phrases. Prints simple informal Uses simple structures. Begins to circumlocutions) on personal interest. appropriate and ‘and’. own name. messages as well as sentences and use additional parts most familiar topics Describes relevant details in Copies/prints label diagrams. expressions to of speech and an of interest to them. experiences and clear sentences and names of familiar Attempts to use describe common increased range of Errors occur, but the events and briefly paragraphs of at least objects and capital letters and objects and grammatical intent of the gives reasons and six sentences. conveys meaning punctuation as well activities. Begins structures. communication is explanations for Includes some through drawings. as lines on their to use the past usually clear. Begins opinions and plans. dialogue in narratives. Aware of left to papers. Produces tense as well as to use content area Prints legibly to form right directionality simple sentences in singular and plural vocabulary. letters and words of and has some the present tense forms of words consistent size, shape awareness of using familiar, with growing and spacing. sound to symbol learned patterns. accuracy. relationships. * 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 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 3* “Meeting Expectations” Skills Listening Understands Understands simple Understands the Understands, at a Understands when Understands the Listens and familiar directions, questions, main points in general level, people speak at main points and the demonstrates a good announcements and and simple overheard normal speed on important details of understanding of text (e.g., thank you, descriptions of messages and conversations, familiar topics. text provided offering appropriate excuse me) and familiar objects instructions when simple short Understands the standard language is and thoughtful understands provided the speaker delivered slowly narratives, main points of used and the topic is responses with simple, concrete speaks slowly and (e.g., how to get dialogues of movies overheard one of interest.
phrases. Prints 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 as well as 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. appropriate and relevant details in clear sentences and paragraphs of at least six sentences. Includes some dialogue in narratives. Prints legibly to form letters and words of consistent size, shape and spacing. * 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 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 3* “Meeting Expectations” Listening Understands familiar (e.g., thank you, excuse me) and understands simple, concrete Understands simple directions, questions, announcements and descriptions of familiar objects provided the speaker speaks slowly and Understands the main points in and simple messages and instructions when delivered slowly (e.g., how to get Understands, at a general level, overheard conversations, simple short narratives, dialogues of movies Understands when people speak at normal speed on familiar topics. Understands the main points of overheard Understands the main points and the important details of text provided standard language is used and the topic is one of interest. Listens and demonstrates a good understanding of text offering appropriate and thoughtful responses with
CFR%20Reading%20Rubrics%20Gr%201-8%20June%202014.docx