Lake Benton Public School

Mrs. Carpenter's 4th Grade Class

Understanding Your Student’s Grade

 

Log on to JMC Parent Portal

http://www.lakebentonschool.org

 

Use the username and password provided by the school. If you did not receive one, please contact me.

 

  1. Click on the child and class you want to view.

  2. Click on Academics:Progress Reports. (Do not stop on this view.  This view averages the categories into one course grade.)

  3. Click on the term, highlighted in blue, behind the course name. This will open up a progress report which will give you a rounded average according to each standard which is reflected in an “I Can” statement.


 

Student assessments and practices are scored using the following  3 point scale.

 

1 DM – Student does not yet meet the grade level standards for 4th grade.

2 PM – Student is partially meeting the grade level standards for 4th grade.

3 M - Student is meeting the grade level standards for 4th grade.

 

Standards Based Learning/Grading (SBL/G) Overview

The goal of standards based grading (SBG) is to provide an accurate analysis of what a student knows and is able to do in regards to identified MN standards. The purpose is to improve communication to the student, parents, and others who need that information. In this model students master the standard instead of accumulating points on activities that may or may not be related to the standard. The focus of grading is to give clear, meaningful feedback and help students take ownership of their own learning.

 

In a standards based learning (SBL) classroom teachers have to ensure that the curriculum they are teaching ties back to MN learning standards. That means all activities, tests, and projects have a clear learning goal. This also helps when creating assessments. Teachers and students know exactly what skills need to be assessed.

 

In a SBL/G classroom, the culture is based on standards and student learning. Ken O’Connor stated, “It’s not about how do I improve my grade? It should be about how do I improve my learning?” In classrooms that use SBL/G, the focus is on the content standards and the learning outcomes. Homework and practice (formative assessments) are important steps in meeting learning outcomes, but do not become a part of a student’s grade.  


 

Why SBL/G?

Research has shown that the traditional method of grading does not communicate accurately to students, parents, and other teachers how well a student understands or has mastered a specific skill or concept. This changes with standards based grading.

 

Most importantly, the ultimate goal of standards based learning is to not leave students behind or hold students back. In a standards based learning classroom, if a student doesn’t master a concept or skill the first time he continues to work on that concept or skill with the goal being mastery. Students quickly understand that it’s not “if” they reach mastery but more about “when.” On the other end of the spectrum, students who master a skill or concept quickly are not held back while others catch-up. These students will either develop an even higher level of mastery on that skill or concept or move on to more advanced work.








 

Throughout the 4th grade year, the following standards will be introduced, learned, and assessed.  The Minnesota Comprehensive Assessment (MCA) directly correlates to these standards.

 

MN MATH STANDARDS

Numbers and Operations

 

  1. I can use and solve division problems by solving for the missing factor.

  2. I can multiply multi-digit numbers.

  3. I can solve multiplication problems when all relevant information is present and the question is clearly defined. (NO3)

  4. I can connect relationships between multiplication and division.

  5. I can choose correct operation in a problem solving situation.

  6. I can solve multi-step problems involving addition and subtraction.

  7. I can use various strategies to solve multi-step problems and assess the reasonableness of results.

  8. I can use fraction models to determine equivalent fractions.

  9. I can develop a rule for addition and subtraction of fractions with common denominators.

  10. I can read, write, compare and order decimals to the thousandths.

 

Algebra

  1. I can use a verbal rule for an input-output table.

  2. I recognize an algebraic rule for a one-operation pattern.

  3. I can represent real-world situations with a number sentence involving an unknown.

  4. I can use multi-step rules for patterns present in different formats.

  5. I can translate between real-world situations and number sentences.

 

Geometry and Measurement

  1. I can name and describe triangles and common quadrilaterals using definitions.  

  2. I can classify angles in a variety of orientations.

  3. I understand the concept of area as length times width.

  4. can identify a transformation.

  5. I can name and classify polygons in a variety of contexts and orientations.

  6. I can understand the concept that polygons can be described using sides and/or angles.

  7. I can calculate area by decomposing shapes into rectangles.

  8. I can apply transformation to shapes.

  9. I understand the concept of congruence.

 

Data Analysis

  1. I can collect, organize, and display data.

  2. I can solve problems in data displays involving fractions.

  3. I can understand the concept of solving problems. involving data displays, including timelines and Venn Diagrams.

 

MN READING STANDARDS

Key Ideas and Detail

 

  1. I can use implicit text evidence to quote accurately and make logical conclusions.  

  2. I can identify relevant details that support conclusions from text.

  3. I can make generalizations and predictions.

  4. I can sequence plot events, real event, and steps in a process.

  5. I can use text evidence to understand cause/effect relationships.

  6. I can make inferences based on implicit text.

  7. I can use evidence from text to justify interpretations of meaning.

  8. I can compare and contrast based on implicit text.

  9. I can summarize the main idea (central message, theme, topic) from text.

  10. I can summarize supporting details from text.

  11. I can summarize similarities and differences among ideas and events.

  12. I can distinguish among  analyze literary elements (e.g., plot, characterization, setting, theme)

  13. I can differentiate  and analyze methods of characterization (eg., dialogue, appearance, behavior)

  14. I can define basic meaning of literary terms (eg., hero, villain, )  

  15. I can compare and contrast presentation of literary elements.

 

Craft and Structure

  1. I can define and analyze literary devices. (e.g., rhyme, foreshadowing)

  2. I can identify and analyze figures of speech.

  3. I can recognize how connotations impact meaning.

  4. I can use reasoning and evidence to determine word meaning.

  5. I can categorize technical terminology in content area text.

  6. I can identify transitional words and phrases. (e.g., meanwhile, after all, on the other hand, evidently , undeniably, clearly)  

  7. I can use etymology (word history) and morphology (word structure) to construct meaning of a word or phrase.

  8. I can analyze and evaluate the features, format, and function of complex test structures and their impact on meaning. (e.g., chronology, definition)

  9. I can identify author’s use of perspective (personal point of view) and tone (attitude toward their topic) and analyze how they impact author’s message.

  10. I can interpret and analyze author’s purpose within and across texts.

  11. I can identify mood (emotional atmosphere) of a text.

  12. I can identify style (word choice, sentence structure, voice, other literary device ) and recognize how author’s choices impacts style.

  13. I can identify interaction between mood and style.

 

Integration of Knowledge and Ideas

  1. I can analyze author's credibility based on sources used.

  2. I can identify and apply basic methods of argumentation. (e.g., analogy, details, examples)

  3. I can recognize validity of reasoning.

  4. I can recognize obvious fallacies of logic. (hasty generalization, stereotyping)

  5. I can recognize and analyze how credible information is presented in text (interview with expert, current research)

  6. I can recognize and analyze author’s bias.




 

MN SCIENCE STANDARDS

Nature of Science and Engineering

  1. I can identify and investigate a design solution and describe how it was used to solve and everyday problem.

  2. I can generate ideas and possible problems for solving a problem through engineering design.

  3. I can test and evaluate solutions and communicate the results effectively.

  4. I can describe a situation in which one invention led to another invention.

 

Physical Science

  1. I can measure temperature, volume, weight and length using appropriate tools and units.

  2. I can distinguish between solids, liquids and gases in terms of shape and volume.

  3. I can describe how the states of matter change as a result of heating and cooling.

  4. I can describe the transfer of heat energy when a warm and cool object are touching.

  5. I can describe how magnets can repel or attract each other and how they attract certain metal objects.

  6. I can compare material that are conductors and insulators of heat and/or electricity.

  7. I can identify ways to generate heat energy.

  8. I can construct a simple electric current.

  9. I can demonstrate how an electric current can produce a magnetic force.

 

Earth Science

  1. I can recognize that rocks may be uniform or made of mixtures of different minerals.

  2. I can describe and classify minerals based on their physical properties.

  3. I can identify where water collects on Earth.

  4. I can describe how the methods people use to obtain water can affect water supply.

 

Life Science

  1. I can recognize that the body has defense systems against germs.

  2. I can give examples of diseases that can be prevented by vaccination.









 

MN SOCIAL STUDIES STANDARDS

Citizenship and Government

  1. I can describe how people take action to influence a specific decision.

  2. I can describe tribal government and some of the services it provides.

  3. I can identify the major roles and responsibilities of elected officials at community, state, and national levels.

 

Economics

  1. I can apply a reasoned decision making process to make an informed choice.

  2. I can describe the productivity of a resource and how to increase it.

  3. I can describe a market place and how goods, services, and currency are exchanged.

 

Geography

  1. I can create and use various types of maps.

  2. I can use latitude and longitude on maps and globes to locate places in the U.S., Mexico, and Canada.

  3. I can choose the most appropriate data from maps, charts, and graphs in an atlas to answer specific geographic questions.

  4. I can use photographs or satellite produced images to interpret spatial information.

  5. I can locate and identify specific physical and human characteristics of locations in the U.S., Mexico, and Canada.

  6. I can locate and name states and territories, major cities and capitals of the U.S.

  7. I can name and locate countries bordering the U.S. and its major cities.

  8. I can use data to analyze and explain the changing distribution of population in the U.S. over the last century.

  9. I can explain how geographic factor affect population distribution and growth of cities in the U.S.

  10. I can explain how humans adapt and modify the environment.

 

History

  1. I can use a map to compare and contrast a region in the U.S. over a period of time.

  2. I can identify and locate on a map or globe the origins of peoples in North America; create a timeline; describe why and how they came.


 











 

 


 
 


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