phrases. Prints their simple informal Uses simple structures. Begins to circumlocutions) on personal interest. producing (by the end ‘and’. own name. messages as well as sentences and use additional parts most familiar topics Describes of June), simple, Copies/prints label diagrams. expressions to of speech and an of interest to them. experiences and complete sentences names of familiar Attempts to use describe common increased range of Errors occur, but the events and briefly demonstrating an objects and conveys capital letters and objects and grammatical intent of the gives reasons and understanding of word meaning through punctuation as well activities. Begins structures. communication is explanations for order, upper and drawings. Aware of as lines on their to use the past usually clear. Begins opinions and plans. lower case, spacing left to right papers. Produces tense and singular to use content area and basic punctuation. directionality and simple sentences in and plural forms of vocabulary. Creates clear has some the present tense words with compositions in a awareness of sound using familiar, growing accuracy. variety of genres. Is to symbol learned patterns. editing and adding relationships. detail to their work. * NOTE: Assessment and evaluation require thoughtful planning and implementation to support the learning process and to inform teaching. All assessment and evaluation of student achievement must be based on the outcomes in the provincial curriculum. Each of the provincial curriculum documents provides sample holistic rubrics for assessment and evaluation based on four levels of attainment of the grade’s curricular outcomes-Exceeding Expectations, Meeting Expectations, Beginning to Meet Expectations, and Not Yet Meeting Expectations. The chart presented in this document is based on a description of those students in the Meeting Expectations range. CFR ELA
phrases. Prints their own name. Copies/prints names of familiar objects and conveys meaning through drawings. Aware of left to right directionality and has some awareness of sound to symbol relationships. simple informal messages as well as label diagrams. Attempts to use capital letters and punctuation as well as lines on their papers. Produces simple sentences in the present tense using familiar, learned patterns. ‘and’. Uses simple sentences and expressions to describe common objects and activities. Begins to use the past tense and singular and plural forms of words with growing accuracy. structures. Begins to use additional parts of speech and an increased range of grammatical structures. circumlocutions) on most familiar topics of interest to them. Errors occur, but the intent of the communication is usually clear. Begins to use content area vocabulary. personal interest. Describes experiences and events and briefly gives reasons and explanations for opinions and plans. producing (by the end of June), simple, complete sentences demonstrating an understanding of word order, upper and lower case, spacing and basic punctuation. Creates clear compositions in a variety of genres. Is editing and adding detail to their work. * NOTE: Assessment and evaluation require thoughtful planning and implementation to support the learning process and to inform teaching. All assessment and evaluation of student achievement must be based on the outcomes in the provincial curriculum. Each of the provincial curriculum documents provides sample holistic rubrics for assessment and evaluation based on four levels of attainment of the grade’s curricular outcomes-Exceeding Expectations, Meeting Expectations, Beginning to Meet Expectations, and Not Yet Meeting Expectations. The chart presented in this document is based on a description of those students in the Meeting Expectations range. CFR ELA