3 rd Persuasive. Reads at least 130 words per minute with 95% accuracy. For literary texts: Relates theme in works of fiction to personal experience.

Transcription

1 Learning Standards 1 st Narrative Performance Indicators 2 nd Informational 3 rd Persuasive 4 th Response to Literature Possible Evidence Fluency, Vocabulary, and Comprehension Reads orally with speed, accuracy, and expression Reads and comprehends texts from a variety of genres Reads at least 120 words per minute with 95% accuracy For literary texts: Relates theme in works of fiction to personal experience. Identifies and analyzes the elements of plot, character, and setting in stories read, written, viewed, or performed. Identifies the speaker of a poem or story. Identifies sensory details and figurative language. Identifies and shows the relevance of foreshadowing clues. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text. Identifies similarities and differences between the characters or events and Reads at least 125 words per minute with 95% accuracy For informational texts: Locates facts that answer the reader s textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary). graphic features (e.g., charts, maps, diagrams, illustrations). structures (e.g., chronological order, cause and effect). Distinguishes cause from effect in context. Summarizes main ideas and supporting details. Reads at least 130 words per minute with 95% accuracy For literary texts: Relates theme in works of fiction to personal experience. Identifies and analyzes the elements of plot, character, and setting in stories read, written, viewed, or performed. Identifies the speaker of a poem or story. d. Identifies sensory details and figurative language. Identifies and shows the relevance of foreshadowing clues. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text. Identifies similarities and differences between the characters or events and Reads at least 135 words per minute with 95% accuracy For literary texts: Relates theme in works of fiction to personal experience. Identifies and analyzes the elements of plot, character, and setting in stories read, written, viewed, or performed. Identifies the speaker of a poem or story. d. Identifies sensory details and figurative language. Identifies and shows the relevance of foreshadowing clues. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text. Identifies similarities *running records (Rigby benchmark system) *BLT *IRI *Benchmark Assessments AIMS Web Accelerated Reader Graphic Organizers Basel Comprehension tests Grade level materials

2 theme in a literary work and the actual experiences in an author s life. Identifies themes and lessons in folktales, tall tales, and fables. Identifies rhyme and rhythm, repetition, similes, and sensory images in poems. Makes perceptive and well-developed connections. Distinguishes fact from opinion or fiction. theme in a literary work and the actual experiences in an author s life. Identifies themes and lessons in folktales, tall tales, and fables. Identifies rhyme and rhythm, repetition, similes, and sensory images in poems. For informational texts: Locates facts that answer the reader s and differences between the characters or events and theme in a literary work and the actual experiences in an author s life. Identifies themes and lessons in folktales, tall tales, and fables. Identifies rhyme and rhythm, repetition, similes, and sensory images in poems. For informational texts: textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary). graphic features (e.g., charts, maps, diagrams, illustrations). structures (e.g., chronological order, cause and effect). Distinguishes cause from effect in context. Summarizes main ideas and Locates facts that answer the reader s textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary). graphic features (e.g., charts, maps, diagrams, illustrations). structures (e.g., chronological order, cause and effect).

3 supporting details. Makes perceptive and welldeveloped connections. Distinguishes fact from opinion or fiction. Distinguishes cause from effect in context. Summarizes main ideas and supporting details. Makes perceptive and well-developed connections. Distinguishes fact from opinion or fiction. Acquires and uses grade level words to communicate effectively Reads a variety of texts and incorporates new words into oral and written language. Determines the meaning of unknown words using their context. of common root words to determine the meaning of unfamiliar words. Determines meanings of words and alternate word choices using a dictionary or thesaurus. of common prefixes (e.g., un-, re-, dis-). of common idioms and figurative phrases. Reads a variety of texts and incorporates new words into oral and written language. Determines the meaning of unknown words using their context. of common root words to determine the meaning of unfamiliar words. Determines meanings of words and alternate word choices using a dictionary or thesaurus. of common prefixes (e.g., un-, re-, dis-). of common idioms and Reads a variety of texts and incorporates new words into oral and written language. Determines the meaning of unknown words using their context. of common root words to determine the meaning of unfamiliar words. Determines meanings of words and alternate word choices using a dictionary or thesaurus. of common prefixes (e.g., un-, re-, dis-). of common idioms and figurative phrases. Identifies playful uses of Reads a variety of texts and incorporates new words into oral and written language. Determines the meaning of unknown words using their context. of common root words to determine the meaning of unfamiliar words. Determines meanings of words and alternate word choices using a dictionary or thesaurus. of common prefixes (e.g., un-, re-, dis-). of common idioms and *Benchmark Assessments Grade level material

4 Reads independently from different genres and sources Identifies playful uses of language (e.g., puns, jokes, palindromes). Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence. Identifies and applies the meaning of the terms antonym, synonym, and homophone. The student consistently reads at least 6 books or book equivalents (approximately 250,000 words) from different forms of literature. figurative phrases. Identifies playful uses of language (e.g., puns, jokes, palindromes). Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence. Identifies and applies the meaning of the terms antonym, synonym, and homophone. The student consistently reads at least 6 books or book equivalents (approximately 250,000 words) from different forms of literature. language (e.g., puns, jokes, palindromes). Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence. Identifies and applies the meaning of the terms antonym, synonym, and homophone. The student consistently reads at least 6 books or book equivalents (approximately 250,000 words) from different forms of literature. figurative phrases. Identifies playful uses of language (e.g., puns, jokes, palindromes). Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence. Identifies and applies the meaning of the terms antonym, synonym, and homophone. The student consistently reads at least 7 books or book equivalents (approximately 250,000 words) from different forms of literature. Accelerated Reader Reading Log Writing and Conventions Demonstrates competency using the writing process in a variety of genres Plans and drafts a narrative writing sample independently and resourcefully. Revises selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text. Edits to correct errors in spelling, punctuation, etc. Plans and drafts a informational writing sample independently and resourcefully. Revises selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text. Edits to correct errors in Plans and drafts a persuasive writing sample independently and resourcefully. Revises selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text. Edits to correct errors in spelling, punctuation, etc. Plans and drafts a response to literature writing sample independently and resourcefully. Revises selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text. Mock Writing Assessments

5 spelling, punctuation, etc. Edits to correct errors in spelling, punctuation, etc. Develops a controlling idea that addresses the assigned writing task Develops a controlling idea that addresses the assigned writing task Develops a controlling idea that addresses the assigned writing task Develops a controlling idea that addresses the assigned writing task Mock Writing Assessment can consistently focus on the assigned topic, genre, and purpose can consistently focus on the assigned topic, genre, and purpose can consistently focus on the assigned topic, genre, and purpose can consistently focus on the assigned topic, genre, and purpose Develops Ideas for writing Produces Organized writing Develops supporting ideas that are relevant to the writer s topic and assigned genre of writing Develops some parts of the paper well, while other parts are only partially developed includes sufficient information to address the topic as well as some reader concerns and perspectives Produces an overall strategy (introduction, body, and conclusion) that is generally appropriate to the writer s ideas and purpose of the genre Develops a generally clear sequence of ideas Develops an introduction that is writer s topic and the conclusion is clear Develops supporting ideas that are relevant to the writer s topic and assigned genre of writing Develops some parts of the paper well, while other parts are only partially developed includes sufficient information to address the topic as well as some reader concerns and perspectives Produces an overall strategy (introduction, body, and conclusion) that is generally writer s ideas and purpose of the genre Develops a generally clear sequence of ideas Develops an introduction that is writer s topic and the Develops supporting ideas that are relevant to the writer s topic and assigned genre of writing Develops some parts of the paper well, while other parts are only partially developed includes sufficient information to address the topic as well as some reader concerns and perspectives Produces an overall strategy (introduction, body, and conclusion) that is generally writer s ideas and purpose of the genre Develops a generally clear sequence of ideas Develops an introduction that is writer s topic and the Develops supporting ideas that are relevant to the writer s topic and assigned genre of writing Develops some parts of the paper well, while other parts are only partially developed includes sufficient information to address the topic as well as some reader concerns and perspectives Produces an overall strategy (introduction, body, and conclusion) that is generally writer s ideas and purpose of the genre Develops a generally clear sequence of ideas Develops an introduction that is writer s topic and the Mock Writing Assessment

6 Uses elements of Style Groups related ideas together. Link parts of the paper using transitions. Uses language and tone that are generally consistent with the writer s purpose and assigned genre Uses word choice that is generally engaging with occasional lapses into simple and ordinary language awareness of audience in the introduction, body, or conclusion Uses a clear and discernable writer s voice Develops some sentences with varied length and structure. conclusion is clear Groups related ideas together. Link parts of the paper using transitions. Uses language and tone that are generally consistent with the writer s purpose and assigned genre Uses word choice that is generally engaging with occasional lapses into simple and ordinary language awareness of audience in the introduction, body, or conclusion Uses a clear and discernable writer s voice conclusion is clear Groups related ideas together. Link parts of the paper using transitions. Uses language and tone that are generally consistent with the writer s purpose and assigned genre Uses word choice that is generally engaging with occasional lapses into simple and ordinary language awareness of audience in the introduction, body, or conclusion Uses a clear and discernable writer s voice conclusion is clear Groups related ideas together. Link parts of the paper using transitions. Uses language and tone that are generally consistent with the writer s purpose and assigned genre Uses word choice that is generally engaging with occasional lapses into simple and ordinary language awareness of audience in the introduction, body, or conclusion Uses a clear and discernable writer s voice Mock Writing Assessment Include some genreappropriate strategies Forms simple sentences Forms simple sentences Forms simple sentences Forms simple sentences Mock Writing Assessments Uses appropriate Conventions in writing. Forms some complex and/compound sentences Writes with generally correct usage. Forms some complex and/compound sentences Writes with generally correct usage. Forms some complex and/compound sentences Writes with generally correct usage. Forms some complex and/compound sentences Writes with generally correct usage. Writes using generally correct mechanics. Writes using generally correct mechanics. Writes using generally correct mechanics. Writes using generally correct mechanics.

7 Produces meaningful writing with minimal interference from errors. Produces meaningful writing with minimal interference from errors. Produces meaningful writing with minimal interference from errors. Produces meaningful writing with minimal interference from errors. Identifies appropriate elements of grammar. Recognizes the subjectpredicate relationship in sentences. Uses and identifies four basic parts of speech (adjective and noun). Uses and identifies correct mechanics (end marks, commas for series, capitalization), correct usage (subject and verb agreement in a simple sentence), and correct sentence structure (elimination of sentence fragments). Writes legibly in cursive. Recognizes the subjectpredicate relationship in sentences. Uses and identifies four basic parts of speech (adjective, noun, verb, and adjective). Uses and identifies correct mechanics (end marks, commas for series, capitalization), correct usage (subject and verb agreement in a simple sentence), and correct sentence structure (elimination of sentence fragments). Writes legibly in cursive. Uses knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct spelling. Spells most commonly used homophones correctly (there, they re, their; two, too, to). Recognizes the subjectpredicate relationship in sentences. Uses and identifies four basic parts of speech (adjective, noun, verb, and adverb). Uses and identifies correct mechanics (end marks, commas for series, capitalization), correct usage (subject and verb agreement in a simple sentence), and correct sentence structure (elimination of sentence fragments). Uses and identifies words or word parts from other languages that have been adopted into the English language. Writes legibly in cursive. Uses knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct spelling. Spells most commonly used homophones correctly Recognizes the subjectpredicate relationship in sentences. Uses and identifies four basic parts of speech (adjective, noun, verb and adjective). Uses and identifies correct mechanics (end marks, commas for series, capitalization), correct usage (subject and verb agreement in a simple sentence), and correct sentence structure (elimination of sentence fragments). Uses and identifies words or word parts from other languages that have been adopted into the English language. Writes legibly in cursive. Uses knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct *Language benchmarks *Common county- wide grammar assessment

8 (there, they re, their; two, too, to). Varies the sentence structure by kind (declarative, interrogative, imperative, and exclamatory sentences and functional fragments), order, and complexity (simple, compound). spelling. Spells most commonly used homophones correctly (there, they re, their; two, too, to). Varies the sentence structure by kind (declarative, interrogative, imperative, and exclamatory sentences and functional fragments), order, and complexity (simple, compound). Uses research and technology to support writing Acknowledges information from sources. Locates information in reference texts by using features (i.e., prefaces, appendices, indices, glossaries, and tables of contents). Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers, and key words). Demonstrates basic keyboarding skills and familiarity with computer terminology Acknowledges information from sources. Locates information in reference texts by using features (i.e., prefaces, appendices, indices, glossaries, and tables of contents). Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers, and key words). Demonstrates basic keyboarding skills and Acknowledges information from sources. Locates information in reference texts by using features (i.e., prefaces, appendices, indices, glossaries, and tables of contents). Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers, and key words). Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, Acknowledges information from sources. Locates information in reference texts by using features (i.e., prefaces, appendices, indices, glossaries, and tables of contents). Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers, and key words). Demonstrates basic keyboarding skills and *Benchmark Assessments

9 (e.g., software, memory, disk drive, hard drive). familiarity with computer terminology (e.g., software, memory, disk drive, hard drive). disk drive, hard drive). familiarity with computer terminology (e.g., software, memory, disk drive, hard drive). Listening, Speaking and Viewing Initiates new topics in addition to responding to adult-initiated topics. Uses oral, visual, and auditory strategies to communicate Asks relevant Responds to questions with appropriate Uses language cues to indicate different levels of certainty or hypothesizing (e.g., What if... ; Very likely... ; I m unsure whether... ). Confirms understanding by paraphrasing the adult s directions or suggestions. Displays appropriate turntaking behaviors. Actively solicits another person s comments or opinions. Offers own opinion forcefully without domineering. Responds appropriately to comments and Initiates new topics in addition to responding to adult-initiated topics. Asks relevant Responds to questions with appropriate Uses language cues to indicate different levels of certainty or hypothesizing (e.g., What if... ; Very likely... ; I m unsure whether... ). Confirms understanding by paraphrasing the adult s directions or suggestions. Displays appropriate turn-taking behaviors. Actively solicits another person s comments or opinions. Offers own opinion forcefully without domineering. Initiates new topics in addition to responding to adult-initiated topics. Asks relevant Responds to questions with appropriate Uses language cues to indicate different levels of certainty or hypothesizing (e.g., What if... ; Very likely... ; I m unsure whether... ). Confirms understanding by paraphrasing the adult s directions or suggestions. Displays appropriate turntaking behaviors. Actively solicits another person s comments or opinions. Offers own opinion forcefully without domineering. Responds appropriately to comments and Volunteers contributions Initiates new topics in addition to responding to adult-initiated topics. Asks relevant Responds to questions with appropriate Uses language cues to indicate different levels of certainty or hypothesizing (e.g., What if... ; Very likely... ; I m unsure whether... ). Confirms understanding by paraphrasing the adult s directions or suggestions. Displays appropriate turn-taking behaviors. Actively solicits another person s comments or opinions. Offers own opinion forcefully without domineering. Teacher Observation/ Judgment Checklist

10 Volunteers contributions and responds when directly solicited by teacher or discussion leader. Gives reasons in support of opinions expressed. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. awareness of the presence of the media in the daily lives of most people. Evaluates the role of the media in focusing attention and in forming an opinion. Judges the extent to which the media provides a source of entertainment as well as a source of Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members. Uses notes, multimedia, Responds appropriately to comments and Volunteers contributions and responds when directly solicited by teacher or discussion leader. Gives reasons in support of opinions expressed. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. awareness of the presence of the media in the daily lives of most people. Evaluates the role of the media in focusing attention and in forming an opinion. Judges the extent to which the media provides a source of entertainment as well as a source of Shapes information to achieve a particular purpose and to appeal to the interests and responds when directly solicited by teacher or discussion leader. Gives reasons in support of opinions expressed. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. awareness of the presence of the media in the daily lives of most people. Evaluates the role of the media in focusing attention and in forming an opinion. Judges the extent to which the media provides a source of entertainment as well as a source of Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members. Uses notes, multimedia, or other memory aids to structure the presentation. Engages the audience with appropriate verbal cues and eye contact. Responds appropriately to comments and Volunteers contributions and responds when directly solicited by teacher or discussion leader. Gives reasons in support of opinions expressed. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. awareness of the presence of the media in the daily lives of most people. Evaluates the role of the media in focusing attention and in forming an opinion. Judges the extent to which the media provides a source of entertainment as well as a source of Shapes information to achieve a particular purpose and to appeal to the interests

11 or other memory aids to structure the presentation. Engages the audience with appropriate verbal cues and eye contact. Projects a sense of individuality and personality in selecting and organizing content and in delivery. and background knowledge of audience members. Uses notes, multimedia, or other memory aids to structure the presentation. Engages the audience with appropriate verbal cues and eye contact. Projects a sense of individuality and personality in selecting and organizing content and in delivery. Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials. and background knowledge of audience members. Uses notes, multimedia, or other memory aids to structure the presentation. Engages the audience with appropriate verbal cues and eye contact. Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials. Projects a sense of individuality and personality in selecting and organizing content and in delivery. Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials. Projects a sense of individuality and personality in selecting and organizing content and in delivery. Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials.