Reading Standard K.1 The student will demonstrate growth in the use of oral language. a) Listen to a variety of literary forms, including stories and poems. 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 generates questions about stories and poems to further understanding Student is able to make connections to other texts and experiences. Analyze (Evaluating/Level 3) 3- Proficient Student listens to stories and poems and correctly answers related questions Student is able to: ● recall details from stories ● retell stories in sequence Recall (Remembering/Level 1) Retell (Remembering/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. BCPS Competency Based Rubric Kindergarten- English Page | 1
Transcript
Reading Standard K.1 The student will demonstrate growth in the use of oral language.
a) Listen to a variety of literary forms, including stories and poems.
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 generates questions about stories and poems to further understanding
Student is able to make connections to other texts and experiences.
Analyze (Evaluating/Level 3)
3- ProficientStudent listens to stories and poems and correctly answers related questions
Student is able to:● recall details from stories● retell stories in sequence
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 K.1 The student will demonstrate growth in the use of oral language.
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b) Participate in a variety of oral language activities including choral and echo speaking and recitation of short poems, rhymes, songs, and stories with repeated word order patterns.
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.
In addition to participation in a variety of oral language activities, student demonstrates this skill using more complex and/or unfamiliar text.
Student is able to actively participate in choral and echo speaking and recitation of short poems, rhymes, songs, and stories with repeated patterns and refrains using more complex and/or unfamiliar text.
3- ProficientStudent expands their oral language vocabulary by listening to and participating in a variety of literacy experiences (across content).
Student is able to actively participate in choral and echo speaking and recitation of short poems, rhymes, songs, and stories with repeated patterns and refrains.
Recite (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 K.1 The student will demonstrate growth in the use of oral language.
c) Participate in oral generation of language experience narratives.
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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.
In addition to participation in a variety of oral language activities, student creates/extends language experience narratives.
Student is able to independently create a language experience narrative.
Create (Creating/Levels 2-4)
3- ProficientThe student produces a language experience narrative from any individual or group experience.
For an individual language experience narrative, the student is able to dictate a story to the teacher.
For a group language experience narrative, the student is able to contribute ideas to develop sentences for a class story.
Create (Creating/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 K.1 The student will demonstrate growth in the use of oral language.
d) Participate in creative dramatics.
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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.
In addition to participation in a variety of oral language activities, student creates/extends stories, rhymes, songs, and plays.
Student is able to present original or revised stories, poems, songs and plays.
Create (Creating/Levels 2-4)
3- Proficient Student expands oral language vocabulary by listening to and participating in creative dramatics.
The student is able to use drama to retell familiar stories, rhymes, and poems (e.g., storytelling with role play or puppets).
The student is able to participate in creative dramatics, such as classroom songs, plays, skits, and group activities designed to give students frequent opportunities for listening and speaking.
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 K.1 The student will demonstrate growth in the use of oral language.
e) Use complete sentences that include subject, verb, and object.
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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.
The student extends appropriate use of oral language.
The student can generate complete sentences using subject, verb, object and descriptive vocabulary (adjectives, adverbs).
Generate (Applying/Level 3)
3- Proficient The student demonstrates appropriate use of oral language.
The student can use complete sentences that include subject, verb, and object when speaking.
Use (Applying/Level 1)
2- BelowProficient
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 K.2 The student will expand understanding and use of word meanings.
a) Increase listening and speaking vocabularies.b) Use number words.c) Use words to describe/name people, places, and things.
d) Use words to describe/name location, size, color, and shape.
e) Use words to describe/name actions.
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f) Ask about words not understood. g) Use vocabulary from other 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.
The student expands understanding and use of word meanings extensively and consistently.
The student is able to use extensive vocabulary across all settings. Use (Applying/Level 3)
3- Proficient The student expands understanding and use of word meanings through cross-curricular activities.
During partner and group activities, and during teacher-directed instruction, the student is able to:● use number words● use words to describe or name people, places, feelings, and things● use size, shape, color, and spatial words to describe people, places,
and things● use words to show direction and location● use a variety of words to describe the actions of characters/people● seek clarification for unknown words and phrases● use vocabulary from content areas
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 K.3 The student will build oral communication skills.
a) Express ideas in complete sentences and express needs through direct requests. b) Begin to initiate conversations.
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c) Begin to follow implicit rules for conversation, including taking turns and staying on topic.d) Listen and speak in informal conversations with peers and adults.e) Participate in group and partner discussions about various texts and topics.
f) Begin to use voice level, phrasing, and intonation appropriate for various language situations.g) Follow one- and two-step directions.h) Begin to ask how and why questions.
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.
The student demonstrates a full understanding of the rules for communication and that information can be gained by asking and answering relevant questions about a specific topic.
The student asks and responds to questions to check for understanding of information presented in collaborative discussions (e.g., stay on topic, link remarks to those of others) while building on others’ ideas and clearly expressing their own.
Demonstrate (Applying/Level 3)
3- Proficient The student understands that conversation is interactive, begins to understand that the setting influences rules for communication, and understands that information can be gained by generating questions and seeking answers.
In a variety of settings with peers or adults, the student is able to:● speak audibly in complete sentences expressing thoughts, feelings
needs, and ideas clearly● participate and initiate conversations● listen attentively to others● wait for their turn to speak, allowing others to speak without
unnecessary interruptions● maintain conversation on topic through multiple exchanges● listen to and discuss a variety of texts● begin to use voice level, phrasing, and intonation appropriate for the
language situation● repeat and follow one- and two-step oral directions● ask questions to obtain information
Understand (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 K.4 The student will identify, say, segment, and blend various units of speech sounds.
a) Begin to discriminate between spoken sentences, words, and syllables.
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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.
The student applies knowledge of the various units of speech sounds.
The student can differentiate between sentences, words, and syllables in unfamiliar text.
Differentiate (Applying/Level 3)
3- Proficient The student demonstrates an understanding of the various units of speech sounds:
demonstrates the concept of word by segmenting spoken sentences into individual words.
understands that words are made up of individual sounds that may form multisyllabic words.
recognizes that sentences are composed of different group of words.
The student can differentiate between sentences, words, and syllables in familiar text (e.g. nursery rhymes, morning message).
Differentiate (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 K.4 The student will identify, say, segment, and blend various units of speech sounds.
b) Identify and produce words that rhyme.
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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.
The student demonstrates an understanding of the various units of speech sounds by generating multisyllabic rhyming words.
The student is able to produce, generate, and supply complex rhymes (beyond single syllable).
Produce, Generate, Supply (Applying/Levels 3-4)
3- Proficient The student demonstrates an understanding of the various units of speech sounds.
The student can identify rhyming words through pictures or language activities:● identify a word that rhymes with a spoken word● supply a word that rhymes with a spoken word● generate rhyming words based on a given rhyming pattern.● supply an appropriate rhyming word to complete a familiar
nursery rhyme or a predictable text with rhyming lines.
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 K.4 The student will identify, say, segment, and blend various units of speech sounds.
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c) Blend and segment multisyllabic words at the syllable level.
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.
The student expands his/her understanding of the various units of speech sounds.
The student can generate words with a corresponding number of syllables
Generate (Apply/Level 3)
3- Proficient The student demonstrates an understanding of the various units of speech sounds.
The student can segment a word into individual syllables by clapping hands or snapping fingers.
Segment (Apply/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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Reading Standard K.4 The student will identify, say, segment, and blend various units of speech sounds.
d) Segment one-syllable words into speech sound units including beginning phoneme(s) (onset) and ending (rimes).e) Identify words according to shared beginning and/or ending sounds.
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.
The student expands his/her understanding of the various units of speech sounds.
The student is able to consciously reflect on, produce, and manipulate sounds.
Produce, Manipulate (Applying/Level 3)
3- Proficient The student demonstrates an understanding of the various units of speech sounds.
The student is able to:● blend and segment consonants/onsets and rimes of
spoken words● blend and segment multisyllabic words into syllables● blend and segment individual phonemes within one-
syllable words (e.g. cat)● identify beginning/ending sounds of words● Identify and sort pictures or objects by beginning or
ending sound● produce a word that has the same beginning or ending
sound as a spoken word (e.g., /sock/- /sun/.● substitute the beginning consonant to make a new word
Blend, Segment (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.
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Reading Standard K.5 The student will understand how print is organized and read.
a) Hold print materials in the correct position.b) Identify the front cover, back cover, and title page of a book.c) Distinguish between print and pictures.d) Follow words from left to right and from top to bottom on a printed page.e) Match voice with print (concept of word).
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.
The student applies book handling skills, directionality of print, and the correspondence of the spoken word to the written word.
The student begins to read, applying directionality of text and an ability to match the spoken work to print.
Reading (Applying/Level 2)
3- Proficient The student understands book handling skills, directionality of print, and the correspondence of the spoken word to the written word.
The student is able to:● hold printed material and turn pages the correct way● identify parts of a book● distinguish print from pictures.● follow text with a finger, pointing to each word as it is
read from left to right and top to bottom.● locate lines of text, words, letters, and spaces.● match voice with print in syllables, words, and phrases.● locate and name periods, question marks, and
exclamation points
Identify, Locate, Match (Remembering/Level 1)Follow, Point (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.
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Reading Standard K.6 The student will demonstrate an understanding that print conveys meaning.
a) Identify common signs and logos.b) Explain that printed materials provide information.c) Read and explain own writing and drawings.d) Read his/her name and read fifteen meaningful, concrete 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.
The student expands his/her understanding of print by reading independently.
The student can retell information from text read independently.
3- Proficient The student understands that print conveys meaning and provide information for the reader.
The student is able to:● recognize and identify common signs, logos, and labels● explain that printed material provides information● read and explain their own drawings and writings● locate commonly used words and phrases in familiar
text.● recognize a selection of high-frequency and sight words● recognize and identify their own first and last names.
Reading (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.
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Reading Standard K.7 The student will develop an understanding of basic phonetic principles.
a) Identify and name the uppercase and lowercase letters of the alphabet.
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.
The student applies an understanding that written words are composed of letters that represent specific sounds.
The student can apply knowledge of individual sounds in order to read words.
Read (Applying/Level 2
3- Proficient The student understands that written words are composed of letters that represent specific sounds.
The student is able to:● recognize and name rapidly and with ease uppercase and
lowercase letters in sequence and in random order● match uppercase and lowercase letter pairs
Recognize, Name (Identifying/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.
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Reading Standard K.7 The student will develop an understanding of basic phonetic principles.
b) Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters.
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.
The student applies an understanding that written words are composed of letters that represent specific sounds.
The student can apply knowledge of individual sounds in order to read words.
Read (Applying/Level 2)
3- Proficient The student understands that written words are composed of letters that represent specific sounds.
The student is able to:● produce the usual sounds of consonants, short vowels
and initial consonant digraphs.● write the grapheme (letter) that represents a spoken
sound● identify long and short sounds with common spellings for
the five major vowels● distinguish between similarly spelled words by
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 K.7 The student will develop an understanding of basic phonetic principles.
c) Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one syllable.
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.
The student applies an understanding that written words are composed of letters that represent specific sounds.
The student applies knowledge of basic phonetic principles in order to read words.
Read (Applying/Level 2)
3- Proficient The student understands that written words are composed of letters that represent specific sounds.
The student is able to demonstrate concept of word by:● tracking familiar print from left to right and top to
bottom● matching spoken words to print including words with
more than one syllable.
Demonstrate (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.
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Reading Standard K.7 The student will develop an understanding of basic phonetic principles.
d) Identify beginning consonant sounds in single-syllable 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.
The student applies an understanding that written words are composed of letters that represent specific sounds.
The student can apply knowledge of basic phonetic principles in order to read words.
Read (Applying/Level 2)
3- Proficient The student understands that written words are composed of letters that represent specific sounds.
The student is able to:● use basic knowledge of one-to-one letter-sound
correspondences by producing sounds for each consonant.● isolate initial consonants in single-syllable words (e.g., /t/ is
the first sound in top).
Use (Applying/Level 1)Isolate (Analyzing/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.
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Reading Standard K.8 The student will expand vocabulary.
a) Discuss meanings of words.b) Develop vocabulary by listening to a variety of texts read aloud.
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.
The student will demonstrate an expansive vocabulary through speaking and writing.
The student is able to incorporate newly learned vocabulary into discussions and written work.
Incorporate (Applying/Level 3)
3- Proficient The student will understand that vocabulary is made up of words and that words have meaning.
The student is able to:● discuss meanings of specific words including synonyms and
antonyms in partner and group● sort common objects into categories (e.g., shapes, foods)
to gain a sense of the concepts the categories represent● use common adjectives to distinguish objects● identify new meanings for familiar words and apply them
accurately● ask and respond to questions about unknown words in a
text.● use newly learned words in literacy tasks
Use, Sort, Identify (Applying/Level 2)
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● identify real-life connections between words and their use
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 K.9 The student will demonstrate comprehension of fictional texts.
a) Identify what an author does and what an illustrator does.b) Relate previous experiences to what is read.c) Use pictures to make predictions.d) Begin to ask and answer questions about what is read.e) Use story language in discussions and retellings.f) Retell familiar stories, using beginning, middle, and end.g) Discuss characters, setting, and events.
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.
The student will apply comprehension skills to fictional text.
The student is able to summarize texts from various types of fictional sources. Summarize (Analyzing/Level 2)
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3- Proficient Students will learn that comprehension is an active process requiring them to use their own experiences and learn new vocabulary in order to get meaning from fictional texts that are read aloud to them.
The student is able to:● identify the roles of the author and illustrator● make ongoing predictions● describe the relationship between illustration and the story● link knowledge from their own experiences to text● ask and respond to simple questions about the content of a book including
the who, what, when, where, why, and how● retell using vocabulary from a story● retell a story in correct sequence from pictures or text in own words● demonstrate comprehension through artwork or written response● use descriptive language to talk about characters, settings, and events of a
story● recognize various types of fictional texts (e.g., storybooks, poems)
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 K.10 The student will demonstrate comprehension of nonfiction texts.
a) Use pictures to identify topic and make predictions.b) Identify text features specific to the topic, such as titles, headings, and pictures.
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.
The student will apply comprehension skills to nonfictional text.
The student is able to summarize texts from various types of nonfiction sources.
Summarize (Analyzing/Level 2)
3- Proficient The student will learn that The student is able to: Identify, Answer, Describe
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comprehension is an active process requiring them to use their own experiences and learn new vocabulary in order to get meaning from nonfictional texts that are read aloud to them.
● make ongoing predictions● relate pictures and illustrations to text● link knowledge from their own experiences● identify the topic● ask and respond to simple questions● discuss simple facts and information● identify text features● identify role of author and illustrator
(Understanding/Level 1)
Predict, Retell (Applying/Level 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 K.11 The student will print in manuscript.
a) Print uppercase and lowercase letters of the alphabet independently.b) Print his/her first and last names.
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 demonstrate correct ways to write the manuscript letters of the alphabet.
The student is able to demonstrate fluent handwriting that is consistently neat and legible.
Demonstrate (Applying/Level 2)
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3- Proficient Student will understand that there are correct ways to write the manuscript letters of the alphabet.
The student is able to:● use appropriate pencil grip● print upper- and lower-case letters of the alphabet legibly and
independently● use manuscript letter formation● form the letters of and space their first and last names● write their first and last names for a variety of purposes● capitalize the first word in a sentence and the pronoun I
Demonstrate (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 K.12 The student will write to communicate ideas for a variety of purposes.
a) Differentiate pictures from writing.b) Draw pictures and/or use letters and phonetically spelled words to write about experiences.c) Use letters and beginning consonant sounds to spell phonetically words to describe pictures or write about experiences.d) Write left to right and top to bottom.
Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy or
Webb’s Level Required(Bloom’s/Webb’s)
4- Above ProficientLearner Outcome shows 1
The student will apply writing skills to consistently and independently
The student is able to use writing skills to consistently and independently communicate thoughts and ideas.
Write, Use (Applying/Level 3)
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possible example of exceeding proficiency.
communicate thoughts and ideas.
3- Proficient Student will understand that their writing serves a variety of purposes.
The student is able to:● distinguish print from pictures● write daily for a variety of purposes● write on assigned and/or self-selected topics● use writing, dictation, and drawing to inform/explain, state
opinion or fact, narrate a topic● generate text to communicate and make meaning● write left to right and top to bottom
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 K.13 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)
4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.
The student will apply an understanding that technology provides a way to interact with print.
Student is able to use technology to further knowledge on a certain topic through google web searches, smart board activities, and/or tablet applications or can present information (writing) in a media format.
Use (Applying/Level 2)
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3- Proficient The student will understand that technology provides a way to interact with print.
The student is able to:● use available digital tools for reading and writing● ask and respond to questions about material presented through
various media formats.● share their writing with others
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.
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