 Barnstable Public Schools
 Scoring DefinintionsGrading Rubrics
 Grade K Scoring Rubric and Curriculum Guide
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 Curriculum
 Elementary Report Cards (K3)

Scoring DefinintionsGrading Rubrics
 Grade K Scoring Rubric and Curriculum Guide
 Grade K English Language Arts Scoring Rubric and Curriculum Guide
 Grade 1 Math Scoring Rubric and Curriculum Guide
 Grade 1 English Language Arts Scoring Rubric and Curriculum Guide
 Grade 2 Math Scoring Rubric and Curriculum Guide
 Grade 2 English Language Arts Scoring Rubrics and Curriculum Guide
 Grade 3 Math Scoring Rubric and Curriculum Guide
 Grade 3 English Language Arts Scoring Rubric and Curriculum Guide
 Parent Road Maps
 Curriculum Frameworks Massachusetts Dept. of Education
 Barnstable's District Curriculum Accommodation Plan
 Form

Grade K Scoring Rubric/Curriculum Guide
Mathematics  Kindergarten
Counting & Cardinality
Counts to tell number of objects
Essential Standard/Student Demonstration
K.CC.B4 Understands the relationship between numbers and quantities; connect counting to cardinality.
 When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
 Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
 Understand that each successive number name refers to a quantity that is one larger.
K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
End of Year Benchmark
Exceeding Standards
Consistently counts to tell the number of objects in a scattered configuration, a line, a rectangular array and a circle beyond 20 items, using synchrony, onetoone tagging, and some sort of organization. Has cardinality. Knows the number of objects is the same regardless of their arrangement.
Meeting Standards
Counts to tell the number of objects in a scattered configuration, a line, a rectangular array and a circle for up to 20 items, using synchrony, onetoone tagging, and some form of organization. Has cardinality. Knows the number of objects is the same regardless of their arrangement.
Working Toward the Standards
With prompting and support, counts to tell the number of objects in a scattered configuration and line for up to 20 items using onetoone tagging, synchrony and some form of organization. Has cardinality. May or may not know that the number of objects is the same regardless of their arrangement.
Limited Progress Toward the Standards
Unable to count to tell the number of objects for up to 20 items.
Counting & Cardinality
Can write the number (020) for objects counted
Essential Standard/Student Demonstration
K.CC.A.3 Writes the numbers from 020.
End of Year Benchmark
Exceeding Standards
Can consistently represent a count with written numerals beyond 20.
Meeting Standards
Can represent a count with written numerals 0 to 20.
Working Toward the Standards
Using a model, can represent a count with written numerals from 0 to 20.
Limited Progress Toward the Standards
Not able to use a model to represent a count for all written numerals 0 to 20.
Counting & Cardinality
Knows the number sequence to 100
Essential Standard/Student Demonstration
K.CC.A.1 Count to 100 by ones and by tens.
K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1)
End of Year Benchmark
Exceeding Standards
Consistently produces the forward number word sequence, from any given number beyond 100.
Meeting Standards
Can produce the forward number word sequence for any given number within 100.
Working Toward the Standards
With prompting and support, produces the forward number word sequence from any given number within 100.
Limited Progress Toward the Standards
Produces the forward number word sequence, from any given number, for less than 100.
Operations and Algebraic Thinking
Uses two numbers to make ten
Essential Standard/Student Demonstration
K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
End of Year Benchmark
Exceeding Standards
Consistently uses objects or drawings to make “number pairs” for all numbers greater than 10, in more than one way (and/or uses more complex equations ex: 3+3+3+2=11) and records their thinking with drawings or equations.
Meeting Standards
Uses objects or drawings to make “number pairs” for all numbers less than or equal to 10, in more than one way, and records the “number pair” by drawing or equation.
Working Toward the Standards
With prompting and support, uses objects or drawings to make “number pairs” for all numbers less than or equal to 10, in only one way and may or may not record the “number pair” by drawing or equation.
Limited Progress Toward the Standards
Uses objects or drawings to make “number pairs” for all numbers less than or equal to 5, in only one way and may or may not record the “number pair” by drawing or equation.
Operations and Algebraic Thinking
Solves word problems to 10
Essential Standard/Student Demonstration
K.OA.A.1 Represents addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps) acting out situations, verbal explanations, expressions, or equations.
K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
End of Year Benchmark
Exceeding Standards
Consistently represents and solves “add to”,“take from”, and “put together/take apart” as well as other word problem situations beyond 10.
Meeting Standards
Represents and solves “add to”,“take from”, and “put together/take apart” word problem situations within 10.
Working Toward the Standards
With prompting and support, represents and solves “add to” and “take from” word problem situations within 10 and may or may not be able to solve “put together/take apart” word problem situations within 10.
Limited Progress Toward the Standards
Represents and solves “add to” and/or “take from” word problem situations within 5.
Operations and Algebraic Thinking
Fluently adds within 5
Essential Standard/Student Demonstration
K.OA.A.5 Fluently adds and subtracts within 5, including zero.
End of Year Benchmark
Exceeding Standards
Consistently adds beyond 5, including zero, using efficient mental strategies or known facts.
Meeting Standards
Adds within 5, including zero, using efficient mental strategies or known facts.
Working Toward the Standards
With prompting and support, adds within 5, including zero.
Limited Progress Toward the Standards
Unable to add within 5, including zero.
Operations and Algebraic Thinking
Fluently subtracts within 5
Essential Standard/Student Demonstration
K.OA.A.5 Fluently adds and subtracts within 5, including zero.
End of Year Benchmark
Exceeding Standards
Consistently subtracts beyond 5, including zero, using efficient mental strategies or known facts.
Meeting Standards
Subtracts within 5, including zero, using efficient mental strategies or known facts.
Working Toward the Standards
With prompting and support, subtracts within 5, including zero.
Limited Progress Toward the Standards
Unable to subtract within 5, including zero.
Numbers & Operations in Base Ten
Builds and breaks apart numbers between 1119 into tens and ones
Essential Standard/Student Demonstration
K.NBT.A.1 Work with numbers 1119 to gain foundations for place value. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18=10+8); understand that these numbers are composed to ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
End of Year Benchmark
Exceeding Standards
Consistently explains (with objects or drawings) the ten structure of numbers beyond 19 and records the structures using a drawing or an equation.
Meeting Standards
Explains (with objects or drawings) the ten structure of the numbers 11 – 19 and records the structures using a drawing or an equation.
Working Toward the Standards
With prompting and support, explains (with objects or drawings) the ten structure of some of the numbers 11 – 19 and records the structures using a drawing or an equation.
Limited Progress Toward the Standards
Unable to explain the ten structure of any numbers 11 – 19.
Measurement and Data
Describes and compares objects
Essential Standard/Student Demonstration
K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference.
End of Year Benchmark
Exceeding Standards
Consistently and independently describes several measurable attributes of a single object and compares more than two objects with a measurable attribute in common
Meeting Standards
Describes several measurable attributes of a single object and compares two objects with a measurable attribute in common.
Working Toward the Standards
With prompting and support, describes several measurable attributes of a single object. May or may not be able to compare two objects with that common attribute.
Limited Progress Toward the Standards
Describes at least 1 measurable attribute of a single object.
Measurement and Data
Classifies and counts objects
Essential Standard/Student Demonstration
K.MD.B.3 Classify objects and count the number of objects in each category.
End of Year Benchmark
Exceeding Standards
Consistently and independently classifies objects and counts the number of objects in each category (greater than 10) and sorts the categories by count.
Meeting Standards
Classifies objects and counts the number of objects in each category (up to and including 10) and sorts the categories by count.
Working Toward the Standards
With prompting and support, classifies objects and counts the number of objects in each category (up to and including 10). May or may not be able to sort the categories by count.
Limited Progress Toward the Standards
Classifies objects and counts the number of objects in each category (up to and including 8). May or may not be able to sort the categories by count.
Geometry
Identify, describe, compare, and create 2 and 3 dimensional shapes
Essential Standard/Student Demonstration
K.G.A. 1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.G.A.2 Correctly name shapes regardless of their orientation or overall size.
K.G.A.3 Identify shapes as twodimensional or threedimensional.
K.G.B.4 Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
K.G.B.5 Model shapes in the world by building shapes from components.
K.G.B.6 Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"
End of Year Benchmark
Exceeding Standards
Consistently names, describes, compares and represents additional twodimensional and threedimensional shapes with drawings and materials, such as a rhombus, trapezoid, octagon, pentagon, prism, pyramid etc.
Meeting Standards
Names, describes, compares and represents twodimensional and threedimensional shapes with drawings and materials. (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres)
Working Toward the Standards
With prompting and support, names, describes and compares twodimensional and threedimensional shapes using oral language. May or may not be able to represent them with drawings and materials. (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres)
Limited Progress Toward the Standards
Able to name and describe some twodimensional shapes and threedimensional shapes.