SBAC Achievement Level Descriptors, Grade 4 - ND Curriculum ...

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$North Dakota Seventh Grade Math Common Core - ND Curriculum ...$

GRADE 4Target 1. WRITE/REVISEBRIEF TEXTS: Write orrevise one or moreparagraphs,demonstrating specificnarrative strategies (useof dialogue, sensory orconcrete details,description), chronology,appropriate transitionalstrategies for coherence,or author’s’ craftappropriate to purpose(closure, detailingcharacters, plot, setting,or an event).Target 2. COMPOSE FULLTEXTS: Write fullcompositions,demonstrating narrativestrategies (dialogue,sensory or concretedetails, description),structures, appropriatetransitional strategies forcoherence, and authors’craft appropriate topurpose (closure,detailing characters, plot,setting, and events).Target 3. WRITE/REVISEBRIEF TEXTS: Write orrevise one or moreinformational/explanatoryparagraphsdemonstrating ability toorganize ideas by statinga focus, includingappropriate transitionalstrategies for coherenceor supporting evidenceand elaboration, orwriting body paragraphsor a conclusionappropriate to purposeand audience.Level 1 students should be able to write orrevise one simple-structure paragraph,demonstrating minimal use of narrativetechniques, chronology, or appropriatetransitional strategies for coherence.Level 1 students should be able to writefull, simple compositions, demonstratingminimal use of narrative techniques,structures, or appropriate transitionalstrategies for coherence.Level 1 students should be able to write orrevise one simple-structureinformational/explanatory paragraph,rarely demonstrating ability to organizeideas by stating a focus, includingsupporting evidence and someelaboration, or writing body paragraphs, oran underdeveloped conclusion.Level 2 students should be able to write or reviseone paragraph, demonstrating narrativetechniques, chronology, appropriate transitionalstrategies for coherence, or authors' craft withmisdirected purpose.Level 2 students should be able to write fullcompositions, occasionally demonstrating narrativetechniques, appropriate transitional strategies forcoherence, or author’s craft with misdirectedpurpose.Level 2 students should be able to write or reviseone informational/explanatory paragraph,minimally demonstrating ability to organize ideasby stating a focus, including transitional strategiesfor coherence or supporting evidence andelaboration, or writing body paragraphs or aconclusion.DRAFTLevel 3 students should be able to write orrevise one or more paragraphs,demonstrating specific narrative techniques,chronology, appropriate transitionalstrategies for coherence, or authors' craftappropriate to purpose.Level 3 students should be able to write fullcompositions, sufficiently demonstratingspecific narrative techniques, appropriatetransitional strategies for coherence, andauthor's craft appropriate to purpose.Level 3 students should be able to write orrevise one or more informational/explanatoryparagraphs, sufficiently demonstrating abilityto organize ideas by stating a focus, includingappropriate transitional strategies forcoherence or supporting evidence andelaboration, or writing body paragraphs or aconclusion appropriate to purpose andaudience.Level 4 students should be able to write orrevise more than one complex paragraph,demonstrating specific narrative techniques,chronology, appropriate transitionalstrategies for coherence, and authors' craftappropriate to purpose.Level 4 students should be able to write full,complex compositions, clearly demonstratingspecific narrative techniques, appropriatetransitional strategies for coherence, andauthor's craft appropriate to purpose.Level 4 students should be able to write orrevise more than one complexinformational/explanatory paragraph, clearlydemonstrating ability to organize ideas bystating a focus, including appropriatetransitional strategies for coherence or strongsupporting evidence and elaboration, andwriting body paragraphs and a strongconclusion appropriate to purpose andaudience.18
GRADE 4Target 4. COMPOSE FULLTEXTS: Write fullinformational/explanatorytexts on a topic, attendingto purpose and audience:organize ideas by statinga focus, includestructures andappropriate transitionalstrategies for coherence,include supportingevidence (from sourceswhen appropriate toprompt) and elaboration,and develop anappropriate conclusion.Target 5. USE TEXTFEATURES: Use textfeatures (headings, boldtext, captions, etc.) ininformational texts toenhance meaning.Target 6. WRITE/REVISEBRIEF TEXTS: Write orrevise one or moreparagraphsdemonstrating ability tostate opinions abouttopics or sources: set acontext, organize ideas,develop supportingevidence/reasons andelaboration, or develop aconclusion appropriate topurpose and audience.Target 7. COMPOSE FULLTEXTS: Write full opinionpieces about topics orsources, attending topurpose and audience:organize ideas by statinga context and focus,include structures andappropriate transitionsfor coherence, developsupportingevidence/reasons (fromsources when appropriateLevel 1 students should be able to writefull, simple informational/explanatorytexts on a topic, rarely attending topurpose and audience; use minimalorganization of ideas with underdevelopedfocus and minimal structures andtransitional strategies for coherence; andinclude minimal evidence and elaborationand an underdeveloped conclusion.Level 1 students should be able to, withsignificant support, use text features ininformational texts to enhance meaning.Level 1 students should be able to write orrevise one simple paragraph, minimallydemonstrating ability to state opinionsabout topics or sources, include feworganized ideas, loosely developevidence/reasons and elaboration, orinclude an underdeveloped conclusion.Level 1 students should be able to writesimple opinion pieces, demonstratingminimal ability to state an opinion about atopic or source, minimally attending topurpose and audience; organize few ideasby stating a context and focus; andinclude few structures and transitions forcoherence, few supportingreasons/evidence, and anunderdeveloped conclusion.Level 2 students should be able to writeinformational/explanatory texts on a topic,occasionally attending to purpose and audience;organize ideas by stating a focus; includestructures and transitional strategies forcoherence; and include evidence, elaboration anda conclusion.Level 2 students should be able to, with minimalsupport, use text features in informational texts toenhance meaning.Level 2 students should be able to write or reviseone paragraph, partially demonstrating ability tostate opinions about topics or sources, set a loosecontext, minimally organize ideas, developevidence/reasons and elaboration, or develop aconclusion with limited purpose and audience.DRAFTLevel 2 students should be able to write opinionpieces, occasionally demonstrating ability to stateopinions about topics or sources, attending topurpose and audience; organize ideas by stating acontext and focus; include structures andtransitions for coherence; include some supportingevidence/reasons and elaboration; and develop aconclusion.Level 3 students should be able to write fullinformational/explanatory texts on a topic,attending to purpose and audience; organizeideas by stating a focus; include structuresand appropriate transitional strategies forcoherence; include supporting evidence andelaboration; and develop an appropriateconclusion.Level 3 students should be able to sufficientlyuse text features in informational text toenhance meaning.Level 3 students should be able to sufficientlywrite or revise one or more paragraphs,demonstrating ability to state opinions abouttopics or sources, set a context, organizeideas, develop supporting evidence/reasonsand elaboration, or develop a conclusionappropriate to purpose and audience.Level 3 students should be able tosufficiently write full opinion pieces,demonstrating ability to state opinions abouttopics or sources, attending to purpose andaudience; organize ideas by stating a contextand focus; include structures and appropriatetransitions for coherence; develop supportingevidence/reasons and elaboration; anddevelop an appropriate conclusion.Level 4 students should be able to write full,complex informational/explanatory texts on atopic, clearly attending to purpose andaudience; organize ideas by stating a focus;include structures and appropriatetransitional strategies for coherence; includestrong supporting evidence and elaboration;and include a well-developed, appropriateconclusion.Level 4 students should be able to use textfeatures in above-grade-level informationaltexts to enhance meaning.Level 4 students should be able to write orrevise more than one complex paragraph,clearly demonstrating ability to state opinionsabout topics or sources, set a clear context,efficiently organize ideas, develop strongsupporting evidence/reasons andelaboration, and develop a well-statedconclusion appropriate to purpose andaudience.Level 4 students should be able to, writecomplex opinion pieces, clearlydemonstrating ability to state opinions abouttopics or sources, effectively attending topurpose and audience; efficiently organizeideas by stating a context and focus; includemore complex structures and appropriatetransitions for coherence; develop strongsupporting evidence/reasons andelaboration; and develop an appropriate,well-developed conclusion.19
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SBAC Achievement Level Descriptors, Grade 4 - ND Curriculum ...

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