jersey city public schools grade level … city public schools grade level competencies (aligned to...

2016-2017 Grade 4 Competencies of 31

JERSEY CITY PUBLIC SCHOOLS

GRADE LEVEL COMPETENCIES

(Aligned to the Common Core State Standards)

GRADE 4 Dear Parent and Guardian

As partners in your childrsquos education it is important that you know what your child is expected to know and be able to do at the completion of each grade level The competencies listed in

each subject area represent the content and skills addressed in the districtrsquos approved curriculum and reflect the integration of the Common Core State Standards I hope that you

will work with all of our teachers and administrators in the Jersey City Public Schools to ensure that your child meets these expectations

The districtrsquos curriculum aligned with the Common Core State Standards is intended for all students This includes students who are college-bound or career-bound gifted and talented those whose native language is not English students with disabilities and students from diverse socioeconomic backgrounds Mastering the Common Core State Standards means that

every student will be involved in experiences addressing all of the expectations set forth in all content areas Depending on their interests abilities and career plans many students will and

should develop knowledge and skills that go beyond the specific indicators Nevertheless all students should complete all elements of the core curriculum

Each content area focuses on the development of higher order thinking skills and requires students to read write think and create Although these competencies have been organized into academic content areas that does not mean that each competency can only be met through one content-specific course Learning lends itself to an integrated approach with

reinforcement through experiences across disciplines and beyond the school day All of our schools have as their common goal student achievement of these competencies aligned with

state standards

Sincerely

Dr Marcia V Lyles

Superintendent of Schools

2016-2017 Grade 4 Competencies Page 2 of 31

LANGUAGE ARTS

(Reading Literature Reading Informational Text Writing SpeakingListening Language and Foundations)

The competencies for language arts literacy are based on language and learning experiences all children need to grow intellectually socially and emotionally in school across the

curriculum and at home They are intended to promote students abilities to create meaning for themselves and others If students learn to read write speak listen and use language to

communicate proficiently and if they focus on deepening and broadening their thinking through ongoing modeling practice use and feedback they will develop the critical literacy skills they need not only to be college ready but to be life - long problem solvers Teaching and learning in the 21st century requires our students to be able to transfer the learning they developed in one situation and apply it to new situations where higher leveled thinking is therefore not only valued but needed These experiences build upon one another

and hopefully work towards fostering a continued passion to be curious and through that curiosity discover personal and shared meaning

By the end of the year your fourth grade child should be able to

Draw on details and examples from a text to support statements about the text

Summarize a text using key ideas stated and inferred and details to understand the theme of the story if fictional or to determine importance and main ideas of a nonfiction text

Describe in detail characters or events making inferences from characters behaviors and details provided by the author

Explain major differences between types of texts and genres fiction and non-fiction poems and narratives prose myths legends fables and folktales

Compare the point of view from first person and third person narratives and compare and contrast points of views from various authors on the same topic in non-fiction

Read longer texts and chapter books within the grade 3-4 band for independent reading silently selecting engaging nonfiction books along with fiction to enhance comprehension and fluency Read more challenging texts aloud from 4-5 band of levels to scaffold on more familiar texts and become familiar with more complex texts

Compare and contrast thematically similar stories and texts to understand how different authors discuss similar topics and to gain understanding of accounts of events from various cultures

Use text features in nonfiction as bold print italics hyperlinks and other search tools charts and graphs icons key words and topic sentences etc to locate and gain information on a topic

Identify main ideas and details from information presented graphically orally visually posing and asking questions to improve comprehension

Use text clues to assist understanding content specific vocabulary when investigating a topic Explain how an author uses evidence to support their claims in a selected text

Understand relationships between events historical or scientific by making connections and building on prior knowledge as in sequence cause-effect problem-solution etc

Use comprehension strategies to create meaning literally inferentially and critically Use and understand content specific vocabulary when investigating a topic or theme

Select topics of personal interest or study and provide rationale for writing about that topic in a meaningful way write daily to provide routines and practice


Write narratives about a person place event or situation introducing and describing characters

using a natural sequence of events using dialogue when needed or actions to provide a clear sense of story of interest to a reader or audience

Use transition words to move the story from one part to the next providing a sense of closure bringing the piece to a meaningful end

Write across a variety of genres for varying purposes eg to inform or explain persuade providing supporting details about the topic using exact and meaningful language to develop main points and communicate a clear message to an audience

Write opinions based on a topic studied or read providing fact based reasons which strengthen the opinion organize the writing using transitions to provide a natural flow of ideas from a main thesis statement provide supportive rationale for beliefs leading to a concluding summary statement

Write focused informational and explanatory pieces providing information to a reader on a selected topic for a particular purpose

With guidance and support work through the writing process using effective planning drafting revising and editing prior to publishing a completed piece

With guidance and support of adult models mentor text models and technology strengthen writing using effective revision and editing strategies to produce coherent focused and clear writing based on purpose and audience

Gather relevant information as research using student friendly web-sites and sources to enhance knowledge about a topic as it connects to prior knowledge use the information as the basis of a focused investigation informational article report or project

With guidance continue to scaffold on note-taking from sources developed in grade 3 paraphrasing what is lifted from the text into onersquos own words categorize evidence found from sources on the same topic providing varying perspectives organize notes into meaningful sentencesparagraphs about a part of the topic provide an opening statement supporting details a concluding summary and basic bibliographic information

Write a response to literary or informational sources demonstrating reflection about the topic read build on prior knowledge while connecting to something new that was learned

Engage in group discussions on selected topics of inquiry following agreed upon rules for working in groups come to group discussions prepared with notes response questions

Understand and use question words to promote better comprehension ( who what where when why how in what way explain discuss)

Acknowledge new information provided by others in group work pose questions or build on ideas of others in the group to develop cooperative learning techniques

Paraphrase key information or ideas presented graphically visually orally or multi -modally

Incorporate visual displays and digital media into presentations when appropriate

Speak to communicate a message to others using a variety of tenses to illustrate sequence (eg when an event happened is happening or will happen)

Understand the conventions of grammar and usage in a variety of written forms to create complete sentences understand how verbs and adverbs work together to create action how nouns and adjectives create strong or accurate descriptors or how pronouns take the place of a noun observe how parts of speech are used to enhance communication by studying how authors use them in authentic texts

Understand and use language conventions of capitalization punctuation and spelling learn appropriate use of quotation marks use ending marks as periods question marks exclamation points understand the use of capital letters for effect and use frequently confused words correctly (eg ldquotheirrdquo ldquothererdquo and ldquotheyrsquorerdquo)

Produce complete sentences avoiding run-ons and fragments


Spell grade appropriate words correctly using generalizations of spelling and rules for irregular

spelled words

Make effective language choices in writing and speaking use exact adjectives and adverbs

Understand relationships among words and differences in meaning of the same word in a different context (eg ldquoask vs inquire vs demandrdquo)

Figure out the meaning of unknown words or multiple meaning words from the surrounding context combine word solving strategies as word roots prefixessuffixes and syllables

Understand how prefixes and suffixes and root or base words help us to unlock meaning of unfamiliar words ( re un pre less ful) roots as ldquoportrdquo which means ldquoto carryrdquo eg porter portable import export deportrdquo

Explain the meaning of simple similes and metaphors as examples of comparison

Paraphrase common idioms proverbs and figures of speech connect to authentic situations

Use grade appropriate vocabulary in writing or responding to texts and in speaking During reading writing and speaking continue to bui ld real life connections between newly

ldquolearnedrdquo words and how they are used providing ongoing opportunities for vocabulary to grow


MATHEMATICS

The vision for mathematics is focused on enabling ALL students to acquire the mathematical skills understandings and attitudes that they will need to be successful in their careers and daily lives Excellent mathematical education is based on the twin premises that all students can learn mathematics and that all students need to learn mathematics

Your child will

Operations and Algebraic Thinking

Use the four operations with whole numbers to solve problems o Interpret a multiplication equation as a comparison Represent verbal

statements of multiplicative comparisons as multiplication equations o Multiply or divide to solve word problems involving multiplicative comparison by

using drawings and equations with a symbol for the unknown number to represent the problem distinguishing multiplicative comparison from additive comparison

o Solve multi-step problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted Represent these problems using equations with a letter standing

for the unknown quantity Assess the reasonableness of answers using mental computations and estimation strategies including rounding

Gain familiarity with factors and multiples o Find all factor pairs for a whole number in the range 1-100 Recognize that a

whole number is a multiple of each of its factors Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number

Determine whether a given whole number in the range 1-100 is prime or composite

Generate and analyze patterns o Generate a number or shape pattern that follows a given rule Identify apparent

features of the pattern that were not explicit in the rule itself Number and Operations in Base Ten

Generalize place value understanding for multi-digit whole numbers o Recognize that in multi-digit whole number a digit in one place represents ten

times what it represents on the place to its right o Read and write multi-digit whole numbers using base-ten numerals number

names and expanded form Compare two multi-digits numbers based on

meanings of the digits in each place using gt = lt symbols to record the results of comparisons

o Use place value understanding to round multi-digit whole numbers to any place

Use place value understanding and properties of operations to perform multi -digit arithmetic


o Fluently add and subtract multi-digit whole numbers using the standard

algorithm o Multiply a whole number of up to four digits by a one-digit whole number and

multiply two-two-digit numbers using strategies based on place value and the properties of operations Illustrate and explain the calculation by using equations rectangular arrays andor area models

o Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors using strategies based on place value the properties of

operations andor the relationship between multiplication and division Illustrate and explain the calculation by using equations rectangular arrays

andor area models

Number and Operations-Fractions Grade 4 expectations in this domain are limited to fractions with denominators 23 4 5 6 8

10 12 and 100

Extend understanding of fraction equivalence and ordering o Explain why a fraction ab is equivalent to a fraction (n x a) (n x b) by using

visual faction models with attention to how the number and size of the parts differ even though the two fractions themselves are the same size Use this principle to recognize and generate equivalent fractions

o Compare two fractions with different numerators and different denominators by creating common denominators or numerators or by comparing to a benchmark

fraction such as 12 Recognize that comparisons are valid only when the two fractions refer to the same whole Record the results on comparisons with

symbols gt = lt and justify the conclusions by using a visual fraction model

Build fractions from unit fractions by applying and extending previous understanding of

operations on whole numbers o Understand a fraction ab with a gt 1 as a sum of fractions 1b

o Apply and extend previous understandings of multiplication to multiply a fraction by a whole number

Understand decimal notation for fractions and compare decimal fractions o Express a fraction with denominator 10 as an equivalent fraction with

denominator 100 and use this technique to add two fractions with respective denominators 10 and 100

o Use decimal notation for fractions with denominators 10 or 100 o Compare two decimals to hundredths by reasoning about their size Recognize

that comparisons are valid only when the two decimals refer to the same whole Record the results of comparisons with the symbols gt = lt and justify the conclusions by using a visual model

Measurement and Data

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit


o Know relative sizes of measurement units within one system of units including

km m cm kg g lb oz l ml hr min sec Within a single system of measurement express measurements in a larger unit in terms of smaller unit Record measurement equivalents in a two-column table

o Use the four operations to solve problems involving distances intervals of time liquid volumes masses of objects and money including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit

o Apply the area and perimeter formulas for rectangles in real world and mathematical problems

Represent and Interpret Data o Make a line plot to display a data set of measurements infractions of a unit

Solve problems involving addition and subtraction of fractions by using

information presented in line plots

Geometric Measurement understand concepts of angle measure angles o Recognize angles as geometric shapes that are formed wherever two rays share

a common endpoint and understand concepts of angle measurement o Measure angles in whole-number degrees using a protractor Sketch angles of

specified measure o Recognize angle measure as additive When an angle is decomposed into non-

overlapping parts the angle measure of the whole is the sum of the angle measures of the parts Solve addition and subtraction problems to find unknown

angles on a diagram in real world and mathematical problems

Geometry Draw and indentify lines and angles and classify shapes by properties of their lines and

angles o Draw points lines line segments rays angles (right acute obtuse) and

perpendicular and parallel lines Identify these in two-dimensional figures o Classify two-dimensional figures based on the presence or absence of parallel or

perpendicular lines or the presence or absence of angles of a specified size Recognize right triangles as a category and identify right triangles

Mathematical Practices

Make sense of problems and persevere in solving them

Reason abstractly and quantitatively

Construct viable arguments and critique the reasoning of others

Model with mathematics

Use appropriate tools strategically

Attend to precision

Look for and make use of structure

Look for and express regularity in repeated reasoning



SOCIAL STUDIES

61 US History America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people cultures and the

environment shape the American heritage Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive

citizens in local national and global communities

614A1 Explain how rules and laws created by community state and national governments protect the rights of people help resolve conflicts and promote the common good

614A2 Explain how fundamental rights guaranteed by the United States Constitution and the Bill of Rights (ie freedom of expression freedom of religion the right to vote and the

right to due process) contribute to the continuation and improvement of American democracy

614A3 Determine how ldquofairnessrdquo ldquoequalityrdquo and the ldquocommon goodrdquo have influenced change at the local and national levels of United States government

614A4 Explain how the United States government is organized and how the United States Constitution defines and limits the power of government

614A5 Distinguish the roles and responsibilities of the three branches of the national

government 614A6Explain how national and state governments share power in the federal system of

government 614A7Explain how the United States functions as a representative democracy and

describe the roles of elected representatives and how they interact with citizens at local state and national levels

614A8 Compare and contrast how government functions at the community county state and national levels the services provided and the impact of policy decisions made at

each level

614A9 Compare and contrast responses of individuals and groups past and present to violations of fundamental rights

614A10 Describe how the actions of Dr Martin Luther King Jr and other civil rights leaders served as catalysts for social change and inspired social activism in subsequent generations

614A11 Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their civic responsibilities at the community state national and global levels

614A12 Explain the process of creating change at the local state or national level

614A13Describe the process by which immigrants become United States citizens

614A14 Describe how the world is divided into many nations that have their own governments languages customs and laws

614A15 Explain how and why it is important that people from diverse cultures collaborate to find solutions to community state national and global challenges


614A16 Explore how national and international leaders businesses and global

organizations promote human rights and provide aid to individuals and nations in need

614D1Determine the impact of European colonization on Native American populations including the Lenni Lenape of New Jersey

614D2Summarize reasons why various groups voluntarily and involuntarily immigrated to New Jersey and America and describe the challenges they encountered

614D3 Evaluate the impact of voluntary and involuntary immigration on Americarsquos growth as a nation historically and today

614D5 Relate key historical documents (ie the Mayflower Compact the Declaration of Independence the United States Constitution and the Bill of Rights) to present day

government and citizenship

614D6 Describe the civic leadership qualities and historical contributions of George Washington Thomas Jefferson and Benjamin Franklin toward the development of the United States government

614D11 Determine how local and state communities have changed over time and explain the reasons for changes

614D6 Describe the civic leadership qualities and historical contributions of George Washington Thomas Jefferson and Benjamin Franklin toward the development of the

United States government 614D12 Explain how folklore and the actions of famous historical and fictional characters

from New Jersey and other regions of the United States contributed to the American national heritage

614D15 Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and practices and adopting new beliefs and practices

614D16 Describe how stereotyping and prejudice can lead to conflict using examples from the past and present

614D17 Explain the role of historical symbols monuments and holidays and how they

affect the American identity 614D18Explain how an individualrsquos beliefs values and traditions may reflect more than

one culture 614D19Explain how experiences and events may be interpreted differently by people

with different cultural or individual perspectives 614D20Describe why it is important to understand the perspectives of other cultures in

an interconnected world

63 Active Citizenship in the 21st Century All students will acquire the skills needed to be active informed citizens who value diversity and promote cultural understanding by working

collaboratively to address the challenges that are inherent in living in an interconnected world

634A1 Evaluate what makes a good rule or law

634A2 contact local officials and community members to acquire information andor discuss local issues

634A3Select a local issue and develop a group action plan to inform school andor community members about the issue


634A4 Communicate with students from various countries about common issues of

public concern and possible solutions

634B1 Plan and participate in an advocacy project to inform others about environmental issues at the local or state level and propose possible solutions

634C1Develop and implement a group initiative that addresses an economic issue 634D1Identify actions that are unfair or discriminatory such as bullying and propose

solutions to address such actions

7 Homework Policy

45 minutes nightly


HEALTH

Unit 1 Health Standards

214B1 Explain how healthy eating provides energy helps to maintain healthy weight lowers risk of disease and keeps body systems functioning effectively Choosing a balanced variety of nutritious foods contributes to wellness

214B2 Differentiate between healthy and unhealthy eating practices Choosing a balanced variety of nutritious foods contributes to wellness

214B3 Create a healthy meal based on nutritional content value calories and cost Choosing a balanced variety of nutritious foods contributes to wellness

214B4 Interpret food product labels based on nutritional content Choosing a balanced variety of nutritious foods contributes to wellness

Unit 2

Health Standards 212E4Summarize the causes of stress and explain ways to deal with stressful situations

214 A1 Explain the physical social emotional and mental dimensions of personal wellness and how they interact

214E3 Determine ways to cope with rejection loss and separation

224 A2 Demonstrate effective interpersonal communications when responding to disagreements or conflicts with others

224 B3 Determine how family peers technology culture and the media influence thoughts feelings and health decisions

24 C1 Determine how an individualrsquos character develops over time and impacts personal health


224 C3 Determine how attitudes and assumptions toward individuals with disabilities may negatively or positively impact them


244A1 Explain how families typically share common values provide love and emotional support and set boundaries and limits

244A2 Explain why healthy relationships are fostered in some families and not in others

214E1 Compare and contrast how individuals and families attempt to address basic human needs

214E2 Distinguish among violence harassment gang violence discrimination and bullying and demonstrate strategies to prevent and resolve these types of conflicts


214E4 Summarize the causes of stress and explain ways to deal with stressful situations


224A2 Demonstrate effective interpersonal communication when responding to

disagreements or conflicts with others


214 C1 Explain how most diseases and health conditions are preventable

214 C2 Justify how the use of universal precautions sanitation and waste disposal proper food handling and storage and environmental controls prevent diseases and health conditions

Unit 5

Health Standard 214 D1 Determine the characteristics of safe and unsafe situations and develop strategies

to reduce the risk of injuries at home school and in the community (eg fire s afety poison safety accident prevention)

214 D2 Summarize the various forms of abuse and ways to get help 214 D3 Examine the impact of unsafe behaviors when traveling in vehicles as a

pedestrian and when using other modes of transportation

214D4 Demonstrate simple first-aid procedures for choking bleeding burns and poisoning

Unit 6

Health Standards 214 A1 Explain the physical social emotional and mental dimensions of personal

wellness and how they interact

214 A2 Determine the relationship of personal health practices and behaviors on an

individualrsquos body systems

224 E1 Identify health services and resources provided in the school and community and

determine how each assists in addressing health needs and emergencies

254 C1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both a player and an observer

254 C2 Apply specific rules and procedures during physical activity and explain how they contribute to a safe active environment

264 A1 Determine the physical social emotional and intellectual benefits of regular physical activity

264 A3 Develop a health-related fitness goal and track progress using healthfitness indicators


214A2 Determine the relationship of personal health practices and behaviors on an individualrsquos body systems

214C1 Explain how most diseases and health conditions are preventable



234B1 Explain why it is illegal to use or possess certain drugssubstances and the possible consequences Use of drugs in unsafe ways is dangerous and harmful

234B2 Compare the short- and long-term physical effects of all types of tobacco use Use of drugs in unsafe ways is dangerous and harmful

234B3 Identify specific environments where second-handpassive smoke may impact the wellness of nonsmokers Use of drugs in unsafe ways is dangerous and harmful

234B4 Summarize the short- and long-term physical and behavioral effects of alcohol use and abuse Use of drugs in unsafe ways is dangerous and harmful

234B5 Identify the short- and long- term physical effects of inhaling certain substances Use of drugs in unsafe ways is dangerous and harmful


222E1 Determine where to access home school and community health professionals

222A1 Express needs wants and feelings in health- and safety-related situations

224A1 Demonstrate effective interpersonal communication in health- and safety-related situations

212B1 Explain why some foods are healthier to eat than others 222B1 Explain what a decision is and why it is advantageous to think before acting

222B2 Relate decision-making by self and others to onersquos health

222B3 Determine ways parents peers technology culture and the media influence health decisions

224D1Explain the impact of participation in different kinds of service projects on community wellness

224D2 Develop an informed position on a health issue 224E1 Identify health services and resources provided in the schools and community and

determine how each assist in addressing health emergences




SCIENCE A quality Science education fosters a population that

Experiences the richness and excitement of knowing about and understanding the natural

world

Uses appropriate scientific processes and principles in making personal decisions

Engages intelligently in conversation about science and technology and

Applies scientific knowledge and skills to increase economic productivity

Intent and Spirit

All students engage in science experiences that promote the ability to ask find or determine answers to questions derived from natural curiosity about everyday things and occurrences The foundation of the standards lies in the premise that science is experienced as an active process

where inquiry is central to learning rather than solely a process in which students engage in observation inference and experimentation When engaging in inquiry students describe objects and events ask questions construct explanations test those explanations against current

scientific knowledge and communicate their ideas to others in their community and around the world They actively develop their understanding of science by identifying their assumptions

using critical and logical thinking and considering alternative explanations A guiding principle of these standards is that an understanding of fundamental scientific principles and the development of science-related skills are not limited by gender economic status cultural

background or ability

514A1 Demonstrate understanding of the interrelationships among fundamental concepts in the physical life and Earth systems sciences

514A2 Use outcomes of investigations to build and refine questions models and explanations

514A3 Use scientific facts measurements observations and patterns in nature to build and critique scientific arguments

514B1 Design and follow simple plans using systematic observations to explore questions and predictions

514B2 Measure gather evaluate and share evidence using tools and technologies

514B3 Formulate explanations from evidence 514B4 Communicate and justify explanations with reasonable and logical arguments

514C1 Monitor and reflect on onersquos own knowledge regarding how ideas change over time

514C2 Revise predictions or explanations on the basis of learning new information

514C3 Present evidence to interpret andor predict cause-and-effect outcomes of investigations

514D1 Actively participate in discussions about student data questions and understandings

514D2 Work collaboratively to pose refine and evaluate questions investigations models and theories


514D3 Demonstrate how to safely use tools instruments and supplies

514D4 Handle and treat organisms humanely responsibly and ethically

524A1 Identify objects that are composed of a single substance and those that are composed of more than one substance using simple tools found in the classroom

524A2 Plan and carry out an investigation to distinguish among solids liquids and gasses

524A3 Determine the weight and volume of common objects using appropriate tools 524A4 Categorize objects based on the ability to absorb or reflect light and conduct

heat or electricity

524B1 Predict and explain what happens when a common substance such as shortening or candle wax is heated to melting and then cooled to a solid

524C1 Compare various forms of energy as observed in everyday life and describe their applications

524C2 Compare the flow of heat through metals and nonmetals by taking and analyzing measurements

524C3 Draw and label diagrams showing several ways that energy can be transferred from one place to another

524C4 Illustrate and explain what happens when light travels from air into water

524D1 Repair an electric circuit by completing a closed loop that includes wires a battery (or batteries) and at least one other electrical component to produce observable change

524E1 Demonstrate through modeling that motion is a change in position over a period of time

524E2 Identify the force that starts something moving or changes its speed or direction of motion

524E3 Investigate and categorize materials based on their interaction with magnets

524E4 Investigate construct and generalize rules for the effect that force of gravity has on balls of different sizes and weights

534A1 Develop and use evidence-based criteria to determine if an unfamiliar object is living or nonliving

534A2 Compare and contrast structures that have similar functions in various organisms and explain how those functions may be carried out by structures that have different physical appearances

534A3 Describe the interactions of systems involved in carrying out everyday life

activities 534B1 Identify sources of energy (food) in a variety of settings (farm zoo ocean

forest)

534C1 Predict the biotic and abiotic characteristics of an unfamiliar organismrsquos habitat

534C2 Explain the consequences of rapid ecosystem change (eg flooding wind

storms snowfall volcanic eruptions) and compare them to consequences of gradual


ecosystem change (eg gradual increase or decrease in daily temperatures change in

yearly rainfall)

534D1 Compare the physical characteristics of the different stages of the life cycle of an individual organism and compare the characteristics of life stages among species

534E1 Model an adaptation to a species that would increase its chances of survival should the environment become wetter dryer warmer or colder over time

534E2 Evaluate similar populations in an ecosystem with regard to their ability to thrive and grow

544A1 Formulate a general description of the daily motion of the Sun across the sky based on shadow observations Explain how shadows could be used to tell the time of day

544A2 Identify patterns of the Moonrsquos appearance and make predictions about its future appearance based observational data

544A3 Generate a model with explanatory value that explains both why objects roll down ramps as well as why the Moon orbits Earth

544A4 Analyze and evaluate evidence in the form of data tables and photographs to categorize and relate solar system objects (eg planets dwarf planets moons asteroids and comets)

544B1 Use data gathered from observations of fossils to argue whether a given fossil is

terrestrial or marine in origin 544C1 Create a model to represent how soil is formed

544C2 Categorize unknown samples as either rocks or minerals 544E1 Develop a general set of rules to predict temperature changes of Earth materials

such as water soil and sand when placed in the Sun and in the shade

544F1 Identify patterns in data collected from basic weather instruments

544G1 Explain how clouds form

544G2 Observe daily cloud patterns types of precipitation and temperature and categorize the clouds by the conditions that form precipitation

544G3 Trace a path a drop of water might follow through the water cycle 544G4 Model how the properties of water can change as water moves through the

water cycle


VISUAL amp PERFORMING ARTS

An intelligence is

The ability to solve problems or fashion products that are of consequence (or valued) in a particular cultural setting or community

The creation of a culture product is crucial to such function as capturing and transmitting

knowledge or expressing ones views or feelings

Gardner Frames of Mind pg 15 Multiple Intelligences Interpersonal Verbal-Linguistic

Visual-Spatial Musical-Rhythmic

Intrapersonal Logical-Mathematical

Bodily-Kinesthetic Naturalistic

Because all students learn differently we believe it is important to have a curriculum that addresses the needs of different students Howard Gardnerrsquos theory of multiple intelligences

states that there are eight different types of intelligences linguistic-verbal logical-

mathematical spatial-visual bodily-kinesthetic musical interpersonal intrapersonal and naturalistic Gardnerrsquos theory indicates that by giving students more individual -centered

curriculum students could achieve greater success

Visual-Spatial This area has to do with vision and spatial judgment People who are strongest in this

intelligence are most often artistically inclined and have a superb visual memory They are characteristically skilled at visualizing and mentally manipulating objects and shapes Naturally

they are good at reading maps and charts completing mazes and puzzles and conceptualizing and imagining things Visual-spatial individuals prefer to draw build design create and look at

pictures which are also the processes and approaches that promote optimal learning for them Musical This area has to do with music rhythm and hearing A greater sensitivity to sounds rhythms tones and music is displayed by individuals with a strong musical intelligence Areas of interest

and talent are predictably in singing playing musical instruments and composing music Due to their strong auditory skills and keen ability to remember sounds melodies and songs these

individuals learn and memorize information best through songs and rhythms

Visual amp Performing Arts Department


Jersey City is a very large inner city school district that has a number of wonderful opportunities

available for students who are interested in the arts Jersey Cityrsquos visual and performing arts curricula are sequential in nature In the Jersey City Public Schools students are exposed to the arts as early as kindergarten and their experiences grow each year as more complicated concepts are added to the studentrsquos artistic experiences

Jersey City Public Schools engages in partnerships with museums and theatre producers in the tri-state area including Newark Museum New Jersey Performing Arts Center Tempest

Productions Educational Arts Team and Shakespeare Productions

The Visual amp Performing Arts also enjoys varied annual joint activities such as the Annual Permanent Student Art Collection Exhibition and Jersey City ARTS annual art expo concerts

and theater productions The Visual amp Performing Arts program successfully integrates art and music with the study of the history of the arts the diverse cultural nature of the arts aesthetics and art criticism The

department offers general elementary music instrumentalband music vocalchoral music drama general visual arts and elementary artistically talented program The Martin Center for the Arts Middle School offers ENCORE concentrations in visual arts dance drama instrumental music vocal and arts technology

The department offers general secondary music choir and general visual arts The Academy of

the Arts at Henry Snyder High School offers small learning communities in Dance Musical Theater Landscape Design Scenic Design Graphic Arts and Fashion Design The Jersey City ARTS High School Program housed at Henry Snyder High School (JC ARTS) offers small learning communities for gifted students in Visual Arts Instrumental Music Vocal Music Drama and Media Arts The Visual amp Performing Arts offers Creative Arts Therapy in select elementary schools Creative

Arts Therapists service both general education and special education students utilizing the tool of the arts as a modality to help students develop emotionally socially psychologically and

academically

Community Service is paramount to our department Students and staff are involved in a myriad of programs held after school which foster awareness of the arts within our community

Senior Stories Community Parades Holiday concerts support of Community Athletic Functions support of Political Events Theater Productions Community Art Exhibits throughout the City

County and State County and Statewide parades and competitions City wide murals and public

sculptures are just a sampling of annual activities

The arts education of our Jersey City Public Schools students extends beyond the classroom walls to field trips around the tri-state area and beyond Internationally Arts students traveled


to Paris Rome and London to tour the artworks of the masters Arts students traveled to

Oberhavel Germany to perform and exhibit in an International Cultural Exchange Domestically Arts Students have traveled to compete and tour the cultural arts communities of Boston Williamsburg Annapolis Philadelphia Washington DC Portland and New York City The Visual amp Performing Arts Department will continue to offer support of our staff and students through creating in house partnerships between schools It is our department mission to foster greater appreciation for the arts and expand existing programs Plans to offer

enrichment arts classes for students after school and weekends to allow our students to continue to compete for scholarships and offer cultural enrichment are underway at the Martin

Center for the Arts and the Academy of the Arts Finally designing specialized programs within our schools to bring together all of our gifted students and bring their level of performance to

soaring heights

Visual amp Performing Arts Curricula The Visual amp Performing Arts Curricula is in alignment with the New Jersey Department of Education Core Curricula Content Standards Academic Standards

2009 New Jersey Core Curriculum Content Standards 11 The Creative Process All students will demonstrate an understanding of the elements

and principles that govern the creation of works of art in dance music theatre and

visual art

By the end of grade 5 all students progress toward BASIC LITERACY in the following

content knowledge and skills in Visual Arts amp Performing Arts

What will my child learn

Ear training and listening skill The development of sensitivity to relative pitch rhythm timbre dynamics form and melody and the application of sight singingreading or playing techniques dictionintonation chord recognition error detection and related activities

Elements of music The compositional building blocks of music including texture harmony

melody and rhythm

Musical families The categorization of musical instruments according to shared physical properties such as strings percussion brass or woodwinds

Elements of theatre The compositional building blocks of theatre including but not limited to plot character action spectacle and sound

Technical theatrical elements Technical aspects of theatre such as lighting sets properties and sound


Characteristics of a well-made play Inciting incident confrontation rising action climax

deacutenouement and resolution

Sensory recall A technique actors commonly employ to heighten the believability of a

character which involves using sense memory to inform their choices

Elements of art The compositional building blocks of visual art including line color shape form texture and space

Principles of design Balance proportion rhythm emphasis and unity

12 History of the Arts and Culture All students will understand the role development and influence of the arts throughout history and across cultures


content knowledge and skills in DANCE MUSIC THEATRE and VISUAL ART


Historical eras in the arts Artworks that share distinct characteristics and common themes associated with a period of history

Art genres Artworks that share characteristic approaches to content form style and design

Each of the four arts disciplines is associated with different genres

13 Performance All students will synthesize those skills media methods and technologies appropriate to creating performing andor presenting works of art in dance music theatre and visual art


content knowledge and skills in DANCE


Vocal placement The physical properties and basic anatomy of sound generated by placing the voice in different parts of the body such as a head voice and chest voice

Orff instruments Precursors to melodic musical instruments such as hand drums xylophones metalliphones wood blocks triangles and others

Home tone The first or key tone of any scale the same as the tonic

Music composition Prescribed rules and forms used to create music such as melodic line and basic choral structures many of which are embedded in electronic music notation programs and which can apply equally to improvise and scored music


Ostinato A short melodic phrase persistently repeated by the same voice or instrument

Vocal placement The physical properties and basic anatomy of sound generated by placing

the voice in different parts of the body such as a head voice and chest voice

Mixed meter A time signature in which each measure is divided into three or more parts or

two uneven parts calling for the measures to be played with principles and with subordinate metric accents causing the sensation of beats (eg 54 and 74 time among others)

Compound meter Measures of music in which the upper numerator is divisible by three such

as 68 or 98 time




Art medium(s) Any material or technique used for expression in art In art medium refers to the physical substance used to create artwork Types of materials include clay pencil paint and others

Arts media Artistic methods processes or means of expression (eg presentation mechanisms such as screen print auditory or tactile modes) used to produce a work of art


Visual communication The sharing of ideas primarily through visual means-a concept that is commonly associated with two-dimensional images Visual communication explores the notion

that visual messages have power to inform educate or persuade The success of visual communication is often determined by measuring the audiencersquos comprehension of the artistrsquos

intent and is not based aesthetic or artistic preference In the era of electronic communication the importance of visual communication is heightened because visual displays help users

understand the communication taking place

14 Aesthetic Responses amp Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies judgment and analysis to works of art in

dance music theatre and visual art





Exemplary works Works representing genres of art that may be examined from structural

historical and cultural perspectives

Discipline-specific arts terminology Language used to talk about art that is specific to the arts

discipline (dance music theatre or visual art) in which it was created

Arts Courses offered General MusicDramaGeneral Visual ArtsArtistically Talented Class K-4 (students demonstrating gifted propensity for visual arts will be screened and selected to

participate The ATC K-4 in an additional 90minutes of visual art per week wherein students ranging from grades K-4 are given additional instruction beyond the K-4 art class

understand rhythm as related to steady beat (12 13)

understand rhythm as related to meter or the arrangement of beats within a song or composition (12 13)

understand rhythm as related to duration or the length of time a beat is held in a s ong or composition (12 13)

understand rhythm as related to rhythmic patterns or beats that are divided up into short equal groupings in a song (12 13)

understand melody as related to melodic patterns or beats that are divided up to make a

complete song or composition (12 13) understand melody as related to phrases or small grouping of musical notes which form a

mode of musical expression (12 13 14) understand melody as related to steps leaps and repeats (12 13)

understand melody as related to direction or the up and down movement of a song or composition (12 13)

understand harmony or a melody written on top of another melody to form a pleasing

sound (11 12 13) understand harmony or two melodies sung at the same time to get a pleasing sound (12

13) understand form or the way in which music is constructed and written (12 13)

understand vocal and instrumental tone color or the way in which voices and instruments are heard (ie harsh soothing blaring) by the listener (11 12 13)

respond to musical compositions and performances based on an understanding of the elements of performance (beat rhythm meter timbre form harmony and expression)

respond to works of art based on understanding the elements and principles of design

(line shape color texture balance unity movement harmony) (11 13 14)

create shape through contour line (13)

render simple three dimensional forms (13) create the illusion of movement on a two dimensional plane (12 13)

incorporate progressive and alternating patterns in design (13)

create visual texture in composition (12 13)


mix and apply tertiary colors and neutral colors (13)

apply symmetrical asymmetrical and radial balance (13)

create dominance through color and object size (13) create unity through shape pattern and color (13)

observe and assess (critique) own artwork as well as that of classmates (14) identify how artists from different historical times and different cultures apply the

elements and principles of design (1114) apply and safely use media tools and equipment (12)

How will my child be assessed and evaluated

Informal and formal assessment strategies will be incorporated within each arts lesson Informal assessment Individual teacherstudent questionanswer

Formal assessment FORMAL ANALYSIS

-Four levels of formal analysis which you can use to explain a work of artperformance

1 Description = pure description of the object without value judgments

analysis or interpretation What do you see ldquoWhat do you hearrdquo

Analysis = determining what the features suggest and deciding why the artist used such features to convey specific ideas How did the artistperformer do it

3 Interpretation = establishing the broader context for this type of art Why did the artist

create it and what does it meanrdquo

4 Judgment Judging a piece of work means giving it rank in relation to other works and of course considering a very important aspect of the arts its originality ldquoIs it a good

artworkperformancerdquo

Evaluation Rubrics PerformanceProduction


Rubrics

Criteria A-Superior B-Above Average C-Average D-Weak F-Failure

Composition Elements and Principles of Design

Variety

Unity

Well composed

Incorporates elements and principles in a creative way

Shows compositional

awareness Used one or more

of elements and principles effectively

Acceptable composition

Awareness of elements and

principles but not used creativity

Non composed but effort is shown

Li ttle or no use

of elements and principles

Unsuccessful composition

No use of elements and

principles

Technical Proficiency Full value range

Shading skills

Superior use Control and

understanding of materials and

techniques

Good use of materials

Well executed but lacks finishing

touches

Adequate skills without

exploration of materials

Careless use of materials and

techniques

Unresolved Unfinished

Misuse of Materials

Creativity and Originality Unique Choice of objects

High degree of invention

Successfully shows new and

unique solutions

Pushes already exis ting ideas but attempts to try new ideas

Solves problems conventionally

Rel ies on othersrsquo ideas

Shows basic aesthetic organization

No creativity

Some confusion of ideas

No evidence of original thought

Work Habits and effort 1 Contracted areas

completed by deadlines

Superior use of time

Work completed by deadline

Showed effort far

beyond requirements

Worked effectively and met deadline

Met deadline but with

minimum of the required effort

Did not meet deadline

Showed unacceptable degree of effort


Lack of any effort

Critique and Response to Criticism

Great improvement in work and in

response to cri ticism

Clari ty in communication of concepts

Changes some elements in response to

cri ticism Communication of

bas ic concepts

Improves one element in response to

cri ticism Minimal

communication of concepts

Res ists or ignores cri ticism

No improvement

No clear communication of concepts

No improvement No ability to

communicate

conceptually

Points 20 ndash 18 17-16 15 14 13-0


Sample Rubric

Rubric for Drawing A Variety of Lines

All of the time Some of the time Never

Students were able to work as a team while walking on the tape

lines Did you stay an even distance from the person in front of

you

Were you able to identify and

apply the importance of the line in other subject areas Math number line or notes on a staff

Were you able to successfully

incorporate at least six different types of lines into your drawing

Were you able to successfully find

a line in the room and successfully describe the line to the others in the

class

Does your drawing resemble a

city

Which intelligence were you most comfortable with Why (Teacher directed format for student response as developmentally appropriate K-5) ______________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________ Which intelligence made you the most uncomfortable Why (Teacher directed format for

student response as developmentally appropriate K-5) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


DRAMA RUBRIC

POOR SATISFACTORY GOOD EXCELLENT

THE ACTORrsquoS IMAGINATION

Never does work never participates and misses classes

Sometimes misses work sometimes participates and misses classes

Consistently does all work participates and attends class

Does all work always participates and attends class

HOW TO PUT ON A PUPPET SHOW

Never does work never participates

and misses classes

Sometimes misses work sometimes participates and

misses classes

Consistently does all work

participates and attends

class


STORYBOOK CHARACTERS





WORKING AS PART OF A CAST

Never does work never

participates and misses

classes

Sometimes misses work sometimes

participates and misses classes

Consistently does all

work participates

and attends class

Does all work always participates

and attends class

CONFIDENCE ON STAGE



classes




work participates

and attends class


and attends class

Technology Infusion Fourth graders continue digital communication interaction with applications of technology in

the arts Fourth graders will experience the infusion of technology through webcastsoftwareand hardware applications that span all of the arts What can I do to assist my child succeed

Your child is continuing in building upon their educational career The support provided by parental guidance is invaluable and required for your child to succeed

Encourage your child to extend their in-school learning into real world experiences Become

acquainted with local state and tri-state museumstheaterconcert halls by visiting and

exploring the arts with your child The reinforcement of learned skills and techniques


through seeinghearinginteractingdiscussing with you and your child models a lifestyle of

lifelong learning Instruction is not limited to the classroom

Become acquainted with the arts specialistteacher An on-going dialogue with your childrsquos

arts teacher will enable you to assist your child developmentally by reinforcing skills and

techniques taught Arts teachers will be able to offer resources and suggestions for

enrichment for your child

Search the internet We are living in a global community The internet will allow you to

take virtual tours of museums globally listen to performances view art work and research

your childrsquos arts interest

Suggestions

Visit The Newark MuseumJersey City MuseumMetropolitan Museum of ArtMus eum of

Modern ArtThe Guggenheim MuseumArt Galleries in SOHO amp NOHO

NYCNJPACCarnegie HallBroadway TheatersBrooklyn Museum

Websites for Visual Arts httpdaphnepalomaredumhudelsonartwebsiteshtml Search

engine for Art Websites Top 10 Art Websites For Kids andyouwillcom20090326top-10-

art-websites-for-kids

Websites for Performing Arts IMEEM Pandora MusiccomALLMUSIC

Website for all arts httpwwwkidsgovk_5k_5_arts_musicshtml KIDSGOV


WORLD LANGUAGES

New Jersey hosts a growing economy that demands contact and interaction with the global marketplace For New Jersey students the need to function competently in more than one language has therefore become increasingly important in order to participate ful ly in the economic political and social life of a state with over 100 ethnic groups and where more than 150 different languages are spoken

In the twenty-first century students must be able to participate in culturally appropriate ways in face-to-face interaction with members of other cultures in order to be productive members

of the diverse communities in which we all live Only by preparing students with an education comparable to the best that schools around the world offermdashone that includes the study of

world languagesmdashcan the goal of leaving no child behind be achieved

Your child will

listen to and comprehend questions related to Spanish-speaking countries (71-5 71-8)

show comprehension of reading texts that provide information and tell stories (71-5 71-11)

listen and participate in conversations within and outside the school (71-1 71-3 71-11 71-13)

identify common and different language features between Spanish and English (71-7)

create short skits to perform in class (71-1 71-3)

create visuals simple captions and reports related to Spanish-speaking countries and their traditions (71-3 71-4)

retell a simple story in Spanish (71-5)

recognize sequence of events and characters in a narrative told or read in Spanish (71-4)

create visuals that help the reader or listener to understand the information heshe wants to express in Spanish ie drawings collages etc (71-5 71-9)

demonstrate an increased awareness of cultural differences between the USA and some Spanish-speaking countries on language food climate communities celebrations etc (72-1 72-2 71-5)

identify the usefulness of speaking a second language when working in a community of people from many lands (71 72)

demonstrate awareness of careers in the field of international relations and recognize

the advantages of speaking a second language when working in this field (71 72)


TECHNOLOGICAL LITERACY

Technology is evolving at an amazing rate with both frequent advancements of existing technology and the creation of new technologies All students must understand and be

comfortable with the concepts and application of technology not only in order to function in todayrsquos complex society but also to become informed and productive adults of tomorrow

Computer and information literacy which supports skills in information-gathering information-

organizing and problem solving has become critical for every student To ensure that studnts are computer literate a separate standard that defines rigorous in-depth learning has been

included at all grade levels The computer and information literacy standard is designed to be integrated and applied in all of the content areas of the Core Curriculum Content Standards

Your child will

814 A Basic Computer Skills and Tools

Use basic technology vocabulary Use basic features of an operating system (eg accessing programs identifying and

selecting a printer finding help)

Input and access text and data using appropriate keyboarding techniques or other input devices

Produce a simple finished document using word processing software

Produce and interpret a simple graph or chart by entering and editing data on a prepared

spreadsheet template Create and present a multimedia presentation using appropriate software

Create and maintain files and folders

Use a graphic organizer

Use basic computer icons 814 B Application of Productivity Tools

Social Aspects Discuss the common uses of computer applications and identify their advantages and

disadvantages Recognize and practice responsible social and ethical behaviors when using technology and

understand the consequences of inappropriate use including Internet access

o Copyrighted materials

o On-line library resources

Personal security and safety issues

Practice appropriate Internet etiquette

Recognize the ethical and legal implications of plagiarism of copyrighted materials

Information Access and Research Recognize the need for accessing and using information

Identify and use web browsers search engines and directories to obtain information to solve real world problems


Locate specific information by searching a database

Recognize accuracy andor bias of information Problem Solving and Decision Making

Solve problems individually andor collaboratively using computer applications

Identify basic hardware problems and solve simple problems


LANGUAGE ARTS

(Reading Literature Reading Informational Text Writing SpeakingListening Language and Foundations)

The competencies for language arts literacy are based on language and learning experiences all children need to grow intellectually socially and emotionally in school across the

curriculum and at home They are intended to promote students abilities to create meaning for themselves and others If students learn to read write speak listen and use language to

communicate proficiently and if they focus on deepening and broadening their thinking through ongoing modeling practice use and feedback they will develop the critical literacy skills they need not only to be college ready but to be life - long problem solvers Teaching and learning in the 21st century requires our students to be able to transfer the learning they developed in one situation and apply it to new situations where higher leveled thinking is therefore not only valued but needed These experiences build upon one another

and hopefully work towards fostering a continued passion to be curious and through that curiosity discover personal and shared meaning

By the end of the year your fourth grade child should be able to

Draw on details and examples from a text to support statements about the text

Summarize a text using key ideas stated and inferred and details to understand the theme of the story if fictional or to determine importance and main ideas of a nonfiction text

Describe in detail characters or events making inferences from characters behaviors and details provided by the author

Explain major differences between types of texts and genres fiction and non-fiction poems and narratives prose myths legends fables and folktales

Compare the point of view from first person and third person narratives and compare and contrast points of views from various authors on the same topic in non-fiction

Read longer texts and chapter books within the grade 3-4 band for independent reading silently selecting engaging nonfiction books along with fiction to enhance comprehension and fluency Read more challenging texts aloud from 4-5 band of levels to scaffold on more familiar texts and become familiar with more complex texts

Compare and contrast thematically similar stories and texts to understand how different authors discuss similar topics and to gain understanding of accounts of events from various cultures

Use text features in nonfiction as bold print italics hyperlinks and other search tools charts and graphs icons key words and topic sentences etc to locate and gain information on a topic

Identify main ideas and details from information presented graphically orally visually posing and asking questions to improve comprehension

Use text clues to assist understanding content specific vocabulary when investigating a topic Explain how an author uses evidence to support their claims in a selected text

Understand relationships between events historical or scientific by making connections and building on prior knowledge as in sequence cause-effect problem-solution etc

Use comprehension strategies to create meaning literally inferentially and critically Use and understand content specific vocabulary when investigating a topic or theme

Select topics of personal interest or study and provide rationale for writing about that topic in a meaningful way write daily to provide routines and practice
























spelled words










MATHEMATICS


Your child will
























andor area models


10 12 and 100






































Attend to precision





SOCIAL STUDIES














each level







































7 Homework Policy

45 minutes nightly


HEALTH






Unit 2






















Unit 5






Unit 6




































world




Intent and Spirit























heat or electricity















forest)






yearly rainfall)
















water cycle



An intelligence is






























academically











soaring heights




visual art






melody and rhythm

































as 68 or 98 time





























































Rubrics



Variety

Unity

Well composed


Shows compositional







Li ttle or no use




principles


Shading skills



techniques



touches




techniques


Misuse of Materials




unique solutions





No creativity







Showed effort far

beyond requirements







Lack of any effort







bas ic concepts


cri ticism Minimal



No improvement



communicate

conceptually

Points 20 ndash 18 17-16 15 14 13-0


Sample Rubric





you







class


city





DRAMA RUBRIC









and misses classes


misses classes



class










classes




work participates

and attends class


and attends class

CONFIDENCE ON STAGE



classes




work participates

and attends class


and attends class

















Suggestions










WORLD LANGUAGES





Your child will





















Your child will

















































spelled words










MATHEMATICS


Your child will
























andor area models


10 12 and 100






































Attend to precision





SOCIAL STUDIES














each level







































7 Homework Policy

45 minutes nightly


HEALTH






Unit 2






















Unit 5






Unit 6




































world




Intent and Spirit























heat or electricity















forest)






yearly rainfall)
















water cycle



An intelligence is






























academically











soaring heights




visual art






melody and rhythm

































as 68 or 98 time





























































Rubrics



Variety

Unity

Well composed


Shows compositional







Li ttle or no use




principles


Shading skills



techniques



touches




techniques


Misuse of Materials




unique solutions





No creativity







Showed effort far

beyond requirements







Lack of any effort







bas ic concepts


cri ticism Minimal



No improvement



communicate

conceptually

Points 20 ndash 18 17-16 15 14 13-0


Sample Rubric





you







class


city





DRAMA RUBRIC









and misses classes


misses classes



class










classes




work participates

and attends class


and attends class

CONFIDENCE ON STAGE



classes




work participates

and attends class


and attends class

















Suggestions










WORLD LANGUAGES





Your child will





















Your child will



























MATHEMATICS


Your child will
























andor area models


10 12 and 100






































Attend to precision





SOCIAL STUDIES














each level







































7 Homework Policy

45 minutes nightly


HEALTH






Unit 2






















Unit 5






Unit 6




































world




Intent and Spirit























heat or electricity















forest)






yearly rainfall)
















water cycle



An intelligence is






























academically











soaring heights




visual art






melody and rhythm

































as 68 or 98 time





























































Rubrics



Variety

Unity

Well composed


Shows compositional







Li ttle or no use




principles


Shading skills



techniques



touches




techniques


Misuse of Materials




unique solutions





No creativity







Showed effort far

beyond requirements







Lack of any effort







bas ic concepts


cri ticism Minimal



No improvement



communicate

conceptually

Points 20 ndash 18 17-16 15 14 13-0


Sample Rubric





you







class


city





DRAMA RUBRIC









and misses classes


misses classes



class










classes




work participates

and attends class


and attends class

CONFIDENCE ON STAGE



classes




work participates

and attends class


and attends class

















Suggestions










WORLD LANGUAGES





Your child will





















Your child will
































andor area models


10 12 and 100






































Attend to precision





SOCIAL STUDIES














each level







































7 Homework Policy

45 minutes nightly


HEALTH






Unit 2






















Unit 5






Unit 6




































world




Intent and Spirit























heat or electricity















forest)






yearly rainfall)
















water cycle



An intelligence is






























academically











soaring heights




visual art






melody and rhythm

































as 68 or 98 time





























































Rubrics



Variety

Unity

Well composed


Shows compositional







Li ttle or no use




principles


Shading skills



techniques



touches




techniques


Misuse of Materials




unique solutions





No creativity







Showed effort far

beyond requirements







Lack of any effort







bas ic concepts


cri ticism Minimal



No improvement



communicate

conceptually

Points 20 ndash 18 17-16 15 14 13-0


Sample Rubric





you







class


city





DRAMA RUBRIC









and misses classes


misses classes



class










classes




work participates

and attends class


and attends class

CONFIDENCE ON STAGE



classes




work participates

and attends class


and attends class

















Suggestions










WORLD LANGUAGES





Your child will





















Your child will

















































Attend to precision





SOCIAL STUDIES














each level







































7 Homework Policy

45 minutes nightly


HEALTH






Unit 2






















Unit 5






Unit 6




































world




Intent and Spirit























heat or electricity















forest)






yearly rainfall)
















water cycle



An intelligence is






























academically











soaring heights




visual art






melody and rhythm

































as 68 or 98 time





























































Rubrics



Variety

Unity

Well composed


Shows compositional







Li ttle or no use




principles


Shading skills



techniques



touches




techniques


Misuse of Materials




unique solutions





No creativity







Showed effort far

beyond requirements







Lack of any effort







bas ic concepts


cri ticism Minimal



No improvement



communicate

conceptually

Points 20 ndash 18 17-16 15 14 13-0


Sample Rubric





you







class


city





DRAMA RUBRIC









and misses classes


misses classes



class










classes




work participates

and attends class


and attends class

CONFIDENCE ON STAGE



classes




work participates

and attends class


and attends class

















Suggestions










WORLD LANGUAGES





Your child will





















Your child will




























SOCIAL STUDIES














each level







































7 Homework Policy

45 minutes nightly


HEALTH






Unit 2






















Unit 5






Unit 6




































world




Intent and Spirit























heat or electricity















forest)






yearly rainfall)
















water cycle



An intelligence is






























academically











soaring heights




visual art






melody and rhythm

































as 68 or 98 time





























































Rubrics



Variety

Unity

Well composed


Shows compositional







Li ttle or no use




principles


Shading skills



techniques



touches




techniques


Misuse of Materials




unique solutions





No creativity







Showed effort far

beyond requirements







Lack of any effort







bas ic concepts


cri ticism Minimal



No improvement



communicate

conceptually

Points 20 ndash 18 17-16 15 14 13-0


Sample Rubric





you







class


city





DRAMA RUBRIC









and misses classes


misses classes



class










classes




work participates

and attends class


and attends class

CONFIDENCE ON STAGE



classes




work participates

and attends class


and attends class

















Suggestions










WORLD LANGUAGES





Your child will





















Your child will

























































7 Homework Policy

45 minutes nightly


HEALTH






Unit 2






















Unit 5






Unit 6




































world




Intent and Spirit























heat or electricity















forest)






yearly rainfall)
















water cycle



An intelligence is






























academically











soaring heights




visual art






melody and rhythm

































as 68 or 98 time





























































Rubrics



Variety

Unity

Well composed


Shows compositional







Li ttle or no use




principles


Shading skills



techniques



touches




techniques


Misuse of Materials




unique solutions





No creativity







Showed effort far

beyond requirements







Lack of any effort







bas ic concepts


cri ticism Minimal



No improvement



communicate

conceptually

Points 20 ndash 18 17-16 15 14 13-0


Sample Rubric





you







class


city





DRAMA RUBRIC









and misses classes


misses classes



class










classes




work participates

and attends class


and attends class

CONFIDENCE ON STAGE



classes




work participates

and attends class


and attends class

















Suggestions










WORLD LANGUAGES





Your child will





















Your child will



























HEALTH






Unit 2






















Unit 5






Unit 6




































world




Intent and Spirit























heat or electricity















forest)






yearly rainfall)
















water cycle



An intelligence is






























academically











soaring heights




visual art






melody and rhythm

































as 68 or 98 time





























































Rubrics



Variety

Unity

Well composed


Shows compositional







Li ttle or no use




principles


Shading skills



techniques



touches




techniques


Misuse of Materials




unique solutions





No creativity







Showed effort far

beyond requirements







Lack of any effort







bas ic concepts


cri ticism Minimal



No improvement



communicate

conceptually

Points 20 ndash 18 17-16 15 14 13-0


Sample Rubric





you







class


city





DRAMA RUBRIC









and misses classes


misses classes



class










classes




work participates

and attends class


and attends class

CONFIDENCE ON STAGE



classes




work participates

and attends class


and attends class

















Suggestions










WORLD LANGUAGES





Your child will





















Your child will
































Unit 5






Unit 6




































world




Intent and Spirit























heat or electricity















forest)






yearly rainfall)
















water cycle



An intelligence is






























academically











soaring heights




visual art






melody and rhythm

































as 68 or 98 time





























































Rubrics



Variety

Unity

Well composed


Shows compositional







Li ttle or no use




principles


Shading skills



techniques



touches




techniques


Misuse of Materials




unique solutions





No creativity







Showed effort far

beyond requirements







Lack of any effort







bas ic concepts


cri ticism Minimal



No improvement



communicate

conceptually

Points 20 ndash 18 17-16 15 14 13-0


Sample Rubric





you







class


city





DRAMA RUBRIC









and misses classes


misses classes



class










classes




work participates

and attends class


and attends class

CONFIDENCE ON STAGE



classes




work participates

and attends class


and attends class

















Suggestions










WORLD LANGUAGES





Your child will





















Your child will
















































world




Intent and Spirit























heat or electricity















forest)






yearly rainfall)
















water cycle



An intelligence is






























academically











soaring heights




visual art






melody and rhythm

































as 68 or 98 time





























































Rubrics



Variety

Unity

Well composed


Shows compositional







Li ttle or no use




principles


Shading skills



techniques



touches




techniques


Misuse of Materials




unique solutions





No creativity







Showed effort far

beyond requirements







Lack of any effort







bas ic concepts


cri ticism Minimal



No improvement



communicate

conceptually

Points 20 ndash 18 17-16 15 14 13-0


Sample Rubric





you







class


city





DRAMA RUBRIC









and misses classes


misses classes



class










classes




work participates

and attends class


and attends class

CONFIDENCE ON STAGE



classes




work participates

and attends class


and attends class

















Suggestions










WORLD LANGUAGES





Your child will





















Your child will
































heat or electricity















forest)






yearly rainfall)
















water cycle



An intelligence is






























academically











soaring heights




visual art






melody and rhythm

































as 68 or 98 time





























































Rubrics



Variety

Unity

Well composed


Shows compositional







Li ttle or no use




principles


Shading skills



techniques



touches




techniques


Misuse of Materials




unique solutions





No creativity







Showed effort far

beyond requirements







Lack of any effort







bas ic concepts


cri ticism Minimal



No improvement



communicate

conceptually

Points 20 ndash 18 17-16 15 14 13-0


Sample Rubric





you







class


city





DRAMA RUBRIC









and misses classes


misses classes



class










classes




work participates

and attends class


and attends class

CONFIDENCE ON STAGE



classes




work participates

and attends class


and attends class

















Suggestions










WORLD LANGUAGES





Your child will





















Your child will




























yearly rainfall)
















water cycle



An intelligence is






























academically











soaring heights




visual art






melody and rhythm

































as 68 or 98 time





























































Rubrics



Variety

Unity

Well composed


Shows compositional







Li ttle or no use




principles


Shading skills



techniques



touches




techniques


Misuse of Materials




unique solutions





No creativity







Showed effort far

beyond requirements







Lack of any effort







bas ic concepts


cri ticism Minimal



No improvement



communicate

conceptually

Points 20 ndash 18 17-16 15 14 13-0


Sample Rubric





you







class


city





DRAMA RUBRIC









and misses classes


misses classes



class










classes




work participates

and attends class


and attends class

CONFIDENCE ON STAGE



classes




work participates

and attends class


and attends class

















Suggestions










WORLD LANGUAGES





Your child will





















Your child will




























An intelligence is






























academically











soaring heights




visual art






melody and rhythm

































as 68 or 98 time





























































Rubrics



Variety

Unity

Well composed


Shows compositional







Li ttle or no use




principles


Shading skills



techniques



touches




techniques


Misuse of Materials




unique solutions





No creativity







Showed effort far

beyond requirements







Lack of any effort







bas ic concepts


cri ticism Minimal



No improvement



communicate

conceptually

Points 20 ndash 18 17-16 15 14 13-0


Sample Rubric





you







class


city





DRAMA RUBRIC









and misses classes


misses classes



class










classes




work participates

and attends class


and attends class

CONFIDENCE ON STAGE



classes




work participates

and attends class


and attends class

















Suggestions










WORLD LANGUAGES





Your child will





















Your child will





































academically











soaring heights




visual art






melody and rhythm

































as 68 or 98 time





























































Rubrics



Variety

Unity

Well composed


Shows compositional







Li ttle or no use




principles


Shading skills



techniques



touches




techniques


Misuse of Materials




unique solutions





No creativity







Showed effort far

beyond requirements







Lack of any effort







bas ic concepts


cri ticism Minimal



No improvement



communicate

conceptually

Points 20 ndash 18 17-16 15 14 13-0


Sample Rubric





you







class


city





DRAMA RUBRIC









and misses classes


misses classes



class










classes




work participates

and attends class


and attends class

CONFIDENCE ON STAGE



classes




work participates

and attends class


and attends class

















Suggestions










WORLD LANGUAGES





Your child will





















Your child will































soaring heights




visual art






melody and rhythm

































as 68 or 98 time





























































Rubrics



Variety

Unity

Well composed


Shows compositional







Li ttle or no use




principles


Shading skills



techniques



touches




techniques


Misuse of Materials




unique solutions





No creativity







Showed effort far

beyond requirements







Lack of any effort







bas ic concepts


cri ticism Minimal



No improvement



communicate

conceptually

Points 20 ndash 18 17-16 15 14 13-0


Sample Rubric





you







class


city





DRAMA RUBRIC









and misses classes


misses classes



class










classes




work participates

and attends class


and attends class

CONFIDENCE ON STAGE



classes




work participates

and attends class


and attends class

















Suggestions










WORLD LANGUAGES





Your child will





















Your child will























































as 68 or 98 time





























































Rubrics



Variety

Unity

Well composed


Shows compositional







Li ttle or no use




principles


Shading skills



techniques



touches




techniques


Misuse of Materials




unique solutions





No creativity







Showed effort far

beyond requirements







Lack of any effort







bas ic concepts


cri ticism Minimal



No improvement



communicate

conceptually

Points 20 ndash 18 17-16 15 14 13-0


Sample Rubric





you







class


city





DRAMA RUBRIC









and misses classes


misses classes



class










classes




work participates

and attends class


and attends class

CONFIDENCE ON STAGE



classes




work participates

and attends class


and attends class

















Suggestions










WORLD LANGUAGES





Your child will





















Your child will








































































Rubrics



Variety

Unity

Well composed


Shows compositional







Li ttle or no use




principles


Shading skills



techniques



touches




techniques


Misuse of Materials




unique solutions





No creativity







Showed effort far

beyond requirements







Lack of any effort







bas ic concepts


cri ticism Minimal



No improvement



communicate

conceptually

Points 20 ndash 18 17-16 15 14 13-0


Sample Rubric





you







class


city





DRAMA RUBRIC









and misses classes


misses classes



class










classes




work participates

and attends class


and attends class

CONFIDENCE ON STAGE



classes




work participates

and attends class


and attends class

















Suggestions










WORLD LANGUAGES





Your child will





















Your child will



























Sample Rubric





you







class


city





DRAMA RUBRIC









and misses classes


misses classes



class










classes




work participates

and attends class


and attends class

CONFIDENCE ON STAGE



classes




work participates

and attends class


and attends class

















Suggestions










WORLD LANGUAGES





Your child will





















Your child will



























DRAMA RUBRIC









and misses classes


misses classes



class










classes




work participates

and attends class


and attends class

CONFIDENCE ON STAGE



classes




work participates

and attends class


and attends class

















Suggestions










WORLD LANGUAGES





Your child will





















Your child will




































Suggestions










WORLD LANGUAGES





Your child will





















Your child will



























WORLD LANGUAGES





Your child will





















Your child will

































Your child will


























jersey city public schools grade level … city public schools grade level competencies (aligned to...

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