relationships, often messages, as well and plural word more varied vocabulary and are descriptions of a demonstrates control representing a word as label diagrams. forms, prepositions sentence types. capable of writing in process using over the language with its beginning They are and transitional They are a number of genres. appropriate elements and consonant. With attempting to use words. attempting more transitional language. techniques. Minor assistance, writes a capital letters and advanced types of Use of punctuation errors, though patterned sentence punctuation. They punctuation. approaches that of noticeable, do not and fills in a are able to grade level as does impede questionnaire about produce simple their facility to use communication. themselves. sentences, appropriate including conventions and questions, in the spelling. present tense using familiar, learned patterns. * 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 CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 8* “Meeting Skills Expectations” Listening Understands Understands simple Understands the Understands, at a Understands when Understands the Listens critically from a familiar directions, main points in general level, people speak at main points and the wide variety of oral words/expressions questions, clear and simple overheard normal speed on important details of texts to understand,
relationships, often representing a word with its beginning consonant. With assistance, writes a patterned sentence and fills in a questionnaire about themselves. messages, as well as label diagrams. They are attempting to use capital letters and punctuation. They are able to produce simple sentences, including questions, in the present tense using familiar, learned patterns. and plural word forms, prepositions and transitional words. more varied sentence types. They are attempting more advanced types of punctuation. vocabulary and are capable of writing in a number of genres. 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. 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 ELA CFR Levels Skills A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 8* “Meeting Expectations” Listening Understands familiar words/expressions Understands simple directions, questions, Understands the main points in clear and simple Understands, at a general level, overheard Understands when people speak at normal speed on Understands the main points and the important details of Listens critically from a wide variety of oral texts to understand,
CFR%20Reading%20Rubrics%20Gr%201-8%20June%202014.docx