sound to symbol simple informal singulars and plural more varied Writes in a number Writes brief of audience. The relationships, often messages, as well as word forms, sentence types. of genres and uses descriptions of a student demonstrates representing a word label diagrams. prepositions and Attempting more some vocabulary process using control over the with its beginning Attempts to use transitional words. advanced types of from those genres. appropriate language elements and consonant. With capital letters and punctuation. transitional language. techniques. Minor assistance, writes a punctuation. Use of punctuation errors, though patterned sentence Produces simple approaches that of noticeable, do not and fills in a sentences, including grade level as does impede questionnaire about questions, in the their facility to use communication. themselves. present tense using appropriate familiar, learned conventions and patterns. spelling. * 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.
sound to symbol relationships, often representing a word with its beginning consonant. With assistance, writes a patterned sentence and fills in a questionnaire about themselves. simple informal messages, as well as label diagrams. Attempts to use capital letters and punctuation. Produces simple sentences, including questions, in the present tense using familiar, learned patterns. singulars and plural word forms, prepositions and transitional words. more varied sentence types. Attempting more advanced types of punctuation. Writes in a number of genres and uses some vocabulary from those genres. Writes brief descriptions of a process using appropriate transitional language. Use of punctuation approaches that of grade level as does their facility to use appropriate conventions and spelling. of audience. The student demonstrates control over the language elements and techniques. Minor errors, though noticeable, do not impede communication. * 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%20Reading%20Rubrics%20Gr%201-8%20June%202014.docx