Third Grade Standards-Based Report Card Rubric



Third Grade Standards-Based Report Card Rubric1st Nine WeeksLanguage ArtsThe expectations listed below are not exhaustive of all that will be learned for mastery of standards in English Language Arts through Reading, Writing, Language, and Speaking and Listening.StandardsEmerging (1)The student demonstrates limited or minimum progress or is unable to:Progressing (2)The student is progressing toward achievement but inconsistently:Meets (3)The student consistently and independently:Exceeds (4)The student, with evidence of exceeding, consistently and independently:Evidence/NotesComprehends literature independently and proficientlyGenerate questions before, during, and after readingSelf-monitor comprehension to clarify meaningRead and comprehend text of steadily increasing complexityGenerates questions before, during, and after readingUses background knowledge and information from text when answering questionsIdentifies themes, lessons, and morals in folktales, tall tales, fables, and mythsSelf-monitors comprehension to clarify meaningGenerates questions before, during, and after readingUses background knowledge and information from text when answering questionsIdentifies themes, lessons, and morals in folktales, tall tales, fables, and mythsSelf-monitors comprehension to clarify meaningMakes judgments and inferences about characters in a storyReads above grade level texts and infers characteristics of characters and eventsFountas and Pinnell BenchmarksText assessmentsComprehends informational text independently and proficiently Use textual evidence to support what the text says explicitlyGenerate questions monitor comprehensionMake inferences about the information readUses textual evidence to support what the text says explicitlyGenerates questions to improve comprehensionMakes inferences about the information readIdentifies main ideas, supporting ideas, and supporting detailsUses textual evidence to support what the text says explicitlyMakes inferences about the information readUses organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers)Understands and infers beyond grade level expectations F&P BenchmarksUnderstands and explains text featuresRead informationaltexts and incorporate new words into oral and written languageDetermine the meaning of unknown words on the basis of contextApply learned strategies to determine the meaning of unknown words (context clues, reference materials, word families, etc.)Reads informationaltexts and incorporate new words into oral and written languageDetermines the meaning of unknown words on the basis of contextApplies learned strategies to determine the meaning of unknown words Interprets information from illustrations, diagrams, charts, graphs, graphic organizers, maps and photographsReads informational texts and incorporate new words into oral and written languageDetermines the meaning of unknown words on the basis of contextApplies learned strategies to determine the meaning of unknown words Interprets information from graphicsUses illustrations to better understand a textInterprets information from graphics Infers using text and text featuresExplains and use illustrations to better understand a text above grade levelTeacher observationText assessmentsReads with sufficient accuracy and fluencyRead (L-M) text with purpose and understandingRead at a rate below 83 wpm and lacks prosodyReadson level text (L-M) with purpose and understandingReads with prosody at a rate below 83 wpmReads on-level prose and poetry orally with accuracy, appropriate rate and expression on successive readingsReadson level text (M-N) or above with purpose and understandingReads with prosody at a rate of 83 wpm or higherReads on-level prose and poetry orally with accuracy, appropriate rate and expressionUses context clues to confirm or self-correct word recognition or understandingReads at levels Q through ZReads with prosody at rates higher than 120 wpmUses context clues to confirm and infer meaning from textsF&P Running RecordsKnows and applies grade-level phonics and word skillsApply knowledge of letter-sound correspondence and spelling patterns to decode and read multisyllabic wordsRecognize, read, and write words containing regular and irregular pluralsApplies knowledge of letter-sound correspondence and spelling patterns to decode and read multisyllabic wordsRecognizes, reads, and writes words containing regular and irregular plurals, and possessivesApplies knowledge of letter-sound correspondence and spelling patterns to decode and read multisyllabic wordsRecognizes, reads, and writes words containing regular and irregular plurals, and possessivesUses a variety of strategies to decode and understand grade level words in reading and writingReads and decodes words and meanings beyond grade level textWord StudyWriting samplesDevelops real or imagined eventsCapture a reader’s interest Sustain a focusInclude the appropriate purpose, audience and genreCapture s reader’s interest by setting a purpose, and developing a point of viewSustains a focusIncludes the appropriate purpose, expectations, and length for the audience and genreCaptures a reader’s interest by writing both personal and fantasy/imaginary stories, setting a purpose, and developing a point of viewSustains a focusIncludes the appropriate purpose, expectations, and length for the audience and genreUses sensory details to develop the pieceDemonstrate or self-initiates writingImplies and inferences beyond grade level expectationsWriting samplesF&P Writing AssessmentConvey ideas and informationCapture a reader’s interest Identify point of viewSustain a focusCaptures a reader’s interest by setting a purpose and developing a point of viewSelects a focus and an organizational pattern based on purpose, genre, audience, and lengthCaptures a reader’s interest by setting a purpose and developing a point of viewSelects a focus and an organizational patternUses details from text Demonstrates or self-initiates writingImplies and infers beyond grade level expectationsWriting samplesF&P Writing AssessmentConducts research and produces work that builds knowledgeUse a variety of resources to research a topicUses a variety of resources to research a topicSorts information into categoriesUses a variety of resources to research a topicSorts information into categoriesTakes brief notes about a topic and where the information generatedUses a variety of resources to research a topicCites resources in researchPerformance tasksResearch projectsUses the writing processPlan and drafts writingApply little Revision to improve coherence and development of topicPlans and drafts writingApplies some Revision to improve coherence and development of topicEdits to correct errors Plans and drafts writingApplies some Revision to improve coherence and development of topicEdits to correct errors Publishes by presentingDemonstrates self-initiative to use the entire writing process to improve development of essayWriting samplesF&P Writing AssessmentWrites legibly in cursiveWrite legibly in cursive leaving spaces between words in a sentenceWrites legibly in cursive leaving spaces between words in a sentenceWrites legibly in cursive leaving spaces between words in a sentenceDue to the nature of this standard, students cannot attain a rating of a 4Writing samplesF&P Writing AssessmentDetermines main idea and supporting information from oral discussions, text read aloud or other media formatsRecall, interpret, and summarize information presented orallyAsk relevant questionsRespond appropriately to comments and questionsRecalls, interprets, and summarizes information presented orallyUses oral language for different purposes: to inform, persuade, or entertainAsks relevant questionsRecalls, interprets, and summarizes information presented orallyUses oral language for different purposes: to inform, persuade, or entertainAsks relevant questionsResponds appropriately to comments and questionsSummarizes orally and writtenInfers, informs, and clearly share point of view, ideas, topicDevelops information to build on above grade level textF&P BenchmarksTeacher observationText assessmentsOrally reports on a topic, text, tells a story or engages in conversation expressing ideas clearlyTell a story by presenting facts and relevant detailsRecount an experience with factsProduce complete sentences with correct subject/verb agreementTells a story by presenting facts and relevant detailsRecounts an experience with factsProduces complete sentences with correct subject/verb agreementUses increasingly complex language patterns and sentence structure Tells a story by presenting facts and relevant detailsRecounts an experience with factsSpeaks clearly using an understandable paceIncreases vocabulary to reflect a growing range of interest and knowledgePresentation and oral communication is clear, precise and supported by details Responds to ideas and expresses ideas with above grade level vocabularyF&P BenchmarksTeacher observationText assessmentsUnderstands grammar, punctuation, spelling, and usageIdentify and use the basic parts of speech and demonstrates that words can be different parts of speech within a sentenceUse appropriatecapitalization Correctly place commas and quotation marks Identifies and uses the basic parts of speech and demonstrates that words can be different parts of speech within a sentenceUses appropriate capitalization Correctly places commas and quotation marks Identifies and uses figurative languageIdentifies and uses the basic parts of speech and demonstrates that words can be different parts of speech within a sentenceUses appropriate capitalizationCorrectly places commas and quotation marks Identifies and uses figurative languageDemonstrates knowledge of differences between the conventions of speaking and writingShows explicit command of clearly expressing ideas, topics, and point of view informal and informal speaking and writing using above grade level vocabularyWriting samplesSpeakingTeacher observation of formal and informal speaking and writingUnderstands grade-appropriate vocabularyDetermine the meaning of a word based on how it is usedDetermine the meaning of unknown words on the basis of contextRecognize and use words with multiple meanings Determines the meaning of a word based on how it is used Determines the meaning of unknown words on the basis of contextRecognizes and uses words with multiple meanings Identifies playful uses of languageDetermines the meaning of a word based on how it is used Determines the meaning of unknown words on the basis of contextRecognizes and uses words with multiple meanings Identifies playful uses of languageIdentifies the meaning of common idioms and figurative phrases Due to the nature of this standard, students cannot attain a rating of 4Writing samplesTeacher observation of formal and informal use of speaking and writingOral presentationsText discussionsAcquires and uses grade-appropriate words and phrasesDetermine and clarify the meaning of unknown and multiple-meaning words and phrasesDetermines and clarifies the meaning of unknown and multiple-meaning words and phrasesIdentifies real-life connections between words and their useDetermines and clarifies the meaning of unknown and multiple-meaning words and phrasesIdentifies real-life connections between words and their useDistinguishes shades of meaning among related words Uses and clarifies the meaning of unknown words and multiple-meaning words and phrases in above grade level reading textThird Grade Standards-Based Report Card Rubric1st Nine WeeksMathematicsStandardsEmerging (1)The student demonstrates limited or minimum progress or is unable to:Progressing (2)The student is progressing toward achievement but inconsistently:Meets (3)The student consistently and independently:Exceeds (4)The student, with evidence of exceeding, consistently and independently:Evidence/NotesUses place value and properties of operations for multi-digit arithmetic MCC3.NBT.1MCC3.NBT.2MCC3.NBT.3MCC3.NBT.4Do none or one of the following: *previously taught standard MCC2.NBT.3(Grade 2)Round whole numbers to the nearest 10 or 100Fluently add and subtract within 1000Use the properties of addition and subtraction to compute and verifyUse inverse operations to verify answersDoes more than one of the ollowing:*previously taught standard MCC2.NBT.3 (Grade 2)Rounds whole numbers to the nearest 10 or 100Fluently adds and subtracts within 1000Uses the properties of addition and subtraction to compute and verifyUses inverse operations to verify answersDoes all of the following:*previously taught standard MCC2.NBT.3 (Grade 2)Rounds whole numbers to the nearest 10 or 100Fluently adds and subtracts within 1000Uses the properties of addition and subtraction to compute and verifyUses inverse operations to verify answersDoes all of the meets category and the following:Rounds whole numbers to the nearest 1000Adds and subtracts within 999,999A range of strategies should be used to enable student to utilize part/whole thinkingThe following resources can be used to instruct/assess this standard: GADOE CCGPS tasks/ frameworks, Number Talks, Exemplars, VandeWalle activities, NCTM Navigation Series, math journals, Hands-on Standards, etc.These can be assessed and scored on the SBRC using GloSS/ IKAN data/results as an artifactRepresents and solves problems involving multiplication and divisionMCC3.OA.1MCC3.OA.2MCC3.OA.3MCC3.OA.4Do none or one of the following:Interpret products of whole numbers, Interpret whole-number quotients of whole numbers, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects eachUse multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantitiesDetermine the unknown whole number in a multiplication or division equation relating three whole numbersDoes more than one of the following: Interprets products of whole numbers, Interprets whole-number quotients of whole numbers, Uses multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problemDetermines the unknown whole number in a multiplication or division equation relating three whole numbersDoes all of the following:Interprets products of whole numbers1Interprets whole-number quotients of whole numbers2Uses multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities3Determines the unknown whole number in a multiplication or division equation relating three whole numbers4Demonstrates mastery of this standard (according to the meets column) AND meets and one of the following:Multiplies 2 and 3 digit numbers by 2 or more digits using strategiesThese standards can be assessed using GloSS/IKANSuggested resources:100-chart, VandeWalle tasks, Exemplars, math journals, GADOE CCGPS tasks/ frameworks, Number Talks, NCTM Navigation Series, Hands-on Standards, etc.1 e.g., interprets 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. 2 e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 object each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. 3e.g. by using drawings and equations with a symbol for the unknown number to represent the problem. 4For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = □ ÷ 3, 6 × 6 = ?. × ? = 48, 5 = □ ÷ 3, 6 × 6 = ?.Represents and interprets dataMCC3.MD.3MCC3.MD.4Do none or one of the following:Draw a scaled picture graph and bar graph to represent a data set with several categoriesSolves one and two step word problems using information from graphsGenerate measurement data by measuring lengths to nearest ? inchShow data by making a line plot marked off in wholes, halves, or quartersDoes more than one of the following:Draw a scaled picture graph and bar graph to represent a data set with several categoriesSolves one and two step word problems using information from graphsGenerate measurement data by measuring lengths to nearest ? inchShow data by making a line plot marked off in wholes, halves, or quartersDoes all of the following:Draw a scaled picture graph and bar graph to represent a data set with several categoriesSolves one and two step word problems using information from graphsGenerate measurement data by measuring lengths to nearest ? inchShow data by making a line plot marked off in wholes, halves, or quartersDoes all of the meets and one or more of the following:Creates line plots of measurements expressed in fractions of a unit and solves addition and subtraction problems involving the data presented in the line plotFractions used on the line plots should be to the nearest ? or ? of a unitSuggested resources: GADOE CCGPS tasks/ frameworks, VandeWalle tasks, math journals, NCTM Navigation SeriesStandards for Mathematical Practice**These should be scored using the Academic Performance Level Behaviors scores**Standards for Mathematical PracticeRarely (1)Sometimes (2)Usually (3)Consistently (4)Evidence/NotesThe SMPs are addressed on an ongoing basis through grading periods 1 – 4.Makes sense of problems and perseveres in solving themMCC3.SMP.1Student is rarely able to explain to himself/herself the meaning of a problem and is unable to independently determine an appropriate strategy/tool to use to solve the problemStudent inconsistently explains to himself/herself the meaning of a problem and/or is inconsistently able to independently determine an appropriate strategy/ tool to use to solve problems. Student needs prompting by the teacher on a regular basisStudent usually explains to himself/herself the meaning of a problem and determines an appropriate strategy/ tool to use to solve the problemStudent independently and consistently explains to himself/herself the meaning of a problem and determines an appropriate strategy/ tool to use to solve the problemIn third grade, students should know that doing mathematics involves solving problems and should discuss how they solved them. Students should explain to themselves the meaning of a problem and look for ways to solve it. Third graders may use concrete objects or pictures to help them conceptualize and solve problems.This should be assessed ongoing throughout the school year.Reasons abstractly and quantitativelyMCC3.SMP.2Student is rarely able to connect a quantity to a written symbol and rarely demonstrates a clear understanding of the meaning of a quantity as represented in a problem solvedStudent is inconsistently able or may require teacher prompting to connect a quantity to a written symbol and sometimes demonstrates a clear understanding of the meaning of a quantity as represented in a problem solvedStudent usually connects a quantity to a written symbol and demonstrates a clear understanding of the meaning of a quantity as represented in a problem solved most of the time using objects, pictures, drawings. However, the student may have difficulty with more complex problem solving.Student consistently and independently connects a quantity to a written symbol and demonstrates a clear understanding of the meaning of a quantity as represented in a problem solved using objects, pictures, drawingsThird graders should recognize that a number represents a specific quantity. They should be able to connect the quantity to written symbols and create a logical representation of the problem at hand, considering both the appropriate units involved and the meaning of quantities.This should be assessed ongoing throughout the school year.Constructs viable arguments and critiques the reasoning of othersMCC3.SMP.3Continued on next pageStudent is rarely able to explain their mathematical reasoning and/or respond to others’ thinkingStudent is inconsistently able or may require teacher prompting to explain their mathematical reasoning and/or respond to others’ thinkingStudent usually explains their mathematical reasoning and responds to others’ thinking with some errorsStudent consistently and independently constructs arguments using concrete referents, explains their mathematical reasoning and responds to others’ thinking in a mathematically appropriate wayIn third grade, students may construct arguments using concrete referents, such as objects, pictures, and drawings. They refine their mathematical communication skills as they participate in mathematical discussions involving questions like “How did you get that?” and “Why is that true?” They explain their thinking to others and respond to others’ thinking. This is assessed ongoing throughout the school year.Models with mathematicsMCC3.SMP.4Continued on next pageStudent is rarely able to make connections between mathematical ideas or the student is rarely able to understand the mathematics presented in context.Student is inconsistently able to make connections between mathematical ideas or the student is not able to understand and solve problems independently with the mathematics presented in contextStudent is usually able to independently make connections between mathematical ideas. The student can demonstrate a solid understanding of mathematical ideas presented in context with a few inconsistencies at times.Student is able to consistently and independently make connections between mathematical ideas. The student can demonstrate a solid understanding of mathematical ideas presented in context. NOTE: Third graders should be able to evaluate their results in the context of the situation and reflect on whether the results make sense.Students should be able to experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, making a chart, list, or graph, creating equations, etc. Students need opportunities to connect the different representations and explain the connections. This is assessed ongoing throughout the school year (on each assignment and assessment) in conjunction with the content standard addressedUses appropriate tools strategicallyMCC3.SMP.5Student is rarely able to consider strategies and tools available to solve a problem or decide which tool/ strategy would be helpfulWith teacher prompting, student considers available tools and strategies to solve a problem and decides which tools/strategies might be helpfulStudent usually considers available tools and strategies independently when solving a problem and decides which tools/strategies might be helpfulStudent consistently and independently considers available tools and strategies when solving a problem and decides which tools/strategies might be helpfulExample: Student is able to compile the possibilities into an organized list or a table, and determine whether they have all the possible rectanglesThis is assessed ongoing throughout the school year through multiple tasksAttends to precisionMCC3.SMP.6Student begins to explain their mathematical reasoning with others but does not use clear and precise language, or student is rarely able to communicate mathematical reasoningStudent inconsistently communicates mathematical reasoning using clear and precise languageStudent is usually able to communicate mathematical reasoning using clear and precise languageStudent is able to consistently communicate mathematical reasoning using clear and precise language. The student uses clear and precise language in his/her discussions with others and in his/her own reasoning. This is assessed in multiple ways throughout the school year (on each assignment and assessment). Students should be carefully specifying units of measure and state the meaning of the symbols they choose. Example: When figuring out the area of a rectangle, record answers in square units.Looks for and makes use of structureMCC4.SMP.7Rarely looks closely to discover a pattern or structure in any given problem. The student can rarely generate number or shape patterns that follow a given rule.Sometimes looks closely to discover a pattern or structure in any given problem. The student can sometimes generate number or shape patterns that follow a given rule.Usually looks closely to discover a pattern or structure in any given problem. The student usually can generate number or shape patterns that follow a given rule.Consistently looks closely to discover a pattern or structure in any given problem. The student can generate number or shape patterns that follow a given rule.ExampleA student uses properties of operations to explain calculations (partial products model) A student relates representations of counting problems such as tree diagrams and arrays to the multiplication principal of countingLooks for and expresses regularity with repeated reasoningMCC3.SMP.8Continued on next pageStudent is rarely able to use repeated reasoning to understand mathematical structures and generalize knowledge of such patterns to assist them in checking his/her own work Student requires teacher prompting to generalize mathematical patterns in order to utilize this knowledge to check his/her own work by asking questions such as, “Does this make sense?”Student usually recognizes and uses use repeated reasoning to understand mathematical structures and generalize knowledge of such patterns to assist them in checking his/her own work Student consistently and independently generalizes mathematical patterns and utilizes this knowledge to check their own work by asking questions such as, “Does this make sense?”Students in third grade should notice repetitive actions in computation and look for more efficient methods based on the number patterns. For example, students may use the distributive property as a strategy for using products they know to solve products that they don’t know. For example, if students are asked to find the product of 7 x 8, they might decompose 7 into5 and 2 and then multiply 5 x 8 and 2 x 8 to arrive at 40 + 16 or 56. In addition, third graders should continually evaluate their work by asking themselves, “Does this make sense?”This is assessed ongoing throughout the school year.Third Grade Standards-Based Report Card Rubric1st Nine WeeksScienceStandardsEmerging (1)The student demonstrates limited or minimum progress or is unable to:Progressing (2)The student is progressing toward achievement but inconsistently:Meets (3)The student consistently and independently:Exceeds (4)The student, with evidence of exceeding, consistently and independently:Evidence/NotesS3L1 Students will investigate the habitats of different organisms and the dependence of organisms on their habitat Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live thereIdentify features of green plants that allow them to live and thrive in different regions of Georgia Identify features of animals that allow them to live and thrive in different regions of Georgia Explain what will happen to an organism if the habitat is changed Differentiates between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live thereIdentifies features of green plants that allow them to live and thrive in different regions of Georgia Identifies features of animals that allow them to live and thrive in different regions of Georgia Explains what will happen to an organism if the habitat is changed Differentiates between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live thereIdentifies features of green plants that allow them to live and thrive in different regions of Georgia Identifies features of animals that allow them to live and thrive in different regions of Georgia Explains what will happen to an organism if the habitat is changed Due to the nature of this standard, students cannot attain a rating of 4S3E1 Students will investigate the physical attributes of rocks and soils Explain the difference between a rock and a mineral Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness)Explains the difference between a rock and a mineral Recognizes the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness)Uses observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand) Explains the difference between a rock and a mineralRecognizes the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness)Uses observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand)Determines how water and wind can change rocks and soil over time using observation and researchDue to the nature of this standard, students cannot attain a rating of 4Third Grade Standards-Based Report Card Rubric1st Nine WeeksSocial StudiesStandardsEmerging (1)The student demonstrates limited or minimum progress or is unable to:Progressing (2)The student is progressing toward achievement but inconsistently:Meets (3)The student consistently and independently:Exceeds (4)The student, with evidence of exceeding, consistently and independently:Evidence/NotesExplain the political roots of our modern democracy in the USA (SS3H1)Identify the influence of Greek architecture (columns on the Parthenon, U.S. Supreme court building), law, and the Olympic games on the presentExplain the ancient Athenians' idea that a community shouldchoose its own leadersCompare and contrast Athens as a directdemocracy with theUnited States as arepresentativedemocracyIdentifies the influence of Greek architecture (columns on the Parthenon, U.S. Supreme court building), law, and the Olympic gameson the presentExplains the ancient Athenians' idea that a community shouldchoose its own leadersCompares and contrasts Athens as a direct democracy with the United States as a representativedemocracyIdentifies the influence of Greek architecture (columns on the Parthenon, U.S. Supreme court building), law, and the Olympic games on the present Explains the ancient Athenians' idea that a community should choose its own leadersCompares and contrasts Athens as a direct democracy with the United States as arepresentativedemocracyDemonstrates or selfinitiates further learning in conceptOptions include: Discussion, Dialog,Observation, Structure Response,Constructed Response, Performance TaskDescribes the lives of historical figures who expanded people'srights and freedoms (SS3H2)Discuss Paul Revere Explain the barriers,restrictions, andobstacles this figure overcameDiscuss Paul Revere Explain the barriers,restrictions, andobstacles this figure overcameDiscuss Paul Revere Explain the barriers,restrictions, andobstacles this figure overcame Demonstrates or selfinitiates further learning in conceptOptions include: Discussion, Dialog,Observation, Structure and Constructed Responses, Performance TaskLocates major topographicalfeatures (SS3G1)Identify major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson Identify major mountain ranges of the United States of America: Appalachian, Rocky Locate the equator, prime meridian, and lines of latitude and longitude on a map Locate Greece ona mapIdentifies major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson Identify major mountain ranges of the United States of America: Appalachian, Rocky Locates the equator, prime meridian, and lines of latitude and longitude on a map Locates Greece on a mapIdentifies major rivers of the United States of America: Mississippi, Ohio, Rio Grande,Colorado, Hudson Identify major mountain ranges of the United States of America: Appalachian, Rocky Locate the equator,prime meridian, and lines of latitude and longitude on a mapLocates Greece on a mapDemonstrates or selfinitiates further learning in conceptOptions include: Discussion, Dialog,Observation, Structure Response,Constructed Response, Performance TaskDescribe cultural andgeographical systems associated with historical Americans (Paul Revere, Frederick Douglas, Susan B. Anthony, Mary McLeodBethune, Franklin D. Roosevelt, Eleanor Roosevelt, Lyndon Johnson, Thurgood Marshall, Cesar Chavez) (SSG2)Identify on a political map specific locationssignificant to the life and times of these historical figures Describe how place (physical and human characteristics) had an impact on the lives of these historical figuresDescribe how each of these historic figures adapted to or was influenced byenvironment Trace examples of travel of individuals and ideas Describe how the region affected individuals' lives and had an impact on their cultural identificationIdentifies on a political mapspecific locationssignificant to the life and times of these historical figures Describes howplace (physical and human characteristics) had an impact on the lives of these historical figures Describes how each of these historic figures adapted to or was influenced by environmentTraces examples of travel of individuals and ideas Describes how the region affected individuals' lives and had an impact on theircultural identificationIdentifies on a political map specific locationssignificant to the lifeand times of thesehistorical figuresDescribes how place (physical and humancharacteristics) had an impact on the lives of these historical figuresDescribes how each of these historic figures adapted to or was influenced byenvironment Traces examples of travel of individuals and ideas Describes how the region affected individuals' lives and had an impact on their cultural identificationDemonstrates or selfinitiates further learning in conceptOptions include: Discussion, Dialog,Observation, Structured Response, Constructed Response, Performance TaskExplain the importance of the basic principles that provide thefoundation of a republican formof governmentSS3CG1Explain why in the United States there is a separation of powerbetween branches ofgovernment and levels of government Name the three levels of government (national, state, local) and the three branches in each (executive, legislative and judicial including the names of the legislative branch (Congress, General Assembly, countycommission or citycouncil) States an example of the responsibility of each level and branch of governmentExplains why in the United States there is a separation of power between branches ofgovernment and levels of government Names the three levels of government(national, state, local) and the three branches in each(executive, legislative and judicial including the names of the legislative branch(Congress, GeneralAssembly, countycommission or city council)States an example of the responsibility of each level and branch of governmentExplains why in the United States there is a separation of power between branches ofgovernment and levels of government Names the three levels of government (national, state, local) and the three branches in each (executive, legislative and judicial including the names of the legislative branch (Congress, General Assembly, county commission orcity council)States an example of the responsibility of each level and branch of governmentDemonstrates or selfinitiates further learning in conceptOptions include: Discussion, Dialog,Observation, Structured Response,Constructed Response, Performance TaskDiscuss positive character traits of historical figures (Paul Revere, Frederick Douglas, Susan B. Anthony, Mary McLeod Bethune, Franklin D. Roosevelt, Eleanor Roosevelt, Lyndon Johnson, Thurgood Marshall, Cesar Chavez) (SS3CG2)Describe how thedifferent historicalfigures display positive character traits of cooperation, diligence, courage and leadership Explain how the historical figures in used positive character traits of cooperation, diligence, liberty, justice, tolerance, freedom of conscience & expression, and respect for andacceptance of authorityDescribes how the different historical figures display positive character traits of cooperation, diligence, courage and leadershipExplains how the historical figures in used positive character traits of cooperation, diligence, liberty, justice, tolerance, freedom of conscience &expression, and respect for and acceptance of authorityDescribes how thedifferent historicalfigures display positive character traits of cooperation, diligence, courage and leadershipExplains how thehistorical figures in used positive character traits of cooperation, diligence, liberty, justice, tolerance, freedom of conscience & expression, and respect for andacceptance of authorityDemonstrates or selfinitiates further learning in conceptOptions include: Discussion, Dialog,Observation, Structure Response,Constructed Response, Performance TaskDescribe the four types of productive resources (SS3E1)Describe the four types of productive resources:A. Natural (Land), B. Human (Labor), C. Capital(Capital goods), Entrepreneurship (used to create goods and services)Describes the four types of productive resources:A. Natural (Land), B. Human (Labor), C. Capital(Capital goods), Entrepreneurship (used to create goods and services)Describes the four types of productive resources: A. Natural (Land),B. Human (Labor), C. Capital (Capital goods),Entrepreneurship (used to create goods and services)Demonstrates or selfinitiates further learning in conceptOptions include: Discussion, Dialog,Observation, Structure Response,Constructed Response, Performance TaskExplain that government provides goods and services in a market economy and pays for services through taxes Describe services including schools, libraries, roads, police, fire protection, and military(SS3E2)Explain that government provides certain types of goods and services in a market economy, and pay for these through taxes and describe services such as schools, libraries, roads, police/fire protection and militaryExplains that government provide certain types of goods and services in a market economy, and pay for these through taxes and describe services such as schools, libraries, roads, police/fire protection and militaryExplains that government providecertain types of goodsand services in a market economy, and pay for these through taxes and describe services such as schools, libraries, roads, police/fire protection and militaryDemonstrates or selfinitiates further learning in conceptOptions include: Discussion, Dialog,Observation, Structure Response,Constructed Response, Performance TaskGive examples ofinterdependence and trade and will explain how voluntary tradeexchange benefits both parties. Describe interdepdence ofconsumers and producers, how goods and services are allocated by price, some things are made locally, some elsewhereDescribe theinterdependence ofconsumers &producers of goods and services Describe how goods and services are allocated by price in the marketplaceExplain that somethings are made locally, some elsewhere in thecountry and some in other countries Explain that most countries createtheir own currenciesDescribes theinterdependence ofconsumers &producers of goods and servicesDescribes how goods and services are allocated by price in the marketplace Explains that some things are made locally, some elsewhere in the country and some in other countriesExplains that mostcountries create their own currenciesDescribes theinterdependence ofconsumers &producers of goods and services Describes how goods and services are allocated by price in the marketplaceExplains that somethings are made locally, some elsewhere in thecountry and some inother countriesExplains that mostcountries create theirown currenciesDemonstrates or selfinitiates further learning in conceptOptions include: Discussion, Dialog,Observation, Structure Response,Constructed Response, Performance Task ................
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