4th Grade Reading Competency Based Instruction Rubric.docx
Reading Standard 4.1 The student will use effective oral communication skills in a variety of settings.a) Present accurate directions to individuals and small groups.b) Contribute to group discussions across content areas.c) Seek ideas and opinions of others.d) Use evidence to support opinions.e) Use grammatically correct language and specific vocabulary to communicate ideas.f) Communicate new ideas to others.g) Demonstrate the ability to collaborate with diverse teams.h) Demonstrate the ability to work independentlyDefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies full understanding of effective oral communication skills in a variety of settings. The student is able to consistently apply effective oral communication skills across settings and throughout the school day (recess, lunch, resource, content area classes, etc.).Apply (Applying/Levels 3-4)Understand (Understanding/Levels 3-4)Analyze (Analyzing/Levels 3-4)3- ProficientStudent participates in a range of discussions building on others’ ideas and clearly expressing their own. Student gives accurate directions.Student participates in a variety of partner and/or group discussions. Student uses grammatically correct language and specific vocabulary to enhance oral communication. The student will be able to participate effectively with diverse teams in a variety of settings including one-on-one, group, and teacher-led discussions, (asking clarifying questions, providing explanations, reflecting and supporting opinions) while maintaining grammatically correct language and specific vocabulary. Identify, Define (Remembering/Level 1)Organize, Connect (Applying/Levels 3-4)Ask, Review (Understanding/Levels 1-2)Support (Evaluating/Level 4)Distinguish (Analyzing/Level 2)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.2 The student will make and listen to oral presentations and reports.a) Use subject-related information and vocabulary.c) Organize information for clarity.d) Use language and style appropriate to the audience, topic, and purpose.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies full understanding of all elements of making oral presentations and reports. The student is able to change or create the reported information into something new (alternate ending, defending opinions, connecting an experience to text or world, etc.).Justify (Evaluating/Level 4)3- ProficientStudent makes oral presentations and reports by using subject-related information and vocabulary, organizing information for clarity, and using language and style appropriate to the audience, topic, and purpose. The student will be able to: report on a topic or text, telling a story, or recounting an experienceorganize information around a central idea and for clarity speak clearly, using appropriate voice level and speaking rate differentiate between formal and informal language and styleadd visual displays to presentations to enhance main idea Compose/Produce (Creating/Level 3)Organize (Applying/Level 3)Differentiate (Analyzing/Level 3)Apply (Applying/Levels 3-4)Construct (Understanding/Levels 2-3)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.2 The student will make and listen to oral presentations and reports.b) Listen to and record information.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies understanding of active listening skills throughout their content classes. The student is able to apply active listening/recording skills in all content areas and school settings, including times when the content is above grade level.Apply (Applying/Levels 3-4)Analyze (Analyzing/Levels 3-4)Create (Creating/Levels 3-4)3- ProficientStudent uses active listening skills to take notes from other students’ presentations. The student will be able to look at the speaker, think about the main points, and take notes. Identify (Remembering/Level 2)Understand (Understanding/Level 3)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.3The student will learn how media messages are constructed and for what purposes.a) Differentiate between auditory, visual, and written media messages.b) Identify the characteristics of various media messages. DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies understanding of accessing media messages and identifying what type of media is used. The student is able to apply the understanding of media messages in various content areas by creating media messages or analyzing several media messages. Apply (Applying/Levels 3-4)Understand (Understanding/Levels 3-4)Analyze (Analyzing/Levels 3-4)Create (Creating/Level 4)3- ProficientStudent accesses media messages and identifies what type of media are used. The student will be able to identify the media message as auditory, visual, and/or written. The student will be able to identify the audience (who?) and purpose (persuade, inform, entertain) of the media message. Identify (Remembering/Level 1)Classify (Understanding/Level 2)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.4 The student will expand vocabulary when reading.Use context to clarify meanings of unfamiliar words.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies understanding of using context as a clue to clarify meaning when reading above grade level text. The student is able to apply context as a clue for unfamiliar words, sentences, paragraphs, or readings to infer meaning throughout their school day (content classes, resource classes). Analyze (Analyzing/Level 4)3- ProficientStudent uses context as a clue to clarify the meaning of unfamiliar words or phrases. Student uses clues in the context of a sentence, paragraph, or reading. The student will be able to use definitions, examples, or restatements of text to clarify the meaning of unfamiliar words or phrases.The student will be able to use the selection to predict and explain the meanings of words that have more than one definition. Use (Applying/Level 1)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.4 The student will expand vocabulary when reading.b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies full understanding of all letter-sound correspondences, syllabication patterns, roots, and affixes to read multi-syllabic words accurately.The student is able to deconstruct words and correlate meaning of affixes. The student is able to develop further vocabulary with his/her knowledge of synonyms, antonyms, and homophones. Deconstruct (Analyzing/Levels 3-4)Develop (Creating/Level 4)3- ProficientStudent uses their knowledge of affixes to read and understand the meaning of words. Student uses his/her knowledge of synonyms, antonyms, and homophones to understand the meanings of unfamiliar words.The student will be able to identify word structure (root word + prefix/ suffix). When reading grade level text, the student is able to identify words with similar or opposite meanings and words that are pronounced the same but have different meanings. Identify (Remembering/Level 1)Use (Applying/Level 1-2)Classify (Understanding/Level 2)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.4 The student will expand vocabulary when reading. c) Use word-reference materials, including the glossary, dictionary, and thesaurus.d) Develop vocabulary by listening to and reading a variety of texts.e) Use vocabulary from other content areas.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies understanding of word-reference materials across content areas. When using above grade level texts, student applies understanding of developing vocabulary, determining meaning, and studying meanings of vocabulary across the content areas. The student is able to justify uses of word-reference materials. The student is able to integrate vocabulary into writing throughout the content areas. Apply (Applying/Levels 3-4)Integrate (Analyzing/Level 4)Justify (Evaluating/Level 4)3- ProficientStudent identifies and consults word-reference materials to contain needed information or clarify word meaning.Student develops vocabulary by listening to or reading a variety of texts. Student determines meaning of general academic and content-specific words or phrases.Student studies word meanings across content areas.When working with grade level text, the student is able to:identify and use the glossary, dictionary, and thesaurus develop vocabulary by teacher read alouds, partner reads, and independent reads use Thinking Maps, foldables, and flashcards to study word meanings across content classesIdentify and Use (Applying/Level 1)Develop (Applying/Level 2)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.a) Explain the author’s purpose.b) Describe how the choice of language, setting, characters, and information contributes to the author’s purpose.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies an understanding of author’s purpose and the elements that contribute to it when reading above grade level text.The student is able to justify the author’s purpose and the elements that contribute to it. Justify (Evaluating/Level 4)3- ProficientStudent explains author’s purpose and describes how elements contribute to the author’s purpose. The student will be able to justify the author’s purpose as to entertain, inform, or persuade. The student will be able to describe how the choice of language, setting, characters, details, and other information contribute to the author’s purpose. Justify (Evaluating/Level 3)Describe (Understanding/Level 2)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.c) Identify the main idea.d) Summarize supporting details.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies understanding of all elements of fiction, narrative nonfiction, and poetry by identifying main idea and supporting details when using above grade level texts.The student is able to independently apply an understanding of the elements of literature when reading.The student is able to identify main idea and supporting details in their own piece of writing. Apply (Applying/Levels 3-4)Compose (Creating/Level 4)3- ProficientStudent describes the elements of the text.Student identifies the facts, main idea, or theme of the text and summarizes using supporting details. The student will be able to describe in depth a character, setting, or event drawing on specific details from the text (e.g., words, actions, or a character’s thoughts). The student will be able to write a summary including main idea and supporting details of the text.Identify (Understanding/Level 1)Describe (Analyzing/Level 2)Summarize (Applying/Level 2)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.e) Identify the problem and solution.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies understanding of the relationship between problem (conflict) and solution when reading above grade level texts. The student is independently able to identify the problem (conflict) and solution and give proper justification when reading.Analyze (Analyzing/Level 3)Justify (Evaluating/Levels 3-4)3- ProficientStudent identifies the problem (conflict) and solution. The student will be able to identify the problem (conflict) and solution, based on specific information in the text. Identify (Understanding/Level 2)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.f) Describe the relationship between text and previously read materials.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies understanding of discussions and connections based on the text and previously read materials when reading above grade level texts. The student is able to discuss and connect paired passages (fiction and nonfiction and poetry). Apply (Applying/Levels 3-4)Analyze (Analyzing/Levels 3-4)3- ProficientStudent discusses and makes connections between the text and previously read materials. The student will be able to discuss the similarities and differences between text and previously read materials (e.g., similar themes and topics, patterns of events). The student will be able to make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. Discuss (Understanding/Level 2)Connect (Applying/Levels 2-3)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.g) Identify sensory words.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.When reading above grade level texts, student applies an understanding of sensory words. The student is able to incorporate sensory words into various types of writing across content areas. Understand (Understanding/Level 3-4)Create (Creating/Level 4)3- ProficientStudent identifies sensory words. The student will be able to identify sensory words that describe sights, sounds, smells, and tastes, and describe how they make the reader feel. Identify (Remembering/Level 1)Classify (Applying/Level 2)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.h) Draw conclusions/make inferences about text.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies an understanding of drawing conclusions and making inferences from above grade level text. The student is able to justify conclusions and inferences when reading. Justify (Evaluating/Level 4)Analyze (Analyzing/Levels 3-4)3- ProficientStudent draws conclusions and makes inferences from text. The student is able to draw conclusions/make inferences by referring to details and examples in a text.Conclude (Evaluating/Level 3)Infer (Evaluating/Level 3)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.i) Make, confirm, or revise predictions.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies knowledge of making, confirming, and revising predictions when reading above grade level texts. The student is able to make, confirm, and revise predictions (What would happen if...?, Can you predict the outcome if…?) when reading.Predict (Evaluating/Level 3)3- ProficientStudent makes, confirms, and revises their predictions. The student will be able to make, confirm, and revise predictions as demonstrated through text previews, Thinking Maps, etc.Predict (Evaluating/Level 3)Confirm (Understanding/Level 3-4)Revise (Applying/Level 3)Understand (Understanding/Level 2)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.j) Identify cause and effect relationships.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies an understanding of identifying cause and effect relationships. The student is able to connect identified cause and effect relationship to self, other texts, or world experiences. Connect (Applying/Levels 3-4)3- ProficientStudent identifies cause and effect relationships. The student will be able to identify and restate cause and effect relationships in various text across the content.Identify (Understanding/Level 2)Restate (Remembering/Level 1)Cause and Effect (Analyzing/Level 3)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.k) Use reading strategies throughout the reading process to monitor comprehension.l) Read with fluency and accuracy.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies an understanding of reading with fluency, accuracy, and prosody to support comprehension on above grade level text. The student is able to read with sufficient accuracy and fluency to support comprehension, becoming aware of when they do not understand, (e.g., by reflecting upon and learning to articulate what exactly is causing difficulty). Understand (Understanding/Level 3)Reflect(Applying/Level 3)3- ProficientStudent reads with fluency, accuracy, and prosody to support comprehension strategies on grade level text. The student will be able to read on grade level text with sufficient accuracy and fluency to support comprehension, becoming aware of when they do not understand, (e.g., by reflecting upon and learning to articulate what exactly is causing difficulty). Understand (Understanding/Level 2)Reflect (Applying/Level 2)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text OR Student is able to read below grade level text with sufficient accuracy and fluency to support comprehension.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.6 The student will read and demonstrate comprehension of nonfiction texts.a) Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies full understanding of text structures and meaning conveyed. The student is able to create a brochure that demonstrates their understanding of text features. Create (Creating/Level 4)3- ProficientStudent identifies and uses text structures and understands how written text and accompanying illustrations connect to convey meaning. The student will be able to use text features (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information in both print and digital text. Use (Applying/Level 1)Identify (Remembering/Level 1)Understand (Understanding/Level 2)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.6 The student will read and demonstrate comprehension of nonfiction texts.b) Formulate questions that might be answered in the selection.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies full understanding of generating questions to guide reading of text. The student is able to justify their questioning and predictions as they read. Predict (Evaluating/Levels 3-4)Justify (Evaluating/Level 4)3- ProficientStudent generates questions to guide reading of text. The student is able to actively ask questions, visualize, make connections, and predict as they read. Ask (Understanding/Level 2)Connect (Applying/Level 2)Predict (Evaluating/Level 2)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.6 The student will read and demonstrate comprehension of nonfiction texts.c) Explain the author’s purpose.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.When reading above grade level material, student applies an understanding of author’s purpose and the text features that contribute to it.The student is able to justify the author’s purpose and the text features that contribute to it.Justify (Evaluating/Level 4)3- ProficientStudent explains author’s purpose and describes how text features contribute to the author’s purpose. The student is able to explain the author’s purpose as to entertain, inform, or persuade. The student is able to analyze how the text features contribute to the author’s purpose. Explain (Understanding/Level 2)Analyze (Analyzing/Level 2)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.6 The student will read and demonstrate comprehension of nonfiction texts.d) Identify the main idea.e) Summarize supporting details.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies an understanding of all text features of nonfiction by identifying main idea and supporting details when reading above grade level text.The student is able to compose his/her own piece of nonfiction which includes a main idea and supporting details.The student is able to identify main idea and supporting details in his/her own piece of writing. Apply (Applying/Levels 3-4)Compose (Creating/Level 4)3- ProficientStudent describes in depth the text features of the nonfiction text.Student identifies the important ideas and provides details. The student will able to identify the main idea and supporting details within a passage by summarizing the text using tools such as Thinking Maps, graphic organizers, outlining, and notes.The student will be able to write a summary including main idea and supporting details of the nonfiction text.Identify (Understanding/Level 1)Describe (Analyzing/Level 2)Summarize (Applying/Level 3)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.6 The student will read and demonstrate comprehension of nonfiction texts.f) Draw conclusions and make simple inferences using textual information as support.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies an understanding of drawing conclusions and making inferences from nonfiction text that is above grade level. The student is able to justify conclusions and inferences from a variety of sources.Justify (Evaluating/Level 4)Analyze (Analyzing/Levels 3-4)3- ProficientStudent draws conclusions and makes inferences from nonfiction text. The student will be able to combine information from various places in the text to draw a conclusion. The student will be able to make inferences, using information from the text. Conclude (Evaluating/Level 3)Infer (Evaluating/Level 3)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.6 The student will read and demonstrate comprehension of nonfiction texts.g) Distinguish between cause and effect.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies an understanding of identifying cause and effect relationships in nonfiction text when reading above grade level text.The student is able to connect identified cause and effect relationship to world experiences. Connect (Applying/Levels 3-4)3- ProficientStudent identifies cause and effect relationships in nonfiction text. The student will be able to identify and restate cause and effect relationships in various text across the content.Identify (Understanding/Level 1)Restate (Remembering/Level 1)Cause and Effect (Analyzing/Level 3)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.6 The student will read and demonstrate comprehension of nonfiction texts.h) Distinguish between fact and opinion.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies an understanding between fact and opinion when reading above grade level material.The student will be able to determine if it’s a fact or an opinion. Determine (Evaluating/Level 4)3- ProficientStudent distinguishes between fact and opinion. The student will be able to classify fact vs. opinion. Classify (Analyzing/Level 2)Distinguish (Analyzing/Level 3) 2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.6 The student will read and demonstrate comprehension of nonfiction texts.i) Use prior knowledge and build additional background knowledge as context for new learning.j) Identify new information gained from reading.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.When reading above grade level text, student applies an understanding of applying prior knowledge and identifying new information from reading. The student will be able to apply prior knowledge and identify new information in a variety of settings and across content.Identify (Understanding/Level 3)Apply (Applying/Level 3)3- ProficientStudent applies prior knowledge and identifies new information from reading. The student will be able to apply prior knowledge to make predictions and to describe the relationship between content and previously learned concepts. The student will be able to identify new information learned from reading. Identify (Understanding/Level 2)Apply (Applying/Level 3)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.6 The student will read and demonstrate comprehension of nonfiction texts.k) Use reading strategies throughout the reading process to monitor comprehension.l) Read with fluency and accuracy.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies full understanding of reading with fluency, accuracy, and prosody to support comprehension on above grade level text. The student is able to read with sufficient accuracy and fluency to support comprehension, becoming aware of when they do not understand, (e.g., by reflecting upon and learning to articulate what exactly is causing difficulty). Understand (Understanding/Level 3)Reflect(Applying/Level 3)3- ProficientStudent reads with fluency, accuracy, and prosody to support comprehension strategies on grade level text. The student will be able to read on grade level text with sufficient accuracy and fluency to support comprehension, becoming aware of when they do not understand, (e.g., by reflecting upon and learning to articulate what exactly is causing difficulty). Understand (Understanding/Level 2)Reflect(Applying/Level 2)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.7 The student will write cohesively for a variety of purposes.a) Identify intended audience.b) Focus on one aspect of a topic.c) Use a variety of pre-writing strategies.d) Organize writing to convey a central idea.e) Recognize different modes of writing have different patterns of organization.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student demonstrates an ability to write cohesively for a variety of purposes. The student is able to independently complete a variety of prewriting strategies on a specific topic.Analyze (Analyzing/Levels 3-4)Create (Creating/Level 4)3- ProficientStudent demonstrates the capacity to generate, focus, and organize ideas for writing.The student will be able to:create a plan and organize thoughts to convey a central idea before writinguse a variety of prewriting strategies focus, organize, and elaborate to construct an effective cohesive message for the readerCreate (Creating/Level 1)Plan/Organize (Applying/Level 2)Use (Applying/Level 2)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.7 The student will write cohesively for a variety of purposes.f) Write a clear topic sentence focusing on the main idea.g) Write two or more related paragraphs on the same topic.k) Include supporting details that elaborate the main idea.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student demonstrates an ability to write cohesively for a variety of purposes. The student independently writes a persuasive piece for a specific audience. Analyze (Analyzing/Levels 3-4)Evaluate (Evaluating/Levels 3-4)Create (Creating/Levels 3-4)Persuade (Evaluating/Level 4)3- ProficientStudent demonstrates the capacity to generate, focus, and organize ideas for writing.The student will be able to produce clear and coherent writing in which the development and organization are appropriate to purpose and audience.The student is able to:write a clear topic sentence focused on the main ideapurposefully shape and control language to affect readersselect specific information and vivid vocabulary to guide readers more purposefully through the piecewrite two or more related paragraphs on a topicuse facts and details in sentences to elaborate the main ideause available technology to gather information and to aid in writingExplain (Understanding/Level 2)Create (Creating/Level 3)Organize (Applying/Level 2)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.7 The student will write cohesively for a variety of purposes.h) Use transition words for sentence variety.i) Utilize elements of style, including word choice and sentence variation.j) Revise writing for clarity of content using specific vocabulary and information.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student demonstrates an ability to write cohesively for a variety of purposes. The student is independently able to write, revise, and edit an essay to effectively persuade a specific audience.Analyze (Analyzing/Levels 3-4)Revise (Applying/Level 3)Edit (Applying/Level 3)Persuade (Evaluating/Level 4)Create (Creating/Levels 3-4)3- ProficientStudent demonstrates the capacity to generate, focus, and organize ideas for writing.Student revises the language, organization, and content of a piece of writing for a specific purpose.The student will be able to produce clear and coherent writing in which the development and organization are appropriate to purpose and audience.The student is able to:select specific information and vivid vocabulary to guide readers more purposefully through the piecelink ideas within paragraphs using words and phrases include sentences of various lengths and beginnings to create a pleasant, informal rhythmuse available reference resources as aids to revising writing for clarity.Explain (Understanding/Level 2)Create (Creating/Level 3)Organize (Applying/Level 2)Revise (Applying/Level 3)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.a) Use subject-verb agreement.b) Include prepositional phrases.c) Eliminate double negatives.d) Use noun-pronoun agreement.e) Use commas in series, dates, and addresses.f) Incorporate adjectives and adverbs.g) Use correct spelling for frequently used words, including common homophones.h) Use singular possessivesDefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies full understanding of grammatically correct language and mechanics to contribute to the meaning of writing. The student will independently demonstrate that grammatically correct language and mechanics contribute to the meaning of writing. Demonstrate (Applying/Level 3)3- ProficientStudent uses grammatically correct language and mechanics to contributing to the meaning of writing. The student will be able to:use subject-verb agreement identify and use subject, predicate, and prepositional phrases avoid the use of double negatives.ID/use nouns, pronouns, verbs, adjectives, adverbs, and prepositionsuse noun/pronoun agreement use reflexive pronouns use commas in series, dates, and addressesuse adjectives and adverbs appropriately use correct spelling of frequently used words, including homonyms/homophones use singular possessivesuse a rubric to self-assess writing use technology to produce/edit/publish writing and interact/collaborateUse (Applying/Level 1)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text ORCan identify grammatically correct language and mechanics, but does not incorporate into their own writing.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category.Reading Standard 4.9 The student will demonstrate comprehension of information resources to research a topic.a) Construct questions about a topic.b) Collect information from multiple resources including online, print, and media.c) Use technology as a tool to organize, evaluate, and communicate information.d) Give credit to sources used in research.e) Understand the difference between plagiarism and using own words.DefinitionLearner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.Student applies an understanding of informational resources to research a topic. The student is able to independently produce a research project drawn from multiple resources. Analyze (Analyzing/Levels 3-4)Create (Creating/Level 4)Evaluate (Evaluating/Level 4)3- ProficientStudent understands how information is to be collected, analyzed, and organized as a part of the process of writing a short report.The student will be able to:formulate initial questions about a topic and seek information by identifying, locating, exploring, and effectively using a variety of sources of informationrecognize, organize, and record information pertinent to the topic and blend ideas accurately select and use appropriate references , including electronic resourcesidentify key terms to use in searching for information select information that is related to their topicevaluate/combine (synthesize) related information from 2/more sources use available technology to gather, organize, evaluate, and communicate information give credit to sources used in researchCreate (Creating/Level 2)Recognize (Understanding/Level 2)Organize (Applying/Level 2)Identify (Understanding/Levels 1-2)Evaluate (Evaluating/Levels 3-4)Use (Applying/Level 1)2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.1- Insufficient Evidence of ProficiencyStudent cannot show proficiency in any of the skills described in the proficient category. ................
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