the names of simple descriptions of words with speech and an to use academic gives reasons and easy-to –follow familiar objects. of everyday objects, growing accuracy. increased range of vocabulary is capable explanations for writing (including a May convey simple informal Uses grammatical of writing in a opinions and plans. short report, a meaning through messages, as well as straightforward structures. number of genres. Writes brief procedure, a letter, a drawings. Aware label diagrams. sentences and descriptions of a story, a short script of sound to Attempts to use expressions to process using and a poem) with a symbol capital letters and describe such appropriate clear purpose, correct relationships, punctuation as well things as their transitional paragraph structure (if often as lines on their physical language. appropriate to the representing a paper. Produces surroundings, form)and the use of word with its simple sentences in daily activities interesting detail. beginning the present tense and the people consonant. With using familiar, around them. assistance, they learned patterns. can write/print a patterned sentence. * 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
the names of familiar objects. May convey meaning through drawings. Aware of sound to symbol relationships, often representing a word with its beginning consonant. With assistance, they can write/print a patterned sentence. simple descriptions of everyday objects, simple informal messages, as well as label diagrams. Attempts to use capital letters and punctuation as well as lines on their paper. Produces simple sentences in the present tense using familiar, learned patterns. of words with growing accuracy. Uses straightforward sentences and expressions to describe such things as their physical surroundings, daily activities and the people around them. speech and an increased range of grammatical structures. to use academic vocabulary is capable of writing in a number of genres. gives reasons and explanations for opinions and plans. Writes brief descriptions of a process using appropriate transitional language. easy-to –follow writing (including a short report, a procedure, a letter, a story, a short script and a poem) with a clear purpose, correct paragraph structure (if appropriate to the form)and the use of interesting detail. * 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%20Reading%20Rubrics%20Gr%201-8%20June%202014.docx