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Wednesday, June 19th, 2013
Reading E1a Performance Standard:
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 4
Competency |
Grade 5
Competency |
Grade 6
Competency |
|
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 |
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
Interviews
Book
Reviews/Reports |
Student
Evidence
|
*Indicates Evidence
collected
K-12 English /
Language Arts
Reading E1b Performance
Standard: 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 4
Competency |
Grade 5
Competency |
Grade 6
Competency |
|
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 |
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
*Oral
Presentation
Book
Talk
Book
Report
|
Student
Evidence
Oral
Presentation
Book
Talk
Role,
Audience, Format, Topic (R.A.F.T.)
Book
Report
Create
Magazine |
Student
Evidence
|
*Indicates Evidence
collected
K-12 English /
Language Arts
Reading E1c Performance
Standard: The student reads and comprehends informational materials to develop
understanding and expertise and produces written or oral work that:
|
Grade 4
Competency |
Grade 5
Competency |
Grade 6
Competency |
|
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 |
Restates or
summarizes information
Relates new
information to prior knowledge and experience
Extends
ideas
Makes
connections to related topics or
information |
|
Student
Evidence
*Written or
Oral Summary
KWL |
Student
Evidence
*Written or
Oral Summary
Debate
Venn Diagram
(Strategy Project oriented)
KWL |
Student
Evidence
|
*Indicates Evidence
collected
K-12 English /
Language Arts
Reading E1d Performance
Standard: 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 4
Competency |
Grade 5
Competency |
Grade 6
Competency |
|
THIS IS A
DIFFERENT STANDARD AT THE ELEMENTARY LEVEL |
identifies the
social context of the document
identifies the
author’s purpose and stance
|
identifies the
social context of the document
identifies the
author’s purpose and stance |
|
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 |
Student
Evidence
|
*Indicates Evidence
collected
K-12 English /
Language Arts
Reading E1d (Elementary) Performance Standard: 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 4
Competency |
Grade 5
Competency |
Grade 6
Competency |
|
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. |
THIS STANDARD
CHANGES FOR GRADE 5…SEE NEXT PAGE |
THIS STANDARD
CHANGES FOR GRADE 6 …SEE NEXT PAGE |
|
Student
Evidence |
Student
Evidence
|
Student
Evidence
|
*Indicates Evidence
collected
|
Reading E1d (Middle
School) Performance Standard: 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/oral work that does one or more of the
following:
|
Grade 4
Competency |
Grade 5
Competency |
Grade 6
Competency |
|
|
Identifies the
social context of the document;
Identifies the
author’s purpose and stance
|
Identifies the
social context of the document;
Identifies the
author’s purpose and stance |
|
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 |
Student
Evidence
|
*Indicates Evidence
collected
12 English /
Language Arts
Reading E1e Performance
Standard: The student demonstrates
familiarity with a variety of functional documents (i.e., documents that exist in order to
get things done) and produces written or oral work that does one or more of the
following:
|
Grade 4
Competency |
Grade 5
Competency |
Grade 6
Competency |
|
|
identifies the
purpose of the document
identifies the
sequence of activities needed to carry out a
procedure
|
Identifies the
institutional context of the document
Identifies the
sequence of activities needed to carry out a procedure
Analyzes or
uses the formatting techniques used to make a document
user-friendly |
|
Student
Evidence |
Student
Evidence
|
Student
Evidence
|
*Indicates Evidence
collected
K-12 English /
Language Arts
Writing E2a
Performance Standard: The student produces a report
|
Grade 4
Competency |
Grade 5
Competency |
Grade 6
Competency |
|
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 an
appropriate strategy to convey the message such as fact/detail and
compare/contrast include works cited (bibliography) with at least 1
resource (e.g., internet, periodical, books, encyclopedia,
interviews)
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 an
appropriate strategy to convey the message such as fact/detail and
compare/contrast 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
*Report
produced as part of studies in a subject area such as science, social
studies or math
|
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
Writing E2b
Performance Standard: The student produces a response to literature
that:
|
Grade 4
Competency |
Grade 5
Competency |
Grade 6
Competency |
|
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
States a
judgment that is interpretive and evaluative
Supports a
judgment through references to the text
Demonstrates
an understanding of the literary work
Anticipates
and answers a reader’s questions
Provides a
sense of closure to the writing |
Engages the
reader through establishing a context, creating a persona, and otherwise
developing reader interest
States a
judgment that is interpretive and evaluative
Supports a
judgment through references to the text
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
Write an
essay
Literary
Response
Write a book
review
Compare a
piece of literature with its’ media presentation
|
Student
Evidence
|
*Indicates Evidence
collected
K-12 English /
Language Arts
Writing E2c Performance Standard: The student
produces a narrative account (fictional/autobiographical)
that:
|
Grade 4
Competency |
Grade 5
Competency |
Grade 6
Competency |
|
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 |
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
*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
) |
Student
Evidence
|
*Indicates Evidence
collected
|
Writing E2d Performance Standard: The student
produces a narrative procedure that:
|
Grade 4
Competency |
Grade 5
Competency |
Grade 6
Competency |
|
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 |
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
Explain a math
problem
Explain a
science experiment
Write a set of
instructions |
Student
Evidence
|
*Indicates Evidence
collected
K-12 English /
Language Arts
Writing E2e Performance Standard: The students
produces a persuasive essay that:
|
Grade 4
Competency |
Grade 5
Competency |
Grade 6
Competency |
|
|
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
supports
arguments with detailed evidence, citing sources of information as
appropriate
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 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
supports
arguments with detailed evidence, citing sources of information as
appropriate
provides a
sense of closure to the writing |
|
Student
Evidence
|
Student
Evidence
*Write a persuasive
essay |
Student
Evidence
|
*Indicates Evidence
collected
K-12 English /
Language Arts
Speaking, Listening,
Viewing E3a Performance
Standard: The student participates in one-to-one conferences with a teacher,
paraprofessional, or adult volunteer, in which the student:
|
Grade 4
Competency |
Grade 5
Competency |
Grade 6
Competency |
|
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 |
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
Writing
conference on a Draft
Anecdotal
record of conference |
Student
Evidence
|
*Indicates Evidence
collected
K-12 English /
Language Arts
Speaking, Listening,
Viewing E3b Performance
Standard: The student participates in group meetings, in which the
student:
|
Grade 4
Competency |
Grade 5
Competency |
Grade 6
Competency |
|
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) |
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
Check
List
Anecdotal
records
Group or
individual evaluation sheet |
Student
Evidence
|
*Indicates Evidence
collected
K-12 English /
Language Arts
Speaking, Listening,
Viewing E3c Performance
Standard: The student prepares and delivers an individual presentation in which
the student:
|
Grade 4
Competency |
Grade 5
Competency |
Grade 6
Competency |
|
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
|
*Indicates Evidence
collected
K-12 English /
Language Arts
Speaking, Listening,
Viewing E3d Performance
Standard: The student makes informed judgments about television, radio, and film
productions that is, the student:
|
Grade 4
Competency |
Grade 5
Competency |
Grade 6
Competency |
|
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 |
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
Critique an Ad
or Television show |
Student
Evidence
|
*Indicates
Evidence collected
|
Conventions,
Grammar, and Usage of the English Language E4a Performance Standard: 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 4
Competency |
Grade 5
Competency |
Grade 6
Competency |
|
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 |
The student
demonstrate control of
Grammar
Paragraph
structure
Punctuation
Sentence
construction
Spelling
Usage |
|
Student
Evidence
All written or
oral work |
Student
Evidence
All written or
oral work |
Student
Evidence
|
*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 4
Competency |
Grade 5
Competency |
Grade 6
Competency |
|
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 |
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
All written or
oral work |
Student
Evidence
All written or
oral work |
Student
Evidence
|
*Indicates Evidence
collected
K-12 English /
Language Arts
Literature E5a Performance Standard: The student
Responds to non-fiction, fiction, poetry, and drama using interpretive,
critical, and evaluative processes.
|
Grade 4
Competency |
Grade 5
Competency |
Grade 6
Competency |
|
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 |
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
HAIKU
Short
story |
Student
Evidence
|
*Indicates Evidence
collected
12 English /
Language Arts
Performance
Standard: The student produces work in at least one literary genre that follows
the conventions of the genre.
Literature E5b
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Grade 4
Competency |
Grade 5
Competency |
Grade 6
Competency |
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Student
Evidence |
Student
Evidence
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Student
Evidence
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*Indicates Evidence
collected
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