third grade standards-based report card...

As of October 8, 2012 of 30

Third Grade Standards-Based Report Card Rubric

1st

Nine Weeks

Language Arts

The expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through

Reading, Writing, Language, and Speaking and Listening.

Standards

Emerging (1)

The student

demonstrates limited or

minimum progress or is

unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)

The student

consistently and

independently:

Exceeds (4)

The student, with

evidence of exceeding,

consistently and

independently:

Evidence/Notes

Comprehends

literature

independently and

proficiently

Generate questions

before, during, and after

reading

Self-monitor

comprehension to

clarify meaning

Read and comprehend

text of steadily

increasing complexity

Generates questions


reading

Uses background

knowledge and

information from text

when answering

questions

Identifies themes,

lessons, and morals in

folktales, tall tales,

fables, and myths

Self-monitors

comprehension to

clarify meaning

Generates questions


reading

Uses background

knowledge and

information from text

when answering

questions

Identifies themes,

lessons, and morals in

folktales, tall tales,

fables, and myths

Self-monitors

comprehension to

clarify meaning

Makes judgments and

inferences about

characters in a story

Reads above grade

level texts and infers

characteristics of

characters and events

Fountas and Pinnell

Benchmarks

Text assessments



1st

Nine Weeks

Language Arts



Standards

Emerging (1)

The student



unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)

The student

consistently and

independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

Comprehends

informational text

independently and

proficiently

Use textual evidence to

support what the text

says explicitly

Generate questions

monitor comprehension

Make inferences about

the information read

Uses textual evidence

to support what the text

says explicitly

Generates questions to

improve comprehension

Makes inferences about


Identifies main ideas,

supporting ideas, and

supporting details

Uses textual evidence

to support what the text

says explicitly

Makes inferences about


Uses organizational

patterns for conveying

information (e.g.,

chronological order,

cause and effect,

similarity and

difference, questions

and answers)

Understands and infers

beyond grade level

expectations

F&P Benchmarks



1st

Nine Weeks

Language Arts



Standards

Emerging (1)

The student



unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)

The student

consistently and

independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

Understands and

explains text features

Read informational

texts and incorporate

new words into oral and

written language

Determine the meaning

of unknown words on

the basis of context

Apply learned

strategies to determine

the meaning of

unknown words

(context clues,

reference materials,

word families, etc.)

Reads informational



written language

Determines the

meaning of unknown

words on the basis of

context

Applies learned


the meaning of

unknown words

Interprets information

from illustrations,

diagrams, charts,

graphs, graphic

organizers, maps and

photographs

Reads informational



written language

Determines the

meaning of unknown


context

Applies learned


the meaning of

unknown words


from graphics

Uses illustrations to

better understand a text


from graphics

Infers using text and

text features

Explains and use

illustrations to better

understand a text above

grade level

Teacher observation

Text assessments



1st

Nine Weeks

Language Arts



Standards

Emerging (1)

The student



unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)

The student

consistently and

independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

Reads with sufficient

accuracy and fluency

Read (L-M) text with

purpose and

understanding

Read at a rate below 83

wpm and lacks prosody

Readson level text (L-

M) with purpose and

understanding

Reads with prosody at a

rate below 83 wpm

Reads on-level prose

and poetry orally with

accuracy, appropriate

rate and expression on

successive readings

Readson level text (M-

N) or above with

purpose and

understanding

Reads with prosody at a

rate of 83 wpm or

higher

Reads on-level prose

and poetry orally with

accuracy, appropriate

rate and expression

Uses context clues to

confirm or self-correct

word recognition or

understanding

Reads at levels Q

through Z

Reads with prosody at

rates higher than 120

wpm

Uses context clues to

confirm and infer

meaning from texts

F&P Running Records



1st

Nine Weeks

Language Arts



Standards

Emerging (1)

The student



unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)

The student

consistently and

independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

Knows and applies

grade-level phonics

and word skills

Apply knowledge of

letter-sound

correspondence and

spelling patterns to

decode and read

multisyllabic words

Recognize, read, and

write words containing

regular and irregular

plurals

Applies knowledge of

letter-sound

correspondence and


decode and read

multisyllabic words

Recognizes, reads, and

writes words containing


plurals, and possessives

Applies knowledge of

letter-sound

correspondence and


decode and read

multisyllabic words

Recognizes, reads, and

writes words containing


plurals, and possessives

Uses a variety of

strategies to decode and

understand grade level

words in reading and

writing

Reads and decodes

words and meanings

beyond grade level text

Word Study

Writing samples



1st

Nine Weeks

Language Arts



Standards

Emerging (1)

The student



unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)

The student

consistently and

independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

Develops real or

imagined events

Capture a reader’s

interest

Sustain a focus

Include the appropriate

purpose, audience and

genre

Capture s reader’s

interest by setting a

purpose, and

developing a point of

view

Sustains a focus

Includes the appropriate

purpose, expectations,

and length for the

audience and genre

Captures a reader’s

interest by writing both

personal and

fantasy/imaginary

stories, setting a

purpose, and

developing a point of

view

Sustains a focus

Includes the appropriate

purpose, expectations,

and length for the

audience and genre

Uses sensory details to

develop the piece

Demonstrate or self-

initiates writing

Implies and inferences

beyond grade level

expectations

Writing samples

F&P Writing

Assessment



1st

Nine Weeks

Language Arts



Standards

Emerging (1)

The student



unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)

The student

consistently and

independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

Convey ideas and

information

Capture a reader’s

interest

Identify point of view

Sustain a focus



purpose and developing

a point of view

Selects a focus and an

organizational pattern

based on purpose, genre,

audience, and length



purpose and developing

a point of view

Selects a focus and an

organizational pattern

Uses details from text

Demonstrates or self-

initiates writing

Implies and infers

beyond grade level

expectations

Writing samples

F&P Writing

Assessment

Conducts research and

produces work that

builds knowledge

Use a variety of

resources to research a

topic

Uses a variety of


topic

Sorts information into

categories

Uses a variety of


topic

Sorts information into

categories

Takes brief notes about

a topic and where the

information generated

Uses a variety of


topic

Cites resources in

research

Performance tasks

Research projects



1st

Nine Weeks

Language Arts



Standards

Emerging (1)

The student



unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)

The student

consistently and

independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

Uses the writing

process

Plan and drafts writing

Apply little Revision to

improve coherence and

development of topic

Plans and drafts writing

Applies some Revision

to improve coherence

and development of

topic

Edits to correct errors

Plans and drafts writing

Applies some Revision

to improve coherence

and development of

topic

Edits to correct errors

Publishes by presenting

Demonstrates self-

initiative to use the

entire writing process to

improve development

of essay

Writing samples

F&P Writing

Assessment

Writes legibly in

cursive

Write legibly in cursive

leaving spaces between

words in a sentence

Writes legibly in

cursive leaving spaces

between words in a

sentence

Writes legibly in

cursive leaving spaces

between words in a

sentence

Due to the nature of this

standard, students

cannot attain a rating

of a 4

Writing samples

F&P Writing

Assessment



1st

Nine Weeks

Language Arts



Standards

Emerging (1)

The student



unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)

The student

consistently and

independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

Determines main idea

and supporting

information from oral

discussions, text read

aloud or other media

formats

Recall, interpret, and

summarize information

presented orally

Ask relevant questions

Respond appropriately

to comments and

questions

Recalls, interprets, and

summarizes

information presented

orally

Uses oral language for

different purposes: to

inform, persuade, or

entertain

Asks relevant questions

Recalls, interprets, and

summarizes

information presented

orally

Uses oral language for

different purposes: to

inform, persuade, or

entertain

Asks relevant questions

Responds appropriately

to comments and

questions

Summarizes orally and

written

Infers, informs, and

clearly share point of

view, ideas, topic

Develops information

to build on above grade

level text

F&P Benchmarks

Teacher observation

Text assessments



1st

Nine Weeks

Language Arts



Standards

Emerging (1)

The student



unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)

The student

consistently and

independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

Orally reports on a

topic, text, tells a

story or engages in

conversation

expressing ideas

clearly

Tell a story by

presenting facts and

relevant details

Recount an experience

with facts

Produce complete

sentences with correct

subject/verb agreement

Tells a story by


relevant details

Recounts an experience

with facts

Produces complete

sentences with correct

subject/verb agreement

Uses increasingly

complex language

patterns and sentence

structure

Tells a story by


relevant details

Recounts an experience

with facts

Speaks clearly using an

understandable pace

Increases vocabulary to

reflect a growing range

of interest and

knowledge

Presentation and oral

communication is clear,

precise and supported

by details

Responds to ideas and

expresses ideas with

above grade level

vocabulary

F&P Benchmarks

Teacher observation

Text assessments



1st

Nine Weeks

Language Arts



Standards

Emerging (1)

The student



unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)

The student

consistently and

independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

Understands

grammar,

punctuation, spelling,

and usage

Identify and use the

basic parts of speech

and demonstrates that

words can be different

parts of speech within a

sentence

Use appropriate

capitalization

Correctly place

commas and quotation

marks

Identifies and uses the





sentence

Uses appropriate

capitalization

Correctly places


marks

Identifies and uses

figurative language

Identifies and uses the





sentence

Uses appropriate

capitalization

Correctly places


marks

Identifies and uses

figurative language

Demonstrates

knowledge of

differences between the

conventions of

speaking and writing

Shows explicit

command of clearly

expressing ideas,

topics, and point of

view informal and

informal speaking and

writing using above

grade level vocabulary

Writing samples

Speaking

Teacher observation of

formal and informal

speaking and writing



1st

Nine Weeks

Language Arts



Standards

Emerging (1)

The student



unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)

The student

consistently and

independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

Understands grade-

appropriate

vocabulary


of a word based on how

it is used


of unknown words on

the basis of context

Recognize and use

words with multiple

meanings

Determines the

meaning of a word

based on how it is used

Determines the

meaning of unknown


context

Recognizes and uses

words with multiple

meanings

Identifies playful uses

of language

Determines the

meaning of a word

based on how it is used

Determines the

meaning of unknown


context

Recognizes and uses

words with multiple

meanings

Identifies playful uses

of language

Identifies the meaning

of common idioms and

figurative phrases

Due to the nature of this

standard, students


of 4

Writing samples

Teacher observation of

formal and informal use

of speaking and writing

Oral presentations

Text discussions



1st

Nine Weeks

Language Arts



Standards

Emerging (1)

The student



unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)

The student

consistently and

independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

Acquires and uses

grade-appropriate

words and phrases

Determine and clarify

the meaning of

unknown and multiple-

meaning words and

phrases

Determines and

clarifies the meaning of


meaning words and

phrases

Identifies real-life

connections between

words and their use

Determines and

clarifies the meaning of


meaning words and

phrases

Identifies real-life

connections between

words and their use

Distinguishes shades of

meaning among related

words

Uses and clarifies the

meaning of unknown

words and multiple-

meaning words and

phrases in above grade

level reading text



1st Nine Weeks

Mathematics

Standards

Emerging (1)

The student demonstrates

limited or minimum

progress or is unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)

The student consistently

and independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

Uses place value and

properties of

operations for multi-

digit arithmetic

MCC3.NBT.1

MCC3.NBT.2

MCC3.NBT.3

MCC3.NBT.4

Do none or one of the

following: *previously

taught standard

MCC2.NBT.3

(Grade 2)

Round whole numbers to

the nearest 10 or 100

Fluently add and subtract

within 1000

Use the properties of

addition and subtraction

to compute and verify

Use inverse operations to

verify answers

Does more than one of

the ollowing:*previously

taught standard

MCC2.NBT.3

(Grade 2)

Rounds whole numbers

to the nearest 10 or 100

Fluently adds and

subtracts within 1000

Uses the properties of



Uses inverse operations

to verify answers

Does all of the following:

*previously taught

standard MCC2.NBT.3

(Grade 2)


to the nearest 10 or 100

Fluently adds and

subtracts within 1000

Uses the properties of



Uses inverse operations

to verify answers

Does all of the meets

category and the

following:


to the nearest 1000

Adds and subtracts

within 999,999

A range of strategies

should be used to enable

student to utilize

part/whole thinking

The following resources

can be used to

instruct/assess this

standard: GADOE

CCGPS tasks/

frameworks, Number

Talks, Exemplars,

VandeWalle activities,

NCTM Navigation

Series, math journals,

Hands-on Standards, etc.

These can be assessed

and scored on the SBRC

using GloSS/ IKAN

data/results as an artifact

Represents and solves Do none or one of the Does more than one of Does all of the following: Demonstrates mastery of These standards can be



1st Nine Weeks

Mathematics

Standards

Emerging (1)


limited or minimum


Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)


and independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

problems involving

multiplication and

division

MCC3.OA.1

MCC3.OA.2

MCC3.OA.3

MCC3.OA.4

following:

Interpret products of

whole numbers,

Interpret whole-number

quotients of whole

numbers, or as a number

of shares when 56

objects are partitioned

into equal shares of 8

objects each

Use multiplication and

division within 100 to

solve word problems in

situations involving

equal groups, arrays, and

measurement quantities

Determine the unknown

whole number in a

multiplication or division

equation relating three

whole numbers

the following:

Interprets products of

whole numbers,

Interprets whole-number

quotients of whole

numbers,

Uses multiplication and





measurement quantities,

e.g., by using drawings

and equations with a

symbol for the unknown

number to represent the

problem

Determines the unknown

whole number in a



whole numbers

Interprets products of

whole numbers1

Interprets whole-number

quotients of whole

numbers2

Uses multiplication and





measurement quantities3

Determines the unknown

whole number in a



whole numbers4

this standard (according

to the meets column)

AND meets and one of

the following:

Multiplies 2 and 3 digit

numbers by 2 or more

digits using strategies

assessed using

GloSS/IKAN

Suggested resources:100-

chart, VandeWalle tasks,

Exemplars, math

journals, GADOE

CCGPS tasks/

frameworks, Number

Talks, NCTM Navigation

Series, Hands-on

Standards, etc.

1 e.g., interprets 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

2 e.g., interpret 56 ÷ 8 as the number of

objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 ob ject each. For example, describe a context in which a number of

shares or a number of groups can be expressed as 56 ÷ 8. 3e.g. by using drawings and equations with a symbol for the unknown number to represent the problem.

4For example, determine the unknown number that makes

the equation true in each of the equations 8 × ? = 48, 5 = □ ÷ 3, 6 × 6 = ?. × ? = 48, 5 = □ ÷ 3, 6 × 6 = ?. Represents and Do none or one of the Does more than one of Does all of the following: Does all of the meets and Fractions used on the line



1st Nine Weeks

Mathematics

Standards

Emerging (1)


limited or minimum


Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)


and independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

interprets data

MCC3.MD.3

MCC3.MD.4

following:

Draw a scaled picture

graph and bar graph to

represent a data set with

several categories

Solves one and two step

word problems using

information from graphs

Generate measurement

data by measuring

lengths to nearest ¼ inch

Show data by making a

line plot marked off in

wholes, halves, or

quarters

the following:




several categories


word problems using



data by measuring




wholes, halves, or

quarters




several categories


word problems using



data by measuring




wholes, halves, or

quarters

one or more of the

following:

Creates line plots of

measurements expressed

in fractions of a unit and

solves addition and

subtraction problems

involving the data

presented in the line plot

plots should be to the

nearest ½ or ¼ of a unit

Suggested resources:

GADOE CCGPS tasks/

frameworks, VandeWalle

tasks, math journals,

NCTM Navigation Series


Standards for Mathematical Practice

**These should be scored using the Academic Performance Level Behaviors scores**

Standards for

Mathematical Practice

Rarely (1)

Sometimes (2)

Usually (3)

Consistently (4)

Evidence/Notes

The SMPs are addressed on an ongoing basis through grading periods 1 – 4.

Makes sense of problems

and perseveres in solving

them

MCC3.SMP.1

Student is rarely able

to explain to

himself/herself the

meaning of a problem

and is unable to

independently

determine an

appropriate

strategy/tool to use to

solve the problem

Student inconsistently

explains to

himself/herself the


and/or is

inconsistently able to

independently

determine an

appropriate strategy/

tool to use to solve

problems. Student

needs prompting by

the teacher on a

regular basis

Student usually

explains to

himself/herself the


and determines an


tool to use to solve the

problem

Student independently

and consistently

explains to

himself/herself the


and determines an


tool to use to solve the

problem

In third grade, students

should know that

doing mathematics

involves solving

problems and should

discuss how they

solved them. Students

should explain to

themselves the


and look for ways to

solve it. Third graders

may use concrete

objects or pictures to

help them

conceptualize and

solve problems.This

should be assessed

ongoing throughout

the school year.

Reasons abstractly and Student is rarely able Student is Student usually Student consistently Third graders should




Standards for


Rarely (1)

Sometimes (2)

Usually (3)

Consistently (4)

Evidence/Notes


quantitatively

MCC3.SMP.2

to connect a quantity

to a written symbol

and rarely

demonstrates a clear

understanding of the

meaning of a quantity

as represented in a

problem solved

inconsistently able or

may require teacher

prompting to connect

a quantity to a written

symbol and sometimes




as represented in a

problem solved

connects a quantity to

a written symbol and




as represented in a

problem solved most

of the time using

objects, pictures,

drawings. However,

the student may have

difficulty with more

complex problem

solving.

and independently

connects a quantity to

a written symbol and




as represented in a

problem solved using

objects, pictures,

drawings

recognize that a

number represents a

specific quantity. They

should be able to

connect the quantity to

written symbols and

create a logical

representation of the

problem at hand,

considering both the

appropriate units

involved and the

meaning of

quantities.This should

be assessed ongoing

throughout the school

year.

Constructs viable

arguments and critiques

the reasoning of others

MCC3.SMP.3

Continued on next page


to explain their

mathematical

reasoning and/or

respond to others’

thinking

Student is

inconsistently able or

may require teacher

prompting to explain

their mathematical

reasoning and/or


thinking

Student usually

explains their

mathematical

reasoning and

responds to others’

thinking with some

errors

Student consistently

and independently

constructs arguments

using concrete

referents, explains

their mathematical

reasoning and

responds to others’

thinking in a

mathematically

appropriate way

In third grade, students

may construct

arguments using

concrete referents,

such as objects,

pictures, and drawings.

They refine their

mathematical

communication skills

as they participate in

mathematical

discussions involving

questions like “How

did you get that?” and

“Why is that true?”




Standards for


Rarely (1)

Sometimes (2)

Usually (3)

Consistently (4)

Evidence/Notes


They explain their

thinking to others and


thinking. This is

assessed ongoing


year.

Models with

mathematics

MCC3.SMP.4



to make connections

between mathematical

ideas or the student is

rarely able to

understand the

mathematics presented

in context.

Student is

inconsistently able to

make connections


ideas or the student is

not able to understand

and solve problems

independently with the

mathematics presented

in context

Student is usually

able to independently

make connections


ideas. The student can

demonstrate a solid

understanding of

mathematical ideas

presented in context

with a few

inconsistencies at

times.

Student is able to

consistently and

independently make

connections between

mathematical ideas.

The student can

demonstrate a solid

understanding of

mathematical ideas

presented in context.

NOTE: Third graders

should be able to

evaluate their results

in the context of the

situation and reflect on

whether the results

make sense.

Students should be

able to experiment

with representing

problem situations in

multiple ways

including numbers,

words (mathematical

language), drawing

pictures, using objects,

acting out, making a

chart, list, or graph,

creating equations, etc.

Students need

opportunities to

connect the different

representations and

explain the

connections. This is

assessed ongoing


year (on each

assignment and

assessment) in

conjunction with the

content standard




Standards for


Rarely (1)

Sometimes (2)

Usually (3)

Consistently (4)

Evidence/Notes


addressed

Uses appropriate tools

strategically

MCC3.SMP.5


to consider strategies

and tools available to

solve a problem or

decide which tool/

strategy would be

helpful

With teacher

prompting, student

considers available

tools and strategies to

solve a problem and

decides which

tools/strategies might

be helpful

Student usually

considers available

tools and strategies

independently when

solving a problem and

decides which

tools/strategies might

be helpful


and independently

considers available

tools and strategies

when solving a

problem and decides

which tools/strategies

might be helpful

Example: Student is

able to compile the

possibilities into an

organized list or a

table, and determine

whether they have all

the possible rectangles

This is assessed

ongoing throughout

the school year

through multiple tasks

Attends to precision

MCC3.SMP.6

Student begins to

explain their

mathematical

reasoning with others

but does not use clear

and precise language,

or student is rarely

able to communicate

mathematical

reasoning

Student inconsistently

communicates

mathematical

reasoning using clear

and precise language

Student is usually able

to communicate

mathematical



Student is able to

consistently

communicate

mathematical


and precise language.

The student uses clear


in his/her discussions

with others and in

his/her own reasoning.

This is assessed in

multiple ways


year (on each

assignment and

assessment).

Students should be

carefully specifying

units of measure and

state the meaning of

the symbols they

choose. Example:

When figuring out the

area of a rectangle,

record answers in square units.

Looks for and makes use Rarely looks closely Sometimes looks Usually looks closely Consistently looks Example




Standards for


Rarely (1)

Sometimes (2)

Usually (3)

Consistently (4)

Evidence/Notes


of structure

MCC4.SMP.7

to discover a pattern

or structure in any

given problem. The

student can rarely

generate number or

shape patterns that

follow a given rule.

closely to discover a

pattern or structure in

any given problem.

The student can

sometimes generate

number or shape

patterns that follow a

given rule.

to discover a pattern

or structure in any

given problem. The

student usually can

generate number or

shape patterns that


closely to discover a

pattern or structure in

any given problem.

The student can

generate number or

shape patterns that


A student uses

properties of

operations to explain

calculations (partial

products model)

A student relates

representations of

counting problems

such as tree diagrams

and arrays to the

multiplication

principal of counting

Looks for and expresses

regularity with repeated

reasoning

MCC3.SMP.8



to use repeated

reasoning to

understand

mathematical

structures and

generalize knowledge

of such patterns to

assist them in

checking his/her own

work

Student requires

teacher prompting to

generalize

mathematical patterns

in order to utilize this

knowledge to check

his/her own work by

asking questions such

as, “Does this make

sense?”

Student usually

recognizes and uses

use repeated reasoning

to understand

mathematical

structures and

generalize knowledge

of such patterns to

assist them in

checking his/her own

work


and independently

generalizes

mathematical patterns

and utilizes this

knowledge to check

their own work by

asking questions such

as, “Does this make

sense?”

Students in third grade

should notice

repetitive actions in

computation and look

for more efficient

methods based on the

number patterns. For

example, students may

use the distributive

property as a strategy

for using products they

know to solve products

that they don’t know.

For example, if

students are asked to

find the product of 7 x

8, they might

decompose 7 into

5 and 2 and then

multiply 5 x 8 and 2 x




Standards for


Rarely (1)

Sometimes (2)

Usually (3)

Consistently (4)

Evidence/Notes


8 to arrive at 40 + 16

or 56. In addition,

third graders should

continually evaluate

their work by asking

themselves, “Does this

make sense?”

This is assessed

ongoing throughout

the school year.



1st Nine Weeks

Science

Standards

Emerging (1)

The student

demonstrates limited

or minimum progress

or is unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)

The student

consistently and

independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

S3L1 Students will

investigate the

habitats of

different

organisms and the

dependence of

organisms on their

habitat

Differentiate between

habitats of Georgia

(mountains,

marsh/swamp, coast,

Piedmont, Atlantic

Ocean) and the

organisms that live

there

Identify features of

green plants that allow

them to live and thrive

in different regions of

Georgia

Identify features of

animals that allow



Georgia

Explain what will

happen to an organism

if the habitat is

changed

Differentiates between

habitats of Georgia

(mountains,

marsh/swamp, coast,

Piedmont, Atlantic

Ocean) and the

organisms that live

there

Identifies features of




Georgia


animals that allow



Georgia

Explains what will


if the habitat is

changed

Differentiates between

habitats of Georgia

(mountains,

marsh/swamp, coast,

Piedmont, Atlantic

Ocean) and the

organisms that live

there





Georgia


animals that allow



Georgia

Explains what will


if the habitat is

changed

Due to the nature of

this standard, students


of 4

S3E1 Students Explain the difference Explains the Explains the Due to the nature of



1st Nine Weeks

Science

Standards

Emerging (1)

The student

demonstrates limited

or minimum progress

or is unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)

The student

consistently and

independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

will investigate the

physical attributes

of rocks and soils

between a rock and a

mineral

Recognize the

physical attributes of

rocks and minerals

using observation

(shape, color, texture),

measurement, and

simple tests (hardness)

difference between a

rock and a mineral

Recognizes the


rocks and minerals

using observation


measurement, and


Uses observation to

compare the

similarities and

differences of texture,

particle size, and color

in top soils (such as

clay, loam or potting

soil, and sand)

difference between a

rock and a mineral

Recognizes the


rocks and minerals

using observation


measurement, and


Uses observation to

compare the

similarities and

differences of texture,

particle size, and color

in top soils (such as

clay, loam or potting

soil, and sand)

Determines how water

and wind can change

rocks and soil over

time using observation

and research

this standard, students


of 4



1st Nine Weeks

Social Studies

Standards

Emerging (1)

The student



unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)


and independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

Explain the political

roots of our modern

democracy in the USA

(SS3H1)

Identify the influence of

Greek architecture

(columns on the

Parthenon, U.S.

Supreme court

building), law, and the

Olympic games on the

present

Explain the ancient

Athenians' idea that a

community should

choose its own leaders

Compare and contrast

Athens as a direct

democracy with the

United States as a

representative

democracy

Identifies the influence

of Greek architecture

(columns on the

Parthenon, U.S.

Supreme court


Olympic games

on the present

Explains the ancient


community should


Compares and contrasts

Athens as a direct

democracy with the

United States as a

representative

democracy

Identifies the influence

of Greek architecture

(columns on the

Parthenon, U.S.

Supreme court


Olympic games on the

present

Explains the ancient


community should


Compares and contrasts

Athens as a direct

democracy with the

United States as a

representative

democracy

Demonstrates or self

initiates further learning

in concept

Options include:

Discussion, Dialog,

Observation, Structure

Response,

Constructed

Response,

Performance Task

Describes the lives of

historical figures who

expanded people's

rights and freedoms

(SS3H2)

Discuss Paul Revere

Explain the barriers,

restrictions, and

obstacles this figure

overcame

Discuss Paul Revere


restrictions, and


overcame

Discuss Paul Revere


restrictions, and


overcame



in concept

Options include:

Discussion, Dialog,


and Constructed

Responses,

Performance Task

Locates major Identify major rivers of Identifies major rivers Identifies major rivers Demonstrates or self Options include:



1st Nine Weeks

Social Studies

Standards

Emerging (1)

The student



unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)


and independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

topographical

features (SS3G1)

the United States of

America: Mississippi,

Ohio, Rio Grande,

Colorado, Hudson

Identify major mountain

ranges of the United

States of America:

Appalachian, Rocky

Locate the equator,

prime meridian, and

lines of latitude and

longitude on a map

Locate Greece on

a map

of the United States of


Ohio, Rio Grande,

Colorado, Hudson



States of America:

Appalachian, Rocky

Locates the equator,

prime meridian, and


longitude on a map

Locates Greece on a

map

of the United States of


Ohio, Rio Grande,

Colorado, Hudson



States of America:

Appalachian, Rocky

Locate the equator,

prime meridian, and


longitude on a map

Locates Greece on a

map


in concept

Discussion, Dialog,


Response,

Constructed

Response,

Performance Task

Describe cultural and

geographical systems

associated with

historical Americans

(Paul Revere, Frederick

Douglas, Susan B.

Anthony, Mary

McLeodBethune,

Franklin D. Roosevelt,

Eleanor Roosevelt,

Lyndon Johnson,

Thurgood Marshall,

Identify on a political

map specific locations

significant to the life

and times of these

historical figures

Describe how place

(physical and human

characteristics) had an

impact on the lives of

these historical figures

Describe how each of

Identifies on a political

mapspecific locations


and times of these

historical figures

Describes howplace

(physical and human




Describes how each of

Identifies on a political

map specific locations


and times of these

historical figures

Describes how place

(physical and human




Describes how each of



in concept

Options include:

Discussion, Dialog,

Observation,

Structured Response,

Constructed

Response,

Performance Task



1st Nine Weeks

Social Studies

Standards

Emerging (1)

The student



unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)


and independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

Cesar Chavez) (SSG2) these historic figures

adapted to or was

influenced by

environment

Trace examples of

travel of individuals and

ideas

Describe how the

region affected

individuals' lives and

had an impact on their

cultural identification

these historic figures

adapted to or was

influenced by

environment

Traces examples of


ideas

Describes how the

region affected




these historic figures

adapted to or was

influenced by

environment

Traces examples of


ideas

Describes how the

region affected




Explain the importance Explain why in the Explains why in the Explains why in the Demonstrates or self Options include:



1st Nine Weeks

Social Studies

Standards

Emerging (1)

The student



unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)


and independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

of the basic principles

that provide the

foundation of a

republican form

of government

SS3CG1

United States there is a

separation of power

between branches of

government and levels

of government

Name the three levels of

government (national,

state, local) and the

three branches in each

(executive, legislative

and judicial including

the names of the

legislative branch

(Congress, General

Assembly, county

commission or city

council)

States an example of the

responsibility of each

level and branch of

government


separation of power

between branches of


of government

Names the three levels

of government

(national, state, local)

and the three branches

in each(executive,

legislative and judicial

including the names of

the legislative branch

(Congress, General

Assembly, county

commission or city

council)



level and branch of

government


separation of power

between branches of


of government

Names the three levels

of government

(national, state, local)

and the three branches

in each (executive,

legislative and judicial

including the names of

the legislative branch

(Congress, General

Assembly, county

commission or

city council)



level and branch of

government


in concept

Discussion, Dialog,

Observation,

Structured Response,

Constructed

Response,

Performance Task

Discuss positive Describe how the Describes how the Describes how the Demonstrates or self Options include:



1st Nine Weeks

Social Studies

Standards

Emerging (1)

The student



unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)


and independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

character traits of

historical figures (Paul

Revere, Frederick

Douglas, Susan B.

Anthony, Mary

McLeod Bethune,

Franklin D. Roosevelt,

Eleanor Roosevelt,

Lyndon Johnson,

Thurgood Marshall,

Cesar Chavez)

(SS3CG2)

different historical

figures display positive

character traits of

cooperation, diligence,

courage and leadership

Explain how the

historical figures in

used positive character

traits of cooperation,

diligence, liberty,

justice, tolerance,

freedom of conscience

& expression, and

respect for and

acceptance of authority



character traits of



Explains how the




diligence, liberty,

justice, tolerance,


&expression, and

respect for and




character traits of



Explains how the




diligence, liberty,

justice, tolerance,


& expression, and

respect for and



in concept

Discussion, Dialog,


Response,

Constructed

Response,

Performance Task

Describe the four types

of productive resources

(SS3E1)

Describe the four types

of productive resources:

A. Natural (Land),

B. Human (Labor),

C. Capital(Capital

goods),

Entrepreneurship (used

to create goods and

services)

Describes the four types


A. Natural (Land),

B. Human (Labor),

C. Capital(Capital

goods),


to create goods and

services)

Describes the four types


A. Natural (Land),

B. Human (Labor),

C. Capital (Capital

goods),


to create goods and

services)



in concept

Options include:

Discussion, Dialog,


Response,

Constructed

Response,

Performance Task

Explain that Explain that Explains that Explains that Demonstrates or self Options include:



1st Nine Weeks

Social Studies

Standards

Emerging (1)

The student



unable to:

Progressing (2)

The student is

progressing toward

achievement but

inconsistently:

Meets (3)


and independently:

Exceeds (4)

The student, with


consistently and

independently:

Evidence/Notes

government provides

goods and services in a

market economy and

pays for services

through taxes Describe

services including

schools, libraries, roads,

police, fire protection,

and military(SS3E2)

government provides

certain types of goods

and services in a market

economy, and pay for

these through taxes and

describe services such

as schools, libraries,

roads, police/fire

protection and military

government provide







roads, police/fire


government provide







roads, police/fire



in concept

Discussion, Dialog,


Response,

Constructed

Response,

Performance Task

Give examples of

interdependence and

trade and will explain

how voluntary trade

exchange benefits both

parties. Describe

interdepdence of

consumers and

producers, how goods

and services are

allocated by price, some

things are made locally,

some elsewhere

Describe the

interdependence of

consumers &producers

of goods and services

Describe how goods

and services are

allocated by price in the

marketplace

Explain that some


some elsewhere in the

country and some in

other countries

Explain that most

countries create

their own currencies

Describes the

interdependence of



Describes how goods

and services are


marketplace

Explains that some



country and some in

other countries

Explains that most

countries create their

own currencies

Describes the

interdependence of



Describes how goods

and services are


marketplace

Explains that some



country and some in

other countries

Explains that most

countries create their

own currencies



in concept

Options include:

Discussion, Dialog,


Response,

Constructed

Response,

Performance Task

third grade standards-based report card...

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