Gouverneur
Elementary School
Interim Report Card, Grades 3-5
A
Parent Guide
What is the purpose of the
guide?
This guide was designed for you,
the parent of an elementary student in Grades 3, 4 or 5.
It is a resource to help you understand how grades will be reported.
If you have questions about the new report card, please do not hesitate
to ask your child’s classroom teacher, who will review it with you at parent
teacher conferences.
Why are the report cards
changing?
New York State has moved to standards-based education. All schools in New York are working with the same set of expectations or standards. These standards prepare students for the real world of work and higher education. If all students are to meet the standards, the matching practices, programs and procedures must be in place.
The new report
card better reflects how curriculum, instruction and assessment are aligned to
the standards in all our elementary schools.
What does this change mean?
In the past many report card grades included student effort and behavior. Now your child’s grade will reflect only what he/she knows and is able to do in each subject area. Effort and the responsibilities of your child as a learner will be reported separately on the report card.
Both you and your child will have a better idea of what is expected in his or her learning, the areas in which he or she demonstrates strength and the skill areas where he or she can improve.
How was this report card
created?
A committee of parents and teachers representing grade levels 3-5 created this report card. Parents and administrators also worked with the committee and provided essential feedback. All teachers working at Grades 3-5 reviewed the report card and provided feedback.
How will the report card
look?
Let’s start by looking at the left side of the report card, starting at the top. There you will find the Grading Key:
Level of Skill Benchmark Reading Levels District Grading Criteria
|
4 = Exceeds grade level expectations |
J-M
= Reading at Grade 2 |
97-100 = Academic Excellence |
|
3
= Meets grade level expectations |
M-P
= Reading at Grade 3 |
93-96 = High Honors |
|
2
= Meets minimal grade level
expectations |
P-Q
= Reading at Grade 4 |
87-92 = Honor Roll |
|
1
= Not meeting grade level expectations |
S-V
= Reading at Grade 5 |
80-86 = Achieving at Grade
Level |
|
(
- ) = Not applicable at this time |
V-X
= Reading at Grade 6 |
65-79 = Meets Minimal Grade
Level Expectations |
|
|
|
Below 64 = Not meeting grade
level expectations |
The grade reflects what you child knows in the skills that have been
targeted in each subject area and follows the district grading scale.
It is based on your child’s performance in relation to the New York
State Standards at his/her grade level.
The
benchmark reading levels indicate the grade level at which your child reads
comfortably and uses a letter system. A specific assessment is administered to
each child in Grades 3-5.
The
numbers from 1-4 identify your child’s ability in each specific skill for the
subject and identify areas of strength and weakness.
Effort
and participation are treated as a skill area in each subject and are also
evaluated on a scale of 1-4.
Not
all areas will be marked every quarter. Only
those areas that have been taught during the quarter will receive a grade.
The sign ( - ) indicates skills that were not addressed during that
specific quarter.
The
skill areas do reflect the curriculum for the grade and each skill area should
be marked at least once during the school year.
Now
let’s look at each subject area.
|
MARKING
PERIOD WEEKS |
10 |
20 |
30 |
40 |
Final |
|
GRADE |
|
|
|
|
|
READING
LEVEL
|
|
|
|
|
|
EFFORT/PARTICIPATION
|
|
|
|
|
|
|
COMPLETES
ASSIGNMENTS ON TIME |
|
|
|
|
|
|
|
|
|
|
|
|
Reading
|
|
|
|
|
|
|
Identifies
literary elements of plot, character, theme, and point of view |
|
|
|
|
|
|
Reads
and comprehends grade appropriate fictional and non fictional texts |
|
|
|
|
|
|
Makes
connections to self, text and world to extend meaning |
|
|
|
|
|
|
Makes
inferences (draws conclusions, makes justifiable predictions, interprets
text) |
|
|
|
|
|
|
Reads
fluently with expression |
|
|
|
|
|
|
Recognizes
grade appropriate sight words |
|
|
|
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|
|
Summarizes
and sequences events from text |
|
|
|
|
|
|
Identifies
and uses main ideas and supporting details |
|
|
|
|
|
Writing
|
|
|
|
|
|
|
Develops
and connects paragraphs in related sequence |
|
|
|
|
|
|
Effectively
uses graphic organizers to develop writing |
|
|
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|
Develops
a topic, theme or main idea with introduction and conclusion |
|
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|
|
|
|
Evaluates
and monitors own writing for clarity, focus and organization |
|
|
|
|
|
|
Edits
for capitalization, punctuation, sentence structure, spelling and
grammar |
|
|
|
|
|
|
Uses
details and descriptive language to develop a personal style |
|
|
|
|
|
|
Uses
information from reference materials to support information writing |
|
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|
Effectively
uses graphic organizers to develop writing |
|
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|
|
|
Listening
and Speaking
|
|
|
|
|
|
|
Conveys
ideas coherently in discussions and conversations. |
|
|
|
|
|
|
Listens
attentively for information and responds to directions |
|
|
|
|
|
The
grade reflects your child’s performance in three skill areas, Reading,
Writing, and Listening and Speaking.
The
specific skills in each area are marked on the 1-4 rubric scale.
Your child’s teacher can suggest specific strategies for you to help
your child at home in areas where he or she is having difficulty.
The
reading level indicates the grade level at which your child is reading. Teachers
in Grades 3-5 use a balanced literacy assessment format at the beginning of the
year to determine the reading level.
Mathematics,
Social Studies and Science:
MATHEMATICS
MARKING
PERIOD WEEKS
|
10 |
20 |
30 |
40 |
Final |
GRADE
|
|
|
|
|
|
EFFORT/PARTICIPATION
|
|
|
|
|
|
|
COMPLETES
ASSIGNMENTS ON TIME |
|
|
|
|
|
|
|
|
|
|
|
|
|
Able
to recognize and apply geometric concepts and problem solving |
|
|
|
|
|
|
Able
to recognize and apply number sense and order |
|
|
|
|
|
|
Memorizes
and utilizes facts |
|
|
|
|
|
|
Computes
accurately and consistently |
|
|
|
|
|
|
Is
able to apply mathematical skills in problem solving |
|
|
|
|
|
|
Able
to interpret information, make conclusions and use visuals and/or
manipulatives |
|
|
|
|
|
|
Reads,
writes, illustrates and compares fractions |
|
|
|
|
|
|
Demonstrates
problem solving skills and can explain solutions clearly |
|
|
|
|
|
|
Able
to identify, measure and use both standard and metric system |
|
|
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|
|
Solves
word problems using a multi step method |
|
|
|
|
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|
Collects,
organizes, displays and analyzes data |
|
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|
The
overall grade in mathematics reflects your child’s mastery at his or her grade
level.
There
may be marking periods where some topics are not presented, and there will be no
rubric number in that skill area. However,
there should be an evaluation of each skill area at some time during the school
year.
Let’s
go on to the right hand side of the report card. First you will find areas for
Science and Social Studies:
MARKING
PERIOD
WEEKS
|
10 |
20 |
30 |
40 |
Final |
GRADE
|
|
|
|
|
|
EFFORT/PARTICIPATION
|
|
|
|
|
|
|
COMPLETES
ASSIGNMENTS ON TIME |
|
|
|
|
|
|
|
|
|
|
|
|
|
Demonstrates
an understanding of grade level science concepts and skills |
|
|
|
|
|
|
Constructs
and uses written reports, drawings, graphs and charts to make valid
predictions |
|
|
|
|
|
|
Able
to explain and apply science vocabulary |
|
|
|
|
|
|
Handles
materials safely and properly |
|
|
|
|
|
MARKING
PERIOD
WEEKS
|
10 |
20 |
30 |
40 |
Final |
GRADE
|
|
|
|
|
|
EFFORT/PARTICIPATION
|
|
|
|
|
|
|
COMPLETES
ASSIGNMENTS ON TIME |
|
|
|
|
|
|
|
|
|
|
|
|
Demonstrates
an understanding of grade level social studies concepts and skills
|
|
|
|
|
|
Can
interpret maps, globes, charts, timelines and graphs to acquire
information
|
|
|
|
|
|
|
Able
to explain and apply social studies vocabulary |
|
|
|
|
|
|
Can
respond in writing to given topic using resource materials |
|
|
|
|
|
The overall grade in these core area subjects reflects your child’s mastery of grade level science and social studies curricula.
The
skill areas identified are those emphasized throughout instruction at all three
grade levels.
Your
child’s teacher can give you suggestions to help you work with your child in
skill areas where weakness is indicated.
The
last area of the report card reflects Responsibilities of the Learner:
These
characteristics lead to four important qualities:
Self-motivation, knowledge of content, social responsibility and strong
self-esteem.
|
|
Quarter
1 |
Quarter
2 |
Quarter
3 |
Quarter
4 |
Attentive
|
Demonstrates
active listening; Follows directions; Participates constructively in
discussions. |
Demonstrates
active listening; Follows directions; Participates constructively in
discussions. |
Demonstrates
active listening; Follows directions; Participates constructively
in discussions. |
Demonstrates
active listening; Follows directions; Participates constructively in discussions. |
Cooperative
|
Works
cooperatively; Engages constructively in activities and tasks |
Works
cooperatively; Engages constructively in activities and tasks |
Works
cooperatively; Engages constructively in activities and tasks |
Works
cooperatively; Engages
constructively in activities and tasks |
Resource
ful
|
Sorts
out problems alone; Seeks help independently |
Sorts
out problems alone; Seeks help independently |
Sorts
out problems alone; Seeks help independently |
Sorts
out problems alone; Seeks help independently |
|
Consider ate |
Respects
diversity rights, feelings, and property of others; Is polite in speech
and manner |
Respects
diversity rights, feelings, and property of others; Is polite in speech
and manner |
Respects
diversity rights, feelings, and property of others; Is polite in speech
and manner |
Respects
diversity rights, feelings, and property of others; Is polite in speech and
manner |
Dili
gent
|
Strives
for personal best; Completes class work on
time |
Strives
for personal best; Completes class work on
time |
Strives
for personal best; Completes class work on
time |
Strives
for personal best; Completes class work on
time |
|
Self
– Control |
Handles
conflict appropriately; Demonstrates self control; Accepts
responsibility for own behaviors |
Handles
conflict appropriately; Demonstrates self control; Accepts
responsibility for own behaviors |
Handles
conflict appropriately; Demonstrates self control; Accepts
responsibility for own behaviors; |
Handles
conflict appropriately; Demonstrates
self control; Accepts responsibility for own
behaviors |
Teachers
will highlight daily skills in need of improvement each quarter.
Please
talk with your child regarding those areas that are highlighted, since his or
her skills in these areas are not consistent.
Your child’s teacher will be happy to work with you in these important
skill areas.
Finally,
let’s look at the back of the report card.
Each quarter you will notice that there is a block for teacher and parent
comments:
|
10 Weeks Conference Requested
ð
Conference Attended ð
|
Conference Requested
ð
Conference Attended ð
Parent Signature:___________________________ |
At
the bottom of the report card you will note the area for Attendance:
ATTENDANCE
|
WEEKS |
10 |
20 |
30 |
40 |
|
ABSENT |
|
|
|
|
|
TARDY |
|
|
|
|
|
Work
is affected by frequent absences and/or tardies |
|
|
|
|
This
area of the report card will indicate any difficulties your child may be
experiencing in academic performance due to attendance. Please contact us if we
can be of assistance in this area.
What if I have questions or
concerns?
The report card committee will
be meeting to review the report card during the school year.
Adjustments can be made after the first year, if necessary.
Feedback from parents, teachers, and administrators is a very important
part of this process.
Your input is always welcome and appreciated.
Please
share any concerns or issues in writing with your child’s classroom teacher,
or the building principal, who will pass it on to the committee.
For your convenience the names and telephone numbers of each building
principal is given below.
The education of your child is at its best when it is a cooperative effort between home and school. With this in mind, it is the district’s hope that the new reporting system will provide the information we need to work together and to support your child in reaching his or her greatest potential.