Grading Benchmarks FIRST GRADE. Trimester st Student has achieved reading success at. Trimester st In above grade-level books, the

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1 READING 1.) Reads at grade level. 1 st Student has achieved reading success at Level 14-H or above. Student has achieved reading success at Level 10-F or 12-G. Student has achieved reading success at Level 4-D or 6-E. Student has achieved reading success at Level 3-C or below. 2 nd Student has achieved reading success at Level 20-K or above. Student has achieved reading success at Level 14-H or 16-I or 18-J. Student has achieved reading success at Level 10-F or 12-G. Student has achieved reading success at Level 6-E or below. 3 rd Student has achieved reading success at Level 24-L and above. Student has achieved reading success at Level 16-I or 18-J or 20-K. Student has achieved reading success at Level 14-H. Student has achieved reading success at Level 12-G or below. Reading level as indicated on the Teachers College Reading Level Benchmarks and the Developmental Reading Assessment 2 2.) Uses a variety of print strategies to decode text (pictures, context, and phonics) 1st In above grade-level books, the student consistently identifies and decodes using a variety of print strategies. Student uses beginning and ending letters/sounds. Student consistently checks to make sure reading makes sense by rereading and cross checking with other sources of information. Student uses internal parts of words along with word chunks (onsets and rimes). Student consistently notices errors and automatically applies a strategy. Student automatically recognizes many high frequency words. In grade-level books, the student identifies and decodes using a few print strategies. Student uses beginning sounds of words. Student checks to make sure reading makes sense. Student uses some internal parts of words with beginning and ending sounds. Student consistently notices errors and cross-checks with some unused sources of information. Student is beginning to build a large number of high frequency words that are identified automatically. In books close to grade-level, the student inconsistently uses print strategies to decode unknown words. Student occasionally will reread when meaning is severely disrupted. Student occasionally uses parts of words such as beginning and ending letters to predict an unknown word. Student sometimes notices errors and cross-checks with unused information such as pictures, illustrations, letters and words. Student occasionally reads high-frequency words automatically. In below grade-level, the student rarely uses print strategies to decode unknown text. Student often reads on when making a mistake, unaware that the text is not making sense. Student is rarely able to demonstrate the ability to use the first letter to predict a word that fits the illustration and the matching letter sound. One to one, voice print matching is inconsistent. Student is rarely able to read high-frequency words automatically. 1

2 2 nd In above grade level books, the student consistently identifies and uses a variety of print strategies to decode words. Efficiently monitors and cross checks sources of information and self-corrects at the point of error. Reads with greater fluency, phrasing, and expression. Quick and automatic recognition of above grade level high frequency words. Decodes multi- and polysyllabic words with inflectional endings, plurals, contractions and possessives. Fluency includes expression and intonation and attention to punctuation. In grade level books, the student uses a variety of print strategies to decode words. Consistently notices errors and cross checks with unused sources of information (word endings, structure, and grammar) at the point of error or close to it. Reads increasingly more difficult words by word parts (scr+ubb+ing) Uses parts of known words to read unknown words. Uses internal parts of words, moving eyes across the word, letter by part. Recognizes and correctly reads words with blends and digraphs blending them into other word chunks. Reads with more fluency, phrasing and expression. Automatic recognition of most grade level high frequency words. In books close to grade level benchmark, the student uses some print strategies to decode words. Uses most letters in a word moving toward the final letter, along with using meaning and word order as additional sources of information. Beginning to read increasingly more difficult words. Integrates sources of information: making sure it makes sense, sounds right and looks right. Is beginning to read with more fluency and phrasing on repeated readings. Is able to recognize some early high frequency words automatically. In below grade level books, the student inconsistently uses print strategies to decode text.. Student requires additional prompting, guidance and support to apply strategies. Attends to the beginning letter and progresses to using the final letter Makes a return sweep on more than one line of print and across pages. 2

3 3 rd In above grade level books, the student efficiently and effectively uses a variety of print strategies to decode text. Envisions the story and stops to reread when confused. Makes insightful predictions that go beyond the text and picture clues. Shifted from the need for phonics/visual analysis to a greater need for comprehension and meaning analysis. Reads and comprehends longer more complex words, vocabulary and text. Can tell what a word means even if it is not pronounced correctly by using context clues. Quickly and automatically self corrects at the point of the error. Reads with fluency, prosody, expression and intonation, noting in particular how internal punctuation controls the pacing and tempo of the story. In grade level books, the student consistently uses a variety of print strategies to decode text. Envisions the story and stops to reread when the picture gets blurry. Makes reasonable predictions that go beyond the text and picture clues. Reads and comprehends longer more complex sentences. Reads and decodes multi-syllabic words with inflectional endings, suffixes, prefixes, plurals, contractions, and possessives. Reads with fluency, prosody, and intonation. Reads a high number of high frequency words quickly and accurately. In books close to grade level benchmark, the student uses some print strategies to decode text with increasing independence. Strategy use is beginning to be more consistent and spontaneous. Reading increasingly more difficulty words. Using parts from known words to read unknown words. Monitoring, cross checking sources of information and self-correcting at the point of error. Reads with more fluency and phrasing on repeated readings of the same text. Quick and automatic recognition of grade level high frequency words. Fluency is beginning to include expression, intonation and attention to punctuation. In below grade level text, the student inconsistently applies print strategies to decode text. Beginning to monitor, crosscheck sources of information and self-correct at the point of error. Some rereading or skipping may be occurring, usually with rereading. Beginning to use internal parts of words, moving eyes across the word, letter by part. Beginning to use consonant blends and digraphs plus the next vowel chunk. Rereads for clarity and meaning. Notices when the story doesn t make sense, using context to figure out unfamiliar words. Beginning to quickly read high frequency words. Fluent with repeated readings. 3

4 3.) Recognizes sight words. 1 st Student recognizes 130 or more sight words on Word Identification Assessment. 2 nd Student recognizes 180 or more sight words on Word Identification Assessment. 3 rd Student recognizes 220 or more sight words on Word Identification Assessment. Student recognizes 125 sight words on Word Identification Assessment. Student recognizes 150 sight words on Word Identification Assessment. Student recognizes 190 sight words on Word Identification Assessment. Student recognizes at least 100 sight words on Word Identification Assessment. Student recognizes at least 130 sight words on Word Identification Assessment. Student recognizes at least 175 sight words on Word Identification Assessment. Student recognizes 50 or fewer sight words on Word Identification Assessment. Student recognizes 108 or fewer sight words on Word Identification Assessment. Student recognizes 150 or fewer sight words on Word Identification Assessment. 4.) Reads with comprehension. Demonstrates successful understanding of the text through retelling, summarizing, and interpreting the main idea. 1 st Student has achieved reading at level 12-G or above. Student has achieved reading at level 6-8/E or 10-F. Student has achieved reading at level 3-C or 4-D. Student has achieved reading at level 2-B or below. Quickly and automatically recognizes many high frequency Is beginning to be able to analyze story content and make inferences. Can identify some high frequency words. Can identify a few high frequency words. words. Can determine if a part of the story is Makes some inferences about With prompting and support Is able to keep the accumulated a big event or a little detail. story happenings when can describe familiar stories story events (or content) in Is able to make inferences using possible also makes or parts of stories. mind. information in the story or picture to reasonable predictions. Can participate in oral Can process more complex support a prediction. Can generally describe major retellings or shared texts. vocabulary and literary structures including non-fiction. Able to use some story language when describing a story or text characters and events with prompting. Can name a favorite book and tell something about it. Can make inferences about subtle events in a story that are including specific vocabulary and character names. Can identify the main topic of a non-fiction text with Can ask and answer questions about a text with not directly stated. Can ask and answer questions about prompting. guidance and support. Can ask and answer questions stories and text read providing some Can sequence a story. using specific details from the text. specific details. Can and answer questions about stories and text read. 4

5 2 nd Student has achieved reading at level 18-J or above. Student has achieved reading at level 14- H or 16-I. Student has achieved reading at level 10-F or 12-G. Student has achieved reading at level 6-8E or below. Envisions the story and stops to reread when the picture gets blurry. Makes reasonable predictions that go beyond the text and picture clues. Communicates understanding of the text referring back to the text for explicit support. Makes clear mental images and connections to their own experiences in life or to other books and multi-media. Shifts from the need for visual analysis to a greater need for comprehension and analysis. Reads and decodes multi-syllabic words with prefixes, suffixes and inflectional endings. Notices that a character s feeling can change over the story, but the character traits remain the consistent. Envisions the story to compensate for low picture support. Stops and self corrects at the point of error. Processes more complex vocabulary and literary structures including non-fiction. Can tell what a word means even if it is not pronounced correctly. Can make inferences about subtle events in a story that are not directly stated. Can identify the central message, lesson or main of idea of text read. Reads with fluency, expression, intonation and attendance to punctuation. Can ask and answer text dependent questions providing s text based support. Reads and understands increasing more difficult words using phonics and context. Quick and automatic recognition of many high frequency words. Can determine if a part of the story is a big event or little detail. Can make inferences using information in the story or pictures Can identify the central message or lesson in a simple story. Understands different types of texts and genres and the type of information you find in them. Is able to ask and answer questions about text read giving specific details. Is beginning to use context to figure out unknown words. Can follow a character through the story making predictions on what might happen. Can identify more high frequency words. Is beginning to understand the central message or lesson of familiar books. Can identify fiction and nonfiction books, understanding the difference. Beginning to identify lessons learned by the character. Is able to ask and answer questions about text read. Can keep track of multiple characters and multiple conversations. Reader pays attention to what characters do, say and think to get a full understanding of the character. Makes inferences by showing parts of the story that support thinking and ideas. Can identify the central message, lesson or main idea in and across texts. Can ask and answer text dependent questions providing specific text based support. 5

6 3 rd Student has achieved reading at level 20-K or above. Student can keep track of multiple characters that are introduced in a story and describe how they interact and change over the story. Student can describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Student can demonstrate understanding of lessons, central messages and morals presented in stories providing details to support conclusions. Student can compare and contrast multiple stories or similar topics using specific text details to support conclusions. Since illustrations are fairly nonexistent or close in proximity to what is being read, student is able to accumulate text details, envisioning the events with clarity. Reader can hold onto the problem for longer periods of time adjusting and confirming predictions. Student is able to handle more complex text. Tricky words increase dramatically, there are more multisyllabic words with irregular vowel and spelling patterns and more technical vocabulary. Can ask and answer questions providing specific text dependent information and key details. Student has achieved reading at level 16-I or 18-J. Student describes characters, setting and major events in a story, using key details. Student can demonstrate understanding of central messages or lessons presented in stories. Student can identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Can compare and contrast adventures, experiences and topics of characters and or concepts within and across books. Envisions the story and stops to reread when the picture gets blurry. Makes reasonable predictions that go beyond the text and picture clues. Communicates understanding of the text referring back to the text for explicit support. Makes clear mental images and connections to their own experiences in life or to other books and multi-media. Student can explain major differences between books that tell stories and books that give information. Reads and decodes multi-syllabic words with prefixes, suffixes and inflectional endings. Notices that a character s feeling can change over the story, but the character traits remain the consistent. Makes inferences by showing parts of the story that support thinking and ideas. Student has achieved reading at level 14-H. Envisions the story to compensate for low picture support. With prompting and support, identify characters, setting, and major events. With prompting and support can ask and answer questions about unknown words. With prompting and support can compare and contrast adventures and experiences of character. Stops and self corrects at the point of error. Processes more complex vocabulary and literary structures including non-fiction. Can tell what a word means even if it is not pronounced correctly. Can make inferences about subtle events in a story that are not directly stated. Student can recognize common types of text (fiction, nonfiction, poetry, folktales, fairytales) With support can demonstrate understanding of the central idea, message or lesson in a text. With support can describe characters, settings, and major events in a story using key details. Can ask and answer simple questions about key details in a story or text. Can ask and answer questions providing key details. Reading level as indicated on the Teachers College Reading Level Benchmarks Student has achieved reading at level 12-G or below. Reads and understands increasing more difficult words. Quick and automatic recognition of many high frequency words. Can determine if a part of the story is a big event or little detail. Can make inferences using information in the story or pictures With prompting and guidance, student is able to recognize common types of text. Student can ask and answer question providing some text support. With prompting and support is able to ask and answer questions providing specific text dependent support. 6

7 5.) Reads with fluency (accuracy, expression, phrasing and rate) Demonstrates the ability to read accurately at an appropriate pace with expression. ALL In above-grade-level texts: Student demonstrates fluent reading of above-level text. Reading is fluid and accurate. Student attends to and uses phrasing to read longer and more complex sentences. Student attends to internal and ending punctuation. Expression supports understanding. Uses context to confirm or selfcorrect word recognition. Reads high frequency words quickly and accurately Efficiently shifts from the need for visual analysis of a word to a greater need for comprehension and analysis through text structure and story elements. Consistently reads with fluency, expression, intonation and attendance to punctuation. Readers use punctuation to help read with fluency and comprehension, adjusting rate and intonation to adjust to the subtle changes in meaning. Knows and applies grade level phonics and word analysis skills in decoding unknown words. In grade-level texts: Student demonstrates smooth, expressive fluent reading. Student reads unknown words accurately applying grade-level phonics skills. Student uses appropriate phrasing to read longer sentences. Student attends to most internal and all ending punctuation using it to adjust pacing. Expression is matched to text. Uses context to confirm or selfcorrect word recognition. Reads a high number of high frequency words quickly and accurately. Shifts from the need for visual analysis of a word to a greater need for comprehension and analysis through text structure and story elements. Reads with fluency, expression, intonation and attendance to punctuation. Knows and applies grade level phonics and word analysis skills in decoding unknown words. In below-grade-level texts: Student is somewhat fluent. Student reads either very slowly or very quickly. Reading and phrasing sounds choppy some of the time. Student attends to some internal and most ending punctuation. Student uses very little or no expression matched to meaning. Student mispronunciations go uncorrected most of the time. Student inserts or deletes words for unknown words. With successive reading on familiar books the student is able to read with fluency and expression. Student ineffectively or inaccurately applies grade level phonics and word analysis skills in decoding unknown words. In below-grade-level texts: Reading of leveled text is very choppy and slow. Student rereads text too frequently, slowing down the reading process. Student does not attend to internal punctuation and very little attention to ending punctuation. Student still relies on using a finger to track text. Expression is monotone. Student is unable to use context and/or grade level phonics to effectively decode unknown words. 7

8 6.) Demonstrates stamina during independent reading. Grading Benchmarks FIRST GRADE 1 st Student consistently sustains attention during independent reading for 20 or more minutes. 2 nd Student consistently sustains attention during independent reading for 25 or more minutes. 3 rd Student consistently sustains attention during independent reading for 30 or more minutes. Student consistently sustains attention during independent reading for 15 minutes. Student consistently sustains attention during independent reading for 25 minutes Student sustains attention during independent reading for 30 minutes. Student is approaching reading stamina of 10 minutes. Student is approaching reading stamina for 20 minutes. Student is approaching reading stamina of 30 minutes. Student is unable or rarely able to sustain attention for 5 minutes. Student is unable or rarely able to sustain attention for 15 minutes. Student is unable or rarely able to sustain attention for 20 minutes. 7.) Retells a story or text with accuracy. 1 st Can retell and summarize using the title, main character and main events. Can retell in logical sequence. Retells all the big events (important information) relating all the parts together. 2 nd Student is able to retell a story providing specific text based details. Student is able to describe characters identifying their traits. Student uses a variety of transitional words to retell fiction and nonfiction text. Retelling are accurate and fully supported with text evidence. Can ask and answer questions providing explicit text details. Can retell and summarize using the title and look backs to help think about what happened in the story. Can retell and summarize keeping the story events in order. Retells the story beginning, middle and end adding specific details, and transition words. Retells all the big events (important information) relating all the parts together. Can ask and answer questions providing specific details from text. Can retell pattern books, familiar and old favorites. Retells story keeping story events in order. Can give information learned from a non-fiction text. Can ask and answer questions about fiction and non-fiction texts providing some text details. Can usually retell and summarize using the title and look backs. Can usually retell and summarize keeping the story events in order to analyze story content and make inferences. Can sometimes ask and answer questions about text read provided with support with look backs. Uses transition words while summarizing and retelling text. Able to identify the main idea and retell some specific details from text. Uses the cover (title, illustrations, a look at some of the pictures in the book) to get ready to read and retell. Can retell with prompting. When prompted and/or supported can identify major story character(s) and at least one detail. Can build on a retelling when supported. Can retell stories briefly. Beginning to use some literary language while retelling. Beginning to use transition words while retelling (first, then, next...) 8

9 3 rd Reads and retells from more complex books with some in a series on the same topic or character. Retellings and summaries are rich with supportive details and direct quotes from the text. Student can retell stories and determine their central message, lesson or moral. Student retells noting how a character has changed across the story. Student retells noting how other characters influence the main character. Student uses a variety of more complex transitional and time order words to retell. Complex ideas and topics are understood and retold with paraphrasing. Reader retells stories including major story events, main ideas and key details Reader can demonstrate understanding of the central message or lesson. Uses a variety of appropriate transitional words to effectively retell a story or main idea. Can keep track of multiple characters and multiple conversations. Able to compare and contrast characters and topics, retelling information and events with specific text dependent details and vocabulary. Retells the story beginning, middle and end adding specific details. Uses transitional words appropriately during retelling. Retells all the big events (important information) relating all the parts together. With support, can compare and contrast multiple stories and topics, retelling major events, and key details. Can retell and summarize using the title and look backs to help think about what happened in the story. Can retell and summarize keeping the story events in order to analyze story content and make inferences. May need a graphic organizer for support. With prompting and support uses transitional words to retell text is a logical order. 9

10 WRITING 1.) Demonstrates the ability to produce effective well-grounded writing for a range of purposes and audiences. 1 st Student generates ideas and sequences events for writing from experiences, imagination or stories read together on a variety of topics, opinions or events. writes to tell a story or text related to the units of study. Student consistently writes in complete sentences. 2 nd Student generates interesting ideas for writing from experience, imagination, and stories read. writes a story with details about the narrowed topic as taught in units of study. Student consistently understands that every sentence must be about something (subject) and tells something (predicate) about its subject. Sketches are vivid with clear labeling to support the main text. Student stretches ideas and writing across 3 or more pages. Student consistently forms all letters and numerals correctly. Student generates some ideas and sequences events for writing from experiences, imagination or stories read together on a variety of topics, opinions or events. writes a few ideas, as taught in units of study. Student stretches ideas from words to complete sentences. Student generates ideas for writing from experience, imagination, or stories read together. writes some ideas, as taught in units of study. Student understands that every sentence must be about something (subject) and tells something (predicate) about its subject. Student s sketches enhance the story with specific detail and labeling. Student stretches ideas and writing across at least 3 pages. Student forms letters and numerals correctly. Student generates a few ideas and sequences events for writing from experiences, imagination or stories read together on a variety of topics, opinions or events. writes a few ideas, as taught in units of study. Student rarely stretches ideas from words to complete sentences. Student generates some ideas from experience or imagination writes a few ideas, as taught in units of study. Student rarely writes in complete sentences. Student adds more detail to sketches along with specific labels. Student beginning to stretch ideas and writing across at least 3 pages. Student has many letters and numerals that are not formed correctly. Student has difficulty generating ideas and sequencing events for writing from experiences, imagination or stories read together on a variety of topics, opinions or events. Student thinks, sketches, or writes a few unrelated ideas, as taught in units of study. Student writes in mostly phonetically spelled letter strings. Student generates a few ideas from experience or imagination. writes a few ideas, as taught in units of study, with support and guidance Student s writing is mostly random strings of letters with some words. Student is beginning to add more detail to sketches with labeling. Student needs support to stretch ideas out across pages. Letters and numerals are often formed incorrectly or difficult to read. 10

11 3 rd Student generates interesting ideas for writing from experience, imagination, and stories or text. Student thinks, sketches and writes with many vivid ideas and details, as taught in units of study. Student consistently writes with appropriate spacing of letters and between words. Student consistently produces neat and legible work. Student generates ideas for writing from experience, imagination and stories or text read. writes to add ideas and details, as taught in units of study. Student spaces letters correctly and writes with appropriate spacing between words. Student produces neat and legible work. Student generates some ideas for writing from experience, imagination and stories or text read. Student thinks, sketches and writes some ideas, as taught in units of study. May require additional prompting and guidance. Student occasionally spaces letters correctly and writes with appropriate spacing between words. Student occasionally produces neat and legible work. Student generates a few ideas for writing from experience, imagination and stories or text read. writes a few ideas, as taught in units of study. Requires support and guidance. Student does not space letters correctly or write with appropriate spacing between words. Student does not produce neat and legible work. 2.) Sequences ideas into a story or topic. ALL Student introduces a story or topic in such a way that makes the reader interested. Student has a clear and interesting beginning, middle and end to the piece. Conclusion provides an interesting and clear sense of closure. Student provides ample connected details to support ideas. Student uses a variety of temporal words to signal event order. Student has an introduction that states a reason, topic or hooks the reader. Student has a beginning, middle and end to the piece. Ideas are presented logically and sequentially. Conclusion has a clear sense of closure. Student provides details to support ideas. Student uses temporal words to signal event order. Student has a vague introduction. Student may have either a beginning, middle or end to the piece. Some ideas may be sequential. Student may include a conclusion to pieces, often the story just ends with a last page. Student writing has few details. Student has few temporal words to signal event order. Student does not have an introduction. Student s piece seems random lacking beginning, middle and/or end. Few ideas are presented and tend to be in random order. Student writing does not have a conclusion. Student writing is sparse, with little to no details. Student does not use temporal words to signal event order, or requires support to do so. 11

12 3.) Applies grade level conventions for grammar, usage, capitalization and punctuation. ALL Student consistently uses end punctuation for sentences. Student consistently uses commas in dates and to separate single words and series. Student correctly prints all upper and lowercase letters. Upper and lowercase letters are consistently used appropriately. Student consistently capitalizes names, places, dates, the beginning of sentences, and the pronoun I. Consistently writes in complete simple and compound sentences. Consistently uses a variety of sentences declarative, interrogative, imperative, and exclamatory. Student consistently applies above-grade level grammar/usage including: I voice when using personal narrative. Action words. Match nouns and verbs (they hop; Bob hops) Describing words. Frequently occurring conjunctions (and, but, so, because) Frequently occurring prepositions. Student uses end punctuation for sentences. Student uses commas in dates and to separate single words and series. Student prints all upper and lowercase letters. Upper and lower case letters are used appropriately. Student capitalizes names, places, dates, the beginning of sentences, and the pronoun I. Writes in complete simple and compound sentences. Student consistently applies grade level grammar/usage including: Uses a variety of sentences declarative, interrogative, imperative, and exclamatory. I voice when using personal narrative. Action words. Match nouns and verbs (they hop; Bob hops) Describing words. Frequently occurring conjunctions (and, but, so, because) Frequently occurring prepositions. Student inconsistently uses end punctuation for sentences. Student inconsistently uses commas in dates and to separate single words and series. Student prints most upper and lower case letters. Student mixes upper and lowercase letters inappropriately. Student inconsistently capitalizes names, places, dates, the beginning of sentences, and the pronoun I. Inconsistently writes in complete and compound sentences. Inconsistently uses a variety of sentences declarative, interrogative, imperative, and exclamatory. Student inconsistently applies grade level grammar/usage including: I voice when using personal narrative. Action words. Match nouns and verbs (they hop; Bob hops) Describing words. Frequently occurring conjunctions (and, but, so, because) Frequently occurring prepositions. Student rarely uses end punctuation for sentences. Student does not use commas. Student prints some upper and lowercase letters. Student consistently mixes upper and lower case letters inappropriately. Student rarely capitalizes names, places, dates the beginning of sentence, and the pronoun I. Rarely writes in complete and compound sentences. Rarely uses a variety of sentences declarative, interrogative, imperative, and exclamatory. Student rarely applies grade level grammar/usage including: I voice when using personal narrative. Action words. Match nouns and verbs (they hop; Bob hops) Describing words. Frequently occurring conjunctions (and, but, so, because) Frequently occurring prepositions. 12

13 4.) Demonstrates stamina during independent writing. Grading Benchmarks FIRST GRADE 1 st Student consistently writes for more than 10 minutes. 2 nd Student consistently writes for more than 15 minutes. 3 rd Student consistently writes for more than 20 minutes. 5.) Learns and applies spelling patterns. Student consistently writes for 10 minutes. Student consistently writes for 15 minutes. Student consistently writes for 20 minutes. Student is approaching writing stamina of 10 minutes. Student is approaching writing stamina of 15 minutes. Student is approaching writing stamina of 20 minutes. Student is unable or rarely able to write for 10 minutes. Student is unable or rarely able to write for 15 minutes. Student is unable or rarely able to write for 20 minutes. ALL Student consistently uses conventional spelling for words with common spelling patterns Student consistently uses conventional spelling for frequently occurring irregular words. Student consistently spells gradelevel high frequency words correctly. Student consistently uses phonetic spelling for untaught words, drawing on phonetic awareness and spelling conventions. Student consistently uses the word wall as a resource to improve spelling. Student consistently uses resources to spell domain-specific and otherwise technical words. Student uses conventional spelling for words with common spelling patterns. Student uses conventional spelling for frequently occurring irregular words. Student spells grade-level high frequency words correctly. Student uses phonetic spelling for untaught words, drawing on phonetic awareness and spelling conventions. Student uses the word wall as a resource to improve spelling. Student uses resources to spell domain-specific and otherwise technical words. Student can reread his or her own writing. Student inconsistently uses conventional spelling for words with common spelling patterns. Student inconsistently uses conventional spelling for frequently occurring irregular words. Student spells some grade-level high frequency words correctly. Student rarely uses phonetic spelling for untaught words. Student inconsistently uses the word wall as a resource to improve spelling. Student rarely uses resources to spell domain-specific and otherwise technical words. Student sometimes has difficulty rereading his or her own writing. Student rarely uses conventional spelling for words with common spelling patterns. Student rarely uses conventional spelling for frequently occurring irregular words. Student spells a few gradelevel high frequency words correctly. Student does not use phonetic spelling for untaught words. Student rarely uses the word wall as a resource to improve spelling. Student does not use resources to spell domainspecific and otherwise technical words. Student can easily reread his or her own writing. Student has difficulty rereading his or her own writing. 13

14 6.) Shows evidence of revision. ALL With guidance and support, student is consistently able to focus on a topic, and positively respond to questions and suggestions to add details to strengthen writing. With guidance and support, student is consistently able to use a variety of digital tools to produce and publish writing. Student is able to consistently present written work that shows evidence of editing and revision to both enhance and elaborate on the topic. Student is consistently able to demonstrate editing and revision strategies which improve word choice, sentence structure, addition of details and improved capitalization and punctuation, as taught in units of study. With guidance and support, student is able to focus on a topic, and respond to questions and suggestions to add details to strengthen writing. With guidance and support, student is able to use a variety of digital tools to produce and publish writing. Student is able to present written work that shows evidence of editing and revision to both enhance and elaborate on the topic. Student is able to demonstrate editing and revision strategies which improve word choice, sentence structure, addition of details and improved capitalization and punctuation, as taught in units of study. With guidance and support, student demonstrates difficulty focusing on a topic, and responding to questions and suggestions to add details to strengthen writing. With guidance and support, student demonstrates difficulty using a variety of digital tools to produce and publish writing. Student is rarely able to present written work that shows evidence of editing and revision to either enhance or elaborate on the topic. Student is rarely able to demonstrate editing and revision strategies which improve word choice, sentence structure, addition of details and improved capitalization and punctuation, as taught in units of study. Even with guidance and support, the student is unable able to focus on a topic, and respond to questions and suggestions to add details to strengthen writing. Even with guidance and support, the student is unable to use a variety of digital tools to produce and publish writing. Student is unable to present written work that shows evidence of editing and/or revision to either enhance or elaborate on the topic. Student is unable or unwilling to demonstrate editing and revision strategies to improve word choice, sentence structure, increased details and improved capitalization and punctuation, as taught in units of study. 14

15 SPEAKING AND LISTENING 1.) Demonstrates listening skills for information and understanding. ALL Student has achieved grade-level expectations. Student clearly and concisely restates or paraphrases key elements and details Student correctly answers questions about information presented in a variety formats. Student is able to demonstrate understanding in a variety of ways. Student is able to c consistently add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Student has achieved grade-level expectations. Student consistently responds to comments of others through multiple exchanges. Student restates or paraphrases key elements and details. Student answers questions about information presented in a variety of formats. Student is able to demonstrate understanding in a variety of ways. Student is able to add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Student is approaching grade-level expectations. Student responds to comments of others through multiple exchanges. Student restates or paraphrases key elements and details, sometimes demonstrating unclear thinking or confusion. Student has difficulty answering questions about information presented in a variety of formats. Student has difficulty demonstrating understanding in a variety of ways. Student is occasionally able to add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Student has not met grade-level expectations. Student rarely responds to comments of others Student has difficulty restating or paraphrasing key elements and details, often demonstrating unclear thinking or confusion. Student demonstrates significant difficulty answering questions about information presented in a variety of formats. Student has significant difficulty demonstrating understanding in a variety of ways. Student rarely adds drawings or other visual displays to descriptions to clarify ideas, thoughts, and feelings. 15

16 2.) Asks and answers questions to gain and provide information. ALL Student has achieved grade-level expectations. Student is able to consistently and concisely ask questions to clear up any confusions about the topics or texts under discussion. Student is able to consistently and concisely ask and answer questions about key details in a text read aloud or information presented orally or through other media. Student is able to consistently and concisely ask and answer questions about what a speaker says in order to gather additional information or clarify something. Student can consistently and concisely describe, people, places, things and events with relevant details, expressing ideas and feeling clearly. Student consistently speaks audibly expressing thoughts, feelings and ideas clearly. Student has achieved grade-level expectations. Student is able to ask questions to clear up any confusions about the topics or texts under discussion. Student is able to ask and answer questions about key details in a text read aloud or information presented orally or through other media. Student is able to ask and answer questions about what a speaker says in order to gather additional information or clarify something. Student can describe, people, places, things and events with relevant details, expressing ideas and feeling clearly. Student speaks audibly expressing thoughts, feelings and ideas clearly. Student is close to achieving grade-level expectations. Student inconsistently asks questions to clear up any confusions about the topics or texts under discussion. Student inconsistently asks and answers questions about key details in a text read aloud or information presented orally or through other media. Student consistently asks and answers questions about what a speaker says in order to gather additional information or clarify something. Student inconsistently describes, people, places, things and events with details. Student usually speaks audibly expressing thoughts, feelings and ideas clearly. Student has not achieved gradelevel expectations at this time. Student rarely asks questions to clear up any confusions about the topics or texts under discussion. Student rarely asks and answers questions about key details in a text read aloud or information presented orally or through other media. Student rarely asks and answers questions about what a speaker says in order to gather additional information or clarify something. Student rarely describes, people, places, things and events with details. Student has difficulty speaking in complete sentences as appropriate. 16

17 3.) Makes relevant contributions to classroom and group discussions Grading Benchmarks FIRST GRADE ALL Student consistently builds on others talk in conversations, Student consistently participates in group discussions and follows discussion rules: listening to others, speaking one at a time, gaining the floor in respectful ways. Student consistently responds to the comments of others through multiple exchanges. Student stays on topic linking his/her own additions to the conversation. Student consistently extends his/her ideas and understanding in light of the discussion. Student builds on others talk in conversations, Student participates appropriately in group discussions and following discussion rules: listening to others, speaking one at a time, gaining the floor in respectful ways. Student appropriately responds to the comments of others through multiple exchanges. Student stays on topic linking his/her own additions to the conversation. Student extends his/her ideas and understanding in light of the discussion. Student occasionally participates in group discussions and follows discussion rules: listening to others, speaking one at a time, gaining the floor in respectful ways. Student occasionally responds to the comments of others. Student occasionally stays on topic. Student usually lets his/her own additions to the conversation dominate. Student often shares unrelated comments. Student rarely extends his/her ideas and understanding in light of the discussion. Student rarely participates in group discussions or follows discussion rules: listening to others, speaking one at a time, gaining the floor in respectful ways. Student rarely responds to the comments of others. Student rarely stays on topic. Student usually lets his/her own additions to the conversation dominate. Student often shares unrelated comments. Student does not extends his/her ideas and understanding in light of the discussion. 17

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