Reading Effort/Work Habits During Reader s Workshop mini-lesson. reading appropriately. stamina when reading minilesson. Transitions from mini-lesson to independent reading appropriately. stamina when reading mini lesson reading appropriately. stamina when reading mini lesson. Transitions from the minilesson reading. Demonstrates stamina when reading. are reading/conferencing are reading/conferencing with teacher. are reading/conferencing are reading/conferencing consistently show: use of skills and strategies taught; correct grammar, and spelling; inclusion of text evidence. usually show: use of skills and strategies taught; correct grammar, and spelling; inclusion of text evidence. inconsistently show: use of skills and strategies taught; correct grammar, and spelling; inclusion of text evidence. rarely show: use of skills and strategies taught; correct punctuation, capitalization, grammar, and spelling; inclusion of text evidence. Reads on Expected Independent Reading Level with Accuracy and Fluency Necessary to Support Comprehension Quarter 1 Quarter 2 Quarter 3 Quarter 4 BG = K or below AG = L MG = M/N (75-105 WPM) EG = O or above BG = L or below AG = M MG =N/O (80-110 WPM) EG = P or above BG = M or below AG = N MG = O (80-115 WPM) EG = P or above BG = N or below AG = O MG = P (80-125 WPM) EG = Q or above Knows and applies grade-level phonics and Word Analysis Skills in Decoding Words BG Consistently applies phonics rules to their reading and Usually applies phonics rules to their reading and Inconsistently applies phonics rules to their reading and Rarely applies phonics rules to their reading and Scores on Fundations unit assessments are within the 91-100% range. Scores on Fundations unit assessments are within the 80-90% range. Scores on Fundations unit assessments are within the 65-79% range. Scores on Fundations unit assessments are below 65%.
Uses Evidence from a Text when Asking and Answering Questions Consistently cites relevant text evidence to synthesize meaning. Usually cites relevant text evidence to support analysis. Inconsistently cites relevant text in an attempt to support analysis. Rarely cites evidence from a text. Writing Effort/Work Habits During Writer s Workshop mini-lesson. writing appropriately. are writing/conferencing consistently show: use of skills and strategies taught; are well organized; correct punctuation, capitalization, grammar, and spelling. minilesson. Transitions from mini-lesson to independent writing appropriately. are writing/conferencing with teacher. usually show: use of skills and strategies taught; expected level of organization; correct grammar, and spelling. mini lesson. writing appropriately. are writing/conferencing inconsistently show: use of skills and strategies taught; expected level of organization; correct grammar, and spelling. mini lesson. writing appropriately. are writing/conferencing rarely show: use of skills and strategies taught; expected level of organization; correct grammar, and spelling. Writing Reflects the Structure and Characteristics of a Particular Genre
EG MG AG BG Writes a beginning that captures the reader s attention by explaining why the subject matters, telling a surprising fact, giving a big picture, or getting readers into the world of the story. Writes a beginning that captures the reader s attention and sets the reader up for what is to come. Attempts to write a beginning that captures the reader s attention and sets the reader up for what is to come. Needs considerable assistance to write a beginning that captures the reader s attention. Uses a variety of genre appropriate words or phrases to connect ideas or events in a logical order. Uses genre appropriate words or phrases to connect ideas or events in a logical order. Attempts to use genre appropriate words or phrases to connect ideas or events in a logical order. Has difficulty using genre appropriate words or phrases to connect ideas or events in a logical order. Writes an effective ending that connects to other parts of the text using action, dialogue or feelings, bringing closure to the topic or story. Uses a variety of endings that bring closure to the topic or story. Attempts to use a variety of endings that bring closure to the topic or story. Does not use a variety of endings that bring closure to the topic or story. Introduces ideas followed by supportive details and/or examples, added more by including additional facts, actions, thoughts and feelings. Introduces ideas followed by supportive details and/or examples. Attempts to Introduce ideas followed by supportive details and/or examples. Does not Introduce ideas followed by supportive details and/or examples. Makes deliberate choices in the use of expressive language to convey emotions to the reader. Writes in an expressive way, using engaging language, that gets the reader thinking or feeling a certain way. Attempts to write in an expressive way, using engaging language, that gets the reader thinking or feeling a certain way. Does not write in an expressive way, using engaging language, that gets the reader thinking or feeling a certain way. Strengthens Writing by Planning, Revising, and Editing Has clear goals and understands how the goals will affect Understands revision as a means to making writing stronger and clearer. Has goals and understands how the goals will affect Understands revision as a means to making writing stronger. Has goals and understands how the goals will affect Understands revision as a means to making writing stronger. Has goals and understands how the goals will affect Understands revision as a means to making writing stronger.
Uses editing checklist for a specific genre. Uses editing checklist for a specific genre. Uses editing checklist for a specific genre. Uses editing checklist for a specific genre. Demonstrates Command of the Conventions of Writing: Punctuation, Capitalization, Grammar, and Spelling Consistently demonstrates conventions of grammar and usage when writing or Shows understanding of the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular Forms and uses regular and irregular plural nouns correctly. Uses abstract nouns (e.g., childhood). Uses regular and irregular verbs correctly. Uses simple (e.g., I walked; I walk; I will walk) verb tenses correctly.. Ensures subject-verb and pronoun-antecedent Forms and uses comparative and superlative adjectives and adverbs, and chooses between them depending on what is to be modified. subordinating conjunctions. Produces simple, compound, and complex Usually demonstrates conventions of standard English grammar and usage when writing or Shows understanding of the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular Forms and uses regular and irregular plural nouns correctly. Uses abstract nouns (e.g., childhood). Uses regular and irregular verbs correctly. Uses simple (e.g., I walked; I walk; I will walk) verb tenses correctly.. Ensures subject-verb and pronoun-antecedent Forms and uses comparative and superlative adjectives and adverbs, and chooses between them depending on what is to be modified. subordinating conjunctions. Inconsistently demonstrates conventions of grammar and usage when writing or Shows understanding of the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular Forms and uses regular and irregular plural nouns correctly. Uses abstract nouns (e.g., childhood). Uses regular and irregular verbs correctly. Uses simple (e.g., I walked; I walk; I will walk) verb tenses correctly.. Ensures subject-verb and pronoun-antecedent Forms and uses comparative and superlative adjectives and adverbs, and chooses between them depending on what is to be modified. assistance, demonstrates command of the conventions of grammar and usage when writing or Shows understanding of the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular Forms and uses regular and irregular plural nouns correctly. Uses abstract nouns (e.g., childhood). Uses regular and irregular verbs correctly. Uses simple (e.g., I walked; I walk; I will walk) verb tenses correctly.. Ensures subject-verb and pronoun-antecedent Forms and uses comparative and superlative adjectives and adverbs, and chooses between them depending on what is to be modified.
Consistently demonstrates conventions of capitalization, punctuation, and spelling when writing: Capitalizes appropriately. Uses commas appropriately (in Uses conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Uses spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Consults reference materials, including beginning dictionaries, as needed to check and correct spellings. Produces simple, compound, and complex Usually demonstrates conventions of standard English capitalization, punctuation, and spelling when writing: Capitalizes appropriately. Uses commas appropriately (in Uses conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Uses spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Consults reference materials, including beginning dictionaries, as needed to check and correct spellings.. subordinating conjunctions. Produces simple, compound, and complex Inconsistently demonstrates conventions of capitalization, punctuation, and spelling when writing: Capitalizes appropriately. Uses commas appropriately (in Uses conventional spelling for highfrequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Uses spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Consults reference materials, including beginning dictionaries, as needed to check and correct spellings. Acquires and Uses Grade Appropriate Vocabulary subordinating conjunctions. Produces simple, compound, and complex Rarely, without assistance from teacher, demonstrates command of the conventions of capitalization, punctuation, and spelling when writing: Capitalizes appropriately. Uses commas appropriately (in Uses conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Uses spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Consults reference materials, including beginning dictionaries, as needed to check and correct spellings.
Uses vocabulary appropriate for the genre. Uses a range of descriptive words to enhance meaning. Varies word choice to create interesting description and dialogue. Uses vocabulary appropriate for the genre. Uses a range of descriptive words to enhance meaning. Varies word choice to create interesting description and dialogue. Uses vocabulary appropriate for the genre. Uses a range of descriptive words to enhance meaning Varies word choice to create interesting description and dialogue. Uses vocabulary appropriate for the genre. Uses a range of descriptive words to enhance meaning. Varies word choice to create interesting description and dialogue. Listening and Speaking Effectively Engages in Collaborative Discussions about Grade 3 Topics and Texts Follows rules for discussion. Engages with peers by asking questions and adding to the discussion. Follows rules for discussion: Engages with peers by asking questions and adding to the discussion. Follows rules for discussion. Engages with peers by asking questions and adding to the discussion. Follows rules for discussion. Engages with peers by asking questions and adding to the discussion Describes and Expresses Ideas and Feelings Clearly with Appropriate Pace, Volume, and Expression Consistently presents engage listeners attention, using appropriate pace, Usually presents engage listeners attention, using appropriate pace, Inconsistently presents engage listeners attention, using appropriate pace, Rarely presents engage listeners attention, using appropriate pace, Presents Information with Appropriate Facts and Relevant Details
Consistently presents ideas and information with relevant, supporting details Usually presents ideas and information with relevant, supporting details Inconsistently presents ideas and information with relevant, supporting details Rarely presents ideas and information with relevant, supporting details