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3rd Grade Reading Competency Based Instruction...

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Reading Standard 3.1 The student will use effective communication skills in group activities. a) Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said. b) Ask and respond to questions from teachers and other group members. c) Explain what has been learned. d) Use language appropriate for context. e) Increase listening and speaking vocabularies. Definition Learner Outcome Key Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s) 4- Above Proficient Learner Outcome shows 1 possible example of exceeding proficiency. Student follows rules of discussion to support opinions with examples and details, as well as respecting others opinions within a group. While participating in a wide range of discussions, the student will give accurate directions by articulating information effectively, organizing and sequencing information in a logical way. Participate (Applying/Level 2) Direct (Applying/Level 2 Organize (Analyzing/Levels 2- 3) 3- Proficient Using appropriate language for context, student is able to follow rules for discussions and assigned group roles The student will participate effectively in group activities by: using language appropriate for the context moving group discussions forward increase listening and speaking vocabularies ask and respond to questions to check for understanding of Use (Applying/Level 2) Interact (Applying/Level 2) Ask & Respond (Applying/Level 2) BCPS Competency Based Rubric 3 rd Grade - English Page 1
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Page 1: 3rd Grade Reading Competency Based Instruction Rubric.docxbcpshelpdeskelementaryenglish.weebly.com/uploads/6/...  · Web viewStudents will understand that reading and writing skills

Reading Standard 3.1 The student will use effective communication skills in group activities.

a) Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said.b) Ask and respond to questions from teachers and other group members.

c) Explain what has been learned.d) Use language appropriate for context.e) Increase listening and speaking vocabularies.

Definition Learner OutcomeKey Verbs at Bloom’s

Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)

4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student follows rules of discussion to support opinions with examples and details, as well as respecting others opinions within a group.

While participating in a wide range of discussions, the student will give accurate directions by articulating information effectively, organizing and sequencing information in a logical way.

Participate (Applying/Level 2)Direct (Applying/Level 2Organize (Analyzing/Levels 2-3)

3- Proficient Using appropriate language for context, student is able to follow rules for discussions and assigned group roles

The student will participateeffectively in group activities by: using language appropriate for the context interact in conversations moving group discussions forward increase listening and speaking vocabularies ask and respond to questions to check for

understanding of information presented

Use (Applying/Level 2)Interact (Applying/Level 2)Ask & Respond (Applying/Level 2)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 3.2 The student will present brief oral reports using visual media.B C P S C o m p e t e n c y B a s e d R u b r i c 3 r d G r a d e - E n g l i s h P a g e 1

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a) Speak clearly.b) Use appropriate volume and pitch.c) Speak at an understandable rate.

d) Organize ideas sequentially or around major points of information.e) Use contextually appropriate language and specific vocabulary to communicate ideas.

Definition Learner OutcomeKey Verbs at Bloom’s

Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)

4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student independently prepares an oral presentation accompanied by visual media that conveys a message to a specific audience for a specific purpose.

The student will prepare and present a thorough report with specific information around a central idea and use more than one type of visual media.

Present (Applying/Level 3)Prepare (Creating/Levels 3-4)Use (Applying/Levels 2-3)

3- Proficient Student presents an oral report that is organized with visual media (images, posters, charts, etc.).Student speaks clearly and uses an understandable rate and volume for their audience.

The student will make a presentation that is engaging and maintains the interest of audience by presenting information with confidence and expression to convey meaning. The student will stay on topic and organize topic/presentation around major points or sequentially. The student will answer questions and self-assess using a class-designed rubric.

Present (Applying/Level 3)Prepare (Creating/Levels 3)Use (Applying/Levels 2)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 3.3 The student will apply word-analysis skills when reading.B C P S C o m p e t e n c y B a s e d R u b r i c 3 r d G r a d e - E n g l i s h P a g e 2

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a) Use knowledge of regular and irregular vowel patterns.b) Decode regular multisyllabic words.

Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy or

Webb’s Level Required (Bloom’s/Webb’s)

4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student understands and applies word analysis skills when reading above grade level text.

The student will independently apply knowledge of word analysis skills to read and comprehend text.

Apply (Applying/Level 4)Comprehend (Understanding/Level 3)

3- Proficient Student understands and applies word analysis skills when reading grade level text.

The student will be able to: apply knowledge of regular and irregular

vowel patterns to decode words apply knowledge of ambiguous vowel

patterns to decode words apply knowledge of inflected endings to

decode words decode regular multisyllabic words

Apply (Applying/Levels 2-3)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category. Decoding skills are extremely weak.

Reading Standard 3.4 The student will expand vocabulary when readinga) Use knowledge of homophones.b) Use knowledge of roots, affixes, synonyms, and antonyms.c) Apply meaning clues, language structure, and phonetic strategies.

B C P S C o m p e t e n c y B a s e d R u b r i c 3 r d G r a d e - E n g l i s h P a g e 3

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d) Use context to clarify meaning of unfamiliar words

Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy

or Webb’s Level Required (Bloom’s/Webb’s)

4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student uses a variety of methods to determine meaning of unfamiliar vocabulary when reading above grade level text across content areas.

The student extends knowledge of new vocabulary by designing a way to teach new vocabulary to others or creating a skit, or other project, to demonstrate understanding.

Design (Creating/Level 3)Create (Creating/Levels 3-4)

3- Proficient Student uses a variety of methods to determine meaning of unfamiliar vocabulary when reading grade level text across content areas.

The student will be able to use: homophones in context knowledge of roots knowledge of affixes (prefixes and suffixes) synonyms and antonyms context clues transition words

Use (Applying/Levels 2-3)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category. Student is unable to consistently use any of the strategies to determine word meaning using on or below level text.

Reading Standard 3.4 The student will expand vocabulary when reading.

e) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts.f) Use vocabulary from other content areas.g) Use word reference resources including the glossary, dictionary, and thesaurus.

B C P S C o m p e t e n c y B a s e d R u b r i c 3 r d G r a d e - E n g l i s h P a g e 4

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Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy

or Webb’s Level Required (Bloom’s/Webb’s)

4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student uses a variety of methods and resources to determine meaning of unfamiliar vocabulary when reading above grade level text

The student demonstrates understanding of multiple meaning words by completing and explaining Thinking Maps.

Demonstrate (Applying/Levels 3-4)Explain (Understanding/Levels 3-4)

3- Proficient Student uses a variety of methods and resources to determine meaning of unfamiliar vocabulary when reading grade level text.

The student will be able to: use vocabulary from content areas use the glossary dictionary and thesaurus to

learn word meanings

Use (Applying/Level 3)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category. Student rarely uses reference sources or shows no ability to utilize them correctly.

Reading Standard 3.5 The student will read and demonstrate comprehension of fictional text and poetry.a) Set a purpose for reading.b) Make connections between previous experiences and reading selections.c) Make, confirm, or revise predictions.

Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy

or Webb’s Level Required (Bloom’s/Webb’s)

B C P S C o m p e t e n c y B a s e d R u b r i c 3 r d G r a d e - E n g l i s h P a g e 5

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4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student independently sets a purpose for reading and consistently makes, confirms, and revises predictions when reading above grade level text.

The student is able to explain personal interaction, including setting a purpose, making connections, and making/revising predictions.

Explain (Understanding/Levels 2-3)

3- Proficient Using on grade level fiction and poetry, student reads for a specific purpose and can state that purpose in his/her own words.Student makes connections between other texts that they have read and/or personal life experiences and can state these orally.

The student will be able to: set a specific purpose for reading make a variety of connections with the text sets a logical purpose for reading by

identifying and locating specific information and expressing the main idea in their own words

builds background knowledge and makes connections to personal experiences before, during and after reading

use specific details to make, confirm and modify predictions before, during and after reading

Set (Applying/Level 2)Connect (Analyzing/Level 3)Use (Applying/Level 2)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 3.5 The student will read and demonstrate comprehension of fictional text and poetry.d) Compare and contrast settings, characters, and events.e) Identify the author’s purpose.f) Ask and answer questions about what is read.

Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy

or Webb’s Level Required (Bloom’s/Webb’s)

B C P S C o m p e t e n c y B a s e d R u b r i c 3 r d G r a d e - E n g l i s h P a g e 6

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4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student discusses comprehension strategies (settings, characters, and events, author’s purpose, and questioning) when reading above grade level text.

The student will be able to create a double bubble Thinking Map using attributes of various characters within a text. Various settings in a longer passage may be compared and contrasted from previously read texts/poems.

Create (Creating/Level 3)Compare & Contrast (Analyzing/Level 2)

3- Proficient Student discusses comprehension strategies (settings, characters, and events, author’s purpose, and questioning) when reading grade level text.

The student will be able to: identify the time and place of text identify the details relevant to comparing and

contrasting different settings apply knowledge of characterization compare and contrast more than two characters verbally sequence events identify the author’s purpose ask and answer questions about the text

Identify (Understanding/Level 1)Apply (Applying/Level 2)Compare & Contrast (Analyzing/Level 2)Sequence (Analyzing/ Level 2)Ask & Answer (Applying/Level 2)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 3.5 The student will read and demonstrate comprehension of fictional text and poetry.

i) Identify the main idea.j) Identify supporting details.

Definition Learner OutcomeKey Verbs at Bloom’s

Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)

B C P S C o m p e t e n c y B a s e d R u b r i c 3 r d G r a d e - E n g l i s h P a g e 7

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4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

When reading above level fictional text or poem, student demonstrates a variety of comprehension strategies that can be applied to creating meaning.

The student is able to discuss the main idea and details of text with previously read materials and cite evidence.

Discuss (Understanding/Levels 1-2)Cite (Evaluating/Levels 3-4)

3- Proficient When reading an on level fiction text or poem, student demonstrates a variety of comprehension strategies that can be applied to make meaning.

The student will be able to: identify the main idea, or theme, of the text or poem identify the supporting details of the idea/theme of the text or poem develop the ability to use key supporting details to determine the

lessons or morals from text or poem

Identify (Understanding/Levels 1-2)Use (Applying/Level 3)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 3.5 The student will read and demonstrate comprehension of fictional text and poetry.

g) Draw conclusions about text.h) Identify the problem and solution.

Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy or

Webb’s Level Required (Bloom’s/Webb’s)

B C P S C o m p e t e n c y B a s e d R u b r i c 3 r d G r a d e - E n g l i s h P a g e 8

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4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student draws conclusions and identifies the problem and solution when reading above grade level text.

The student is able to compare and contrast a problem /solution from one fictional text to another (text to text).

Compare & Contrast (Analyzing/Levels 3-4)

3- Proficient Student draws conclusions and identifies the problem and solution when reading grade level text.

The student is able to: draw conclusions about text to make meaning demonstrate new understandings through

writing, discussion, and graphic representations

identify the problem (conflict) and solution

Conclude (Understanding/Level 3)Understand (Understanding/Level 4)Identify (Understanding/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 Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 3.5 The student will read and demonstrate comprehension of fictional text and poetry.k) Use reading strategies to monitor comprehension throughout the reading process.l) Differentiate between fiction and nonfiction.m) Read with fluency and accuracy.

Definition Learner OutcomeKey Verbs at Bloom’s

Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)

4- Above Proficient

Learner Outcome shows 1 possible example of

When reading above grade level fiction and poetry, student reads fluently and with accuracy while monitoring and using strategies and rereading as needed to clarify meaning. Student

The student is able to demonstrate comprehension through a dramatic reading presentation to peers.

Comprehend (Understanding/Levels 3-4)

B C P S C o m p e t e n c y B a s e d R u b r i c 3 r d G r a d e - E n g l i s h P a g e 9

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exceeding proficiency. can classify pieces of text into categories of fiction and nonfiction.

3- Proficient When reading on grade level fiction and poetry, student reads fluently and with accuracy while monitoring and using strategies and rereading as needed to clarify meaning. Students can classify pieces of text into categories of fiction and nonfiction.

The student is able to: preview and make predictions before reading monitor and clarify discuss the story or poem and/or write a

summary differentiate between fiction and nonfiction by

distinguishing reality from fantasy, and fact from opinion

read with sufficient accuracy and fluency to support comprehension

practice reading and rereading familiar text to develop fluency prosody and accuracy

use context to confirm or self-correct word recognition and understanding, rereading as necessary

Predict (Analyzing/Levels 2-3)Clarify (Understanding/Level 2)Summarize (Understanding/Level 3)Differentiate (Analyzing/Level 2)Read (Applying/Level 1)Use (Applying/Levels 1-2)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

B C P S C o m p e t e n c y B a s e d R u b r i c 3 r d G r a d e - E n g l i s h P a g e 10

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Reading Standard 3.6 The student will continue to read and demonstrate comprehension of nonfiction texts.

a) Identify the author’s purpose.b) Use prior and background knowledge as context for new learning.c) Preview and use text features.

Definition Learner Outcome Key Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)

4- Above Proficient

Learner Outcome shows 1 possible example of

Student reads for a specific purpose and can state that purpose in his/her own words when reading above grade level nonfiction text. Student understands that text formats can be

The student will be able to independently organize information using a map or chart.

Organize (Applying/Level 3)

B C P S C o m p e t e n c y B a s e d R u b r i c 3 r d G r a d e - E n g l i s h P a g e 11

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exceeding proficiency.

used to set a purpose for reading.

3- Proficient Student reads for a specific purpose and can state that purpose in his/her own words when reading grade level nonfiction text. Student understands that text formats can be used to set a purpose for reading.

The student will be able to: identify the author’s purpose use prior knowledge as context for new learning use text features to locate information apply understanding of text structure to guide reading preview, set a purpose for reading and locate information

efficiently

Identify (Understanding/Level 1)Use (Applying/Levels 1-2)Apply (Applying/Level 2)Preview (Remembering/Level 1)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 3.6 The student will continue to read and demonstrate comprehension of nonfiction texts.

g) Identify the main idea.h) Identify supporting details.

Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy

or Webb’s Level Required (Bloom’s/Webb’s)

B C P S C o m p e t e n c y B a s e d R u b r i c 3 r d G r a d e - E n g l i s h P a g e 12

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4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student will read and demonstrate comprehension of above grade level nonfiction texts across the curriculum.

The student is able to create a written or oral summary using main idea and supporting details.

Create (Creating/Levels 3-4)

3- Proficient Student will read and demonstrate comprehension of grade level nonfiction texts across the curriculum.

Before during and after reading a grade level non-fiction text, the student will be able to: summarize the major points in a selection. identify the main idea identify details that support the main idea of a

nonfiction explain in his/her own words the main idea of a

nonfiction selection

Identify (Understanding/Level 1)Summarize (Understanding/Level 2)Explain (Understanding/Levels 2-3)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 3.6 The student will continue to read and demonstrate comprehension of nonfiction texts.

d) Ask and answer questions about what is read.k) Identify new information gained from reading.

Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy or

Webb’s Level Required (Bloom’s/Webb’s)

B C P S C o m p e t e n c y B a s e d R u b r i c 3 r d G r a d e - E n g l i s h P a g e 13

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4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student will read and demonstrate comprehension of above grade level nonfiction texts across the curriculum.

The student will be able to identify a research question and design an investigation for a problem.

Identify (Understanding/Level 1)Design (Creating/Level 3)

3- Proficient Student will read and demonstrate comprehension of grade level nonfiction texts across the curriculum.

The student will be able to: ask and answer questions to clarify meaning connect two or more pieces of information to answer a

question understand that some questions are answered directly in

the text identify new information gained from reading

Clarify (Understanding/Level 1)Connect (Applying/Levels 3-4)Understand (Understanding/Level 2)Identify (Understanding/Level 1)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 3.6 The student will continue to read and demonstrate comprehension of nonfiction texts.

e) Draw conclusions based on text.f) Summarize major points found in nonfiction texts.

Definition Learner OutcomeKey Verbs at Bloom’s

Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)

B C P S C o m p e t e n c y B a s e d R u b r i c 3 r d G r a d e - E n g l i s h P a g e 14

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4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student will read and demonstrate comprehension of above grade level nonfiction texts across the curriculum.

Using a Thinking Map, the student will organize and interpret major points from text.

Organize (Applying/Levels 2-3)Interpret (Analyzing/Level 3)

3- Proficient Student will read and demonstrate comprehension of grade level nonfiction texts across the curriculum.

The student will be able to: draw conclusions about what is read summarize major points in a selection

Conclude (Understanding/Level 3Summarize (Understanding/Levels 2-3)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 3.6 The student will continue to read and demonstrate comprehension of nonfiction texts.

j) Use reading strategies to monitor comprehension throughout the reading process.l) Read with fluency and accuracy.

Definition Learner OutcomeKey Verbs at Bloom’s

Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)

B C P S C o m p e t e n c y B a s e d R u b r i c 3 r d G r a d e - E n g l i s h P a g e 15

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4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student will read and demonstrate comprehension of above grade level nonfiction texts across the curriculum.

The student is able to demonstrate comprehension through a dramatic reading presentation to peers.

Demonstrate (Applying/Levels 2-3)

3- Proficient Student will read and demonstrate comprehension of grade level nonfiction texts across the curriculum.

The student will be able to: monitor comprehension throughout the reading

process practice reading and rereading nonfiction text for

accuracy and fluency

Monitor(Applying/Levels 1-2)Practice (Applying/Levels 1-2)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 3.6 The student will continue to read and demonstrate comprehension of nonfiction texts.

i) Compare and contrast the characteristics of biographies and autobiographies.

Definition Learner OutcomeKey Verbs at Bloom’s

Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)

B C P S C o m p e t e n c y B a s e d R u b r i c 3 r d G r a d e - E n g l i s h P a g e 16

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4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student will read and demonstrate comprehension of above grade level nonfiction texts across the curriculum.

The student will create a Thinking Map to explain the similarities and differences of biographies and autobiographies.

Create (Creating/Levels 3-4)Explain (Understanding/Level 3)

3- Proficient Student will read and demonstrate comprehension of grade level nonfiction texts across the curriculum.

The student will be able to: compare and contrast the characteristics of

biographies and autobiographies

Compare & Contrast (Analyzing/Level 2)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 3.7 The student will demonstrate comprehension of information from a variety of print and electronic resources.

a) Use encyclopedias and other reference books, including online reference materials.b) Use table of contents, indices, and charts.

Definition Learner OutcomeKey Verbs at Bloom’s

Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)

B C P S C o m p e t e n c y B a s e d R u b r i c 3 r d G r a d e - E n g l i s h P a g e 17

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4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student will collect information from multiple resources including online and print sources.

The student will independently recognize, organize and record information pertinent to a topic.

Recognize (Remembering/Level 1)Organize (Applying/Level 2)Record (Applying/Level 1)

3- Proficient Student will understand ways to select the best resource for gathering information on a given topic.

The student will be able to: make decisions about which resource is best for locating a

given type of information locate information using encyclopedias, atlases, and other

print and online electronic sources as well as from table of contents, indices and charts

retrieve information from electronic sources use the internet to find information on a given topic

Decide (Analyzing/Level 2)Locate (Remembering/Level 1)Retrieve (Remembering/Level 1)Use (Applying/Levels 1-2)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 3.8 The student will write legibly in cursive.

Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy or

Webb’s Level Required (Bloom’s/Webb’s)

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4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student will understand that neat, legible cursive handwriting is an important tool of written communication.

Student is able to write long pieces of writing legibly in cursive and read other cursive writing samples.

Demonstrate (Applying/Level 2)

3- Proficient Student will understand that neat, legible cursive handwriting is an important tool of written communication.

The student shows proper use of cursive writing using correct letter formation, proper posture, correct paper position and pencil grip.Writing is legible by the end of the year in cursive in shorter pieces of writing.

Demonstrate (Applying/Level 2)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 3.9 The student will write for a variety of purposes.

a) Identify the intended audience.b) Use a variety of prewriting strategies.

Definition Learner OutcomeKey Verbs at Bloom’s

Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)

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4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student will write cohesively for a variety of purposes.Student will apply their knowledge of the writing process and the domains of writing for a variety of purposes.

Stu The student will independently show an understanding of how to plan written pieces for a variety of purposes (letters, informational text and/or narratives).

Demonstrate (Applying/Level 2)

3- Proficient Student will plan for and write for a variety of purposes.

The student will be able to: appropriately identify intended audience use a variety of prewriting strategies

Identify (Understanding/Level 1)Use (Applying/Level 1)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 3.9 The student will write for a variety of purposes.

c) Write a clear topic sentence focusing on the main idea.d) Write a paragraph on the same topic.

Definition Learner OutcomeKey Verbs at Bloom’s

Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)

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4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student will write cohesively for a variety of purposes.Student will apply their knowledge of the writing process and the domains of writing for a variety of purposes.

Stu The student will independently generate clear and logical paragraphs for a variety of purposes.

Generate (Creating/Level 3)

3- Proficient Student will plan for and write for a variety of purposes.

The student will be able to: write a clear topic sentence that focuses on the main idea develop written paragraphs limited to one topic

Focus (Applying/Level 2)Develop (Applying/Level 2)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 3.9 The student will write for a variety of purposes.

e) Use strategies for organization of information and elaboration according to the type of writing.

Definition Learner OutcomeKey Verbs at Bloom’s

Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)

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4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student will write cohesively for a variety of purposes.Student will apply their knowledge of the writing process and the domains of writing for a variety of purposes.

Stu The student will independently choose appropriate Thinking Maps to organize and elaborate writing for a variety of purposes.

Choose (Evaluating/Level 3)Organize (Applying/Level 2)Elaborate (Understanding/Level 2)

3- Proficient Student will plan for and write for a variety of purposes.

The student will: organize for particular forms of writing (letters, informational and

narratives) incorporate transitional words that clarify sequence use linking words to connect ideas add specific details that further elaborate the main idea

Organize (Applying/Level 2)Incorporate (Applying/Level 1)Use (Applying/Level 1)Elaborate (Understanding/Level 2)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 3.9 The student will write for a variety of purposes.

f) Include details that elaborate the main idea.

Definition Learner OutcomeKey Verbs at Bloom’s

Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)

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4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student will write cohesively for a variety of purposes.Student will apply their knowledge of the writing process and the domains of writing for a variety of purposes.

Stu Given a prompt, the student will independently generate and explain a prewriting organizer that illustrates the supporting details for a main idea.

Generate (Creating/Levels 2-3)Explain (Understanding/Level 3)

3- Proficient Student will plan for and write for a variety of purposes.

The student will: add specific details that further elaborate the main idea

Elaborate (Understanding/Level 2)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 3.9 The student will write for a variety of purposes.

e) Use strategies for organization of information and elaboration according to the type of writing.

Definition Learner OutcomeKey Verbs at Bloom’s

Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)

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4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student will write cohesively for a variety of purposes.Student will apply their knowledge of the writing process and the domains of writing for a variety of purposes.

Stu The student will independently choose appropriate Thinking Maps to organize and elaborate writing for a variety of purposes.

Choose (Evaluating/Level 3)Organize (Applying/Level 2)Elaborate (Understanding/Level 2)

3- Proficient Student will plan for and write for a variety of purposes.

The student will be able to: organize for particular forms of writing (letters, informational and

narratives) incorporate transitional words that clarify sequence use linking words to connect ideas add specific details that further elaborate the main idea

Organize (Applying/Level 2)Incorporate (Applying/Level 1)Use (Applying/Level 1)Elaborate (Understanding/Level 2)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 3.9 The student will write for a variety of purposes.

g) Revise writing for clarity of content using specific vocabulary and information.

Definition Learner Outcome Key Verbs at Bloom’s Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)

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4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student will write cohesively for a variety of purposes.Student will apply their knowledge of the writing process and the domains of writing for a variety of purposes.

Stu The student will independently apply specific word choices into his/her writing in order to improve clarity.

Apply (Applying/Level 3)

3- Proficient Student will plan for and write for a variety of purposes.

The student will be able to: clarify writing when revising by including specific vocabulary and

information

Clarify (Understanding/Level 3)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 3.10 The student will edit writing for correct grammar, capitalization, punctuation, and spelling.a) Use complete sentences.b) Use transition words to vary sentence structure.c) Use the word I in compound subjects.d) Use past and present verb tense.e) Use singular possessives.f) Use commas in a simple series.

g) Use simple abbreviations.h) Use apostrophes in contractions with pronouns and in possessives. i) Use the articles a, an, and the correctly. j) Use correct spelling for frequently used sight words, including irregular plurals.

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Definition Learner Outcome

Key Verbs at Bloom’s Taxonomy or Webb’s

Level Required (Bloom’s/Webb’s)

4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student will demonstrate a command of the conventions of the English language.

The student is able to write across content areas using correct grammar and mechanics

Use (Applying/Level 3)

3- Proficient Student will show understanding that grammatically correct language and mechanics contribute to the meaning of writing.

The student will edit writing for correct grammar, capitalization, punctuation and spelling.The student will be able to: Use complete sentences. Use transition words to vary sentence structure Use the word I in compound subjects. Use past and present verb tense. Use singular possessives. Use commas in a simple series. Use simple abbreviations. Use apostrophes in contractions with pronouns and in possessives. Use the articles a, an, and the correctly. Use correct spelling for frequently used sight words, including irregular

plurals

Use (Applying/Levels 2-3)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

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Reading Standard 3.11 The student will write a short report.

a) Construct questions about the topic.b) Identify appropriate resources.c) Collect and organize information about the topic into a short report.d) Understand the difference between plagiarism and using own words.

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Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy or Webb’s

Level Required (Bloom’s/Webb’s)

4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student will show independence in his/her ability to collect and analyze information in order to produce a report.

The student will be able to write a short report in which two topics are compared.

Write (Creating/Levels 3-4)Compare (Analyzing/Levels 2-3)

3- Proficient Student will write a short report showing an understanding of how information is collected, analyzed and organized.Students will understand the difference between plagiarism and using their own words in their writing.

The student will be able to: focus on a central topic develop and use a list of appropriate

resources use organizational patterns for logical

flow of writing review writing to ensure plagiarism is

avoided

Focus (Applying/Level 2)Develop (Applying/Level 2)Use (Applying/Level 1)Review (Applying/Level 3)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 3.12 The student will use available technology for reading and writing.

Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy

or Webb’s Level Required (Bloom’s/Webb’s)

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4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Students demonstrate independence in their use of using available technology for reading and writing adaptations.

The student will independently use technology to write reports and narratives.

Use (Applying/Level 2)Write (Creating/Level 3)

3-Proficient Students will understand that reading and writing skills can be adapted for use with available technology.

The student will: use available technology for reading and writing read electronic media to gather information for

knowledge and enjoyment use available technology to compose, edit and share

writing as well as to interact and collaborate with others ask and respond to questions about material presented

through various media form

Use (Applying/Level 2)Gather (Applying/Level 2)Ask & Respond (Understanding/Level 2)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

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