4th Grade Reading Competency Based Instruction Rubric.docx
Reading Standard 4.1 The student will use effective oral
communication skills in a variety of settings.
BCPS Competency Based Rubric4thGrade - EnglishPage 1
a) Present accurate directions to individuals and small
groups.
b) Contribute to group discussions across content areas.
c) Seek ideas and opinions of others.
d) Use evidence to support opinions.
e) Use grammatically correct language and specific vocabulary to
communicate ideas.
f) Communicate new ideas to others.
g) Demonstrate the ability to collaborate with diverse
teams.
h) Demonstrate the ability to work independently
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies full understanding of effective oral
communication skills in a variety of settings.
The student is able to consistently apply effective oral
communication skills across settings and throughout the school day
(recess, lunch, resource, content area classes, etc.).
Apply (Applying/Levels 3-4)
Understand (Understanding/Levels 3-4)
Analyze (Analyzing/Levels 3-4)
3- Proficient
Student participates in a range of discussions building on
others ideas and clearly expressing their own.
Student gives accurate directions.
Student participates in a variety of partner and/or group
discussions.
Student uses grammatically correct language and specific
vocabulary to enhance oral communication.
The student will be able to participate effectively with diverse
teams in a variety of settings including one-on-one, group, and
teacher-led discussions, (asking clarifying questions, providing
explanations, reflecting and supporting opinions) while maintaining
grammatically correct language and specific vocabulary.
Identify, Define (Remembering/Level 1)
Organize, Connect (Applying/Levels 3-4)
Ask, Review (Understanding/Levels 1-2)
Support (Evaluating/Level 4)
Distinguish (Analyzing/Level 2)
2- Below 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 4.2 The student will make and listen to oral
presentations and reports.
a) Use subject-related information and vocabulary.
c) Organize information for clarity.
d) Use language and style appropriate to the audience, topic,
and purpose.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies full understanding of all elements of making
oral presentations and reports.
The student is able to change or create the reported information
into something new (alternate ending, defending opinions,
connecting an experience to text or world, etc.).
Justify (Evaluating/Level 4)
3- Proficient
Student makes oral presentations and reports by using
subject-related information and vocabulary, organizing information
for clarity, and using language and style appropriate to the
audience, topic, and purpose.
The student will be able to:
report on a topic or text, telling a story, or recounting an
experience
organize information around a central idea and for clarity
speak clearly, using appropriate voice level and speaking
rate
differentiate between formal and informal language and style
add visual displays to presentations to enhance main idea
Compose/Produce (Creating/Level 3)
Organize (Applying/Level 3)
Differentiate (Analyzing/Level 3)
Apply (Applying/Levels 3-4)
Construct (Understanding/Levels 2-3)
2- Below 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 4.2 The student will make and listen to oral
presentations and reports.
b) Listen to and record information.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies understanding of active listening skills
throughout their content classes.
The student is able to apply active listening/recording skills
in all content areas and school settings, including times when the
content is above grade level.
Apply (Applying/Levels 3-4)
Analyze (Analyzing/Levels 3-4)
Create (Creating/Levels 3-4)
3- Proficient
Student uses active listening skills to take notes from other
students presentations.
The student will be able to look at the speaker, think about the
main points, and take notes.
Identify (Remembering/Level 2)
Understand (Understanding/Level 3)
2- Below 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 4.3The student will learn how media messages
are constructed and for what purposes.
a) Differentiate between auditory, visual, and written media
messages.
b) Identify the characteristics of various media messages.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies understanding of accessing media messages and
identifying what type of media is used.
The student is able to apply the understanding of media messages
in various content areas by creating media messages or analyzing
several media messages.
Apply (Applying/Levels 3-4)
Understand (Understanding/Levels 3-4)
Analyze (Analyzing/Levels 3-4)
Create (Creating/Level 4)
3- Proficient
Student accesses media messages and identifies what type of
media are used.
The student will be able to identify the media message as
auditory, visual, and/or written.
The student will be able to identify the audience (who?) and
purpose (persuade, inform, entertain) of the media message.
Identify (Remembering/Level 1)
Classify (Understanding/Level 2)
2- Below 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 4.4 The student will expand vocabulary when
reading.
a) Use context to clarify meanings of unfamiliar words.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies understanding of using context as a clue to
clarify meaning when reading above grade level text.
The student is able to apply context as a clue for unfamiliar
words, sentences, paragraphs, or readings to infer meaning
throughout their school day (content classes, resource
classes).
Analyze (Analyzing/Level 4)
3- Proficient
Student uses context as a clue to clarify the meaning of
unfamiliar words or phrases.
Student uses clues in the context of a sentence, paragraph, or
reading.
The student will be able to use definitions, examples, or
restatements of text to clarify the meaning of unfamiliar words or
phrases.
The student will be able to use the selection to predict and
explain the meanings of words that have more than one
definition.
Use (Applying/Level 1)
2- Below 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 4.4 The student will expand vocabulary when
reading.
b) Use knowledge of roots, affixes, synonyms, antonyms, and
homophones.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies full understanding of all letter-sound
correspondences, syllabication patterns, roots, and affixes to read
multi-syllabic words accurately.
The student is able to deconstruct words and correlate meaning
of affixes.
The student is able to develop further vocabulary with his/her
knowledge of synonyms, antonyms, and homophones.
Deconstruct (Analyzing/Levels 3-4)
Develop (Creating/Level 4)
3- Proficient
Student uses their knowledge of affixes to read and understand
the meaning of words.
Student uses his/her knowledge of synonyms, antonyms, and
homophones to understand the meanings of unfamiliar words.
The student will be able to identify word structure (root word +
prefix/ suffix).
When reading grade level text, the student is able to identify
words with similar or opposite meanings and words that are
pronounced the same but have different meanings.
Identify (Remembering/Level 1)
Use (Applying/Level 1-2)
Classify (Understanding/Level 2)
2- Below 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 4.4 The student will expand vocabulary when
reading.
c) Use word-reference materials, including the glossary,
dictionary, and thesaurus.
d) Develop vocabulary by listening to and reading a variety of
texts.
e) Use vocabulary from other content areas.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies understanding of word-reference materials across
content areas.
When using above grade level texts, student applies
understanding of developing vocabulary, determining meaning, and
studying meanings of vocabulary across the content areas.
The student is able to justify uses of word-reference
materials.
The student is able to integrate vocabulary into writing
throughout the content areas.
Apply (Applying/Levels 3-4)
Integrate (Analyzing/Level 4)
Justify (Evaluating/Level 4)
3- Proficient
Student identifies and consults word-reference materials to
contain needed information or clarify word meaning.
Student develops vocabulary by listening to or reading a variety
of texts.
Student determines meaning of general academic and
content-specific words or phrases.
Student studies word meanings across content areas.
When working with grade level text, the student is able to:
identify and use the glossary, dictionary, and thesaurus
develop vocabulary by teacher read alouds, partner reads, and
independent reads
use Thinking Maps, foldables, and flashcards to study word
meanings across content classes
Identify and Use (Applying/Level 1)
Develop (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 4.5 The student will read and demonstrate
comprehension of fictional texts, narrative nonfiction texts, and
poetry.
a) Explain the authors purpose.
b) Describe how the choice of language, setting, characters, and
information contributes to the authors purpose.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies an understanding of authors purpose and the
elements that contribute to it when reading above grade level
text.
The student is able to justify the authors purpose and the
elements that contribute to it.
Justify (Evaluating/Level 4)
3- Proficient
Student explains authors purpose and describes how elements
contribute to the authors purpose.
The student will be able to justify the authors purpose as to
entertain, inform, or persuade.
The student will be able to describe how the choice of language,
setting, characters, details, and other information contribute to
the authors purpose.
Justify (Evaluating/Level 3)
Describe (Understanding/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 4.5 The student will read and demonstrate
comprehension of fictional texts, narrative nonfiction texts, and
poetry.
c) Identify the main idea.
d) Summarize supporting details.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies understanding of all elements of fiction,
narrative nonfiction, and poetry by identifying main idea and
supporting details when using above grade level texts.
The student is able to independently apply an understanding of
the elements of literature when reading.
The student is able to identify main idea and supporting details
in their own piece of writing.
Apply (Applying/Levels 3-4)
Compose (Creating/Level 4)
3- Proficient
Student describes the elements of the text.
Student identifies the facts, main idea, or theme of the text
and summarizes using supporting details.
The student will be able to describe in depth a character,
setting, or event drawing on specific details from the text (e.g.,
words, actions, or a characters thoughts).
The student will be able to write a summary including main idea
and supporting details of the text.
Identify (Understanding/Level 1)
Describe (Analyzing/Level 2)
Summarize (Applying/Level 2)
2- Below 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 4.5 The student will read and demonstrate
comprehension of fictional texts, narrative nonfiction texts, and
poetry.
e) Identify the problem and solution.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies understanding of the relationship between
problem (conflict) and solution when reading above grade level
texts.
The student is independently able to identify the problem
(conflict) and solution and give proper justification when
reading.
Analyze (Analyzing/Level 3)
Justify (Evaluating/Levels 3-4)
3- Proficient
Student identifies the problem (conflict) and solution.
The student will be able to identify the problem (conflict) and
solution, based on specific information in the text.
Identify (Understanding/Level 2)
2- Below 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 4.5 The student will read and demonstrate
comprehension of fictional texts, narrative nonfiction texts, and
poetry.
f) Describe the relationship between text and previously read
materials.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies understanding of discussions and connections
based on the text and previously read materials when reading above
grade level texts.
The student is able to discuss and connect paired passages
(fiction and nonfiction and poetry).
Apply (Applying/Levels 3-4)
Analyze (Analyzing/Levels 3-4)
3- Proficient
Student discusses and makes connections between the text and
previously read materials.
The student will be able to discuss the similarities and
differences between text and previously read materials (e.g.,
similar themes and topics, patterns of events).
The student will be able to make connections between the text of
a story or drama and a visual or oral presentation of the text,
identifying where each version reflects specific descriptions and
directions in the text.
Discuss (Understanding/Level 2)
Connect (Applying/Levels 2-3)
2- Below 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 4.5 The student will read and demonstrate
comprehension of fictional texts, narrative nonfiction texts, and
poetry.
g) Identify sensory words.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
When reading above grade level texts, student applies an
understanding of sensory words.
The student is able to incorporate sensory words into various
types of writing across content areas.
Understand (Understanding/Level 3-4)
Create (Creating/Level 4)
3- Proficient
Student identifies sensory words.
The student will be able to identify sensory words that describe
sights, sounds, smells, and tastes, and describe how they make the
reader feel.
Identify (Remembering/Level 1)
Classify (Applying/Level 2)
2- Below 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 4.5 The student will read and demonstrate
comprehension of fictional texts, narrative nonfiction texts, and
poetry.
h) Draw conclusions/make inferences about text.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies an understanding of drawing conclusions and
making inferences from above grade level text.
The student is able to justify conclusions and inferences when
reading.
Justify (Evaluating/Level 4)
Analyze (Analyzing/Levels 3-4)
3- Proficient
Student draws conclusions and makes inferences from text.
The student is able to draw conclusions/make inferences by
referring to details and examples in a text.
Conclude (Evaluating/Level 3)
Infer (Evaluating/Level 3)
2- Below 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 4.5 The student will read and demonstrate
comprehension of fictional texts, narrative nonfiction texts, and
poetry.
i) Make, confirm, or revise predictions.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies knowledge of making, confirming, and revising
predictions when reading above grade level texts.
The student is able to make, confirm, and revise predictions
(What would happen if...?, Can you predict the outcome if?) when
reading.
Predict (Evaluating/Level 3)
3- Proficient
Student makes, confirms, and revises their predictions.
The student will be able to make, confirm, and revise
predictions as demonstrated through text previews, Thinking Maps,
etc.
Predict (Evaluating/Level 3)
Confirm (Understanding/Level 3-4)
Revise (Applying/Level 3)
Understand (Understanding/Level 2)
2- Below 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 4.5 The student will read and demonstrate
comprehension of fictional texts, narrative nonfiction texts, and
poetry.
j) Identify cause and effect relationships.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies an understanding of identifying cause and effect
relationships.
The student is able to connect identified cause and effect
relationship to self, other texts, or world experiences.
Connect (Applying/Levels 3-4)
3- Proficient
Student identifies cause and effect relationships.
The student will be able to identify and restate cause and
effect relationships in various text across the content.
Identify (Understanding/Level 2)
Restate (Remembering/Level 1)
Cause and Effect (Analyzing/Level 3)
2- Below 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 4.5 The student will read and demonstrate
comprehension of fictional texts, narrative nonfiction texts, and
poetry.
k) Use reading strategies throughout the reading process to
monitor comprehension.
l) Read with fluency and accuracy.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies an understanding of reading with fluency,
accuracy, and prosody to support comprehension on above grade level
text.
The student is able to read with sufficient accuracy and fluency
to support comprehension, becoming aware of when they do not
understand, (e.g., by reflecting upon and learning to articulate
what exactly is causing difficulty).
Understand (Understanding/Level 3)
Reflect(Applying/Level 3)
3- Proficient
Student reads with fluency, accuracy, and prosody to support
comprehension strategies on grade level text.
The student will be able to read on grade level text with
sufficient accuracy and fluency to support comprehension, becoming
aware of when they do not understand, (e.g., by reflecting upon and
learning to articulate what exactly is causing difficulty).
Understand (Understanding/Level 2)
Reflect (Applying/Level 2)
2- Below Proficient
Student is proficient in a limited number of the skills
described in the proficient category using familiar or grade level
text OR Student is able to read below grade level text with
sufficient accuracy and fluency to support comprehension.
1- Insufficient Evidence of Proficiency
Student cannot show proficiency in any of the skills described
in the proficient category.
Reading Standard 4.6 The student will read and demonstrate
comprehension of nonfiction texts.
a) Use text structures, such as type, headings, and graphics, to
predict and categorize information in both print and digital
texts.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies full understanding of text structures and
meaning conveyed.
The student is able to create a brochure that demonstrates their
understanding of text features.
Create (Creating/Level 4)
3- Proficient
Student identifies and uses text structures and understands how
written text and accompanying illustrations connect to convey
meaning.
The student will be able to use text features (e.g., boldfaced,
italics) and color, captions under pictures and graphics, and
headings of sections and chapters, to predict and categorize
information in both print and digital text.
Use (Applying/Level 1)
Identify (Remembering/Level 1)
Understand (Understanding/Level 2)
2- Below 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 4.6 The student will read and demonstrate
comprehension of nonfiction texts.
b) Formulate questions that might be answered in the
selection.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies full understanding of generating questions to
guide reading of text.
The student is able to justify their questioning and predictions
as they read.
Predict (Evaluating/Levels 3-4)
Justify (Evaluating/Level 4)
3- Proficient
Student generates questions to guide reading of text.
The student is able to actively ask questions, visualize, make
connections, and predict as they read.
Ask (Understanding/Level 2)
Connect (Applying/Level 2)
Predict (Evaluating/Level 2)
2- Below 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 4.6 The student will read and demonstrate
comprehension of nonfiction texts.
c) Explain the authors purpose.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
When reading above grade level material, student applies an
understanding of authors purpose and the text features that
contribute to it.
The student is able to justify the authors purpose and the text
features that contribute to it.
Justify (Evaluating/Level 4)
3- Proficient
Student explains authors purpose and describes how text features
contribute to the authors purpose.
The student is able to explain the authors purpose as to
entertain, inform, or persuade.
The student is able to analyze how the text features contribute
to the authors purpose.
Explain (Understanding/Level 2)
Analyze (Analyzing/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 4.6 The student will read and demonstrate
comprehension of nonfiction texts.
d) Identify the main idea.
e) Summarize supporting details.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies an understanding of all text features of
nonfiction by identifying main idea and supporting details when
reading above grade level text.
The student is able to compose his/her own piece of nonfiction
which includes a main idea and supporting details.
The student is able to identify main idea and supporting details
in his/her own piece of writing.
Apply (Applying/Levels 3-4)
Compose (Creating/Level 4)
3- Proficient
Student describes in depth the text features of the nonfiction
text.
Student identifies the important ideas and provides details.
The student will able to identify the main idea and supporting
details within a passage by summarizing the text using tools such
as Thinking Maps, graphic organizers, outlining, and notes.
The student will be able to write a summary including main idea
and supporting details of the nonfiction text.
Identify (Understanding/Level 1)
Describe (Analyzing/Level 2)
Summarize (Applying/Level 3)
2- Below 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 4.6 The student will read and demonstrate
comprehension of nonfiction texts.
f) Draw conclusions and make simple inferences using textual
information as support.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies an understanding of drawing conclusions and
making inferences from nonfiction text that is above grade
level.
The student is able to justify conclusions and inferences from a
variety of sources.
Justify (Evaluating/Level 4)
Analyze (Analyzing/Levels 3-4)
3- Proficient
Student draws conclusions and makes inferences from nonfiction
text.
The student will be able to combine information from various
places in the text to draw a conclusion.
The student will be able to make inferences, using information
from the text.
Conclude (Evaluating/Level 3)
Infer (Evaluating/Level 3)
2- Below 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 4.6 The student will read and demonstrate
comprehension of nonfiction texts.
g) Distinguish between cause and effect.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies an understanding of identifying cause and effect
relationships in nonfiction text when reading above grade level
text.
The student is able to connect identified cause and effect
relationship to world experiences.
Connect (Applying/Levels 3-4)
3- Proficient
Student identifies cause and effect relationships in nonfiction
text.
The student will be able to identify and restate cause and
effect relationships in various text across the content.
Identify (Understanding/Level 1)
Restate (Remembering/Level 1)
Cause and Effect (Analyzing/Level 3)
2- Below 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 4.6 The student will read and demonstrate
comprehension of nonfiction texts.
h) Distinguish between fact and opinion.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies an understanding between fact and opinion when
reading above grade level material.
The student will be able to determine if its a fact or an
opinion.
Determine (Evaluating/Level 4)
3- Proficient
Student distinguishes between fact and opinion.
The student will be able to classify fact vs. opinion.
Classify (Analyzing/Level 2)
Distinguish (Analyzing/Level 3)
2- Below 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 4.6 The student will read and demonstrate
comprehension of nonfiction texts.
i) Use prior knowledge and build additional background knowledge
as context for new learning.
j) Identify new information gained from reading.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
When reading above grade level text, student applies an
understanding of applying prior knowledge and identifying new
information from reading.
The student will be able to apply prior knowledge and identify
new information in a variety of settings and across content.
Identify (Understanding/Level 3)
Apply (Applying/Level 3)
3- Proficient
Student applies prior knowledge and identifies new information
from reading.
The student will be able to apply prior knowledge to make
predictions and to describe the relationship between content and
previously learned concepts.
The student will be able to identify new information learned
from reading.
Identify (Understanding/Level 2)
Apply (Applying/Level 3)
2- Below 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 4.6 The student will read and demonstrate
comprehension of nonfiction texts.
k) Use reading strategies throughout the reading process to
monitor comprehension.
l) Read with fluency and accuracy.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies full understanding of reading with fluency,
accuracy, and prosody to support comprehension on above grade level
text.
The student is able to read with sufficient accuracy and fluency
to support comprehension, becoming aware of when they do not
understand, (e.g., by reflecting upon and learning to articulate
what exactly is causing difficulty).
Understand (Understanding/Level 3)
Reflect(Applying/Level 3)
3- Proficient
Student reads with fluency, accuracy, and prosody to support
comprehension strategies on grade level text.
The student will be able to read on grade level text with
sufficient accuracy and fluency to support comprehension, becoming
aware of when they do not understand, (e.g., by reflecting upon and
learning to articulate what exactly is causing difficulty).
Understand (Understanding/Level 2)
Reflect(Applying/Level 2)
2- Below 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 4.7 The student will write cohesively for a
variety of purposes.
a) Identify intended audience.
b) Focus on one aspect of a topic.
c) Use a variety of pre-writing strategies.
d) Organize writing to convey a central idea.
e) Recognize different modes of writing have different patterns
of organization.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student demonstrates an ability to write cohesively for a
variety of purposes.
The student is able to independently complete a variety of
prewriting strategies on a specific topic.
Analyze (Analyzing/Levels 3-4)
Create (Creating/Level 4)
3- Proficient
Student demonstrates the capacity to generate, focus, and
organize ideas for writing.
The student will be able to:
create a plan and organize thoughts to convey a central idea
before writing
use a variety of prewriting strategies
focus, organize, and elaborate to construct an effective
cohesive message for the reader
Create (Creating/Level 1)
Plan/Organize (Applying/Level 2)
Use (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 4.7 The student will write cohesively for a
variety of purposes.
f) Write a clear topic sentence focusing on the main idea.
g) Write two or more related paragraphs on the same topic.
k) Include supporting details that elaborate the main idea.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student demonstrates an ability to write cohesively for a
variety of purposes.
The student independently writes a persuasive piece for a
specific audience.
Analyze (Analyzing/Levels 3-4)
Evaluate (Evaluating/Levels 3-4)
Create (Creating/Levels 3-4)
Persuade (Evaluating/Level 4)
3- Proficient
Student demonstrates the capacity to generate, focus, and
organize ideas for writing.
The student will be able to produce clear and coherent writing
in which the development and organization are appropriate to
purpose and audience.
The student is able to:
write a clear topic sentence focused on the main idea
purposefully shape and control language to affect readers
select specific information and vivid vocabulary to guide
readers more purposefully through the piece
write two or more related paragraphs on a topic
use facts and details in sentences to elaborate the main
idea
use available technology to gather information and to aid in
writing
Explain (Understanding/Level 2)
Create (Creating/Level 3)
Organize (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 4.7 The student will write cohesively for a
variety of purposes.
h) Use transition words for sentence variety.
i) Utilize elements of style, including word choice and sentence
variation.
j) Revise writing for clarity of content using specific
vocabulary and information.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student demonstrates an ability to write cohesively for a
variety of purposes.
The student is independently able to write, revise, and edit an
essay to effectively persuade a specific audience.
Analyze (Analyzing/Levels 3-4)
Revise (Applying/Level 3)
Edit (Applying/Level 3)
Persuade (Evaluating/Level 4)
Create (Creating/Levels 3-4)
3- Proficient
Student demonstrates the capacity to generate, focus, and
organize ideas for writing.
Student revises the language, organization, and content of a
piece of writing for a specific purpose.
The student will be able to produce clear and coherent writing
in which the development and organization are appropriate to
purpose and audience.
The student is able to:
select specific information and vivid vocabulary to guide
readers more purposefully through the piece
link ideas within paragraphs using words and phrases
include sentences of various lengths and beginnings to create a
pleasant, informal rhythm
use available reference resources as aids to revising writing
for clarity.
Explain (Understanding/Level 2)
Create (Creating/Level 3)
Organize (Applying/Level 2)
Revise (Applying/Level 3)
2- Below 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 4.8 The student will edit writing for correct
grammar, capitalization, spelling, punctuation, sentence structure,
and paragraphing.
a) Use subject-verb agreement.
b) Include prepositional phrases.
c) Eliminate double negatives.
d) Use noun-pronoun agreement.
e) Use commas in series, dates, and addresses.
f) Incorporate adjectives and adverbs.
g) Use correct spelling for frequently used words, including
common homophones.
h) Use singular possessives
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies full understanding of grammatically correct
language and mechanics to contribute to the meaning of writing.
The student will independently demonstrate that grammatically
correct language and mechanics contribute to the meaning of
writing.
Demonstrate (Applying/Level 3)
3- Proficient
Student uses grammatically correct language and mechanics to
contributing to the meaning of writing.
The student will be able to:
use subject-verb agreement
identify and use subject, predicate, and prepositional
phrases
avoid the use of double negatives.
ID/use nouns, pronouns, verbs, adjectives, adverbs, and
prepositions
use noun/pronoun agreement
use reflexive pronouns
use commas in series, dates, and addresses
use adjectives and adverbs appropriately
use correct spelling of frequently used words, including
homonyms/homophones
use singular possessives
use a rubric to self-assess writing
use technology to produce/edit/publish writing and
interact/collaborate
Use (Applying/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 OR
Can identify grammatically correct language and mechanics, but
does not incorporate into their own writing.
1- Insufficient Evidence of Proficiency
Student cannot show proficiency in any of the skills described
in the proficient category.
Reading Standard 4.9 The student will demonstrate comprehension
of information resources to research a topic.
a) Construct questions about a topic.
b) Collect information from multiple resources including online,
print, and media.
c) Use technology as a tool to organize, evaluate, and
communicate information.
d) Give credit to sources used in research.
e) Understand the difference between plagiarism and using own
words.
Definition
Learner Outcome
Key Verbs at Blooms Taxonomy or Webbs Level Required
(Blooms/Webbs)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding
proficiency.
Student applies an understanding of informational resources to
research a topic.
The student is able to independently produce a research project
drawn from multiple resources.
Analyze (Analyzing/Levels 3-4)
Create (Creating/Level 4)
Evaluate (Evaluating/Level 4)
3- Proficient
Student understands how information is to be collected,
analyzed, and organized as a part of the process of writing a short
report.
The student will be able to:
formulate initial questions about a topic and seek information
by identifying, locating, exploring, and effectively using a
variety of sources of information
recognize, organize, and record information pertinent to the
topic and blend ideas accurately
select and use appropriate references , including electronic
resources
identify key terms to use in searching for information
select information that is related to their topic
evaluate/combine (synthesize) related information from 2/more
sources
use available technology to gather, organize, evaluate, and
communicate information
give credit to sources used in research
Create (Creating/Level 2)
Recognize (Understanding/Level 2)
Organize (Applying/Level 2)
Identify (Understanding/Levels 1-2)
Evaluate (Evaluating/Levels 3-4)
Use (Applying/Level 1)
2- Below 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.
