ENGLISH LANGUAGE ARTS 9 – COMPREHEND AND RESPOND RUBRIC 1 – Not Yet (No Evidence) Assignment submitted, but I do not know what I’m 2 – Beginning (Little Evidence) With help, I understand parts of the simpler ideas and do a few of the simpler skills. 3 – Partially Meeting (Partial Evidence) I understand the simpler ideas and can do the simpler skills. I am working on the more complex ideas and skills. 4 – Meeting (Sufficient Evidence) I understand the more complex ideas and can master the complex skills that are taught in class. I achieve the outcome. 5 – Excels (Extensive Evidence) I have a deep understanding of the complex ideas, and I can use the skills I have learned in situations that were not taught in class. CR9.2 I can choose and use appropriate strategies to make meaning. Before, especially formulating focus questions. I have trouble creating/I did not create questions for viewing, listening, and reading with or without help. I do not use before reading strategies (or use inappropriate strategies) to make meaning. I can create questions for viewing, listening and reading with help. I use a few before reading strategies with help to make meaning. I can create questions to focus my viewing, listening and reading with support in the form of prompts. I use a few before reading strategies to make meaning. I can create questions to focus my viewing, listening and reading. I use a variety of before reading strategies to make meaning. I can create questions to focus my viewing, listening and reading and to extend my understanding. I use a wide variety of before reading strategies according to my purpose for reading to make meaning. During, especially adjusting reading rate. I cannot adjust my rate or strategy, with or without help. I do not use during reading strategies (or use inappropriate strategies) to make meaning. I can adjust my rate or strategy with help. I use a few during reading strategies with help to make meaning. I can adjust my rate or strategy when I notice meaning breakdown. I use a few during reading strategies to make meaning. I can adjust my rate or strategy to suit the purpose of viewing, listening and reading. I use a variety of during reading strategies to make meaning. I can adjust my rate or strategy and evaluate the effectiveness of the adjustment. I use a wide variety of during reading strategies according to my purpose for reading to make meaning.
I can listen to understand, analyze, and evaluate oral information and ideas. heard, with or without help. With help, I understand part of what I organization, or asking for clarification. I understand what was heard and can examine others’ ideas. I understand almost all of what was and can examine others’ ideas in discussion or by asking probing questions to extend understanding. I can analyze and evaluate train of thought and main points. I cannot recall any main points, with or without help. With help, I can recall a few of the main points. I can summarize and analyze some of the main points. I can summarize, analyze and evaluate most of the main points. I can effectively summarize, analyze and evaluate almost all of the main points. I can analyze and evaluate presentation techniques (propaganda, biases, stereotyping and verbal/non-verbal language). I cannot recognize presentation techniques, with or without help. With help, I can recognize a few presentation techniques. I can identify and analyze some of the presentation techniques. I can recognize, analyze and evaluate most presentation techniques. I can analyze and evaluate almost all presentation techniques. CR9.6 I read, understand, and interpret a variety of level appropriate fictional texts, including First Nations and Metis texts, to develop an insightful interpretation and response. I cannot select strategies of an effective, active reader, with or without help. I cannot respond to text ideas. I cannot locate and analyze elements of setting, characterization and plot. With help, I select a few strategies of an effective, active reader to understand some of what I read. I can respond to text ideas. I can locate and analyze some of the elements of setting, characterization and plot. I use a few strategies of an effective, active reader to understand some of what I read. I can respond critically to text ideas. I can locate and analyze the elements of setting, characterization and plot. I use many of strategies of an effective, active reader to understand most of what I read. I can respond critically to text using textual evidence to support interpretations. I can demonstrate how characters influence the progression and resolution of plot by using setting, I deliberately select from a variety of strategies according to my purpose in response, to understand all of what I read. I can respond critically and insightfully to text using effective textual evidence to support interpretations I can compare how characters influence
characterization, and plot. the progression and resolution of plot in several texts. CR9.7 I read independently and understand a variety of information texts. I cannot select texts and read independently. With help, I can select texts and read somewhat independently. I can usually select a text, read independently, and understand some of what I read. I can select appropriate texts, read independently with a purpose and understand most of what I read. I can select appropriate according to my own specific criteria, read independently with a purpose, and understand what I read. CR9.8 I can read Grade 9 texts at an appropriate rate orally and silently. I have troubles reading Grade 9 appropriate texts fluently and with expression, with or without help. I need help to read Grade 9 appropriate texts fluently and with expression. I can read 9 appropriate texts with some fluency and expression. I can read Grade 9 appropriate texts with fluency and expression. I can read Grade 9 appropriate texts with exceptional fluency and expression.