their name and a topic. Produces and plural forms additional parts of Beginning to use events and briefly presented coherently. the names of simple descriptions of words with speech and an academic vocabulary gives reasons and Makes appropriate familiar objects. of everyday objects, growing accuracy. increased range of and are capable of explanations for and varied word May convey simple informal Uses grammatical writing in a number opinions and plans. choices and varies meaning through messages. As well, straightforward structures. of genres. Writes brief sentence structure. drawings. Aware they can label sentences and descriptions of a Uses a writing process of sound to diagrams. Attempts expressions to process using to produce symbol to use capital letters describe such appropriate descriptive, narrative relationships, and punctuation as things as their transitional language. and expository often well as lines on their surroundings, compositions. representing a paper. Produces daily activities and word with its simple sentences in the people around beginning the present tense them. consonant. With using familiar, support, they can learned patterns. 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 CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA 5* “Meeting Expectations” Skills
their name and 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 support, they can write/print a patterned sentence. a topic. Produces simple descriptions of everyday objects, simple informal messages. As well, they can 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. and plural forms of words with growing accuracy. Uses straightforward sentences and expressions to describe such things as their surroundings, daily activities and the people around them. additional parts of speech and an increased range of grammatical structures. Beginning to use academic vocabulary and are capable of writing in a number of genres. events and briefly gives reasons and explanations for opinions and plans. Writes brief descriptions of a process using appropriate transitional language. presented coherently. Makes appropriate and varied word choices and varies sentence structure. Uses a writing process to produce descriptive, narrative and expository compositions. * 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 5* “Meeting Expectations”
CFR%20Reading%20Rubrics%20Gr%201-8%20June%202014.docx