Student Name:

Quarter: 1 Math
3- Meets Standard
2- Partially Met
1- Not Met
Standard
read, write and compare and whole numbers less than 100,000
use models, benchmarks (0, 1/2 and 1) and equivalent forms to judge the
size of fractions
recognize equivalent representations for the same number and generate
them by decomposing and composing numbers
classify and describe numbers by their characteristics, including odd, even,
multiples and factors
represent and recognize multiplication and related division using various
models, including equal intervals on the number line, equal size groups,
distributive property, etc.
describe the effects of multiplying and dividing whole numbers as well as
the relationship between the two operations
represent a mental strategy used to compute a given multiplication
problem (up to 2-digit by 2-digit multiple of)
demonstrate fluency with basic number relationships (12 X 12) of
multiplication and related division facts
apply and describe the strategy used to compute a given multiplication of 2-
digit by 2-digit numbers and related division facts
estimate and justify products of whole numbers
describe geometric and numeric patterns
analyze patterns using words, tables and graphs
using all operations, represent a mathematical situation as an expression or
number sentence
use the commutative, distributive and associative properties of addition and
multiplication for multidigit numbers
model problem situations, using representations such as graphs, tables or number
sentences
describe mathematical relationships in terms of constant rates of change
name and identify properties of 1-, 2- and 3-dimensional shapes and
describe the attributes of 2- and 3-dimensional shapes using appropriate
geometric vocabulary (rectangular prism, cylinder, pyramid, sphere, cone,
parallelism, perpendic-ularity)
describe the results of subdividing, combining and transforming shapes
describe movement using common language and geometric vocabulary
(forward, back, left, right, north, south, east, west)
A
l
g
e
b
r
e
i
c

T
h
i
n
k
i
n
g
G
e
o
m
e
t
r
i
c

R
e
l
a
t
i
o
n
s
h
i
p
s
N
u
m
b
e
r
s

a
n
d

O
p
e
r
a
t
i
o
n
s
Strand
M
a
t
h

C
h
e
c
k
-
U
p

8
/
2
3
predict the results of sliding/ translating, flipping/ reflecting or turning/
rotating around the center point of a polygon
create a figure with multiple lines of symmetry and identify the lines of
symmetry
given the picture of a prism, identify the shapes of the faces
identify and justify the unit of linear measure including perimeter and
(customary metric)
identify equivalent linear measures within a system of measurement
tell time to the nearest minute
determine change from $10.00 and add and subtract money values to
$10.00
select and use benchmarks to estimate measurements (linear, capacity,
weight)
select and use benchmarks to estimate measurements of 0-, 45- (acute),
90- (right) greater than 90 (obtuse) degree angles
determine and justify areas of polygons and non-polygonal regions
imposed on a rectangular grid
collect data using observations, surveys and experiments
create tables or graphs to represent categorical and numerical data
(including line plots)
describe important features of the data set
given a set of data, propose and justify conclusions that are based on the
data
Student Name:
Quarter: 1 English Language Arts
3- Meets Standard
2- Partially Met
1- Not Met
Standard
Apply decoding strategies to problem-solve unknown words when reading
when needed
Read grade level instructional text with fluency and accuracy
Develop vocabulary through text, using
a. root words and affixes
b. synonyms and antonyms
c. context clues
d. glossary and dictionary
Apply pre-reading strategies to aid comprehension:
a. access prior knowledge
b. preview
c. predict with evidence
d. set a purpose for reading
R
e
a
d
i
n
g
D
a
t
a

a
n
d

P
r
o
b
a
b
i
l
i
t
y
Strand
C
a
t
c
h

t
h
a
t

B
a
l
l
G
e
o
m
e
t
r
i
c

R
e
l
a
t
i
o
n
s
h
i
p
s
M
e
a
s
u
r
e
m
e
n
t
During reading, utilize strategies to
a. determine meaning of unknown words
b. self-monitor comprehension
c. question the text
d. infer
e. visualize
f. paraphrase
g. summarize
Apply post-reading skills to demonstrate comprehension of text:
a. answer basic comprehension questions
b. identify and explain the relationship between the main idea and
supporting details
c. make predictions
d. question to clarify
e. reflect
f. draw conclusions
g. analyze
h. paraphrase
i. summarize
Identify and explain relevant connections between
a. text to text (text ideas ---information and relationships in various fiction
and non-fiction works--compare and contrast)
b. text to self (text ideas and own experiences)
c. text to world (text ideas and the world by demonstrating an awareness
that literature reflects a culture and historic time frame)
Use grade level text to
a. locate, interpret and apply information in title, table of contents and
glossary
b. locate and recognize the text features of fiction, poetry and drama
Identify and/or explain examples of sensory details , sound devices, and
figurative language in text along with basic literary techniques
Use details from text to
a. demonstrate comprehension skills previously introduced
b. make inferences
c. compare and contrast
d. identify cause and effect
e. identify author's purpose
f. identify setting, character traits, problems and solutions, and story
events
Apply information in illustrations, title, chapter headings, table of contents,
glossary, charts, diagrams, graphs, captions and maps to comprehend
text
Identify and/or explain examples of sensory details , sound devices, and
figurative language in text along with basic literary techniques
R
e
a
d
i
n
g
Use details from text to
a. demonstrate comprehension skills previously introduced
b. explain main idea and supporting details
c. sequence events
d. identify cause and effect
e. draw conclusions
f. compare and contrast
g. make predictions
h. make inferences
i. distinguish between fact and opinion
j. identify and explain author's purpose
k. identify problems and solutions
Read and follow three- and four-step directions to complete a task
Follow a writing process to
a. independently use a simple prewriting strategy
b. generate a draft
c. reread, revise for audience and purpose, ideas and content, organization
and sentence structure, and word choice (refer to W2A, W2B, W2C, W2D)
d. edit for conventions (refer to W2E)
*e. share writing
Compose text
a. showing awareness of audience
b. in a format appropriate to audience and purpose
Compose text with
a. a clear controlling idea
b. relevant details /examples
Compose text with
a. a beginning, middle, and end
b. a logical sequence of events
c. sentence variety
Compose text using
a. words that are specific, accurate, and suited to the topic
b. sensory detail
In written text
a. capitalize holidays, names of counties and countries
b. use commas in a series, and between city and state
c. use apostrophe in contractions and singular possessives, with assistance
d. correctly use verbs that agree with compound subject, and conjunctions
e. use standard spelling and classroom resources,including dictionary, to
edit for correct spelling
*f. write legibly
Compose
a. narrative, descriptive, expository, and/or persuasive texts, using
appropriate text features
b. text using an appropriate format
R
e
a
d
i
n
g
W
r
i
t
i
n
g
In discussions and presentations,
present ideas in a logical sequence
identify and apply appropriate speaking techniques such as volume
control, pace and eye contact
Give clear and concise three- and four-step oral directions to complete a
task
Listen
for enjoyment
for information
for directions
to identify tone, mood and emotion of verbal and nonverbal
communication
Demonstrate listening behaviors (e.g., prepares to listen, listens without
interruptions, maintains eye contact)
Student Name:
Quarter: 1 Science
3- Meets Standard
2- Partially Met
1- Not Met
Standard
a. Identify and describe the components of soil (e.g., plant roots and
debris, bacteria, fungi, worms, types of rock) and its properties (e.g., odor,
color, resistance to erosion, texture, fertility, relative grain size, absorption
rate)
b. Compare the physical properties (i.e., size, shape, color, texture,
layering, presence of fossils) of rocks (mixtures of different Earth materials,
each with observable physical properties
a. Observe and describe the breakdown of plant and animal material into
soil through decomposition processes (i.e., decay/rotting, composting,
digestion)
b. Identify the major landforms/bodies of water on Earth (i.e., mountains,
plains, river valleys, coastlines, canyons)
c. Describe how weathering agents (e.g., water, chemicals, temperature,
wind, plants) cause surface changes that create and/or change Earths
surface materials and/or landforms/ bodies of water
d. Describe how erosion processes (i.e., action of gravity, waves, wind,
rivers, glaciers) cause surface changes that create and/or change Earths
surface materials and/or landforms/ bodies of water
e. Relate the type of landform/water body to the process by which it was
formed
C
h
a
n
g
e
s

i
n

t
h
e
E
a
r
t
h

s

S
u
r
f
a
c
e
L
i
s
t
e
n
i
n
g
L
a
n
g
u
a
g
e
Strand
W
i
g
g
l
i
n
g

W
o
r
m
s

Q
u
i
z
S
p
e
a
k
i
n
g
a. Identify the ways humans affect the erosion and deposition of Earths
materials (e.g., clearing of land, planting vegetation, paving land
construction of new buildings)
b. Propose ways to solve simple environmental problems (e.g., recycling,
composting, ways to decrease soil erosion) that result from human activity
a. Identify the ways a specific organism may interact with other organisms or with
the environment (e.g., pollination, shelter, seed dispersal, camouflage, migration,
hibernation, defensive mechanism)
b. Identify and describe different environments (i.e. pond, forest, prairie) support
the life of different types of plants and animals
a. Identify examples in Missouri where human activity has had a beneficial or
harmful effect on other organisms (e.g., feeding birds, littering vs. picking up
trash, hunting/conservation of species, paving/restoring green space)
a. Classify populations of organisms as producers and consumers by the role they
serve in the ecosystem
b. Differentiate between the types of consumers (herbivore, carnivore, omnivore,
and detrivore/decomposer)
c. Categorize organisms as predator or prey in a given ecosystem
a. Compare and contrast common fossils found in Missouri (i.e., trilobites, ferns,
crinoids, gastropods, bivalves, fish, mastodons) to organisms present on Earth
today
a. Identify specialized structures and describe how they help plants survive in
their environment (e.g., root, cactus needles, thorns, winged seed, waxy leaves)
b. Identify specialized structures and senses and describe how they help animals
survive in their environment (e.g., antennae, body covering, teeth, beaks,
whiskers, appendages)
c. Identify 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)
d. Predict which plant or animal will be able to survive in a specific environment
based on its special structures or behaviors.
a. Describe and compare the masses (the amount of matter in an object) of
objects to the nearest gram using balances
b. Describe and compare the volumes (the amount of space an object occupies)
of objects using a graduated cylinder
M
i
x
t
u
r
e
s

a
n
d

S
o
l
u
t
i
o
n
s
C
h
a
n
g
e
s

i
n

t
h
e
E
a
r
t
h

s

S
u
r
f
a
c
e
I
n
t
e
r
a
c
t
i
o
n
s

a
m
o
n
g

O
r
g
a
n
i
s
m
s

a
n
d

t
h
e
i
r

E
n
v
i
r
o
n
m
e
n
t
s
c. Identify situations where no two objects can occupy the same space at the
same time (e.g. water level rises when an object or substance such as a rock is
placed in a quantity of water)
d. Classify types of materials (e.g., water, salt, sugar, iron filings, salt water) into
like substances (materials that have specific physical properties) or mixtures of
substances by using their characteristic properties
a. Identify water as a solvent that dissolves materials (Do NOT assess the term
solvent)
b. Observe and describe how mixtures are made by combining solids or liquids, or
a combination of these
c. Distinguish between the components in a mixture/solution (e.g., trail mix,
conglomerate rock, salad, soil, salt water)
d. Describe ways to separate the components of a mixture/solution by their
properties (i.e., sorting, filtration, magnets, screening)
a. Observe that the total mass of a material remains constant whether it is
together, in parts, or in a different state
a. Construct and diagram a complete electric circuit by using a source (e.g.,
battery), means of transfer (e.g., wires), and receiver (e.g., resistance bulbs,
motors, fans)
b. Observe and describe the evidence of energy transfer in a closed series circuit
(e.g., lit bulb, moving motor, fan)
c. Classify materials as conductors or insulators of electricity when placed within a
circuit (e.g., wood, pencil lead, plastic, glass, aluminum foil, lemon juice, air,
water)
a. Identify the evidence of energy transformations (temperature change, light,
sound, motion, and magnetic effects) that occur in electrical circuits
a. Classify different types of motion [straight line, curved, vibrating (back and
forth)]
b. Describe an objects motion in terms of distance and time
a. Identify the forces acting on the motion of objects traveling in a straight line
(specify that forces should be acting in the same line as the motion, provide
examples)
b. Describe and compare forces (measured by a spring scale in Newtons) applied
to objects in a single line.
c. Observe and identify friction as a force that slows down or stops a moving
object that is touching another object or surface
d. Compare the forces (measured by a spring scale in Newtons) required to
overcome friction when an object moves over different surfaces (i.e.,
rough/smooth)
a. Determine the gravitational pull of the Earth on an object (weight) using a
spring scale
a. Observe that balanced forces do not affect an objects motion
(need to clarify that balanced forces means no change in forces acting on an
object)
b. Describe how unbalanced forces acting on an object changes its speed
(faster/slower), direction of motion, or both
(need to clarify that unbalanced forces means any change in forces acting on an
object)
M
i
x
t
u
r
e
s

a
n
d

S
o
l
u
t
i
o
n
s
F
o
r
m
s

o
f

E
n
e
r
g
y
:

E
l
e
c
t
r
i
c
a
l

C
i
r
c
u
i
t
s
L
a
w
s

o
f

M
o
t
i
o
n
c. Predict how the change in speed of an object (i.e., faster/slower/remains the
same) is affected by the amount of force applied to an object and the mass of the
object
Predict the effects of an electrostatic force (static electricity) on the motion of
objects (attract or repel)
Student Name:
Quarter: 1 Social Studies
3- Meets Standard
2- Partially Met
1- Not Met
Standard
Identify and explain why Missouri has a constitution and why the state
makes and enforces laws
Identify rights included in the Bill of Rights, including freedoms of religion,
speech, press; to assemble peacefully; to petition the government; and to
be treated fairly by the government
Explain the major purpose of the Constitution and the Bill of Rights
Describe how authoritative decisions are made, enforced and interpreted
within the state government
Identify and explain the functions of the three branches of government in
the state government
Identify and describe the significance of the individuals from Missouri who
have made contributions to our state and national heritage; examples
include Lewis and Clark, Mary Easton Sibley, John Berry Meacham, Geroge
Washington Carver, Laura Ingalls Wilder, Mark Twain, Harry S Truman and
Thomas Hart Benton
Locate and describe settlements in Missouri of people of European and
African heritage
Outline issues of Missouri statehood, such as the Missouri Compromise
Summarize the events in westward expansion, including peoples
motivation, their hardships, and Missouri as a jumping-off point to the
West
Describe the contributions of Thomas Jefferson
Sequence and describe the importance of
a. Louisiana Purchase
b. Lewis and Clark Expedition
Explain Missouris role in the Civil War, i.e., Missouri as a border state
Evaluate the impact of westward expansion on the Native American in
Missouri
Describe the changes in Missouri since the Civil War in education,
transportation and communication
Compare saving and financial investment
Explain supply and demand
M
i
s
s
o
u
r
i

H
i
s
t
o
r
y
E
c
o
n
o
m
i
c

C
o
n
c
e
p
t
s

a
n
d

P
r
i
n
c
i
p
l
e
s
P
r
i
n
c
i
p
l
e
/
P
r
o
c
e
s
s

o
f

G
o
v
e
r
n
a
n
c
e

S
y
s
t
e
m
s
Strand
A
s
s
i
g
n
m
e
n
t
L
a
w
s

o
f

M
o
t
i
o
n
Interpret past, explain present and predict future consequences of
economic decisions. (Decisions would be of a nature that is meaningful to
fourth graders, such as decisions made by consumers and decisions
pertaining to the environment)
Explain how the state gets the money it needs to provide goods and
services, especially by the collection of sales taxes
Explain how decisions of households, businesses and governments affect
one another
Construct and interpret maps
Locate the cities of Kansas City, Springfield, St. Louis, Jefferson City,
Columbia and St. Joseph
Describe human characteristics of a place, (such as population
composition, architecture, kinds of economic and recreational activities,
transportation and communication networks, etc.)
Describe how people are affected by, depend on, adapt to and change
their environments
Compare regions (e.g., explain how life in a city region is different from life
in a rural region or how landscapes in mountainous regions look different
from landscapes in plains regions)
Use geography to interpret the past (e.g., why rivers have played an
important role in human transportation) and predict future consequences
(e.g., what will likely happen if the population of a city increases
considerably)
E
c
o
n
o
m
i
c

C
o
n
c
e
p
t
s

a
n
d

P
r
i
n
c
i
p
l
e
s
E
l
e
m
e
n
t
s

o
f

G
e
o
g
r
a
p
h
i
c
a
l

S
t
u
d
y
/
A
n
a
l
y
s
i
s
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
M
a
t
h

C
h
e
c
k
-
U
p

8
/
3
0
M
a
t
h

C
h
e
c
k
-
U
p

9
/
6
A
r
r
a
y
s

A
l
l

A
r
o
u
n
d

U
s
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
H
o
w

d
o

W
o
r
m
s

H
e
l
p

t
h
e

E
a
r
t
h
?
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
Final Determination
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
Final Determination
A
s
s
i
g
n
m
e
n
t
Final Determination
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t
Final Determination
A
s
s
i
g
n
m
e
n
t
A
s
s
i
g
n
m
e
n
t