Revised June 2015
JACKSON R-II
SCHOOL DISTRICT
4th Grade Standards-Based
Report Card Rubrics
2015-2016
Revised June 2015
JACKSON R-II SCHOOL DISTRICT
FOURTH GRADE STANDARDS-BASED REPORT CARD RUBRICS
CONTENTS
English Language Arts………………………………………………. 3
Mathematics………………………………………….……………… 10
Science………….…………………………………………..…………13
Social Studies………………………………………………………… 17
Art……………………..……………………………………………… 19
Music……………….………………………………………………… 20
Physical Education………….….…………………………………… 21
2
Revised June 2015
4th Grade English Language Arts
READING: FOUNDATIONAL SKILLS
Reads with accuracy, fluency, and expression. (RF.4.4) Quarters 1-4
4- Exceeding
3- Meeting
2- Approaching
Reads with expression Reads with expression that
Reads with SOME
that reflects the mood, reflects the mood, pace, and
expression that conveys
pace, and tension most tension at times. Uses longer,
meaning. Uses longer
of the time. Uses
meaningful phrases most of the
word phrases SOME of
consistently longer,
time. Adjusts intonation to
the time. Uses SOME
meaningful phrases
convey meaning; attends to
intonation to convey
when reading. RF.4.4
punctuation. RF.4.4
meaning; attends to
SOME punctuation. RF.4.4
Fluency is the ability to read a text
accurately, quickly, and with
proper expression and
comprehension.
1- Beginning
Reads with little
expression; often
monotone. Uses short
phrases most of the
time. RF.4.4
This standard should be assessed
using grade-level reading text of
appropriate complexity for grade
four.
District Assessment Note:
Teachers should mark NA for this
item at mid-quarter.
READING: FOUNDATIONAL SKILLS
Reads grade level text. (RF.4.4) Quarters 1-4
4- Exceeding
3- Meeting
Reads and
Reads and comprehends
comprehends above
grade level text with
grade level text. RF.4.4
appropriate progress
throughout the school year.
In order to be reading
RF.4.4
above grade level,
students should have
In order to be reading on
the following DRA
grade level, students should
(Developmental Reading have the following DRA
Assessment) total
(Developmental Reading
scores:
Assessment) total scores:
Fall- a total score of 84 or Fall- a total score of 74-83
more
Winter- a total score of 76-83
Winter- a total score of 84
Spring- a total score of 80-85
or more
District Assessment Note:
Spring- a total score of 86 Teachers should mark NA
or more
for this item at mid-quarter.
2- Approaching
Reads below grade level
text. RF.4.4
1- Beginning
Reads more than one year
below grade level. RF.4.4
This includes students who
read up to and including
one year below grade level
throughout the school year.
Students should have the
following DRA
(Developmental Reading
Assessment) total scores:
Fall- a total score of 64-73
In order to be considered
reading more than one
year below grade level,
students should have the
following DRA
(Developmental Reading
Assessment) total scores:
Fall- a total score of 63 or
less
Winter- a total score of 66-75
Winter- a total score of 65
or less
Spring- a total score of 70-79
Spring- a total score of 69
or less
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Revised June 2015
READING: COMPREHENSION
Summarizes main ideas and details. (RI.4.1, RI.4.2, RL4.2) Quarters 1-4
4- Exceeding
3- Meeting
2- Approaching
Summarizes SOME
DEMONSTRATES Summarizes main ideas and
relevant details in a logical
main ideas and relevant
MEETING AND
sequence. RI.4.1, RI.4.2, RL4.2
details in a logical
Explains TWO or more
sequence. RI.4.1, RI.4.2,
main ideas of a text. Part
RL4.2
of RI.5.2
This standard should be
assessed using above
grade-level nonfiction
reading text of
appropriate complexity.
This standard should be
assessed using grade-level
fiction and nonfiction reading text
of appropriate complexity for
grade four. RL.4.10, RI.4.10
1- Beginning
Attempts to
summarize main
ideas and relevant
details in a logical
sequence. RI.4.1,
RI.4.2, RL4.2
Essential vocabulary:
 summarize
logical sequence
 relevant details
order
 time order words paraphrase
READING: COMPREHENSION
Explains inferences about characters, setting, problem, and solution. (RL.4.1, RL.4.3) Quarters 2-4
4- Exceeding
3- Meeting
2- Approaching
1- Beginning
Explains SOME
Attempts to explain
DEMONSTRATES Explains inferences about
characters, setting, problem, and inferences about
inferences about
MEETING AND
solution using specific details
characters, setting,
characters, setting,
Explains inferences and
from the text (character’s
problem, and solution
problem, and solution
comparisons about two or thoughts, words, or actions).
using specific details
using specific details
more characters using
RL.4.1, RL.4.3
from the text
from the text
specific details from the
(character’s thoughts,
(character’s thoughts,
text (characters’,
words, or actions).
words, or actions).
thoughts, words, or
RL.4.1, RL.4.3
RL.4.1, RL.4.3
actions). Part of RL.5.3
Essential vocabulary:
This standard should be
 explain/ explanation infer
This standard should be
assessed using grade-level
 character traits
compare
assessed using above
fiction reading text of appropriate
grade-level fiction reading complexity for grade four. RL.4.10
 problem
story elements
text of appropriate
 solution
setting
complexity.
 text-based details explicit details
4
Revised June 2015
READING: COMPREHENSION
Compares and contrasts stories with common themes and events. (RL.4.1, RL.4.2, RL.4.6, RL.4.9) Quarters 3-4
4- Exceeding
3- Meeting
2- Approaching
1- Beginning
Partially compares
Attempts to compare and
DEMONSTRATES Compares and contrasts
stories with common themes and contrasts stories contrast stories with
MEETING AND
and patterns of events.
with common themes common themes and
Compares and contrasts
RL.4.9, RL4.2, RL.4.1
and patterns of
patterns of events. RL.4.9,
how the interactions of
events. RL.4.9, RL.4.2, RL4.2. RL.4.1, RL.4.6
TWO or more characters
Compare and contrast the
RL.4.1, RL.4.6
support the theme, using
point of view from which
Essential vocabulary:
specific details from the
different stories are narrated,
 compare/ contrast
text. Part of RL.5.3
including the difference
between first- and third theme
This standard should be
person narrations. RL.4.6
 text-based details
assessed using above
 similar/different
grade-level fiction reading This standard should be
 pattern of events
assessed using grade-level
text of appropriate
 first person point of view
fiction reading text of
complexity.
 third person point of view
appropriate complexity for
 narrator/speaker
grade four. RL.4.10
READING: VOCABULARY
Finds the meaning of unknown words using a variety of vocabulary skills and strategies. (L.4.4a-c, L.4.5c, RI.4.4,
RF.4.4a) Quarter 4
4- Exceeding
3- Meeting
2- Approaching
1- Beginning
Uses context clues to infer and Uses SOME context clues to Attempts to use
DEMONSTRATES
explain the meaning of
infer the meaning of
context clues to
MEETING AND
unknown
words
unknown
words:
infer the meaning of
Uses context clues to
unknown words.
 root words
 root words
infer and explain the
L.4.4a-b, L.4.5c,
 prefixes/suffixes
 prefixes/suffixes
meaning of unknown
RI.4.4, RF.4.4a
 homophones
 homophones
words in
 antonyms/synonyms
 antonyms/synonyms
 root words
 definitions/examples
 definitions/examples
 prefixes/suffixes
L.4.4a-b,
L.4.5c,
RI.4.4,
RF.4.4a
L.4.4a-b,
L.4.5c, RI.4.4,
 homophones
RF.4.4a
 antonyms/synonyms
Uses
dictionary
and
glossary
to
 definitions/examples
find the meaning of words.
Uses dictionary and glossary
to find the meaning of SOME
This standard should be L.4.4c
words. L.4.4c
assessed using above
This standard should be
grade-level nonfiction
Essential vocabulary:
assessed using grade-level
reading text of
 infer
guide words
nonfiction reading text of
appropriate complexity.
 context clues
root/base words
appropriate complexity for

suffixes/
prefixes
antonyms
grade four. RI.4.10
 synonyms
homophones
 text-based clues
5
Revised June 2015
WRITING
Writes a variety of texts. (W.4.1, W.4.2, W.4.3, W.4.4, W.4.5, W.4.10, L.4.1f, L.4.3a, L.4.6, SL.4.4) Quarters 3-4
4- Exceeding
3Meeting
2- Approaching
1- Beginning
DEMONSTRATES  Has a beginning, middle,
Demonstrates SOME of the Attempts the following:
MEETING
and end. W.4.1, W.4.2, W.4.3 following:
AND
 Contains a main idea. W.4.1,  Has a beginning,
 Has a beginning,
 Uses some
W.4.2, W.4.3
middle, and end. W.4.1,
middle, and end.
clauses to manage  Follows a logical sequence
W.4.2, W.4.3
W.4.1, W.4.2, W.4.3
the sequence of
using linking and sequence  Contains a main idea.
 Contains a main
events. Part of
words. W.4.1, W.4.2, W.4.3,
W.4.1, W.4.2, W.4.3
idea. W.4.1, W.4.2,
W.5.1, W.5.2, W.5.3
L.4.6
 Follows a logical
W.4.3
 Provides well Addresses the topic and
sequence using linking  Follows a logical
developed
uses relevant
and sequence words.
sequence using
concluding
details/examples. W.4.1,
W.4.1, W.4.2, W.4.3,
linking and
section.
W.4.2, W.4.3
L.4.6
sequence words.
Part of W.5.1, W.5.2,  Uses words that are
 Addresses the topic and
W.4.1, W.4.2, W.4.3,
W.5.3
specific, accurate, and
uses relevant
L.4.6
related to the topic. L.4.3a,
details/examples. W.4.1,  Addresses the
W.4.3, L.4.6
W.4.2, W.4.3
topic and uses
 Shows an awareness of
 Uses words that are
relevant
task, audience, and
specific, accurate, and
details/examples.
purpose. W.4.4
related to the topic.
W.4.1, W.4.2, W.4.3
 Uses paragraphing. W.4.1,
L.4.3a, W.4.3,L.4.6
 Uses words that are
W.4.2, W.4.3
 Shows an awareness of
specific, accurate,
 Uses simple, compound,
task, audience, and
and related to the
and complex sentences.
purpose. W.4.4
topic. L.4.3a, W.4.3
L.4.1f
 Uses paragraphing.
,L.4.6
W.4.1, W.4.2, W.4.3
 Shows an
 Uses simple,
awareness of task,
District Assessment Note: This
compound, and
audience, and
standard measures students’
complex sentences.
purpose. W.4.4
writing on a variety of text
L.4.1f
 Uses paragraphing.
pieces over time. A minimum of
W.4.1, W.4.2, W.4.3
4 writing samples should be
 Uses simple,
utilized per quarter.
compound, and
complex sentences.
Teachers should mark NA for
L.4.1f
this item at mid-quarter.
6
Revised June 2015
WRITING
Uses correct capitalization, punctuation, spelling, and grammar in daily work. ( L.4.2a-d L.4.1b,g) Quarter 2
4- Exceeding
3- Meeting
2- Approaching
1- Beginning
2nd QUARTER
NO
EXCEEDING
2nd QUARTER
 Uses correct capitalization.
(first word in sentence,
pronoun I, dates, people,
holidays, product names,
geographic names, and
titles) L.4.2a
 Uses commas and quotation
marks in dialogue. (L.4.2b)
 Uses correct punctuation.
(apostrophes in contractions
and ending sentence)
 Spells grade appropriate
words correctly, consulting
references as needed.
L.4.2d, L.4.1g
District Assessment Note: This
standard measures students’
writing on a variety of text
pieces over time. A minimum
of 4 writing samples should be
utilized per quarter.
2nd QUARTER
Demonstrates SOME of the
following:
 Uses correct capitalization.
(first word in sentence,
pronoun I, dates, people,
holidays, product names,
geographic names, and
titles) L.4.2a
 Uses commas and quotation
marks in dialogue. (L.4.2b)
 Uses correct punctuation.
(apostrophes in
contractions and ending
sentence)
 Spells grade appropriate
words correctly, consulting
references as needed.
L.4.2d, L.4.1g
2nd QUARTER
Attempts the following:
 Uses correct
capitalization. (first word
in sentence, pronoun I,
dates, people, holidays,
product names,
geographic names, and
titles) L.4.2a
 Uses commas and
quotation marks in
dialogue. (L.4.2b)
 Uses correct punctuation.
(apostrophes in
contractions and ending
sentence)
 Spells grade appropriate
words correctly,
consulting references as
needed. L.4.2d, L.4.1g

Teachers should mark NA for
this item at mid-quarter.
7
Revised June 2015
WRITING
Uses correct capitalization, punctuation, spelling, and grammar in daily work. ( L.4.2a-d L.4.1b,g) Quarter 3
4- Exceeding
3- Meeting
2- Approaching
1- Beginning
3rd QUARTER
NO
EXCEEDING
3rd QUARTER
 Uses correct capitalization.
(first word in sentence,
pronoun I, dates, people,
holidays, product names,
geographic names, and
titles) L.4.2a
 Uses commas and quotation
marks in dialogue. (L.4.2b)
 Uses correct punctuation.
(apostrophes in contractions
and ending sentence)
 Spells grade appropriate
words correctly, consulting
references as needed.
L.4.2d, L.4.1g
 Uses a comma before a
coordinating conjunction in a
compound sentence. L.4.2c
District Assessment Note: This
standard measures students’
writing on a variety of text
pieces over time. A minimum
of 4 writing samples should be
utilized per quarter.
3rd QUARTER
Demonstrates SOME of the
following:
 Uses correct capitalization.
(first word in sentence,
pronoun I, dates, people,
holidays, product names,
geographic names, and
titles) L.4.2a
 Uses commas and quotation
marks in dialogue. (L.4.2b)
 Uses correct punctuation.
(apostrophes in
contractions and ending
sentence)
 Spells grade appropriate
words correctly, consulting
references as needed.
L.4.2d, L.4.1g
 Uses a comma before a
coordinating conjunction in
a compound sentence.
L.4.2c
3rd QUARTER
Attempts the following:
 Uses correct
capitalization. (first word
in sentence, pronoun I,
dates, people, holidays,
product names,
geographic names, and
titles) L.4.2a
 Uses commas and
quotation marks in
dialogue. (L.4.2b)
 Uses correct punctuation.
(apostrophes in
contractions and ending
sentence)
 Spells grade appropriate
words correctly,
consulting references as
needed. L.4.2d, L.4.1g
 Uses a comma before a
coordinating conjunction
in a compound sentence.
L.4.2c
Teachers should mark NA for
this item at mid-quarter.
8
Revised June 2015
WRITING
Uses correct capitalization, punctuation, spelling, and grammar in daily work. ( L.4.2a-d L.4.1b,g) Quarter 4
4- Exceeding
3- Meeting
2- Approaching
1- Beginning
4th QUARTER
DEMONSTRATES
MEETING AND
 Uses commas to
separate phrases
in a series. L.5.2a
 Uses a comma to
separate an
introductory
element from the
rest of the
sentence. L.5.2b
4th QUARTER
 Uses correct capitalization.
(first word in sentence,
pronoun I, dates, people,
holidays, product names,
geographic names, and
titles) L.4.2a
 Uses commas and
quotation marks in
dialogue. (L.4.2b)
 Uses correct punctuation.
(apostrophes in
contractions and ending
sentence)
 Spells grade appropriate
words correctly, consulting
references as needed.
L.4.2d, L.4.1g
 Uses a comma before a
coordinating conjunction in
a compound sentence.
L.4.2c
 Uses progressive verb
tenses (e.g. I was walking; I
am walking; I will be
walking). L.4.1.b
District Assessment Note:
This standard measures
students’ writing on a variety
of text pieces over time. A
minimum of 4 writing samples
should be utilized per quarter.
4th QUARTER
Demonstrates SOME of the
following:
 Uses correct capitalization.
(first word in sentence,
pronoun I, dates, people,
holidays, product names,
geographic names, and
titles) L.4.2a
 Uses commas and
quotation marks in
dialogue. (L.4.2b)
 Uses correct punctuation.
(apostrophes in
contractions and ending
sentence)
 Spells grade appropriate
words correctly,
consulting references as
needed. L.4.2d, L.4.1g
 Uses a comma before a
coordinating conjunction
in a compound sentence.
L.4.2c
 Uses progressive verb
tenses (e.g. I was walking;
I am walking; I will be
walking). L.4.1.b
4th QUARTER
Attempts the following:
 Uses correct
capitalization. (first
word in sentence,
pronoun I, dates,
people, holidays,
product names,
geographic names, and
titles) L.4.2a
 Uses commas and
quotation marks in
dialogue. (L.4.2b)
 Uses correct
punctuation.
(apostrophes in
contractions and ending
sentence)
 Spells grade appropriate
words correctly,
consulting references
as needed. L.4.2d,
L.4.1g
 Uses a comma before a
coordinating
conjunction in a
compound sentence.
L.4.2c
 Uses progressive verb
tenses (e.g. I was
walking; I am walking; I
will be walking). L.4.1.b
Teachers should mark NA for
this item at mid-quarter.
9
Revised June 2015
4th Grade Mathematics
OPERATIONS AND ALGEBRAIC THINKING
Estimates and multiplies multi-digit numbers using a variety of strategies. (4.OA.1, 4.OA.2, 4.OA.3, 4.NBT.1,
4.NBT.3, 4.NBT.5) Quarters 1-4
4- Exceeding
3- Meeting
2- Approaching
1- Beginning
Estimates and multiplies
Attempts to
DEMONSTRATES Estimates and multiplies
multi-digit numbers using a
SOME multi-digit numbers
estimate and
MEETING AND
variety of strategies. 4.OA.1,
using a variety of strategies.
multiply multi-digit
Multiplies decimals to the 4.OA.2, 4.OA.3, 4.NBT.1,
4.OA.1, 4.OA.2, 4.OA.3,
numbers using a
hundredths place.
4.NBT.3, 4.NBT.5
4.NBT.1, 4.NBT.3, 4.NBT.5
variety of
Part of 5.NBT.7
strategies. 4.OA.1,
4.OA.2, 4.OA.3,
4.NBT.1, 4.NBT.3,
Essential vocabulary:
4.NBT.5





factor
multiple
compute
multiply
compatible numbers
product
array
partial product
times
OPERATIONS AND ALGEBRAIC THINKING
Applies strategies and properties to estimate and divide by one-digit divisors. (4.NBT.6, 4.OA.3) Quarters 2-4
4- Exceeding
3- Meeting
2- Approaching
1- Beginning
Applies SOME strategies and Attempts to apply
DEMONSTRATES Applies strategies and
properties to estimate and
properties to estimate and
strategies and
MEETING AND
divide up to 4-digit dividends
divide up to 4-digit dividends properties to
Applies strategies and
by one-digit divisors. 4.NBT.6, by one-digit divisors.
estimate and divide
properties to divide up to 4.OA.3
4.NBT.6, 4.OA.3
up to 4-digit
4-digit dividends by twodividends by onedigit divisors. Part of
digit divisors.
5.NBT.6
4.NBT.6, 4.OA.3
Essential vocabulary:






divide
quotient
regroup
divisor
dividend
equal groups/shares/sets
remainder
compatible numbers
distributive property divisibility
partial quotient
10
Revised June 2015
NUMBER AND OPERATIONS- FRACTIONS
Makes and compares fractions and decimals. (4.NF.1, 4.NF.2, 4.NF.5, 4.NF.6, 4.NF.7, 4.MD.2) Quarters 3-4
4- Exceeding
3- Meeting
2- Approaching
1- Beginning
Demonstrates SOME of
Attempts the following:
DEMONSTRATES Recognizes and generates
equivalent fractions. 4.NF.1
the following:
MEETING AND
Recognizes and
Adds and subtracts
Compares fractions with
Recognizes and generates generates equivalent
fractions with unlike
different numerators and
equivalent fractions.
fractions. 4.NF.1
denominators. Part of
denominators. 4.NF.2
4.NF.1
5.NF.1
Compares fractions with
Understands decimal notation Compares fractions with
different numerators and
for fractions and compares
different numerators and
denominators. 4.NF.2
decimal fractions. 4.NF.5,
denominators. 4.NF.2
4.NF.6, 4.NF.7
Understands decimal
Understands decimal
notation for fractions and
notation for fractions and
compares decimal
compares decimal
fractions. 4.NF.5, 4.NF.6,
fractions. 4.NF.5, 4.NF.6,
4.NF.7
4.NF.7
Essential vocabulary:

orders
benchmark
equivalent fractions/equivalent decimals

numerator/denominator
simplest form

decimal fractions (fractions with a denominator with a power of ten)

common factor
common denominator

common multiples
mixed numbers
hundredths

decimal point tenths
NUMBER AND OPERATIONS- FRACTIONS
Adds and subtracts fractions and mixed numbers. (4.NF.3a-d) Quarter 3-4
4- Exceeding
3- Meeting
2- Approaching
Adds and subtracts
Adds and subtracts SOME
DEMONSTRATES
fractions and mixed
fractions and mixed
MEETING AND
numbers. 4.NF.3a-d
numbers. 4.NF.3a-d
Solves addition and
subtraction word problems
Essential vocabulary:
involving fractions with
 fractions
numerator
unlike denominators. Part of
 denominator
generate/make
5.NF.2



1- Beginning
Attempts to add and
subtract fractions and
mixed numbers. 4.NF.3a-d
equivalent
divide
equal
partition
word name standard form
11
Revised June 2015
NUMBER AND OPERATIONS- FRACTIONS
Multiplies fractions by whole numbers. (4.NF.4a-c) Quarters 3-4
4- Exceeding
3- Meeting
2- Approaching
Multiplies SOME fractions
DEMONSTRATES Multiplies fractions by
whole numbers.
by whole numbers.
MEETING AND
4.NF.4a-c
4.NF.4a-c
Multiplies mixed numbers
by whole numbers.
1- Beginning
Attempts to multiply
fractions by whole
numbers.
4.NF.4a-c
Essential vocabulary:
 fraction
multiple
product
 unit fraction
identity property
 visual fraction model
 whole number
GEOMETRY
Classifies shapes by properties of their lines and angle measurements. (4.OA.5, 4.G.1, 4.G.2, 4.G.3, 4.MD.5a-b,
4.MD.6, 4.MD.7) Quarter 4
4- Exceeding
3- Meeting
2- Approaching
1- Beginning
Classifies SOME shapes by Attempts to classify
DEMONSTRATES Classifies shapes by properties of
their lines and angle measurements. properties of their lines
shapes by
MEETING AND 4.OA.5, 4.G.1, 4.G.2, 4.G.3, 4.MD.5a-b, and angles measurements. properties of their
Classifies two4.MD.6, 4.MD.7
4.OA.5, 4.G.1, 4.G.2, 4.G.3, lines and angle
dimensional shapes
4.MD.5a-b, 4.MD.6, 4.MD.7
measurements.
based on properties.
4.OA.5, 4.G.1, 4.G.2,
Part of 5.G.3
Essential vocabulary:
4.G.3, 4.MD.5a-b,
 ray
line
line segment
4.MD.6, 4.MD.7




obtuse
right
perpendicular
symmetry
acute
degrees
intersecting
protractor
shape patterns
parallel
point
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Revised June 2015
4th Grade Science
ECOLOGY
Identifies how plants and animals survive within their environments (EC1Aa, EC3Ca-d, EC2Aa-c) Quarters 1-4
4- Exceeding
3- Meeting
2- Approaching
1- Beginning
Identifies how some
Demonstrates
DEMONSTRATES Identifies specialized structures and
describes how they help plants
plants and animals
limited
MEETING AND survive in their environment (e.g., root, survive within their
understanding of
Diagrams and describes cactus needles, thorns, winged seed,
environments EC3Caplant and animal
the transfer of energy in waxy leaves). EC3Ca
d, EC2Aa-c
survival within an
an aquatic food web
AND
environment.
AND a land food web
with reference to
Identifies specialized structures and
producers, consumers,
senses and describes how they help
decomposers,
animals survive in their environment
scavengers, and
(e.g., antennae, body covering, teeth,
predator/prey
beaks, whiskers, appendages). EC3Cb
relationships. 6th grade
EC2Aa
AND
Identifies internal cues (e.g., hunger)
and external cues (e.g., changes in the
environment) that cause organisms to
behave in certain ways (e.g., hunting,
migration, hibernation). EC3Cc
AND
Predicts which plants or animals will
be able to survive in a specific
environment based on its special
structures or behaviors (adaptation).
EC3Cd
AND
Classifies populations of organisms
by their role within an ecosystem and
in a food web. EC2Aa-c
Essential vocabulary:
 consumer
 prey
 decomposer
 detrivore
 predator
 omnivore
adaptation
environment
hibernation
migration
camouflage
defensive mechanism
seed dispersal
herbivore
carnivore
organism
pollination
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Revised June 2015
EARTH SYSTEMS
Describes characteristics of soil, rocks, and changes on the Earth’s surface. (ES1Aa-b, ES2Aa,c,d, ES3A) Quarters
2-4
4- Exceeding
3- Meeting
2- Approaching
1- Beginning
Identifies and describes the
Partially describes the
Demonstrates
DEMONSTRATES
components of soil (e.g., plant
make-up and
limited
MEETING AND
roots and debris, bacteria, fungi, characteristics of soil
understanding of
Describes some of the
worms, types of rock) and its
and rocks ES1Aa-b
soil and rocks.
properties that can be used
properties (e.g., odor, color,
ES1Aa
to classify minerals (i.e.,
resistance to erosion, texture,
texture, smell, luster,
fertility, relative grain size,
hardness, crystal shape,
absorption rate). ES1Aa
streak, reaction to magnets
and acids). 8th grade ES1Ab
AND
AND
Compares the physical
Essential vocabulary:
Describes how the Earth’s
properties (i.e., size, shape,
 debris
bacteria
surface and surface
color, texture, layering, presence
 erosion
fertility
materials can change
of fossils) of rocks (mixtures of
 texture
grain size
abruptly through the activity different Earth materials, each
 absorption rate
layering
of floods, rock/mudslides, or with observable physical
 fossils decomposition
volcanoes. 6th grade ES2Ad properties). ES1Ab
 decay
AND
 composting
Observes
and
describes
the
 digestion
Essential
breakdown
of
plant
and
animal

vocabulary:
material into soil through
 mineral
decomposition processes (i.e.,
 luster
decay/rotting, composting,
 hardness
digestion). ES2Aa
 crystal shape
AND
 streak
Describes how weathering agents
and erosion processes cause
surface changes. ES2Ac,d
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Revised June 2015
MATTER AND ENERGY
Classifies and constructs electrical circuits (ME2Aa-c, ME2Fa) Quarter 4
4- Exceeding
3- Meeting
DEMONSTRATES Constructs and diagrams a complete electric
circuit by using a source (e.g., battery), means
MEETING AND of transfer (e.g., wires), and receiver (e.g.,
Constructs series and resistance bulbs, motors, fans). ME2Aa
parallel circuits. Part of
AND
7th grade ME2Am
Observes and describes the evidence of energy
AND
transfer in a closed series circuit (e.g., lit bulb,
Explains the transfer of moving motor, fan). ME2Ab
AND
energy. Part of 6th
Classifies
materials
as
conductors or insulators
grade ME2Ad
of electricity when placed within a circuit (e.g.,
Essential
wood, pencil lead, plastic, glass, aluminum foil,
vocabulary:
lemon juice, air, water). ME2Ac
AND
 parallel
Identifies the evidence of energy
circuit
transformations (temperature change, light,
 series
sound, motion, and magnetic effects) that occur
circuit
in electrical circuits. ME2Fa
2- Approaching
Partially classifies
and constructs
electrical circuits
(ME2Aa-c, ME2Fa)
1- Beginning
Demonstrates
limited
understanding of
electrical circuits.
Essential vocabulary:
 circuit
source
 battery
receiver
 resistance
energy transfer
 conductors
insulators
 transformations
 electric circuit
SCIENTIFIC INQUIRY
Uses the scientific process when conducting experiments and investigations(IN1Aa-c, IN1Ca-d, ST3Aa,b) Quarter 4
4- Exceeding
3- Meeting
2- Approaching
1- Beginning
Partially uses the
Demonstrates
DEMONSTRATES Formulates testable questions and
explanations (hypotheses). IN1Aa
scientific process
limited
MEETING AND
AND
when conducting
understanding of
Independently
Recognizes the characteristics of a fair
experiments and
the scientific
conducts an
and unbiased test. IN1Ab
investigations. IN1A, process. IN1A, IN1C
experiment using the
AND
IN1C
scientific process. 6th
Conducts a fair test to answer a question.
grade IN1Ac
IN1Ac
AND
Essential vocabulary:
Uses quantitative and qualitative data as
 testable question formulate
support for observed patterns and
 explanation
qualitative
relationships, and to make predictions to
 hypotheses
quantitative
be tested. IN1Ca,b
 fair/unbiased
conduct
AND
 improvement
patterns
Evaluates and analyzes whether evidence

relationships
observations
supports proposed explanations. IN1Cc,d
 predictions
reasonable
AND
 evidence
explanations
Identifies a question that was asked, or
could be asked, or a problem that needed
to be solved when given a brief scenario.
ST3Aa,b
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Revised June 2015
4th Grade Social Studies
GEOGRAPHY
Identifies major Missouri cities and compares Missouri regions.
4- Exceeding
3- Meeting
DEMONSTRATES Constructs and interprets maps
while locating the following cities:
MEETING AND St. Louis, Kansas City, Springfield,
Locates the fifty United Jefferson City, Columbia, and St.
States. Part of 5th
Joseph. GE5A, GE5B
grade GE5B
AND
(GE5A, GE5B, GE5F) Quarters 1-4
2- Approaching
1- Beginning
Partially identifies major
Attempts to
Missouri cities and
identify major
compares Missouri regions. Missouri cities and
GE5A, GE5B, GE5F
compares Missouri
regions. GE5A,
GE5B, GE5F
Identifies and compares regions of
Missouri. GE5F
DOK:1,2
Process Standard(s):1.4, 1.5, 1.8
HISTORY
Describes the sequence and importance of Thomas Jefferson, the Louisiana Purchase, and Lewis and Clark (H13G,
H13H) Quarters 2-4
4- Exceeding
3- Meeting
2- Approaching
1- Beginning
Describes the importance of
Partially describes the sequence Beginning to develop
NO
Thomas Jefferson. HI3Ga
and importance of Thomas
an understanding of
EXCEEDING
Jefferson, the Louisiana
the importance of
AND
Purchase, and Lewis and Clark
Thomas Jefferson,
Sequences and describes the
H13G, H13H
the Louisiana
importance of the Louisiana
Purchase, and the
Essential vocabulary:
Purchase and the expeditions of
Lewis and Clark
Lewis and Clark. HI3H
 sequence
expedition. HI3GA,
HI3H
 expedition
DOK: 2
 territory
Process Standard(s): 1.6, 1.8, 1.10
16
Revised June 2015
GOVERNMENT
Describes the three branches of state government (GS2C, CD1A) Quarter 3
4- Exceeding
3- Meeting
2- Approaching 1- Beginning
Demonstrates
DEMONSTRATES Describes how state laws are made, enforced, Partially
and understood, including the three branches of describes the
limited
MEETING AND
state government. GS2C
three branches understanding
Distinguishes among the
of state
of state laws and
powers and functions of
AND
government.
government.
local, state, and federal
Identifies and explains the functions of the three GS2C, CD1A
GS2C
government. Part of 5th
branches of state government. GS2C
grade GS2C
AND
AND
Describes the basic steps Explains the purpose of the Missouri
outlining how a bill
Constitution. CD1A
Essential vocabulary:
becomes a state law.
 enforce
branches
Essential
vocabulary:
 distinguish
 federal
 bill
DOK: 2
Process Standard(s): 1.6, 1.10




judicial
executive
state congress
judge
legislative
governor
court
HISTORY
Explains how Missouri became a state (H13Fa,b, H13Ib) Quarters 3-4
4- Exceeding
3- Meeting
2- Approaching
DEMONSTRATES Outlines issues of Missouri statehood, Partially explains how
such as the Missouri Compromise.
Missouri became a state
MEETING AND HI3Fa
H13Fa,b, H13Ib
Identifies some of the
AND
causes and
consequences of
Summarizes the events in westward
westward expansion.
expansion, including people’s
Part of 5th grade HI3Fb motivation, their hardships, and
Missouri as a jumping-off point to the
West. HI3Fa
AND
Evaluates the impact of westward
expansion on the Native Americans in
Missouri. HI3Ib
1- Beginning
Demonstrates
limited
understanding of
westward
expansion.
HI3Fa,b. HI31b
Essential vocabulary:
 compromise
 westward expansion
 Missouri Compromise
 motivation
DOK: 2,3
Process Standard(s): 1.6, 1.8, 1.10
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Revised June 2015
SOCIAL SCIENCE INQUIRY
Uses and evaluates primary and secondary sources (IN7A) Quarters 4
4- Exceeding
3- Meeting
2- Approaching
Uses and evaluates
Uses and evaluates
DEMONSTRATES
primary and secondary
some primary and
MEETING AND
sources. IN7A
secondary sources.
Selects, investigates, and
DOK: 1,2,3
IN7A
presents a topic using primary
Process Standard(s): 1.5,
and secondary sources. 5th IN7A 1.7, 1.10, 2.1
1- Beginning
Demonstrates limited
understanding of primary
and secondary sources.
IN7A
18
Revised June 2015
3rd-5th Grade Art
Uses art tools and materials. (PP1A, PP1B, PP1D, PP2A) Quarter 1-4
4- Exceeding
3- Meeting
2- Approaching
Independently identifies and Identifies and uses art
Identifies and uses art
uses art tools and materials tools and materials
tools and materials, with
appropriately, without
appropriately.
assistance.
teacher demonstration.
1- Beginning
Attempts to identify and
use art tools and
materials.
Follows directions and demonstrates effort. Quarter 1-4
4- Exceeding
3- Meeting
DEMONSTRATES MEETING Follows directions and
AND
demonstrates effort.
Assists others in following
directions.
1- Beginning
Attempts to follow
directions and
demonstrate effort.
2- Approaching
Follows directions and
demonstrates effort
sometimes.
Creates and expresses given ideas visually. (PP3A, PP3B, PP3C) Quarter 3
4- Exceeding
3- Meeting
2- Approaching
Exceeds in interpreting and Interprets a topic and
Creates a piece of artwork
creating a piece of artwork
creates a piece of artwork. on a given topic, with
on a given topic.
assistance.
1- Beginning
Attempts to create
artwork on a given topic.
Understands and uses elements and principles of design. (PP1A, PP1B, EP1A, EP1B, EP1C, EP1D, EP1E, EP1F,
EP1G, EP2A, EP2B, EP2C, EP2D, EP2F) Quarter 4
4- Exceeding
3- Meeting
2- Approaching
1- Beginning
DEMONSTRATES
Recognizes and
Recognizes and
Attempts to use the
MEETING AND
demonstrates
demonstrates
elements and principles
Explains the elements and understanding by
understanding by
of design.
principles of design.
appropriately using the
appropriately using some
elements and principles of of the elements and
design. (line, color, shape, principles of design.
texture, space, form, value,
balance, proportion,
rhythm, pattern, and
contrast)
Identifies and creates multicultural artworks and historical styles of art. (HC1A, HC1B) Quarter 4
4- Exceeding
3- Meeting
2- Approaching
1- Beginning
DEMONSTRATES MEETING
AND
Interprets multicultural
artworks (Native American,
European, United States,
Asian, etc.) AND historical
styles of art (Cubism,
Impressionism, Pop, etc.)
Identifies and creates
multicultural artworks (Native
American, European, United
States, Asian, etc.) AND
historical styles of art.
(Cubism, Impressionism,
Pop, etc.)
Identifies and creates
multicultural artworks (Native
American, European, United
States, Asian, etc.) AND
historical styles of art,
(Cubism, Impressionism,
Pop, etc.), with assistance.
Attempts to identify and
create multicultural
artworks (Native American,
European, United States,
Asian, etc.) AND historical
styles of art. (Cubism,
Impressionism, Pop, etc.)
19
Revised June 2015
4th Grade Music
Melody: Demonstrates vocal techniques. (PP1A)
4- Exceeding
3- Meeting
DEMONSTRATES MEETING Sings a simple song with
AND
accurate pitch.
Accurately sings songs in a
variety of styles.
2- Approaching
Uses singing voice with
mostly accurate pitch to
sing a simple song.
Rhythm: Demonstrates and reads simple patterns. (PP1A, EP1A)
4- Exceeding
3- Meeting
2- Approaching
DEMONSTRATES MEETING Reads and performs
Recognizes and performs
AND
simple patterns.
simple patterns.
Reads and performs more
challenging rhythms.
Form: Distinguishes between different forms in music. (AP1A)
4- Exceeding
3- Meeting
2- Approaching
Recognizes all previous
Recognizes verse/refrain
Recognizes verse/refrain.
forms and rounds.
and introduction.
Notation: Demonstrates basic understanding of the staff. (EP1B)
4- Exceeding
3- Meeting
2- Approaching
DEMONSTRATES MEETING Identifies names of lines
Identifies staff, some line
AND
and spaces on the staff.
and space names.
Identifies and notates
pitches on the staff.
Listens and follows directions in order to participate fully in music education activities.
4- Exceeding
3- Meeting
2- Approaching
Listens and follows
Listens and follows
NO EXCEEDING
directions in order to
directions in order to
participate fully in music
participate fully in music
education activities to the education activities to the
best of his/her ability.
best of his/her ability, with
reminders.
1- Beginning
Attempts to sing a simple
song with modeling.
1- Beginning
Attempts to recognize
and perform simple
patterns, with modeling.
1- Beginning
Attempts to recognize
verse/refrain.
1- Beginning
Attempts to identify staff.
1- Beginning
Often chooses not to
listen to or follow
directions in order to
participate fully in music
education activities.
20
Revised June 2015
K-5th Grade Physical Education
Participates fully in physical education activities. (PA2A, HM1F) Quarter 1
4- Exceeding
3- Meeting
2- Approaching
Fully participates to the
Fully participates to the
NO EXCEEDING
best of his/her ability in all best of his/her ability in
physical education
some physical education
activities.
activities.
1- Beginning
Often chooses not to fully
participate in physical
education activities.
Follows rules, directions, and uses good sportsmanship. (PA2A, HM1F) Quarter 1
4- Exceeding
3- Meeting
2- Approaching
Follows rules, directions,
Follows rules, directions,
and uses good
and uses good
NO EXCEEDING
sportsmanship during
sportsmanship during
physical education
physical education
activities.
activities, with few
reminders.
1- Beginning
Attempts to follow rules,
directions, and use good
sportsmanship during
physical education
activities.
Demonstrates locomotor skills needed to perform a variety of physical activities. (HM1A) Quarter 2
4- Exceeding
3- Meeting
2- Approaching
1- Beginning
Performs most locomotor Performs some locomotor Attempts to perform
skills successfully and
skills successfully and
locomotor skills with
uses proper technique
uses proper technique
little success or improper
NO EXCEEDING
during games.
during games.
technique during games.
Locomotor skills include:
walking, running, jumping,
galloping, sliding, leaping,
hopping, and skipping.
Demonstrates manipulative skills needed to perform a variety of physical activities. (HM1C, HM1E, HM1F, HM2A,
HM2B) Quarter 3
4- Exceeding
3- Meeting
2- Approaching
1- Beginning
Performs most
Performs some
Attempts to perform
manipulative skills
manipulative skills
manipulative skills with
successfully and uses
successfully and uses
little success or improper
NO EXCEEDING
proper technique during
proper technique during
technique during games.
games.
games.
Manipulative skills
include: throwing,
kicking, striking, and
catching.
21