English Language Arts - Participation
ELEMENTARY ENGLISH LANGUAGE ARTS – Participation
|Grade Span |Emerging |Attained |Surpassed |
| |Based on the Participation EGLCEs,[1] a student who is |Based on the Participation EGLCEs,1 a student who has |Based on the Participation EGLCEs,1 a student who has |
|Elementary |emerging toward the performance standard should |attained the performance standard should typically, with |surpassed the performance standard should typically, with |
| |typically, with considerable to moderate assistance, be|considerable to moderate assistance, be able to… |moderate to limited assistance, be able to… |
|General Statement |able to… | | |
|Elementary |Accessing Information: |Accessing Information: |Accessing Information: |
| |Word Study |Word Study |Word Study |
|Performance |recognize a few frequently encountered objects and/or |recognize some frequently encountered objects and/or |recognize many frequently encountered objects and/or |
|Level Descriptor |pictures paired with words (e.g., name, survival |pictures paired with words (e.g., name, survival |pictures paired with words (e.g., name, survival |
| |words/symbols). |words/symbols). |words/symbols). |
| |Accessing Information: |Accessing Information: |Accessing Information: |
| |Comprehension |Comprehension |Comprehension |
| |demonstrate limited understanding of simple text |demonstrate basic understanding of simple text elements |demonstrate understanding of simple text elements (e.g., |
| |elements (e.g., main characters, setting). |(e.g., main characters, setting). |main characters, setting). |
| | | | |
| |demonstrate limited understanding of simple directions|demonstrate basic understanding of simple directions |demonstrate understanding of simple directions regarding |
| |regarding routines. |regarding routines. |routines. |
| |Expressing Ideas |Expressing Ideas |Expressing Ideas |
| |respond to prompts with the expression of limited ideas|respond to prompts with the expression of basic ideas |respond to prompts with the expression of ideas related to|
| |related to informational, functional or personal text |related to informational, functional or personal text and |informational, functional or personal text and experiences|
| |and experiences (e.g., contributing to classroom |experiences (e.g., contributing to classroom discussions, |(e.g., contributing to classroom discussions, using |
| |discussions, using appropriate language/expressions). |using appropriate language/expressions). |appropriate language/ expressions). |
| | | | |
| |maintain limited conversational focus (e.g., eye |maintain basic conversational focus (e.g., eye contact). |maintain conversational focus (e.g., eye contact). |
| |contact). | | |
MIDDLE SCHOOL ENGLISH LANGUAGE ARTS – Participation
|Grade Span |Emerging |Attained |Surpassed |
|Middle School |Based on the Participation EGLCEs,1 a student who is |Based on the Participation EGLCEs,1 a student who has |Based on the Participation EGLCEs,1 a student who has |
| |emerging toward the performance standard should typically,|attained the performance standard should typically, with |surpassed the performance standard should typically, with |
|General Statement |with considerable to moderate assistance, be able to… |considerable to moderate assistance, be able to… |moderate to limited assistance, be able to… |
|Middle School |Accessing Information: |Accessing Information: |Accessing Information: |
| |Word Study |Word Study |Word Study |
|Performance |recognize and demonstrate limited understanding of a few |recognize and demonstrate basic understanding of some |recognize and demonstrate understanding of many |
|Level Descriptor |frequently encountered objects and/or pictures paired with|frequently encountered objects and/or pictures paired with|frequently encountered objects and/or pictures paired with|
| |words (e.g., name, survival words/symbols). |words. |words. |
| |Accessing Information: |Accessing Information: |Accessing Information: |
| |Comprehension |Comprehension |Comprehension |
| |demonstrate limited understanding of simple text elements |demonstrate basic understanding of simple text elements |demonstrate understanding of simple text elements (e.g., |
| |(e.g., main characters, setting). |(e.g., main characters, setting). |main characters, setting). |
| | | | |
| |demonstrate limited understanding of simple questions |demonstrate basic understanding of simple questions |demonstrate understanding of simple questions regarding |
| |regarding familiar routines and experiences. |regarding familiar routines and experiences. |familiar routines and experiences. |
| |Expressing Ideas |Expressing Ideas |Expressing Ideas |
| |respond to prompts with limited ideas related to |respond to prompts with basic ideas related to |respond to prompts with ideas related to informational, |
| |informational, functional or personal text and experiences|informational, functional or personal text and experiences|functional or personal text and experiences (e.g., |
| |(e.g., contributing to classroom discussions, using |(e.g., contributing to classroom discussions, using |contributing to classroom discussions, using appropriate |
| |appropriate language/expressions). |appropriate language/expressions). |language/ expressions). |
| | | | |
| |maintain limited conversational focus and participation |maintain basic conversational focus and participation |maintain conversational focus and participation (e.g., |
| |(e.g., eye contact, gesture, expressions). |(e.g., eye contact, gesture, expressions). |eye contact, gesture, expressions). |
HIGH SCHOOL ENGLISH LANGUAGE ARTS- Participation
|Grade Span |Emerging |Attained |Surpassed |
|High School |Based on the Participation EBs,1 a student who is emerging|Based on the Participation EBs,1 a student who has |Based on the Participation EBs,1 a student who has |
| |toward the performance standard should typically, with |attained the performance standard should typically, with |surpassed the performance standard should typically, with |
|General Statement |considerable to moderate assistance, be able to… |considerable to moderate assistance, be able to… |moderate to limited assistance, be able to… |
|High School |Accessing Information: |Accessing Information: |Accessing Information: |
| |Word Study |Word Study |Word Study |
|Performance |recognize and demonstrate limited understanding of a few |recognize and demonstrate basic understanding of some |recognize and demonstrate understanding of many |
|Level Descriptor |frequently encountered objects and/or pictures paired with|frequently encountered objects and/or pictures paired with|frequently encountered objects and/or pictures paired with|
| |words (e.g., name, survival words/symbols) in specific |words (e.g., name, survival words/symbols) in specific |words (e.g., name, survival words/symbols) in specific |
| |contexts (e.g., vocational, recreational). |contexts (e.g., vocational, recreational). |contexts (e.g., vocational, recreational). |
| |Accessing Information: |Accessing Information: |Accessing Information: |
| |Comprehension |Comprehension |Comprehension |
| |demonstrate limited understanding of simple text elements |demonstrate basic understanding of simple text elements |demonstrate understanding of simple text elements (e.g., |
| |(e.g., main characters, setting). |(e.g., main characters, setting). |main characters, setting). |
| | | | |
| |demonstrate limited understanding of simple questions |demonstrate basic understanding of simple questions |demonstrate understanding of simple questions related to |
| |related to assigned tasks. |related to assigned tasks. |assigned tasks. |
| |Expressing Ideas |Expressing Ideas |Expressing Ideas |
| |respond to prompts with limited ideas related to |respond to prompts with basic ideas related to |respond to prompts with ideas related to informational, |
| |informational, functional or personal text and experiences|informational, functional or personal text and experiences|functional or personal text and experiences (e.g., |
| |(e.g., contributing to classroom discussions, using |(e.g., contributing to classroom discussions, using |contributing to classroom discussions, using appropriate |
| |appropriate language/expressions). |appropriate language/expressions). |language/ expressions). |
| | | | |
| |maintain limited conversational focus and participation |maintain basic conversational focus and participation |maintain conversational focus and participation (e.g., |
| |(e.g., eye contact, gesture, expressions). |(e.g., eye contact, gesture, expressions). |eye contact, gesture, expressions). |
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