Sunday, May 19th, 2013

Performance Standard Reading E1a: The student reads at least twenty-five books or book equivalents each year.  The quality and complexity of the materials to be read are illustrated in the sample reading list.  The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and on-line materials.  Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers.  

 

 

Grade 3 Competency

 

Grade 4 Competency

 

Grade 5 Competency

 

 

 

REFER TO PRIMARY STANDARDS

Completion of 25 books or book  equivalent

Book equivalent Equals:

3 or 4 Theme stories

  10 magazine articles

  Science or Social Studies Text

 

Note:  Appropriate  text selection for students’

  reading ability

Suggested readings:  See New Performance

  Standards Book  Appendix 1

Completion of 25 books or book  equivalent

Book equivalent Equals:

3 or 4 Theme stories

  10 magazine articles

  Science or Social Studies Text

 

Note:  Appropriate  text selection for students’

  reading ability

Suggested readings:  See New Performance

  Standards Book  Appendix 1

Student Evidence

Student Evidence

 

 

*Reading Log

Journal

Student Evidence

 

* Reading Log

 Journal

Interviews

Book Reviews/Reports(R>A>F>T>)

 

*Indicates Evidence collected

 

 

 

 

 

 

K-12 English / Language Arts

 

 

Performance Standard Reading E1b: The student reads and comprehends at least four books (or book equivalents) about one issue or subject, or four books by a single writer, or four books in one genre, and produces evidence of reading that:

 

 

Grade 3 Competency

 

Grade 4 Competency

 

Grade 5 Competency

 

 

 

REFER TO PRIMARY STANDARDS

Makes and supports warranted and responsible assertions about the texts

Supports assertions with elaborated and convincing evidence

Draws the texts together to compare an contrast themes, characters, and ideas

Makes perceptive and well developed connections

Evaluates writing strategies and elements of the author’s craft

Makes and supports warranted and responsible assertions about the texts

Supports assertions with elaborated and convincing evidence

Draws the texts together to compare an contrast themes, characters, and ideas

Makes perceptive and well developed connections

Evaluates writing strategies and elements of the author’s craft

Student Evidence

Student Evidence

 

 

*Oral Presentation

Book Talk

Book Report

 

Student Evidence

 

*Oral Presentation

Book Talk

Role, Audience, Format, Topic (R.A.F.T.)

Book Report

Create Magazine

 

*Indicates Evidence collected

 

 

 

 

 

 

 

K-12 English / Language Arts

 

 

Performance Standard Reading E1c: The student reads and comprehends informational materials to develop understanding and expertise and produces written or oral work that:

 

 

Grade 3 Competency

 

Grade 4 Competency

 

Grade 5 Competency

 

 

 

REFER TO PRIMARY STANDARDS

Restates or summarizes information

Relates new information to prior knowledge and experience

Extends ideas

Makes connections to related topics or information

Restates or summarizes information

Relates new information to prior knowledge and experience

Extends ideas

Makes connections to related topics or information

Student Evidence

Student Evidence

 

*Written or Oral Summary

KWL

Student Evidence

 

*Written or Oral Summary

Debate

Venn Diagram (Strategy Project oriented)

KWL

 

*Indicates Evidence collected

Performance Standard Reading E1d: The student demonstrates familiarity with a variety of public documents (i.e. documents that focus on civic issues or matters of public policy at the community level and beyond) and produces written or oral work that does one or more of the following:

 

 

Grade 3 Competency

 

Grade 4 Competency

 

Grade 5 Competency

 

 

 

REFER TO PRIMARY STANDARDS

 

identifies the social context of the document

identifies the author’s purpose and stance

analyzes the arguments and positions advanced and the evidence offered in support of them, or formulates an argument and offers evidence to support it

examines or makes use of the appeal of a document to audiences both friendly and hostile to the position presented

identifies or uses commonly used persuasive techniques

Student Evidence

Student Evidence

 

 

 

Student Evidence

 

Summarize and critique 2 or more local newspaper articles related to the same issue

 

Write a letter to  an Editor,  a School Official, a State or Local Representative in response to a local or  national issue

 

*Indicates Evidence collected

 

 

 

 

 

 

 

K-12 English / Language Arts

 

 

Performance Standard Reading E1d: The student reads aloud, accurately (in the range of 85-90%), familiar material of the quality and complexity illustrated in the sample reading list, and in a way that makes meaning clear to listeners by:

 

 

Grade 3 Competency

 

Grade 4 Competency

 

Grade 5 Competency

 

 

 

REFER TO PRIMARY STANDARDS

Self-correcting when subsequent reading indicates an earlier miscue;

Using a range of cueing systems, e.g., phonics and context clues, to determine pronunciation and meanings;

Reading with a rhythm, flow, and meter that sounds like everyday speech.

 

Student Evidence

Student Evidence

 

 

Student Evidence

 

 

 

*Indicates Evidence collected

 

 

 

 

 

 

 

 

K-12 English / Language Arts

 

Performance Standard Writing E2a: The student produces a report

 

 

 

Grade 3 Competency

 

Grade 4 Competency

 

Grade 5 Competency

 

 

 

 

 

 

REFER TO PRIMARY STANDARDS

Engages the reader by establishing a context creating a persona, and otherwise developing reader interest

Develops a controlling idea that conveys a perspective on the subject

Creates an organizing structure appropriate to purpose, audience, and context

Includes appropriate facts and details

Excludes extraneous and inappropriate information

Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, narrating a relevant anecdote;

Provides a sense of closure to the writing.

 

Engages the reader by establishing a context creating a persona, and otherwise developing reader interest

Develops a controlling idea that conveys a perspective on the subject

Creates an organizing structure appropriate to purpose, audience, and context

Includes appropriate facts and details

Excludes extraneous and inappropriate information

Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, narrating a relevant anecdote, comparing, and contrasting, naming, and explaining benefits or limitations

  include works cited (bibliography) with 2

  varied resources (e.g., internet, periodical,

  books, encyclopedia, interviews)

Provides a sense of closure to the writing.

Student Evidence

Student Evidence

 

 

Student Evidence

 

*Report produced as part of studies in a subject area such as science, social studies or math

 

*Indicates Evidence collected

 

 

K-12 English / Language Arts

 

 

Performance Standard Writing E2b: The student produces a response to literature that:

 

 

Grade 3 Competency

 

Grade 4 Competency

 

Grade 5 Competency

 

 

 

REFER TO PRIMARY STANDARDS

Engages the reader through establishing a context, creating a persona, and otherwise developing reader interest

Advances a judgment that is interpretive, analytic, evaluative, or reflective

Supports a judgment through references to the text, references to other works, authors, or non-print media, or references to personal knowledge

Demonstrates an understanding of the literary work

Provides a sense of closure to the writing

Engages the reader through establishing a context, creating a persona, and otherwise developing reader interest

Advances a judgment that is interpretive, analytic, evaluative, or reflective

Supports a judgment through references to the text, references to other works, authors, or non-print media, or references to personal knowledge

Demonstrates an understanding of the literary work

Anticipates and answers a reader’s questions

Provides a sense of closure to the writing

Student Evidence

Student Evidence

 

 

Student Evidence

 

 

Write an essay

Literary Response

Write a book review

Compare a piece of literature with its’ media presentation

 

 

*Indicates Evidence collected

 

 

 

 

 

K-12 English / Language Arts

 

 

Performance Standard Writing E2c : The student produces a narrative account (fictional/autobiographical) that:

 

 

Grade 3 Competency

 

Grade 4 Competency

 

Grade 5 Competency

 

 

 

 

 

 

 

REFER TO PRIMARY STANDARDS

engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest

establishes a situation, plot point of view, setting, and conflict ( and for autobiography, the significance of events and of conclusions that can be drawn from those events)

creates an organizing structure

includes sensory details and concrete language to develop plot and character

excludes extraneous details and inconsistencies

develops complex characters

uses a range of appropriate strategies, such as dialogue, tension or suspense, naming, and specific narrative action, e.g. movement, gestures, expressions

provides a sense of closure to the writing

engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest

establishes a situation, plot point of view, setting, and conflict ( and for autobiography, the significance of events and of conclusions that can be drawn from those events)

creates an organizing structure

includes sensory details and concrete language to develop plot and character

excludes extraneous details and inconsistencies

develops complex characters

uses a range of appropriate strategies, such as dialogue, tension or suspense, naming, and specific narrative action, e.g. movement, gestures, expressions

provides a sense of closure to the writing

Student Evidence

Student Evidence

 

*Response to a prompt

 

Student Evidence

 

*Response to a prompt

Autobiography

News account of an event

Produce a narrative form another point of view (i.e. Fairy Tale, R  A F T )

*Indicates Evidence collected

Performance Standard Writing E2d : The student produces a narrative procedure that:

 

 

Grade 3 Competency

 

Grade 4 Competency

 

Grade 5 Competency

 

 

 

 

 

 

REFER TO PRIMARY STANDARDS

engages the reader by establishing a context, creating a persona, and otherwise developing reader interest

provides a guide to action for a relatively complicated procedure in order to anticipate a reader’s needs; creates expectations through predictable structures, e.g. heading; and provides transition between steps

makes use of appropriate writing strategies such as creating a visual hierarchy and using white space and graphics as appropriate

includes relevant information

excludes extraneous information

anticipates problems, mistakes, and misunderstandings that might arise for the reader

provides a sense of closure to the writing

engages the reader by establishing a context, creating a persona, and otherwise developing reader interest

provides a guide to action for a relatively complicated procedure in order to anticipate a reader’s needs; creates expectations through predictable structures, e.g. heading; and provides transition between steps

makes use of appropriate writing strategies such as creating a visual hierarchy and using white space and graphics as appropriate

includes relevant information

excludes extraneous information

anticipates problems, mistakes, and misunderstandings that might arise for the reader

provides a sense of closure to the writing

Student Evidence

Student Evidence

 

 

Student Evidence

 

Explain a math problem

Explain a science experiment

Write a set of instructions

 

*Indicates Evidence collected

 

 

 

K-12 English / Language Arts

 

 

Performance Standard Writing E2e: The students produces a persuasive essay that:

 

 

Grade 3 Competency

 

Grade 4 Competency

 

Grade 5 Competency

 

 

 

 

REFER TO PRIMARY STANDARDS

 

engages the reader by establishing a context, creating a persona, and otherwise developing reader interest

develops a controlling idea that makes a clear and knowledgeable judgment

creates and organizes a structure that is appropriate to the needs, values, and interests of a specified audience, and arranges details, reasons, examples, and anecdotes effectively and persuasively

includes appropriate information and arguments

excludes information and arguments that are irrelevant

anticipates and addresses reader concerns and

counter-arguments

supports arguments with detailed evidence, citing sources of information as appropriate

provides a sense of closure to the writing

Student Evidence

 

 

 

 

 

 

 

 

 

Student Evidence

 

 

Student Evidence

 

*Write a  persuasive essay

Explain a math problem

Explain a science experiment

Write a set of instructions

*Indicates Evidence collected

 

 

 

 

K-12 English / Language Arts

 

 

Performance Standard Speaking, Listening, Viewing E3a: The student participates in one-to-one conferences with a teacher, paraprofessional, or adult volunteer, in which the student:

 

 

Grade 3 Competency

 

Grade 4 Competency

 

Grade 5 Competency

 

 

 

REFER TO PRIMARY STANDARDS

Initiates new topics in addition to responding to adult-initiated topics

Asks relevant questions

Responds to questions with appropriate elaboration

Uses language cues to indicate different levels of certainty or hypothesizing, e.g. “what if... very likely..., I’m unsure whether...”

Confirms understanding by paraphrasing the adult’s direction or suggestions

Initiates new topics in addition to responding to adult-initiated topics

Asks relevant questions

Responds to questions with appropriate elaboration

Uses language cues to indicate different levels of certainty or hypothesizing, e.g. “what if... very likely..., I’m unsure whether...”

Confirms understanding by paraphrasing the adult’s direction or suggestions

Student Evidence

Student Evidence

 

 

Student Evidence

 

Writing conference on a Draft

Anecdotal record of conference

 

*Indicates Evidence collected

 

 

 

 

 

 

 

K-12 English / Language Arts

 

Performance Standard Speaking, Listening, Viewing E3b: The student participates in group meetings, in which the student:

 

 

Grade 3 Competency

 

Grade 4 Competency

 

Grade 5 Competency

 

 

 

 

 

 

REFER TO PRIMARY STANDARDS

displays appropriate turn-taking behaviors

actively solicits another person’s comment or opinion

offers own opinion forcefully without dominating

responds appropriately to comments and questions

volunteers contributions and responds when directly solicited by teacher or discussion leader

gives reasons in support of opinions expresses

clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions

 

displays appropriate turn-taking behaviors

actively solicits another person’s comment or opinion

offers own opinion forcefully without dominating

responds appropriately to comments and questions

volunteers contributions and responds when directly solicited by teacher or discussion leader

gives reasons in support of opinions expresses

clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions

employs a group decision-making technique such a s brainstorming or a problem-solving sequence (e.g. recognize problem, define problem, identify possible solutions, select optimal solution, implement solution, evaluate solution)

Student Evidence

Student Evidence

 

 

Student Evidence

 

Check List

Anecdotal records

Group or individual evaluation sheet

*Indicates Evidence collected

 

 

K-12 English / Language Arts

 

 

Performance Standard Speaking, Listening, Viewing E3c: The student prepares and delivers an individual presentation in which the student:

 

 

Grade 3 Competency

 

Grade 4 Competency

 

Grade 5 Competency

 

 

 

 

 

REFER TO PRIMARY STANDARDS

Shapes information to achieve a particular purpose and to appeal to the interest and background knowledge of audience members

Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials

Uses notes or other memory aids to structure the presentation

Develops several main points relating to a single thesis

Engages the audience with appropriate verbal cues and eye contact

Projects a sense of individuality and personality in selecting and organizing content, and in delivery

Shapes information to achieve a particular purpose and to appeal to the interest and background knowledge of audience members

Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials

Uses notes or other memory aids to structure the presentation

Develops several main points relating to a single thesis

Engages the audience with appropriate verbal cues and eye contact

Projects a sense of individuality and personality in selecting and organizing content, and in delivery

Student Evidence

Student Evidence

 

Presentation  graded by a rubric

Student Evidence

 

Presentation  graded by a rubric

 

*Indicates Evidence collected

 

 

 

K-12 English / Language Arts

 

 

Performance Standard Speaking, Listening, Viewing E3d: The student makes informed judgments about television, radio, and film productions that is, the student:

 

 

Grade 3 Competency

 

Grade 4 Competency

 

Grade 5 Competency

 

 

 

REFER TO PRIMARY STANDARDS

demonstrates an awareness of the presence of the media in the daily lives of most people

evaluates the role of the media in focusing attention and in forming opinion

judges the extent to which the media are a source of entertainment as well as a source of information

defines the role of advertising as part of media presentation

demonstrates an awareness of the presence of the media in the daily lives of most people

evaluates the role of the media in focusing attention and in forming opinion

judges the extent to which the media are a source of entertainment as well as a source of information

defines the role of advertising as part of media presentation

Student Evidence

Student Evidence

Student Evidence

 

Critique an Ad or Television show

 

*Indicates Evidence collected

 

 

 

 

 

 

 

12 English / Language Arts

 

 

Performance Standard Conventions, Grammar, and Usage of the English Language E4a : The student demonstrates an understanding of the rules of the English language in written and oral work, and selects the structures and features of language appropriate to the purpose, audience, and context of the work.

 

 

Grade 3 Competency

 

Grade 4 Competency

 

Grade 5 Competency

 

 

 

 

REFER TO PRIMARY STANDARDS

The student demonstrate control of

Grammar

Paragraph structure

Punctuation

Sentence construction

Spelling

Usage

 

The student demonstrate control of

Grammar

Paragraph structure

Punctuation

Sentence construction

Spelling

Usage

Student Evidence

Student Evidence

 

All written or oral work

Student Evidence

 

All written or oral work

 

*Indicates Evidence collected

 

 

 

 

 

 

 

12 English / Language Arts

 

 

Conventions, Grammar, and Usage of the English Language E4b Performance Standard: The student analyzes and subsequently revises work to clarify it or make it more effective in communicating the intended message or thought. The student’s revisions should be make in light of the purposes, audiences, and contests that apply to the work. 

 

 

Grade 3 Competency

 

Grade 4 Competency

 

Grade 5 Competency

 

 

 

REFER TO PRIMARY STANDARDS

 

Strategies for revising include

Adding or deleting details

Adding or deleting explanations clarifying difficult passages

Rearranging words, sentences, and paragraphs to improve or clarify meaning

Sharpening the focus

Reconsidering the organizational structure

 

Strategies for revising include

Adding or deleting details

Adding or deleting explanations clarifying difficult passages

Rearranging words, sentences, and paragraphs to improve or clarify meaning

Sharpening the focus

Reconsidering the organizational structure

Student Evidence

Student Evidence

 

All written or oral work

Student Evidence

 

All written or oral work

 

*Indicates Evidence collected

 

 

 

 

 

 

 

 

 

 

12 English / Language Arts

 

 

Conventions, Grammar, and Usage of the English Language E5b Performance Standard: The student Responds to non-fiction, fiction, poetry, and drama using interpretive, critical, and evaluative processes.

 

 

 

Grade 3 Competency

 

Grade 4 Competency

 

Grade 5 Competency

 

 

 

REFER TO PRIMARY STANDARDS

 

Identifies recurring themes across works;

Analyzes the impact of authors’ decisions regarding word choice and content;

Considers the differences among genres;

Evaluates literary merit;

Considers the function of point of view or persona;

Examines the reasons for a character’s actions, taking into account the situation and basic motivation of the character

Identifies stereotypical characters as opposed to fully developed characters;

Critiques the degree to which a plot is contrived or realistic;

Makes inferences and draws conclusions about contexts, events, characters, and settings.

 

identifies recurring themes across works

interprets the impact of authors’ decisions regarding word choice, content, and literary elements

identifies the characteristics of literary forms and genre

Analyzes the reasons for a character’s actions, taking into account the situation and basic motivation of the character

makes inferences and draws conclusions about fictional and non-fictional contexts, events, characters, settings, and themes

identifies stereotypical characters as opposed to fully developed characters

Identifies the effect of literary devices such as figurative language, allusion, diction, dialogue and description

Student Evidence

Student Evidence

 

 

Student Evidence

 

HAIKU

Short story

*Indicates Evidence collected

 

 

12 English / Language Arts

 

 

Conventions, Grammar, and Usage of the English Language E5b Performance Standard: The student produces work in at least one literary genre that follows the conventions of the genre.

 

 

 

Grade 3 Competency

 

Grade 4 Competency

 

Grade 5 Competency

 

 

 

 

 

 

REFER TO PRIMARY STANDARDS

 

 

 

 

 

 

 

 

 

 

identifies recurring themes across works

interprets the impact of authors’ decisions regarding word choice, content, and literary elements

identifies the characteristics of literary forms and genre

 

identifies recurring themes across works

interprets the impact of authors’ decisions regarding word choice, content, and literary elements

identifies the characteristics of literary forms and genre

Analyzes the reasons for a character’s actions, taking into account the situation and basic motivation of the character

makes inferences and draws conclusions about fictional and non-fictional contexts, events, characters, settings, and themes

identifies stereotypical characters as opposed to fully developed characters

Identifies the effect of literary devices such as figurative language, allusion, diction, dialogue and description

Student Evidence

Student Evidence

 

 

Student Evidence

 

HAIKU

Short story

*Indicates Evidence collected