Common Framework of Reference (CFR) Condensed: Reading and Writing:

Grade 10

May 2019

Explanation of this document:

The following pages are a condensed version of the original CFR documents for reading and writing created in 2015 by the Ministry of Education in partnership with a team from Saskatoon Public School Division. In order to make the document more user-friendly for classroom teachers, Prairie Spirit School Division sought to create a similar resource that teachers could use for the purposes of assessment, reporting to parents, and directing their teaching practice. Key features are as follows:

1. One document has been created for each grade to reduce superfluous material.

2. The rubric is intended to be compact and easy to scan visually as a single two-sided

document. The descriptors come straight from the original CFR documents.

3. The rubric is formatted as a checklist for teachers to use as formative assessment.

4. The rubric includes a space for student information so that teachers can print one for

each EAL student to easily track their progress.

5. An appendix is included with material referred to in the rubric (ie. Sight word lists,

semantic maps, vocabulary templates, etc.).

6. Grade level expectations are included from the original document in order to make it

applicable to all students.

7. Writing exemplars from the original document are included to assist teachers in

comparing and scoring accuracy, not only for the EAL student but for all students.

The rubrics in this document are intended for teachers as a way of updating parents on student progress during parent teacher interviews and/or for conferring with other teachers on student achievement. These rubrics are NOT intended to give to parents.

Prairie Spirit would like to acknowledge the Ministry of Education for their funding which allowed this document to be created as well as to the EAL team of Prairie Spirit including: Liz Harrison Cheryl Redekopp Meredith Rhinas Robert Troupe

Grad

e 1

0 C

FR W

riting R

ub

ric Stu

den

t Nam

e:

Prim

ary Langu

age: C

urren

t CFR

:

Teach

er:

Scho

ol:

Scho

ol Year:

Year En

d C

FR:

A1

.1

Vo

cabu

lary A

1.2

V

ocab

ulary

A2

.1

Vo

cabu

lary A

2.2

V

ocab

ulary

B1

.1

Vo

cabu

lary B

1.2

V

ocab

ulary

W

rites alph

abet in

dep

end

ently

U

ses phonetic spelling fo

r mo

st wo

rds

Uses accu

rate spellin

g for h

igh

frequ

ency w

ord

s

Dem

onstrate knowledge of irregular

spelling patterns (e.g. knife, pneumonia)

U

ses a variety of co

mm

on

spellin

g strate

gies to sp

ell wo

rds accu

rately

Co

ntin

ues to

use an

d d

evelop

acad

emic vo

cabu

lary

Sho

ws aw

areness o

f sou

nd

symb

ol

relation

ship

Labels ch

arts, equ

ipm

ent, d

iagrams

and

map

s with

high

frequ

ency

academ

ic and

con

ten

t area wo

rds

U

ses high

frequ

ency acad

emic

vocab

ulary in

dep

end

ently

U

ses a greater variety of acad

emic

and

con

ten

t area vocab

ulary

C

on

tinu

es to d

evelop

academ

ic vo

cabu

lary

Uses a variety o

f wo

rds w

ith m

ultip

le m

eanin

gs

Co

pies w

ord

s learned

in class

C

op

ies labels o

n a p

icture

C

reates an

d u

ses perso

nal w

ord

lists o

f familiar o

r recurrin

g vocab

ulary

(e.g. creates a p

erson

al dictio

nary)

U

ses high

frequ

ency co

nten

t area vo

cabu

lary ind

epen

den

tly

Uses descriptive w

ords in a variety of contexts, including for academ

ic purposes (e.g. a science experience, an event in history; M

arie Antoinette was terrified w

hen the angry m

ob approached Versailles)

Sh

ow

s awaren

ess of w

ord

s with

m

ultip

le mean

ings (e.g. con

sum

er in

Science o

r Econ

om

ics)

C

on

tinu

es to u

se a thesau

rus

Labels independently diagram

s, illustrations or m

aps using familiar w

ords

Uses h

igh freq

uen

cy affixes an

d

roo

ts (e.g. re-, un

-, -ful)

U

ses wo

rds o

f perso

nal relevan

ce

Attem

pts to

use h

igh freq

uen

cy acad

emic w

ord

s, with

sup

po

rt (e.g. exp

lain

, dem

on

strate, d

escribe)

C

on

tinu

es to u

se a thesau

rus

A

ttemp

ts to u

se low

frequ

ency

affixes an

d ro

ots (e.g. G

reek and

Latin

roo

ts –olo

gy, psych

-)

U

ses high

and

low

frequ

ency affixes

and

roo

ts.

A

ttempts to

use high frequency content

area vocabulary wo

rds, with support

(e.g. fiction, poem, sum

, multiply)

U

ses a variety of d

escriptive w

ord

s w

hen

writin

g abo

ut fam

iliar sub

jects (e

.g. ligh

t blu

e, larg

e, rou

nd, severa

l)

A

ttemp

ts wo

rd ch

oice en

richm

ent

(e.g. use o

f a thesau

rus)

A

ttemp

ts to use high

frequency affixes (e.g. re-, tri-, bi-, un-, -ful, -less, -ly)

U

ses com

mo

n descriptive wo

rds (e.g. purple, big, square, m

any, some)

U

ses wo

rd lists o

f syno

nym

s, h

om

on

yms, an

d an

ton

yms to

extend

an

d e

nrich

wo

rd ch

oice

A1

.1

Form

; Organ

ization

; C

on

tent

A1

.2

Form

; Organ

ization

; C

on

tent

A2

.1

Form

; Organ

ization

; C

on

tent

A2

.2

Form

; Organ

ization

; C

on

tent

B1

.1

Form

; Organ

ization

; C

on

tent

B1

.2

Form

; Organ

ization

; C

on

tent

U

ses left to righ

t directio

nality

U

ses basic o

rganizatio

n in

page

layou

t (e.g. nam

e, date, h

eadin

gs, su

bh

eadin

gs, margin

s)

O

rganizes w

riting u

sing m

ultip

le text featu

res such

as titles and

head

ings

(e.g. scien

ce experim

ent, rep

ort,

no

te-takin

g)

W

rites no

tes, usin

g a mo

del,

tem

plate

, or grap

hic o

rganizer

W

rites abo

ut sto

ry elemen

ts with

su

pp

ort (e.g. ch

aracter, setting, m

ay u

se a graph

ic organ

izer)

Take

s no

tes wh

ile listenin

g

U

ses a writin

g uten

sil correctly

W

rites abo

ut all sto

ry elem

ents (e.g.

character, co

nflict, atm

osp

here, p

lot)

W

rites o

n th

e line

U

ses the 5W

’s to e

xplain

an asp

ect o

f daily life o

r a curren

t event

U

ses correct w

ord

sep

aration

Co

pies d

ates an

d facts fro

m sh

ort

simp

le text

W

rites and

resp

on

ds to

qu

estion

s in

dep

end

ently

W

rites a m

ulti-p

aragraph

co

mp

ositio

n o

n a ce

ntral id

ea w

ith

de

tails in

each

paragrap

h

W

rites a multi-paragraph com

position for academ

ic purposes (e.g. descriptive, narrative, expository, or persuasive)

C

op

ies sho

rt, written

info

rmatio

n

C

an p

rovid

e perso

nal in

form

ation

u

sing sh

ort texts an

d d

iagrams (e.g.

directio

ns to

their h

om

e)

C

an p

rovid

e perso

nal b

ackgrou

nd

in

form

ation

on

wo

rk, edu

cation

, and

skills (e.g. stren

gths, w

eakn

esses)

W

rites patte

rned

, simp

le senten

ces o

n to

pics o

f perso

nal relevan

ce, with

assistan

ce

R

elies on patterned sentences to express m

ore detail and answer questions

U

ses simple sentences to describe

com

mo

n objects o

r familiar places such

as their surroun

dings, their daily activities and the peo

ple around them

Seq

uen

ces text logically, w

ith

sup

po

rt (e.g., stron

gest – weake

st argu

men

ts, com

pare

-con

trast)

W

rites a five-p

aragraph

essay

C

an p

rovid

e perso

nal in

form

ation

on

a q

uestio

nn

aire

Writes sim

ple sen

ten

ces follo

win

g a m

od

el

Writes texts fo

r a variety of

academ

ic pu

rpo

ses (e.g. perso

nal

respo

nse to

a readin

g, lab rep

ort,

sum

mary o

f a histo

rical event)

A

dd

s details, exam

ples, an

d

explan

ation

s to co

nvey m

eanin

g

W

rites straightfo

rward

info

rmatio

n

abo

ut self in

ph

rases (e.g. first and

last n

ames)

W

rites simp

le info

rmatio

n ab

ou

t self, in

clud

ing likes an

d d

islikes

Give

s perso

nal o

pin

ion

, with

sup

po

rt (e

.g. sente

nce starte

rs usin

g thin

k, kn

ow

, ho

pe, b

elieve)

C

om

ple

tes writin

g pro

cess: -b

rainsto

rmin

g, draft, revisio

ns,

editin

g -ed

its ow

n w

ork, w

ith su

pp

ort

-edits p

eer w

riting, w

ith su

pp

ort

Seq

uen

ces text logically

U

ses con

crete details in

writin

g to

sup

po

rt main

idea

In

dep

end

ently u

ses writin

g pro

cess

W

rites simp

le messages fo

r p

rom

otio

nal co

mm

un

ication

s (e.g. te

xt messages o

r emails)

U

ses multiple p

arts of the writing

process (e.g. pre-w

riting and editing)

Edits o

wn

and

peer w

riting

W

riting m

ay be in

the fo

rm o

f a list

Completes the w

riting process, with

assistance -uses a planning or pre-w

riting strategy (e.g. graphic o

rganizer, topic sentence,

supporting details) tim

eline -organizes by chrono

logical sequence -edits ow

n wo

rk, with assistance

D

emonstrates aw

areness of audience

R

elies on

visuals o

r illustratio

ns to

co

nvey m

eanin

g in w

ritten

wo

rk

Writes a sim

ple paragraph, with support

Produces w

riting in more than one

genre (e.g. report, journal, newspaper)

U

ses a variety of features to create an effective presentatio

n or final product (e.g. techno

logy, colour, font)

U

ses parts o

f the w

riting p

rocess

(e.g. p

re-writin

g, rewrite

for

neatn

ess), with

assistance

O

rganizes in

form

ation

related

to a

central id

ea in a sh

ort p

aragraph

u

sing in

trod

ucto

ry, sup

po

rting an

d

con

clud

ing se

nten

ces

May w

rite L1 w

ord

s to co

mm

un

icate

Begin

s to d

emo

nstrate aw

areness o

f au

dien

ce

C

o-co

nstru

cts a simp

le paragrap

h

O

rganizes b

y chro

no

logical

sequ

ence, w

ith su

pp

ort

A1

.1

Sen

ten

ce S

tru

ctu

re/

Pu

nct

uat

ion

A1

.2

Sen

ten

ce S

tru

ctu

re/

Pu

nct

uat

ion

A2

.1

Sen

ten

ce S

tru

ctu

re/

Pu

nct

uat

ion

A2

.2

Sen

ten

ce S

tru

ctu

re/

Pu

nct

uat

ion

B1

.1

Sen

ten

ce S

tru

ctu

re/

Pu

nct

uat

ion

B1

.2

Sen

ten

ce S

tru

ctu

re/

Pu

nct

uat

ion

Sent

ence

Str

uctu

re:

-cap

ital

izes

pro

per

noun

s -c

apit

aliz

es th

e fir

st w

ord

of s

ente

nce

-att

empt

s si

mpl

e se

nten

ces:

sub

ject

+

verb

+ o

bjec

t or

prep

ositi

ona

l phr

ase

(e.g

. She

rea

ds b

ooks

. Sh

e re

ads

in t

he

clas

sroo

m.)

Se

nte

nce

Str

uct

ure

: -u

ses

in-d

epth

cap

ital

izat

ion

ru

les

(day

s o

f th

e w

eek,

mo

nth

s, t

itle

s)

-wri

tes

com

ple

te s

imp

le s

ente

nce

s -a

ttem

pts

co

mp

ou

nd

sen

ten

ces

usi

ng

com

mo

n c

on

jun

ctio

ns

(e.g

. to

th

e m

all,

aft

er t

he

mo

vie)

Se

nten

ce S

truc

ture

: -u

ses

a va

riet

y of

com

poun

d se

nten

ces

(e.g

. and

, but

, or,

bec

ause

)

Se

nte

nce

Str

uct

ure

: -a

ttem

pts

co

mp

lex

sen

ten

ces

-att

emp

ts d

irec

t an

d in

dir

ect

spee

ch

(e.g

. “I s

tud

y En

glis

h,”

sa

id L

uis

. H

e sa

id h

e st

ud

ies

at

this

sch

oo

l.)

Se

nten

ce S

truc

ture

: -u

ses

com

plex

sen

tenc

es (e

.g. W

hile

we

wer

e w

orki

ng, w

e sa

w a

dog

who

se

emed

lost

. A

s sh

e th

ough

t abo

ut h

im,

she

won

dere

d ho

w h

is n

ew jo

b w

ould

ch

ange

thei

r liv

es.

Carl

os, w

ho s

tudi

ed

with

Vik

tor,

was

sta

ndin

g ou

tsid

e.)

-sel

f cor

rect

s co

mm

on s

ente

nce

erro

rs

(e.g

. run

-ons

and

frag

men

ts).

Se

nte

nce

Str

uct

ure

: -u

ses

a va

riet

y o

f co

mp

lex

sen

ten

ces

(e.g

. Th

e b

all,

wh

ich

he

hit

p

ow

erfu

lly, f

lew

acr

oss

th

e n

et t

o

Ro

ber

to, w

ho

ha

d r

ace

d to

hit

it.)

Pu

nct

uat

ion

: -u

ses

com

mas

fo

r it

ems

in a

list

, in

co

mp

ou

nd

sen

ten

ces

to s

epar

ate

clau

ses,

an

d/o

r in

tro

du

cto

ry p

hra

ses

Pu

nctu

atio

n:

-use

s co

mm

as fo

r a

vari

ety

of p

urpo

ses

-att

empt

s qu

otat

ion

mec

han

ics

P

un

ctu

atio

n:

-use

s p

aren

thes

es (

e.g

. fo

r ad

dit

ion

al

info

rmat

ion

) -u

ses

sem

i-co

lon

s -u

ses

colo

ns

(e.g

. bef

ore

ext

en

ded

q

uo

tati

on

s; t

o r

ep

lace

“fo

r ex

amp

le”;

fo

llow

a s

alu

tati

on

)

P

un

ctu

atio

n:

-use

s fi

nal

pu

nct

uat

ion

(e.

g. p

erio

d,

qu

esti

on

mar

k, e

xcla

mat

ion

mar

k)

P

un

ctu

atio

n:

-use

s ap

ost

rop

hes

fo

r co

ntr

acti

on

s an

d p

oss

essi

ve f

orm

s (e

.g. H

e’s

bu

yin

g a

ha

t. T

he

bo

y’s

hat

is r

ed.

We

do

n’t

like

mu

sic.

)

-att

emp

ts c

om

ma

use

P

unc

tuat

ion

: -u

ses

colo

ns

befo

re a

list

(e.g

. Bri

ng t

he

follo

win

g it

ems:

pen

, pen

cil,

and

pape

r.)

-use

s q

uota

tion

mec

han

ics

A1

.1

Gra

mm

ar

A1

.2

Gra

mm

ar

A2

.1

Gra

mm

ar

A2

.2

Gra

mm

ar

B1

.1

Gra

mm

ar

B1

.2

Gra

mm

ar

N

ou

ns:

-c

ou

nt

and

no

n-c

ou

nt:

sin

gula

r an

d

plu

ral o

f re

gula

r an

d h

igh

fre

qu

ency

ir

regu

lar

no

un

s

N

ou

ns:

-p

oss

essi

ve f

orm

of

pro

per

no

un

s (e

.g. D

avi

d’s

ha

t)

-art

icle

s: a

, an

, th

e

N

ouns

: -c

ount

no

uns:

sin

gula

r an

d pl

ural

of

low

-fre

quen

cy ir

regu

lar

form

s (e

.g.

half/

halv

es, g

oose

/gee

se)

-ger

unds

for

acti

viti

es a

nd p

astim

es

(e.g

. run

ning

, sin

ging

) -c

olle

ctiv

e no

uns

(e.g

. tea

m, c

row

d,

grou

p, fa

mily

) -s

ubje

ct-v

erb

agre

emen

t w

ith

colle

ctiv

e no

uns

(e.g

. The

cro

wd

is c

heer

ing.

)

N

ouns

: -p

lura

l pos

sess

ive

form

s of

nou

ns

(e.g

. th

e bo

ys’ p

en)

-sim

ple

use

of g

erun

ds: g

o +

ing

(e.g

., Th

ey a

re g

oing

ska

ting

.); g

erun

d w

ith

verb

s of

like

/dis

like

(e.g

. She

hat

es

stud

ying

. W

e lo

ve e

atin

g.);

ger

un

d as

su

bjec

t (e.

g. L

iste

ning

in c

lass

is e

asy.

)

N

ou

ns:

-A

bst

ract

no

un

s (e

.g. a

dvi

ce,

info

rma

tio

n, b

eau

ty, k

no

wle

dg

e,

ph

iloso

ph

y, d

emo

cra

cy)

+ a

, an

, th

e o

r n

o a

rtic

le (

e.g.

He

ha

d a

go

od

kn

ow

led

ge

of

scie

nce

. H

e h

ad

kn

ow

led

ge

ab

ou

t m

an

y th

ing

s.)

V

erbs

: -u

sed

to (e

.g. T

hey

used

to li

ve in

Pa

nam

a.)

-mod

als:

sho

uld,

cou

ld, w

ould

(e.g

. I

shou

ld s

tudy

aft

er s

choo

l. W

e co

uld

buy

that

car

.)

-sim

ple

use

of in

finiti

ves

with

wou

ld li

ke,

ask,

tell

(e.g

. I w

ould

like

to v

isit

Cana

da.

My

mot

her a

sked

me

to g

o to

the

stor

e.)

-con

ditio

nal s

tate

men

ts: p

roba

bly

and

unlik

ely

situ

atio

ns (e

.g. I

f it s

now

s, w

e w

ill

wea

r our

boo

ts.

If I h

ad a

lot o

f mon

ey, I

w

ould

go

on a

vac

atio

n.)

P

ron

ou

ns:

-s

ub

ject

(e.

g. I,

yo

u, h

e, s

he,

it, w

e,

they

) -c

orr

ectl

y u

ses

sub

ject

an

d o

bje

ct

(e.g

. me,

yo

u, h

im, h

er, i

t, u

s, t

hem

)

V

erb

s:

-be

(e.g

. I a

m a

bo

y).

-th

ere

is/a

re

-hav

e (e

.g. I

ha

ve a

bro

ther

) -c

an: f

or

abili

ty a

nd

per

mis

sio

n (

e.g.

I ca

n s

ing

. I c

an

go

to

th

e p

art

y.)

-s

imp

le p

rese

nt,

sim

ple

pas

t (r

egu

lar)

, sim

ple

fu

ture

ten

ses

V

erb

s:

-sim

ple

pas

t h

igh

-fre

qu

ency

irre

gula

r ve

rbs

(e.g

. Sh

e ca

me

late

.)

-pre

sen

t p

rogr

essi

ve (

e.g.

Sh

e is

ta

lkin

g)

Pr

onou

ns:

-ref

lexi

ve: m

ysel

f, yo

urse

lf, h

imse

lf,

hers

elf,

ours

elve

s, y

ours

elve

s, th

emse

lves

-in

defin

ite: s

ome,

no,

any

, eve

ry +

bo

dy/t

hing

P

ron

ou

ns:

-r

elat

ive:

wh

o, t

ha

t, w

hic

h, w

ho

se in

d

efin

ing

rela

tive

cla

use

(e

.g. T

he

ma

n

wh

o d

rive

s th

e b

us

smile

s a

lot.

)

P

ron

ou

ns:

-p

oss

essi

ve (

e.g.

min

e, y

ou

rs, h

is,

her

s, it

s, o

urs,

th

eirs

) -d

emo

nst

rati

ve: t

his

/th

ese,

th

at/t

ho

se

A

dje

ctiv

es:

-co

mp

arat

ive/

sup

erla

tive

(e.

g.

big

ger

, big

ger

th

an

/big

ges

t; d

irti

er,

dir

tier

th

an

/dir

ties

t)

-att

emp

tin

g co

mp

arat

ive/

sup

erla

tive

fo

rms

+ m

ore

(e.

g. m

ore

b

eau

tifu

l/m

ost

inte

llig

ent)

V

erb

s:

-pre

sen

t an

d p

ast

per

fect

(e.

g. H

e h

as

just

fin

ish

ed.)

-s

imp

le p

assi

ve (

e.g.

Th

e d

og w

as

fou

nd

in t

he

pa

rk la

st F

rid

ay.

) -c

on

dit

ion

al s

tate

men

t: c

ann

ot

be

fulf

illed

(e

.g. I

f I h

ad

kn

ow

n t

ha

t th

ey

wer

e ce

leb

rati

ng

a b

irth

da

y, I

wo

uld

h

ave

bro

ug

ht

a c

ake

.)

A

dje

ctiv

es:

-po

sses

sive

(e.

g. m

y, y

ou

r, h

is, h

er,

its,

ou

r, t

hei

r)

-hig

h-f

req

uen

cy (

e.g.

red

, sm

all,

d

ark

, old

, Ca

na

dia

n, s

qu

are

)

V

erb

s:

-pas

t p

rogr

essi

ve (

e.g

. He

wa

s st

an

din

g in

lin

e.);

fu

ture

pro

gres

sive

(e

.g. I

’ll b

e lo

oki

ng

at

the

ma

il.)

-c

on

sist

ent

use

of

verb

te

nse

s (e

.g.

mai

nta

in t

he

sam

e ve

rb t

ense

in a

se

nte

nce

or

par

agra

ph

)

V

erb

s:

-fu

ture

wit

h g

oin

g t

o (

e.g.

We’

re

go

ing

to

fin

ish

.)

-sim

ple

pas

t o

f lo

w-f

req

uen

cy

irre

gula

r ve

rbs

(e.g

. lea

ve/l

eft,

ru

n/r

an

, th

ere

was

/wer

e)

-mo

dal

s: h

ave

to

, mu

st, c

an

, nee

d,

ma

y an

d m

igh

t (e

.g. I

ha

ve t

o g

o

no

w.

I mu

st s

top

bec

au

se I’

m t

ired

. H

e ca

n s

end

em

ails

to

his

fri

end

s.)

A

dje

ctiv

es:

-oth

er, a

no

ther

, ea

ch

-bo

th, a

ll, e

no

ug

h +

of

A

dver

bs:

-use

d to

mod

ify a

djec

tive

s (e

.g. v

ery

big,

rea

lly e

arly

) -s

ome

adve

rbs

of fr

eque

ncy

and

tim

e (e

.g. t

omor

row

, lat

er, s

omet

imes

)

A

dve

rbs:

-s

om

ewh

ere,

no

wh

ere,

an

ywh

ere,

ev

eryw

her

e

Ad

verb

s: t

oo

Adj

ecti

ves:

-ir

regu

lar c

ompa

rativ

e/su

perla

tive

(e.g

. be

tter

/(th

e) b

est;

wor

se/(

the)

wor

st)

A

dje

ctiv

es

and

Ad

verb

s:

-th

e +

ad

ject

ive

(e.g

. Th

e sm

all

rou

nd

b

all

is m

ine.

) -d

oes

no

t co

nfu

se a

dje

ctiv

es a

nd

ad

verb

s -g

eru

nd

as

adje

ctiv

e o

r as

par

t o

f a

com

po

un

d n

ou

n (

e.g

. ru

nn

ing

wa

ter,

w

alk

ing

sti

ck, d

ivin

g b

oa

rd)

-eit

her

, nei

ther

Tr

ansi

tio

n W

ord

s an

d P

hra

ses:

-c

on

jun

ctio

ns:

bef

ore

, aft

er, w

hen

, th

en, w

hile

, bo

th…

an

d, i

n c

on

tra

st,

in c

on

clu

sio

n, y

et, f

or

exa

mp

le,

ther

efo

re, s

imila

rly,

as

a r

esu

lt, o

n

the

oth

er h

an

d, a

t fi

rst

-co

nju

nct

ion

s: y

et, a

lth

ou

gh

, sin

ce,

bec

au

se o

f -c

om

par

ativ

e u

sin

g as

… a

s so

on

as,

a

s w

ell a

s, n

earl

y a

s, ju

st a

s, n

ot

qu

ite

as,

wh

erea

s (e

.g. M

y b

roth

er is

a

s o

ld a

s yo

ur

bro

ther

.)

N

egat

ion

: -w

ill (

e.g.

Th

ey w

on

’t d

rin

k m

ilk.)

Ad

ject

ives

: -n

ou

n +

low

er f

req

uen

cy a

dje

ctiv

es

or

no

un

+ t

wo

ad

ject

ives

(e.

g. s

hin

y)

N

egat

ion

: -b

e in

sim

ple

pre

sen

t (e

.g. S

he

is n

ot

her

e/R

ob

ert

isn

’t h

ere.

) -d

o (

e.g.

We

do

n’t

ea

t th

at.

)

Tr

ansi

tio

n W

ord

s an

d P

hra

ses:

-l

ike/

un

like,

sim

ilar

to/d

iffe

ren

t fr

om

Adv

erbs

: -o

f man

ner

(e.g

. ver

b +

adve

rb: S

he a

te

quic

kly.

) -v

erb

+ tw

o ad

verb

s (e

.g. T

he t

each

er

talk

ed v

ery

slow

ly in

the

cla

ss.)

-o

f opi

nio

n (e

.g. o

bvio

usly

, cle

arly

, ac

tual

ly)

Pr

epos

itio

ns:

-of d

irec

tion

(e.g

., to

, fro

m)

-of t

ime

(e.g

. at,

bef

ore,

aft

er, o

n, in

)

P

rep

osi

tio

ns:

-o

f lo

cati

on

(e.

g. in

, on

, at,

un

der

, on

th

e ri

gh

t/le

ft)

A

dve

rbs:

o

f p

oss

ibili

ty (

pro

ba

bly

, po

ssib

le,

def

init

ely)

Tran

siti

on

Wo

rds

and

Ph

rase

s:

-var

iety

of

tran

siti

on

wo

rds

and

p

hra

ses

use

d c

orr

ectl

y an

d

exte

nsi

vely

th

rou

gho

ut

the

wri

tin

g

Tran

sitio

n W

ords

and

Phr

ases

-fi

rst,

seco

nd, n

ext,

final

ly, f

or e

xam

ple,

also

-c

onju

nctio

ns: s

o, si

nce,

bec

ause

, bec

ause

of

N

egat

ion

: -n

egat

ion

in a

var

iety

of

ten

ses

(e.g

. H

e h

asn

’t w

ork

ed. S

he

shou

ldn

’t g

o

to b

ed la

te.)

Ne

gati

on

: -w

ith

co

nju

nct

ion

un

less

(e

.g. D

on

’t

spen

d t

he

mo

ney

un

less

yo

u n

eed

n

ew c

loth

es.)

Neg

atio

n:

-be

in s

imp

le p

ast

(e.g

. Th

ey w

ere

no

t h

ap

py.

Th

ey w

eren

’t h

ap

py.

)

P

rep

osi

tio

ns:

-w

ith

(si

mp

le f

igu

rati

ve)

ph

rasa

l ve

rbs

(e.g

. giv

e u

p, l

oo

k a

fter

, bri

ng

u

p, g

et a

lon

g, c

lea

r u

p, g

o t

hro

ug

h,

ha

nd

aro

un

d, h

old

on

, po

int

ou

t, p

ut

do

wn

)

P

rep

osi

tio

ns:

-w

ith

sim

ple

/lit

era

l ph

rasa

l ver

bs

(e.g

. ta

ke o

ff, p

ut

on

, pu

t a

wa

y, t

urn

o

n/o

ff, g

et u

p, w

ait

fo

r, lo

ok f

or,

loo

k a

t, t

alk

ove

r)

ENGLISH LANGUAGE ARTS (ELA) WRITING EXPECTATIONS – GRADE 10

ELA 10 students performing at level 4 of the 6 level ELA curriculum rubric compose and create a range of written literary texts (including fictionalized journal entries, a historical persona, a review, and a short script). In addition, they create informational text (including a business letter, a biographical profile, a problem-solution essay, an eye-witness report, and a researched or technical report). They attend to the various elements of discourse inherent in each text type. Their written composition is clear and straightforward with a recognizable focus and an awareness of audience. Ideas are presented coherently and in an order that conveys a clear message. Usage, spelling, punctuation, and capitalization are generally correct.

Vocabulary Knowledge ➢ word acquisition ➢ word recognition ➢ word enrichment

• Uses the sounds of letters and syllables and the placement of accents to determine the pronunciation and spelling of words.

• Uses words precisely, accurately, and for effect (e.g., to create imagery, to communicate figuratively, to communicate symbolically, to use allusion).

• Uses words correctly including prepositions (e.g., suited to/suited for), homonyms, (e.g., to, too, two), plurals and possessives (e.g., the cat’s paws, students’ projects, people’s pets).

• Recognizes and uses Canadian spelling conventions and clear pronunciation to aid spelling (e.g., accept, except).

• Selects and uses language register (e.g., formal, informal, colloquial) appropriate for the subject, audience, purpose, and context.

Syntax/Sentence Structure/ Punctuation

• Sentence Structure

− Uses sentences that are varied in form (including subordination and parallelism, free of misplaced qualifiers and dangling qualifiers.

− Writes sentences that show agreement of subject and verb, consistency in verb tense, pronoun agreement, clear pronoun reference, and parallelism.

− Writes sentences that average 11.7 words.

− Avoids common usage problems including jargon, slang, euphemism, clichés, gobbledygook, and “abuseages” (such as “Me and John….”, “I can’t get no….”, “Like….”

− Selects and uses formal written sentences that are meaningful, clear, correctly punctuated, and devoid of ambiguous expressions.

• Punctuation

− uses effective capitalization

− uses effective punctuation including periods, commas, semicolons, dashes, and hyphens

Textual ➢ Form ➢ Elements ➢ Organization

• Selects and uses the mode of discourse (e.g., descriptive, narrative, expository, or persuasive) and text form appropriate for subject, purpose, and audience.

• Uses communication elements such as handwriting, consistent font, neatness, underlining, indentations, spacing, and margins to enhance the clarity and the legibility of communications.

• Writes text that is unified (i.e., all elements combined to form a single whole or “oneness”) and coherent (i.e., consistent, logically arranged, and connected..

• Includes smooth transitional words to sequence from one idea to another.

• Creates text with a clear thesis and logical points to support message and arguments; appropriate details to support thesis; coherence, logical progression, and support for ideas; clear patterns of organization; a convincing conclusion.

• Organizes information using appropriate forms (e.g., charts, diagrams, outlines).

• Documents sources accurately using standard format (such as MLA or APA).

• Cites references for all information including summarized and paraphrased ideas from other authors.

• Experiments with and explores a variety of written text forms (such as poems, memorandums, legends, letters of complaint, obituaries, brochures) and techniques (such as foreshadowing, imagery, allegory, figurative language, symbolism, point of view, parallelism, hyperbole, literary devices, anecdotes)and explain their appeal.

• Uses appropriate visual elements (e.g., layout, colour, graphics) to clarify and enhance message.

Writing Strategies • Selects, uses, and evaluates purposefully a variety of strategies to communicate meaning before (e.g., considering and valuing own observations, thoughts, and opinions as sources for ideas, formulating questions to guide or focus research), during (e.g., shaping and reshaping drafts with audience and purpose in mind), and after (e.g., ensuring that all parts support the main idea or thesis) writing activities.

• Evaluates their writing effectiveness.

• Contributes to the creation of rubrics and other assessment and evaluation tools used to assess written products.

• Selects strategies to enhance growth as a writer.

GUIDING COMMENTS: EAL RUBRICS AND WRITING EXEMPLARS

About the rubrics:

➢ The rubrics are intended to help teachers of EAL learners in high school to determine writing

skills and abilities along the CFR scale. However, the other language strands, including

listening, spoken interaction, spoken production, and reading, are equally important and must

be considered when assessing the progress of learners along the global scale.

➢ The rubrics are a work in progress, therefore users of this document are encouraged to revise

or edit for clarity.

➢ The syntax category of this document that refers to classes of words and corresponding

functions has been adapted from the Ontario Ministry of Education Grades 9 to 12 Curriculum

English as a Second Language and English Literacy Development (2007)

Writing samples: ➢ The level assigned to students in each of the writing samples represents the level in which the

student is currently working.

Suggestions for classroom use: ➢ As teachers assign global levels, they are encouraged to review several pieces of writing as

well as their knowledge of student performance in various classes.

➢ The descriptors within the rubrics will vary so that they are suitable for the writing prompt

selected.

➢ It is recommended that the teacher who spends the most time with the student provide the

final assessment of skills and abilities along the CFR scale.

Clarification of terms used in the rubrics: ➢ Attempts means that the student is aware of the concept, showing some evidence of use, with

error(s).

➢ Uses means that the student is fairly consistent and accurate with language use.

➢ Academic vocabulary in this context refers to the vocabulary that is based on Greek or Latin

roots (e.g., observe, demonstrate, analyze, describe)

➢ Content area vocabulary refers to the vocabulary that is related to a specific subject area (e.g.,

poem, sum, beaker, guitar)

➢ With assistance means the teacher has provided guidance.

➢ With support includes the use of items such as print materials, a graphic organizer,

dictionary, or thesaurus.

A1.1 WRITING RUBRIC: GRADE 10

Vocabulary - Knowledge of

words - Word choice - Word enrichment

• writes alphabet independently

• shows awareness of sound symbol relationship

• copies words learned in class

• copies labels on a picture

• labels independently diagrams, illustrations or maps using familiar words

• uses words of personal relevance (e.g., mom, dad)

Sentence structure; punctuation

• Sentence Structure

− capitalizes proper nouns

− capitalizes the first word of a sentence

− attempts simple sentences: subject + verb + object or prepositional phrase (e.g., She reads books. She reads in the classroom.)

• Punctuation

− uses final punctuation (e.g., period, question mark, exclamation mark)

Form; organization; content

• uses left to right directionality

• uses a writing utensil correctly

• writes on the line

• uses correct word separation

• copies short, written information

• writes patterned, simple sentences on topics of personal relevance, with assistance

• can provide personal information on a questionnaire

• writes straightforward information about self in phrases ( e.g., first and last names)

• writing may be in the form of a list

• relies on visuals or illustrations to convey meaning in written work

• may write L1 words to communicate

Grammar

• Nouns

− count and non-count: singular and plural of regular and high-frequency irregular nouns

• Verbs

− be (e.g., I am a boy.)

− there is/are

− have (e.g., I have a brother.)

− can: for ability and permission (e.g., I, can sing. I can go to the party.)

− simple present, simple past (regular), simple future tenses

• Adjectives

− possessive: my, your, his, her, its, our, their

− high-frequency (e.g., red, small, dark, old, Canadian, square)

• Adverbs

− used to modify adjectives (e.g., very big, really early)

− some adverbs of frequency and time (e.g., tomorrow, later, sometimes)

• Negation

− be in simple present (e.g., She is not here/Robert isn’t here.)

− do (e.g., We don’t eat that.)

• Prepositions

− of direction (e.g., to, from)

− of time (e.g., at, before, after, on, in)

LEARNER WRITING EXEMPLAR: GRADE 10 - A1.1

Learner Profile for A 1.1 Daniel is a high school learner whose writing is at the A 1.1 level. In the writing sample, you will see that Daniel:

• Uses left to right directionality and writes on the lines;

• Shows awareness of sound symbol relationships (exrcis=exercise);

• Uses a capital letter for a proper noun (Canada) and mostly uses capitalization for the first

word of a sentence;

• Uses correct word separation;

• Writes patterned simple sentences;

• Includes verbs in most sentences, but they are in the simple present and simple past tenses.

His writing indicates proficiency with some A 1.1 descriptors. Daniel should be supported as he continues to work on sentencing structure, the addition of modifiers, and the use of verbs.

A1.2 WRITING RUBRIC: GRADE 10

Vocabulary - Knowledge of

words - Word choice - Word

enrichment

• uses phonetic spelling for most words

• labels charts, equipment, diagrams and maps with high frequency academic and content area words

• creates and uses personal word lists of familiar or recurring vocabulary (e.g., creates a personal dictionary)

• attempts to use high frequency academic words with support (e.g. explain, demonstrate, describe)

• attempts to use high frequency content area vocabulary words with support (e.g., fiction, poem, sum, multiply)

• attempts to use high frequency affixes (re-, tri-, bi-, un-, -ful, -less, -ly)

• uses common descriptive words (e.g., purple, big, square, many/some)

Sentence structure; punctuation

• Sentence Structure

− uses in-depth capitalization rules (e.g., days of the week, months, titles)

− writes complete simple sentences

− attempts compound sentences using common conjunctions (e.g., and, but, or, because)

− answers questions using simple adverbial phrases (e.g., to the mall, after the movie)

• Punctuation

− uses apostrophes for contractions and possessive forms (e.g., He’s buying a hat. The boy’s hat is red. We don’t like music.)

− attempts comma use

Form; organization; content

• uses basic organization in page layout (e.g., name, date, headings, subheadings, margins)

• copies dates and facts from short simple text

• relies on patterned sentences to express more detail and answer questions

• writes simple questions following a model

• writes simple information about self, including likes and dislikes

• writes simple messages for personal communication (e.g., text messages or e-mails)

• uses parts of the writing process (e.g., pre-writing, rewrite for neatness) with assistance

• co-constructs a simple paragraph

Grammar

• Nouns

− possessive form of proper nouns (e.g., David’s hat)

− articles: a, an, the

• Pronouns

− subject: I, you, he, she, it, we, they

− correctly using subject and object: me, you, him, her, it, us, them

• Verbs

− simple past high-frequency irregular verbs (e.g., She came late.)

− present progressive (e.g., She is talking.)

• Adjectives

− comparative/superlative (e.g., bigger, bigger than/biggest; dirtier, dirtier than/dirtiest)

− attempting comparative/superlative forms + more/most (e.g., more beautiful/most intelligent)

− a little, a lot of, much, many, some, any, every, all

• Adverbs

− too

• Negation

− will (e.g., They won’t drink milk.)

• Prepositions

− of location (e.g., in, on, at, under, on the right/left)

LEARNER WRITING EXEMPLAR: GRADE 10 - A1.2

Learner Profile for A 1.2 Rahel is a high school learner whose writing is at the A 1.2 level. In the writing sample, you will see that Rahel:

• Uses apostrophes for contractions (e.g., it’s);

• Uses prepositions (e.g., in, at, of);

• Uses common descriptive words (e.g., terrible, pleasing);

• Writes complete simple sentences;

• Attempts compound sentences using common conjunctions (e.g., but, cause);

• Uses simple adverbial phrases (e.g., to the washroom, in my village).

Rahel shows firm evidence of A 1.2 skills, but she is also starting to display a few more advanced skills such as the use of high frequency affixes (e.g., peaceful, pleasing).

A2.1 WRITING RUBRIC: GRADE 10

Vocabulary - Knowledge

of words - Word choice - Word

enrichment

• uses accurate spelling for high frequency words

• uses high frequency academic vocabulary independently

• uses high frequency content area vocabulary independently

• uses high frequency affixes and roots (e.g., re-, un-, -ful)

• attempts to use low frequency affixes and roots (e.g. Greek and Latin roots –ology, psych-)

• uses a variety of descriptive words when writing about familiar subjects (e.g. light blue, large, round, several)

• uses words lists of synonyms, homonyms, and antonyms to extend and enrich word choice

Sentence structure; punctuation

• Sentence Structure

− uses a variety of compound sentences (e.g., and, but, or, because)

• Punctuation

− uses commas for items in a list, in compound sentences to separate clauses, and/or introductory phrases

Form; organization; content

• organizes writing using multiple text features such as titles and headings (e.g., science experiment, report, note-taking)

• writes and responds to questions independently

• can provide personal information using short texts and diagrams (e.g., directions to their home)

• uses simple sentences to describe common objects or familiar places such as their surroundings, their daily activities and the people around them

• gives personal opinion with support (e.g., sentence starters using think, know, hope, believe)

• uses multiple parts of the writing process (e.g., pre-writing and editing)

• writes a simple paragraph with support

• organizes information related to a central idea in a short paragraph using introductory, supporting, and concluding sentences

• organizes by chronological sequence with support

Grammar

• Nouns

− count nouns: singular and plural of low-frequency irregular forms (e.g., half /halves, goose/geese)

− gerunds for activities and pastimes (e.g., running, singing)

− collective nouns (e.g., team, crowd, group, family,

− subject-verb agreement with collective nouns (e.g., The crowd is cheering.)

• Pronouns

− possessive: mine, yours, his, hers, its, ours, theirs

− demonstrative: this/these, that/those

• Verbs

− future with going to (e.g., We’re going to finish.)

− simple past of low-frequency irregular verbs (e.g., leave/left, run/ran,)

− there was/were

− modals: have to, must, can, need, may and might (e.g., I have to go now. I must stop because I’m tired. He can send e-mails to his friends.)

• Adjectives

− noun + lower frequency adjectives or noun + two adjectives(e.g., shiny)

• Adverbs

− of manner (e.g., verb + adverb: She ate quickly.)

− verb + two adverbs (e.g., The teacher talked very slowly in the class.)

− of opinion (e.g., obviously, clearly, actually)

• Transition Words and Phrases

− first, second, next, finally, for example, also

− conjunctions: so, since, because, because of

• Negation

− be in simple past (e.g., They were not happy. They weren’t happy. )

• Prepositions

− with simple/literal phrasal verbs (e.g., take off, put on, put away, turn on/off, get up, wait for, look for, look at, talk over)

LEARNER WRITING EXEMPLAR: GRADE 10 - A2.1

Learner Profile for A 2.1 Bilal is a high school learner whose writing is at the A 2.1 level. In the writing sample, you will see that Bilal:

• Uses commas for items in a list (e.g. …there was a kitchen, living room….);

• Uses accurate spelling for high frequency words;

• Uses a variety of compound sentences (e.g., but, because, and);

• Organizes information related to a central idea in a short paragraph using introductory,

supporting, and concluding sentences;

• Uses a variety of descriptive words when writing about a familiar subject (e.g., big, fancy,

small, tall, regular, comfortable);

• Uses gerunds for activities and pastimes (e.g., playing, protecting);

• Make use of modals (e.g. …we would have to….);

• Uses transitional words and phrases (e.g., first, followed by,);

• Uses both possessive (e.g., my, their) and demonstrative (e.g., that) pronouns.

Bilal‘s writing skills most closely match those of A2.1. His communication could be improved upon with additional attention to words omitted.

A2.2 WRITING RUBRIC: GRADE 10

Vocabulary - Knowledge of

words - Word choice - Word

enrichment

• demonstrates knowledge of irregular spelling patterns (e.g., knife, pneumonia)

• uses a greater variety of academic and content area vocabulary

• uses descriptive words in a variety of contexts, including for academic purposes (e.g. a science experiment, an event in history; Marie Antoinette was terrified when the angry mob approached Versailles. )

• uses high and low frequency affixes and roots

• attempts word choice enrichment (e.g., use of a thesaurus)

Sentence structure; punctuation

• Sentence Structure

− attempts complex sentences

− attempts direct and indirect speech (e.g., “I study English,” said Luis. He said he studies at this school.)

• Punctuation

− uses commas for a variety of purposes

− attempts quotation mechanics

Form; organization; content

• writes notes using a model, template or graphic organizer

• uses the 5Ws to explain an aspect of daily life or a current event

• can provide personal background information on work, education, and skills (e.g., strengths, weaknesses)

• writes texts for a variety of academic purposes (e.g., personal response to a reading, lab report, summary of a historical event)

• uses concrete details in writing to support main idea

• completes the writing process with assistance - uses a planning or pre-writing strategy (e.g., graphic organizer, topic sentence,

supporting details) timeline - organizes by chronological sequence - edits own work with assistance

Grammar

• Nouns

− plural possessive forms of nouns (e.g. the boys’ pen)

− simple use of gerunds: go + ing (e.g., They are going skating.); gerund with verbs of like/dislike (e.g., She hates studying. We love eating.); gerund as subject (e.g., Listening in class is easy .)

• Pronouns

− reflexive: myself, yourself, himself, herself, ourselves, yourselves, themselves

− indefinite: some, no, any, every + body/thing

• Verbs

− past progressive (e.g., He was standing in line.); future progressive (e.g., I’ll be looking at the mail.)

− consistent use of verb tenses (e.g., maintain the same verb tense in a sentence or paragraph)

• Adjectives

− irregular comparative/superlative (e.g., better/(the) best; worse/(the) worst)

• Transition Words and Phrases

− like/unlike, similar to/different from

LEARNER WRITING EXEMPLAR: GRADE 10 - A2.2

Learner Profile for A 2.2 Lara is a high school learner whose writing is at the A 2.2 level. In the writing sample, you will see that Lara:

• Attempts direct speech and quotation mechanics;

• Uses commas for a variety of purposes;

• Uses descriptive vocabulary in a variety of contexts (e.g., overwhelmed, treasure hunt,

suspected, “fishy”, terror);

• Uses concrete details;

• Uses gerunds regularly (e.g., sorting, playing, finishing);

• Organizes composition using a chronological sequence;

• Reveals purposeful vocabulary development

• Completes the writing process with assistance.

Lara has written a simple story on a topic with which she is familiar. Her writing shows evidence of purposeful vocabulary enrichment.

B1.1 WRITING RUBRIC: GRADE 10

Vocabulary - Knowledge of

words - Word choice - Word

enrichment

• uses a variety of common spelling strategies to spell words accurately

• continues to develop academic vocabulary

• shows awareness of words with multiple meanings (e.g., “consumer” in Science or Economics)

• continues to use a thesaurus

Sentence structure; punctuation

• Sentence Structure

− uses complex sentences (e.g., While we were working, we saw a dog who seemed lost. As she thought about him, she wondered how his new job would change their lives. Carlos, who studied with Viktor, was standing outside.)

− self corrects common sentence errors (e.g., run-ons and fragments)

• Punctuation

− uses colons before a list (e.g., Bring the following items: pen, pencil, and paper.)

− uses quotation mechanics

Form; organization; content

• writes about story elements with support (e.g., character, setting, may use a graphic organizer)

• writes a multi-paragraph composition on a central idea with details in each paragraph

• sequences text logically with support (e.g., strongest –weakest arguments, compare-contrast)

• completes writing process - brainstorming, draft, revisions, editing - edits own work, with support

- edits peer writing, with support

• produces writing in more than one genre (e.g., report, journal, newspaper)

• begins to demonstrate awareness of audience

Grammar

• Verbs

− used to (e.g., They used to live in Panama.)

− modals: should, could, would (e.g., I should study after school. We could buy that car.)

− simple use of infinitives with would like, ask, tell (e.g., I would like to visit Canada. My mother asked me to go to the store.)

− conditional statements: probable and unlikely situations

− (e.g., If it snows, we will wear our boots. If I had a lot of money, I would go on vacation.)

• Adjectives

− other, another, each

− both, all, enough + of

• Adverbs

− somewhere, nowhere, anywhere, everywhere

• Transition Words and Phrases

− conjunctions: before, after, when, then, while, both ... and, in contrast, in conclusion, yet, for example, therefore, similarly, as a result, on the other hand, at first

− conjunctions: yet, although, since, because of

− comparative using as ... as (e.g., My brother is as old as your brother.) as soon as, as well as, nearly as, just as, not quite as, whereas

• Negation

− negation in a variety of tenses (e.g., He hasn’t worked. She shouldn’t go to bed late.)

• Prepositions

− with (simple figurative) phrasal verbs (e.g., give up, look after, bring up, get along, clear up, go through, hang around, hold on, point out, put down)

LEARNER WRITING EXEMPLAR: GRADE 10 - B1.1

Learner Profile for B1.1 Ofelia is a high school learner whose writing is at the B 1.1 level. In the writing sample, you will see that Ofelia:

• Writes a multi-paragraph composition on a central idea with details in each paragraph;

• Writes conditional statements (e.g., if a student got caught eating, then…./ if a student did

not wear his uniform then….);

• Uses a variety of transitional words (e.g., moreover, also, for example, therefore);

• Attempts to use complex sentences;

• Sequences text logically with a compare and contrast structure.

While Ofelia needs to work on improving a few skills, such as the use of verbs in the past tense, her overall writing demonstrates the descriptors at B 1.1.

B1.2 WRITING RUBRIC: GRADE 10

Vocabulary - Knowledge of

words - Word choice - Word

enrichment

• continues to use and develop academic vocabulary

• uses a variety of words with multiple meanings

• continues to use a thesaurus

Sentence structure; punctuation

• Sentence Structure

− uses a variety of complex sentences (e.g., The ball, which he hit powerfully, flew across the net to Roberto, who had raced to hit it.)

• Punctuation

− uses parentheses (e.g., for additional information)

− uses semi-colons

− uses colons (e.g. before extended quotations; to replace “for example”; follow a salutation)

Form; organization; content

• takes notes while listening

• writes about all story elements (e.g., character, conflict, atmosphere, plot)

• writes a multi-paragraph composition for academic purposes (e.g., descriptive, narrative, expository, or persuasive)

• writes a five paragraph essay

• adds details, examples, and explanations to convey meaning

• sequences text logically

• independently uses writing process

• edits own and peer writing

• demonstrates awareness of audience

• uses a variety of features to create an effective presentation or final product (e.g., technology, color, font)

Grammar

• Nouns

− abstract nouns (e.g., advice, information, beauty, knowledge, philosophy, demo- cracy) + a, an, the, or no article (e.g., He had a good knowledge of science. He had knowledge about many things.)

• Pronouns

− relative: who, that, which, whose in defining relative clause (e.g., The man who drives the bus smiles a lot.)

• Verbs

− present and past perfect (e.g., He has just finished.)

− simple passive (e.g., The dog was found in the park last Friday.)

− conditional statement: cannot be fulfilled (e.g., If I had known that they were celebrating a birthday, I would have brought a cake.)

• Adjectives and Adverbs

− the + adjective (e.g., The small round ball is mine.)

− does not confuse adjectives and adverbs

− gerund as adjective or as part of a compound noun (e.g., running water, walking stick, diving board)

− either, neither

• Adverbs

− of possibility (e.g., probably, possibly, definitely)

• Negation

− with conjunction unless (e.g., Don’t spend the money unless you need new clothes.)

• Transition Words and Phrases

− variety of transition words and phrases used correctly and extensively throughout the writing

LEARNER WRITING EXEMPLAR: GRADE 10 - B1.2

Learner Profile for B1.2 Abena is a high school learner whose writing is at the B 1.2 level. In the writing sample, you will see that Abena:

• Writes using the various story elements-character, conflict, atmosphere, plot;

• Adds details, examples, and explanations to convey meaning;

• Sequences text logically;

• Uses a variety of complex sentences;

• Uses more advanced punctuation, including semi-colons;

• Uses relative pronouns (e.g., which, that).

Abena’s writing displays competence in a number of areas including verb usage and the use of complex sentence structures. Her overall writing demonstrates the descriptors at B 1.2.

Grad

e 1

0 C

FR R

eadin

g Ru

bric

Stud

ent N

ame

: P

rimary Lan

guage:

Cu

rrent C

FR:

Teach

er:

Scho

ol:

Scho

ol Year:

Year En

d C

FR:

A1

.1

Text Stru

cture

A

1.2

Te

xt Structu

re

A2

.1

Text Stru

cture

A

2.2

Te

xt Structu

re

B1

.1

Text Stru

cture

B

1.2

Te

xt Structu

re

Read

s simp

le text ad

apte

d fo

r EAL

learners an

d selects au

then

tic m

aterials (e.g. form

s, enviro

nm

ental

signs, an

d p

rom

otio

nal m

aterials)

R

eads a variety o

f texts ad

apte

d fo

r EA

L learners an

d a variety o

f au

then

tic materials (e.g. b

asic recip

es, simp

le instru

ction

s)

Read

s a variety of m

ulti-p

aragraph

te

xts adap

ted

for EA

L learners an

d

an in

creasing variety o

f auth

entic

materials (e.g. w

eath

er forecasts,

scho

ol n

ewslette

rs, cou

rse ou

tlines)

R

eads and extracts information from

a variety of adapted and authentic texts (e.g. textbooks, leveled readers)

Reads a variety of m

ore complex

authentic texts in a variety of text structures (e.g. inform

ational websites,

news stories, short stories)

R

eads grad

e level, auth

entic te

xts, w

ith su

pp

ort, in

a wid

e variety of

genres o

n a ran

ge of to

pics

Texts are comprised of com

plex sentences w

ith subordinate clauses and/or relative clauses (e.g. W

hile they were sleeping,

their grandmother arrived)

Texts are comprised of a variety of

complex sentence structures and

gramm

atical forms including appositives

and passive voice (e.g. Regina, the

capital of Saskatchewan, is located to

the south of Saskatoon. He w

as seen w

orking in the library by the teachers w

ho had earlier marked him

absent)

Te

xts con

sist of p

hrases, sim

ple

senten

ces and

/or b

asic com

po

un

d

senten

ces (e.g. She rea

ds b

oo

ks. I like to

read

an

d I like to

run

)

Texts are comprised of sim

ple co

nnected sentences, which include

prepositional phrases and/o

r a variety of

compo

und sentences (e.g. He looks on

the table and under the chair for the book. She likes to read m

agazines, but does not like to read novels)

Texts are comprised of an increasing

number of com

plex sentences with

subordinate clauses and/or relative clauses (e.g. The ball, w

hich he hit powerfully, flew

across the net to Roberto, w

ho ran to hit it)

Texts are co

mp

rised o

f a variety of

com

po

un

d sen

ten

ces that m

ay in

clud

e direct an

d in

direct sp

eech.

(e.g. “I stu

dy En

glish

”, said

Luis. H

e sa

id h

e stud

ies at th

is schoo

l)

A1

.1

Ph

on

olo

gical & P

ho

ne

mic

Aw

aren

ess

A1

.2

Ph

on

olo

gical & P

ho

ne

mic

Aw

aren

ess

A2

.1

Ph

on

olo

gical & P

ho

ne

mic

Aw

aren

ess

A2

.2

Ph

on

olo

gical & P

ho

ne

mic

Aw

aren

ess

B1

.1

Ph

on

olo

gical & P

ho

ne

mic

Aw

aren

ess

B1

.2

Ph

on

olo

gical & P

ho

ne

mic

Aw

aren

ess

Iden

tifies and

pro

du

ces all sou

nd

s of

the alp

hab

et

Iden

tifies pro

du

ces and

recogn

izes en

d so

un

ds o

f wo

rds

R

ecogn

izes sou

nd

symb

ol

relation

ship

of m

ost letters

R

ecogn

izes sou

nd

symb

ol

relation

ship

of m

ost letters

R

ecogn

izes sou

nd

symb

ol

relation

ship

s of all lette

rs

Reco

gnizes m

edial co

nso

nan

t grap

hem

es in w

ord

s

Recites th

e nam

es of th

e letters of

the alp

hab

et

Can decode: -w

ord families (e.g. rank/bank, -w

ing/sing); -consonant blends (e.g. bl, rd); long and short vow

el sounds (e.g. rat/rate); root w

ords (e.g. known, correct);

prefixes (e.g. unknown);

Suffixes (e.g. correction); beginning diagraphs (e.g. th, sh); trigraphs (e.g. sch-, str-) vow

el digraphs (e.g. ea, ou, ee, ie) vow

el dipthongs (e.g. ow, oi)

Identifies and recognizes rhym

ing words

R

ecognizes rhyming w

ords with differing

spelling (e.g. sneeze, Belize)

D

ecodes less comm

on words w

ith unique spelling patterns (e.g. bureau, depot)

Continues to develop com

petence tow

ards grade level appropriate skills

Deco

des m

ultisyllab

ic wo

rds (e.g.

registra

tion

, ma

them

atics

Identifies beginning so

unds of w

ords

Deco

des co

mp

lex letter co

mb

inatio

ns (e.g. to

ug

h)

D

ecod

es familiar w

ord

s and

sight

wo

rds (e

.g. bo

ok, ca

t, pen

, the, is)

D

ecod

es com

mo

n w

ord

s with

un

iqu

e sp

elling p

attern

s (e.g. knife, isla

nd

)

M

anip

ulates w

ord

s by ad

din

g or

remo

ving p

ho

nem

es

Segm

ents m

ultisyllab

ic wo

rds

A1

.1

Vo

cabu

lary A

1.2

V

ocab

ulary

A2

.1

Vo

cabu

lary A

2.2

V

ocab

ulary

B1

.1

Vo

cabu

lary B

1.2

V

ocab

ulary

R

eads so

me u

tility wo

rds (e.g. d

ay,

wa

lk, run

, mo

m, d

ad

)

Read

s a variety of u

tility wo

rds (e.g.

ma

rch, jo

b, rem

ove)

Reads a variety of descriptive w

ords (e.g. M

arie Antoinette w

as terrified when the

angry mob approached V

ersailles)

Reads descriptive w

ords in a variety of contexts, including for academ

ic purposes

Continues to read a variety of descriptive, academ

ic and content area vocabulary

Reads most vocabulary w

hen encountered in a variety of grade level texts

R

eads so

me d

escriptive w

ord

s (e.g. g

oo

d, fin

e, ha

pp

y)

Read

s a variety of d

escriptive w

ord

s (e

.g. rou

nd

, lovely, la

rge)

R

eads a greater variety o

f academ

ic an

d co

nte

nt area vo

cabu

lary

Continues to extract meaning from

frequent and less frequent affixes, suffixes and roots

R

eads a variety o

f wo

rds w

ith

mu

ltiple m

eanin

gs

Begin

s to re

ad h

igh freq

uen

cy co

nte

nt area vo

cabu

lary wo

rds w

ith

sup

po

rt (e.g. ad

d, m

ultip

ly)

R

eads h

igh freq

uen

cy con

tent are

a vo

cabu

lary wo

rds, w

ith su

pp

ort (e.g.

sum

, enviro

nm

ent, p

rod

uct)

Reads high frequency academ

ic vocabulary

Extracts mean

ing fro

m freq

uen

t and

less freq

uen

t affixes, suffixes, an

d

roo

ts (e.g. Greek an

d Latin

roo

ts: -o

log

y, eco-, m

ulti-, th

erm-)

U

ses a variety of strategies and resources to extend and enrich vocabulary

U

nderstands the figurative meaning of

words and phrases including:

-idioms (e.g. It’s raining cats and dogs).

-metaphors (e.g. The elephant in the room

)

R

eads h

igh freq

uen

cy con

tent area

vocab

ulary

Reads vocabulary related to a topic learned in class (e.g. sports gam

es, players)

Read

s charts, e

qu

ipm

ent, d

iagrams

and

map

s with

high

frequ

ency

academ

ic and

con

ten

t area wo

rds

U

ses wo

rd lists o

f syno

nym

s, h

om

on

yms an

d an

ton

yms to

extend

an

d e

nrich

vocab

ulary

U

nd

erstand

s literal and

no

n-lite

ral m

eanin

gs of w

ord

s and

ph

rases

Read

s diagram

s, illustratio

ns o

r map

s w

ith fam

iliar wo

rds

Continues to use w

ord lists o

f syno

nyms, hom

onyms, and antonym

s to extend and enrich vocabulary

U

nderstands use of figurative language (e.g. idiom

s, similes, m

etaphors)

Un

derstan

ds co

nn

otatio

n an

d

den

otatio

n (e.g. d

ifference b

etween

an

argum

ent an

d a d

isagreemen

t)

Create

s and

uses p

erson

al wo

rd lists

of fam

iliar or recu

rring vo

cabu

lary

Attem

pts to

extract mean

ing fro

m

frequ

ent affixes, su

ffixes, an

d ro

ots

(e.g. re-, tri-, b

i-, un

-, -ful, -less, -ly)

A

ttempts to extract m

eaning from less

frequent affixes, suffixes or roots (e.g. know

/known, know

ledge/knowledgeable)

Begins to understand literal and non-

literal meanings of w

ords and phrases

B

egins to

classify and

catego

rize w

ord

s into

sets or gro

up

s

Classifies an

d catego

rizes wo

rds in

to

sets or gro

up

s

May sub

stitute a wo

rd w

ith a difference tense (e.g. I see vs. I saw

)

Begins to understand use of figurative language (e.g. idiom

s, similes, m

etaphors)

M

ay interchange masculine/fem

inine w

ords (e.g. he/she)

A

1.1

V

isu

al P

roce

ssin

g A

1.2

V

isu

al P

roce

ssin

g A

2.1

V

isu

al P

roce

ssin

g A

2.2

V

isu

al P

roce

ssin

g B

1.1

V

isu

al P

roce

ssin

g B

1.2

V

isu

al P

roce

ssin

g

Un

der

stan

ds

left

-rig

ht

dir

ecti

on

alit

y

Iden

tifie

s an

d us

es b

asic

text

feat

ures

suc

h as

title

, illu

stra

tions

, and

bol

ded

wor

ds

Id

entif

ies a

nd u

ses a

var

iety

of t

ext f

eatu

res

C

on

tin

ues

to

iden

tify

an

d u

se a

va

riet

y o

f te

xt f

eat

ure

s

Oft

en

use

s va

rio

us

text

fea

ture

s to

en

han

ce c

om

pre

hen

sio

n (

e.g.

gr

aph

s, d

iagr

ams,

illu

stra

tio

ns)

.

Co

nsis

tent

ly u

ses

a va

riety

of a

dvan

ced

text

feat

ures

to e

nhan

ce c

ompr

ehen

sion

(e

.g. s

ideb

ars,

tabl

e of

con

tent

s, g

loss

ary)

.

Iden

tifi

es b

asic

tex

t fe

atu

res

such

as

titl

e an

d il

lust

rati

on

s

Extr

acts

det

ails

info

rmat

ion

from

pr

omot

iona

l mat

eria

l suc

h as

pos

ters

, br

ochu

res

and

invi

tatio

ns (e

.g. d

ress

co

de, r

egis

trat

ion

times

, sch

ool m

usic

al)

Beg

ins

to id

enti

fy m

ore

ad

van

ced

te

xt f

eat

ure

s (e

.g. i

nd

ex, g

loss

ary,

ta

ble

of

con

ten

ts)

Ex

trac

ts im

port

ant i

nfor

mat

ion

from

a

varie

ty o

f fun

ctio

nal,

visu

al te

xts

(e.g

. ad

vert

isin

g m

ater

ial,

com

mun

ity

broc

hure

s, s

choo

l new

slet

ters

)

Und

erst

ands

str

aigh

tfor

war

d fo

rms

in

orde

r to

inse

rt p

erso

nal i

nfor

mat

ion

(e.g

. na

me,

add

ress

, dat

e of

birt

h)

Ev

alua

tes

the

effe

ctiv

enes

s of

form

at a

nd

layo

ut o

f fun

ctio

nal,

visu

al te

xts

(e.g

. ad

vert

isin

g m

ater

ial,

loca

l bro

chur

es).

Ca

n sc

an th

roug

h st

raig

htfo

rwar

d pr

inte

d te

xt (e

.g. m

agaz

ines

bro

chur

es,

info

rmat

ion

on th

e in

tern

et) a

nd id

entif

y th

e to

pic

as w

ell w

heth

er th

e in

form

atio

n co

ntai

ned

mig

ht b

e ap

plic

able

to th

e to

pic.

Ex

trac

ts s

ome

deta

iled

info

rmat

ion

from

pr

omot

iona

l mat

eria

l suc

h as

pos

ters

, si

gns

and

invi

tatio

ns (e

.g. p

lace

, a

wea

ther

fore

cast

, mat

eria

ls n

eede

d)

Re

ads

a va

riety

of g

raph

s an

d di

agra

ms

Ex

trac

ts in

form

atio

n f

rom

sim

ple

, p

rom

oti

on

al m

ater

ial (

e.g.

pri

ce,

dat

e, t

ime

on

po

ster

s)

R

eads

and

app

lies

info

rmat

ion

from

di

agra

ms

or g

raph

s to

ano

ther

task

(e.g

. us

ing

info

rmat

ion

from

a b

ar g

raph

to

com

plet

e a

mat

h w

ord

prob

lem

)

Be

gins

to u

nder

stan

d sh

ort i

nstr

uctio

ns

illust

rate

d th

roug

h st

ep-b

y-st

ep v

isual

s with

su

ppor

t (e.

g. c

ooki

ng in

stru

ctio

n on

food

pa

ckag

es, s

impl

e sc

ienc

e ex

perim

ents

)

In

depe

nden

tly fo

llow

s sh

ort i

nstr

uctio

ns

illus

trat

ed th

roug

h st

ep b

y st

ep v

isua

ls

B

egin

s to

rea

d a

var

iety

of

grap

hs

and

dia

gram

s (e

.g. b

ar g

rap

hs,

n

um

ber

lin

e, p

ie g

rap

h)

B

egin

s to

rea

d s

imp

le g

rap

hs

(e.g

. b

ar g

rap

h, t

ime

line)

A

1.1

C

om

pre

hen

sio

n

A1

.2

Co

mp

reh

ensi

on

A

2.1

C

om

pre

hen

sio

n

A2

.2

Co

mp

reh

ensi

on

B

1.1

C

om

pre

hen

sio

n

B1

.2

Co

mp

reh

ensi

on

R

elie

s o

n p

ictu

re o

r b

ilin

gual

d

icti

on

ary,

illu

stra

tio

ns,

pri

or

kno

wle

dge

, pat

tern

ed s

ente

nce

s an

d

con

text

to

aid

co

mp

reh

ensi

on

P

ictu

re a

nd

bili

ngu

al d

icti

on

arie

s,

illu

stra

tio

ns,

gra

ph

s, a

nd

dia

gram

s m

ay b

e u

sed

to

aid

co

mp

reh

ensi

on

Be

gins

to u

se a

var

iety

of r

esou

rces

to

conf

irm a

nd e

nhan

ce c

ompr

ehen

sion

(e.g

. di

ctio

nary

, the

saur

us, t

echn

olog

y, gl

ossa

ry)

U

ses

a va

riety

of r

esou

rces

to c

onfir

m

and

enha

nce

com

preh

ensi

on

B

egin

s to

find

and

read

text

app

ropr

iate

fo

r in

depe

nden

t res

earc

h

Usu

ally

is a

ble

to

fin

d a

nd

rea

d t

ext

app

rop

riat

e fo

r in

dep

end

ent

rese

arch

Stra

tegi

es:

-con

tinue

s to

ski

m a

nd s

can

a gr

eate

r va

riety

of t

exts

for m

ain

idea

s an

d de

tails

. -c

ontin

ues

to u

se a

nd d

evel

op a

gre

ater

va

riety

of s

trat

egie

s, w

ith s

ome

supp

ort,

to c

ompr

ehen

d be

fore

, dur

ing,

and

aft

er

read

ing

(e.g

. pos

ing

ques

tions

to c

larif

y m

eani

ng, h

ighl

ight

ing

key

wor

ds u

sing

co

ntex

t clu

es, s

umm

ariz

ing,

mak

ing

infe

renc

es, o

r cre

atin

g jo

t not

es u

sing

a

teac

her c

reat

ed re

sour

ce)

-Mak

es c

onne

ctio

ns b

etw

een

text

s

U

nder

stan

ds b

rief,

sim

ple

inst

ruct

ions

if

enco

unte

red

prev

ious

ly in

the

sam

e or

si

mila

r for

m

St

rate

gies

: -b

egin

s to

ski

m f

or

mai

n id

ea a

nd

sc

an f

or

det

ails

in t

ext

-beg

ins

to u

se a

var

iety

of

stra

tegi

es,

wit

h s

up

po

rt, t

o c

om

pre

hen

d t

ext

bef

ore

, du

rin

g, a

nd

aft

er r

ead

ing

(e.g

. vis

ual

s, c

on

nec

tin

g to

pri

or

kno

wle

dge

, rec

ogn

izin

g ro

ot

wo

rds,

m

akin

g p

red

icti

on

s)

St

rate

gies

: -c

ontin

ues

to s

kim

and

sca

n a

grea

ter

varie

ty o

f tex

ts fo

r mai

n id

eas

and

deta

ils.

-con

tinue

s to

use

and

dev

elop

a g

reat

er

varie

ty o

f str

ateg

ies,

with

som

e su

ppor

t, to

com

preh

end

befo

re, d

urin

g an

d af

ter

read

ing

(e.g

. pos

ing

ques

tions

to c

larif

y m

eani

ng, h

ighl

ight

ing

key

wor

ds u

sing

co

ntex

t clu

es, s

umm

ariz

ing,

mak

ing

infe

renc

es, o

r cre

atin

g jo

t not

es u

sing

a

teac

her c

reat

ed re

sour

ce)

Be

gins

to re

spon

d to

and

eva

luat

e te

xts

in

a va

riety

of w

ays

(e.g

. mak

es te

xt to

text

, te

xt to

sel

f, te

xt to

wor

ld c

onne

ctio

ns;

reco

gnize

s fa

cts

from

opi

nion

; ide

ntifi

es

the

auth

or’s

pur

pose

and

stre

ngth

s)

R

ead

s an

d f

ollo

ws

dir

ecti

on

s fo

r ex

per

imen

ts a

nd

pro

ced

ure

s in

gra

de

leve

l tex

ts

Stra

tegi

es:

-use

s p

rio

r kn

ow

led

ge

-lo

oks

fo

r co

gnat

es

-beg

ins

to id

enti

fy k

ey n

ou

ns

in t

ext

-w

ith

su

pp

ort

(e.

g. n

ames

of

peo

ple

o

r p

lace

s)

-beg

ins

to u

se v

isu

als,

wit

h s

up

po

rt,

to a

id c

om

pre

hen

sio

n b

efo

re, d

uri

ng

and

aft

er r

ead

ing

R

ead

s an

d e

valu

ates

, wit

h m

inim

al

sup

po

rt, p

ersu

asiv

e te

xts

for

stre

ngt

hs

and

wea

knes

ses

of

an a

rgu

men

t

Stra

tegi

es:

-mo

nit

ors

ow

n c

om

pre

he

nsi

on

an

d

sele

cts

app

rop

riat

e re

sou

rces

fo

r cl

arif

icat

ion

-c

on

tin

ues

to

use

a v

arie

ty o

f st

rate

gies

to

co

mp

reh

end

bef

ore

, d

uri

ng

and

aft

er r

ead

ing,

wit

h

dec

reas

ed s

up

po

rt (

e.g.

def

end

ing

infe

ren

ces,

rer

ead

ing

to c

on

solid

ate

un

der

stan

din

g, s

ynth

esiz

ing)

-c

ho

ose

s ap

pro

pri

ate

read

ing

stra

tegi

es t

o c

om

pre

hen

d a

var

iety

o

f au

then

tic

text

s (e

.g. m

ath

q

ues

tio

n, s

cien

ce la

b, h

isto

ry a

rtic

le)

St

rate

gies

: -c

on

tin

ues

to

use

a v

arie

ty o

f st

rate

gies

, wit

h m

inim

al s

up

po

rt, t

o

com

pre

hen

d b

efo

re, d

uri

ng

and

aft

er

read

ing

A

1.1

Fl

uen

cy

A1

.2

Flu

ency

A

2.1

Fl

uen

cy

A2

.2

Flu

ency

B

1.1

Fl

uen

cy

B1

.2

Flu

ency

R

ead

s w

ord

by

wo

rd w

ith

ou

t re

gard

fo

r p

un

ctu

atio

n

Rea

ds w

ith

min

imal

: -p

hras

ing

-rer

eadi

ng

-sou

ndin

g ou

t wor

ds

-att

endi

ng to

com

mon

pun

ctua

tion

(e.g

. . ?

!)

Re

ads

wit

h s

om

e:

-ph

rasi

ng

-rer

ead

ing

-so

un

din

g o

ut

wo

rds

-pau

sin

g to

ref

er t

o v

isu

als

-su

bst

itu

tin

g o

f u

nkn

ow

n w

ord

s w

ith

fa

mili

ar w

ord

s -a

tten

din

g to

co

mm

on

pu

nct

uat

ion

(e

.g. .

? !

an

d ,

“”)

Re

ads

wit

h in

crea

sed

: -

ph

rasi

ng

- in

flec

tio

n

- co

nsi

der

atio

n f

or

com

mo

n a

nd

less

co

mm

on

pu

nct

uat

ion

(e.

g. :

; -)

-

app

rop

riat

e w

ord

su

bst

itu

tio

ns

Re

ads

con

sist

en

tly

wit

h:

-ph

rasi

ng

-in

flec

tio

n

-co

nsi

der

atio

n f

or

mo

st p

un

ctu

atio

n

-sel

f-co

rrec

tio

n

Re

ads

flu

en

tly

wit

h:

-ph

rasi

ng

-in

flec

tio

n

-co

nsi

der

atio

n f

or

all p

un

ctu

atio

n

-sel

f-co

rrec

tio

n

CFR GLOBAL READING RUBRICS AND ELA ALIGNMENT:

GUIDING COMMENTS

The reading rubrics in this document are intended to help teachers of EAL learners in high schools

(Grades 9 to 12) to determine their reading skills and abilities along the CFR scale. Note that the skill

areas of listening, spoken interaction, spoken production and writing are equally important and should

be included in any comprehensive student plan for EAL assessment.

The Grade 9-12 global reading rubrics are organized under the following headings: Text Structure,

Phonemic and Phonological Awareness, Vocabulary, Visual Processing, Comprehension and Fluency.

The rubrics are a work in progress; users are encouraged to revise or edit the rubrics for clarity. A

general alignment to English Language Arts (ELA) reading rubrics for Grades 9-12 is also included to

promote smooth transitions beyond B1.2.

Suggestions for Classroom Use

➢ As teachers assign global levels, they are encouraged to consider a student’s performance on a

variety of reading selections over the course of a semester, as well as their knowledge of student

performance in various classes.

➢ It is recommended that the teacher or teachers who spend the most time with the EAL learner

provide the final assessment of skills and abilities along the CFR scale. Consultation with other

educators who work with the student is encouraged.

Clarification of Terms Used in the Rubrics

➢ Attempts means that the student is aware of the concept and shows some evidence of use, with

error(s).

➢ Uses means that the student is fairly consistent and accurate.

➢ Academic vocabulary in this context refers to the vocabulary that is based on Greek or Latin roots

(e.g., observe, demonstrate, analyze, describe)

➢ Content area vocabulary refers to the vocabulary that is related to a specific subject area (e.g.,

poem, sum, beaker, guitar)

➢ With support includes the use of print materials such as graphic organizers, dictionary, thesaurus,

or resources provided by the teacher.

➢ Adapted text means that the text has been altered in some way (e.g., simplified language,

shortened length) to suit particular reading levels.

➢ Authentic text is text that appears in its original form and has not been altered to a particular

reading level.

➢

Text Structure: Grades 9 – 12 ELA Each course within the ELA offerings has a set of specific outcomes and indicators, though in general, high school students:

✓ Read, comprehend and demonstrate understanding in their responses to a wide range of text types in print, multimedia and electronic formats.

✓ Select and use appropriate strategies to construct meaning of this wide range of text types. ✓ Recognize and demonstrate understanding of the ways in which a text’s organizational structure and elements

support or confound its purpose. ✓ Recognizes and explains purposes of texts including informing, persuading, narrating and describing. ✓ Recognize organizational patterns within text forms. ✓ Recognize and comprehend sentences that are complete, and interesting; recognize and comprehend sentence

structures including compound and complex sentences used for variety, interest and effect. ✓ Recognize and comprehend how effective coordination, subordination and apposition of ideas make sentences clear

and varied. ✓ Recognize and comprehend the use of effective capitalization and punctuation, passive voice, parallel structure and

balanced sentences. ✓ Recognize and comprehend basic English sentence structures including common kernel structures and how they

have been expanded with qualifiers and how they have been compounded and transformed (as questions, exclamations, inversions, and negatives).

Phonological and Phonemic Awareness: Grades 9 – 12 ELA Each course within the ELA offerings has a set of specific outcomes and indicators, though in general, high school students:

✓ Use knowledge of a range of spelling patterns, including sound-symbol relationships and rules to help identify, comprehend and analyze words.

✓ Recognize common spellings and variants used for effect or dialect. ✓ Recognize and use the form and usage of a word to determine the pronunciation e.g., “project” as a noun versus as

a verb). ✓ Recognize the sound patterns in language including rhyme, rhythm, metre, alliteration, consonance, assonance and

repetition. ✓ Use the sounds of letters and syllables and the placement of accents to determine the pronunciation and spelling of

words.

Vocabulary: Grades 9 – 12 ELA Each course within the ELA offerings has a set of specific outcomes and indicators, though in general, high school students:

✓ Recognize and understand how the language of the text was chosen to suit different audiences and a range of purposes.

✓ Recognize and understand use and register of language (e.g., formal, informal, jargon, slang, cliché). ✓ Distinguish use of emotional appeal or persuasive language as well as the social implications of words chosen ✓ Recognize and comprehend words that are loaded with meaning and significance (e.g., connotation, symbolism,

imagery, allusion), ✓ Know the meanings of the common Greek and Latin prefixes, suffixes, and roots in the English language.

Visual Processing: Grades 9 – 12 ELA Each course within the ELA offerings has a set of specific outcomes and indicators, though in general, high school students:

✓ Identify and explain how graphics (e.g., charts, tables), visuals (e.g., photos, paintings), dramatizations (e.g., tableaux, improvisations and layout affect the appeal and understanding of a message).

✓ Recognize and explain how placement, visibility, design, and legibility enhance the appeal and affect the impact and artistry of a message.

✓ Recognize and comprehend how graphics, fonts, colours are used to enhance meaning.

Comprehension: Grades 9 – 12 ELA Each course within the ELA offerings has a set of specific outcomes and indicators, though in general, high school students:

✓ Select and use appropriate reading strategies to construct meaning before reading (e.g., formulating focus questions, previewing text, anticipating message, setting purpose for reading).

✓ Select and use appropriate reading strategies to construct meaning during reading (e.g., considering how text relates to self, other texts and to the world around them; noting key ideas and supporting details; constructing mental images; making confirming and adjusting predictions; using cueing systems to construct meaning and self-monitor comprehension; adjust rate and strategies in keeping with purpose and difficulty of the text, etc.).

✓ Select and use appropriate reading strategies to construct meaning after reading (e.g., recalling, paraphrasing, summarizing and synthesizing; reflecting and interpreting; rereading to deepen understanding).

Fluency: Grades 9 – 12 ELA Note: The ELA 9 curriculum outcomes CR 9.8 A and CR 9.8 B indicate grade 9 students are to read grade 9 appropriate texts to increase fluency and expression. It is expected grade 9 students should read 150 + words per minute orally and 215-260 words per minute silently. No other grade provides specific wpm ranges. Each course within the ELA offerings has a set of specific outcomes and indicators, though in general, high school students:

✓ Adjust their reading rate to account for the difficulty of text. ✓ Monitor their understanding of text. ✓ Use punctuation to aid in understanding. ✓ Adjust oral presentation elements effectively e.g., articulation, pronunciation, stress, phrasing, etc.) when reading

aloud.

Grad

e 1

0 C

FR Sp

eaking R

ub

ric Stu

den

t Nam

e:

Prim

ary Langu

age: C

urren

t CFR

:

Teach

er:

Scho

ol:

Scho

ol Year:

Year En

d C

FR:

A1

.1

Vo

cabu

lary A

1.2

V

ocab

ulary

A2

.1

Vo

cabu

lary A

2.2

V

ocab

ulary

B1

.1

Vo

cabu

lary B

1.2

V

ocab

ulary

A

ttemp

ts to u

se:

Uses so

me

:

Uses a variety o

f:

Uses an in

creasing variety of:

U

ses a variety of w

ord

s with

mu

ltiple

mean

ings

• som

e utility w

ords, w

ith su

pp

ort (e.g.

day, walk, run

, mom

, age, address)

• u

tility wo

rds, w

ith su

pp

ort (e.g.

ma

rch, jo

g, rem

ove)

• u

tility wo

rds in

clud

ing so

me

syno

nym

s, anto

nym

s, and

ho

mo

nym

s (e.g. chair, seat, stool)

• utility w

ord

s inclu

din

g a wid

er variety o

f syno

nym

s, anto

nym

s, and

h

om

on

yms

A

ttempts w

ords with

mu

ltiple meanings

in a variety of contexts (e.g. “consum

er” in scien

ce or econom

ics)

Continues to use and develop a w

ide variety of academ

ic and content vocabulary consistent w

ith grade level expectations • D

escriptive w

ord

s, with

sup

po

rt (e.g. g

oo

d, fin

e, ha

pp

y) • d

escriptive w

ord

s, with

sup

po

rt (e.g. ro

un

d, lo

vely)

• descrip

tive wo

rds (e.g. light, several)

• descriptive words in a variety of

contexts, including for academic

purposes

• high

frequ

ency co

nten

t area vo

cabu

lary wo

rds, w

ith su

pp

ort (e.g.

ad

d, b

all, g

ym)

• h

igh freq

uen

cy con

tent area

vocab

ulary w

ord

s, with

sup

po

rt (e.g. su

m, la

b, p

rod

uct)

• h

igh freq

uen

cy con

tent area

vocab

ulary (e.g. exp

erimen

t, an

gle)

• academ

ic and content area vocabulary (e.g. m

athematical procedures)

Continues to use a variety of descriptive, academ

ic and content area vocabulary

• high

frequ

ency academ

ic vocabulary (e.g. dem

onstrate, summ

arize)

• high

frequ

ency w

ord

s relating to

th

eir class top

ics. (e.g. classro

om

, sp

orts g

am

es)

Attem

pts to use som

e high frequency

academic w

ords, with supp

ort (e.g. dem

onstrate, summ

arize)

• repetitio

n o

f wo

rds h

eard in

class

A1

.1

Syntax

A1

.2

Syntax

A2

.1

Syntax

A2

.2

Syntax

B1

.1

Syntax

B1

.2

Syntax

U

ses one-word responses or phrases

A

nsw

ers simp

le qu

estion

s usin

g ph

rases

Asks a variety o

f simp

le qu

estion

s (e.g. q

uestio

ns relatin

g to d

irection

s, prices,

time, etc. an

d W

5 q

uestio

ns)

U

ses details to

enh

ance sim

ple an

d

com

po

un

d sen

tences

U

ses complex sentences

U

ses a variety of complex sentences and

structures to convey meaning

A

ttempts sim

ple sentences, with support

(e.g. subject, verb, object)

Uses co

mp

lete simp

le senten

ces (e.g. I

am

go

od

at soccer.)

U

ses a variety of co

mp

ou

nd

senten

ces (e.g. a

nd

, bu

t, or)

A

ttemp

ts com

plex sen

tences, w

ith

sup

po

rt (e.g. I wa

s late fo

r scho

ol

beca

use I m

issed th

e bu

s.)

Attem

pts sim

ple q

uestio

ns, w

ith

sup

po

rt (e.g. Wh

ere I go

?)

Asks sim

ple questions, with support.

A

ttempts com

pound sentences, with support

A1

.1

Socio

lingu

istic Kn

ow

led

ge A

1.2

So

ciolin

guistic K

no

wle

dge

A2

.1

Socio

lingu

istic Kn

ow

led

ge A

2.2

So

ciolin

guistic K

no

wle

dge

B1

.1

Socio

lingu

istic Kn

ow

led

ge B

1.2

So

ciolin

guistic K

no

wle

dge

U

ses basic expressions of greeting, farewell,

politeness, and social expression

Uses an

increasin

g dep

th o

f exp

ression

s of gree

ting, farew

ell, p

oliten

ess, and

social e

xpressio

n

U

ses an in

creasing d

epth

of

expressio

ns lin

ked to

cultu

ral and

so

cial con

texts

Attem

pts to

ensu

re the listen

er u

nd

erstand

s po

ints b

eing m

ade o

r in

form

ation

bein

g given

A

ttemp

ts to ad

just sp

eech d

epen

din

g o

n au

dien

ce and

con

text

Ad

justs sp

eech d

epen

din

g on

au

dien

ce, con

text and

pu

rpo

se

En

gages in sim

ple co

nversatio

ns w

ith

sup

po

rt (e.g. I am from

…)

Engages in detailed conversation on less fam

iliar topics with a variety of audiences

En

gages in exten

sive co

nve

rsation

w

ith a variety o

f aud

iences

En

gages in sim

ple co

nversatio

ns

Engages in basic, controlled conversation

En

gages in au

then

tic con

versation

Attem

pts to use slang (e.g. Bye, See ya!)

A

ttemp

ts to u

se com

mo

n id

iom

s and

slan

g (e.g. No

wa

y!, Aw

esome)

U

ses com

mo

n id

iom

s and

slang

U

ses a wide variety of idiom

s and slang

Attem

pts to

use figu

rative langu

age

U

ses figurative lan

guage

A

ttempts som

e humor, sarcasm

, and puns

Attem

pts so

me h

um

or, sarcasm

, pu

ns

and

its app

rop

riate use

Continues to use hum

or and sarcasm

A1

.1

Strategic K

no

wled

ge A

1.2

Strate

gic Kn

ow

ledge

A2

.1

Strategic K

no

wled

ge A

2.2

Strate

gic Kn

ow

ledge

B1

.1

Strategic K

no

wled

ge B

1.2

Strate

gic Kn

ow

ledge

Re

lies on

gesture

s with

simp

le q

uestio

ns to

make req

uests to

clarify m

eanin

g (e.g. po

ints to

qu

estion

to

ind

icate need

)

Uses gestu

res w

ith sim

ple q

uestio

ns

and

statemen

ts to m

ake requ

ests, or

clarify mean

ing. (e.g. I n

eed h

elp, H

ow

d

o yo

u sp

ell…?)

Asks questions of unknow

n words, term

s or concepts w

ith greater detail. (e.g. asking a peer about m

ath homew

ork, “What does

perimeter m

ean?”)

Asks q

uestio

ns to

clarify an existin

g u

nd

erstand

ing o

r mean

ing to

gather

add

ition

al info

rmatio

n. (e.g. Is th

ere a

test or q

uiz o

n Frid

ay?)

A

sks qu

estion

s to learn

mo

re or

con

firm in

a variety of co

ntexts

U

ses strategic qu

estion

ing n

ear grade

level exp

ectation

s

P

araph

rases or restates w

hat o

thers

have

said

U

ses app

rop

riate wo

rds fo

r the

con

text to co

nvey m

eanin

g

R

elies m

ainly o

n L1

to p

rod

uce an

d

un

derstan

d u

nkn

ow

n w

ord

s

Frequ

ently u

ses L1 to

pro

du

ce and

u

nd

erstand

un

kno

wn

wo

rds an

d

ph

rases

Occasio

nally u

ses L1 to p

rod

uce an

d

un

derstan

d u

nkn

ow

n w

ord

s or

ph

rases

Use

s circum

locu

tion

to co

nvey

mean

ing an

d u

nd

erstand

ing (e.g. u

ses “clock o

n m

y arm

” for w

atch

)

A1

.1

Disco

urse

A

1.2

D

iscou

rse

A2

.1

Disco

urse

A

2.2

D

iscou

rse

B1

.1

Disco

urse

B

1.2

D

iscou

rse

P

rod

uces sim

ple o

ne-w

ord

respo

nses

to co

mp

are familiar p

eop

le and

places,

with

sup

po

rt

Pro

du

ces simp

le senten

ces to co

mp

are p

eop

le and

places, w

ith su

pp

ort

P

rod

uces co

mp

lex senten

ces to

com

pare id

eas with

sup

po

rt (e.g. sch

oo

ls, cultu

res)

P

rod

uces co

mp

lex com

pariso

ns in

acad

emic settin

gs (e.g. betw

een

ch

aracters, perso

nalities)

P

rod

uces in

-dep

th co

mp

arison

s in

academ

ic settings (e.g. co

mp

are a n

ove

l to its film

)

Pro

du

ces in d

epth

com

pariso

ns

betw

een ab

stract ideas (e.g. eth

ics, valu

es, or m

oral d

ilemm

as)

R

ep

eats pro

cedu

res for sch

oo

l fu

nctio

ns an

d ru

les (e.g. Scho

ol sta

rts a

t 9:0

0 a

.m.)

P

rod

uces p

roced

ures fo

r basic life

fun

ction

s. (e.g. catchin

g a bu

s)

Pro

du

ces step-b

y-step d

irection

s (e.g. m

orn

ing

rou

tine)

Produces an explanation or instructions for a fam

iliar process or summ

ary (e.g. a class trip, ‘how

to’ presentation)

Pro

du

ces a sequ

ence o

r sum

mary fo

r acad

emic p

urp

oses (e

.g. ho

w to

write

a paragrap

h, a sh

ort sto

ry)

Produces an in-depth explanation of a procedure, experience, narrative, or event. (e.g. science experim

ent, essay writing)

Sp

oken

langu

age is limited

and

often

m

ispro

no

un

ced P

ron

un

ciation

may b

e d

ifficult to

un

derstan

d

Errors w

ith p

ron

un

ciation

, stress, rh

ythm

and

into

natio

n p

atterns, m

ay cau

se stud

ents to

frequ

ently rep

eat to

make th

emselve

s un

dersto

od

Pro

nu

nciatio

n, stress, rh

ythm

, and

in

ton

ation

pattern

s, are d

evelop

ing,

bu

t misu

nd

erstand

ings o

r con

fusio

n

may still o

ccur

Errors in

English

pro

nu

nciatio

n, stress,

rhyth

m an

d in

ton

ation

pattern

s may

cause o

ccasion

al misu

nd

erstand

ings

for th

e listener

Th

ou

gh m

eanin

gs are clear, p

ron

un

ciation

, stress, rhyth

m o

r in

ton

ation

errors m

ay occu

r

Mean

ings are clear, an

d

pro

nu

nciatio

n, stress, rh

ythm

or

into

natio

n erro

rs occu

r less frequ

ently

Gra

de

10

CFR

Lis

ten

ing

Ru

bri

c St

ud

ent

Nam

e:

Pri

mar

y La

ngu

age:

C

urr

ent

CFR

:

Teac

he

r:

Sch

oo

l: Sc

ho

ol Y

ear:

Y

ear

End

CFR

:

A1

.1

Vo

cab

ula

ry

A1

.2

Vo

cab

ula

ry

A2

.1

Vo

cab

ula

ry

A2

.2

Vo

cab

ula

ry

B1

.1

Vo

cab

ula

ry

B1

.2

Vo

cab

ula

ry

U

nd

erst

and

s so

me:

Un

der

stan

ds

a va

riet

y o

f:

U

nd

erst

and

s a

wid

er r

ange

of:

Und

erst

ands

an

incr

easi

ng

vari

ety

of:

Un

der

stan

ds:

Un

der

stan

ds

a va

riet

y o

f w

ord

s w

ith

m

ult

iple

mea

nin

gs

• u

tilit

y w

ord

s, w

ith

su

pp

ort

(e.

g.

da

y, w

alk

, ru

n, m

om, a

ge,

ad

dre

ss)

• u

tilit

y w

ord

s, w

ith

su

pp

ort

(e.

g.

ma

rch

, jo

g, r

emo

ve)

• u

tilit

y w

ord

s in

clu

din

g so

me

syn

on

yms,

an

ton

yms,

an

d

ho

mo

nym

s (e

.g. c

ha

ir, s

eat,

sto

ol)

• u

tilit

y w

ord

s in

clu

din

g a

wid

er

vari

ety

of

syn

on

yms,

an

ton

yms,

an

d h

om

on

yms

• w

ord

s w

ith

mu

ltip

le m

ean

ings

in a

va

riet

y o

f co

nte

xts

(e.g

. “co

nsu

mer

” in

sci

ence

or

eco

no

mic

s; “

gree

n” i.

e.

gree

n w

ith

en

vy o

r th

e la

wn

is g

reen

)

• d

escr

ipti

ve w

ord

s, w

ith

su

pp

ort

(e

.g. c

olo

urs

, sh

apes

) • d

escr

ipti

ve w

ord

s, w

ith

su

pp

ort

(e

.g. r

ou

nd

, lo

vely

)

con

tin

ues

to

un

der

stan

d a

wid

e va

riet

y o

f ac

adem

ic a

nd

co

nte

nt

voca

bu

lary

co

nsi

sten

t w

ith

gra

de

leve

l exp

ecta

tio

ns

• d

escr

ipti

ve w

ord

s (e

.g. l

ight

, sev

eral

) • d

escr

iptiv

e w

ords

in a

var

iety

of

cont

exts

, inc

ludi

ng a

cade

mic

pur

pose

s

• h

igh

fre

qu

ency

co

nte

nt

area

vo

cab

ula

ry w

ord

s, w

ith

su

pp

ort

(e

.g. a

dd

, ba

ll, g

ym)

• h

igh

fre

qu

ency

co

nte

nt

area

vo

cab

ula

ry w

ord

s, w

ith

su

pp

ort

(e

.g. s

um

, la

b, p

rod

uct

)

• h

igh

fre

qu

ency

co

nte

nt

area

vo

cab

ula

ry (

e.g.

exp

erim

ent,

an

gle

)

• a

gre

ater

var

iety

of

des

crip

tive

wo

rds

in b

oth

so

cial

an

d a

cad

emic

set

tin

gs

• a

cade

mic

and

con

tent

are

a vo

cabu

lary

(e

.g. m

athe

mat

ical

pro

cedu

res)

• h

igh

freq

uenc

y ac

adem

ic v

oca

bula

ry

(e.g

. dem

onst

rate

, sum

mar

ize)

• a

n in

crea

sin

g va

riet

y o

f ac

adem

ic

and

co

nte

nt

area

vo

cab

ula

ry

• h

igh

fre

qu

ency

aca

dem

ic w

ord

s,

wit

h s

up

po

rt (

e.g.

wri

te, l

abel

)

• h

igh

fre

qu

ency

aca

dem

ic w

ord

s,

wit

h s

up

po

rt (

e.g.

exp

lain

, des

crib

e)

• d

escr

ipti

ve w

ord

s, w

ith

su

pp

ort

(e

.g. c

olo

urs

, sh

apes

)

A1

.1

Syn

tax

A1

.2

Syn

tax

A2

.1

Syn

tax

A2

.2

Syn

tax

B1

.1

Syn

tax

B1

.2

Syn

tax

U

nd

erst

and

s o

ne

-wo

rd r

esp

on

ses

and

ph

rase

s

Und

erst

ands

com

plet

e si

mpl

e se

nten

ces

and

com

poun

d se

nten

ces,

with

sup

port

Un

der

stan

ds

a va

riet

y o

f co

mp

ou

nd

se

nte

nce

s (e

.g. a

nd

, bu

t, o

r)

U

nd

erst

and

s co

mp

lex

sen

ten

ces,

w

ith

su

pp

ort

(e.

g. I

wa

s la

te f

or

sch

oo

l bec

au

se I

mis

sed

th

e b

us.

)

Und

erst

ands

com

plex

sen

tenc

es (e

.g.

Whi

le I

was

wai

ting

for t

he b

us, a

car

dr

ove

thro

ugh

a pu

ddle

and

got

me

wet

.)

Und

erst

ands

mor

e de

taile

d co

mpl

ex

sent

ence

s an

d st

ruct

ures

(e.g

. He

wen

t to

his

frie

nd’s

hou

se, a

nd p

laye

d ba

sket

ball

even

thou

gh h

e ha

d ho

mew

ork

to d

o.)

U

nd

erst

and

s si

mp

le q

ues

tio

ns,

wit

h

sup

po

rt (

e.g.

Wh

ere

are

yo

u f

rom

?)

U

nd

erst

and

s si

mp

le q

ues

tio

ns

(e.g

. W

her

e is

th

e w

ash

roo

m?)

Und

erst

ands

a v

arie

ty o

f que

stio

ns (5

W’s

, as

king

for l

ocat

ion,

pric

e, d

irect

ions

, tim

e)

A1

.1

Soci

olin

guis

tic

Kn

ow

led

ge

A1

.2

Soci

olin

guis

tic

Kn

ow

led

ge

A2

.1

Soci

olin

guis

tic

Kn

ow

led

ge

A2

.2

Soci

olin

guis

tic

Kn

ow

led

ge

B1

.1

Soci

olin

guis

tic

Kn

ow

led

ge

B1

.2

Soci

olin

guis

tic

Kn

ow

led

ge

U

nd

erst

and

s b

asic

exp

ress

ion

s o

f gr

eeti

ng,

far

ewel

l, p

olit

enes

s, a

nd

so

cial

exp

ress

ion

Un

der

stan

ds

an in

crea

sin

g d

epth

of

exp

ress

ion

s o

f gr

eeti

ng,

far

ewel

l, p

olit

en

ess,

an

d s

oci

al e

xpre

ssio

n

U

nd

erst

and

s an

incr

easi

ng

nu

mb

er

of

exp

ress

ion

s an

d id

eas

linke

d t

o

cult

ura

l an

d s

oci

al c

on

text

s

Un

der

stan

ds

op

inio

ns

of

oth

ers

that

ar

e e

xpre

sse

d a

s co

mp

lex:

idea

s,

stru

ctu

res,

vo

cab

ula

ry a

nd

det

ails

Un

der

stan

ds

op

inio

ns

of

oth

ers

that

ar

e e

xpre

sse

d in

aca

dem

ic c

on

text

s as

co

mp

lex:

idea

s, s

tru

ctu

res,

vo

cab

ula

ry a

nd

det

ails

, wit

h s

up

po

rt

Un

der

stan

ds

op

inio

ns

in a

cad

em

ic

con

text

s th

at a

re e

xpre

ssed

as

in-

dep

th: i

dea

s, s

tru

ctu

res,

vo

cab

ula

ry

and

det

ails

U

nd

erst

and

s si

mp

le c

on

vers

atio

ns,

w

ith

su

pp

ort

Un

der

stan

ds

sim

ple

co

nve

rsat

ion

s

U

nd

erst

and

s b

asic

, co

ntr

olle

d

con

vers

atio

ns

Un

der

stan

ds

bas

ic, a

uth

enti

c co

nve

rsat

ion

Un

der

stan

ds

det

aile

d c

on

vers

atio

n

wit

h u

nkn

ow

n p

arti

cip

ants

Un

der

stan

ds

exte

nsi

ve c

on

vers

atio

n

wit

h u

nkn

ow

n p

arti

cip

ants

A1

.1

Dis

cou

rse

A

1.2

D

isco

urs

e

A2

.1

Dis

cou

rse

A

2.2

D

isco

urs

e

B1

.1

Dis

cou

rse

B

1.2

D

isco

urs

e

U

nd

erst

and

s so

me

sin

gle

or

two

w

ord

ph

rase

s o

n f

amili

ar t

op

ics,

wit

h

visu

al s

up

po

rt

U

nd

erst

and

s b

asic

key

info

rmat

ion

in

a cl

assr

oo

m a

ctiv

ity,

wit

h v

isu

al

sup

po

rt

U

nd

erst

and

s so

me

key

info

rmat

ion

fr

om

a v

arie

ty o

f so

urc

es

U

nd

erst

and

s m

ost

key

info

rmat

ion

in

a p

rese

nta

tio

n

U

nd

erst

and

s ke

y in

form

atio

n in

a

clas

sro

om

lect

ure

wh

en d

eliv

ered

sl

ow

ly a

nd

cle

arly

, wit

h s

up

po

rt

U

nd

erst

and

s th

e m

ain

po

ints

an

d

imp

ort

ant

det

ails

fro

m a

var

iety

of

sou

rces

U

nd

erst

and

s si

ngl

e st

ep

inst

ruct

ion

s fo

r cl

assr

oo

m a

ctiv

itie

s, w

ith

vis

ual

su

pp

ort

Un

der

stan

ds

inst

ruct

ion

s fo

r cl

assr

oo

m a

ctiv

itie

s

Un

der

stan

ds

sim

ple

ste

p-b

y-st

ep

in

stru

ctio

ns

U

nd

erst

and

s an

exp

lan

atio

n o

f, o

r in

stru

ctio

ns

for,

a f

amili

ar p

roce

ss o

r su

mm

ary

U

nd

erst

and

s a

seq

uen

ce o

r su

mm

ary

for

acad

emic

pu

rpo

ses

U

nd

erst

and

s an

in-d

epth

exp

lan

atio

n

of

a p

roce

du

re, e

xper

ien

ce,

nar

rati

ve, o

r ev

ent

A1

.1

Au

dit

ory

Dis

crim

inat

ion

A

1.2

A

ud

ito

ry D

iscr

imin

atio

n

A2

.1

Au

dit

ory

Dis

crim

inat

ion

A

2.2

A

ud

ito

ry D

iscr

imin

atio

n

B1

.1

Au

dit

ory

Dis

crim

inat

ion

B

1.2

A

ud

ito

ry D

iscr

imin

atio

n

U

nd

erst

and

s si

mp

le la

ngu

age

spo

ken

sl

ow

ly a

nd

cle

arly

, wit

h s

up

po

rt

U

nd

erst

and

s si

mp

le la

ngu

age

spo

ken

sl

ow

ly a

nd

cle

arly

Und

erst

ands

spe

ech

spok

en a

t av

erag

e sp

eed

whi

ch in

volv

es fa

mili

ar a

nd

pers

onal

ly r

elev

ant

topi

cs, w

ith

supp

ort

Und

erst

ands

spe

ech

sp

oke

n a

t av

erag

e sp

eed

wh

ich

invo

lves

fam

iliar

an

d pe

rso

nal

ly r

elev

ant

top

ics

U

nder

stan

ds s

peec

h sp

oken

at a

n av

erag

e sp

eed

on fa

mili

ar a

nd u

nfam

iliar

to

pics

in s

ocia

l and

aca

dem

ic s

ettin

gs

U

nd

erst

and

s ra

te o

f sp

eech

sim

ilar

to t

hat

of

nat

ive

spea

kers

on

fam

iliar

an

d s

om

e u

nfa

mili

ar t

op

ics

Appendix

Fry 1000 Instant Sight Words

Analogies

Frayer Model for Vocabulary Development

Semantic Word Maps

Sample Sentence Frames

Academic Language Terms

1st 100 Words

the

of

and

a

to

in

is

you

that

it

he

was

for

on

are

as

with

his

they

I

at

be

this

have

from

or

one

had

by

words

but

not

what

all

were

we

when

your

can

said

there

use

an

each

which

she

do

how

their

if

will

up

other

about

out

many

then

them

these

so

some

her

would

make

like

him

into

time

has

look

two

more

write

go

see

number

no

way

could

people

my

than

first

water

been

called

who

oil

sit

now

find

long

down

day

did

get

come

made

may

part

2nd 100 Words over

new

sound

take

only

little

work

know

place

years

live

me

back

give

most

very

after

things

our

just

name

good

sentence

man

think

say

great

where

help

through

much

before

line

right

too

means

old

any

same

tell

boy

follow

came

want

show

also

around

form

three

small

set

put

end

does

another

well

large

must

big

even

such

because

turn

here

why

ask

went

men

read

need

land

different

home

us

move

try

kind

hand

picture

again

change

off

play

spell

air

away

animal

house

point

page

letter

mother

answer

found

study

still

learn

should

Canada

world

3rd 100 Words high

every

near

add

food

between

own

below

country

plant

last

school

father

keep

tree

never

start

city

earth

eyes

light

thought

head

under

story

saw

left

don’t

few

while

along

might

close

something

seem

next

hard

open

example

begin

life

always

those

both

paper

together

got

group

often

run

important

until

children

side

feet

car

mile

night

walk

white

sea

began

grow

took

river

four

carry

state

once

book

hear

stop

without

second

late

miss

idea

enough

eat

face

watch

far

Indian

real

almost

let

above

girl

sometimes

mountains

cut

young

talk

soon

list

song

being

leave

family

it’s

4th 100 Words body

music

color

stand

sun

questions

fish

area

mark

dog

horse

birds

problem

complete

room

knew

since

ever

piece

told

usually

didn’t

friends

easy

heard

order

red

door

sure

become

top

ship

across

today

during

short

better

best

however

low

hours

black

products

happened

whole

measure

remember

early

waves

reached

listen

wind

rock

space

covered

fast

several

hold

himself

toward

five

step

morning

passed

vowel

true

hundred

against

pattern

numeral

table

north

slowly

money

map

farm

pulled

draw

voice

seen

cold

cried

plan

notice

south

sing

war

ground

fall

king

town

I’ll

unit

figure

certain

field

travel

wood

fire

upon

5th 100 Words done

English

road

half

ten

fly

gave

box

finally

wait

correct

oh

quickly

person

became

shown

minutes

strong

verb

stars

front

feel

fact

inches

street

decided

contain

course

surface

produce

building

ocean

class

note

nothing

rest

carefully

scientists

inside

wheels

stay

green

known

island

week

less

machine

base

ago

stood

plane

system

behind

ran

round

boat

game

force

brought

understand

warm

common

bring

explain

dry

though

language

shape

deep

thousands

yes

clear

equation

yet

government

filled

heat

full

hot

check

object

am

rule

among

noun

power

cannot

able

six

size

dark

ball

material

special

heavy

fine

pair

circle

include

built

6th 100 Words can’t

matter

square

syllables

perhaps

bill

felt

suddenly

test

direction

center

farmers

ready

anything

divided

general

energy

subject

Europe

moon

region

return

believe

dance

members

picked

simple

cells

paint

mind

love

cause

rain

exercise

eggs

train

blue

wish

drop

developed

window

difference

distance

heart

site

sum

summer

wall

forest

probably

legs

sat

main

winter

wide

written

length

reason

kept

interest

arms

brother

race

present

beautiful

store

job

edge

past

sign

record

finished

discovered

wild

happy

beside

gone

sky

grass

million

west

lay

weather

root

instruments

meet

third

months

paragraph

raised

represent

soft

whether

clothes

flowers

shall

teacher

held

describe

drive

7th 100 words cross

speak

solve

appear

metal

son

either

ice

sleep

village

factors

result

jumped

snow

ride

care

floor

hill

pushed

baby

buy

century

outside

everything

tall

already

instead

phrase

soil

bed

copy

free

hope

spring

case

laughed

nation

quite

type

themselves

temperature

bright

lead

everyone

method

section

lake

iron

within

dictionary

hair

age

amount

scale

pounds

although

per

broken

moment

tiny

possible

gold

milk

quiet

natural

lot

stone

act

build

middle

speed

count

consonant

someone

sail

rolled

bear

wonder

smiled

angle

fraction

Africa

killed

melody

bottom

trip

hole

poor

let’s

fight

surprise

French

died

beat

exactly

remain

dress

cat

couldn’t

fingers

8th 100 Words row

least

catch

climbed

wrote

shouted

continued

itself

else

plains

gas

England

burning

design

joined

foot

law

ears

glass

you’re

grew

skin

valley

cents

key

president

brown

trouble

cool

cloud

lost

sent

symbols

wear

bad

save

experiment

engine

alone

drawing

east

choose

single

touch

information

express

mouth

yard

equal

decimal

yourself

control

practice

report

straight

rise

statement

stick

party

seeds

suppose

woman

coast

bank

period

wire

pay

clean

visit

bit

whose

received

garden

please

strange

caught

fell

team

God

captain

direct

ring

serve

child

desert

increase

history

cost

maybe

business

separate

break

uncle

hunting

flow

lady

students

human

art

feeling

9th 100 Words supply

corner

electric

insects

crops

tone

hit

sand

doctor

provide

thus

won’t

cook

bones

mall

board

modern

compound

mine

wasn’t

fit

addition

belong

safe

soldiers

guess

silent

trade

rather

compare

crowd

poem

enjoy

elements

indicate

except

expect

flat

seven

interesting

sense

string

blow

famous

value

wings

movement

pole

exciting

branches

thick

blood

lie

spot

bell

fun

loud

consider

suggested

thin

position

entered

fruit

tied

rich

dollars

send

sight

chief

Japanese

stream

planets

rhythm

eight

science

major

observe

tube

necessary

weight

meat

lifted

process

army

hat

property

particular

swim

terms

current

park

sell

shoulder

industry

wash

block

spread

cattle

wife

sharp

10th 100 Words company

radio

we’ll

action

capital

factories

settled

yellow

isn’t

southern

truck

fair

printed

wouldn’t

ahead

chance

born

level

triangle

molecules

France

repeated

column

western

church

sister

oxygen

plural

various

agreed

opposite

wrong

chart

prepared

pretty

solution

fresh

shop

suffix

especially

shoes

actually

nose

afraid

dead

sugar

adjective

fig

office

huge

gun

similar

death

score

forward

stretched

experience

rose

allow

fear

workers

Washington

Greek

women

bought

led

march

northern

create

British

difficult

match

win

doesn’t

steel

total

deal

determine

evening

hoe

rope

cotton

apple

details

entire

corn

substances

smell

tools

conditions

cows

track

arrived

located

sir

seat

division

effect

underline

view

Creating Analogies

Analogies help us see how seemingly dissimilar things are similar, increasing our understanding of new

information. Example: core is to earth as nucleus is to atom.

thermometer …is to… temperature

as Both measure things

odometer …is to… speed

_____________________ … is to … ______________________

as

_____________________ … is to … ______________________

_____________________ … is to … ______________________

as

_____________________ … is to … ______________________

term

Creating Analogies

Analogies help us dee how seemingly dissimilar things are similar, increasing our understanding of new

information. Example: core is to earth as nucleus is to atom.

gallon

liter kilometer as

(relating factor)

mile

____________

__________

____________

____________

__________ as

_______________

)

__________

Definii DEFINITION ILLUSTRATION

EXAMPLE NON-EXAMPLE

WORD/PHRASE/CONCEPT

Definii DEFINITION ILLUSTRATION

EXAMPLE NON-EXAMPLE

WORD/PHRASE/CONCEPT

Semantic Map

Picture Related

Words/Ideas

Use it

Word

Definition in

your own

words

Synonyms or

examples

Antonyms or

non-examples

New Word:

Definition Picture

Synonyms Antonyms Context

Sentence

Sample Sentence Frames

Relationship Or Connection

Sentence Frame Examples

Transitions

Describe

The ____________ has ________, and ________________. How does the _________________? Why did/didn’t the __________________? _____________ is located (propositional phrase) the _______________. The ___________ are usually ______________.

For example, For instance, In support of this, In fact, As evidence

Argument Agree or Disagree

I don’t think the evidence supports __________ Because _______________________. I don’t agree with that statement because ___________________________________. As we just saw in the experiment, ___________ does _____________ due to _______________.

I realize you

Believe

But

I understand you

Feel

Yet

Even though you

Maintain

However

Although you

Want

I doubt

Some people

Favour

I question

It may be that you

Support

Let me explain

On the contrary

Argue

On the other hand

Cite Information

Here we see that _______________________. The data shows that _____________________. The (author/text) reveals that _______________.

As evidence, I notice

Estimate

Looking at the _______________________, I think there are _________________________ .

Approximately, About, Roughly

Hypothesize & Make Predictions

I think _____________ will ________________ . What I already know about _______ helps me predict that _______________. Because ___________, I predict that __________. If ________ had _________, then _________ would have __________________ .

In my opinion, There is no doubt that, I question whether, I believe, From my point of view, I (dis)agree, It is my belief that, It seems to me that, I maintain that

Give and Support Opinions

(I think) ______________ is ______________ because __________________. (I like) ______________ because _____________.

First, Furthermore, Besides, Further, Second, In addition, Next, Again, Third, Also, Moreover, Similarly, Finally, Last, again, first, moreover, also, further, next, and furthermore, nor, and then, in addition, secondly, besides, last, thirdly, equally, important, lastly, too, finally, likewise

Cause and Effect

The __________ had __________ so __________. Due to the fact that ____________, ____________ decided to _____________________.

Since, Caused by, In effect, Because of, This results in, Brought about, Due to, Consequently, Made possible, For this reason, Accordingly, As might be expected, Therefore, As a result of, Give rise to, If… then, Leads to, Was responsible for

Draw Conclusions

The ______________ is _________________ because ____________________________. She/He feels ____________ because __________.

For the reasons above, To sum up, In short, In brief, As you can see, To be sure, Undoubtedly, In any event, As I have noted, Without a doubt, In conclusion, In any case, In other words, In summation, Obviously, Concluding, On the whole, Unquestionably, Summarizing

Compare

This ____________ is similar to _____________ because both __________________________.

In like manner, likewise, similarly, as well as, compared to, in the same way, have in common, all are

Contrast

This _____________ is similar to _____________ because both ___________________________ .

after all, for all that, on the other hand, although, this may be true, however, on the contrary, and yet, in contrast to this, still, at the same time, nevertheless, yet, but, notwithstanding, as opposed to, conversely, even though, rather than, in spite of

Sequence

We saw that first, _______________, then ____________, and at the end ______________.

Again, first, moreover, also further, next and furthermore, nor, and then, in addition, secondly, besides, last, thirdly, equally important, lastly, too, finally, likewise, after a few days, immediately, meanwhile, afterward, in the meantime, soon, at length

Measure

A ___ is _____ cm. long, ____ cm. wide, and ____ cm. tall. This _________ holds a volume of _____ mls. Before we ______, the liquid _______, but now it _______________.

Approximately, About, Roughly, estimate

Construct charts, tables, and graphs

Plot __________ and _______________. Plot __________ as ________________. Graph the independent variable ____________ as a function of ____________________.

Plot, graph, function, variable, direction, quadrant, coordinate plan, slope

Distinguish fact from opinion

Although you say ___________ the table says that _________________________. The word _______ is evidence that _________ is a(n) ________________________. This is a(n)___________ because we can/cannot prove ___________________.

Although, As opposed to, whether or not, on the contrary, in spite of

Summarize

The main idea from this observation is that _________________________. In short ___________, but actually ____________.

as has been noted, in other words, indeed, as I have said, in short, on the whole, for example, in sum, to be sure, for instance, in brief, to sum up, in fact, in any event

Identify Relationships

This __________ is necessary for _____________ because it ________________________. Both ___________ and _____________ could be classified as _____________________. The reason __________ goes with ___________ is because __________________________.

Since, Caused by, In effect, Because of, This results in, Brought about, Due to, Consequently, Made possible, For this reason, Accordingly, As might be expected, Therefore, As a result of, Give rise to, If…then, Leads to, Was responsible for

Taken from: http://literacy.dpsnc.net/five-pillars/writing/sentence-frames