Explanation of Reading Terms - Salem

3

rd

–5

th

Grade

Progress

Report Guidelines

The 3 rd -5 th Grade Progress Report is aligned with

Oregon State Standards.

Salem-Keizer School District

Elementary Education

Revised June 2006

SALEM-KEIZER PUBLIC SCHOOLS

PROGRESS REPORT GUIDELINES

3 RD – 5 TH GRADE

In grades 3-5 the following scoring scale will be used to communicate student’s progress in subject areas. Scores are determined by measuring the student’s performance against grade-level standards.

SCORING SCALE

6 = Exemplary

5 = Advanced

Work at this level is both exceptional and memorable. It shows a

distinctive and sophisticated application of knowledge and skills.

Work exceeds the grade-level standard. It shows a thorough and effective application of knowledge and skills.

4 = Proficient

3 = Developing

2 = Emergent

Work at this level meets the grade-level standard.

It is acceptable work that demonstrates application of essential knowledge and skills. Minor errors or omissions do not detract from the overall quality.

Work at this level does not yet meet the grade-level standard. It shows basic, but inconsistent application of knowledge and skills. Minor errors or omissions detract from the overall quality. Work needs further development.

Work at this level shows a partial application of knowledge and skills.

It is fragmented or incomplete and needs considerable development.

Work at this level contains errors or omissions.

1 = Pre-Emergent Work at this level shows little or no application of knowledge and skills.

It contains major errors or omissions.

X = Not applicable at this time

INC = Incomplete Evidence Produced by Student

Self-Management/Effort Marks of E, S, N will be used to show growth in non-academic areas as judged against the teacher’s estimate of the student’s ability.

E = Excellent

S = Satisfactory

N = Needs Improvement

Progress Report Guidelines

Elementary Education - November 2005

2




GENERAL GUIDELINES

The following pages in this document contain guidelines for scoring specific subjects:

Reading, Speaking and Listening, Writing, and Math . In addition to those subjects you will also be required to score students in some other academic and non-academic areas. Here are some suggestions that will help you with those sections where no guidelines are included.

Academic Areas

The academic areas of Science/Health, Social Sciences and Art require a numerical score for each term. You should use the State Standards to determine the knowledge and skills 3 rd

–5 th graders are required to have. This will help you decide on specific lessons for your students.

Your numerical scores for these subjects should be based on grade-level work, teacher observation, assessments, and professional judgment. Each academic area also receives a score of E, S+, S, S-, or N, which represents the student’s effort in that particular area. For example, if you have a low level student who also puts forth great effort he/she may receive a low numerical score and receive an E as an effort score.

Characteristics of Successful Learners

There are 10 areas under Characteristics of Successful Learners. Each subcategory is marked with an E, S+, S, S-, or N. Please use your professional judgment when deciding on these marks; making sure you can justify your score. This can be done through anecdotal notes and other record keeping measures.

Specialized Subjects

The subjects of Media/Technology, Music, and Physical Education will be scored by the specialist in that area. The classroom teacher does not give scores for these areas.

Special Education Students

Every student must receive a Salem-Keizer School District (SKSD) progress report for his/her grade-level, including those who are not in the regular curriculum. The progress report must be filled out based on the student’s progress toward grade-level standards. We are required by law to show evidence of how each student is progressing toward grade-level standards.



3




For those students who receive specially designed instruction through an Individualized

Education Program (IEP), teacher reports of progress toward individual goals may be more meaningful to assess student progress. However, a report on progress toward individual goals does not replace the requirement to monitor and report progress toward grade-level standards on the Elementary Progress Report. IEP goal pages with updated information on progress toward IEP objectives must be provided to parents using the same timelines as the progress report.

Learning Resource Center teachers who teach students for part of the curriculum should assist the classroom teacher to determine student progress toward grade-level standards by providing data as needed.

English/Spanish Grading

It is no longer required to force an English grade for permanent record keeping. This is true for all three grading terms. The permanent record has the capability of reflecting only an

English grade, OR only a Spanish grade, OR both. Either way, the permanent record should reflect what is actually being taught and assessed.

Two scores will be recorded in subject areas where students receive instruction in both

English and Spanish. There are two separate web pages for this type of entry. It is necessary to select the appropriate page, English or Spanish, for specific grade entry.

On the printed report , the scores will appear in the same subject box separated by a backslash, with the English score on the left and the Spanish score on the right. For example… 2/5… the 2 represents the English score and the 5 represents the Spanish score.

If a student receives only Spanish instruction, then it is only necessary to access the Spanish web entry page, and the printed version would reflect…NA/4…for example.



4




READING

Explanation of Reading Terms

Read Accurately



Read accurately by using the following skills: o decoding: is able to recognize small word parts to help determine meaning (e.g., prefix, suffix, compound words) o context clues: use sentence structure, picture clues o phonics: use letter sounds and blends to sound out words

Read Fluently



Read fluently using expressive interpretation, flow, pace, and show awareness of punctuation

Comprehension



Retell, summarize, identify, and understand main idea, supporting details, sequence of events, characters, and setting



Analyze, make predictions, draw conclusions, and evaluate information



Understands vocabulary

Reads Informational/Resource Materials to Perform a Task



Interpret meaning by using illustrations, table of contents, glossaries, tables, and charts



Locate information using non-fiction texts

Student progress in Reading is evaluated through ongoing multiple assessments (e.g., running records, RIT scores, conferring, district adopted curriculum materials).

See State Assessment Appendix A

Helpful Links:

Grade Level sample tests: www.ode.state.or.us/search/results/?id=226



5




SPEAKING/LISTENING

Student progress in speaking is evaluated through opportunities to present information and ideas orally across all subject areas. Student scores reflect progress toward meeting the following grade level and State of Oregon standards by the end of the year. Please refer to the State of Oregon scoring guides and content standards. Those can be found at http://www.ode.state.or.us/search/results/?id=38 .

Grade 3: Meet all grade level requirements with a score of 3 or more on the State of

Oregon Speaking Guide.

Grade 4: Deliver a presentation with an identifiable purpose, clear main idea, and supporting details. Expand the presentation through use of the following:



A style (humor, sincere, liveliness) that keeps the audience interested



A variety of transitional words, e.g. first, next, then, finally



Expansion and development of a beginning that introduces the topic and an ending that summarizes the main idea.



An easy to follow sequence



Technical language when necessary



Visual aides when appropriate within the context of the speech



Rate, volume, tone, and voice inflection that are appropriate



Clear pronunciation and enunciation



A variety of reliable sources and effective research processes to gather information, e.g. pre-search, note taking, selecting relevant facts and details

Grade 5: Meet all grade level requirements with a score of 4 or more using the State of

Oregon Speaking Scoring Guide located at: http://www.ode.state.or.us/search/results/?id=38

Explanation of Speaking Terms

Content/Ideas



Clear content and main ideas supported by details

Organization



Beginning, middle, and end with smooth transitions



6




Delivery



Eye contact, speaking rate, volume, enunciation, inflection, gestures and other nonverbal techniques

Language



Original, functional, appropriate with correct grammar and usage

Listening



Listens critically and responds appropriately

For Progress Report purposes, speaking scores will be based on a grade-level standard .

The official scoring guides will be used as a guide for what needs to be scored.

The SKSD student grade-level scoring guides can be used to help you determine what children need to accomplish to meet the standards.

The following table shows the standards for receiving a 4 for students in grades 3-5. Adjust the details to fit a competent student at your grade-level.

Content and Ideas

Organization

Delivery

Language

Listening

Fall



Main idea with some supporting details



All details may not be clear



Beginning, middle, and ending



Beginning and/or ending may be weak



Some choppy transitions



Eye contact and gestures



Some pauses



Delivery may be too slow or fast



May use notes

Winter



Main idea with several supporting details



Most details support main idea



Definite beginning, middle, and ending



Attempt at smooth transitions



Eye contact and gestures



Clear, may have a few pauses



Delivery may be slightly too slow or too fast



Appropriate grade-level



Appropriate grade-level grammar grammar



Ask questions and respond






Follow directions/instructions

Spring



Clear main idea with some supporting details



Details support main idea



Interesting and understandable



Well thought out beginning, middle, and strong, planned ending



Smooth transitions with flowing connections between ideas



Natural eye contact and gestures



Clear and smooth



Rate, volume, and tone are understandable and reasonably varied



Appropriate grade- level grammar






Follow directions/instructions



Summarize

Student progress in speaking is evaluated through opportunities to present information and ideas orally across all subject areas. Student scores reflect progress toward meeting the following grade-level and State of Oregon standards by the end of the year. Please refer to the State of Oregon scoring guides and content standards located at: http://www.ode.state.or.us/search/results/?id=38 .



7




WRITING

For Progress Report purposes, scores will be based on grade-level standards. The official scoring guides and anchor papers will be used as guides to show you what to look for when scoring a paper. Grade-level standards can be found at: http://www.ode.state.or.us/search/results/?id=38 .

Students will be given multiple opportunities to write in a variety of modes and forms each grading period.

Grade-Level Standards

Student progress in writing is evaluated through daily work and writing performance scores that reflect the student’s ability to meet the following grade-level standards at the end of each year.

Grade 3: Students will write in a variety of modes, (e.g. personal narrative, fictional narrative, or expository) scoring a 3 or more in each of three areas – Ideas and Content, Organization, and Conventions . In 3 rd grade the traits of

Sentence Fluency, Voice, and Word Choice are scored even though they are not tied to the State Performance Standards.

Grade 4: Students will write in a variety of modes, (e.g. personal narrative, fictional narrative, or expository) scoring a 4 or more in each of four areas – Ideas and

Content, Organization, Sentence Fluency, and Conventions . In 4th grade the traits of Voice and Word Choice are scored even though they are not tied to the State Performance Standards.

Serving as a guideline, 4 th grade anchor papers can be accessed at: http://167.135.98.251:8030/wsAnchor.aspx

They can also be located by tracking through the District’s home page, Staff

Resources, Testing & Evaluation, Assessments, Worksamples, 4 th

Grade

Anchor Papers.

Grade 5: Students will write in a variety of modes (e.g. personal narrative, fictional narrative, and expository) and forms (e.g. essays, stories, and reports) scoring a 4 or more in each of the areas – Ideas and Content, Organization,

Sentence Fluency, and Conventions . In 5 th

Grade the traits of Voice and

Word Choice are scored even though they are not tied to the State

Performance Standards.



8




Explanation of Writing Terms:

WRITING TRAITS

Ideas and Content



Communicate knowledge of the topic, writing relevant examples, convey clear main ideas, facts, anecdotes, and details appropriate to the topic, audience, and purpose

Organization



Structure information in a clear sequence including beginning, middle, and end



Make connections and transitions among ideas, sentences, and paragraphs

Sentence Fluency



Use varied sentence structures to enhance flow, rhythm, length, and meaning

Conventions



Use correct spelling, grammar, punctuation, capitalization, usage, and paragraphing and appropriate to grade level standards

Word Choice



Use accurate, colorful, and descriptive words and phrases to express ideas in an engaging and credible way appropriate for audience and purpose

Voice



Personal style coming through in the words, combined with concern for the informational needs and interests of the audience

MODES

A mode of writing is the style or manner in which a paper is written.

Narrative



Writing that tells a personal story (e.g. novel, short story, diary, journal)

Expository



Writing that informs (e.g. essay, research summary, technical manual, textbook chapter, end-of-year report)

Imaginative



Writing that invents a situation or story (e.g. fiction, mystery, fantasy)

Handwriting:



Neat and legible



9




Explanation of Math Terms

MATH

The explanation for each math strand is in parenthesis on the progress report.

Math Guidelines for Grades 3-5

In order to receive a 4 on the progress report, a student’s performance must be consistent with what is considered “on-grade-level” according to the Oregon State Standards. Students should be judged on their written work, classroom observations, and conversations as activities unfold. The score you give on a progress report should be justifiable (through anecdotal notes, observational checklists, formal assessments, portfolio collections, etc…) but should not come simply from an averaging of scores. Instead, the scores should be based on a preponderance of the evidence for each strand.

Please see the SKSD Math Webpage for specific guidelines for each term and grade-level.

These guidelines were developed for classrooms using the SKSD adopted math curriculum,

Investigations.

Strands to Score for Each Term

Assuming you are following the SKSD adopted math curriculum, Investigations, there will be some strands that are not covered each term. Please refer to the chart below to see which areas to score and which areas to gray.

Strands

Calculations &

Estimations

Fall

Score

Measurement Score or X

Grade 3

Winter

Score

Score

Spring

Score

Score

Fall

Score

Score or X

Grade 4

Winter

Score

Score or

X

Spring

Score

Score

Fall

Score

Score

Grade 5

Winter

Score

Score

Spring

Score

Score

Score Score Score X Score Score X Score Score Statistics and

Probability

Algebraic

Relationships

Geometry

Score or X

Score Score Score Score Score X Score Score

Score or X

Score Score Score Score Score Score Score Score

Score Score Score Score Score Score Score Score Score Math Problem

Solving



10




Explanation of Strands

Calculations and Estimations



Perform various calculations on whole numbers, fractions, and decimals



Estimate solutions to problems and determine if the results are accurate and reasonable



Know basic addition, subtraction, multiplication, and division facts



Apply money concepts appropriate to grade-level standards

Measurement



Select appropriate units and tools to estimate and measure length, weight, perimeter, area, and volume



Recognize and identify time and temperature

Statistics and Probability



Carry out simple experiments and simulations



Compare the predicted outcome to actual outcomes



Collect, interpret, and analyze charts, tables, and graphs to make conclusions

Algebraic Relationships



Represent and interpret patterns of mathematical relationships



Use symbols, graphs, numbers, and words

Geometry



Recognize, represent, and use geometric figures and their properties

Problem Solving



Communicate a wide variety of mathematical strategies to solve problems



Solve and verify problems accurately

Helpful Links

1. Progress Report Guidelines for Math based on Investigations: http://is.salkeiz.k12.or.us/StaffResources/Math/ProgReprts/ProgReprtIndex.htm

2. Link to State Standards in Mathematics: http://www.ode.state.or.us/teachlearn/subjects/mathematics/curriculum/whatstudentsneedtok now.aspx



11




3. State sample tests can be found at www.ode.state.or.us/search/results/?id=226

SCIENCE /HEALTH, SOCIAL STUDIES/ART

The academic areas of Science/Health, Social Sciences and Art require a numerical score for each term. You should use the State Standards to determine the knowledge and skills 3 rd - 5 th graders are required to have. This will help you decide on specific lessons for your students.

Your numerical scores for these subjects should be based on grade-level work, teacher observation, assessments, and professional judgment. Each academic area also receives a score of E, S+, S, S-, or N, which represents the student’s effort in that particular area. For example, if you have a low level student who also puts forth great effort he/she may receive a low numerical score and receive an E as an effort score.

Please note that 3 rd

grade students are to be scored using third grade standards and 4 th

-5 th grade students are to be scored using fourth or fifth grade standards.

Sample tests can be found at www.ode.state.or.us/search/results/?id=226

Directions for printing an

Elementary Progress Report Card

1.

Select the student.

2.

Click on View/Print Report Card

3.

Click on the down arrow to the right of the box that says Select a Format . Select

Acrobat (PDF) File.

4.

Click on Export .

5.

A new window will pop up. Click Open .

6.

The progress report will open in Adobe Reader.

7.

Select Print from the menu.

8.

Select Properties from the print menu.

9.

Change paper size to Legal (8.5 x 14).

Click OK.

10.

Click OK again to print.



12

Explanation of Reading Terms - Salem

3

–5

Grade

Progress

Report Guidelines

Salem-Keizer School District

Elementary Education

Revised June 2006

WRITING TRAITS

MODES

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Explanation of Reading Terms - Salem

3

–5

Grade

Progress

Report Guidelines

Salem-Keizer School District

Elementary Education

Revised June 2006

WRITING TRAITS

MODES

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