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Fort Zumwalt School District--Office of Curriculum and Instruction 4th Grade ELA Proficiency Scales - 8-24-17

Grade Level:4th Grade

Standard: Reads and comprehends text

Score Expectation Descriptor Additional Instructional Information

4Proficient

The student will:● Read and comprehend text independently at a DRA Level 40

Nonfiction.

● In the fall teachers should not test above a 50 Fiction.

● In the spring teachers should not test above a 50 Nonfiction.

3Approaching

Proficient

The student will:● Read and comprehend text independently at a DRA Level 40

Fiction.

2Beginning Progress

The student will:● Read and comprehend a text independently at a DRA Level 38

Nonfiction.

1Not Proficient

The student will be:● Read and comprehend a text independently at a DRA Level 38

Fiction or below.



Standard: Refers to details and examples when drawing inferences from the textRL.4.1, RI.4.1


4Proficient

The student will:● Make inferences and explain how specific details and

examples from the text support their inferences.

● Example: (From Unit 1 Module A Porpoises and Peril, pg. 5), I infer that Professor Q can’t walk because the text said, “she pushed the forward button on her wheelchair and glided closer to the others.”

3Approaching

Proficient

The student will:● Make inferences, and support inferences with general

details and examples from the text.

● Example: I infer that Professor Q can’t walk because she is in a wheelchair.

2Beginning Progress

The student will:● With prompting, make inferences. With prompting, the

student is able to support inferences with general ideas from the text.

● Unable to be successful without teacher assistance.

1Of Concern

The student is:● Unable to make inferences and explain how details and

examples from the text support their inferences.


Standard: Determines meaning of wordsRL.4.4, RI.4.4



4Proficient

The student will:● Use various strategies and/or reference materials to

accurately determine the meaning of unknown words and phrases.

● Accurately determines the meaning of the word and/or phrases as it is used in a specific text.

● Strategies: context clues, affixes, root words, synonyms, antonyms

● Reference materials: dictionary, glossary

● Literature text - unknown words and phrases including figurative language

● Informational text - general academic and domain-specific words and phrases in relevant grade level text

3Approaching

Proficient

The student will:● Use various strategies and/or reference materials to

accurately determine the meaning of unknown words and phrases.

● Inaccurately determines the meaning of the unknown word and/or phrase as it is used in a specific text.

● Meaning of the word maybe incorrect (sometimes effects the understanding of the text)

2Beginning Progress

The student will:● With prompting and/or support, use strategies and

reference materials to determine the accurate meaning of words and phrases as it is used in a specific text.

1Of Concern

The student:● Unable to identify unknown words and phrases.● Lacks knowledge of strategies needed to determine the

meaning of unknown words and phrases.


Standard: Character traits, motivations, & feelingsRL.4.3



4Proficient

The student will:● Use specific details from the text to describe the characters,

settings, and/or events in depth.

● When students are drawing on specific details for their descriptions the focus should be on the character's thoughts, words, or actions.

● Example: (From Unit 1 Module A Porpoises and Peril, pg. 12), Describe Jada’s character.

Jada is organized, because the text said, she brought the satellite receiver because she knew that their was no internet connection.

3Approaching

Proficient

The student will:● Use general details from the text to describe characters, settings

and/or events.

● Example: (From Unit 1 Module A Porpoises and Peril, pg. 12), Describe Jada’s character.

Jada is organized because she has all her supplies.

2Beginning Progress

The student will:● With prompting, use details from the text to describe the

characters, setting, and/or events.

1Of Concern

The student is:● Unable to describe the characters, setting, and events with

details from the text.


Standard: Determines the theme of a text RL.4.2



4Proficient

The student will:● Determine the theme in a story, drama, or poem and explain how it is

conveyed through key details in the text.● Accurately states the theme in a complete sentence or phrase.

● Example:Theme for Charlotte’s Web,To be a good friend means to be loyal.

* Theme should be stated as a complete thought to be proficient. A 1 or 2 word phrase would not qualify.

3Approaching

Proficient

The student will:● Determine the theme in a story, drama, or poem.● Identify key details that do not support the theme they have chosen.

2Beginning Progress

The student will:● With support determine the theme in a story, drama, or poem and explain

how it is conveyed through key details in the text.

1Of Concern

The student is:● Unable to determine the theme.


Standard: Determines the main idea and supporting details of a textRI.4.2


4Proficient

The student will:

● Identify the main idea of a text, and explain how it is supported by key

● Example: (From Unit 1 Module A Fragile Frogs, pg. 6, paragraph 2),

Main Idea: Habitat loss is a big problem for


details in the text. amphibians.Details: 1. Amphibians die when wetlands are drained, ponds are filled or forests are cut down. 2. When habitats are fragmented or chopped into small pieces to build houses, roads, or shopping centers..

3Approaching

Proficient

The student will:● Identify the main idea of a text, and explain how it is supported by key

details in the text. Key details might be missing.

● Example: (From Unit 1 Module A Fragile Frogs, pg. 5),

Main Idea: Habitat loss is a big problem for amphibians.Details: 1. Amphibians die when wetlands are drained, ponds are filled or forests are cut down. 2. Frogs have to hop across parking lots.

*Detail 2 proves the student has a difficulty pulling out KEY details that support the main idea. .

2Beginning Progress

The student will:● With support, may or may not be able to identify the main idea of a text, and

identify key details that support the main idea.

1Of Concern

The student is:● Unable to determine the main idea and key details.


Standard: Text StructureRL.4.5, RI.4.5


4Proficient

The student will:● Effectively describe the overall structure of events, ideas, concepts, or

information in a text or part of a text. (informational)● Effectively explain major differences between poems, drama, and prose,

and refer to the structural elements of poems and drama when writing or speaking about a text. (literature)

● Structure: chronology, comparison, cause/effect, problem/solution, etc.

● Structural elements of poems: stanza, line, verse, rhythm, meter, etc.

● Structural elements of drama: casts


of characters, settings, descriptions, dialogue, stage directions, etc.

3Approaching

Proficient

The student will:● Adequately describe the overall structure of events, ideas, concepts, or

information in a text or part of a text with errors. (informational)● Adequately explain major differences between poems, drama, and

prose, and refer to the structural elements of poems and drama when writing or speaking about a text with errors. (literature)

2Beginning Progress

The student has:● Limited evidence in describing the overall structure of events, ideas,

concepts, or information in a text or part of a text with support. (informational)

● Limited evidence in explaining major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text with support. (literature)

1Of Concern

The student:● Lacks understanding of majority of concepts.


Standard: Applies mechanics to written work.


4Proficient

The student will:● Effectively use capitalization.● Effectively use punctuation including punctuation for effect.● Effectively use commas before a coordinating conjunction in a compound sentence● Effectively uses commas and quotation marks to mark direct speech and quotations from a text.● Effectively produces complete sentences, recognizing and correcting inappropriate fragments

and run-ons.

● this is for: quick writes, writing prompts, and final copies

● assessed target(s) should be clearly stated

● this includes capitalization of proper nouns, beginning of sentences, and the pronoun I.


3Approaching

Proficient

The student will:● Adequately use capitalization.● Adequately use punctuation including punctuation for effect with errors.● Adequately use commas before a coordinating conjunction in a compound sentence with errors.● Adequately uses commas and quotation marks to mark direct speech and quotations from a text

with errors.● Adequately produces complete sentences, recognizing and correcting inappropriate fragments

and run-ons with errors.

● may use these skills correctly or incorrectly in their writing but knows a mechanic needs to be used

2Beginning Progress

The student will have:● Limited use of capitalization.● Limited use of punctuation including punctuation for effect with assistance.● Limited use of commas before a coordinating conjunction in a compound sentence with

assistance.● Limited use of commas and quotation marks to mark direct speech and quotations from a text

with assistance.● Limited use of complete sentences, recognizing and correcting inappropriate fragments, and

run-ons with assistance.

● sentence structure doesn’t vary on amount of length and types of sentences

1Of Concern

The student will:● Lacks understanding of majority of the concepts.

● this includes capitalization of proper nouns, beginning of sentences, and the pronoun I


Standard: Applies spelling to written work.


4Proficient

The student will:● Effectively use strategies to spell grade-appropriate words.● Effectively recognize when words are spelled incorrectly.

Strategies may include: consulting references as needed, Greek/Latin root words, understanding and using word relationships (synonyms and antonyms), using context clues (their, there, they’re)

3Approaching

Proficient

The student will:● Adequately use strategies to spell grade-appropriate words.● Adequately recognize when words are spelled incorrectly.


2Beginning Progress

The student has:● Limited use strategies to spell grade-appropriate words.● Limited ability to recognize when words are spelled

incorrectly.

1Of Concern

The student:● Uses no references to spell words correctly.


Standard: Applies grammar skills to written work.


4Proficient

The student:

● Effectively uses parts of speech correctly in their writing.● Effectively forms and uses the progressive verb tenses.● Effectively uses modal auxiliaries to convey various conditions● Effectively recognizes and corrects inappropriate shifts in verb tense.

● Students will need to have mastered parts of speech (noun, pronoun, verb, adjective, adverb, preposition, and conjunctions).

● Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

● Use relative .pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

● progressive verb tenses (e.g., I was walking; I am walking; I will be walking)

● Modal auxiliaries (can, may, must)

3Approaching

Proficient

The student:● Adequately uses parts of speech correctly in their writing, may include

errors● Adequately forms and uses the progressive verb tenses may include

errors.● Adequately uses modal auxiliaries to convey various conditions may


include errors.● Adequately recognizes and corrects inappropriate shifts in verb tense

may include errors..

2Beginning Progress

The student has:● Limited use of parts of speech correctly in their writing; support is

needed.● Limited use of a variety of verb tenses correctly and enhances their

writing; support is needed.● Limited use of modal auxiliaries to convey various conditions; support

is needed.● Limited ability to recognizes and corrects inappropriate shifts in verb

tense; support is needed.

● writings can consist of cold and final copies

1Of Concern

The student:● Lacks understanding of a majority of the concepts.


Standard: Uses legible cursive handwriting


4Proficient

The student’s writing :● demonstrates legible cursive handwriting.

● Easy to read● Good size and proportion of

letters● Good, even spacing● Correct letter formation

3Approaching

Proficient

The student’s writing:● demonstrates legible cursive handwriting with sizing and/or

spacing errors.

● Some mistakes with size, proportion of letters, spacing

2 The student’s writing: ● Some letters are formed correctly.


Beginning Progress

● demonstrates cursive handwriting with formation, sizing, and/or spacing errors.

● Spacing between letters in words and words in sentences are inconsistent.

1Of Concern

The student’s writing:● lacks cursive handwriting.

● Handwriting is difficult to read.● Spacing between letters in words

and words in sentences are not present.


Standard: Narrative - FocusW.4.3


4Proficient

The student will:● Narrative effectively establishes a situation, characters, and plot

that creates a sense of unity and completeness throughout.

● Unity means all parts of the story are cohesive.

3Approaching

Proficient

The student will:● Narrative adequately establishes a situation, characters, and/or

plot that creates a sense of completeness.

● Student only has 2 or more components written with completeness.

2Beginning Progress

The student will:● Narrative unevenly establishes a situation, characters, and/or plot

that is inconsistent; with teacher support.

● Student only has 1 or more components written with completeness.


1Of Concern

The student will:● Narrative lacks establishment of a situation, characters, and plot.

● Student may write a series of events that are not complete.


Standard: Narrative - OrganizationW.4.3


4Proficient

The student will:● Narrative contains an effective, logical sequence of events with a

clear beginning, middle, and end.● Narrative contains an effective opening and closure for audience and

purpose.

3Approaching

Proficient

The student will:● Narrative contains an adequate, logical sequence of events with a

beginning, middle, and end.● Narrative contains an adequate opening and closure for audience

and purpose.

2Beginning Progress

The student will:● Narrative contains a limited, sequence of events; with teacher

support.● Narrative contains a limited opening and/or closure for audience and

purpose; with teacher support.

● Events may be missing and/or present but out of order.


1Of Concern

The student will:● Narrative lacks a sequence of events.● Narrative lacks opening and/or closure for audience and purpose.


Standard: Narrative - DevelopmentW.4.3


4Proficient

The student will:● Narrative effectively uses dialogue, description, and pacing to develop

events and characters’ responses to events.

● Description refers to how the author uses description to develop a character’s experiences and events.

○ How does the author describe the character’s thoughts, actions, and feelings?

● Pacing refers to speeding a story up/down.

● Dialogue develops events and characters.

3Approaching

Proficient

The student will:● Narrative adequately uses dialogue and description to develop events

and characters’ responses to events.

2Beginning

The student will:● Narrative has a limited use of dialogue and description to develop events

● The dialogue that was provided is not used to


Progress and characters’ responses to events; with teacher support. develop the story or characters.

1Of Concern

The student will:● Narrative shows a lack of understanding of dialogue and description.

● Dialogue is not present.Na


Standard: Narrative - Language and VocabularyW.4.3


4Proficient

The student will:● Narrative effectively uses a variety of transitional words, phrases, and

clauses to establish the sequence of events.● Narrative effectively uses a variety of sensory, concrete, and figurative

language that clearly advances the purpose.

● Transitional words, phrases, and clauses

● Concrete words refer to tangible, qualities or characteristics, things we know through our senses. Words and phrases like "102 degrees," "obese Siamese cat," and "deep spruce green" are concrete.

3Approaching

Proficient

The student will:● Narrative adequately uses transitional words, phrases, and/or clauses to

establish the sequence of events.● Narrative adequately uses sensory, concrete, and/or figurative language

that clearly advances the purpose.

● Student uses 2 or more transitional words, phrases, and/or clauses

● Student uses 2 or more sensory details, concrete details, and/or figurative language.

2Beginning Progress

The student will:● Narrative has limited use of transitional words and/or phrases to establish

the sequence of events; with teacher support.● Narrative has limited use of sensory words, phrases and figurative

language; with teacher support.

● Student uses 1 or more transitional words, phrases, and/or clauses

● Student uses 1 or more sensory details, concrete details, and/or


figurative language

1Of Concern

The student will:● Narrative shows a lack of transitional words, and phrases.● Narrative lacks sensory words, phrases, and figurative language.


Standard: Informative - FocusW.4.2


4Proficient

The student’s:● Informative effectively establishes and maintains a topic, main ideas are

clearly conveyed and supported by key details.

3Approaching

Proficient

The student’s:● Informative adequately establishes a topic and main ideas are conveyed

and supported by key details.

● Multiple key details

2Beginning Progress

The student’s:● Informative insufficiently establishes a topic and main ideas are unclear

and/or insufficiently supported by key details; with teacher support.

● Limited key details

1Of Concern

The student’s:● Informative lacks a clear topic or focus, and struggles to support main

ideas with key details.



Standard: Informative - OrganizationW.4.2


4Proficient

The student’s:● Informative effectively establishes a clear introduction and conclusion that

strongly summarizes information.

3Approaching

Proficient

The student’:● Informative adequately establishes a clear introduction with minor flaws

and conclusion that adequately summarizes information.

2Beginning Progress

The student’s:● Informative insufficiently establishes an introduction and/or conclusion;

with teacher support.

1Of Concern

The student’s:● Informative lacks an introduction and/or conclusion.



Standard: Informative - DevelopmentW.4.2


4Proficient

The student’s:● Informative effectively uses relevant and thorough support/evidence

which includes strong facts, concrete details, quotations, and other information.

● Other information could include: definitions, examples, visuals and/or statistics.

3Approaching

Proficient

The student’s:● Informative adequately uses support/evidence which includes adequate

facts, concrete details, quotations, and/or other information.

2Beginning Progress

The student’s:● Informative insufficiently uses support/evidence and may include facts,

details, quotations, and/or other information; with teacher support.

1Of Concern

The student’s:● Informative lacks support/evidence. The evidence may be weak or

nonexistent.


Standard: Informative - Language and VocabularyW.4.2



4Proficient

The student’s:● Informative effectively uses a variety of transitional words, phrases, and

clauses.● Informative effectively uses precise language and domain-specific

vocabulary.

● Domain-specific words must be used accurately.

3Approaching

Proficient

The student’s:● Informative adequately uses transitional words, phrases, and clauses.● Informative adequately uses precise language and domain-specific

vocabulary.

2Beginning Progress

The student’s:● Informative has limited use of transitional words and/or phrases; with

teacher support.● Informative has limited use of precise language and domain-specific

vocabulary; with teacher support.

1Of Concern

The student’s:● Informative lacks transition words and/or phrases.● Informative lacks language and domain-specific vocabulary.


Standard: Opinion - FocusW.4.1



4Proficient

The student’s:● Opinion is clearly stated and effectively supported with reasons.

3Approaching

Proficient

The student’s:● Opinion is stated and adequately supported with reasons.

2Beginning Progress

The student’s:● Opinion is stated, but insufficiently supported with reasons; with teacher

support.

● Some reasons may be unclear or unrelated to the opinion.

1Of Concern

The student’s:● Opinion may be confusing or ambiguous and lacks reasons.


Standard: Opinion - OrganizationW.4.1



4Proficient

The student’s:● Opinion effectively establishes a clear introduction and conclusion that

strongly relates to the opinion.

● Opinion is either restated or has a “call to action.”

3Approaching

Proficient

The student’:● Opinion adequately establishes a clear introduction with minor flaws and

conclusion that adequately relates to the opinion.

2Beginning Progress

The student’s:● Opinion has limited ability to establish an introduction and/or conclusion;

with teacher support.

1Of Concern

The student’s:● Opinion lacks an introduction and/or conclusion.


Standard: Opinion - DevelopmentW.4.1


4 The student’s:● Opinion effectively uses relevant and thorough support/evidence which

● Other information could include: definitions, examples, visuals


Proficientincludes strong facts, concrete details, quotations, and other information. and/or statistics.

● Support/evidence needs to be specific to the reason.

3Approaching

Proficient

The student’s:● Opinion adequately uses support/evidence which includes adequate

facts, concrete details, quotations, and/or other information.

2Beginning Progress

The student’s:● Opinion has limited use to support/evidence and may include facts,

details, quotations, and/or other information; with teacher support.

1Of Concern

The student’s:● Opinion lacks support/evidence. The evidence may be weak or

nonexistent.


Standard: Opinion - Language and VocabularyW.4.1


4Proficient

The student’s:● Opinion effectively uses a variety of transitional words, phrases, and

clauses.● Opinion effectively uses precise language and domain-specific

● Domain-specific words must be used accurately.


vocabulary.

3Approaching

Proficient

The student’s:● Opinion adequately uses transitional words, phrases, and clauses.● Opinion adequately uses precise language and domain-specific

vocabulary.

2Beginning Progress

The student’s:● Opinion has limited use of transitional words and/or phrases; with teacher

support.● Opinion has limited use of precise language and domain-specific

vocabulary; with teacher support.

1Of Concern

The student’s:● Opinion lacks transition words and/or phrases.● Opinion lacks language and domain-specific vocabulary.

Documents

wes.fz.k12.mo.uswes.fz.k12.mo.us/UserFiles/Servers/Server_521155/File... · Web viewDetails: 1. Amphibians die when wetlands are drained, ponds are filled or forests are cut down