Topic Level 2 Level 3 Level 4 Learning Plan BOE BOE Topic #1 #2 Score Central Begins to identify the central Demonstrates an ability to Demonstrates the ability idea(s) of a source, but may determine the central idea(s) of a to determine the idea(s) of a have some misconceptions. source by providing an accurate importance of the source Source – summary of the source. as to the Semester 2 concept(s). Using Begins to create a product by Creates a product by integrating In addition to meeting the integrating visual information visual information (i.e. charts, level 3 expectation, the Information with other information in graphs, photographs, maps, etc.) product includes the use from print/digital text, but needs to with other information in of content-specific Sources – do more to show connections print/digital text by clearly showing vocabulary, including Semester 2 between sources of connections between them. Make vocabulary beyond what information. specific reference to each source was taught, and makes used. real world connections. Writing -Provides either an Write informative texts, including Writing informative text introduction or a concluding the narration of historical events. that demonstrates a Informative statement (sentence or -Introduce a topic clearly (a depth of knowledge by Text – paragraph). sentence or a paragraph). going above and beyond Semester 2 the grade level -Begins to organize information -Organize information clearly expectation. (chronologically, thematically, (chronologically, logically, -Organize information etc.); organization is unclear. thematically, etc.). clearly (chronologically, -Develop a topic with facts, thematically, etc.) with -Begins to develop a topic with definitions, details, and examples; strong transitions. minimal facts, definitions, use content-related vocabulary. -Deeply develop a topic details and examples; attempts -Provide a concluding statement (a with many facts, use content-related vocabulary sentence or a paragraph). definitions, details, and correctly. examples; uses an extended vocabulary. -Provides analysis of evidence and support for topic.
Topic Level 2 Level 3 Level 4 Learning Plan BOE #1 BOE #2 Topic Score Central idea(s) of a Source – Semester 2 Begins to identify the central idea(s) of a source, but may have some misconceptions. Demonstrates an ability to determine the central idea(s) of a source by providing an accurate summary of the source. Demonstrates the ability to determine the importance of the source as to the concept(s). Using Information from Sources – Semester 2 Begins to create a product by integrating visual information with other information in print/digital text, but needs to do more to show connections between sources of information. Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections between them. Make specific reference to each source used. In addition to meeting the level 3 expectation, the product includes the use of content-specific vocabulary, including vocabulary beyond what was taught, and makes real world connections. Writing Informative Text – Semester 2 -Provides either an introduction or a concluding statement (sentence or paragraph). -Begins to organize information (chronologically, thematically, etc.); organization is unclear. -Begins to develop a topic with minimal facts, definitions, details and examples; attempts use content-related vocabulary correctly. Write informative texts, including the narration of historical events. -Introduce a topic clearly (a sentence or a paragraph). -Organize information clearly (chronologically, logically, thematically, etc.). -Develop a topic with facts, definitions, details, and examples; use content-related vocabulary. -Provide a concluding statement (a sentence or a paragraph). Writing informative text that demonstrates a depth of knowledge by going above and beyond the grade level expectation. -Organize information clearly (chronologically, thematically, etc.) with strong transitions. -Deeply develop a topic with many facts, definitions, details, and examples; uses an extended vocabulary. -Provides analysis of evidence and support for topic.