Reading Standard 5.1 The student will listen, draw conclusions, and share responses in subject- related group learning activities. a) Participate in and contribute to discussions across content areas. b) Organize information to present in reports of group activities. c) Summarize information gathered in group activities. d) Communicate new ideas to others. e) Demonstrate the ability to collaborate with diverse teams. f) Demonstrate the ability to work independently. 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 applies full understanding of listening, drawing conclusions, and sharing responses in subject-related group learning activities. The student is able to communicate as a leader within a subject-related group learning activity and/or evaluate personal contributions as a group member. Communicate (Applying /Level 3) Evaluate (Evaluating/Levels 3-4) Summarize (Analyzing/Level 3) 3- Proficient Student summarizes, draws conclusions and shares responses in subject-related group learning activities by participating and The student is able to: ● participate in a range of discussions building on others’ ideas and clearly expressing his/her own ● follow rules for discussions and Participate, Organize, Demonstrate, Collaborate, Summarize (Applying/Levels 2-3) Communicate (Understanding/Level 1) BCPS Competency Based Rubric 5 th Grade - English Page 1
Transcript
Reading Standard 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.
a) Participate in and contribute to discussions across content areas.b) Organize information to present in reports of group activities.c) Summarize information gathered in group activities.
d) Communicate new ideas to others.e) Demonstrate the ability to collaborate with diverse teams.f) Demonstrate the ability to work independently.
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 applies full understanding of listening, drawing conclusions, and sharing responses in subject-related group learning activities.
The student is able to communicate as a leader within a subject-related group learning activity and/or evaluate personal contributions as a group member.
3- Proficient Student summarizes, draws conclusions and shares responses in subject-related group learning activities by participating and communicating across various settings (e.g., group discussions, cooperative group work, literature/inquiry circles, and peer/adult interactions).
The student is able to:● participate in a range of discussions building on
others’ ideas and clearly expressing his/her own● follow rules for discussions and assigned group roles● participate as an active listener● participate as an informed contributor in subject-
related group learning activities( asking/answering/responding to questions, making comments, communicating new ideas, clarifying confusing points, summarizing main ideas, organizing information)
● preparing a prewriting tool and summarizing a presentation orally prior to delivery
● collaborate with diverse teams● work independently on group-related tasks
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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.
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Reading Standard 5.2 The student will use effective verbal and nonverbal communication skills to deliver planned oral presentations.
a) Maintain eye contact with listeners.b) Use gestures to support, accentuate, and dramatize verbal message.c) Use facial expressions to support and dramatize verbal message.d) Use posture appropriate for communication setting.e) Determine appropriate content for audience.
f) Organize content sequentially around major ideas.g) Summarize main points as they relate to main idea or supporting details.h) Incorporate visual media to support the presentation.i) Use language and style appropriate to the audience, topic, and purpose.
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 applies a full understanding of effective verbal and nonverbal communication skills to deliver planned oral presentations.
The student is able to: recognize that facts can be verified and that opinions cannot recognize that each group member contributes a unique
viewpoint paraphrase and summarize by restating the main points
3- Proficient Student plans and delivers oral presentations enhanced by appropriate body language, correct posture and eye contact.
Student begins to use dramatic gestures and facial expressions suitable to the content and audience.
The student is able to: use appropriate facial expressions, gestures, eye contact, and
posture speak clearly at an understandable pace select info that develops topic and is appropriate for audience determine logic and relevance when reporting on a topic sequence information (overview at beginning or summary at
end) create and/or use visual aids in presentations when
appropriate use grammatically correct language expand/combine/reduce sentences for
meaning/interest/style use specific vocabulary and style to enhance oral
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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 5.3 The student will learn how media messages are constructed and for what purposes.
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a) Differentiate between auditory, visual, and written media messages.b) Identify the characteristics and effectiveness of a variety of media messages.
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 evaluates a variety of media messages and determines the purposes.
The student evaluates the relevancy and accuracy of information from multiple media sources.
Evaluate (Evaluating/Level 4)
3- Proficient Student identifies and creates media messages using grade level text.
The student is able to:● access media messages/ID types of media are used● identify the attributes of a constructed message● deconstruct several types of media messages by
addressing the main question(s) raised● create age-appropriate media messages for
evaluation, focusing on effectiveness of the message
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 5.4 The student will expand vocabulary when reading.
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a) Use context to clarify meaning of unfamiliar words and phrases.b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.f) Develop vocabulary by listening to and reading a variety of texts.g) Study word meanings across content areas.
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.
Using above grade level text, student is able to identify the meaning of unfamiliar words by applying knowledge of word structure and context clues.
The student is able to independently identify new vocabulary and determine its appropriate meaning.
3- Proficient Using grade level text, student is able to identify the meaning of unfamiliar words by applying knowledge of word structure and context clues.
The student will be able to:● use context and sentence structure as clues to
infer the correct meaning of unfamiliar words and phrases and differentiate among multiple meanings
● develop vocabulary by listening to and reading a variety of texts
● study cross-curricular vocabulary
Use (Applying/Levels 2-3)Develop (Applying/Level 2)Study (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 5.4 The student will expand vocabulary when reading.
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c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
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.
Using above grade level text, student is able to recognize, and define word parts to help determine meaning of unfamiliar words in any given text.
The student will independently use word structure to analyze and show relationships among words
Use (Applying/Levels 2-3)Analyze (Analyzing/Level 3)Relate (Analyzing/Levels 3-4)
3- Proficient Using grade level text, student is able to recognize, and define word parts to help determine the meaning of unfamiliar words in any given text.
The students will:● apply knowledge of roots, affixes (prefixes
and suffixes), synonyms, antonyms, and homophones
● begin to learn about Greek and Latin affixes● understand that often a word can be divided
into root word, prefix, and suffix in order to determine its pronunciation
● understand how a prefix changes the meaning of a root word
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 5.4 The student will expand vocabulary when reading.
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e) Use dictionary, glossary, thesaurus, and other word-reference materials.
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.
Using above grade level text, student is able to use word-reference materials to better understand unknown vocabulary.
The student will independently use a variety of resources to determine the meanings of unfamiliar words, phrases and concepts.
Use (Applying/Level 2)Determine (Analyzing/Level 3)
3- Proficient Using grade level text, student is able to identify an appropriate resource to determine the meaning of unfamiliar words.
The student will be able to:● use word references and context clues to
determine which meaning is appropriate in a given situation
● identify the word-reference materials, such as a dictionary, glossary, thesaurus, that is most likely to contain the information needed
Use ( Applying/Level 2)Identify (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 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
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a) Describe the relationship between text and previously read materials.l) Use reading strategies throughout the reading process to monitor comprehension.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 exceeding proficiency.
Using above grade level text, student is able to read fluently and activate background knowledge to support comprehension.
The student will independently evaluate the relationships between multiple text sources.
Evaluate (Evaluating/Level 4)
3- ProficientUsing grade level text, student is able to read fluently and activate background knowledge to support comprehension.
The student is able to:● discuss the similarities and differences between a
text and previously read materials● will read familiar text with fluency, accuracy, and
expression to support comprehension● monitor understanding
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 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
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c) Describe the development of plot and explain the resolution of conflict(s).b) Describe character development.f) Identify and ask questions that clarify various points of view.
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.
When given above grade level text, student is able to describe character and plot development and identify point of view.
The student will be able to cite evidence to verify point of view, plot development and character development.
Verify (Evaluating/Level 3)
3- ProficientWhen given grade level text, student is able to describe character and plot development and identify point of view.
The student will:● understand that characters are developed by what is
directly stated in the text, their speech and actions, and what other characters in the story say or think about them
● identify the conflict or problem of the plot● understand that plot is developed through a series of
events● identify the events in sequence that lead to resolution
of the conflict● understand that some characters change and some do
not● understand that the main character has a conflict that
usually gets resolved● identify and ask questions that clarify various points of
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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 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
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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 is able to describe the characteristics of free verse, rhymed, and patterned poetry when given above grade level text.
The student will independently identify and interpret the characteristics of free verse (poetry with either regular meter or rhyme scheme), rhymed poetry, and patterned poetry.
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 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
g) Identify main idea.h) Summarize supporting details from text.
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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 is able to read and identify the main idea and supporting details in a variety of above grade level fictional texts, narrative nonfiction texts, and poetry.
The student is able to independently identify the main idea by summarizing the supporting details from text.
3- ProficientStudent is able to read and identify the main idea and supporting details in a variety of grade level fictional texts, narrative nonfiction texts, and poetry.
The student is able to:● identify main idea or theme● summarize supporting details from text
3- Proficient Student will read and comprehend grade level text by identifying cause and effect relationships.
The student will be able to: identify cause and effect relationships
Identify (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 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
e) Describe how an author’s choice of vocabulary contributes to the author’s style.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 5 t h G r a d e - E n g l i s h P a g e 16
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 read above grade level text by understanding the relationship between vocabulary choice and author’s style.
The student will interpret the author’s craft by relating the vocabulary choice to the author’s style.
Interpret (Analyzing/Levels 3-4)
3- Proficient Student will read and comprehend grade level text by understanding the relationship between vocabulary choice and author’s style.
The student will be able to: describe how an author’s choice of vocabulary contributes
to the author’s style
Describe (Analyzing/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 5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and categorize information in both print and digital texts.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 5 t h G r a d e - E n g l i s h P a g e 17
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.
Students will read and demonstrate comprehension of above grade level nonfiction texts.
The student will independently use Thinking Maps to predict, categorize and explain information.
3- Proficient Students will read and demonstrate comprehension of grade level nonfiction texts.
The student will use text features, such as type styles, color, captions pictures, graphics, headings of sections, and chapters, to predict and categorize information in both print and digital texts.
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 5.6 The student will read and demonstrate comprehension of nonfiction texts.
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b) Use prior knowledge and build additional background knowledge as context for new learning.c) Skim materials to develop a general overview of content and to locate specific information.g) Locate information to support opinions, predictions, and conclusionsk) Identify new information gained from reading.
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.
Students will read and demonstrate comprehension of above grade level nonfiction texts.
The student will independently develop and explains a purpose for reading.
Develop & Explain (Understanding/Level 3)
3- Proficient Students will read and demonstrate comprehension of grade level nonfiction texts.
The student will be able to: apply prior knowledge to make predictions and build
additional background knowledge as context for learning skim material for print and digital text to develop a
general overview or to locate specific information locate details to support opinions, predictions and
conclusions identify new information learned from reading
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 5.6 The student will read and demonstrate comprehension of nonfiction texts.
d) Identify the main idea of nonfiction texts.e) Summarize supporting details in nonfiction texts.
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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.
Students will read and demonstrate comprehension of above grade level nonfiction texts.
The student will be able to independently determine the main idea and supporting details of a selection as demonstrated and explained through a Thinking Map.
3- Proficient Students will read and demonstrate comprehension of grade level nonfiction texts.
The student will be able to determine the main idea of a text and summarize supporting key details.
Determine (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 5.6 The student will read and demonstrate comprehension of nonfiction texts.
f) Identify structural patterns found in nonfiction.h) Identify cause and effect relationships following transition words signaling the pattern.j) Identify, compare, and contrast relationships.
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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.
Students will read and demonstrate comprehension of above grade level nonfiction texts.
The student will identify organization patterns and illustrate those patterns with a Thinking Map.
3- Proficient Students will read and demonstrate comprehension of grade level nonfiction texts.
The student will be able to determine the difference between facts and opinions in a given text.
Determine (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 5.6 The student will read and demonstrate comprehension of nonfiction texts.
l) Use reading strategies throughout the reading process to monitor comprehension.m) Read with fluency and accuracy.
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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.
Students will read and demonstrate comprehension of above grade level nonfiction texts.
The student will independently apply comprehension strategies to monitor understanding. The student will read text with fluency, accuracy, and prosody.
3- Proficient Students will read and demonstrate comprehension of grade level nonfiction texts.
The student will become aware of when he/she does not understand (e.g., by reflecting upon and articulating what exactly is causing difficulty).The student will read familiar text with fluency, accuracy, and prosody.
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 5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.
a) Identify intended audience.b) Use a variety of prewriting strategies.c) Organize information to convey a central idea.d) Write a clear topic sentence focusing on the main idea.
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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 plan and organize information as he/she writes for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade across all content areas and in a variety of settings.
The student independently uses prewriting strategies in all four writing domains (informative/explanatory, narrative, persuasive, and descriptive).
3- Proficient Student will plan and organize information as he/she writes for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.
The student will: produce a clear and coherent written piece in which the
development and organization are appropriate to purpose and audience
recognize different modes of writing (informative/explanatory, narrative, persuasive) have different patterns of organization- *see curriculum framework
create a plan, and organize thoughts before writing use a variety of prewriting strategies focus, organize, and elaborate to construct an effective
message for the reader write a clear topic sentence focusing on the main idea
Produce (Creating/Levels 3-4)Recognize (Remembering /Level 1)Create and Organize (Creating/Levels 3-4)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.
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1- Insufficient Evidence of Proficiency
Student cannot show proficiency in any of the skills described in the proficient category.
Reading Standard 5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.
e) Write multi-paragraph compositions.i) Include supporting details that elaborate the main idea.
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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 plan and organize information as he/she writes for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade across all content areas and in a variety of settings.
The student independently uses writing to develop a multi-paragraph composition in all four writing domains (informative/explanatory, narrative, persuasive, and descriptive).
Write (Creating/Level 3)
3- Proficient Student will plan and organize information as he/she writes for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.
The student will: focus, organize, and elaborate to construct an
effective message for the reader write multi-paragraph compositions focused on a
topic, grouping related information in paragraphs and sections
include supporting details that elaborate the main idea
use available technology to gather information and to aid in writing
Focus and Organize (Applying/Level 2)Write (Creating/Level 3)Elaborate (Applying/Level 3)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 5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.
f) Use precise and descriptive vocabulary to create tone and voice.g) Vary sentence structure by using transition words.h) Revise for clarity of content using specific vocabulary and information.
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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 plan and organize information as he/she writes for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade across all content areas and in a variety of settings.
The student is able to write, revise, and edit essays in two of the four writing domains (informative/explanatory, narrative, persuasive, and descriptive).
3- Proficient Student will plan and organize information as he/she writes for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.
The student will: apply knowledge of the writing domains of
composing, written expression, and usage/mechanics
purposefully shape and control language to demonstrate an awareness of the intended audience
select specific information to guide readers more purposefully through the piece
choose precise descriptive vocabulary and information to create tone and voice
develop and strengthen writing as needed, in consultation with peers or adults, by prewriting, drafting, revising, editing, or rewriting
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description, and pacing, to develop experiences or characters
use precise language and content-specific vocabulary to inform about or explain a topic, to persuade, describe or entertain
include sentences of various lengths and beginnings to create a pleasant, informal rhythm
vary sentence structure by using transition words and phrases
use precise language and phrases to develop writing
clarify writing when revising
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 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
a) Use plural possessives.b) Use adjective and adverb comparisons.c) Identify and use interjections.
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d) Use apostrophes in contractions and possessives.e) Use quotation marks with dialogue.f) Use commas to indicate interrupters.g) Use a hyphen to divide words at the end of a line.h) Edit for fragments and run-on sentences.i) Eliminate double negatives.j) Use correct spelling of commonly used words.k) Identify and use conjunctions.
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 independently apply rules of grammar and punctuation when writing. Student independently uses editing to improve the quality of his/her writing.
The student will identify inappropriate grammar in his/her writing, as well as the writing of others and is able to recommend edits that improve the quality of a text.
3- Proficient Student will edit for correct sentence formation, grammar, capitalization, spelling, and punctuation to make the meaning of the writing clearer to the reader. Student will revise and edit drafts for improvement, using teacher assistance and peer
The student will: punctuate correctly using apostrophes, commas,
quotation marks and hyphens use underlining, quotation marks, or italics to indicate
titles of works use adverb and adjective comparisons use adverbs instead of adjectives where appropriate use a comma to separate coordinate adjectives and
introductory elements from the rest of the sentence use plural possessives
Use (Applying/Levels 1-2)Identify (Understanding/Level 1)
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collaboration. identify and use interjections and conjunctions form and use the perfect verb tenses. avoid fragments and run-ons eliminate double negatives. use correct spelling of commonly used words. use technology, including the Internet, to produce, edit
and publish writing as well as to interact and collaborate with others
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 5.9 The student will find, evaluate, and select appropriate resources for a research product.
a) Construct questions about a topic.b) Collect information from multiple resources including online, print, and media.c) Use technology as a tool to research, organize, evaluate, and communicate information.d) Organize information presented on charts, maps, and graphs.e) Develop notes that include important concepts, summaries, and identification of information sources.
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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 independently formulates initial questions about a topic prior to locating and effectively using a variety of sources in an organized and relevant manner.
The student will research topics of interest using a variety of sources and will develop a research product.
Research (Applying/Levels 3-4)Use (Applying/Level 2)Develop (Creating/Levels 3-4)
3- Proficient Student formulates initial questions about a topic prior to locating and effectively using a variety of sources in an organized and relevant manner.
The student will: use available technology to gather
information and to aid in writing conduct short research projects that use
sources to build knowledge on a topic formulate research questions based on a
topic select and use appropriate references
including online, print, and media resources
use available technology and media to organize, evaluate, and communicate information
identify key terms to use in searching for information
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charts, maps, and graphs skim to find information related to a
topic select information that is related to the
topic at hand evaluate and combine (synthesize)
related information from two or more sources
develop notes that include important concepts, summaries, and identification of information sources
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 5.9 The student will find, evaluate, and select appropriate resources for a research product.
f) Give credit to sources used in research.g) Define the meaning and consequences of plagiarism.
Definition Learner Outcome Key Verbs at Bloom’s Taxonomy or
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Webb’s Level Required(Bloom’s/Webb’s)
4- Above Proficient
Learner Outcome shows 1 possible example of exceeding proficiency.
Student independently finds, evaluates, and selects, and credits appropriate resources for a research product.
The student is able to: understand that a primary source is an original
document or a firsthand or eyewitness account of an event
understand that a secondary source discusses information originally presented somewhere else. Secondary sources provide analysis, interpretation, or evaluation of the original information
Understand (Understanding/Levels 3-4)
3- Proficient Student gives credit to sources used in research.
The student is able to: prevent plagiarism and its consequences by giving
credit to authors when ideas and/or words are used in research
provide a list of sources including author, title, and date
