Title: 1st Grade Social Studies (Archived)
Course: BPSS (SST) Social Studies Standards > Section: Standards Workspace

SST-01.1

Standard 1:

Skills and Resources

Students apply Social Studies skills and resources.

 Narrative for the Skills and Resources

At the first grade level, students develop thinking and decision-making skills through active participation as members of their school and neighborhood. They learn to identify events and changes taking place in the school and local community and classify events as taking place “today,” “yesterday,” and “long ago.” They explore geographic relationships in their immediate environment, make models and maps to show locations of familiar surroundings, and recognize maps and globes as representations of the Earth.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

SST-01.1.01

1st Grade SST Targeted Benchmarks
Standard 1: Skills and Resources

SST-01.1.01 Identify basic components of maps and globes (i.e., cardinal directions, map key, symbols).

Student Learning Targets:

Knowledge Targets

- I can identify cardinal directions.
- I can identify and use a map key / legend.
- I can identify symbols on a map.

Proficiency Rubric

Score |  | Description | Sample Activity
4.0 | In addition to a proficient score of 3.0, the student demonstrates in-depth understanding and application of knowledge regarding more complex material. | -The student is able to create a map using cardinal directions, a map key and symbols.  The student is able to explain the map to others.  This is done independently.
 | 3.5 | In addition to a proficient score of 3.0, the student demonstrates in-depth understanding of knowledge on the content.
3.0 | The student identifies cardinal directions (north, south, east and west), reads a map key and identifies symbols on a map. | -The student can express his/her knowledge through words or writing.
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student identifies cardinal directions and/or symbols on a map with only 1-2 errors. | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | The student shows limited understanding of symbols and/or directions on a map. | -
 | 0.5 | The student cannot tell or show any understanding about maps.

Resources

Websites

Discovery Education

Elementary Social Studies

Parents Helping Students

Helping Your Child With Social Studies

Social Studies in First Grade

Vocabulary

- map
- symbol
- cardinal directions
- north, south, east, west
- map key or legend

SST-01.2

Standard 2:

Important Historical Events

Students understand important historical events.

 Narrative for the Important Historical Events

At the first grade level, students develop thinking and decision-making skills through active participation as members of their school and neighborhood. They learn to identify events and changes taking place in the school and local community and classify events as taking place “today,” “yesterday,” and “long ago.”

In the history standards, students identify continuity and change in the different environments around them, including school and neighborhood communities, and identify individuals, events and symbols that are important to our country.Identify people and events observed in national celebrations and holidays. Example: Celebrations and holidays, such as Thanksgiving; Reverend Martin Luther King, Jr. Day; Presidents’ Day; Independence Day; Arbor Day; and Veterans’ Day

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

SST-01.2.01

1st Grade SST Targeted Benchmarks
Standard 2: History

SST-01.2.01 Compare past and present family life (e.g., housing, transportation, technology) over time.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. | -
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SST-01.2.02

1st Grade SST Targeted Benchmarks
Standard 2: History

SST-01.2.02 Define chronological terms for broad categories of historical time (i.e., long ago, yesterday, today, tomorrow).

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. | -
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SST-01.2.03

1st Grade SST Targeted Benchmarks
Standard 2: History

SST-01.2.03 Identify the people and events honored in United States holidays (e.g., Thanksgiving, Independence Day, Veteran’s Day, Martin Luther King Jr. Day, President’s Day, Memorial Day, Columbus Day, Labor Day).

Student Learning Targets:

Knowledge Targets

- I can identify the people and events honored in United States holidays.

Proficiency Rubric

Score |  | Description | Sample Activity
4.0 | In addition to a proficient score of 3.0, the student demonstrates in-depth understanding and application of knowledge regarding more complex material. | -The student does independent research and shares information on various holidays.
 | 3.5 | In addition to a proficient score of 3.0, the student demonstrates in-depth understanding of knowledge on the content.
3.0 | The student describes the importance of the holiday, identifies the person or people associated with the holiday and identifies the approximate time that the historic event happened. | -
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student describes 2 of the required concepts from the 3.0 score. | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | The student describes 1 of the required concepts from the 3.0 score. | -
 | 0.5 | The student is unable to describe anything about a holiday.

Resources

Websites

Discovery Education

Elementary Social Studies

Parents Helping Students

Helping Your Child With Social Studies

Social Studies in First Grade

Vocabulary

- holiday
- United States

SST-01.2.04

1st Grade SST Targeted Benchmarks
Standard 2: History

SST-01.2.04 Describe the interaction (e.g., survival, First Thanksgiving) of Native Americans with the Pilgrims.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. | -
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SST-01.3

Standard 3:

Economic Concepts

Students understand economic concepts and the characteristics of various economic systems.

 Narrative for the Economic Concepts

At the first grade level, students develop thinking and decision-making skills through active participation as members of their school and neighborhood.  First grade students have the opportunities to discuss ways in which people are alike and different and how people around the world work and use resources to meet their needs.

In the Economics standards students explain how people in the school and community use goods and services and make choices as both producers and consumers.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

SST-01.3.01

1st Grade SST Targeted Benchmarks
Standard 3: Economics

SST-01.3.01 Differentiate between wants and needs.

Student Learning Targets:

Knowledge Targets

- I can identify needs and wants.

Reasoning Targets

- I can differentiate between wants and needs.

Proficiency Rubric

Score |  | Description | Sample Activity
4.0 | In addition to a proficient score of 3.0, the student demonstrates in-depth understanding and application of knowledge regarding more complex material. | -The student does independent research and share information on wants and needs and they influence the economy.
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | The student identifies all items that represent wants and needs. | -The student will identify wants and needs through a pencil and paper assessment.
 | 2.5 | The student incorrectly identifies 1 item that represents wants and needs.
2.0 | The student incorrectly identifies 2 items that represent wants and needs. | -
 | 1.5 | The student incorrectly identifies 3 items that represent wants and needs.
1.0 | The student incorrectly identifies 4 items that represent wants and needs. | -
 | 0.5 | The students incorrectly identifies 5 or more items that represent wants and needs.

Resources

Websites

Discovery Education

Elementary Social Studies

Parents Helping Students

Helping Your Child With Social Studies

Social Studies in First Grade

Vocabulary

- wants
- needs

SST-01.3.02

1st Grade SST Targeted Benchmarks
Standard 3: Economics

SST-01.3.02 Describe ways (e.g., money, bartering) wants and needs are met.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. | -
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SST-01.4

Standard 4:

Government and Citizenship

Students understand the development, functions, and forms of various political institutions and the role of the citizen in government and society.

 Narrative for the Government and Citizenship

At the first grade level, students develop thinking and decision-making skills through active participation as members of their school and neighborhood.  First grade students have the opportunities to discuss ways in which people are alike and different and how people around the world work and use resources to meet their needs. Students in grade one learn to explain why rules are needed in groups and learn how to apply rules to different group situations. They are given opportunities to practice citizenship skills through participation in a variety of group activities.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

SST-01.4.01

1st Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-01.4.01 Apply good citizenship (e.g., respect, cooperation, honesty, responsibility ) in the school environment.

Student Learning Targets:

Skills (Performance) Targets

- I can be a good citizen.
- I can work with others.
- I can follow classroom and school procedures.
- I can show respect.
- I can care for and put away materials.
- I can be honest.

Proficiency Rubric

Score |  | Description | Sample Activity
4.0 | The student exceeds expectations and is a positive example for other students. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | The student consistently focuses attention on tasks with no cues, follows classroom and school procedures, demonstrates self-advocacy skills and completes all assigned tasks.  The student promptly follows directions without reminders on a consistent basis.  The student is consistently aware of him/herself and behavior, understands expectations, makes good choices and demonstrates the ability to follow through.  The student consistently uses appropriate verbal language and tone, appropriate body language, understands boundaries, respects personal space and makes choices that help and benefit others and him/herself. | -
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student knows the expectations but is unable to complete all of them and/or is able to self-monitor but is inconsistent in applying this skill.  The student needs some prompting and reminders of expectations from the teacher. | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | The student needs a lot of teacher redirection as he/she is unable to self-monitor.  The student needs many reminders to follow directions and/or is unable to complete tasks without teacher assistance.  The student is unable to keep hands and feet to self, doesn't understand boundaries, uses inappropriate language and tone and/or uses inappropriate body language. | -
 | 0.5 | The student is unable to show grade level citizenship in the school environment.

Resources

Websites

Discovery Education

Elementary Social Studies

Parents Helping Students

Helping Your Child With Social Studies

Social Studies in First Grade

Vocabulary

- classroom
- school
- procedures
- honest
- respect
- citizen
- cooperation
- responsibility

SST-01.4.02

1st Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-01.4.02 Explain the purpose for rules in home, school, and community.

Student Learning Targets:

Reasoning Targets

- I can explain why we have rules.

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | The student exceeds expectations and is a positive role model for other students. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | The student explains the purpose for 3 rules for each home, school, and community with no errors. | -The student may explain his/her knowledge through written or verbal response.
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student explains the purpose for rules in home, school, and community with limited significant errors (2 rules for each area). | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | The student explains the purpose for rules in home, school, and community with many significant errors ( 1 rule for each area). | -
 | 0.5 | The student is unable to explain the purpose for rules in home, school, and community.

Resources

Websites

Discovery Education

Elementary Social Studies

Parents Helping Students

Helping Your Child With Social Studies

Social Studies in First Grade

Vocabulary

- rules
- community

SST-01.5

Standard 5:

Concepts of Geography

Students understand and apply concepts of geography.

 Narrative for the Concepts of Geography

At the first grade level, students develop thinking and decision-making skills through active participation as members of their school and neighborhood.  They explore geographic relationships in their immediate environment, make models and maps to show locations of familiar surroundings, and recognize maps and globes as representations of the Earth.

With the geography standards, students identify the basic elements of maps and globes and explain basic facts concerning the relationship of the sun to daily and seasonal weather. They identify selected geographic characteristics of their home, school and neighborhood.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

SST-01.5.01

1st Grade SST Targeted Benchmarks
Standard 5: Geography

SST-01.5.01 Identify Earth’s geographical landforms (e.g., islands, mountains, plains, hills, bodies of water).

Student Learning Targets:

Knowledge Targets

- I can identify Earth's geographical landforms.

Proficiency Rubric

Score |  | Description | Sample Activity
4.0 | In addition to a proficient score of 3.0, the student demonstrates in-depth understanding and application of knowledge regarding more complex material. | -The student does independent research and shares information on various geographical landforms.
 | 3.5 | In addition to a proficient score of 3.0, the student demonstrates in-depth understanding of knowledge on the content.
3.0 | The student correctly identifies all landforms. | -The student will show his/her understanding through a paper and pencil assessment.
 | 2.5 | The student correctly identifies 6 of the 7 landforms.
2.0 | The student correctly identifies 5 of 7 landforms. | -
 | 1.5 | The student correctly identifies 4 of 7 landforms.
1.0 | The student correctly identifies 3 of 7 landforms. | -
 | 0.5 | The student correctly identifies 2 or less of the 7 landforms.

Resources

Websites

Discovery Education

Elementary Social Studies

Parents Helping Students

Helping Your Child With Social Studies

Social Studies in First Grade

Vocabulary

- island
- mountain
- plains
- hill
- bodies of water

SST-01.6

Standard 6:

Human Development and Behavior

Students understand the importance of culture, individual identity, and group identity.

 Narrative for the Human Development and Behavior

At the first grade level, students develop thinking and decision-making skills through active participation as members of their school and neighborhood. They learn to identify events and changes taking place in the school and local community and classify events as taking place “today,” “yesterday,” and “long ago.” They explore geographic relationships in their immediate environment, make models and maps to show locations of familiar surroundings, and recognize maps and globes as representations of the Earth. First grade students have the opportunities to discuss ways in which people are alike and different and how people around the world work and use resources to meet their needs. Students in grade one learn to explain why rules are needed in groups and learn how to apply rules to different group situations. They are given opportunities to practice citizenship skills through participation in a variety of group activities.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

SST-01.6.01

1st Grade SST Targeted Benchmarks
Standard 6: Human Development

SST-01.6.01 Identify the similarities and differences (e.g., family members, clothes, food, style of homes, jobs, celebrations) among families around the world.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. | -
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SST-01.1.02

1st Grade SST Targeted Benchmarks
Standard 1: Skills and Resources

SST-01.1.02 Identify current event sources (e.g., news publications, Internet, radio, TV).

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. | -
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary