Archdiocesan Standards-Based Report Card (SBRC)Academic Expectations

Grade 5(Version 2.04)

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Name of School

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School’s Mission and Philosophy StatementsName of School

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Grade Level ExpectationsOverview

The Archdiocesan Standards-Based Report Card (SBRC) is a record of what a student knows, is able to do, and needs to achieve. The SBRC is aligned with the Archdiocesan elementary school curricula which reflect state, national, and international learning standards. The SBRC is one source of important information. Instead of providing one overall letter grade for each academic area (e.g., reading, math, science), the SBRC reports on student achievement on particular grade-level learning standards. This document has been developed to help parents better understand their child’s report card and grade-level learning standards. Parents will have a good idea of the learning being assessed in each portion of the report card when reviewed along with instructional materials sent home. Every child is an individual who grows and develops at his/her own rate. Students in the same grade level may differ widely from others in the class. The learning expectations identified here apply to all students by the end of the year.

You are encouraged to review your child’s report card along with other performance information, which may include: progress reports, standardized test results, quizzes/tests, projects, daily work, teacher notes, etc.

Performance level marks communicate a student’s achievement on a particular learning standard. Special performance criteria is used to evaluate student achievement on a variety of measures (e.g., tests, quizzes, projects, performance, etc.). Such criteria may be communicated via a “rubric” for different measures. Every learning standard indicator may not be assessed or evaluated for every report card period. In such cases, teachers may assign “>” to indicate that the learning expectation was not a focus of classroom instruction during a report card period.

There is an SBRC for each grade level. At first glance, it may appear that learning standards are the same for different grade levels in a particular report card form. The rigor and the evidence needed to meet academic expectations increase as students progress from grade to grade. This document has been developed for each grade level to further describe what students are expected to know, understand, and are able to do.

Academic expectations appearing in this document are by no means an exhaustive or exclusive listing. Teachers often supplement these topics with other activities throughout the year. The “pacing” of the class throughout these topics is also flexible. As teachers assess student performance on a given topic, they may find it necessary to spend more time to ensure solid understandings.

The SBRC and this Grade Level Academic Expectations document provide students and parents with feedback about what students are expected to know, understand, and are able to do. This feedback is important in establishing next steps and immediate learning goals. You are encouraged to speak with your child’s teacher if you have any questions about any code appearing on the report card.

General descriptions of the levels of achievement are provided below to help you better understand how your child is performing on specific standards.

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Standards-Based Performance Levels and DescriptionsPerformance

Level Descriptor Characteristics/Examples

4 Advanced

Student achievement reflects in-depth understanding and application that goes beyond the grade-level expectations Evaluates, analyzes, and interprets concepts to develop new understanding Uses concepts and critical-thinking skills to extend learning and understanding Identifies and uses understanding of key concepts and skills in decision-making and problem-solving, consistently and

independently

3 Proficient

Student achievement reflects understanding and application of the grade-level expectations Uses understanding of concepts to produce work or solve problems Asks and answers a variety of complex questions that reflect understanding of key concepts Identifies and uses understanding of key concepts and skills in decision-making and problem-solving consistently

2 Progressing

Student achievement reflects emerging understanding of grade-level expectations Uses understanding of concepts to produce work or solve problems with support and guidance Asks and answers a variety of questions that reflect emerging understanding of key concepts with support and guidance Communicates understanding of key concepts, skills, and content knowledge in decision-making and problem-solving

inconsistently

1 Beginning

Student needs development of foundational skills to achieve grade-level expectations Applies concepts to produce work or solve problems with significant intervention Asks and answers questions that demonstrate partial understanding with significant intervention Communicates key concepts, skills, and content knowledge with significant intervention

>Evaluated in a

different trimester

Student is not assessed on the report card at this time Learning goal was not a focus during this trimester

Successful Learner Traits

Many attitudes and behaviors mark the progress of successful learners. Successful Learner Traits are based on the Illinois State Board of Education (ISBE) social-emotional standards.

Successful Learner Traits

Develops self-awareness and self-management skills to achieve school and life successManages emotions and behaviorRecognizes personal strengthsSeeks assistance when neededStrives for personal bestProduces legible workDemonstrates organizational skills

Uses social awareness and interpersonal skills to establish and maintain positive relationshipsRespects the feelings and perspectives of others based on Gospel valuesUses communication and social skills to interact effectively with othersDemonstrates an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.Makes relevant contributions to class discussion

Demonstrates decision-making skills and responsible behaviors.Accepts directions and follows rulesApplies decision-making skills responsibly with daily academic and social situations.Contributes to the well-being of one’s school and community.

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Successful Learner Traits ScaleLevel Descriptor Description

4 Advanced Student is able to consistently and independently manage his/her behavior to comply with grade-level expectations.

3 Proficient Student is able to manage his/her behavior with minimal guidance to comply with grade-level expectations.

2 Progressing Student manages his/her behavior through frequent guidance to comply with grade-level expectations

1 Beginning Student is not able to manage his/her behavior independently and requires frequent guidance. This behavior hinders student progress.

Grading

The 2012-2013 Archdiocesan Standards-Based Report Card (SBRC) provides a summative evaluation on important learning standards rather than just an overall letter grade for each content area. Feedback on specific learning standards provides you and your child with much richer information about his/her specific strengths and areas for growth. Focusing and reporting on specific learning standards makes it clearer to everyone involved what a student knows and is able to do. That focus and research-based grading practices not only improves grading consistency but more importantly supports student learning and achievement.

Learning standards are evaluated in terms of what a student should know or be able to do by the end of the school year. Many learning standards may require the entire year before a student reaches a proficient or advance performance level. Learning standards that are more limited in scope, but nonetheless are important educational markers for all students may require less time for students to reach proficiency.

The SBRC uses different scales to communicate student performance. Below is a brief description of each scale and student performance level on the SBRC learning standards.

Standards-Based Scale

The SBRC Standards-Based Scale is designed to communicate student achievement on learning standards into four qualitatively different performance levels: 1) Beginning, 2) Progressing, 3) Proficient, and 4) Advanced. An additional level “>” is used when a learning goal was not an instructional focus and not measured during a trimester. Further details about the standards-based scale can be found on the front cover of any report card or in any of the Grade Level Academic Expectations documents.

Performance Levels Communicate Better Than Percent Correct. Conventional report cards generally use a single letter grade and are calculated from the percent correct of various student performance measures. A single letter grade for an entire content area (e.g., math) lacks the detail needed to more fully understand student achievement. Individual learning standards communicate more information about what a student knows or his/her academic skills than a single letter grade. Moreover, the qualitative distinctions among the four performance levels in the SBRC also can communicate a student’s depth of learning in ways that are simply not possible using a percent correct or single letter-grade approach.

Performance Levels Will Be Used to Evaluate Student Learning. You and your child will receive regular feedback on schoolwork/performance (e.g., tests, quizzes, projects, or other evidence of learning). Completed work is evaluated on specific learning standards and is reported based on the SBRC performance levels. When applicable, rubrics used to evaluate work, are shared with you and your child. Written feedback or teacher comments also may be provided to acknowledge achievement as well as to offer guidance on how to improve learning and student growth. Performance levels on the SBRC standards, whether on daily schoolwork or in the SBRC report card, will provide a more complete picture of student achievement.

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Summative Evaluation: A process synthesizing student performance over multiple measures (i.e., summative assessments). The SBRC focuses on student performance with regard to end of school year expectations or outcomes.

Summative Assessment: A measure of student learning given at the end of a formal learning or instructional experience (e.g., end of unit, end of trimester, end of year) that informs a summative evaluation (e.g., report card).

Rubric: A tool used to evaluate student responses or performances into qualitatively different categories. Performance level criteria provide sufficient detail so that evaluations of independent judges are both accurate and reliable. Well-designed rubrics also provide students with meaningful guidance on what is needed to reach a different performance level.

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Connecting Daily Schoolwork with the SBRC Report Card. Regular and clear feedback on schoolwork from your child’s teachers will help prevent any surprises on his/her report card. Feedback on student work will include a performance level (i.e., Advanced to Beginning) on each of the learning standards for that work assignment but also may include other feedback such as written comments. Reviewing feedback is a great opportunity for your child to become more self-reflective about his/her learning and to benefit from your guided support. Seeking clarification concerning any feedback on work assignments (e.g., quizzes, tests, homework, etc.) is also an opportunity for further student learning. Providing feedback in this manner will help you and your child connect the summative assessment feedback on daily schoolwork on the SBRC.

The SBRC provides a summative evaluation of a student’s performance on specific learning standards by the end of the school year. Keeping learning standards focused on what is expected of students at the end of the school year sets universal criteria to evaluate academic performance, resulting in greater consistency in grading among teachers.

Summarizing Student Performance on Learning Standards. Conventional letter-grade report cards typically determine a student’s grade by calculating the “mean average” of all student performance measures (e.g., tests, quizzes, projects, etc.). The simplest illustration of calculating a mean average is to add all measures and divide that sum by the number of measures. However, the mean average may not always be the best method to represent or summarize student achievement. Consider the student who is struggling on a learning standard (e.g., “Beginning” or “Progressing” level) for most of a trimester but is consistently performing much better (e.g., “Proficient” or “Advanced”) before the end of the trimester. Using the mean average would include both earlier (low performance) and later (high performance) and would certainly be less than what the student knows and is able to do at the end of the trimester.

Fortunately, there are several approaches to summarize student performance beyond a simple mean average. Consider the student just described above. Using the ten most recent measures to calculate his/her average is likely to be more educationally sound than a mean average of all measures during a trimester. However, applying this approach may not yield the most representative summary of other students. Consider a student who was consistently performing at the “Proficient” level but also periodically performed uncharacteristically at the “Beginning” level. The mode (i.e., most frequently occurring) may be a better choice to summarize this student’s achievement. A mean averaging of this student’s performance is likely to be an inaccurate summary of his/her achievement. Selecting among the different approaches to summarize student achievement should be based on the fidelity and availability of student data as well as sound professional judgment.

Successful Learner Traits (SLT) Scale

The Successful Learner Traits Scale shares the same performance levels used to evaluate student performance on learning standards (i.e., Beginning, Progressing, Proficient, Advanced). However, the sentence descriptions of the performance levels of the Successful Learner Traits (SLT) slightly differ due to their focus on student behavior. You and your child will receive periodic feedback on the SLT standards through teacher comments or student classroom performance (based on behavioral measures or observational records).

Letter Grade Scale (6th, 7th, and 8th grade levels only)

The sixth, seventh, and eighth grade SBRC report cards include conventional letter grades (i.e., A, B, C, D, F) on each content area to meet the admission requirements of some area high schools. Although letter grades on the SBRC provide some evaluative information, you and your child can benefit much more from reviewing and reflecting on his/her performance on the learning standards.

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Catholic Faith

The entries below reflect the progression of how the student understands the Catholic Faith as developed in the Religion Curriculum of the Archdiocese of Chicago. In the curriculum there are ten catechetical goals that create the framework for the curriculum. This report card distills the goals into five categories with basic descriptors for each category. The teacher assesses the progress the student makes based on assessments designed by the teacher and shared with students and parents.

The entries under each of the five categories assist you in understanding what the student is learning about the Catholic Faith and how that is applied in the setting of the Catholic school community. As you read the indicators and talk to your child about his/her faith development, you can actively support a growing understanding of his/her life in God. With the school and church communities, you help your child to grow in faith through your example, family conversations about God, family celebration and prayer, participation in the life of the Church and stewardship of creation.

Archdiocese of Chicago, Office of Catholic Schools

Creed

Identifies nature of the Trinity in the Creeds Demonstrating knowledge of the Nicene Creed in the liturgical context Demonstrates knowledge of the history of the Nicene Creed Identifying Jesus as truly God and truly human Identifying the Holy Spirit as consubstantial with the Father and the Son Stating how God and the human person are mystery Stating meaning of the Paschal Mystery of Jesus Christ

States meaning/sources of God’s revelation Describing how Jesus reveals the Father Describing how the Church is a source of revelation about the mystery of God in society Describing how God reveals through human experience Describing the relevance of belief in God in today’s world

Describes the marks of the Church Defining marks the Church Giving examples of the four marks of the Church in its hierarchical structure Describing how the marks of the Church are signs in society Describing how the Church and its members are called to be holy

Describes how we belong to the kingdom of God Defining Mary’s immaculate conception Describing the Church’s mission of evangelization to the world Describing how baptized Christians work for the kingdom of God by sharing the Good

News Giving examples of Christians who choose good over evil Describing the communion of saints as our support system in the kingdom of God Identifying saints in the Early Church whose witness to belief in Christ led to heroism for

the faith Researching the life of St. Peter and his role with the first followers of Jesus

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Sacred Scripture

Identifies work of the Spirit in Scripture Stating how the Spirit inspired the writers of the Gospels Stating how the Spirit inspires readers of the Gospels to witness for the kingdom of God

Locates books of Old and New Testaments Identifying the first five books of the Old Testament as the story of God’s relationship to Creation

and God’s invitation to humans as stewards Identifying the judging and forgiving characteristics of God in the OT Identifying the books of the prophets and their purpose in the Old Testament period Identifying the story of Moses as prophet in the Gospel of Mark Showing proficiency in locating and reading text by book, chapter, verse

Identifies major Old Testament characters Describing prophecy Identifying prophets in the Old Testament and what they did Recounting the story of Moses and its importance in Jewish belief in a saving God Stating the meaning of exodus and its significance in the story of Moses Identifying Moses as a prophet who called people to live justly Stating the importance of the covenantal promises in Jewish belief in God Locating psalms in the OT and their references to God’s covenantal love and faithfulness

Identifies the New Testament related to Jesus’ life and mission Locating the Gospel of Mark in the New Testament Identifying the historical context of the Gospel of Mark Explaining how the Gospel of Mark’s central message is “good news” Identifying the major characters in the Gospel of Mark Naming the prophets used in Mark’s story of Jesus’ mission Identifying Peter and the disciples as the first followers of Jesus Recounting the plot and use of irony in the Gospel of Mark Identifying characteristics of Jesus in the Gospel of Mark Recounting stories of Jesus as teacher and healer in the Gospel of Mark Giving evidence of how Jesus treated women and children Giving evidence of how Jesus loved his own people and how he reached out to Gentiles Identifying how the seed parables are stories of discipleship in the kingdom of God Stating the meaning of the transfiguration of Jesus and his identity with the prophetic message of Judaism Describing the role of Peter in Mark’s story of Jesus Giving evidence how every disciple failed in the Gospel of Mark and how Jesus was still faithful to them Giving evidence of how Jesus images the compassion of God in Mark’s Gospel Identifying how the disciples of Jesus were challenged by his meaning of discipleship in Mark’s Gospel Identifying the earliest ending of the Gospel of Mark and reasons why other endings were added Describing how the story of the empty tomb is a resurrection story Using drama, music and art to appreciate how the story of the Gospel of Mark gives us hope Describing how we encounter Jesus as Christ and Son of God in the Gospel of Mark

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Prayer/Sacraments/Liturgy

Describes essential elements of the sacraments Identifying how the sacraments are supernatural signs of grace Identifying the essential elements of the Sacrament of Penance/Reconciliation and their effects Stating how God’s forgiveness and compassion are evident in the sacraments of healing and the

Eucharist Stating the purpose of the sacraments at the service of communion and mission Distinguishing venial and mortal sins in relationship to the moral life and the sacraments Stating meaning of indelible character and which sacraments have the indelible character Describing the importance of the Eucharist in the early Christians and in Christian life today Identifying how oils are used in the sacramental rites

Traces the Church Year liturgy and life of Jesus Identifying Sunday as central to the liturgical calendar and the unfolding of the mission of Jesus’

life for the world Showing capacity to reflect on the Sunday readings of the Church Year as a way of reflection,

prayer and taking action Identifying the meaning of the Paschal Mystery during Holy Week and the Mass Locating liturgical readings and psalms in the Bible Taking active responsibility for participation in the Mass through reading, serving, singing, etc

Relates meaning/action of grace to Christian life Stating the meaning of sacramental grace Stating the significance of Mark’s story of the baptism of Jesus as a sign Identifying how the Christian life calls today’s disciples to works of justice, compassion and peace Participating in skills of peace making

Catholic Church/Parish LifeExplains Church in relationship to Jesus’ mission

Identifying the Twelve as the first disciples of Jesus Stating that Jesus gave his mission to the first disciples Identifying the names of the first twelve disciples in the Gospel of Mark State that the Church names St. Peter as its first leader Relates parish life to life in the Church Stating how the parish does the mission of Jesus Naming parish organizations and how they serve people Stating how God calls people to certain ways of life in the Church Expressing how God is calling me now Naming the ethnic identities of the parish and how they celebrate their cultures Describing how all people are respected in the parish as gifts to the life of the parish

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Christian Living/Mission/Dialogue

Relates moral acts to the Ten Commandments Identifying the Ten Commandments as God’s covenant Naming the Ten Commandments as ways of loving God and others Giving examples of the Ten Commandments as ways of love

Relates Christian life to Beatitudes and virtues Naming the Beatitudes Describing how living the Beatitudes is a sign of discipleship Identifying characteristics of human persons with intellect and free will Relating conscience formation with making ordinary choices in daily life Identifying the three sources of choice: object, intention and circumstances Naming the cardinal virtues and their purpose in Christian life Able to problem solve using the sources of choice making and the Two Great Commandments Analyzing current events in light of the Two Great Commandments Identifying the Two Great Commandments as the Golden Rule

Relates Church mission to cultures and religions Identifying the Church as the People of God Identifying the hierarchy of the Church as the Pope and bishops who lead the Church Identifying the Jewish religion as the seed of the beginnings of the Church Stating that Jesus was a Jew who faithfully lived the covenants Identifying the dignity of the human person as the basis of the Church’s social teaching Naming stewardship as a biblical word calling us to care for the Earth and all creation Identifying Islam as a religion adhering to belief in the one God Identifying Muslim men and women as people who submit to God’s will Identifying the Qur’an as the sacred book of Muslims Naming the Prophet Muhammad as the founder of the Muslim religion Identifying the Pillars of Islam and compare to Christian virtues Defining culture and its importance in religion

Takes action to live the Church’s mission Stating how the pope speaks in the name of the Church to everyone Identifying some events or issues about which the Pope has addressed Naming the current name of the Pope and a short biography of his life Naming the current Archbishop of Chicago and a short biography of his life Identifying Judaism as the religion expressing God’s covenant with Abraham Stating the religion of Islam is founded on the faith of Abraham and submission to the one God Stating that the Church calls all Christians to live peacefully with others in the world as members of the

family of God Describing how the Pope calls us to care for the Earth Researching saints and holy people who served others for the good of people everywhere

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Reading Literature and Informational Text

Vocabulary Acquisition and Use

Uses strategies to recognize, analyze, and determine the meaning of unfamiliar wordsApplies grade level vocabulary list words correctly in original writing and oral expressionIdentifies root words, prefixes, suffixes and uses them to identify word meaningUses context clues to determine word meaning

Learns and uses new words from grade-level textIntegrates core content area vocabulary in written and oral expression

Uses resources to find word meaningsUses dictionary skills to determine pronunciation, usage and meaning of words

Fluency

Reads on-level text orally with accuracy and appropriate rateReads grade level text fluently and with expression using pacing and pronunciation that

approximates normal speech

Reads with expression and volumeReads words with inflectional endingsReads aloud on-level text with

Reading Comprehension

Uses a variety of comprehension strategiesApplies skills of making predictions, sequencing, identifying cause-effect, making comparisons and

contrasts, summarizing, making inferences, determining importance of data/details, forming generalizations and judgments

Uses strategies to self-monitor understanding of textSupports reasonable inferences/conclusions/judgments using specific details from textMakes connections between story/selection and real lifeUnderstands grade level text and is able to attend to a reading task for at least 15 to 20 minutesChooses a variety of different types of reading (biography, short story, science fiction, etc.) when

selecting books for independent reading

Demonstrates comprehension of text through oral responses Explains key ideas from the text to fully support response

Demonstrates comprehension of text through written responses Explains key ideas from the text to fully support response

Key Ideas and DetailsIdentifies major story elements

Identifies major story elements (setting, plot, character, story problem, and solution) and can discuss and write about their meaning in the story

Analyzes author’s uses of language, style, and perspectiveExpresses personal feelings about a story and infers a character’s feelings and motivationsIdentifies the author’s purpose and relates it to every day experience

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Language Arts

Listening and Speaking

Identifies and summarizes the reasons and evidence a speaker provides to support key pointsIdentifies major ideas and details when presented orallyFollows oral multiple-step directions accuratelyDemonstrates respect for others’ rights and points-of-view

Expresses ideas clearly and effectively when speakingAsks and answers questions individually or in large or small group settingsDemonstrates ability to stand and speak to a group independently

Uses Standard English conventions when speakingUses language that is clear, audible, and appropriate when speakingUses appropriate grammar, word choice, and pacing when speaking

Composition Skills

Uses the writing process effectively (i.e., pre-writing, drafting, revising, editing, publishing)Uses pre-writing, drafting, revising, editing, and publishing strategies effectively to produce

persuasive, cause/effect, comparison/contrast, expository, explanatory, descriptive, and narrative pieces of writing

Produces clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience

Sequences ideas and details in written work to improve clarity and cohesiveness of writingRevises writing to eliminate irrelevant details, sentence fragments, run-ons or to combine short,

choppy sentencesUses clear transitions to connect written ideasAdds details and vivid language to enhance basic writing Writes using a variety of forms for different audiences

Uses a variety of information from multiple sourcesCollects, synthesizes, and organizes information to write about a given topic

Conventions of Standard English

Applies Standard English conventions to writingUses capital letters and punctuation (including apostrophes and quotation marks) correctly in

written workCan identify basic parts of speech (nouns, pronouns, verbs, adjectives, and adverbs) in written textUses correct “standard English” patterns (agreement of subject/verb, pronoun usage)

Applies punctuation and capitalization rules to writingUses capital letters and punctuation (including apostrophes, commas, and quotation marks)

correctly in written workUse underlining, quotation marks or italics to identify titles of works

Applies spelling and vocabulary knowledge to daily written workUses correct spelling in daily and written work

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Math

Mathematics is much more than a collection of concepts and skills; it is a way of approaching new challenges through investigating, reasoning, visualizing and problem solving with the goal of communicating the relationships observed and problems solved to others. Students reaching these goals and standards will have an understanding of how numbers are used and represented. They will be able to use basic operations (addition, subtraction, multiplication, and division) to both solve everyday problems and confront more involved calculations in algebraic and statistical settings. They will be able to read, write, visualize and talk about ways in which mathematical problems can be solved in both theoretical and practical situations. They will be able to communicate relationships in geometric and statistical settings through drawings and graphs. These skills will provide students with a solid foundation for success in the workplace, a basis for continued learning about mathematics, and a foundation for confronting problem situations arising throughout their lives.

IL State Board of EducationNumber and Operations in Base 10

Understands place-value and base ten number structure Reads, writes, and identifies whole number place value through billions Represents integers and graphs integers on number line

Recognizes and generates common fractions, decimals, and percent Reads, writes, and identifies decimal place value through billionths Compares and orders whole numbers and decimals Relates, compares, and orders fractions, mixed numbers and decimals Converts equal fractions, decimals and percents Finds equivalent ratios

Understands the properties of operations Knows and uses properties of addition and multiplication

Computes with accuracy and is fluent with basic math facts Adds/subtracts whole numbers and decimals Multiplies/divides whole numbers and decimals Adds/subtracts fractions and with like and unlike denominators Multiplies fractions and mixed numbers Calculates simple interest

Utilizes rules of divisibility (e.g. factors, multiples, prime factorization) Uses rules of divisibility Finds prime and composite numbers and prime factorization Finds factors, common factors, and great common factors (GCF) Finds multiples, common multiples, and the least common multiple/denominator (LCM/LCD)

Demonstrates reasonableness with estimations of sums, differences, products and quotients Estimates sums, differences, products, and quotients of whole numbers and fractions

Operations and Algebraic Thinking

Recognizes/creates generalizations about geometric and numeric patterns Investigates, extends or describes arithmetic and geometric sequences of numbers in pictorial or

numeric form Extends previous understanding of arithmetic to algebraic expressions

Represents and analyzes patterns using words, tables, and graphs Represents situations and patterns with tables, words, and equations

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Represents the idea of a variable Represents ideas abstractly with a variable

Expresses mathematical relationships using expressions and equations Writes and evaluates algebraic expressions Use the order of operations Reasons and solves one-step transformations involving one operation equations and inequalities Creates, models, and solves algebraic equations using concrete materials

Geometry

Identifies, compares, and analyzes attributes and properties of two- and three-dimensional shapes Identifies parallel, intersecting, and perpendicular lines Classifies, identify, and draw polygons Identifies special quadrilaterals and characteristics: squares, rectangles, parallelograms, rhombi, and

trapezoids Identifies cubes, cones, and special prisms Draws circles and identifies parts of circles

Recognizes the attributes and sizes of angles Classifies and draw angles of any given measure using a protractor Identifies angles as right, obtuse, or acute Justifies the sum of the angles of a triangle is 180 degrees

Determine and describe the relationship between pi, diameter, radius, and circumference Calculates diameter and radius and recognizes that the radius is ½ of the diameter Calculates the circumference of a circle with given information

Predicts and describes and results of sliding, flipping, and turning two dimension shapes Identifies and draws transformations: translations, reflections, and rotations Identifies and draws symmetric figures and tessellations

Determines distance between points along horizontal and vertical lines of a coordinate system Graphs ordered pairs on a coordinate plane

Identifies and utilizes basic geometric vocabulary (e.g. line, segment, angle, ray, etc.) Draws points, lines, line segments, rays, and angles and correctly name each

Measurement and DataMeasures and converts with standard units, both customary and metric

Explores customary units of length, weight, and capacity Explores metric units of length, weight, and capacity Determines customary and metric units of conversions Finds temperatures in Celsius and Fahrenheit and can convert Determines time, elapsed time and time conversions

Recognizes the attributes of length, weight, and temperature Understands points, lines, line segments, rays, and planes Measures, classifies and draws angles that are acute, obtuse, right, and straight angles

Estimates and calculates lengths, perimeters, areas, and volumes Calculates areas of squares, rectangles, parallelograms, and triangles Estimates and calculates the perimeter and areas of irregular polygons Estimates and calculates the surface area and volumes of cubes, and rectangular prisms Explores circumference of a circle as perimeter

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Uses and calculates measures of center and spread: mean, median, mode, and range Finds range, mode, median, and mean of a set of data Understands concepts of biased and unbiased sampling and surveys

Represent data using concrete objects, pictures and graphs Collects, organizes, and displays data Reads and makes pictographs, line plots, bar graphs, line graphs, circle graphs, frequency tables,

histograms, and stem-and-leaf plots

Describes and predicts likelihood of events Finds sample space and probability of an event Finds probability with dependent and independent events

Process Standards

Uses problem solving strategies Uses a variety of strategies to solve equations

Communicates clearly and makes connections Communicates, makes connections, and uses manipulatives/drawings to explain

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Science

The aim of science education is to develop in learners a rich and full understanding of the inquiry process; the key concepts and principles of life sciences, physical science, and earth and space sciences; and issues of science, technology, and society in historical and contemporary contexts. The learning standards for science are organized by goals that inform one another and depend upon one another for meaning. Expectations for learners related to the inquiry process are presented in standards addressing the doing of science and elements of technological design. Unifying concepts connect scientific understanding and process and are embedded in standards spanning life science, physical science, and earth and space science. The importance of this knowledge and its application is conveyed in standards describing the conventions and nature of the scientific enterprise and the interplay among science, technology and society in past, present and future contexts.

IL State Board of EducationScience Practices

Uses scientific concepts and tools Understands concepts listed below to advance his/her science knowledge and apply to the real world Uses tools to measure and observe scientific phenomena

Makes predictions, hypotheses, and reports information Plan a simple investigation, design a valid experiment to answer the question and predict what might happen

in the investigation Arrange data and observations into logical patterns, describe the patterns, and compare the data with

predictions Identifies a problem and propose possible solutions to the problem

Conducts experiments and collects data Identifies a question to investigate Chooses appropriate method and tools to collect data

Analyzes and interprets charts and other graphic information Collects data and reports data accurately Constructs charts and graphs to communicate data Forms a conclusion based on interpretation of charts and graphs

Uses mathematical and computational thinking Applies formulas using correct numbers and units Draws conclusions based on results Translates word problems into mathematical equation to solve a problem

Follows basic safety procedures Demonstrates ways to perform scientific investigations safely Follows safety guidelines and laboratory procedures

Identifies / Uses basic scientific equipment Chooses the appropriate tool for science activity Collects and records accurate measurements from scientific equipment

Uses scientific vocabulary appropriately Applies scientific vocabulary in appropriate contexts Uses scientific vocabulary accurately in oral and written communication

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Plans and carries out investigations Design a valid experiment to answer the scientific question Collects data and analyzes results Draws conclusions based on results

Understands the connections between science and technology Identifies technology that advances scientific inquiry Uses technology to collect, analyze, and interpret data

Life ScienceUnderstands basic concepts of life science Basic concepts may include: Cells, habitats, eco-systems, animal adaptations Classifies living things; e.g., kingdoms

Understands life cycles and behaviors of organisms

Describes relationships among living things and environment

Physical Science

Understands basic concepts of physical science Concepts may include: elements, compounds, and mixtures

Understands the characteristics and properties of energy and matter

Demonstrates and explains the properties of force and motion

Earth and Space Science

Understands basic concepts of earth science Basic concepts may include: climate, earth structure, oceans, water cycle, landforms, geological processes

Explains natural cycles and patterns of the solar system

Understands the key parts of weather and atmosphere

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Social Studies

The study of social science helps people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. Students who achieve the standards for social science will have a broad understanding of political and economic systems. They will better understand events, trends, personalities and movements in local, state, national and world history. They will know local, state, national and world geography. They also will grasp how the concepts of social science can help interpret human actions and prepare them for careers and lifelong learning.

IL State Board of EducationHistory/Culture

Understands major concepts involving people, places, and events in the U.S. and the world Examines the similarities and differences among historic communities in the United States (e.g., Native

American, Jamestown, San Francisco) Describes basic events in the founding of the United States Identifies major events in the history of Illinois

Understands the major chronological eras in U.S. and world history Identifies the major components that make communities effective Describes cultures from around the world, identifies features of those cultures (food, language, art, music,

beliefs) Identifies and describes the major groups of people or individuals who influenced United States history Identifies primary and secondary sources and the purpose of each Makes connections between events in the past and current daily life Describes the influence of immigrants on the culture of the United States

Geography

Explains the five themes of geography Identifies cardinal and intermediate directions (NE,NW,SE,SW) on a map Identifies capitals of world nations and of the United States Locates and identifies states of the United States and their capitals

Explains major geographic concepts/vocabulary Identifies major types of landforms found in the United States and locates specific examples on a map Knows the major geographic features and natural resources of Canada, Mexico, Central and South America Describes the human and physical characteristics of a region

Uses maps and globes accurately Uses map scale to estimate distances Reads latitude and longitude and uses it to locate places on the globe

Uses tools of geography to interpret information/data Uses a variety of special purpose maps (population, resource) to gather information and form conclusions Uses visual materials (graphs, charts, pictures) to obtain and interpret data

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Civics/Economics

Understands the role of government in the US and the world Understands/identifies the basic rights and responsibilities of citizens

Understands basic economic concepts and determines their effects Understands the relationship between work and wage Understands the types of resources in an economic system (human, natural, capital) Examines various types of production in the world economy (agriculture, mining, manufacturing)

Social Studies Skills

Applies basic vocabulary

Reads informational text accurately

Composes written responses effectively

Uses a variety of inquiry/research strategies, including the use of primary and secondary sources

Reads, interprets, and creates a timeline

Construct arguments and engage in debate thoughtfully and respectfully

Music

Identifies elements and expressive qualities such as tone color, harmony, melody, form (e.g., rondo, theme, and variation), rhythm/meter and dynamics in a variety of musical styles Identifies the form of known songs and listening examples (ABA, Theme and Variations, etc.) Physically, visually or aurally identifies simple and compound meter. Identifies and performs expressive elements in music (dynamics, articulation, tempo, etc.) Identifies and demonstrates beat and rhythm in musical compositions. Identifies sensory elements that create a mood, emotion or idea in a piece of music Identifies band/orchestra instruments visually and aurally Identify general groupings of instruments and voices. Identifies melodies going upward/downward. Identifies, defines and performs melodies with and without an accompaniment/harmony/ostinato. Identifies major and minor tonalities in musical examples.

Reads and interprets the traditional music notation of note values and letter names Sings and plays melodic and rhythmic patterns from a written score. Sings melodic patterns and developmentally appropriate songs on pitch, with appropriate timbre, and steady

tempo. Identifies and reads notes on the treble clef staff using letter names Improvises/composes short songs/accompaniments using traditional notation within specified guidelines. Reads, writes and performs rhythms/melodies in simple and compound meters.

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Identifies and describes how music communicates the similarities and differences among various people, places, and times Describes the theme, idea or feeling of a song or listening example. Demonstrates appropriate audience behaviors Explains how music as a part of celebrations, religious ceremonies and everyday life List musicians that have made significant contributions to culture and history Describe how music reflects a certain time, place or culture Identify roles of different kinds of musicians (composers, conductors, singers, instrumentalists, etc.)

Visual Arts

Identifies and describes the elements of 2- and 3-dimensional space, figure ground, value and form; the principles of rhythm, size, proportion and composition; and the expressive qualities of symbol and story

Describes the relationships among media, tools/technology, and processes

Demonstrates knowledge and skills to create works of visual art using problem solving, observing, designing, sketching, and constructing

Health

Understands health and prevention principles and treatment

Understands human systems and influences on growth and development

Promotes health through communication and decision-making skills

Physical Education

Acquires movement skills and understands concepts needed for fitness

Achieves and maintains a health-enhancing level of physical fitness

Develops team-building skills by working with others through physical activity

Computer/Technology

Uses Office Suite proficiently

Demonstrates proper keyboard skills

Applies technology to produce quality work

Uses the Internet effectively for research

Applies problem solving skills

World Language

Engages in conversations, provides and obtains information, expresses feelings and emotions, and exchanges opinions

Demonstrates an understanding of the relationship between the practices, products, and perspectives of the culture studied

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Successful Learner Traits

Develops self-awareness and self-management skills to achieve school and life success

Manages emotions and behavioro Keeps hands, feet and all other objects to selfo Maintains appropriate interactions with teacher and peers

Recognizes personal strengths

Seeks assistance when neededo Asks for clarification

Strives for personal best

Produces legible worko Written work is clear, neat/readable, and complete

Demonstrates organizational skillso Materials are completeo Consistent with expectations and class rules

Uses social awareness and interpersonal skills to establish and maintain positive relationships Respects the feelings and perspectives of others based on Gospel values

Uses communication and social skills to interact effectively with others

Demonstrates an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.

Makes relevant contributions to class discussion

Demonstrates decision-making skills and responsible behaviors Accepts directions and follows rules

Applies decision-making skills responsibly with daily academic and social situationso Completes homework and assignments

Contributes to the well-being of one’s school and community

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