| Exceeds Expectations | Meets Expectations | Progressing Toward Expectations | Minimum Progress Toward Expectations |
Reading: Foundational | 4 | 3 | 2 | 1 |
1. Uses grade-level phonics skills when reading. Standard RF3 | Reads multi-syllable words in isolation and within above grade-level texts by recognising and taking apart prefixes, suffixes and word roots that have Greek and Latin origins. | Reads multi-syllable words in isolation and within grade-level texts by recognising and taking apart prefixes, suffixes and word roots that have Greek and Latin origins. | Reads some multi-syllable words in isolation and by recognising and taking apart prefixes, suffixes and word roots that have Greek and Latin origins. | Does not recognise or take apart prefixes, suffixes and word roots that have Greek and Latin origins in order to read multi-syllable words. |
2. Uses grade-level phonics skills when writing. Standard RF3 | Consistently spells multi-syllable words in isolation and within writing using knowledge of prefixes, suffixes and word roots that have Greek and Latin origins. | Spells many multi-syllable words in isolation and within writing using knowledge of prefixes, suffixes and word roots that have Greek and Latin origins. | Spells some multi-syllable words in isolation and within writing using knowledge of prefixes, suffixes and word roots that have Greek and Latin origins. | Does not use knowledge of prefixes, suffixes and word roots that have Greek and Latin origins, in order to spell multi-syllable words. |
3. Reads accurately and fluently. Standard RF4. | Reads with appropriate emphasis, style, and expression to support fluency and comprehension (Above Grade-Level text) | Reads with appropriate emphasis, style, and expression to support fluency and comprehension (Grade-Level text) | Sometimes reads with appropriate emphasis, style and expression to support fluency and comprehension (Grade-level text or below) | Does not read with appropriate emphasis, style and expression to support fluency and comprehension (Grade-level text or below |
Reading: Literary | 4 | 3 | 2 | 1 |
4a. Understands fictional texts and how they work. Standard RL1 | Determines the meanings of sophisticated words and phrases as they are used in texts including complex figurative language such as elaborate metaphors and similes | Determines the meanings of words and phrases as they are used in texts including figurative language such as metaphors and similes | Uses clearly stated details to determine the meanings of words and phrases as they are used in texts, including figurative language such as metaphors and similes. | Uses clearly stated details to determine the meanings of simple words and phrases as they are used in texts. |
4b. Understands fictional texts and how they work. Standard RL3 | Compares and contrasts subtle themes of stories, dramas or poems from details in texts, including how characters in stories or dramas respond to challenges. | Compares and contrasts themes of stories, dramas, or poems from details in texts, including how characters respond to challenges. | Determines clearly expressed themes of stories, dramas, and poems from details in the texts. | Identifies clearly expressed themes of stories, dramas, and poems. |
READING: INFORMATIONAL | 4 | 3 | 2 | 1 |
5a. Understands nonfiction texts and how they work. Standard Rl1 | Analyzes the relationships or interactions between two or more individuals, events, ideas, or concepts in historical, scientific, or technical texts, using evidence from these texts to support the analysis. | Explains the relationships or interactions between two individuals, events, ideas, or concepts in historical, scientific, or technical texts based on specific information in the texts. | Describes the relationships or interactions between two individuals, events, ideas, or concepts in historical, scientific, or technical texts. | Identifies the relationships or interactions between two individuals, events, ideas, or concepts in historical, scientific, or technical texts. |
5b. Understands nonfiction texts and how they work. Standard Rl2 | Compares and contrasts the overall structure of events, ideas, concepts, or information in two or more texts and describes how that structure contributes to the overall meaning of the texts. | Compares and contrasts the overall structure of events, ideas, concepts or information in two or more texts. | Explains the overall structure of events, ideas, concepts or information in two or more texts. | Identifies the overall structure of events, ideas, concepts, or information in texts. |
Reading: Text Level | 4 | 3 | 2 | 1 |
6. Reads grade-level texts with accuracy and understanding. Standards RL10 & RI10 | Exceeds instructional-level expectation in Guided Reading. | Meets instructional-level expectation in Guided Reading. | Approaches instructional-level expectation in Guided Reading
| Does not meet instructional-level expectation in Guided Reading. |
Speaking and Listening | 4 | 3 | 2 | 1 |
7. Participates and contributes to meaningful group conversations. Standards SL1-SL3 | Actively and effectively participates in group discussions by building on others' thoughts or ideas and asking questions to help lead the discussion. | Actively and effectively participates in group discussions by building on others' thoughts or ideas. | Sometimes actively and effectively participates in group discussions by building on others' thoughts or ideas | Does not actively and effectively participates in group discussions by building on others' thoughts or ideas |
8. Presents thoughts, feelings, and ideas clearly. Standards SL4-SL6 | Reports on a topic in a sequenced and organized way to support the main idea or theme while engaging the audience. | Presents on a topic in a sequenced and organized way to support the main idea or theme. | Presents on a topic in a sequenced or organized way, but does not support the main idea or theme. | Does not present in a sequenced or organized way. |
LANGUAGE | 4 | 3 | 2 | 1 |
9. Conventions and Vocabulary Acquisition. Standard L5 | Demonstrates understanding of sophisticated word relationships between particular words and slight nuances in word meanings to understand meaning of words. | Demonstrates an understanding of word relationships between particular words and nuances in word meanings to understand the meaning of words. | Demonstrates an understanding of familiar word relationships and familiar nuances in word meanings to understand the meaning of words. | Recognizes simple word relationships between particular words. |
10. Conventions and Vocabulary Acquisition. Standard L2 | Demonstrates understanding of figurative language, interprets figurative language in context, recognizes and explains the meaning of common figurative language, and uses some within their writing. | Demonstrates understanding of figurative language, interprets figurative language in context, recognizes and explains the meaning of common figurative language. | Demonstrates understanding of familiar figurative language, interprets simple figurative language, and recognizes common figurative language. | Recognizes simple figurative language.
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