion, supply a reason for
the opinion, and provide TM assessments
some sense of closure.
(W.1.1) Core Knowledge
Writing Journals
As you assess each genre of writing, teachers should also assess stu
(Demonstrates the command of the convention of Standard English of
Standard English, capitalization, punctuation and spelling).
When scoring the SOP column of the report card in writing, students s
of the 3 genres, by expressing their thoughts in written form that refle
Standards for Standards for Standards for
Reporting Period Reporting Period
Reporting Period
3 4
2
The student is able to
independently write a
narrative in which he/she
recounts two or more
appropriately
sequenced events
includes some details
regarding what
happened
use temporal words to
signal event order
provides some sense of
closure
(W.1.3)
The student is able to
independently write an
informative/explanatory
passage in which he/she
names a topic
supplies some facts
about the topic
provides some sense
of closure
(W.1.2)
The student is able to
independently write an
opinion piece in which
he/she
introduces the topic
states an opinion or
name of book they are
writing about
supplies a reason
provides some sense
of closure
(W.1.1)
udent’s understanding of the conventions of Standard English
f Grammar and Usage, Demonstrates the command of the conventions of
should be able to consistently demonstrate proficient writing in at least 2
ects grade level expectations.
27
Grade 1 Math Ways to Assess Standards for
Report Card
Documented conferences Reporting Period
Indicators
Teacher observation with 1
Use addition and anecdotal notes
subtraction within 20 to The student is able to use
solve word problems Work samples (e.g., addition and subtraction
involving situations of student problem-solving within 10 to solve word
adding to, putting journals) problems involving
together, taking from, situations of adding to,
taking apart, and District assessments putting together, taking
comparing, with from, taking apart, and
unknowns in grade Teacher-made comparing with unknowns in
appropriate positions assessments grade appropriate positions
(e.g., by using objects, (e.g., by using objects,
drawings, and equations drawings, and equations
with a symbol for the with a symbol for the
unknown number to unknown number to
represent the problem.) represent the problem.)
(1.OA.1) (1.OA.1)
Add and subtract within
20. Documented conferences The student is able to add
(1.OA. C) and subtract within 10.
Teacher observation with (1.OA.C)
Add and subtract within anecdotal notes
20. Students may demonstrate
(1.OA. C) Work samples (e.g., use of number bonds; 5
student problem-solving groups; add one more;
journals) counting on; doubles and
doubles plus one; number
District assessments path; drawings; 0 less; 1
less; subtraction from 10;
Teacher-made subtraction from 9.
assessments
Documented conferences
Teacher observation with
anecdotal notes
Work samples (e.g.,
student problem-solving
journals)
District assessments
Teacher-made
assessments
Standards for Standards for Standards for
Reporting Period Reporting Period Reporting Period
2 3 4
The student is able to use
addition and subtraction
within 10 to solve word
problems involving
situations of adding to,
putting together, taking
from, taking apart, and
comparing with unknowns
in grade appropriate
positions (e.g., by using
objects, drawings, and
equations with a symbol for
the unknown number to
represent the problem.)
(1.OA.1)
The student is able to add
and subtract within 10.
(1.OA.C)
Students may demonstrate
use of any of the strategies
from Q1 and making ten;
subtraction from teen
numbers; take from ten;
decomposing and
composing teen numbers.
The student is able to add The student is able to add
and subtract within 20. and subtract within 20.
(1.OA.C) (1.OA.C)
Students may demonstrate Students may demonstrate
use any of the strategies use any of the strategies
from Q1 & Q2 and use of from Q1 - Q3.
ten more; ten less; one
more; one less; add and
subtract multiples of ten;
make a ten when adding
across ten.
28
Understand that the two Documented conferences
digits of a two-digit
number represent Teacher observation with
amounts of tens and ones anecdotal notes
(1.NBT.B.2)
Work samples (e.g.,
student problem-solving
journals)
District assessments
Teacher-made
assessments
Use addition and Documented conferences
subtraction within 20 to
solve word problems Teacher observation with
involving situations of anecdotal notes
adding to, putting
together, taking from, Work samples (e.g.,
taking apart, and student problem-solving
comparing, with journals)
unknowns in grade
appropriate positions District assessments
(e.g., by using objects,
drawings, and equations Teacher-made
with a symbol for the assessments
unknown number to
represent the problem.)
(1.OA.1)
Compare two two-digit Documented conferences
numbers based on
meanings of the tens and Teacher observation with
ones digits, recording the anecdotal notes
results of comparisons
with the symbols <, =, > Work samples (e.g.,
(1.NBT.3) student problem-solving
journals)
District assessments
Teacher-made
assessments
The student is able to The student is able to The student is able to show
show that the two digits of show that the two digits of that the two digits of a two-
a two-digit number a two-digit number digit number represent
represent amounts of tens represent amounts of tens amounts of tens and ones.
and ones. and ones. Understand the following as
Understand the following Understand the following special cases; the numbers
as special cases; the as special cases; the from 11 to 19 are composed
numbers from 11 to 19 are numbers from 11 to 19 are of a ten and one, two, three,
composed of a ten and composed of a ten and four, five, six, seven, eight,
one, two, three, four, five, one, two, three, four, five, or nine ones. (within 100)
six, seven, eight, or nine six, seven, eight, or nine (1.NBT.B.2)
ones. (within 20) ones. (within 40)
(1.NBT.B.2) (1.NBT.B.2)
The student is able to use The student is able to use
addition and subtraction addition and subtraction
within 20 to solve word within 20 to solve word
problems involving problems involving
situations of adding to, situations of adding to,
putting together, taking putting together, taking
from, taking apart, and from, taking apart, and
comparing with unknowns comparing with unknowns
in grade appropriate in grade appropriate
positions (e.g., by using positions (e.g., by using
objects, drawings, and objects, drawings, and
equations with a symbol for equations with a symbol for
the unknown number to the unknown number to
represent the problem.) represent the problem.)
(1.OA.1) (1.OA.1)
The student is able to The student is able to
compare two two-digit compare two two-digit
numbers based on numbers based on
meanings of the tens and meanings of the tens and
ones digits, recording the ones digits, recording the
results of comparisons with results of comparisons with
the symbols <, =, > the symbols <, =, >
(within 40) (within 100)
(1.NTB.3) (1.NTB.3)
29
Add within 100, including Documented conferences
adding a two-digit number
and a one-digit number Teacher observation with
and adding a two-digit anecdotal notes
number and a multiple of
10 Work samples (e.g.,
(1.NBT.C.4) student problem-solving
journals)
District assessments
Teacher-made
assessments
The student is able to add The student is able to add
within 100, including within 100, including adding
adding a two-digit number a two-digit number and a
and a one-digit number one-digit number and
and adding a two-digit adding a two-digit number
number and a multiple of and a multiple of 10.
10. (within 40) (within 100)
(1.NBT.C.4) (1.NBT.C.4)
30
ST. CHARLES PAR
Grade 1 English Language
2019 - 2020 First Grade
Qu
M
G1 Q1 Eureka Assessment MOM 1
G1 Q1 Eureka Assessment EOM 1
Lit
G1 Q1 CK ELA Administer Diagnostic Assessments to Gauge Students’ Readin
G1 Q1 Diagnostic Writing Assessment
G1 Q1 Post Writing Assessment
Qu
M
G1 Q2 Eureka Assessment MOM 2
G1 Q2 Eureka Assessment EOM 2
G1 Q2 Eureka Assessment EOM 3
Lit
G1 Q2 CK ELA Unit 2 Assessment Saved by the Bells (Comprehension)
G1 Q2 CK ELA Unit 3 Assessment The Fox and the Crane (Comprehension)
G1 Q2 GB ELA Unit Rumpelstiltskin CRT
G1 Q2 GB ELA Rumpelstiltskin Unit CWT
RISH PUBLIC SCHOOLS
e Arts and Math Assessments
e Assessments Enter into Do Not Enter into
uarter 1 Illuminate Illuminate
Math
√ √
teracy
(by 9/24/19) √
ng Abilities Lessons 6-10 31
√
uarter 2
Math (by 10/16/19)
teracy √
(by 8/23/19)
√
(by 10/4/19)
√
(by 11/5/19)
√
(by 12/6/19)
√
(by 1/10/20)
√
(by 11/14/19)
√
(by 12/16/19)
√
(by 12/16/19)