First Grade Language Arts Report Card Rubric Second Six Weeks

Transcription

1 toward Stards Beginning Reading: Phonological Awareness / Phonics I can tell the beginning, middle, ending sounds in words (/c/ /a/ /t/). 1.2(E) The student does not tell the beginning ending sounds in one-syllable spoken words ( What sound do you hear at the beginning/end of the word bat? ). The student tells the beginning ending sounds in one syllable spoken words ( What sound do you hear at the beginning/end of the word bat? ). Stards The student tells the beginning, middle, ending sounds in one-syllable spoken words ( What sound do you hear at the beginning/middle/end of the word bat? ). 4 = Understings Stards The student tells the beginning, middle, ending sounds in multisyllabic words including common blends diagraphs ( What sound(s) do you hear at the beginning/middle/end of the word sunshine? ). I can identify read at least 100 high-frequency words (see insert). 1.3(H) The student does not identify read at least 35 highfrequency words from the AISD Kindergarten First Grade The student identifies reads at least high-frequency words from the AISD Kindergarten First Grade The student identifies reads at least high-frequency words from the AISD Kindergarten First Grade spells at least 100 high-frequency words from the AISD Kindergarten Word Lists with automaticity. I can use letter-sound knowledge, spelling patterns, syllables to determine unknown words (decodes). 1.3(A)(i)(ii)(iii)(iv)(v) 1.3(B), 1.3(C)(i)(iv)(vi) 1.3(D), 1.3(E) The student does not use lettersound knowledge, spelling patterns, syllables to determine unknown words in out of context including: consonant letter vowel sounds common spelling patterns (word families/rimes/cvc pattern). The student uses letter-sound knowledge, spelling patterns, syllables to determine unknown words in out of context including: consonant letter vowel sounds common spelling patterns (word families/rimes/cvc pattern). The student uses letter-sound knowledge, spelling patterns, syllables to determine unknown words in out of context including: consonant letter vowel sounds common spelling patterns (word families/rimes/ CVC/CVCe patterns) The student decodes additional multisyllabic words in context in isolation using knowledge of phonics with automaticity fluency. consonant blends inflectional endings consonant vowel digraphs open closed syllables r-controlled vowels. Curriculum Instruction Department/Language Arts 1 July 2014

2 toward Stards Beginning Reading: Phonological Awareness / Phonics I can monitor reading accuracy (self-corrects). 1.3(I) The student does not recognize when sentences read incorrectly do not make sense. The student recognizes when sentences read incorrectly do not make sense. Stards The student automatically detects miscues when reading (monitors reading accuracy) using information from the text (MSV) decoding strategies (self-corrects). 4 = Understings Stards The student cross-checks meaning, visual, structural information (MSV) to determine unknown words in more sophisticated text (chapter books). Reading / Strategies / Fluency / Comprehension I can retell stories in order with a beginning, middle, ending. Fiction 1.9(A), Fig. 1.19(E) The student does not retell or act out important events in stories read independently include: character(s), problem, solution) (with teacher support: prompting/ or The student s retellings do not include a beginning, middle, ending (told in a logical order) prompting/ The student retells or acts out important events in stories read independently includes: character(s,) problem, solution)(with teacher support: prompting/ The student s retellings include a beginning, middle, ending (told in a logical order)(with teacher support: prompting/ The student rereads for accuracy when meaning breaks down. The student retells or acts out important events in stories read independently includes: character(s), problem, solution) in books with increasingly complex plots The student s retellings include a beginning, middle, ending (told in a logical order). The student self-corrects with automaticity. retells or acts out important events in stories includes: characters, problem, solution) character names story language (first, next, then, finally). The student demonstrates knowledge of plot in writing or creates graphic organizers (story maps, Thinking Maps). Curriculum Instruction Department/Language Arts 2 July 2014

3 toward Stards Reading / Strategies / Fluency /Comprehension I can make confirm predictions using text evidence. 1.4(A) The student does not make predictions before during reading of fiction nonfiction text read aloud by the teacher The student makes predictions before during reading of fiction nonfiction text read aloud by the teacher (with teacher support: Stards The student makes predictions before during reading of fiction nonfiction text read aloud by the teacher independently. The student provides text evidence to support predictions. 4 = Understings Stards The student makes confirms predictions using prior knowledge text evidence in more complex fiction nonfiction texts. The student supports predictions with text evidence, orally in writing. I can read independently for a sustained period of time. 1.12(A) independently 0-4 minutes daily. independently for at least 5-25 minutes daily. independently for at least minutes daily. independently for more than 30 minutes daily. The student chooses books from a variety of genres at an appropriate level of difficulty ( just right text - 95% accuracy). The student produces written responses to reading. The student produces evidence of comprehension through discussion written response. Curriculum Instruction Department/Language Arts 3 July 2014

4 toward Stards Reading / Strategies / Fluency / Comprehension I can read aloud grade level text with fluency comprehension. 1.5(A) I can monitor adjust comprehension. Fig. 1.19(C) I can make relevant connections that support understing discuss text evidence. Fig. 1.19(F) below DRA2 Level 6 (A-4). The student does not comprehend what is read is unable to confirm understing through oral response (with teacher support: The student does not recognize that making connections to text deepens understing. DRA2 Level 6-14 text independently. The student comprehends what is read is able to confirm understing through oral response The student recognizes that making connections to text deepens understing. Stards DRA2 Level 16 text / fiction nonfiction. with fluency (appropriate rate, accuracy, expression, intonation, phrasing). The student comprehends what is read is able to confirm understing through oral response written expression. The student makes relevant connections to text (text-to-self, text-to-text, text-to-world) that deepens understing. The student identifies discusses the portion of the text that led to connection(s). 4 = Understings Stards DRA2 level 18 above retells or acts out important events in stories includes: characters, problem, solution)in complex plots character names story language (first, next, then, finally). The student demonstrates knowledge of plot in writing or creates graphic organizers (story maps, Thinking Maps). The student shows evidence of a deep understing of sophisticated texts. The student provides written summaries of text read independently. makes relevant connections to own experiences, (text-to-self), to ideas in other texts (text-totext), to the larger community (text-to-world), in fiction nonfiction text. identifies the theme (message), provides evidence of thinking. Curriculum Instruction Department/Language Arts 4 July 2014

5 toward Stards Oral Written Conventions / Spelling I can use strategies to spell words correctly. 1.22(A), 1.22(B)(i)(ii) 1.22(D), 1.22(E) The student does not use strategies to spell words correctly including: letter-sound knowledge words with short vowel sounds (VC, CVC patterns; it, on, cat, pet) all vowels. The student uses strategies to spell words correctly including: letter-sound knowledge words with short vowel sounds (VC, CVC patterns; it, on, cat, pet) all vowels. Stards The student uses strategies to spell words correctly including: letter-sound knowledge words with short vowel sounds (VC, CVC patterns; it, on, cat, pet) all vowels consonant blends inflectional endings (plurals) words with long vowel sounds (CVCe pattern) simple contractions. 4 = Understings Stards The student uses additional strategies to spell words correctly including: r-controlled vowels (ar, er, ir, or, ur) diphthongs (ou, ow, oi, oy) consonant digraphs (ch, ph, wh, tch) vowel digraphs (oo, ie, ea). The student uses resources to find correct spellings (glossaries dictionaries). I can spell high-frequency words correctly. 1.22(C) The student does not spell at least 10 high-frequency words correctly from the AISD Kindergarten First Grade The student spells at least high-frequency words correctly from the AISD Kindergarten Word Lists. The student spells at least high-frequency words correctly from the AISD Kindergarten Word Lists. The student spells at least 100 high-frequency words correctly from the AISD Kindergarten Word Lists with automaticity. Writing Process I can write in a variety of genres (stories, personal narratives, letters, poems, nonfiction). 1.18(A), 1.18(B) 1.19(A), 1.19(C) The student does not plan draft personal narratives stories The student plans drafts personal narratives stories The student plans, drafts, revises, edits personal narratives, stories, poems, letters, nonfiction genres The student writes fluently chooses to write in a variety of genres. The student considers his or her audience writes cohesive, organized, meaningful text. Curriculum Instruction Department/Language Arts 5 July 2014

6 toward Stards I can plan drafts by creating ideas for writing. 1.17(A) The student does not plan drafts by creating ideas for writing after class discussions (with teacher support). The student plans drafts by creating ideas for writing after class discussions (with teacher support). Stards plans drafts by creating ideas for writing after class discussions. 4 = Understings Stards plans drafts by creating ideas for multiple genres (more than four) for a variety of purposes. or I can develop drafts by sequencing ideas through writing sentences. 1.17(B) The student does not plan drafts (sketch ideas) (with teacher support: The student does not develop drafts by writing sentences that match plans (with teacher support: or The student does not include a beginning, middle, ending to fictional stories /or personal narratives The student plans drafts (sketches ideas) (with teacher support: The student develops drafts by writing sentences that match plans (with teacher support). The student includes a beginning, middle, ending to fiction stories /or personal narratives plans drafts (sketches ideas, creates lists, uses graphic organizers, plans beginning, middle end (BME). develops drafts by writing sentences that match plans. includes a beginning, middle, ending to fiction stories /or personal narratives. The student plans drafts in a variety of ways (graphic organizers, drawings, lists). The student develops drafts independently for more than four genres, sequencing organizing ideas, using details, explicit word choice. The text organization is appropriate to the audience genre. The student uses authors as mentors independently. organizes ideas when writing nonfiction pieces letters. Curriculum Instruction Department/Language Arts 6 July 2014