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LANGUAGE ARTS
RESEARCH
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identify essential question and anchor questions |
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locate relevant research materials |
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read and identify important and pertinent information |
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read for meaning and paraphrase information in student’s own words |
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record and outline relevant information |
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create presentation using the multiple intelligences to share research information |
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reflect on the research, the process, and the presentation |
MATH
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understand ways of representing numbers, relationships between numbers and number systems |
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represent numbers in exponential form |
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represent numbers as improper fractions and as mixed numbers |
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demonstrate number sense by comparing, ordering, rounding, and expanding whole numbers through millions and decimals to thousandths |
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solve problems involving basic operations on whole numbers, including addition and subtraction of multi-digit numbers, multiplication with multi-digit multipliers, and division with multi-digit divisors |
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identify greatest common factors and least common multiples |
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solve word problems that involve decimals, fractions, money, percents, and estimation |
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determine the sum and difference of fractions with common and uncommon denominators |
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identify numbers less than zero by extending the number line |
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demonstrate the commutative, associative, identity and distributive properties of addition and multiplication of whole numbers |
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write a number sentence for a problem expressed in words |
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identify properties of geometric figures |
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identify components of the Cartesian plane including the x-axis, y-axis, origin, and quadrants |
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identify the center, radius, and diameter of a circle |
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estimate perimeter and area of irregular shapes using unit squares and grid paper |
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calculate the perimeter and area of polygons |
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convert a larger unit of measurement to a smaller unit of measurement within the same system (customary or metric) |
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collect, organize, display, and analyze data collected from a survey or experiment to distinguish between what the data show and what might account for the results |
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use common fractions to represent the probability of events that are neither certain nor impossible |
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understand patterns, number relationships, and algebraic symbols |
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solve one variable equations |
Bloom's Taxonomy:
Bloom’s Taxonomy attempts to divide cognitive objectives into subdivisions ranging from the simplest behavior to the most complex. Knowing students’ levels is central to being able to meet their needs and move them forward. Traditional grading is not able to accomplish this to the degree that we feel is necessary, therefore, students are assessed according to this taxonomy. This allows us to communicate with parents on their child’s specific understanding of a skill or concept.
Our Grading System:
E – EMERGING: The student is at a "readiness" level and is prepared to begin to learn skill/concept.
K – KNOWING: The student demonstrates the ability to know, remember, or recall specific bits of information. This is shown through the student's ability to list, define, state, repeat, name and recognize.
C – COMPREHENDING: The student can explain and understand a new skill/concept. This is shown through the student's ability to explain, demonstrate, paraphrase, interpret, restate and describe.
A – APPLYING: The student uses the demonstrated skills/concepts in new situations. This is shown through the student's ability to apply solve, demonstrate, show and report.
TBA – TO BE ADDRESSED: Skill has not yet been introduced, covered or assessed. |
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Ms. Rose Sanchez
Language Arts
LaSalle University - BA Elementary Education
Ms. Janene Palumbo
Science
University of Maryland, College Park
B.S. in Elementary Education
Ms. Ashley Burrell
Math
Saint Joseph’s University
B.S. in Elementary Education
Mr. Nicolas Jackson
Social Studies
Augustana College
B.A. in Elementary Education with Middle Level English
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