Whitnall School District Report Card Content Area Domains


 Eugenia Burke
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1 Whitnall School District Report Card Content Area Domains In order to align curricula kindergarten through twelfth grade, Whitnall teachers have designed a system of reporting to reflect a seamless K 12 experience. The learning domains are the general categories for reporting your student s progress and are reflected on your student s report card. The intent of these categories is to break the larger content area down into strategic and meaningful components. This way, teachers target instruction based upon your student s specific needs and accurately report your student s learning progress. At the classroom level, teachers have divided the learning domains into groups called clusters or strands which are comprised of developmentally appropriate learning standards and learning targets. Standards are the larger overarching knowledge, reasoning, and skills for that level. Learning targets are the smaller chunks of knowledge, reasoning, or skills that build toward the satisfaction of the standard. The domains, clusters, standards, and targets for each content area are unique to each area so as to most clearly communicate progress and the expectations of that area. Teachers continue to work in K 12 teams in order to further address and develop content area domains and specific learning experiences. For questions or concerns regarding your student s specific progress, please contact your student s teacher. For questions, concerns, or comments regarding Whitnall s standards based report card, feel free to contact Tony Brazouski, Ph.D., Executive Director of Academic Achievement at Art Creating: Generate, organize and develop artistic ideas and work. Refine and complete artistic work. Responding Interpret intent and meaning in artistic work Apply criteria to evaluate artistic work. Connecting Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Synthesize and relate knowledge and personal experiences to make art. Physical Education Psychomotor Psychomotor learning includes physical skills such as a movement, coordination, manipulation or actions that provide evidence of gross motor skills. Cognitive Cognitive learning involves knowledge and the development of intellectual skills including the acquisition and appropriate application of specific vocabulary, strategies, tactics, and concepts of various activities. Affective Affective learning includes demonstrating positive attitudes, cooperation, teamwork, safety, and motivation towards physical activity while working with their peers.
2 Mathematics Counting and Cardinality (K) Counting and cardinality begins with early counting and telling how many in one group of objects. The number of objects in small groups is recognized without counting, and counting is extended to the understanding that each successive number name represents a quantity that is one more. Addition, subtraction, multiplication, and division grow from these roots. Know number names and count sequence Count to tell the number of objects Compare numbers Operations and Algebraic Thinking (K 5) Operations and algebraic thinking is about understanding and using numbers. The focus is on whole numbers with an eye toward generalizing to other number systems as well as expressions and equations. The basic operations of addition, subtraction, multiplication, and division are used to solve problems and to understand their mathematical properties and relationships. Understand addition as putting together and subtraction as taking apart Represent and solve problems involving addition and subtraction Understand and apply properties of operations and the relationship between addition and subtraction Work with addition and subtraction equations Represent and solve problems involving multiplication and division Understand the properties of multiplication and the relationship between multiplication and division Solve problems involving the four operations, and identify and explain patterns in arithmetic Number and Operations in Base Ten (K 5) Number and Operations work is intertwined with the mathematical properties and relationships learned in Operations and Algebraic Thinking, but extends into studies of position, base ten units, and computations with strategies and algorithms. Extend the counting sequence Understand the place value system Use place value understanding and properties of operations to add and subtract Generalize place value understanding for multi digit whole numbers Use place value understanding and properties of operations to perform multi digit arithmetic Perform operations with multi digit whole numbers and with decimals to hundredths Number and Operations Fractions (3 5) Work with fractions is an extension of work with whole numbers. Unit fractions are the basic building blocks of fractions like the number 1 is the basic building block of whole numbers. Specifying the whole and understanding equal parts leads to work with equivalent fractions, comparing fractions, and operations with fractions. Decimals are first understood as fractions with denominators of 10 and 100. Develop understanding of fractions as numbers Extend understanding of fraction equivalence and ordering Build fractions from unit fractions by applying and extending operations on whole numbers
3 Understand decimal notation for fractions, and compare decimal fractions Use equivalent fractions as a strategy to add and subtract fractions Apply and extend previous understandings of multiplication and division to multiply and divide fractions Geometry (K 5) Geometry concepts fall into three categories: geometric shapes and their components, properties, and categorization. Composing and decomposing geometric shapes, and lastly structuring two dimensional shapes into smaller equal sized units and arrays of rows and columns. Identify and describe shapes Analyze, compare, create, and compose shapes Reason with shapes and their attributes Draw and identify lines and angles, and classify shapes by properties of their lines and angles Graph points on the coordinate plane to solve real world and mathematical problems. Measurement and Data (K 5) Measurement connects geometry and numbers by measuring attributes such as length or weight in order to allow for the indirect comparisons of objects. Data is split into two strands: categorical data, which focuses on bar graphs as a way to represent and analyze data, and measurement data which builds data sets from actual measurements and is represented using line plots. Work with time and money Measure and estimate lengths in standard units Relate addition and subtraction to length Solve problems involving measurement and estimation of intervals of time, liquid volumes, and mass Understand concepts of area and relate area to multiplication and addition Represent and interpret data Solve problems involving measurement and conversion of measurements Understand concepts of volume and relate volume to multiplication and to addition Music Education (Instrumental and Vocal) Literacy Music literacy focuses on the student s ability to identify, read, write, and interpret the language and symbols of music. Connections Music connections focus on the student s ability to connect classroom learning to a variety of experiences that are relevant to music as well as those extending beyond the (music) classroom. This includes historical and cultural contexts and cross curricular applications. Response Music response focuses on the student s ability to strengthen listening and performance experiences through composition, evaluation, reflection, critique, and analysis. Performance Music performance focuses on the student s ability to incorporate knowledge, ideas, and acquired skills into an expressive (musical) experience or presentation.
4 Science Disciplinary Core Ideas The student demonstrates knowledge of the grade level science content. The disciplinary core ideas are organized into four science content areas: Earth science (the universe, land, water, and air, human impact) Life science (ecosystems, heredity, structures and functions of organisms, adaptations) Physical science (waves, matter, energy, motion) Engineering (design, technology) Crosscutting Concepts The student can apply scientific knowledge to situations using key scientific concepts. Identify patterns; Determine the relationship between cause and effect; Predict how changes in scale, proportion or quantity will affect a system s structure or performance; Group parts into a working system; Track the flow of energy through a system; Determine the relationship between a structure and its function; and, Determine how various factors affect stability or result in change. Science and Engineering Practices The student performs the skills in which scientists and engineers engage. Ask questions and define problems; Develop and use models; Plan and carry out investigations; Analyze and interpret data; Apply mathematical and computational thinking; Construct explanations and design solutions; Engage in argument from evidence; Obtain, evaluate, and communicate information; and, Make a model to represent a scientific principle or solve an engineering problem. English Language Arts Reading Literature/Informational Text The student reads and comprehends a broad range of increasingly challenging literary and informational text. Show a steadily growing ability to read closely Identify key ideas and details Make connections among ideas and between texts Use an author s craft and structure to make meaning. Acquire the habits of reading independently Foundational Skills The student develops a working knowledge of the alphabetic principle:
5 Show understanding of print concepts (K 1) Show understanding of phonological awareness (K 1) Know and apply phonics and word recognition (K 5) Read with fluency (K 5) Writing The student applies writing skills as a way of communicating to an audience. Write a variety of text types (opinion/argumentative, informative/explanatory, and narrative) Produce clear writing appropriate to task through planning, revising, editing. Use research to build and present knowledge. Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences. Language The student applies language skills important to reading, writing, speaking, and listening. Demonstrate conventions of standard English Apply knowledge of language to understand how language functions, to make effective choices, and to comprehend when reading or listening Acquire and use accurately a range of general academic and domain specific words and phrase Speaking and Listening The student participate in a variety of of rich, structured conversations as part of a whole class, in small groups, and with a partner. Demonstrate comprehension and collaboration skill Present knowledge and ideas appropriate to audience and task Social Studies ( Coming Soon ) Developing Questions The student can develop questions that frame and advance an inquiry. Identify compelling questions representing enduring issues in the field of social sciences. Create compelling questions for the process of planning inquiries. Create supporting questions to advance inquiries through disciplinary concepts. Determine the types of sources that will be helpful in answering compelling and supporting questions. Disciplinary Concepts The student can apply disciplinary concepts to create, explore, and revise an inquiry framework. Students will frame inquiry through four core social studies disciplines: Civics (Institutions, Participation, Rules and Laws) Economics (Decision Making, Exchange, Markets) Geography (Representations, Interaction, Patterns and Movements)
6 History (Change and Continuity, Context, Perspectives, Historical Sources, Causation and Argumentation) Evaluating Sources The student can evaluate source materials in order to develop a claim regarding compelling and supporting questions. Gather information relevant to compelling and supporting questions from multiple types of sources. Evaluate the credibility of sources. Refine claims through the identification of source inconsistencies and possible counterclaims. Communicating Conclusions The student can construct conclusions regarding compelling questions through clear and effective argumentation. Construct arguments using precise and knowledgeable claims. Construct an explanation related to an argument using analytical skills. Present arguments and explanations using print and digital technologies to a range of audiences. Critique the credibility of reasoning within arguments and evidence. Assess the limitations and viability for individual and collective informed action. Apply the inquiry process and conclusions gathered to take informed action.
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