Elementary Family Report Card Guide

What concepts of print are taught in Kindergarten?
Concepts of print references a student’s understanding and awareness of how printed language works. In Kindergarten, students should know how to follow words from left to right, top to bottom and page by page. Kindergarten students should also understand that spoken language is represented in written language by specific letters, and be able to recognize and name letters of the alphabet.
 

What are prerequisite phonological awareness skills in Kindergarten?
Phonological awareness is a group of skills connected to the ability to recognize parts of spoken words and language. In Kindergarten, students work with sounds at the syllable level and individual sound level. 

In the first semester of Kindergarten, students are working towards beginning to be able to work with sounds at the syllable (a unit of sound that contains a vowel sound) level and understanding the first sound in a word. Additionally, students also work on identifying the onset and rime (identifying the first sound in a word, and everything that comes after that sound) of a word. Onset is the first sound in a word, and the rime is everything after the first sound in a word. In the word “ship,” sh- is the onset and -ip is the rime. 

During the second semester, Kindergarten students move to working with final sounds in words and understanding the individual phonemes in simple words, such as the sounds in cat= /c/ /a/ /t/.  Understanding individual phonemes, or speech sounds, prepares students to continue individual sound work in first grade.  

What grade-level phonics skills do Kindergarteners learn?  
Phonics refers to the relationship between sounds and the letters that represent them. Using phonics skills allows students to decode words by understanding the sounds of letters and letter combinations.

Kindergarten students focus on individual letter-sound correspondence.  By the end of the first semester, kindergarten students are expected to have mastered (know the sound the letter makes and be able to write) the following letters: T, P, N, A (short vowel sound), M, D, G, S I (short vowel sound), H, B, L, R, O (short vowel sound), C, F, J and W.

By the end of the second semester, kindergarten students are expected to have mastered all 26 letters and sounds, and be able to use them to write simple words, such as “cat” or “bug.”  These simple words are commonly called “cvc” words or consonant-vowel-consonant words. Each letter in CVC words represents only one sound.
 

What is decodable text? 
A decodable text is one that has words and sentences that can be easily read (decoded) by applying known phonics patterns while reading. A student should be able to independently read a decodable text because it uses phonics patterns the student has been taught. A student should recognize those phonics patterns in a word and apply it while reading and sounding out words.

What does it mean to draw, dictate or write?
This approach recognizes that literacy development is a gradual process, and students go through different stages of readiness. In kindergarten, standards allow for students to express thoughts in written form through three different methods:

• Draw: Students express ideas and stories through drawing. This allows them to visually represent their thoughts without the constraints of spelling or writing conventions.
• Dictate: Students share their ideas orally, and an adult writes down their words. This bridges the gap between oral expression and written representation, allowing students to focus on generating ideas without the constraints of spelling or writing conventions.
• Write: Students write their own words or sentences independently. Adults can provide guidance on letter formation, spelling, and other writing conventions as needed.
   

What does written expression include? 
Written expression effectively conveys ideas, thoughts, and feelings through writing. 

Narrative: Development & Organization = 
Students tell a story of a single event or loosely linked events in the order they happened.

Informative/Explanatory: Development & Organization = 
Students create informative pieces by naming the topic and providing some information about the topic.

Opinion: Development & Organization = 
Students share an opinion of a topic or book name and express their preference or opinion about it, such as stating a favorite book.

What is fluency?
Fluency is the ability to apply procedures/strategies efficiently, flexibly, and accurately to solve problems involving addition and subtraction. For example, when finding 4 + 2, a student might not have memorized the sum but is able to count on from 4 rather than starting at zero (4, 5, 6). Kindergarteners can be fluent without having memorized all of their facts. 

What is composing?
Composing is combining smaller numbers to make a larger number. (Ex: 2 and 1 make 3)

What is decomposing?
Decomposing is breaking down a larger number into smaller parts. (Ex: 7 can be separated into 4 and 3)

What is cardinality?
Cardinality refers to the relationship between counting and pairing each count with an object. Students learn to answer the question, “How many?” (Ex: When counting 7 bears, students pair each object with one and only one number name.)

What math facts do kindergarteners learn?
By the end of the year, kindergarteners fluently add and subtract within 5. They are exposed to addition and subtraction within 10.

How is composing and decomposing different from addition and subtraction?
When students compose and decompose, they are not using addition, subtraction, or equal symbols. Instead, they are exploring the various ways numbers can be broken into smaller parts, or how smaller parts can be combined to create a larger number. Once students have an understanding of this, then the connection to addition and subtraction with symbols is made. 

What measurable attributes are Kindergarteners learning? (Measurement and Data)
Students learn to describe attributes of an object like length (long/short) and weight (heavy/light). They informally compare attributes as having “more of” or “less of”.

What shapes do Kindergarteners learn? (Geometry)
Students learn to identify and describe “flat shapes” (squares, circles, triangles, rectangles, hexagons) and “solid shapes” (cubes, cones, cylinders, and spheres) using words like sides and corners. 

What is the definition of “claim”?
An assertion; a statement believed to be true; an answer to the phenomena (scientific concept being studied) question.

What is the definition of “evidence”?
The data, scientific concepts, and facts that are used to support the claim.

Why are we assessing students in Social Emotional Learning (SEL)?
It is important to have a holistic view of a student’s development beyond academic skills. While teachers monitor the development of their student’s SEL skills, they are able to determine which students may need support in certain areas. Teachers are then able to target necessary skills for their students to develop such as; self-control, empathy, cooperation, and problem solving which are skills that are foundational to academic success. Grading social-emotional learning in elementary school is essential for fostering the development of the whole child, identifying areas of growth, setting expectations, encouraging improvement, and preparing students for future success. 

Where can I find more information about the Washington State SEL Standards? 
Washington State SEL Standards, Benchmarks, and Indicators

The benchmarks and indicators for the standards are in grade level bands (K-3). Is a kindergarten student assessed at the same level as a 3rd grade student?
A student is assessed in comparison to their same-aged peers in the developmental continuum of SEL skills.

What does it mean to regulate emotions?
Recognizing how you are feeling and expressing that feeling in a safe and respectful way. Regulating emotions does not mean suppressing feelings. Rather it is about finding appropriate outlets for how you are feeling. Regulating emotions also involves the use of coping strategies and other problem-solving skills. 

Students are taught to:

1. Stop- Notice you are feeling uncomfortable

2. Name your Feeling- Use an I-feel statement to self or someone else

3. Calm Down- Use a strategy that is safe and respectful (breathing, counting, positive self-talk) 

What does it mean to take the perspective and empathize with others? 
Understanding and considering another person’s thoughts, feelings, and point of view. This is explained to students as putting yourself in someone else’s shoes. Students are taught to look for clues about how someone else is feeling by noticing facial expressions, body language and what the situation is. Then, they are to think about how they might feel in a similar situation and how their feelings might be the same or different from others. Students are also taught to think about what they can do next after they notice how someone else is feeling. 

What is self-efficacy? 
Confidence that you have the skills, knowledge, and resilience to succeed in most academic and social situations. This also involves persevering when faced with a challenge or a task and viewing mistakes as opportunities for learning. 

What does it mean if my student is scored as  developing in a Social-Emotional Learning Skill?
A student who requires a significant amount of support and prompting compared to same-aged peers would receive a score of developing. With this significant level of teacher support the student rarely demonstrates these skills independently (0-33% of the time). 

What does it mean if my student is scored as sometimes in a Social-Emotional Learning Skill?
A student requires a moderate level of support and prompting compared to same-aged peers. With this increased  level of teacher support the student sometimes demonstrates these skills independently (34-67% of the time). 

What does it mean if my student is scored as consistently in a Social-Emotional Learning Skill?
A student requires a minimal level of support and prompting compared to same-aged peers. With this level of teacher support the student almost always demonstrates these skills independently (68-100% of the time). 

What resources do teachers use to teach Social-Emotional Learning? 
All classroom teachers K-5 have access to a curriculum called Second Step. This curriculum covers all of the SEL standards and benchmarks through the teaching of four main units. 

1. Skills for Learning: Students gain skills to help themselves learn, including how to focus their attention, listen carefully, use self-talk to stay on task, and be assertive when asking for help with schoolwork. 
2. Empathy: Students learn to identify and understand their own and others’ feelings. Students also learn how to take another’s perspective and how to show compassion. 
3. Emotion Management: Students learn specific skills for calming down when experiencing strong feelings, such as anxiety or anger. 
4. Problem Solving: Students learn a process for solving problems with others in a positive way

Second Step Family Letter 

What does it mean to identify basic features of print? 
Basic features of print refers to a student’s understanding and awareness of how printed language works. Basic features of print continue to build upon the concepts of print mastered in Kindergarten. In first grade, students should be able to recognize the organization of a sentence, such as capitalization, spacing between words and that sentences end with punctuation. 
 

What are prerequisite individual sound awareness skills?
Phonemic awareness is a subset of phonological awareness and refers to the ability to recognize and manipulate individual phonemes (the smallest units of sound) in spoken language. An example is the individual sounds in the word “cat” are  /c/ /a/ /t/. Having an understanding of individual speech sounds allows students to move into reading words based on their knowledge of the sounds that letters and letter combinations make. 
 

What are grade-level phonics skills?
Phonics refers to the relationship between sounds and the letters that represent them. Using phonics skills allows students to read, and write, words by understanding the sounds of letters and letter combinations. 

By the end of first semester, first grade students should be able to use the following phonics patterns to help them sound out and write words:

• Short Vowel Sounds: These vowel sounds include: /a/ as in apple, /e/ as in echo, /i/ as in itch, /o/ as in octopus and /u/ as in up.

• Blends: A blend is when two or more consonant letters occur together in a word, and each consonant letter makes its own sound, without a vowel sound in between them. Examples include, s-blends (sn- as in snap), t blends (tr- as in tree), l blends, (bl- as in blanket), r blends (cr- as in crab).

• Consonant Digraphs (continued in Semester 2): A consonant digraph is a pair of consonant letters that come together to create a single sound.  Examples include, ch- as in chair, sh- as in shoe, th- as in think, wh- as in whale and -ck as in sock. 

By the end of second semester, first-grade students should be able to use the following phonics patterns to help them sound out and write words:

• Consonant Digraphs (continued from Semester 1)

• Floss Rule: The floss rule is defined as the letters f, l, s, and z are doubled at the end of a word after a short vowel. The doubled consonant is pronounced as 1 sound. Examples include, -zz as in buzz, -ff as in puff, -ll as in well, and -ss as in floss.

• Silent E Long Vowel Sounds: Long vowel silent-e words have a single vowel, a single consonant, an e at the end, and the vowel sound is long.  These vowel sounds include /a/ as in cake, /e/ as in theme, /i/ as in bike, /o/ as in rope and /u/ as in rule. 

• Phonograms: A phonogram is a series of letters that represents 1 or more sounds. The vowel sound changes in a phonogram. Examples include: -ing as in ring, -ang as in bang, -ild as in child, -all as in fall or -ost as in most.

What does it mean to read grade-level text accurately and fluently with purpose?
This refers to a student's ability to read and comprehend appropriate and decodable first-grade level text. Accurately refers to correctly identifying and pronouncing words while reading. Fluently refers to the pace, how fast or slow, in which a student reads. With purpose refers to a student's ability to understand why they are reading a text to help them better understand what they are reading, such as to learn more information about a topic. 

What does it mean to print letters with correct formation and line orientation?
This area is commonly thought of as handwriting. Handwriting is made up of both correct letter formation and line orientation. Correct letter formation refers to a student's ability to write individual letters in terms of their shape, size and direction. Line orientation refers to whether or not a student places letters correctly on the writing lines and uses correct spacing between words. 
 

What is academic vocabulary while speaking and/or writing?
Academic vocabulary means the specific words and phrases students must learn to understand, talk, and write about school subjects. These words are more complex than everyday language and are essential for success in various academic subjects.
 

What are learned spelling patterns?
Learned spelling patterns are combinations of letters or letter sequences students have been taught through direct phonics instruction (see “What are grade level phonics skills?” for specific patterns covered each semester). As a result of this direct phonics instruction, students should be able to read and write words with these taught phonics patterns.  

Understanding and utilizing these patterns serve as a basis for accurate and efficient spelling. Once these learned spelling patterns are taught, it is expected that a student is able to correctly spell and write words with these patterns.

What is fluency?
Fluency is the ability to apply procedures/strategies efficiently, flexibly, and accurately to solve problems involving addition and subtraction. It is possible for a student to be fluent even if they have not memorized all of their facts. For example, a student might think of 5 + 7 as 5 + 5 + 2, which equals 12. They might not have produced the answer from memory, but they did use a strategy that was efficient, flexible, and accurate. 

What math facts do first graders learn?
By the end of the year, first graders fluently add and subtract within 10. They expand this to add and subtract within 20, which they will further develop in second grade. 

What do first graders learn about place value and addition? (Number and Operations)
Students learn about the ones and tens place values. They learn to add a two-digit number with a one-digit number, and a two-digit number with a multiple of ten. Sometimes this addition requires regrouping (“carrying”). 

How are first graders measuring length? (Measurement and Data)
Students learn to measure informally by laying multiple copies of an object (i.e. paperclips, cubes) end-to-end with no gaps or overlaps. 

What does it mean to reason with shapes and their attributes? (Geometry)
Students develop a deeper understanding of shapes by identifying, creating and describing shapes based on their attributes (sides, corners, faces, points). 

What is the definition of "claim"?
An assertion; a statement believed to be true; an answer to the phenomena (scientific concept being studied) question.
 

What is the definition of "evidence"?
The data, scientific concepts, and facts that are used to support the claim.

Why are we assessing students in Social Emotional Learning (SEL)? 
It is important to have a holistic view of a student’s development beyond academic skills. While teachers monitor the development of their student’s SEL skills, they are able to determine which students may need support in certain areas. Teachers are then able to target necessary skills for their students to develop such as; self-control, empathy, cooperation, and problem solving which are skills that are foundational to academic success. Grading social-emotional learning in elementary school is essential for fostering the development of the whole child, identifying areas of growth, setting expectations, encouraging improvement, and preparing students for future success. 

Where can I find more information about the Washington State SEL Standards? 
Washington State SEL Standards, Benchmarks, and Indicators

The benchmarks and indicators for the standards are in grade level bands (K-3). Is my 1st grade student assessed at the same level as a third grade student?
Rather than comparing a 1st grade student to a third grade student. A student is assessed in comparison to their same-aged peers in the developmental continuum of SEL skills.

What does it mean to regulate emotions?
Recognizing how you are feeling and expressing that feeling in a safe and respectful way. Regulating emotions does not mean suppressing feelings. Rather it is about finding appropriate outlets for how you are feeling. Regulating emotions also involves the use of coping strategies and other problem-solving skills. 

Students are taught to:

1. Stop- Notice you are feeling uncomfortable

2. Name your Feeling- Use an I-feel statement to self or someone else

3. Calm Down- Use a strategy that is safe and respectful (breathing, counting, positive self-talk) 

What does it mean to take the perspective and empathize with others? 
Understanding and considering another person’s thoughts, feelings, and point of view. This is explained to students as putting yourself in someone else’s shoes. Students are taught to look for clues about how someone else is feeling by noticing facial expressions, body language and what the situation is. Then, they are to think about how they might feel in a similar situation and how their feelings might be the same or different from others. Students are also taught to think about what they can do next after they notice how someone else is feeling. 

What is self-efficacy? 
Confidence that you have the skills, knowledge, and resilience to succeed in most academic and social situations. This also involves persevering when faced with a challenge or a task and viewing mistakes as opportunities for learning. 

What does it mean if my student is scored as  developing in a Social-Emotional Learning Skill?
A student who requires a significant amount of support and prompting compared to same-aged peers would receive a score of developing. With this significant level of teacher support the student rarely demonstrates these skills independently (0-33% of the time). 

What does it mean if my student is scored as sometimes in a Social-Emotional Learning Skill?
A student requires a moderate level of support and prompting compared to same-aged peers. With this increased  level of teacher support the student sometimes demonstrates these skills independently (34-67% of the time). 

What does it mean if my student is scored as consistently in a Social-Emotional Learning Skill?
A student requires a minimal level of support and prompting compared to same-aged peers. With this level of teacher support the student almost always demonstrates these skills independently (68-100% of the time). 

What resources do teachers use to teach Social-Emotional Learning? 
All classroom teachers K-5 have access to a curriculum called Second Step. This curriculum covers all of the SEL standards and benchmarks through the teaching of four main units. 

1. Skills for Learning: Students gain skills to help themselves learn, including how to focus their attention, listen carefully, use self-talk to stay on task, and be assertive when asking for help with schoolwork. 
2. Empathy: Students learn to identify and understand their own and others’ feelings. Students also learn how to take another’s perspective and how to show compassion. 
3. Emotion Management: Students learn specific skills for calming down when experiencing strong feelings, such as anxiety or anger. 
4. Problem Solving: Students learn a process for solving problems with others in a positive way.

Second Step Family Letter 

What does it mean to utilize grade-level phonics and word analysis skills?
Phonics refers to the relationship between sounds and the letters that represent them. Word analysis is the process of breaking down words into smaller parts to understand their meaning, pronunciation, and structure. Using phonics and word-analysis skills allow students to better read and write. 

By the end of first semester, second grade students should be able to use the following phonics patterns and word analysis skills:

• Previously Learned First Grade Phonics Skills: Blends, Digraphs, Floss Rule, Phonograms, Long-Vowel Silent-e (See first grade phonics section for more information)

• Predictable Vowel Teams: Two or more letters side by side that are pronounced as 1 vowel sound, in an expected way.  Examples include: /oa/ as in “boat,” /ai/ as in “rain,” or /aw/ as in “crawl.” 

• Unpredictable Vowel Teams: Two or more letters side by side that are pronounced as 1 vowel sound. Some vowel teams spelled with 2 letters side by side can be pronounced 2 different ways. Examples include: /ow/ as in “snow” and “owl,” or /ea/ in “bread” and “bead.”

• Prefixes: A group of letters added to the beginning of a word to change its meaning.  Understanding prefixes helps students analyze words to better understand their meaning. Examples include: re- as in “recycle” or dis- as in “disagree.”

• Suffixes: A group of letters added to the end of the word to change its meaning. Understanding suffixes helps students analyze words to better understand their meaning. Examples include: -ive as in “reflective.” 

By the end of second semester, second grade students should be able to use the following phonics patterns and word analysis skills: 

• Unpredictable Vowel Teams (Continued from Semester 1)

• Vowel-R: The vowel-r pattern has 1 vowel followed by the consonant r, which affects the way the vowel sound is pronounced. Examples include: -ar as in “bark” or -or as in “corn.”

• Silent Letters: Silent letter patterns have 2 consonants side by side with 1 consonant remaining silent. Examples include: kn- as in “know” or -mb as in “comb.”

• Complex Consonants: Consonants or groups of consonants that have different spellings but are pronounced with the same sound. Examples include: -ck as in “back” or -dge as in “edge.”

• Prefixes (Continued from Semester 1)

• Suffixes (Continued from Semester 1)

What does it mean to read grade-level text accurately and fluently with purpose?
This refers to a student's ability to read and comprehend appropriate and decodable second-grade level text. Accurately refers to correctly identifying and pronouncing words while reading. Fluently refers to the pace, how fast or slow, in which a student reads. With purpose refers to a student's ability to understand why they are reading a text to help them better understand what they are reading, such as to learn more information about a topic. 

What does it mean to use learned spelling patterns in writing? 
Learned spelling patterns are combinations of letters or letter sequences students have been taught through direct phonics instruction (see “What does it mean to utilize grade-level phonics and word analysis skills?” for specific patterns covered each semester). As a result of this direct phonics instruction, students should be able to read and write words with these taught phonics patterns.  

Understanding and utilizing these patterns serve as a basis for accurate and efficient spelling. Once these learned spelling patterns are taught, it is expected that a student is able to correctly spell and write words with these patterns.

What is academic vocabulary while speaking and/or writing?
Academic vocabulary means the specific words and phrases students must learn to understand, talk and write about school subjects. These words are more complex than everyday language and are essential for success in various academic subjects.

What is fluency?
Fluency is the ability to apply procedures/strategies efficiently, flexibly, and accurately to solve problems involving addition and subtraction. It is possible for a student to be fluent even if they have not memorized all of their facts. For example, a student might think of 5 + 7 as 5 + 5 + 2, which equals 12. They might not have produced the answer from memory, but they did use a strategy that was efficient, flexible, and accurate. 

What math facts do second graders learn?
Second graders learn to add and subtract within 20. By the end of the year, they know from memory all sums of two one-digit numbers. 

What do second graders learn about place value, addition, and subtraction? 
(Number and Operations)
Students learn about the ones, tens, and hundreds place values. They fine-tune their abilities to add and subtract within 100 and extend their understanding to addition and subtraction within 1,000. This requires both regrouping (“carrying”) and unbundling (“borrowing”). 

How are second graders measuring length? (Measurement and Data)
Students learn to formally measure using a ruler (centimeter and inch) for the first time. 

What does it mean to reason with shapes and their attributes? (Geometry)
Students develop a deeper understanding of shapes by identifying, creating and describing shapes based on their attributes (sides, angles, faces). They are introduced to a classification category for the first time (quadrilaterals). 

Why are we assessing students in Social Emotional Learning (SEL)? 
It is important to have a holistic view of a student’s development beyond academic skills. While teachers monitor the development of their student’s SEL skills, they are able to determine which students may need support in certain areas. Teachers are then able to target necessary skills for their students to develop such as; self-control, empathy, cooperation, and problem solving which are skills that are foundational to academic success. Grading social-emotional learning in elementary school is essential for fostering the development of the whole child, identifying areas of growth, setting expectations, encouraging improvement, and preparing students for future success. 

Where can I find more information about the Washington State SEL Standards? 
Washington State SEL Standards, Benchmarks, and Indicators

The benchmarks and indicators for the standards are in grade level bands (K-3). Is my 2nd grade student assessed at the same level as a kindergarten student?
A student is assessed in comparison to their same-aged peers in the developmental continuum of SEL skills.

What does it mean to regulate emotions?
Recognizing how you are feeling and expressing that feeling in a safe and respectful way. Regulating emotions does not mean suppressing feelings. Rather it is about finding appropriate outlets for how you are feeling. Regulating emotions also involves the use of coping strategies and other problem-solving skills. 

Students are taught to:

1. Stop- Notice you are feeling uncomfortable

2. Name your Feeling- Use an I-feel statement to self or someone else

3. Calm Down- Use a strategy that is safe and respectful (breathing, counting, positive self-talk) 

What does it mean to take the perspective and empathize with others? 
Understanding and considering another person’s thoughts, feelings, and point of view. This is explained to students as putting yourself in someone else’s shoes. Students are taught to look for clues about how someone else is feeling by noticing facial expressions, body language and what the situation is. Then, they are to think about how they might feel in a similar situation and how their feelings might be the same or different from others. Students are also taught to think about what they can do next after they notice how someone else is feeling. 
 

What is self-efficacy? 
Confidence that you have the skills, knowledge, and resilience to succeed in most academic and social situations. This also involves persevering when faced with a challenge or a task and viewing mistakes as opportunities for learning. 
 

What does it mean if my student is scored as  developing in a Social-Emotional Learning Skill?
A student who requires a significant amount of support and prompting compared to same-aged peers would receive a score of developing. With this significant level of teacher support the student rarely demonstrates these skills independently (0-33% of the time). 
 

What does it mean if my student is scored as sometimes in a Social-Emotional Learning Skill?
A student requires a moderate level of support and prompting compared to same-aged peers. With this increased  level of teacher support the student sometimes demonstrates these skills independently (34-67% of the time). 
 

What does it mean if my student is scored as consistently in a Social-Emotional Learning Skill?
A student requires a minimal level of support and prompting compared to same-aged peers. With this level of teacher support the student almost always demonstrates these skills independently (68-100% of the time). 
 

What resources do teachers use to teach Social-Emotional Learning? 
All classroom teachers K-5 have access to a curriculum called Second Step. This curriculum covers all of the SEL standards and benchmarks through the teaching of four main units. 

1. Skills for Learning: Students gain skills to help themselves learn, including how to focus their attention, listen carefully, use self-talk to stay on task, and be assertive when asking for help with schoolwork. 
2. Empathy: Students learn to identify and understand their own and others’ feelings. Students also learn how to take another’s perspective and how to show compassion. 
3. Emotion Management: Students learn specific skills for calming down when experiencing strong feelings, such as anxiety or anger. 
4. Problem Solving: Students learn a process for solving problems with others in a positive way.

Second Step Family Letter 

What does utilizing grade-level phonics and word analysis skills mean? 
Phonics refers to the relationship between sounds and the letters that represent them. Word analysis is the process of breaking down words into smaller parts to understand their meaning, pronunciation, and structure. Using phonics and word-analysis skills allow students to better read and write. 

By the end of first semester, third grade students should be able to use the following phonics patterns and word analysis skills:

• Previously Learned Second Grade Phonics Skills: Predictable and Unpredictable Vowel Teams, Vowel-R, Complex Consonants and Silent Letters. (See second grade phonics section for more information)
• Multisyllable Words: Words that contain more than one syllable (a part of a word with a vowel sound). In third grade, students need to be able to read and write a variety of different multisyllabic words. Examples include: in | spect as in “inspect” or en | gage as in “engage.” This helps students read more complex, academic based text as they move into future grade levels. Students must use their complete understanding of phonics patterns to decode multisyllabic words. 
• Affixes: Small units of letters added to the beginning (prefixes) or the end (suffixes) of a word to create a new word. Understanding affixes help students decode unknown words and determine meaning of unknown words. Examples include: -able as in “enjoyable” or ex- as in “exclude.”
• Roots: Many words have a core meaning called a root, to which prefixes and suffixes are added. Examples include: struct- as in “construction” or -claim” as in “proclaim.” 

By the end of second semester, third grade students should be able to use the following phonics patterns and word analysis skills:

• Building Fluency of Multisyllable Words: At the end of third grade, students are expected to be able to decode words with all syllable types and phonics patterns.  At the end of third grade a student should be able to read text fluently and accurately decode unknown multisyllable words.

• Affixes (Continued from Semester 1)

• Roots (Continued from Semester 1)

What does it mean to read grade-level text accurately and fluently with purpose?
This refers to a student's ability to read and comprehend appropriate third-grade level text. Accurately refers to correctly identifying and pronouncing words while reading. Fluently refers to the pace, how fast or slow, in which a student reads. With purpose refers to a student's ability to understand why they are reading a text to help them better understand what they are reading, such as to learn more information about a topic. 

What is fluency?
Fluency is the ability to apply procedures/strategies efficiently, flexibly, and accurately to solve problems involving addition, subtraction, multiplication, and division. It is possible for a student to be fluent even if they have not memorized all of their facts. For example, a student might think of 5 x 7 as (5 x 5) + (5 x 2), which equals 35. They might not have produced the answer from memory, but they did use a strategy that was efficient, flexible, and accurate. 

What math facts do third graders learn?
Third graders learn to multiply and divide within 100. By the end of the year, they know from memory all products of two one-digit numbers. 

What fractions concepts do third graders learn? (Fractions)
Students learn what a fraction is and how to represent it (numerically and through pictures). They also learn what equivalent fractions are; they recognize, generate, and can explain why fractions are equivalent - this includes fractions less than one and whole numbers.  

What shapes do third graders learn? (Geometry)
Students extend their understanding of shapes (rhombus, square, rectangle, trapezoid, parallelograms) to classification into larger categories (quadrilaterals). 

What is the definition of "claim"?
An assertion; a statement believed to be true; an answer to the phenomena (scientific concept being studied) question.
 

What is the definition of "evidence"?
The data, scientific concepts, and facts that are used to support the claim.

Why are we assessing students in Social Emotional Learning (SEL)? 
It is important to have a holistic view of a student’s development beyond academic skills. While teachers monitor the development of their student’s SEL skills, they are able to determine which students may need support in certain areas. Teachers are then able to target necessary skills for their students to develop such as; self-control, empathy, cooperation, and problem solving which are skills that are foundational to academic success. Grading social-emotional learning in elementary school is essential for fostering the development of the whole child, identifying areas of growth, setting expectations, encouraging improvement, and preparing students for future success. 

Where can I find more information about the Washington State SEL Standards? 
Washington State SEL Standards, Benchmarks, and Indicators

The benchmarks and indicators for the standards are in grade level bands (K-3). Is my 3rd grade student assessed at the same level as a kindergarten student?
A student is assessed in comparison to their same-aged peers in the developmental continuum of SEL skills.

What does it mean to regulate emotions?
Recognizing how you are feeling and expressing that feeling in a safe and respectful way. Regulating emotions does not mean suppressing feelings. Rather it is about finding appropriate outlets for how you are feeling. Regulating emotions also involves the use of coping strategies and other problem-solving skills. 

Students are taught to:

1. Stop- Notice you are feeling uncomfortable

2. Name your Feeling- Use an I-feel statement to self or someone else

3. Calm Down- Use a strategy that is safe and respectful (breathing, counting, positive self-talk) 

What does it mean to take the perspective and empathize with others? 
Understanding and considering another person’s thoughts, feelings, and point of view. This is explained to students as putting yourself in someone else’s shoes. Students are taught to look for clues about how someone else is feeling by noticing facial expressions, body language and what the situation is. Then, they are to think about how they might feel in a similar situation and how their feelings might be the same or different from others. Students are also taught to think about what they can do next after they notice how someone else is feeling. 
 

What is self-efficacy? 
Confidence that you have the skills, knowledge, and resilience to succeed in most academic and social situations. This also involves persevering when faced with a challenge or a task and viewing mistakes as opportunities for learning. 

What does it mean if my student is scored as  developing in a Social-Emotional Learning Skill?
A student who requires a significant amount of support and prompting compared to same-aged peers would receive a score of developing. With this significant level of teacher support the student rarely demonstrates these skills independently (0-33% of the time). 
 

What does it mean if my student is scored as sometimes in a Social-Emotional Learning Skill?
A student requires a moderate level of support and prompting compared to same-aged peers. With this increased  level of teacher support the student sometimes demonstrates these skills independently (34-67% of the time). 
 

What does it mean if my student is scored as consistently in a Social-Emotional Learning Skill?
A student requires a minimal level of support and prompting compared to same-aged peers. With this level of teacher support the student almost always demonstrates these skills independently (68-100% of the time). 

What resources do teachers use to teach Social-Emotional Learning? 
All classroom teachers K-5 have access to a curriculum called Second Step. This curriculum covers all of the SEL standards and benchmarks through the teaching of four main units. 

1. Skills for Learning: Students gain skills to help themselves learn, including how to focus their attention, listen carefully, use self-talk to stay on task, and be assertive when asking for help with schoolwork. 
2. Empathy: Students learn to identify and understand their own and others’ feelings. Students also learn how to take another’s perspective and how to show compassion. 
3. Emotion Management: Students learn specific skills for calming down when experiencing strong feelings, such as anxiety or anger. 
4. Problem Solving: Students learn a process for solving problems with others in a positive way 

Second Step Family Letter 

How do students use word analysis skills to decode unknown words? 
This involves breaking down and understanding unfamiliar words by examining their parts and structure. These skills are essential for independent reading and developing vocabulary in and out of context. Some ways students might break apart words include:

Syllables and Meaningful Parts (morphology):

•  Break longer words into smaller chunks or syllables. An example includes: dividing "unbelievable" into "un-" + "be-" + "lieve-" + "-able."

Prefixes and Suffixes: 

• Prefixes are a group of letters added to the beginning of a word to change its meaning.  Understanding prefixes helps students analyze words to better understand their meaning. Examples include: re- as in “recycle” or dis- as in “disagree.” 

• Suffixes are a group of letters added to the end of the word to change its meaning. Understanding suffixes helps students analyze words to better understand their meaning. Examples include: -ive as in “reflective."

Root Words: 

• Many words have a core meaning called a root, to which prefixes and suffixes are added. Recognizing roots helps in understanding related words. Examples include: struct- as in “construction” or -claim” as in “proclaim.” 

What does it mean to read grade-level text accurately and fluently with purpose?
This refers to a student's ability to read and comprehend appropriate fourth-grade level text. Accurately refers to correctly identifying and pronouncing words while reading. Fluently refers to the pace, how fast or slow, in which a student reads. With purpose refers to a student's ability to understand why they are reading a text to help them better understand what they are reading, such as to learn more information about a topic. 

What is fluency?
Fluency is the ability to apply procedures/strategies efficiently, flexibly, and accurately to solve problems involving addition, subtraction, multiplication, and division.  It is possible for a student to be fluent even if they have not memorized all of their facts. For example, a student might think of 5 x 7 as (5 x 5) + (5 x 2), which equals 35. They might not have produced the answer from memory, but they did use a strategy that was efficient, flexible, and accurate. 

What math facts do fourth graders learn?
Fourth grade concepts rely on students’ fluency with multiplication and division math facts (within 100).

What fractions concepts do fourth graders learn? (Fractions)
Students refine their understanding of what equivalent fractions are; they recognize, generate, and can explain why fractions are equivalent. They explore many concepts for the first time, including adding and subtracting fractions and mixed numbers with like denominators, representing fractions (with denominators of 10 and 100) as decimals, and comparing the value of decimals to the hundredths place value.   

What concepts of angle measure do fourth graders learn? (Measurement and Data)
Students explore angle measure for the first time. They use a protractor to measure and sketch angles of a specified measure.

What shapes do fourth graders learn? (Geometry)
Students apply their knowledge of angle measure to classify figures based on the presence or absence of angles of a specified size (i.e. right triangles). 

What is the definition of "claim"?
An assertion; a statement believed to be true; an answer to the phenomena (scientific concept being studied) question.
 

What is the definition of "evidence"?
The data, scientific concepts, and facts that are used to support the claim.
 

What is the definition of "reasoning"?
A justification or explanation that connects the evidence to the claim using scientific principles.

Why are we assessing students in Social Emotional Learning (SEL)? 
It is important to have a holistic view of a student’s development beyond academic skills. While teachers monitor the development of their student’s SEL skills, they are able to determine which students may need support in certain areas. Teachers are then able to target necessary skills for their students to develop such as; self-control, empathy, cooperation, and problem solving which are skills that are foundational to academic success. Grading social-emotional learning in elementary school is essential for fostering the development of the whole child, identifying areas of growth, setting expectations, encouraging improvement, and preparing students for future success. 

Where can I find more information about the Washington State SEL Standards? 
Washington State SEL Standards, Benchmarks, and Indicators
 

What does it mean to regulate emotions?
Recognizing how you are feeling and expressing that feeling in a safe and respectful way. Regulating emotions does not mean suppressing feelings. Rather it is about finding appropriate outlets for how you are feeling. Regulating emotions also involves the use of coping strategies and other problem-solving skills. 

Students are taught to:

1. Stop- Notice you are feeling uncomfortable

2. Name your Feeling- Use an I-feel statement to self or someone else

3. Calm Down- Use a strategy that is safe and respectful (breathing, counting, positive self-talk) 

What does it mean to take the perspective and empathize with others?
Understanding and considering another person’s thoughts, feelings, and point of view. This is explained to students as putting yourself in someone else’s shoes. Students are taught to look for clues about how someone else is feeling by noticing facial expressions, body language and what the situation is. Then, they are to think about how they might feel in a similar situation and how their feelings might be the same or different from others. Students are also taught to think about what they can do next after they notice how someone else is feeling. 

What is self-efficacy?
Confidence that you have the skills, knowledge, and resilience to succeed in most academic and social situations. This also involves persevering when faced with a challenge or a task and viewing mistakes as opportunities for learning. 
 

What does it mean if my student is scored as developing in a Social-Emotional Skill?
A student demonstrates the skills with significant support and prompting. The student rarely demonstrates these skills independently (0-33% of the time). 
 

What does it mean if my student is scored as sometimes in a Social-Emotional Skill?
A student demonstrates the skills with a moderate level of support. The student sometimes demonstrates these skills independently (34-67% of the time). 

What does it mean if my student is scored as consistently in a Social-Emotional Learning Skill?
A student demonstrates these skills with minimal support. The student can demonstrate the skills independently (68-100% of the time).

What resources do teachers use to teach Social-Emotional Learning? 
All classroom teachers K-5 have access to a curriculum called Second Step. This curriculum covers all of the SEL standards and benchmarks through the teaching of four main units. 

1. Skills for Learning: Students gain skills to help themselves learn, including how to focus their attention, listen carefully, use self-talk to stay on task, and be assertive when asking for help with schoolwork. 
2. Empathy: Students learn to identify and understand their own and others’ feelings. Students also learn how to take another’s perspective and how to show compassion. 
3. Emotion Management: Students learn specific skills for calming down when experiencing strong feelings, such as anxiety or anger. 
4. Problem Solving: Students learn a process for solving problems with others in a positive way

Second Step Family Letter 

How do students use word analysis skills to decode unknown words? 
This involves breaking down and understanding unfamiliar words by examining their parts and structure. These skills are essential for independent reading and developing vocabulary in and out of context. Some ways students might break apart words include:

Syllables and Meaningful Parts (morphology):

•  Break longer words into smaller chunks or syllables. An example includes:dividing "unbelievable" into "un-" + "be-" + "lieve-" + "-able."

Prefixes and Suffixes: 

• Prefixes are a group of letters added to the beginning of a word to change its meaning.  Understanding prefixes helps students analyze words to better understand their meaning. Examples include: re- as in “recycle” or dis- as in “disagree.” 

• Suffixes are a group of letters added to the end of the word to change its meaning. Understanding suffixes helps students analyze words to better understand their meaning. Examples include: -ive as in “reflective."

Root Words: 

• Many words have a core meaning called a root, to which prefixes and suffixes are added. Recognizing roots helps in understanding related words. Examples include: struct- as in “construction” or -claim” as in “proclaim.” 

What does it mean to read grade-level text accurately and fluently with purpose?
This refers to a student's ability to read and comprehend appropriate fifth-grade level text. Accurately refers to correctly identifying and pronouncing words while reading. Fluently refers to the pace, how fast or slow, in which a student reads. With purpose refers to a student's ability to understand why they are reading a text to help them better understand what they are reading, such as to learn more information about a topic. 

What is fluency?
Fluency is the ability to apply procedures/strategies efficiently, flexibly, and accurately to solve problems involving addition, subtraction, multiplication, and division. It is possible for a student to be fluent even if they have not memorized all of their facts. For example, a student might think of 5 x 7 as (5 x 5) + (5 x 2), which equals 35. They might not have produced the answer from memory, but they did use a strategy that was efficient, flexible, and accurate. 

What math facts do fifth graders learn?
Fifth grade concepts rely on students’ fluency with multiplication and division math facts (within 100).

What fractions concepts do fifth graders learn? (Fractions)
Students apply their understanding of equivalent fractions to add and subtract fractions and mixed numbers with unlike denominators. They explore multiplication and division of fractions for the first time.  

What concepts of volume do fifth graders learn? (Measurement and Data)
Students explore volume for the first time. They calculate the volume of rectangular prisms with whole number edge lengths using the formulae: V = l x w x h and V = b x h. 

What shapes do fifth graders learn? (Geometry)
Students apply their knowledge of shapes by classifying figures into a hierarchy based on their properties (sides, angles, parallel & perpendicular lines). 

What is the definition of "claim"?
An assertion; a statement believed to be true; an answer to the phenomena (scientific concept being studied) question.
 

What is the definition of "evidence"?
The data, scientific concepts, and facts that are used to support the claim.

What is the definition of "reasoning"?
A justification or explanation that connects the evidence to the claim using scientific principles.

Why are we assessing students in Social Emotional Learning (SEL)? 
It is important to have a holistic view of a student’s development beyond academic skills. While teachers monitor the development of their student’s SEL skills, they are able to determine which students may need support in certain areas. Teachers are then able to target necessary skills for their students to develop such as; self-control, empathy, cooperation, and problem solving which are skills that are foundational to academic success. Grading social-emotional learning in elementary school is essential for fostering the development of the whole child, identifying areas of growth, setting expectations, encouraging improvement, and preparing students for future success. 

Where can I find more information about the Washington State SEL Standards? 
Washington State SEL Standards, Benchmarks, and Indicators

What does it mean to regulate emotions?
Recognizing how you are feeling and expressing that feeling in a safe and respectful way. Regulating emotions does not mean suppressing feelings. Rather it is about finding appropriate outlets for how you are feeling. Regulating emotions also involves the use of coping strategies and other problem-solving skills. 

Students are taught to:

1. Stop- Notice you are feeling uncomfortable

2. Name your Feeling- Use an I-feel statement to self or someone else

3. Calm Down- Use a strategy that is safe and respectful (breathing, counting, positive self-talk) 

What does it mean to take the perspective and empathize with others?
Understanding and considering another person’s thoughts, feelings, and point of view. This is explained to students as putting yourself in someone else’s shoes. Students are taught to look for clues about how someone else is feeling by noticing facial expressions, body language and what the situation is. Then, they are to think about how they might feel in a similar situation and how their feelings might be the same or different from others. Students are also taught to think about what they can do next after they notice how someone else is feeling. 

What is self-efficacy?
Confidence that you have the skills, knowledge, and resilience to succeed in most academic and social situations. This also involves persevering when faced with a challenge or a task and viewing mistakes as opportunities for learning. 
 

What does it mean if my student is scored as developing in a Social-Emotional Skill?
A student demonstrates the skills with significant support and prompting. The student rarely demonstrates these skills independently (0-33% of the time). 

What does it mean if my student is scored as sometimes in a Social-Emotional Skill?
A student demonstrates the skills with a moderate level of support. The student sometimes demonstrates these skills independently (34-67% of the time). 
 

What does it mean if my student is scored as consistently in a Social-Emotional Learning Skill?
A student demonstrates these skills with minimal support. The student can demonstrate the skills independently (68-100% of the time).
 

What resources do teachers use to teach Social-Emotional Learning? 
All classroom teachers K-5 have access to a curriculum called Second Step. This curriculum covers all of the SEL standards and benchmarks through the teaching of four main units. 

1. Skills for Learning: Students gain skills to help themselves learn, including how to focus their attention, listen carefully, use self-talk to stay on task, and be assertive when asking for help with schoolwork. 
2. Empathy: Students learn to identify and understand their own and others’ feelings. Students also learn how to take another’s perspective and how to show compassion. 
3. Emotion Management: Students learn specific skills for calming down when experiencing strong feelings, such as anxiety or anger. 
4. Problem Solving: Students learn a process for solving problems with others in a positive way.

Second Step Family Letter