Uses one or two learned expressions of greeting, farewell and politeness (e.g., hello, goodbye, please). Uses gestures to request information and can express a lack of understanding. simple needs known (e.g., the loan of a pencil or an eraser). Asks and responds to questions such as time and the location of familiar objects. am sorry)and questions (e.g., what time is it?). Exchanges information about everyday events using simple vocabulary. appropriate questions to ensure the other person understands them. Can ask forand offer, simple explanations. on a familiar topic. Explains to a teacher where they are having difficulty. Repeats what has been said and can convey this to another. Expresses opinions on familiar topics and asks others for their opinions. conversations with peers on subjects of common interest provided others make an effort as well. Actively participates in group work, expressing opinions and making suggestions. Spoken Production Introduces themselves expressing basic personal information such as age and possibly country of origin. Expresses how they are feeling using simple, standard expressions. Names some common objects in familiar environments (e.g., pieces of clothing Introduces themselves providing basic information. Expresses preferences. Briefly talks about personal, concrete plans (e.g., plans for the weekend or holiday celebrations) and describes familiar objects (e.g., clothing, pets). Describes basic aspects of daily life such as favourite foods, how to get to their homes and their pets. Describes, using simple words, daily events, personal experiences, opinions, likes and dislikes. Describes a variety of familiar subjects related to interests including personal and intentions. Can justify point of view. Speaks in a comprehensible and fairly fluent manner using a large number of different words and expressions, but perhaps pausing to self-correct. Describes incidents, expresses feelings and answers straightforward questions. Speaks clearly and audibly about ideas, experiences, preferences, questions and conclusions, using expression and dramatization when appropriate. Reads according to the punctuation and is beginning to use phrasing. Reads at a reasonable rate with fluent pacing.
CFR Levels Skills A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA 2* “Meeting Expectations” Listening Understands familiar (e.g., thank you, excuse me) and understands simple, concrete questions about themselves, their families and their immediate surroundings provided the speaker speaks slowly and clearly. Understands simple directions, questions, announcements and descriptions of familiar objects provided the speaker speaks slowly and clearly with significant pauses. Understands the main points in clear and simple messages and instructions. Understands high frequency phrases and vocabulary related to personal interests. Understands, at a general level, overheard conversations, simple short narratives, dialogues of movies or cartoons if the topics are familiar and if the speech is slow and clear. Can generally recognize changes in the topic of discussion. Understands the main points of overheard discussions. Understands audio text dealing with familiar topics as well as announcements and television shows (if supported by visuals). There may be a need to repeat particular words and phrases or to replay text. Understands the main points and the important details of audio text provided standard language is used and the topic is one of interest. Understands the main points in a relatively long overheard conversation. Listens and demonstrates comprehension by retelling (with support from the text) the key literal and inferential ideas (messages) and important details heard in both small and large group situations. Follows oral directions and demonstrations.
Spoken Interaction Provides information such as name and age when requested and can ask the same of other people. Uses one or two learned expressions of greeting, farewell and politeness (e.g., hello, goodbye, please). Uses gestures to request information and can express a lack of understanding. Interacts by answering simple questions with single or short sentences. Makes simple needs known (e.g., the loan of a pencil or an eraser). Asks and responds to questions such as time and the location of familiar objects. Expresses common greetings (e.g., Happy Birthday), feelings (e.g., I am cold, I am hungry, I am sorry) and questions (e.g., What time is it?). Can exchange information about everyday events using simple vocabulary. Takes part in simple social interactions asking someone to repeat themselves or asking appropriate questions to ensure the other person understands them. Can ask for and offer, simple explanations. Participates in simple phone calls with a known person or a conversational exchange with a peer on a familiar topic. Explains to a teacher where they are having difficulty. Repeats what has been said and can convey this to another. Expresses opinions on familiar topics and asks others for their opinions. Initiates conversation and can help to sustain it. Participates in relatively lengthy conversations with peers on subjects of common interest provided others make an effort as well. Actively participates in group work, expressing opinions and making suggestions. Engages in partner, group and class discussions initiating and sustaining a conversation with a number of exchanges. Spoken Production Introduces themselves expressing basic personal information such as age and possibly country of origin. Expresses how they are feeling using simple, standard expressions. Names some common objects in Introduces themselves providing basic information. Expresses preferences. Briefly talks about personal, concrete plans (e.g., plans for the weekend or holiday celebrations) and describes familiar Describes basic aspects of daily life such as favourite foods, how to get to their homes and the appearance of their pets. Describes, using simple words, daily events, personal experiences, opinions, likes and dislikes. Describes a variety of familiar subjects related to interests including personal goals and intentions. Can justify point of view. Speaks in a comprehensible and fairly fluent manner using a large number of different words and expressions, but perhaps pausing to self-correct. Describes incidents, expresses feelings and answers straightforward questions. Recounts stories and experiences; gives directions and reports on a topic in sequence with clarity and appropriate detail. Offers opinions and provides reasons.
familiar environments (e.g., pieces of clothing and commonplace food items). objects (e.g., clothing, pets). Reading Recognizes familiar names, words and phrases on signs (e.g., ‘Open’, ‘Exit’) and very simple instructions if they are supported by images. Recognizes words previously encountered as well as short text messages such as “Happy Birthday”. Understands signs/posters which use everyday language and have accompanying visuals. Locates important information in simple text; understands much of what is written in short text dealing with familiar topics of personal interest; and follows a set of clear, written instructions especially if accompanied by visuals. Understands most of what happens in a simple, straightforward short story and can identify the story’s main characters. Reads patterned and predictable text. Understands everyday visual text such as signs around the school. Understands the main points in a straightforward written communication if the topic is familiar. Understands text of various lengths as long as the words used are familiar and/or concern areas of interest. Uses key words, diagrams and illustrations to support reading comprehension. Reads and understands straightforward factual text on subjects related to personal interests and/or subjects being studied. Understands most vocabulary in narrative text. Reads grade appropriate literary and informational text both silently and orally demonstrating comprehension by relating and retelling key events and ideas in sequence with specific details as well as discussing how, why and what if questions. Reads at a reasonable rate wcpm orally; wcpm silently) with fluent pacing on practiced texts. Writing Uses a basic vocabulary repertoire of isolated words and Produces simple descriptions of everyday objects and can write (print) Begins to use descriptive prepositions and the conjunction, Communicates information on familiar topics using simple grammatical Has sufficient vocabulary to express themselves (often with some Produces simple connected text on topics which are familiar or are of Writes stories, poems, friendly letters, reports and observations using
phrases. Prints own name. Copies/prints names of familiar objects and conveys meaning through drawings. Aware of left to right directionality and has some awareness of sound to symbol relationships. simple informal messages as well as label diagrams. Attempts to use capital letters and punctuation as well as lines on their papers. Produces simple sentences in the present tense using familiar, learned patterns. ‘and’. Uses simple sentences and expressions to describe common objects and activities. Begins to use the past tense as well as singular and plural forms of words with growing accuracy. structures. Begins to use additional parts of speech and an increased range of grammatical structures. circumlocutions) on most familiar topics of interest to them. Errors occur, but the intent of the communication is usually clear. Begins to use content area vocabulary. personal interest. Describes experiences and events and briefly gives reasons and explanations for opinions and plans. appropriate and relevant details in clear sentences and paragraphs of at least six sentences. Includes some dialogue in narratives. Prints legibly to form letters and words of consistent size, shape and spacing. * NOTE: Assessment and evaluation require thoughtful planning and implementation to support the learning process and to inform teaching. All assessment and evaluation of student achievement must be on the outcomes in the provincial curriculum. Each of the provincial curriculum documents provides sample holistic rubrics for assessment and evaluation based on four levels of attainment of the grade’s curricular outcomes-Exceeding Expectations, Meeting Expectations, Beginning to Meet Expectations, and Not Yet Meeting Expectations. The chart presented in this document is based on a description of those students in the Meeting Expectations range. CFR ELA CFR Levels Skills A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA 3* “Meeting Expectations” Listening Understands familiar (e.g., thank you, excuse me) and understands simple, concrete Understands simple directions, questions, announcements and descriptions of familiar objects provided the speaker speaks slowly and Understands the main points in and simple messages and instructions when delivered slowly (e.g., how to get Understands, at a general level, overheard conversations, simple short narratives, dialogues of movies Understands when people speak at normal speed on familiar topics. Understands the main points of overheard Understands the main points and the important details of text provided standard language is used and the topic is one of interest. Listens and demonstrates a good understanding of text offering appropriate and thoughtful responses with
questions about themselves, their families and their immediate surroundings provided the speaker speaks slowly and clearly. Understands simple classroom instructions, such as ‘Stand up, please” when expressed slowly and clearly, possibly with accompanying gestures. clearly with significant pauses. Understands numbers, times and other pieces of short information if given slowly and clearly. from X to Y). Understands high frequency phrases and vocabulary related to personal interests. or cartoons if the topics are familiar and if the speech is slow and clear. Can generally recognize changes in the topic of discussion. discussions. Understands audio text dealing with familiar topics as well as announcements and television shows (if supported by visuals). There may be a need to repeat particular words and phrases or to replay text. Understands the main points in a relatively long overheard conversation. reasonable evidence to support responses. Identifies the main ideas. Retells and describes specific details in heard texts. Follows instructions and multi-step oral directions. Spoken Interaction Provides basic information such as age when requested and can ask another’s name. Uses one or two learned expressions of greeting, farewell and politeness (e.g., hello, Interacts by answering simple questions with single words or short sentences. Makes simple needs known (e.g., the loan of a pencil or an eraser). Asks and responds to questions such as how they are feeling , Expresses common greetings (e.g., Happy Birthday), feelings (e.g., I am cold, I am hungry, I am sorry)and questions (e.g., when the bus is to arrive?). Can exchange Takes part in simple social interactions asking someone to repeat themselves or asking appropriate questions to ensure the other person understands them. Can ask for and offer, simple Participates in simple phone calls with a known person or a conversational exchange with a peer on a familiar topic. Explains to a teacher where they are having difficulty. Repeats what has been said and can Initiates conversation and can help to sustain it. Participates in relatively lengthy conversations with on subjects of common interest provided others make an effort as well. Actively Engages in partner, group and class discussions initiating and sustaining a conversation with a number of exchanges.
straightforward sentences in simple text if these words have been previously encountered. encountered as well as short text messages such as “Happy Birthday”. Understands signs/posters which use everyday language and have accompanying visuals. simple text; understands much of what is written in short text dealing with familiar topics of personal interest; and follows a set of clear, written instructions especially if accompanied by visuals. Understands most of what happens in a simple, straightforward short story and can identify the story’s main characters. text. Understands everyday visual text such as signs around the school. Understands the main points in a straightforward written communication if the topic is familiar. Uses the alphabet to find particular items in lists (e.g., the telephone book). long as the used are familiar and/or concern areas of interest. Uses key words, diagrams and illustrations to support reading comprehension. straightforward factual text on subjects related to personal interests and/or subjects being studied. Understands most vocabulary in narrative text. grade appropriate literary and informational texts text identifying and describing specific details. Reads text at a reasonable rate wcpm, orally; wcpm silently), when meaning is not clear. Writing Writes the alphabet independently and, with assistance, some simple words. Copies/prints their name and Beginning, with support, to use subject area vocabulary and descriptive words. Ideas are beginning to be connected by a topic. Produces Begins to use descriptive words, prepositions and transitional words. Begins to use the past tense and the singular and plural forms Briefly describes an aspect of daily life, an event, or a personal experience including some concrete details. Begins to use additional parts of Expresses themselves on most familiar topics of interest. Errors occur, but the intent of the communication is usually clear. Begins Produces simple connected text on topics which are familiar or are of personal interest. Describes experiences and events and briefly Demonstrates control over many elements of language and communication. Communicates ideas, information and experiences pertaining to a topic by creating
the names of familiar objects. May convey meaning through drawings. Aware of sound to symbol relationships, often representing a word with its beginning consonant. With assistance, they can write/print a patterned sentence. simple descriptions of everyday objects, simple informal messages, as well as label diagrams. Attempts to use capital letters and punctuation as well as lines on their paper. Produces simple sentences in the present tense using familiar, learned patterns. of words with growing accuracy. Uses straightforward sentences and expressions to describe such things as their physical surroundings, daily activities and the people around them. speech and an increased range of grammatical structures. to use academic vocabulary is capable of writing in a number of genres. gives reasons and explanations for opinions and plans. Writes brief descriptions of a process using appropriate transitional language. easy-to –follow writing (including a short report, a procedure, a letter, a story, a short script and a poem) with a clear purpose, correct paragraph structure (if appropriate to the form)and the use of interesting detail. * NOTE: Assessment and evaluation require thoughtful planning and implementation to support the learning process and to inform teaching. All assessment and evaluation of student achievement must be based on the outcomes in the provincial curriculum. Each of the provincial curriculum documents provides sample holistic rubrics for assessment and evaluation based on four levels of attainment of the grade’s curricular outcomes-Exceeding Expectations, Meeting Expectations, Beginning to Meet Expectations, and Not Yet Meeting Expectations. The chart presented in this document is based on a description of those students in the Meeting Expectations range. CFR ELA
CFR Levels Skills A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 4* “Meeting Expectations” Listening Understands familiar (e.g., thank you, excuse me) and understands simple, concrete questions about themselves, their families and their immediate surroundings provided the speaker speaks slowly and clearly. Understands simple classroom instructions, such as ‘Stand up, please” when expressed slowly and clearly, possibly with accompanying gestures. Understands simple directions, questions, announcements and descriptions of familiar objects provided the speaker speaks slowly and clearly with significant pauses. Understands numbers, times and other pieces of short information if given slowly and clearly. Understands the main points in clear and simple messages and instructions when delivered slowly (e.g., how to get from X to Y). Understands high frequency phrases and vocabulary related to personal interests. Understands, at a general level, overheard conversations, simple short narratives, dialogues of movies or cartoons if the topics are familiar and if the speech is slow and clear. Can generally recognize changes in the topic of discussion. Understands when people speak at normal speed on familiar topics. Understands the main points of overheard discussions. Understands audio text dealing with familiar topics as well as announcements and television shows (if supported by visuals). There may be a need to repeat particular words and phrases or to replay text. Understands the main points and the important details of audio text provided standard language is used and the topic is one of interest. Understands the main points in a relatively long overheard conversation. Listens and demonstrates good understanding of text offering appropriate and thoughtful responses with reasonable evidence to support responses. Retells and describes specific details in heard texts. Follows instructions and oral directions. Spoken Interaction Provides information such as age when requested and Interacts by answering simple questions with single words or Expresses common greetings (e.g., Happy Birthday), feelings Takes part in simple social interactions asking someone to repeat themselves Participates in simple phone calls with a known person or a conversational Initiates conversation and can help to sustain it. Participates in Engages in partner, and class discussions by interacting with others
commonplace food items). Reading Recognizes some and straightforward sentences in simple text if these words have been previously encountered. Recognizes previously encountered as well as short text messages such as “Happy Birthday”. Understands signs/posters which use everyday language and have accompanying visuals. Locates important information in simple text; understands much of what is written in short text dealing with familiar topics of personal interest; follows a set of clear, written instructions especially if accompanied by visuals. Understands most of what happens in a simple, straightforward short story and can identify the story’s main characters. Reads patterned and predictable text. Understands everyday visual text such as signs around the school. Understands the main points in a straightforward written communication if the topic is familiar. Uses the alphabet to find particular items in lists (e.g., the telephone book). Understands text of various lengths as long as the used are familiar and/or concern areas of interest. Uses key words, diagrams and illustrations to support reading comprehension. and understands straightforward factual text on subjects related to personal interests and/or subjects being studied. Understands most vocabulary in narrative text. Retells and sequences ideas and events from grade appropriate literary and informational texts text identifying and describing specific details. Reads text silently at 135-185 wcpm and orally (with fluency, accuracy, pacing, intonation and expression) at wcpm. Adjusts reading rates to the complexity of materials and purposes for reading. Writing Writes the alphabet independently and, if provided assistance, some simple words. Copies/prints Beginning, with support, to use subject area vocabulary and descriptive words. Ideas are beginning to be connected by Begins to use descriptive words, prepositions and transitional words. Begins to use the past tense and the singular Briefly describes an aspect of daily life, an event, or a personal experience including some concrete details. Beginning to use Expresses themselves on most familiar topics of interest. Errors occur, but the intent of the communication is usually clear. Produces simple connected text on topics which are familiar or are of personal interest. Describes experiences and Demonstrates control over many elements of language and communication. Organization and form are appropriate and ideas are generally
their name and the names of familiar objects. May convey meaning through drawings. Aware of sound to symbol relationships, often representing a word with its beginning consonant. With support, they can write/print a patterned sentence. a topic. Produces simple descriptions of everyday objects, simple informal messages. As well, they can label diagrams. Attempts to use capital letters and punctuation as well as lines on their paper. Produces simple sentences in the present tense using familiar, learned patterns. and plural forms of words with growing accuracy. Uses straightforward sentences and expressions to describe such things as their surroundings, daily activities and the people around them. additional parts of speech and an increased range of grammatical structures. Beginning to use academic vocabulary and are capable of writing in a number of genres. events and briefly gives reasons and explanations for opinions and plans. Writes brief descriptions of a process using appropriate transitional language. presented coherently. Makes appropriate and varied word choices and varies sentence structure. Uses a writing process to produce descriptive, narrative and expository compositions. * NOTE: Assessment and evaluation require thoughtful planning and implementation to support the learning process and to inform teaching. All assessment and evaluation of student achievement must be based on the outcomes in the provincial curriculum. Each of the provincial curriculum documents provides sample holistic rubrics for assessment and evaluation based on four levels of attainment of the grade’s curricular outcomes-Exceeding Expectations, Meeting Expectations, Beginning to Meet Expectations, and Not Yet Meeting Expectations. The chart presented in this document is based on a description of those students in the Meeting Expectations range. CFR ELA CFR Levels Skills A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA 5* “Meeting Expectations”
Skills “Meeting Expectations” Listening Understands familiar (e.g., thank you, excuse me) and understands simple, concrete questions about themselves, their families and their immediate surroundings provided the speaker speaks slowly and clearly. Understands simple classroom instructions, such as ‘Stand up, please” when expressed slowly and clearly, possibly with accompanying gestures. Often recognizes spoken words similar to those in known languages. Can Understands simple directions, questions, announcements and descriptions of familiar objects provided the speaker speaks slowly and clearly with significant pauses. Understands numbers, times and other pieces of short information if given slowly and clearly. Understands most of a story when it is read slowly and clearly and is accompanied with visuals. Understands the main points in clear and simple messages and instructions when delivered slowly (e.g., how to get from X to Y). Understands high frequency phrases and vocabulary related to personal interests. Extracts important information from audio texts (e.g. sports scores, weather forecasts) provided the message is delivered clearly. Understands isolated, familiar words and phrases when listening to clear, slow and basic text read aloud. Understands, at a general overheard conversations, simple short narratives, dialogues of movies or news stories if the topics are familiar and if the speech is slow and clear. Can generally recognize changes in the topic of discussion. Listens to other students’ classroom contributions and uses these responses as models for their own. Understands when people speak at normal speed on familiar topics. Understands the main points of overheard discussions. Understands audio text dealing with familiar topics as well as announcements and television shows (if supported by visuals). There may be a need to repeat particular words and phrases or to replay text. Understands the main points and the important details of audio text provided standard language is used and the topic is one of interest. Understands the main points in a relatively long overheard conversation. Understands detailed oral instructions. Understands clear and organized classroom talks and presentations provided there is some prior knowledge of the topic. Listens purposefully to understand, respond and analyze oral information and ideas from a range of texts including narratives, instructions, explanations, reports and opinions. Selects and uses appropriate strategies to construct meaning before, during and after listening. Identifies speaker’s viewpoint and purpose; restates or summarizes major points and supporting details; draws conclusions.
country of origin. Expresses how they are feeling using simple, standard expressions. Names some common objects in familiar environments (e.g., pieces of clothing and commonplace food items). Expresses preferences. Briefly talks about personal, concrete plans (e.g., plans for the weekend or holiday celebrations) and describes familiar objects (e.g., favourite sports, number, agesand occupations of their family members).Can name some specific vocabulary terms. to their homes and their pets. Can indicate personal strengths and weaknesses. experiences, opinions, likes and dislikes. Provides some information concerning their culture’s celebrations and special events. Can say most numbers (including years) without hesitation. goals and intentions. Can justify point of view. Retells a simple story read/heard in class and describes what is occurring in a film or book. Can offer an opinion of a short story or other text examined in class. of different words and expressions, but perhaps pausing to self-correct. Describes incidents, expresses feelings and answers straightforward questions. Explains clearly how something is done or used. Can present an argument clearly enough to be understood most of the time. in formal and informal situations including presenting an oral report based on research, a demonstration and a short dramatization. Speaks clearly and expressively in classroom presentations adjusting voice, tone and language to a variety of situations. Reading Recognizes some words and straightforward sentences in simple text if these words have been previously encountered. Recognizes words previously encountered as well as short text messages such as “Happy Birthday”. Understands signs/posters which use everyday language and have accompanying visuals. Can Locates important information in simple text; understands much of what is written in short text dealing with familiar topics of personal interest; follows a set of clear, written instructions especially if Reads patterned and predictable text. Understands everyday visual text such as signs around the school. Understands the main points in a straightforward written communication if the topic is Understands text of various lengths as long as the words used are familiar and/or concern areas of interest. Uses key words, diagrams and illustrations to support reading comprehension. Can understand factual text and simple reports on familiar Reads and understands straightforward factual text on subjects related to personal interests and/or subjects being studied. Understands most vocabulary in narrative text. Can understand most subject specific words. Reads and demonstrates comprehension of a variety of visual and digital texts. Selects and uses appropriate strategies to construct meaning before, during and after reading. Explores the form and function of texts read. Reads appropriate texts to
identify key words (e.g., names of people and places) in text. accompanied by visuals. Understands most of what happens in a simple, straightforward short story and can identify the story’s main characters. Can understand the gist of short articles and ads in age-appropriate magazines provided the subjects are familiar. familiar. Uses the alphabet to find particular items in lists (e.g., the telephone book).Can follow instructions for using everyday equipment (e.g., ticket dispensers and vending machines). topics (e.g., a movie review). Can distinguish between factual and fictional text. increase fluency wcpm orally; wcpm silently) and expression. Adjusts reading rate to purpose and text demands. Writing Writes the alphabet independently and, with assistance, some simple words. Writes own name, copies/writes names of familiar objects and conveys meaning through drawings. Aware of sound to symbol Begins, with support, to use subject area vocabulary and descriptive Ideas are beginning to be connected by a topic. Produces simple descriptions of everyday objects, simple informal messages, as well as labels in diagrams. Uses straightforward sentences and expressions to describe such things as their surroundings, their daily activities and the people around them. They are using descriptive words, singulars and plural word forms, prepositions Describes common objects or familiar places using short, straightforward sentences. They are using important connecting words, transitions and more varied sentence types. They are attempting more Begins to have sufficient vocabulary to express themselves on most familiar topics of interest to them. Errors occur, but the intent of the communication is usually clear. Begins to use academic vocabulary and are capable of writing in a number of genres. Writes about familiar topics using comparison and contrast; describes objects of interest including the advantages and disadvantages involved; and presents a personal opinion about an issue. Writes brief descriptions of a process using A Six student performing at Level 4 of the 6 point ELA curriculum rubric writes compositions that are clear and straightforward. The compositions are adequately developed, appropriate to purpose and show some awareness of audience. The student demonstrates control
relationships, often representing a word with its beginning consonant. With assistance, they can write a patterned sentence and can fill in a questionnaire about themselves. Attempts to use capital letters and punctuation as well as lines on their paper. They are able to produce simple sentences or questions in the present tense using familiar, learned patterns. and transitional words. advanced types of punctuation. appropriate transitional language. Use of punctuation approaches that of grade level as does their facility to use appropriate conventions and spelling. over the language elements and techniques. Minor errors, may be noticeable, but do not impede communication. * NOTE: Assessment and evaluation require thoughtful planning and implementation to support the learning process and to inform teaching. All assessment and evaluation of student achievement must be based on the outcomes in the provincial curriculum. Each of the provincial curriculum documents provides sample holistic rubrics for assessment and evaluation based on four levels of attainment of the grade’s curricular outcomes-Exceeding Expectations, Meeting Expectations, Beginning to Meet Expectations, and Not Yet Meeting Expectations. The chart presented in this document is based on a description of those students in the Meeting Expectations range. CFR ELA CFR Levels Skills A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 7* “Meeting Expectations” Listening Understands familiar words and expressions (e.g., thank you, excuse me) and understands simple, concrete questions Understands simple directions, questions, announcements and descriptions of familiar objects provided the Understands the main points in and simple messages and instructions when delivered slowly (e.g., how to get Understands, at a general overheard conversations, simple short narratives, dialogues of Understands when people speak at normal speed on familiar topics. Understands the main points of overheard Understands the main points and the important details of text provided standard language is used and the topic is one of interest. Listens critically to understand and analyze oral information and ideas from a wide range of texts (e.g., complex instructions, oral explanations and
about themselves, their families and their immediate surroundings provided the speaker speaks slowly and clearly. Understands simple classroom instructions, such as ‘Stand up, please” when expressed slowly and clearly, possibly with accompanying gestures. Often recognizes spoken words similar to those in known languages. Can identify the names of common colours when heard. speaker speaks slowly and clearly with significant pauses. Understands numbers, times and other pieces of short information if given slowly and clearly. Understands the most important information in a straightforward talk provided something is already known about the subject and the talk is accompanied by pictures or drawings. Understands most of a story when it is read slowly and clearly and is accompanied with visuals. from X to Y). Understands phrases and high frequency vocabulary related to personal interests. Extracts important information from audio texts (e.g. sports scores, weather forecasts) provided the message is delivered clearly. Understands isolated, familiar words and phrases when listening to clear, slow and basic text read aloud. movies or news stories if the topics are familiar and if the speech is slow and clear. Can generally recognize changes in the topic of discussion. Listens to other students’ classroom contributions and uses these responses as models for their own. discussions. Understands audio text dealing with familiar topics as well as announcements and television shows (if supported by visuals). There may be a need to repeat particular words and phrases or to replay text. Understands the main points in a relatively long overheard conversation. Understands detailed oral instructions. Understands clear and organized classroom talks and presentations provided there is some prior knowledge of the topic. reports, opinions or viewpoints and messages presented in the media). Selects and uses appropriate strategies to construct meaning before, during and after listening. Displays active listening behaviours (e.g., focusing on the message of the speaker, making reasonable predictions, checking for understanding, recognizing when information is making sense and making notes).
Expresses how they are feeling using simple, standard expressions. Names some common objects in familiar environments (e.g., pieces of clothing and commonplace food items). preferences. Briefly talks about personal, concrete plans (e.g., plans for the weekend or holiday celebrations) and describes familiar objects (e.g., favourite sports, number, ages and occupations of their family members).Can name some specific vocabulary terms. their pets. Can indicate personal strengths and weaknesses. opinions, likes and dislikes. Provides some information concerning their culture’s celebrations and special events. Can say most numbers (including years) without hesitation. intentions. Can justify point of view. Retells a simple story read/heard in class and describes what is occurring in a film or book. Can offer an opinion of a short story or other text examined in class. and expressions, but perhaps pausing to self-correct. Describes incidents, expresses feelings and answers straightforward questions. Explains clearly how something is done or used. Can present an argument clearly enough to be understood most of the time. situations including presenting an oral report based on research, a demonstration and a short dramatization. Speaks clearly and expressively in classroom presentations adjusting voice, tone and language to a variety of situations. Reading Recognizes some and straightforward sentences in simple text if these words have been previously encountered. Recognizes words previously encountered as well as short text messages such as “Happy Birthday”. Understands signs/posters which use everyday language and have accompanying Locates important information in simple text; understands much of what is written in short text dealing with familiar topics of personal interest; follows a set of clear, written instructions Reads patterned and predictable text. Understands everyday visual text such as signs around the school. Understands the main points in a straightforward written communication if Understands text of various lengths as long as the words used are familiar and/or concern areas of interest. Uses key words, diagrams and illustrations to support reading comprehension. Can understand factual and understands straightforward factual text on subjects related to personal interests and/or subjects being studied. Understands most vocabulary in narrative text. Can understand most subject specific words. and demonstrates comprehension of a variety of visual and digital texts. Selects and uses appropriate strategies to construct meaning before, during and after reading. Explores the form and function of texts read. Reads grade appropriate texts to
visuals. Can identify key words (e.g., names of people and places) in text. Recognizes important information on promotional material (e.g., price, date and time on posters). especially if accompanied by visuals. Understands most of what happens in a simple short story and can identify the story’s main characters. Can understand the gist of short articles and ads in age-appropriate magazines provided the subjects are familiar. the topic is familiar. Uses the alphabet to find particular items in lists (e.g., the telephone book).Can follow instructions for using everyday equipment (e.g., ticket dispensers and vending machines). text and simple reports on familiar topics (e.g., a movie review). Can distinguish between factual and fictional text. increase fluency wcpm orally; wcpm silently) and expression. Adjusts reading rate to purpose and text demands. Writing Writes the alphabet independently and, with assistance, some simple words. Writes (or prints) their own name, copies/writes names of familiar objects and conveys meaning through drawings. Aware of sound to symbol Begins, with support, to use subject area vocabulary and descriptive words. Ideas are beginning to be connected by a topic. Able to produce simple descriptions of everyday objects, simple informal Uses straightforward sentences and expressions to describe such things as surroundings, their daily activities and the people around them. They are using descriptive words, singulars Describes personal experiences, common objects or familiar places using short, straightforward sentences. They are using important connecting words, transitions and Begins to have sufficient vocabulary to express themselves on most familiar topics of interest to them. Errors occur, but the intent of the communication is usually clear. Begins to use academic Writes about familiar topics using comparison and contrast; describes objects of interest including the advantages and disadvantages involved; and presents a personal opinion about an issue. Writes brief A Grade Seven student performing at Level 4 of the 6 point ELA curriculum rubric writes compositions that are clear and straightforward, adequately developed, appropriate to purpose and shows an awareness of audience. The student
relationships, often representing a word with its beginning consonant. With assistance, writes a patterned sentence and fills in a questionnaire about themselves. messages, as well as label diagrams. They are attempting to use capital letters and punctuation. They are able to produce simple sentences, including questions, in the present tense using familiar, learned patterns. and plural word forms, prepositions and transitional words. more varied sentence types. They are attempting more advanced types of punctuation. vocabulary and are capable of writing in a number of genres. descriptions of a process using appropriate transitional language. Use of punctuation approaches that of grade level as does their facility to use appropriate conventions and spelling. demonstrates control over the language elements and techniques. Minor errors, though noticeable, do not impede communication. * NOTE: Assessment and evaluation require thoughtful planning and implementation to support the learning process and to inform teaching. All assessment and evaluation of student achievement must be based on the outcomes in the provincial curriculum. Each of the provincial curriculum documents provides sample holistic rubrics for assessment and evaluation based on four levels of attainment of the grade’s curricular outcomes-Exceeding Expectations, Meeting Expectations, Beginning to Meet Expectations, and Not Yet Meeting Expectations. The chart presented in this document is based on a description of those students in the Meeting Expectations range. CFR ELA CFR Levels Skills A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 8* “Meeting Expectations” Listening Understands familiar words/expressions Understands simple directions, questions, Understands the main points in clear and simple Understands, at a general level, overheard Understands when people speak at normal speed on Understands the main points and the important details of Listens critically from a wide variety of oral texts to understand,
(e.g., thank you, excuse me) and understands simple, concrete questions about themselves, their families and their immediate surroundings provided the speaker speaks slowly and clearly. Understands simple classroom instructions, such as ‘Stand up, please” when expressed slowly and clearly, possibly with accompanying gestures. Often recognizes spoken words similar to those in known languages. Can identify the names of common colours when heard. announcements and descriptions of familiar objects provided the speaker speaks slowly and clearly with significant pauses. Understands numbers, times and other pieces of short information if given slowly and clearly. Understands the most important information in a straightforward talk provided something is already known about the subject and the talk is accompanied by pictures or drawings. Understands most of a story when it is read slowly and clearly and is messages and instructions when delivered slowly (e.g., how to get from X to Y). Understands phrases and high frequency vocabulary related to personal interests. Extracts important information from audio texts (e.g. sports scores, weather forecasts) provided the message is delivered clearly. Understands isolated, familiar words and phrases when listening to clear, slow and basic text read aloud. conversations, simple short narratives, dialogues of movies or news stories if the topics are familiar and if the speech is slow and clear. Can generally recognize changes in the topic of discussion. Listens to other students’ classroom contributions and uses these responses as models for their own. familiar topics. Understands the main points of overheard discussions. Understands audio text dealing with familiar topics as well as announcements and television shows (if supported by visuals). There may be a need to repeat particular words and phrases or to replay text. text provided standard language is used and the topic is one of interest. Understands the main points in a relatively long overheard conversation. Understands detailed oral instructions. Understands clear and organized classroom talks and presentations provided there is some prior knowledge of the topic. gather information, follow directions, form an opinion and analyze oral presentations for diverse opinions, presenter’s point of view, values and biases, stereotypes, or prejudices. Selects and uses appropriate strategies to construct meaning before, during and after listening. Displays the behaviours of an effective and active listener including adapting listening and focus to purpose and situation, determining whether fact or opinion is being expressed and seeking clarification when meaning is not clear.
name, age and country of origin. Expresses how they are feeling using simple, standard expressions. Names some common objects in familiar environments (e.g., pieces of clothing and commonplace food items). information. Expresses preferences. Briefly talks about personal, concrete plans (e.g., plans for the weekend or holiday celebrations) and describes familiar objects (e.g., favourite sports, number, ages and occupations of their family members).Can name some specific vocabulary terms. foods, how to get to their homes and their pets. Can indicate personal strengths and weaknesses. personal experiences, opinions, likes and dislikes. Provides some information concerning their culture’s celebrations and special events. Can say most numbers (including years) without hesitation. including personal goals and intentions. Can justify point of view. Retells a simple story read/heard in class and describes what is occurring in a film or book. Can offer an opinion of a short story or other text examined in class. using a large number of different words and expressions, but perhaps pausing to self-correct. Describes incidents, expresses feelings and answers straightforward questions. Explains clearly how something is done or used. Can present an argument clearly enough to be understood most of the time. information and ideas of complexity in formal and informal situations including presenting oral responses to texts; focused oral presentations (with introductions, bodies, transitions and conclusions); poetry recitations; dramatic readings; speeches; mini-debates; and meetings. Uses volume and presentation techniques appropriate to audience and purpose. Reading Recognizes some and straightforward sentences in simple text if these words have been previously encountered. Recognizes words previously encountered as well as short text messages such as “Happy Birthday”. Understands signs/posters which use everyday language and have accompanying Locates important information in simple text; understands much of what is written in short text dealing with familiar topics of personal interest; follows a set of clear, written Reads patterned and predictable text. Understands everyday visual text such as signs around the school. Understands the main points in a straightforward written Understands text of various lengths as long as the words used are familiar and/or concern areas of interest. Uses key words, diagrams and illustrations to support reading comprehension. Reads and understands straightforward factual text on subjects related to personal interests and/or subjects being studied. Understands most vocabulary in narrative text. Can understand most Reads, responds and demonstrates comprehension of a variety of visual and digital texts. Selects and uses appropriate strategies to construct meaning before, during and after reading. Understands how an author organized text
visuals. Can identify key words (e.g., names of people and places) in text. Recognizes important information on promotional material (e.g., price, date and time on posters). instructions if accompanied by some visuals. Understands most of what happens in a simple, straightforward short story and can identify the story’s main characters. Can understand the gist of short articles and ads in age-appropriate magazines provided the subjects are familiar. communication if the topic is familiar. Uses the alphabet to find particular items in lists (e.g., the telephone book).Can follow instructions for using everyday equipment (e.g., ticket dispensers and vending machines). Can understand factual text and simple reports on familiar topics (e.g., a movie review). Can distinguish between factual and fictional text. subject specific words. to achieve unity and coherence. Reads grade appropriate texts to increase fluency wcpm orally; wcpm silently) and expression. Writing Writes the alphabet independently and, with assistance, some simple words. Writes (or prints) their own name, copies/writes names of familiar objects and conveys meaning through drawings. Aware of Beginning, with support, to use subject area vocabulary and descriptive words. Ideas are beginning to be connected by a topic. Able to produce simple descriptions of everyday objects, Uses straightforward sentences and expressions to describe such things as their surroundings, their daily activities and the people around them. Uses descriptive words, Describes personal experiences, common objects or familiar places short, straightforward sentences. Using important connecting words, transitions and Begins to have sufficient vocabulary to express themselves on most familiar topics of interest to them. Errors occur, but the intent of the communication is usually clear. Writes about familiar topics using comparison and contrast; describes objects of interest including the advantages and disadvantages involved; and present a personal opinion about an issue. A Grade Eight student performing at Level 4 of the 6 point ELA curriculum rubric writes compositions that are clear and straightforward. The compositions are adequately developed, appropriate to purpose and show an awareness
sound to symbol relationships, often representing a word with its beginning consonant. With assistance, writes a patterned sentence and fills in a questionnaire about themselves. simple informal messages, as well as label diagrams. Attempts to use capital letters and punctuation. Produces simple sentences, including questions, in the present tense using familiar, learned patterns. singulars and plural word forms, prepositions and transitional words. more varied sentence types. Attempting more advanced types of punctuation. Writes in a number of genres and uses some vocabulary from those genres. Writes brief descriptions of a process using appropriate transitional language. Use of punctuation approaches that of grade level as does their facility to use appropriate conventions and spelling. of audience. The student demonstrates control over the language elements and techniques. Minor errors, though noticeable, do not impede communication. * NOTE: Assessment and evaluation require thoughtful planning and implementation to support the learning process and to inform teaching. All assessment and evaluation of student achievement must be based on the outcomes in the provincial curriculum. Each of the provincial curriculum documents provides sample holistic rubrics for assessment and evaluation based on four levels of attainment of the grade’s curricular outcomes-Exceeding Expectations, Meeting Expectations, Beginning to Meet Expectations, and Not Yet Meeting Expectations. The chart presented in this document is based on a description of those students in the Meeting Expectations range.
Reading Rubric Grade 1 A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 Phonemic Awareness *Defined as the ability to identify, produce and manipulate the sounds of language. All phonemic awareness descriptors imply oral/aural activities mimics phonemes identifies and produces commonly occurring sounds of the alphabet (s, t, letters in name) identifies and produces most sounds of the alphabet identifies beginning sounds of words identifies and produces all sounds of the alphabet identifies and produces end sounds of words begins to identify medial vowel sounds identifies beginning digraphs (th, sh, ch) begins to segment and blend phonemes (d-o-g = dog) identifies one or words identifies medial vowel sounds in words identifies common beginning blends (bl, tr, st, sk) identifies rhyming identifies inflected endings (-s, -ing) identifies up to syllable words identifies medial consonant sounds in words identifies most beginning blends identifies vowels as long or short generates some rhyming words identifies four or more syllable words begins to identify diphthongs (ow, oo, oi) generates many rhyming words manipulates words by adding or removing phonemes Phonics *Defined as the ability to recognize the written symbols that represent phonemes (graphemes) and use this knowledge to decode and recognize words. All phonics descriptors imply visual/textual activities. recites the alphabet may know some letters of the alphabet may recognize personally relevant words (name, mom, dad) recognizes sound symbol relationship of some letters recognizes sound symbol relationship of most letters recognizes beginning sounds of words recognizes symbol relationship of all letters recognizes end sounds of recognizes digraphs (th, sh, ch) begins to recognize medial vowel sounds in words recognizes word families (cat, hat) recognizes medial consonant graphemes in words recognizes common beginning blends segments and blends most common graphemes recognizes medial vowel sounds in words recognizes inflected endings (-s, -ing) knows common phonetic rules (e.g. final e) recognizes common beginning blends begins to recognize final blends (-nd, -mp) begins to recognize diphthongs (ow, oo, oi) recognizes rhyming words
understands the meaning of some inflected endings (-ed, -s) understands environmental labels (calendar, word wall) uses a graphic organizer to illustrate meaning of word from text begins to classify and categorize words into sets or groups begins to recognize cognates begins to dissect compound words to predict meaning begins to examine word structure to determine meaning using simple affixes (-un, -ly) begins to create semantic maps to convey word relationships uses a graphic organizer to define word from text classifies and categorize words into sets or groups begins to apply knowledge of cognates dissects compound words to predict meaning examines word structure to determine meaning using simple affixes (-un, -ly) creates semantic maps to convey word relationships begins to identify analogies (dog/mammal; parrot/bird) regularly applies knowledge of cognates Visual Processing understands left-right directionality may word-by-word begins to use patterns to read predictable text begins to use text features illustrations, author) distinguishes between fictional and factual text reads patterned and predictable text regularly uses text features illustrations, author) begins to use advanced text features (glossary, table of contents, headings) uses key words, diagrams, and illustrations to support reading comprehension uses advanced text features (glossary, table of contents, headings) begins to read graphs to obtain information reads graphs to obtain information regularly uses sources of reference found in text to enhance comprehension Fluency may read word-by-word in isolation engages in choral reading, with errors recognizes thirty or more sight words reads in 2-3 word phrases may read line by line without regard for punctuation decodes simple CVC words engages in choral reading recognizes fifty or more sight words reads in chunks or phrases at periods decodes simple CCVC recognizes seventy-five or more words begins to read familiar text with appropriate speed begins to use expression when re-reading familiar text uses simple punctuation to guide expression (?.!) decodes common words recognizes one hundred fifty or more sight words begins to read familiar text with appropriate expression, phrasing and intonation begins to demonstrate automaticity (e.g., vocabulary in a thematic unit) recognizes three hundred or more sight words reads with increasingly appropriate speed, expression, phrasing and intonation decodes most words uses advanced punctuation to guide expression and phrasing (, “”) demonstrates automaticity (e.g.,
points and a few supporting details points and supporting details identifies simple relationships justifies preference for a book, with support demonstrates knowledge of text by summarizing and synthesizing main points and key supporting details justifies preference for a book demonstrates knowledge of text by summarizing and synthesizing main points and a range of supporting details
vocabulary in a thematic unit) decodes most words Comprehension: pre-reading engages in a picture walk, with support activates prior knowledge, with guidance (completes KWL) asks questions, with guidance activates prior knowledge generates and answers simple questions (5 Ws) uses text features (title, illustrations) to predict content evaluates a text to determine readability, with support understands purpose for reading (to entertain, to obtain information) demonstrates an awareness of genres (folk tales, comics, graphic novels) selects text for purposefulness begins to generate and answer deep-thinking questions evaluates a text to determine readability evaluates a book for its purposefulness (e.g., choosing a research book), with support reads and evaluates synopsis, with support sets purpose for reading generates and answers deep-thinking questions evaluates a book for its purposefulness (e.g., choosing a research book) reads and evaluates synopsis skims text to develop an overview of content scans text to find information identifies author’s intent selects and applies a variety of comprehension strategies according to the nature of the text Comprehension: during-reading uses illustrations to recognize text topic makes text-self connections, with guidance makes text-self connections makes and reflects upon some predictions based on illustrations backtracks and to ensure meaning, with prompting text-text connections makes and reflects upon ongoing predictions based on illustrations and storyline make predictions about the solution to the problem of a story begins to construct mental images backtracks and to ensure meaning makes text-world connections, with support makes and reflects upon ongoing predictions based on illustrations, storyline, prior knowledge and personal experiences constructs mental images begins to understand complex sentence structure text-world connections regularly makes connections while reading monitors vocabulary comprehension realize when more information is required to understand text differentiates between fact and opinion, using evidence from text identifies of view in narrative (e.g. first understands complex sentence structure recognizes author’s techniques (foreshadowing) recognizes artistic devices (symbolism, personification)
Comprehension: post-reading reflects on new learning, with guidance (e.g. adding to KWL) identifies main character and setting in a story demonstrates very basic knowledge of text by retelling one or two main points revisits text to find important information infers characters’ feelings, with support identifies problem and solution, with support reflects on new learning (e.g. adding to KWL) demonstrates basic knowledge of text by retelling main points and one or two supporting details infers characters’ feelings hypothesize how characters could have behaved differently, with support identifies problem and solution begins to identify moral of story demonstrates knowledge of text by retelling main points and a few supporting details talks about characters’ feelings and provide evidence from text hypothesizes how characters have behaved differently understands writing techniques appropriate to genre (e.g. humour), with support identifies the moral of a story identifies simple relationships justifies preference for a book, with support compares and contrasts different texts begins to identify structural features of popular multimedia (newspapers, magazines) demonstrates knowledge of text by retelling main points and supporting details empathizes with character’s feelings and motivations understands writing techniques appropriate to genre (e.g. humour) explains writer’s use of specific words to convey meaning (e.g., shouted, cried), with support justifies preference for a book identifies structural features of popular multimedia (newspapers, magazines) begins to evaluate authors’ techniques to influence readers’ perspectives (e.g. appeal of characters) demonstrates knowledge of text by summarizing and synthesizing main points and key supporting details evaluates authors’ techniques to influence readers’ perspectives (e.g. appeal of characters) reflects and revises opinion based on new understandings begins to evaluate author’s style of writing analyzes sequential organization of text (e.g. order of importance, chronological) uses critical analysis to determine bias, with support demonstrates knowledge of text by summarizing and synthesizing main points and a range of supporting details