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

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

GRADE 4Overall Claim: Studentscan demonstrateprogress toward collegeand career readiness inEnglish language artsand literacy.Demonstrates minimal command of theknowledge and skills associated withcollege and career readiness.Demonstrates partial command of the knowledgeand skills associated with college and careerreadiness.Demonstrates sufficient command of theknowledge and skills associated with collegeand career readiness.Demonstrates deep command of theknowledge and skills associated with collegeand career readiness.CLAIM 4: Students canengage in research andinquiry to investigatetopics and to analyze,integrate, and presentinformation.Target 1.PLAN/RESEARCH:Conduct short researchprojects to answer multistepquestions or toinvestigate differentaspects (subtopics) of abroader topic or concept.Target 2. INTERPRET &INTEGRATEINFORMATION: Locateinformation to supportcentral ideas andsubtopics; select andintegrate informationfrom data or print andnon-print text sources.Target 3. ANALYZEINFORMATION/SOURCES:Distinguish relevantirrelevantinformation(e.g., fact/opinion).Level 1 students should be able to rely onlimited research/inquiry methods toproduce a perfunctory or unpersuasiveexplanation of a topic.Level 1 students should be able to conductsimple research projects to answer singlestepquestions or to investigate andparaphrase different aspects of a narrowtopic or concept.Level 1 students should be able to locateinformation to support ideas and selectinformation from data or print and non-printtext sources.Level 1 students should be able todistinguish relevant-irrelevant informationwith sufficient support.Level 2 students should be able to rely onresearch/inquiry methods to produce an overgeneralizedor inconsistent explanation of a topic.Level 2 students should be able to conduct short,limited research projects to answer multi-stepquestions or to investigate and paraphrasedifferent aspects of a broader topic or concept.Level 2 students should be able to locateinformation to support central ideas andsubtopics, and select information and partiallyintegrate information from data or print and nonprintsources.DRAFTLevel 2 students should be able to distinguishrelevant-irrelevant information with minimalsupport.Level 3 students should be able to useresearch/inquiry methods to explore a topicand analyze findings in a reasonable andthorough exploration of a topic.Level 3 students should be able to sufficientlyconduct short research projects to answermulti-step questions or to investigate andparaphrase different aspects of a broadertopic or concept.Level 3 students should be able to sufficientlylocate information to support central ideasand subtopics, and select and integrateinformation from data or print and non-printtext sources.Level 3 students should be able to sufficientlydistinguish relevant-irrelevant information.Level 4 students should be able to useresearch/inquiry methods as a way toengage with a topic; they analyze, integrate,and present findings in a persuasive andsustained exploration of a topic.Level 4 students should be able to conductresearch projects to critically answer multistepquestions or to effectively investigateand paraphrase different aspects of abroader topic or concept.Level 4 students should be able to locateinformation to strongly support central ideasand subtopics, and select and integratecritical information from two or more data orprint and non-print text sources.Level 4 students should be able to thoroughlydistinguish relevant-irrelevant informationfrom multiple sources.Target 4. USE EVIDENCE:Generate conjectures oropinions and citeevidence to support thembased on prior knowledgeand evidence collectedand analyzed.Expectations for Studentsat the Cut ScoresLevel 1 students should be able togenerate minimal conjectures or opinions.Level 2 students should be able to generatepartial conjectures or opinions and include partialevidence to support them based on priorknowledge and evidence collected.The student who just enters Level 2 should beable to:• Conduct simple research projects toanswer single-step questions, or toLevel 3 students should be able to sufficientlygenerate conjectures or opinions and citeevidence to support them based on priorknowledge and evidence collected andanalyzed.The student who just enters Level 3 shouldbe able to:• Conduct short, limited researchprojects to answer multi-stepLevel 4 students should be able to generatestrong conjectures or opinions and thoroughlycite relevant evidence to support them basedon prior knowledge and evidence collectedand analyzed.The student who just enters Level 4 shouldbe able to:• Begin to conduct research projectsto answer multi-step questions, or to24
GRADE 4investigate and paraphrase differentaspects of a narrow topic or concept.• Locate information to support ideas andselect information from data or print andnon-print text sources.• Distinguish relevant-irrelevantinformation with support.• Generate minimal conjectures oropinions.DRAFTquestions, or to investigate andparaphrase different aspects of abroader topic or concept.• Locate information to support centralideas and subtopics and selectinformation and partially integrateinformation from data or print andnon-print sources.• Distinguish relevant-irrelevantinformation without support.• Generate partial conjectures oropinions and include partial evidenceto support them based on priorknowledge and evidence collected.investigate and paraphrase differentaspects of a broader topic orconcept.• Begin to locate information tosupport central ideas and subtopicsand select and integrate criticalinformation from two or more data orprint and non-print text sources.• Begin to thoroughly distinguishrelevant-irrelevant information.• Begin to generate strong conjecturesor opinions and thoroughly citerelevant evidence to support thembased on prior knowledge andevidence collected and analyzed.25
Page 3 and 4: This document provides an overview
Page 5 and 6: Policy ALDsFor both ELA/literacy an
Page 7 and 8: in the core areas of ELA/literacy a
Page 9 and 10: Figure 2. Relationship among Conten
Page 11 and 12: GRADE 4Overall Claim: Students cand
Page 13 and 14: GRADE 4Target 8. KEY DETAILS:Use ex
Page 16 and 17: GRADE 4Target 1. WRITE/REVISEBRIEF
Page 18 and 19: GRADE 4to prompt) andelaboration, a
Page 20 and 21: GRADE 4• Strategically use langua

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

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