key words (e.g., especially if familiar. Uses the reports on familiar grade-appropriate texts names of people accompanied by alphabet to find topics (e.g., a movie silently (150-200 and places) in text. visuals. particular items in review). Can wcpm) for extended Understands most lists (e.g., the distinguish between periods of time. Reads of what happens telephone factual and fictional orally at 110-150 in a simple, book).Can follow text. wcpm. Can adjust straightforward instructions for reading rate to purpose short story and using everyday and text demands. can identify the equipment (e.g., story’s main ticket dispensers characters. and vending Understands the machines). gist of short articles and ads in age-appropriate magazines provided the subjects are familiar. Writing Writes the Beginning, with Uses Describes common Begins to have Writes about familiar A Grade Five student alphabet support, to use straightforward objects or familiar sufficient vocabulary topics using meeting curricular independently subject area sentences and places using short, to express comparison and expectations and, with vocabulary and expressions to straightforward themselves on most contrast; describes demonstrates control assistance, some descriptive describe such sentences. They familiar topics of objects of interest over the elements of simple words. Ideas are beginning things as their are using interest. Errors including the communication and Writes their own to be connected by surroundings, important occur, but the intent advantages and language. Students name, a topic. Able to their daily connecting words, of the disadvantages write in a variety of copies/writes produce simple activities and the transitions and communication is involved; and formats, both names of familiar descriptions of people around more varied usually clear. Begins presents a personal expository and literary.
key words (e.g., names of people and places) in text. especially if accompanied by visuals. Understands most of what happens in a simple, straightforward short story and can identify the story’s main characters. Understands the gist of short articles and ads in age-appropriate magazines provided the subjects are familiar. familiar. Uses the alphabet to find particular items in lists (e.g., the telephone book).Can follow instructions for using everyday equipment (e.g., ticket dispensers and vending machines). reports on familiar topics (e.g., a movie review). Can distinguish between factual and fictional text. grade-appropriate texts silently (150-200 wcpm) for extended periods of time. Reads orally at 110-150 wcpm. Can adjust reading rate to purpose and text demands. Writing Writes the alphabet independently and, with assistance, some simple words. Writes their own name, copies/writes names of familiar Beginning, with support, to use subject area vocabulary and descriptive Ideas are beginning to be connected by a topic. Able to produce simple descriptions of Uses straightforward sentences and expressions to describe such things as their surroundings, their daily activities and the people around Describes common objects or familiar places using short, straightforward sentences. They are using important connecting words, transitions and more varied Begins to have sufficient vocabulary to express themselves on most familiar topics of interest. Errors occur, but the intent of the communication is usually clear. Begins Writes about familiar topics using comparison and contrast; describes objects of interest including the advantages and disadvantages involved; and presents a personal A Grade Five student meeting curricular expectations demonstrates control over the elements of communication and language. Students write in a variety of formats, both expository and literary.