PEP-Lower Elementary Report Card 12-13

Transcription

1 PEP-Lower Elementary Report Card - Student Name tical Life The student understands and follows the ground rules. Lakeland Montessori Lower Elementary (6-9) The student exhibits self-control in group lessons; speaking in turn, attending to speaker, and sitting appropriately with respect for others. The student is able to organize his belongings and supplies. The student exhibits body awareness and control of movement. The student takes responsibility for housekeeping chores to care for the environment. The student exhibits independence in all aspects of the lunch procedure. The student treats fellow students and adults with kindness and common courtesy. Social / Emotional Development and Work Habits The student makes constructive independent choices during work time. The student participates in class council meetings and shares thoughts and feelings. The student participates in community service projects. The student is able to use a conflict resolution process to solve problems with his/her peers and exhibits a willingness to create win-win solutions. The student is willing to accept and complete assigned tasks. The student knows how to ask for help when needed. The student comes to lessons prepared. The student can follow a work plan independently. Reading Identifies individual sounds in words. (S) Blends three to five sounds to form words. (S) Separates simple words into individual sounds. (S) Creates new words by adding, taking away or changing letter sounds. (S) Retells the main idea and details. (S) Puts important story events in order. (S) Locates information through the use of directions, graphs, charts and captions. (S) Identifies and compares characters and settings. (S) Produces sounds from letters, one syllable and multi-syllable words and in isolation and in context. (S,S) Determines the correct meaning of words with multiple meanings in context. (S,S) Reads and discusses new vocabulary. (S,S) Makes and confirms predictions about a story. (S,S) Reads grade level text orally with accuracy, appropriate rate and expression. (S,S) Identifies the author's purpose. (S,S) =duced =ticing Pro=Proficient MRX 00-0 Page Fri, Jul 6, 0 5::4 PM

2 Reading Applies knowledge of spelling patterns to identify syllables. (S) Decodes one syllable and multi-syllable words in isolation and in context. (S) Identifies text features (title, subheadings, captions). (S) Identifies and describes the elements of story structure (setting, plot, character, plot, problem, solution). (S) Uses specific information to answer questions from non-fiction text. (S) Determines the meanings of words using both electronic and standard dictionaries. (S) Understands the difference between fiction and nonfiction. Thinks of interpretative questions about their readings. Expresses their opinions about their readings. Is able to critically evaluate information and use it accurately and creatively. Reads a variety of self-selected or assigned literary and informational text. Language The student is familiar with the history of symbolic language, its importance in the development of civilization, and its use as a means of communication. Uses a variety of reference materials to find information (table of contents, glossary, index). Identifies parts of speech in a phrase or sentence. Identifies questions and elements for the subject, predicate, direct object, indirect object, and single word adjectival and adverbial modifiers. Identifies antonyms, synonyms and homophones (ex. hear and here). (S,S) Recognizes common abbreviations, compound words and contractions. (S,S) Recognizes and correctly uses regular and irregular plurals. (S) Writing Uses a variety of strategies to prepare for writing. Develops idea with strong organized content development (overall message is clear). Uses voice in writing (student speaks to audience with tone, respect, and purpose). Demonstrates sentence fluency with sentences that are well built, varied in structure, and rhythmic. Uses appropriate word choices and vocabulary that creates images, clarifies and expands ideas. Writes a finished poem, letter and book report using peer and teacher editing. Writes a basic research report of two to three pages using two to three resources. Writes narratives that include main idea, characters and sequence. (S) Uses writing rules and conventions of speech (common spelling patterns, punctuation marks, capital letters, parts of speech, grammar) (S,S) Produces creative, informative and persuasive writing with connected paragraphs on a topic. (S,S) Organizes details in sequence (clear beginning, middle, end). (S) Demonstrates legible printing skills. (S) =duced =ticing Pro=Proficient MRX 00-0 Page Fri, Jul 6, 0 5::4 PM

3 Cosmic Education (Integration of Science, Geography, History and the Arts through the study of The 5 Great lessons) Views history as an inspiration. Is aware of the variety of theories of how the universe began. Is aware that chemicals combine to form the properties of the earth and solar system. Is aware that the properties of the universe effect weather patterns and land and water formations. Has been introduced to molecular science. Describes and utilizes the process of scientific inquiry. Develops and predicts the outcome of an experiment/ makes an hypothesis. Uses observation as a method to collect scientific data. Sets up and conducts a scientific experiment. Analyzes observational data and/or the results of an experiment. Uses scientific inquiry information as the basis for new questions and further research. Is aware of the natural laws of the universe. Has a basic knowledge of the principles and nomenclature of the following scientific areas: Astronomy, Geology and Earth Sciences, Chemistry and Molecular Science, and Physical Science. Is aware of the inter-relationship between the above sciences. Is aware of the history of life on earth. Is aware of the significance of the web of life and the food chain. Is aware that life on earth has been and is diversified and has adapted throughout history. Is aware of the factors that have and do support life throughout the history of the planet. Has basic knowledge of zoology nomenclature. Has basic knowledge of zoology classification. Has basic knowledge of botany nomenclature. Has basic knowledge of botany classification. Has basic knowledge of biomes/ecology. Is aware of the fundamental needs of humans (both material and spiritual) and how those needs have been met throughout history and across cultures. Has an awareness of the environmental impact of humans on earth. Has an awareness and appreciation for the development and advancement of civilizations throughout history. Has an awareness of the impact of discoveries and inventions. Has an awareness of the interconnection and interdependence of humans with other humans and all life in the universe. Has an awareness of the various biomes and the effect of natural resources on meeting the needs of humans. Has an awareness of physical geography. Has an awareness of political geography. =duced =ticing Pro=Proficient MRX 00-0 Page Fri, Jul 6, 0 5::4 PM

4 Cosmic Education (Integration of Science, Geography, History and the Arts through the study of The 5 Great lessons) Has an awareness of cultural geography. Has an awareness of economics. Has an understanding of the significance of the development of human language; specifically appreciating that humans are the only species to fully develop symbolic language. Has an appreciation for the influence that human language has had on the development of civilization. Has a basic understanding of how the historical development of language has influenced styles and forms of communication used today. Has a basic knowledge of cultural, geography, political geography, and anthropology in relationship to development of communication. Has an awareness of the significance of humans developing numerical systems. Understands the influence numerical systems have had on the development of society. Has an awareness of how the history of numbers has provided the foundation for the mathematical and geometrical systems used today. Expresses themselves musically as they continue to build skills and knowledge. Uses visual arts media and tools appropriately. Mathematics-Number Sense, Concepts and Operations Demonstrates an understanding of base-ten numerations system and place-value concepts. Demonstrates an understanding of addition and subtraction strategies, quick recall of addition and related subtraction facts and fluency with multi-digit addition and subtraction. Demonstrates an understanding of multiplication and division and strategies for basic multiplication facts and related division facts. Mathematics-Measurement Demonstrates an understanding of measurement to include length, weight and capacity and temperature. Measure by using iterations of a unit, and count the unit measures by grouping units. Develop an understanding of linear measurement and facility in measuring lengths. (S) Demonstrates an ability to identify the value of money and units of time. Math - Fractions and Decimals Demonstrates an understanding of fractions and fraction equivalence. Demonstrates an understanding of operations involving fractions. Has been introduced to decimal fractions. Art Appreciation and Application Create and discuss works of art that convey personal interests. (VAC) Gather clues to help interpret and reflect on works of art. (VAC) Describe visual imagery used to complete artwork. (VAC) Use various media or techniques to learn how changes affect the completed artwork. (VAC) =duced =ticing Pro=Proficient MRX 00-0 Page 4 Fri, Jul 6, 0 5::4 PM

5 Art Appreciation and Application Identify vocabulary that is used in both visual art and other contexts. (VAC) Distinguish between artwork, utilitarian objects, and objects from nature. (VAC) Use various art media and real or imaginary choices to create artwork. (VAF) Identify how classmates solve artistic problems. (VAF) Explain how artists impact the appearance of items for sale in stores. (VAF) Describe the use of art to share community information. (VAF) Follow directions for completing classroom tasks in a specified timeframe to show early development of st-century skills. (VAF) Discuss how different works of art communicate information about a particular culture. (VAH) Discuss suitable behavior expected of audience members. (VAH) Describe ways in which artists use their work to share knowledge and life experiences. (VAH) Compare artworks from different cultures, created over time, to identify differences in style and media. (VAH) Identify objects of art that are used every day for utilitarian purposes. (VAH) Identify places in which artworks may be viewed by others. (VAH) Identify connects between visual art and other content areas. (VAH) Identify and use the structural elements of art and organizational principles of design to support artistic development. (VAO) Create imagery and symbols to express thoughts and feelings. (VAO) Use personal symbols in artwork to document surroundings and community. (VAO) Experiment with art processes and media to express ideas. (VAS) Use varied processes to develop artistic skills when expressing personal thoughts, feelings, and experiences. (VAS) Use accurate art vocabulary to communicate ideas about art. (VAS4) tice correct use of tools with various art media, techniques, and processes. (VAS) Describe the steps used in art production. (VAS) tice skills and techniques to create with two-and/or three-dimensional media. (VAS) Discuss the qualities of good craftsmanship. (VAS) Demonstrate safety procedures for using art tools and materials. (VAS) Identify and be respectful of artwork that belongs to others and represents their ideas. (VAS4) Use the art-making process to communicate personal interests and self-expression. (VAC) Reflect on and discuss various possible meanings in works of art. (VAC) Use appropriate decision-making skills to meet intended artistic objectives. (VAC) Identify skillful techniques used in works by peers and others. (VAC) Use suggestions from others to modify the structural elements of art. (VAC) Use accurate art vocabulary to identify connections among visual art and other contexts. (VAC) =duced =ticing Pro=Proficient MRX 00-0 Page 5 Fri, Jul 6, 0 5::4 PM

6 Art Appreciation and Application Compare artworks with utilitarian objects and use accurate art vocabulary to describe how they are the same and how they are different. (VAC) Use imagination to create unique artwork incorporating personal ideas and selected media. (VAF) Explore the advantages of having multiple solutions to solve an artistic problem. (VAF) Identify work created by artists and designers. (VAF) Describe the use of art to promote events within the school or community. (VAF) Work with peers to complete a task in art. (VAF) Use time effectively while focused on art production to show early development of st-century skills. (VAH) Identify examples in which artists have created works based on cultural and life experiences. (VAH) Distinguish between appropriate and inappropriate audience behavior. (VAH) Identify differences or similarities in artworks across time and culture. (VAH) Identify objects from everyday life that have been designed and created using artistic skills. (VAH) Identify the physical features or characteristics of artworks displayed in the community. (VAH) Describe connections made between creating with art ideas and creating with information from other content areas. (VAH) Employ structural elements of art and organizational principles of design in personal work to develop awareness of the creative process. (VAO) Use personal experience to convey meaning or purpose in creating artworks. (VAO) Create personally meaningful works of art to document and explain ideas about local and global communities. (VAO) Experiment with tools and techniques as part of art-making processes. (VAS) Explore art from different time periods and cultures as sources for inspiration. (VAS) Use accurate art vocabulary to discuss art. (VAS4) Develop artistic skills through repeated experiences with art media, techniques, processes, and tools. (VAS) Follow sequential procedures focused on art production. (VAS) Manipulate art materials and refine techniques to create two-and/or three-dimensional personal works. (VAS) Demonstrate growth in craftsmanship through purposeful practice. (VAS) Follow directions for safety procedures and explain their importance in the art room. (VAS) Reflect on and interpret works of art, using observation skills, prior knowledge, and experience. (VAC) Describe the difference between using one's own ideas, using someone else's ideas as one's own, and drawing inspiration from the works of others. (VAS4) Use the art-making process to develop ideas for self-expression. (VAC) Assess personal artworks for completeness and success in meeting intended objectives. (VAC) Compare techniques used by peers and established artists as a basis for improving one's own work. (VAC) =duced =ticing Pro=Proficient MRX 00-0 Page 6 Fri, Jul 6, 0 5::4 PM

7 Art Appreciation and Application Use constructive criticism to improve artwork. (VAC) Critique one's own and others' artworks, and identify the use of structural elements of art and organizational principles of design. (VAC) Describe the connections between visual art and other contexts through observation and art criticism. (VAC) Explain the similarities and differences between artworks and utilitarian objects. (VAC) Manipulate art media and incorporate a variety of subject matter to create imaginative artwork. (VAF) Explore the effects and merits of different solutions to solve an artistic problem. (VAF) Identify places where artists or designers have made an impact on the community. (VAF) Create artwork that communicates an awareness of events within the community. (VAF) Collaborate to complete a task in art. (VAF) Demonstrate the skills needed to complete artwork in a timely manner, demonstrating perseverance and development of st-century skills. (VAF) Describe cultural similarities and differences in works of art. (VAH) Describe the importance of displaying suitable behavior as part of an art audience. (VAH) Identify and be respectful of ideas important to individuals, groups, or cultures that are reflected in their artworks. (VA H) Compare differences or similarities in artworks across time and culture (VAH) Examine artworks and utilitarian objects, and describe their significance in the school and/or community. (VAH) Describe various venues in which artwork is on display for public viewing. (VAH) Discuss how knowledge gained in the visual art classroom can serve as prior knowledge in other classrooms. (VAH) Demonstrate how the organizational principles of design are used to arrange the structural elements of art in personal work. (VAO) Use creative and innovative ideas to complete personal artworks. (VAO) Manipulate tools and media to enhance communication in personal artworks. (VAS) Use diverse resources to inspire artistic expression and achieve varied results. (VAS) Incorporate ideas from art exemplars for specified time periods and cultures. (VAS) Choose accurate art vocabulary to describe works of art and art processes. (VAS4) Integrate the structural elements of art and organizational principles of design with sequential procedures and techniques to achieve an artistic goal. (VAS) Follow procedures, focusing on the art-making process. (VAS) Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks. (VAS) Develop craftsmanship skills through repeated practice. (VAS) Work within safety guidelines while using tools, media, techniques, and processes. (VAS) Demonstrate awareness of copyright laws to show respect for the ideas of others when creating art. =duced =ticing Pro=Proficient MRX 00-0 Page 7 Fri, Jul 6, 0 5::4 PM

8 Art Appreciation and Application (VAS4) Music Appreciation and Application Create sounds or movement freely with props, instruments, and/or found sounds in response to various music styles and/or elements. (MUF) Respond to specific, teacher-selected musical characteristics in a song or instrumental piece. (MUC) Respond to music from various sound sources to show awareness of differences in musical ideas. (MUC) Classify instruments into pitched and unpitched percussion families. (MUC) Differentiate between music performed by one singer and music performed by a group of singers. (MUC4) Identify the similarities and differences between two performances of a familiar song. (MUC) Share different thoughts or feelings people have about selected pieces of music. (MUC) Describe how he or she likes to participate in music. (MUF) Demonstrate appropriate manners and teamwork necessary for success in a music classroom. (MUF) Perform simple songs, dances, and musical games from a variety of cultures. (MUH) Explain the work of a composer. (MUH) Respond to contrasts in music as a foundation for understanding structure. (MUO) Identify and perform folk music used to remember and honor America and its cultural heritage. (MUH) Identify patterns of a simple, four-measure song or speech piece. (MUO) Explore the use of instruments and vocal sounds to replace or enhance specified words or phrases in children's songs, choral readings of poems and stories, and/or chants. (MUH) Respond to changes in tempo and/or dynamics within musical examples. (MUO) Improvise a four-beat response to a musical question sung or played by someone else. (MUS) Create short melodic and rhythmic patterns based on teacher-established guidelines. (MUS) Sing or play songs, which may include changes in verses or repeats, from memory. (MUS) Sing simple songs in a group, using head voice and maintaining pitch. (MUS) Play three-to five-note melodies and/or accompaniments on classroom instruments. (MUS) Sing simple la-sol-mi patterns at sight. (MUS) Match simple aural rhythm patterns in duple meter with written patterns. (MUS4) Show visual representation of simple melodic patterns performed by the teacher or a peer. (MUS5) Identify appropriate listening skills for learning about musical examples selected by the teacher. (MUC) Respond to a piece of music and discuss individual interpretations. (MUC) Classify unpitched instruments into metals, membranes, shakers, and wooden categories. (MUC) Identify child, adult male, and adult female voices by timbre. (MUC4) =duced =ticing Pro=Proficient MRX 00-0 Page 8 Fri, Jul 6, 0 5::4 PM

9 Music Appreciation and Application Identify strengths and needs in classroom performances of familiar songs. (MUC) Discuss why musical characteristics are important when forming and discussing opinions about music. (MUC) Create a musical performance that brings a story or poem to life. (MUF) Describe how people participate in music. (MUF) Collaborate with others in a music presentation and discuss what was successful and what could be improved. (MUF) Perform songs, musical games, dances, and simple instrumental accompaniments from a variety of cultures. (MUH) Identify the primary differences between composed and folk music. (MUH) Discuss how music is used for celebrations in American and other cultures. (MUH) Perform and compare patterns, aurally and visually, found in songs, finger plays, or rhymes to gain a foundation for exploring patterns in other contexts. (MUH) Identify basic elements of music in a song or instrumental excerpt. (MUO) Identify the form of a simple piece of music. (MUO) Describe changes in tempo and dynamics within a musical work. (MUO) Improvise short phrases in response to a given musical question. (MUS) Create simple ostinati to accompany songs or poems. (MUS) Sing or play songs, which may include changes in dynamics, lyrics, and form, from memory. (MUS) Sing songs in an appropriate range, using head voice and maintaining pitch. (MUS) Play simple melodies and/or accompaniments on classroom instruments. (MUS) Sing simple la-sol-mi-do patterns at sight. (MUS) Compare aural melodic patterns with written patterns to determine whether they are the same or different. (MUS4) Show visual, gestural, and traditional representation of simple melodic patterns performed by someone else. (MUS5) Describe listening skills and how they support appreciation of musical works. (MUC) Respond to a musical work in a variety of ways and compare individual interpretations. (MUC) Identify families of orchestral and band instruments. (MUC) Discriminate between unison and two-part singing. (MUC4) Evaluate performances of familiar music using teacher-established criteria. (MUC) Identify musical characteristics and elements within a piece of music when discussing the value of the work. (MUC) Enhance the meaning of a story or poem by creating a musical interpretation using voices, instruments, movement, and/or found sounds. (MUF) Identify musicians in the school, community, and media. (MUF) Describe opportunities for personal music-making. (MUF) Collaborate with others to create a musical presentation and acknowledge individual contributions as an =duced =ticing Pro=Proficient MRX 00-0 Page 9 Fri, Jul 6, 0 5::4 PM

10 Music Appreciation and Application integral part of the whole. (MUF) Compare indigenous instruments of specified cultures. (MUH) Identify significant information about specified composers and one or more of their musical works. (MUH) Identify timbre(s) in music from a variety of cultures. (MUH) Discuss how music in America was influenced by people and events in its history. (MUH) Experience and discuss, using correct music and other relevant content-area vocabulary, similarities in the use of pattern, line, and form in music and other teacher-selected contexts. (MUH) Identify, using correct musical vocabulary, the elements in a musical work. (MUO) Identify and describe the musical form of a familiar song. (MUO) Rearrange melodic or rhythmic patterns to generate new phrases. (MUO) Describe how tempo and dynamics can change the mood or emotion of a piece of music. (MUO) Improvise rhythms or melodies over ostinati. (MUS) Create an alternate ending to a familiar song. (MUS) Identify patterns in songs to aid the development of sequencing and memorization skills. (MUS) Sing rounds, canons, or ostinati in an appropriate range, using head voice and maintaining pitch. (MUS) Play melodies and layered ostinati, using proper instrumental technique, on pitched and unpitched instruments. (MUS) Sing simple la-sol-mi-re-do patterns at sight. (MUS) Match simple aural rhythm pattern in duple and triple meter with written patterns. (MUS4) Notate simple rhythmic and melodic patterns using traditional notation. (MUS50 Physical Education Student actively participates. Student demonstrates understanding of skills and concepts. =duced =ticing Pro=Proficient MRX 00-0 Page 0 Fri, Jul 6, 0 5::4 PM