Grading Benchmarks FIRST GRADE READING
Grading Benchmarks - FIRST GRADEREADING1) Reads at grade level.1Trimester2341stStudent has achieved readingsuccess at Level B or below.Student has achieved readingsuccess at Level C or D.Student has achieved readingsuccess at Level E or F.Student has achieved readingsuccess at Level G or above.2ndStudent has achieved readingsuccess at Level E or below.Student has achieved readingsuccess at Level F.Student has achieved readingsuccess at Level G or H .Student has achieved readingsuccess at Level I or above.3rdStudent has achieved readingsuccess at Level G or below.Student has achieved readingsuccess at Level H.Student has achieved readingsuccess at Level I or J.Student has achieved readingsuccess at Level K or above.Reading level as indicated on the Teachers College Reading Level Benchmarks for the Independent Reading Level Assessment (JRLA).2) Uses a variety of print strategies to decode (pictures, context, phonics).1Trimester1st Student is unable or rarely ableto recognize and use beginningsounds.Student is unable or rarely ableto make sure reading makessense.Student is unable or rarely ableto use internal parts of wordswith beginnings and endings.First Grade Benchmarks - READING (8/13/19)2 Student is sometimes able torecognize and use beginningsounds.Student sometimes checks tomake sure reading makessense.Student sometimes usesinternal parts of words withbeginnings and endings.3 Student consistently identifiesand decodes using beginningsounds.Student consistently checks tomake sure reading makes sense.Student consistently usesinternal pa1ts of words withbeginnings and endings.4 Student consistently identifiesand decodes using beginningand ending sounds.Student consistently checks tomake sure reading makessense, in above-grade-leveltext. Student consistently usesinternal parts of words withPage 1 of7
Grading Benchmarks - FIRST GRADE Student is unable or rarely ableto read high-frequency wordsautomatically. 2nd Student is unable or rarely ableto notice enors andcross-check with unusedsources of information.Student is unable or rarely ableto distinguish betweeninformation provided bypictures and informationprovided by words in a text.Student is unable or rarely ableto recognize and use beginningand ending sounds.Student is unable or rarely ableto keep the accumulating storyevents (or content) in mind.Student is unable or rarely ableto use meaning of accumulatedtext to figure out unfamiliar ·words.Student is unable or rarely ableto stop and correct at the pointof error.First Grade Benchmarks - READING (8/13/1 9) Student sometimes readshigh-frequency wordsautomatically.Student sometimes noticeserrors and cross-checks withunused sources of information.Student is sometimes able todistinguish betweeninfOTmation provided bypictures and informationprovided by words in a text.Student is sometimes able torecognize and use beginningand ending sounds.Student sometimes keeps theaccumulating story events (orcontent) in mind.Student sometimes usesmeaning of accumulated text tofigure out unfamiliar words.Student sometimes stops andcorrects at the point of error. Student consistently readshigh-frequency wordsautomatically.Student consistently noticesenors and cross-checks withunused sources of information.Student consistentlydistinguishes betweeninformation provided bypictures and info1mationprovided by words in a text.Student consistently identifiesand decodes using beginningand ending sounds.Student consistently keeps theaccumulating story events (orcontent) in mind.Student consistently usesmeaning of accumulated text tofigure out unfamiliar words.Student consistently stops andcorrects at the point of enor. beginnings and endings, inabove-grade-level text.Student consistently readshigh-frequency wordsautomatically, inabove-grade-level text.Student consistently noticese1rnrs, in above-grade-leveltext, and cross-checks withunused sources of information.Student consistentlydistinguishes, inabove-grade-level texts,between information providedby pictures and info1mationprovided by words.Student consistently identifiesand decodes using beginning,ending, and middle (vowel)sounds.Student consistently keeps theaccumulating sto1y events (orcontent) in mind, inabove-grade-level text.Student consistently usesmeaning of accumulated textto figure out unfamiliar words,in above-grade-level text.Page 2 of 7
Grading Benchmarks - FIRST GRADE3rd Student is unable or rarely ableto recognize and usebeginning, ending, and middle(vowel) sounds.Student is unable or rarely ableto reread and self-correct atpoints of enor.Student is unable or rarely ableto monitor for all sources ofinformation.Student is unable or rarely ableto use an increasingly morechallenging repertoire ofgraphophonic/visual strategiesto problem solve through text.Student is unable or rarely ableto solve unknown words withrelative ease. Student is sometimes able torecognize and use beginning,ending, and middle (vowel)sounds.Student sometimes rereads andself-conects at points of e1TOr.Student sometimes monitorsfor all sources of infonnation.Student sometimes uses anincreasingly more challengingrepe1toire of graphophonic/visual strategies to problemsolve tlu·ough text.Student sometimes solvesunknown words with relativeease. Student consistently identifiesand decodes using beginning,ending, and middle (vowel)sounds.Student consistently rereads andself-corrects at points of error.Student consistently monitorsfor all sources of infonnation.Student consistently uses anincreasingly more challengingrepertoire of graphophonic/visual strategies to problemsolve through text.Student consistently solvesunknown words with relativeease . Student consistently stops andcorrects at the point of error, inabove-grade-level text. Student consisten tly decodesunknown andcomplex/multi-syllable wordsusing all phonemes (blends,digraphs, diphthongs).Student consistently rereadsand self-corrects at points oferror, in above-grade-leveltext.Student consistently monitorsfor all sources of information,in above-grade-level text.Student consistently uses anincreasingly more challengingrepertoire of graphophonic/visual strategies to problemsolve throughabove-grade-level text.Student consistently solvesunknown words with relativeease, in above-grade-level text. First Grade Benchmarks - READING (8/13/19)Page 3 of 7
Grading Benchmarks - FIRST GRADE3) Recognizes sight words.TrimesterI1234I1stStudent recognizes up to 74 sightwords on Word IdentificationAssessment.Student recognizes 75- 124 sightwords on Word IdentificationAssessment.Student recognizes 125 - 160 sightwords on Word IdentificationAssessment.Student recognizes 161 or moresight words on Word IdentificationAssessment.2ndStudent recognizes up 150 sightwords on Word IdentificationAssessment.Student recognizes 151-174 sightwords on Word IdentificationAssessment.Student recognizes 175 - 199 sightwords on Word IdentificationAssessment.Student recognizes 200 or moresight words on Word IdentificationAssessment.3rdStudent recognizes up to 178 sightwords on Word IdentificationAssessment.Student recognizes 179 - 199 sightwords on Word IdentificationAssessment.Student recognizes 200-218 sightwords on Word IdentificationAssessment.Student recognizes 219 or moresight words on Word IdentificationAssessment.Word recognition as indicated on the Dolch Word Lists for Prima,y Assessments.4) Reads with comprehension. Demonstrates successful understanding of the text through retelling, summarizing , and interpreting the main idea.l 'Irimester1st· -12Student has achieved readingsuccess at Level B or below.Student has achieved readingsuccess at Level C or D.3Student has achieved readingsuccess at Level E or F.4Student has achieved readingsuccess at Level G or above.-F irst Grade Benchmarks - READING (8/1 3/19)Page 4 of7
Grading Benchmarks - FIRST GRADE2ndStudent has achieved readingsuccess at Level E or below.Student has achieved readingsuccess at Level F.Student has achieved readingsuccess at Level G or H.Student has achieved readingsuccess at Level I or above.3rdStudent has achieved readingsuccess at Level G or below.Student has achieved readingsuccess at Level H.Student has achieved readingsuccess at Level I or J.Student has achieved readingsuccess at Level K or above.Reading level as indicated on the Teachers College Reading Level Benchmarks for the Independent Reading Level Assessment (IRLA).5) Reads with fluency (expression, phrasing, rate, accuracy). Demonstrates the ability to read accurately at an appropriate pace with expression.Trimester12341stStudent reads many letters slowlyand inaccurately; reads with littleexpression.Student reads most lettersaccurately and fluently; matchesexpression to pictures.Student reads letters accuratelyand quickly; matches expression topictures, ending punctuation, andbold words.Student reads letters and "eve"words fluently and accurately;matches expression to surprisingevents and character's feelings.2ndStudent reads most lettersaccurately; matches expression topictures.Student reads letters accurately andquickly; matches expression topictures, ending punctuation, andbold words.Student reads letters and "eve"words fluently and accurately;matches expression to surprisingevents and character's feelings.Student reads short vowel wordsfluently and accurately; matchesexpression to character's actions,important ideas.3rdStudent reads letters accuratelyand quickly; matches expression topictures, ending punctuation, andbold words.Student reads letters and "eve"words fluently and accurately;matches expression to surprisingevents and character's feelings.Student reads short vowel wordsfluently and accurately; matchesexpression to character's actions,important ideas.Student reads long vowel wordsaccurately; changes expressionduring reading.I·,InFirst Grade Benchmarks - READING (8/13/19)Page 5 of 7
Grading Benchmarks - FIRST GRADE6) Retells story with accuracy.Trimester12341stStudent is unable or rarely able toretell big events from a story.Student is sometimes able to retellbig events from a story.Student can consistently retell bigevents from a story.Student can consistently retellevents from a story in higher levelbooks.2ndStudent is unable or rarely able toretell big events from a story insequence, beginning/middle/end.Student is sometimes able to retellbig events from a sto1y insequence, beginning/middle/end.Student can consistently retell bigevents from a st01y in sequence,beginning/middle/end.Student can consistently retellevents from a story using details,including characters, setting, andproblem solution.3rdStudent is unable or rarely able toretell big events from a story insequence, beginning/middle/end.Student is sometimes able to retellbig events from a sto1y insequence, beginning/middle/end.Student consistently uses detailsincluding characters, setting, andproblem solution whilesummarizing a st01y.Student consistently uses detailsincluding characters, setting, andproblem solution whilesummarizing a more complexsto1y.7) Demonstrates stamina during independent reading.Trimester12341stStudent is unable or rarely able tosustain attention for 15 minutes.Student is approaching readingstamina of 15 minutes.Student consistently sustainsattention during independentreading for 15 minutes.Student consistently sustainsattention during independentreading for more than 15 minutes.2ndStudent is unable or rarely able tosustain attention for 20 minutes.Student is approaching readingstamina of 20 minutes.Student consistently sustainsattention during independentreading for 20 minutes.Student consistently sustainsattention during independentreading for more than 20 minutes.First Grade Benchmarks -READING (8/13/19)Page 6 of7
Grading Benchmarks - FIRST GRADE3rdStudent is unable or rarely able tosustain attention for 25 minutes.First Grade Benchmarks - READING (8/13/1 9)Student is approaching readingstamina of25 minutes.Student consistently sustainsattention during independentreading for 25 minutes.Student consistently sustainsattention during independentreading for more than 25 minutes.Page 7 of7
Grading Benchmarks - FIRST GRADEWRITING1) Generates ideas.Trimester1st 1Student does not generateideas or sequence events.Student thinks, sketches, orwrites a few unrelated ideas,as taught in units of study.2 Student generates a few ideasand sequences events fromexperience or imagination.Student thinks, sketches, andwrites a few ideas, as taught inunits of study.3 2nd Student generates a few ideasfrom experience orimagination.The topic is paitially evident.Student thinks, sketches, andwrites a few ideas, as taught inunits of study. Student generates some ideasfrom experience orimagination.The topic is evident but toobroad or too specific.Student thinks, sketches, andwrites a few ideas, as taught inunits of study. First Grade Benchmarks - WRITING (8/ 13/19)Student generates some ideasand sequences events forwriting from experience orimagination.Student rehearses ideas withothers when prompted.Student thinks, sketches, andwrites some ideas, as taught inunits of study.Student generates ideas forwriting from experience,imagination, or stories readtogether.Student rehearses ideas withothers.Student chooses and narrowsthe topic with support.Student thinks, sketches, andwrites some ideas, as taught inunits of study.4 Student generates ideas andsequences events for writingfrom experience, imagination,or stories read together.Student rehearses ideas withothers.Student thinks, sketches, andwrites to tell a sto1y related tothe units of study.Student generates interestingideas for writing fromexperience, imagination, andstories read.Student rehearses ideas withothers.Student chooses and narrows atopic.Student thinks, sketches, andwrites a story with detailsabout the narrowed topic, astaught in units of study.Page 1 of 6
Grading Benchmarks - FIRST GRADE3rd Student generates a few ideasfrom experience orimagination.Student chooses a topic that issomewhat clear.Student thinks, sketches, andwrites a few ideas, as taught inunits of study. 2) Writes complete sentences.Trimester1ALL Student does not understandthat every sentence must beabout something (subject) andtells something (predicate)about its subject.Student does not stretch ideasfrom words to completesentences.Student generates some ideasfrom experience, imagination,or stories read together.Student chooses a clear topic.Student thinks, sketches, andwrites some ideas, as taught inunits of study. Student generates ideas forwriting from experience,stories read, and imagination.Student rehearses stories withothers.Student chooses and nmTows atopic.Student thinks, sketches, andwrites to add ideas and details,as taught in units of study.2 Student rarely understands thatevery sentence must be aboutsomething (subject) and tellssomething (predicate) about itssubject.Student rarely stretches ideasfrom words to completesentences. 3 Student understands that everysentence must be aboutsomething (subject) and tellssomething (predicate) about its Student stretches ideas fromwords to complete sentences.Student generates interestingideas for writing fromexperience, imagination, andstories.Student rehearses ideasindependently.Student chooses a narrow,specific topic.Student thinks, sketches, andwrites with many vivid ideasand details, as taught in unitsof study.4 subject. Student consistentlyunderstands that everysentence must be aboutsomething (subject) and tellssomething (predicate) about itssubject.Student consistently writes incomplete and complexsentences.3) Demonstrates stamina in independent writing.F irst Grade Benchmarks - WRITING (8/13/19)Page 2 of6
Grading Benchmarks - FIRST GRADETrimester12431stStudent is unable or rarely able towrite for 10 minutes.Student is approaching a writingstamina of 10 minutes.Student consistently writes for 10minutes.Student consistently writes formore than 10 minutes.2ndStudent is unable or rarely able towrite for 15 minutes.Student is approaching a writingstamina of 15 minutes.Student consistently writes for 15minutes.Student consistently writes formore than 15 minutes.3rdStudent is unable or rarely able towrite for 20 minutes.Student is approaching a writingstamina of 20 minutes.Student consistently writes for 20minutes.Student consistently writes formore than 20 minutes.4) Uses punctuation appropriately.Trimester1ALL Student does not use endpunctuation for sentences.Student does not use commasin dates and to separate singlewords and series.5) Uses capitalization appropriately.Trimester1ALLStudent does not capitalize names,places, dates, the beginning ofsentences, and the pronoun "I."First Grade Benchmarks - WRITING (8/13/19)32 Student rarely uses endpunctuation for sentences.Student rarely uses commas indates and to separate singlewords and series.2Student rarely capitalizes names,places, dates, the beginning ofsentences, and the pronoun "I." 'Student uses end punctuationfor sentences.Student uses commas in datesand to separate single wordsand series.3Student capitalizes names, places,dates, the beginning of sentences,and the pronoun "I."4 Student consistently uses endpunctuation for sentences.Student consistently usescommas in dates and toseparate single words andseries.4Student consistently capitalizesnames, places, dates, the beginningof sentences, and the pronoun "I."Page 3 of6
Grading Benchmarks - FIRST GRADE6) Applies conventions of grammar and usage.Trimester12341stStudent rarely applies grade-levelgrammar/usage, including: "I" voice when using personalnarrative. Action words. Match nouns and verbs (theyhop; Bob hops). Describing words.Student is beginning to applygrade-level grammar/usage,including: "I" voice when using personalnarrative. Action words. Match nouns and verbs (theyhop; Bob hops). Describing words.Student consistently appliesgrade-level grammar/usage,including: "I" voice when using personalnarrative. Action words. Match nouns and verbs (theyhop, Bob hops). Describing words.Student consistently appliesabove-grade-level grammar/usage,including: "I" voice when using personalnarrative. Action words. Match nouns and verbs (theyhop; Bob hops). Describing words.2ndStudent rarely applies grade-levelgrammar/usage as listed in the 1siTrimester, plus: Uses sequencing words toorganize writing (first, next,then, finally). Uses a variety of sentences(simple, compound,declarative, interrogative,imperative, exclamatory).Student is beginning to applygrade-level grammar/usage aslisted in the 1st Trimester, plus: Uses sequencing words toorganize writing (first, next,then, finally). Uses a variety of sentences(simple, compound,declarative, inte1rngative,imperative, exclamatory).Student consistently appliesgrade-level grammar/usage aslisted in the 1si Trimester, plus: Uses sequencing words toorganize writing (first, next,then, finally). Uses a variety of sentences(simple, compound,declarative, interrogative,imperative, exclamatory),including determiners (this,Student consistently appliesabove-grade-level grammar/usageas listed in the I st Trimester, plus: Uses sequencing words toorganize writing (first, next,then, finally). Uses a variety of sentences(simple, compound,declarative, inte1Togative,imperative, exclamatory),including detenniners (this,First Grade Benchmarks - WRITING (8/13/19)Page 4 of6
Grading Benchmarks - FIRST GRADEthat, these, those) andprepositions.3rdStudent rarely applies grade-levelgrammar/usage as listed in the 1stand 2nd Trimesters, plus:Writers vary choice ofdescribing words as a way toclarify meaning (big,gigantic).Common, proper, andpossessive nouns.Uses conjunctions to expandideas (and, but, so, or,because). Student is beginning to applygrade-level grammar/usage aslisted in the 1st and 2 nd Trimesters,plus:Writers vary choice ofdescribing words as a way toclarify meaning (big, gigantic).Common, proper, andpossessive nouns.Uses conjunctions to expandideas (and, but, so, or,because).Student consistently appliesgrade-level grammar/usage aslisted in the 1st and 2nd Trimesters,plus:Writers vary choice ofdescribing words as a way toclarify meaning (big, gigantic).Common, proper, andpossessive nouns.Uses conjunctions to expandideas (and, but, so, or,because).Student consistently appliesabove-grade-level grammar/usageas listed in the 1st and 2ndTrimesters, plus:Writers vary choice ofdescribing words as a way toclarify meaning (big, gigantic).Common, proper, andpossessive nouns.Uses conjunctions to expandideas (and, but, so, or,because).234 7) Learns and applies spelling patterns.Trimester1ALL Student does not useconventional spelling forwords with common spellingpatterns and for commoninegular words.Student does not use phoneticspelling for untaught words.Student does not writecommon sight words withautomaticity.First Grade Benchmarks - WRITING (8/ 13/19)that, these, those) andprepositions. Student rarely usesconventional spelling forwords with common spellingpatterns and for commonirregular words.Student rarely uses phoneticspelling for untaught words,drawing on phoneticawareness and spellingconventions. Student uses conventionalspelling for words withcommon spelling patterns andfor common irregular words.Student uses phonetic spellingfor untaught words, drawingon phonetic awareness andspelling conventions.Student writes common sightwords with automaticity. Student consistently usesconventional spelling forwords with common spellingpatterns and for commonirregular words.Student consistently usesphonetic spelling for untaughtwords, drawing on phoneticawareness and spellingconventions.Page 5 of 6
Grading Benchmarks - FIRST GRADE 8) Forms letters and numerals correctly.Trimester1ALLStudent does not form letters andnumerals correctly. Student rarely writes commonsight words with automaticity.Student consistently usesuntaught sight words withautomaticity.-2Student rarely fonns letters andnumerals correctly.3Student f01ms letters and numeralscorrectly.4Student consistently fonns allletters and numerals correctly.9) Spaces letters and words con ectly.Trimester123. 4ALLStudent does not space lettersco1Tectly or write with appropriatespacing between words.Student occasionally spaces letterscorrectly and writes withappropriate spacing betweenwords.Student spaces letters correctly andwrites with appropriate spacingbetween words.Student consistently writes withappropriate spacing of letters andbetween words.310) Produces neat and legible work.Trimester12ALLStudent does not produce neat andlegible work.Student occasionally produces neatand legible work.F irst Grade Benchmarks - WRJTING (8/13/19)Student produces neat and legiblework.4Student consistently produces neatand legible work.Page 6 of6
Grading Benchmarks - FIRST GRADEMATHEMATICS1) Understands and applies mathematical concepts.Trimester12341stCounting Sequence: Student is unable torecognize, identify, andwrite numbers to 20. Student is unable to countsets of numbers up to 20. Student is unable topractices rote countingforward and backwardfrom any number 1 to 30. Student is unable torepresent a teen number asa group of ten and somenumber of ones.Counting Sequence: Student sometimesrecognizes, identifies, andwrite numbers to 20. Student sometimes countssets of numbers up to 20. Student sometimespractices rote countingforward and backwardfrom any number 1 to 30. Student sometimesrepresents a teen numberas a group of ten and someones.Counting Sequence: Student consistentlyrecognizes, identifies, andwrites numbers to 20. Student consistentlycounts sets of numbers upto 20.Student consistentlypractices rote countingforward and backwardfrom any number l to 30. Student consistentlyrepresents a teen numberas a group of ten and somenumber of ones.Comparing and Ordering Numbersto 20: Student is unable tocompare two quantities up to 20 tosee which is greater.Comparing and Ordering Numbersto 20: Student sometimescompares two quantities up to 20to see which is greater.Counting Sequence:Student consistentlyrecognizes, identifies, andwrites numbers beyond 20.Student consistentlycounts sets of numbersbeyond 20.Student consistentlypractices rote countingf01ward and backwardfrom any number l to 30using mental math . Student consistentlyrepresent a two digitnumber as a group often(s) and ones.Addition: Student is unable tounderstand that addition can berecorded by an expression(6 3) or by an equation(6 3 9) that shows sums to20.First Grade Benchmarks - MATHEMATICS 11-2020Addition: Student sometimesunderstands that addition canbe recorded by an expression(6 3) or by an equation(6 3 9) that shows sums to20.Comparing and Ordering Numbersto 20: Student consistentlycompares two quantities up to 20to see which is greater.Addition: Student consistentlyunderstands that addition canbe recorded by an expression(6 3) or by an equation(6 3 9) that shows sums to20.Comparing and Ordering Numbersto 20: Student consistentlycompares two quantities up to 20and can elaborate their reasoningfor which is greater.Addition: Student consistentlyunderstands that addition canbe recorded by an expression(6 3) or by an equationPage 1 of 9
Grading Benchmarks - FIRST GRADE Student is unable tounderstand, represent, andsolve problems involvingaddition.Subtraction: Student is unable tounderstand that subtractioncan be recorded by anexpression (6-3) or by anequation (6-3 3) thatshows differences upthrough 20. Student is unable tounderstand that subtractionis finding the difference. Student is unable tounderstand, represent, andsolve problems involvingsubtraction.Geometry: Student is unable to sort andcompare 2-dimensional figuresaccording to attributes. Student is unable to composeand decompose 2D shapes outof models. Student is unable to describeshapes' size and thecorrelation to fewer or morewithin an outline.First Grade Benchmarks - MATHEMATICS 11-2020 Student sometimesunderstands, represents, and ·solves problems involvingaddition.Subtraction: Student sometimesunderstands thatsubtraction can berecorded by an expression(6-3) or by an equation(6-3 3) that showsdifferences up through 20. Student sometimesunderstands thatsubtraction is finding thedifference. Student sometimesunderstands, represents,and solves problemsinvolving subtraction.Geometry: Student sometimes sorts andcompares 2-dimensionalfigures according to ath·ibutes. Student sometimes composesand decomposes 2D shapesout of models. Student sometimes describesshapes' size and theStudent consistentlyunderstands, represents, andsolves problems involvingaddition.Subtraction: Student consistentlyunderstands thatsubtraction can berecorded by an expression(6-3) or by an equation(6-3 3) that showsdifferences up through 20. Student consistentlyunderstands thatsubtraction is finding thedifference. Student consistentlyunderstands, represents,and solves problemsinvolving subtraction.Geometry: Student consistently sorts andcompares 2-dimensionalfigures according to attributes. Student consistently composesand decomposes 2D shapesout of models. Student consistently describesshapes' size and theconelation to fewer or morewithin an outline. (6 3 9) that shows sumsgreater than 20.Student consistentlyunderstands, represents, andsolves problems involvingaddition in a variety of ways.Subtraction: Student consistentlyunderstands thatsubtraction can berecorded by an expression(6-3) or by an equation(6-3 3) that showsdifferences beyond 20. Student consistentlyunderstands thatsubh·action is finding thedifference. and can beshown through a variety ofways . Student consistentlyunderstands, represents,and solves problemsinvolving subtraction in avariety of ways.Geomet1y: Student consistently sorts andcompares 2-dimensionalfigures according to attributesin multiple ways.Page 2 of9
Grading Benchmarks - FIRST GRADE Student is unable to constrncttriangles and quadrilaterals ofdifferent types and sizes. correlation to fewer or morewithin an outline.Student sometimes constrnctstriangles and quadrilaterals ofdifferent types and sizes. Student consistently constrnctsh·iangles and quadrilaterals ofdifferent types and sizes. 2ndPatterns: Student rarely describespatterns, uses patterns to predict,or extends patterns.Patterns: Student sometimesdescribes patterns, uses patterns topredict, and extends patterns.Patterns: Student consistentlydescribes patterns, uses patterns topredict, and extends patterns.Counting and Number Patterns to100:Student is unable or rarely ableto read and write numbers to120.Student is unable or rarely ableto identify and continue placevalue patterns.Counting and Number Patterns to120:Student can sometimes readand write numbers to 120.Student can sometimesidentify and continue placevalue patterns.Counting and Number Patterns to120:Student can consistently readand write numbers to 120.Student can consistentlyidentify and continue placevalue patterns.Tens and Ones:Student can sometimes countby tens and add ones for atotal.Student can sometimes readand write 2-digit numbers inmultiple ways.Tens and Ones:Student can consistently countby tens and add ones for atotal.Student can consistently readand write 2-digit numbers inmultiple ways. Tens and Ones:Student is unable or rarely ableto count by tens and add onesfor a total.Student is unable or rarely ableto read and write 2-digitnumbers in multiple ways. First Grade Benchmarks - MATHEMATICS 11-2020 Student consistently composesand decomposes 2D shapes outof model in multiples ways .Student consistently describesshapes' size, name and thecorrelation to fewer or morewithin an outline.Student consistently constructsand compares triangles andquadrilaterals of differenttypes and sizes.Patterns: Student consistentlyidentifies and uses patterns ineveryday situations, and makesconnections to other ideas andconcepts independently.Counting and Number Patterns to120:Student can read
Grading Benchmarks – FIRST GRADE First Grade Grading Benchmarks March 2021 Page 3 4) Reads with comprehension. Demonstrates successful understanding of the text throug
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
ICCSD SS Reading 2014 ICCSD SS Reading 2015 Natl SS Reading. ICCSD Academic Achievement Report April 2016 6 0 50 100 150 200 250 300 350 3rd grade 4th grade 5th grade 6th grade 7th grade 8th grade 9th grade 10th . 7th grade 8th grade 9th grade 10th grade 11th grade e Grade ICCSD and Natio
Ganapati Microfinance Bittiya Sanstha Limited Grading Facility/Instrument Amount (Rs. In Million) Rating/Grading Grading Action Initial Public issue 33.50 CARE-NP IPO Grade 4 [IPO Grade Four] Assigned The explanatory notes regarding the Rating/Grading symbols of CAR
To advance to a particular grading period, click on a link below. Grading Period 1 Grading Period 2 Grading Period 3 Grading Period 4 At Home Connections The following are suggestions for reinforcing literacy/numeracy development at home. These ideas can be used throughout the school year.
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
Sample Grading Rubric for Online Discussion – California State University- Long Beach 11 Online Discussion Grading Rubric from Boise State University 13 Sample Online Discussion Grading Rubric from Mercy College – New York 16 Sample Grading Rubric for Onli
IGCSE – Accounting 0452 9 reputation of the firm which equal the difference between the net assets and selling price of the firm. 16. Direct expense of manufacturing There are any expenses which a manufacturer can directly link with the product begin manufactured 17. Appropriation account That account which shows how the profit for the year has been used 18. Collection period for trade .
