relationships, often Attempts to use and transitional advanced types of appropriate over the language representing a capital letters and words. punctuation. transitional language. elements and word with its punctuation as Use of punctuation techniques. Minor beginning well as lines on approaches that of errors, may be consonant. With their paper. They grade level as does noticeable, but do not assistance, they are able to their facility to use impede can write a produce simple appropriate communication. patterned sentences or conventions and sentence and can questions in the spelling. fill in a present tense questionnaire using familiar, about themselves. 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 7* “Meeting Skills Expectations” Listening Understands Understands Understands the Understands, at a Understands when Understands the Listens critically to familiar words and simple directions, main points in general people speak at main points and the understand and analyze expressions (e.g., questions, and simple overheard normal speed on important details of oral information and thank you, excuse announcements messages and conversations, familiar topics. text provided ideas from a wide me) and and descriptions of instructions when simple short Understands the standard language is range of texts (e.g., understands simple, familiar objects delivered slowly narratives, main points of used and the topic is complex instructions, concrete questions provided the (e.g., how to get dialogues of overheard one of interest. oral explanations and
relationships, often representing a word with its beginning consonant. With assistance, they can write a patterned sentence and can fill in a questionnaire about themselves. Attempts to use capital letters and punctuation as well as lines on their paper. They are able to produce simple sentences or questions in the present tense using familiar, learned patterns. and transitional words. advanced types of punctuation. appropriate transitional language. Use of punctuation approaches that of grade level as does their facility to use appropriate conventions and spelling. over the language elements and techniques. Minor errors, may be noticeable, but 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 7* “Meeting Expectations” Listening Understands familiar words and expressions (e.g., thank you, excuse me) and understands simple, concrete questions Understands simple directions, questions, announcements and descriptions of familiar objects provided the Understands the main points in and simple messages and instructions when delivered slowly (e.g., how to get Understands, at a general overheard conversations, simple short narratives, dialogues of 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 critically to understand and analyze oral information and ideas from a wide range of texts (e.g., complex instructions, oral explanations and
CFR%20Reading%20Rubrics%20Gr%201-8%20June%202014.docx