common framework of reference (cfr) condensed: reading … grade 5.pdf · ses irregular past tense,...
TRANSCRIPT
Common Framework of Reference (CFR) Condensed: Reading and Writing:
Grade 5
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 5
CFR
Writin
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
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
P
rints/w
rites simp
le wo
rds w
ith
assistance
B
egins to
use d
escriptive w
ord
s w
hen
writin
g abo
ut fam
iliar sub
jects
U
ses som
e descrip
tive wo
rds
U
ses descrip
tive wo
rds regu
larly
Uses academ
ic vocabulary, with support
U
ses academ
ic vocab
ulary, w
ith
som
e errors
U
ses con
tent area vo
cabu
lary, with
su
pp
ort
M
ight include prepositions, with errors
U
ses prepositions with increased accuracy
M
ay write w
ord
s of p
erson
al relevan
ce (e.g. mo
m, d
ad)
B
egins to
use co
nten
t area vo
cabu
lary, with
sup
po
rt
U
ses con
tent area vo
cabu
lary
Uses a variety o
f wo
rds in
clud
ing
wo
rds w
ith m
ultip
le mean
ings an
d
wo
rd fo
rms
In
clud
es prep
ositio
ns, w
ith
assistance
U
ses limited
descrip
tive wo
rds, w
ith
sup
po
rt
P
rod
uces p
erson
al wo
rd lists o
f fam
iliar or recu
rring vo
cabu
lary
U
ses prep
ositio
ns w
ith accu
racy
A
1.1
C
on
ven
tion
s A
1.2
C
on
ven
tion
s A
2.1
C
on
ven
tion
s A
2.2
C
on
ven
tion
s B
1.1
C
on
ven
tion
s B
1.2
C
on
ven
tion
s
Writes alp
hab
et ind
epen
den
tly
Rep
resents so
un
d-sym
bo
l relatio
nsh
ips fo
r all letters
U
ses sight w
ord
s with
accuracy
D
emo
nstrates kn
ow
ledge o
f initial
and
final b
lend
s
Dem
on
strates kno
wled
ge of
com
mo
n sp
elling p
attern
s
Uses grad
e/age app
rop
riate co
nven
tion
s, with
som
e errors
U
ses a writin
g uten
sil correctly
U
ses pho
netic spelling for entire w
ords
A
wareness o
f sound-symbo
l relationship
Uses w
ord
families in
writin
g
Dem
onstrates kno
wledge of digraphs
D
emonstrates know
ledge of dipthongs
Edits o
wn
wo
rk
Spells grad
e/age app
rop
riate w
ord
s, w
ith so
me erro
rs
Single letter m
ay represen
t wo
rd
(begin
nin
g con
son
ant)
U
ses sight w
ord
s (e.g. and
, is, the),
with
erro
rs
Uses cap
italization
and
pu
nctu
ation
accu
rately
Sp
ells com
mo
n w
ord
s with
accuracy
U
ses advan
ced p
un
ctuatio
n, w
ith
errors
Ed
its ow
n w
ork, w
ith su
pp
ort
U
ses advan
ced p
un
ctuatio
n, w
ith
som
e accuracy
Little aw
areness o
f pu
nctu
ation
and
cap
italization
rules
B
egins to
use p
ho
netic sp
elling fo
r m
ost w
ord
s (begin
nin
g and
en
din
g co
nso
nan
ts)
Begin
nin
g to u
se advan
ced
pu
nctu
ation
(e.g. com
mas,
apo
strop
hes, q
uo
tation
marks), w
ith
assistance
A
1.1
G
ramm
ar & Syn
tax A
1.2
G
ramm
ar & Syn
tax A
2.1
G
ramm
ar & Syn
tax A
2.2
G
ramm
ar & Syn
tax B
1.1
G
ramm
ar & Syn
tax B
1.2
G
ramm
ar & Syn
tax
Begin
s to u
se singu
lar and
plu
rals, w
ith assistan
ce
Uses sin
gular an
d p
lurals, w
ith so
me
errors
U
ses singu
lar and
plu
rals correctly
U
ses pro
no
un
s, with
errors
D
emo
nstrates so
me co
ntro
l of w
ord
o
rder, w
ith so
me erro
rs
D
emo
nstrates co
ntro
l of w
ord
ord
er, p
lurals an
d ten
ses
W
rites in sim
ple p
resent ten
se usin
g a se
nte
nce fram
e (e.g. I like app
les; I can
jum
p)
W
rites sho
rt senten
ces in sim
ple
past an
d p
resen
t con
tinu
ou
s tense
(e.g. I am
____
_, You
are ______)
W
rites sho
rt senten
ces usin
g irregu
lar past
U
ses sub
ject-verb agreem
ent w
ith
som
e errors
U
ses mu
ltiple verb
tenses w
ith
greater accu
racy
U
ses sub
ject-pred
icate o
rder
accurate
ly, with
assistance
U
ses com
mo
n p
repo
sition
s of
locatio
n an
d d
irection
, with
erro
rs
U
ses com
mo
n p
repo
sition
s of
locatio
n an
d d
irection
Experim
ents w
ith irregu
lar past
ten
se, with
errors
U
ses sub
ject-verb agreem
ent w
ith
increasin
g accuracy
U
ses irregular p
ast ten
se, with
greate
r accuracy
A1
.1
Ide
as
A1
.2
Ide
as
A2
.1
Ide
as
A2
.2
Ide
as
B1
.1
Ide
as
B1
.2
Ide
as
R
elie
s o
n v
isu
als
or
illu
stra
tio
ns
to
con
vey
mea
nin
g
P
rin
ts/w
rite
s ve
ry s
imp
le in
form
al
mes
sage
s
D
escr
ibes
com
mon
obj
ects
or f
amili
ar
plac
es in
sho
rt, s
impl
e se
nten
ces
P
rovi
des
des
crip
tio
ns
of
com
mo
n
ob
ject
s o
r fa
mili
ar p
lace
s
D
escr
ibes
eve
ryd
ay p
lace
s, o
bje
cts
or
even
ts
R
eco
un
ts a
per
son
al e
xper
ien
ce,
wit
h d
etai
ls
M
ay w
rite
L1
wo
rds
to c
om
mu
nic
ate
P
rin
ts/w
rite
s si
mp
le in
form
atio
n
abo
ut
them
selv
es
W
rite
s sh
ort
sen
ten
ces
exp
ress
ing
wan
ts a
nd
pre
fere
nce
s
In
clu
des
co
ncr
ete
det
ails
in w
riti
ng
A
dd
s d
etai
ls a
nd
exp
lan
atio
ns
to
con
vey
mea
nin
g, w
ith
ass
ista
nce
D
escr
ibes
fee
lings
, exp
erie
nce
s an
d
reac
tio
ns
W
rite
s p
atte
rned
, sim
ple
sen
ten
ces
on
to
pic
s o
f p
erso
nal
rel
evan
ce, w
ith
as
sist
ance
In
clu
des
ad
ject
ives
an
d a
dve
rbs
P
rin
ts/w
rite
s si
mp
le d
escr
ipti
on
s o
f ev
eryd
ay o
bje
cts
G
ive
s p
erso
nal
op
inio
n, u
sin
g a
pat
tern
ed f
ram
e
W
rite
s a
sum
mar
y se
nte
nce
of
a te
xt’s
mai
n id
eas
R
efle
cts
on
cla
ssro
om
lear
nin
gs
G
ive
s a
bri
ef, w
ritt
en
des
crip
tio
n o
f a
pro
cess
or
con
cep
t
W
riti
ng
may
no
t m
ake
sen
se
In
ten
ded
mea
nin
g is
no
t al
way
s cl
ear
W
rite
s ab
ou
t st
ory
ele
men
ts (
e.g
. ch
arac
ter,
se
ttin
g) w
ith
gra
ph
ic
org
aniz
er
A
dd
s d
etai
ls, e
xam
ple
s an
d
exp
lan
atio
ns
to c
on
vey
mea
nin
g
Su
mm
ariz
es in
crea
sin
gly
com
ple
x n
arra
tive
or
exp
osi
tory
tex
t
Sum
mar
izes
sim
ple
te
xt o
n f
amili
ar
sub
ject
s
Li
sts
the
adva
nta
ges
and
d
isad
van
tage
s o
f th
ings
wh
ich
are
of
per
son
al c
on
cern
(e
.g. r
ule
s)
P
rese
nts
a p
erso
nal
op
inio
n u
sin
g fa
mili
ar v
oca
bu
lary
W
rite
s ab
ou
t se
ttin
g, c
har
acte
rs,
pro
ble
ms,
eve
nts
an
d s
olu
tio
n
A1
.1
Org
aniz
atio
n
A1
.2
Org
aniz
atio
n
A2
.1
Org
aniz
atio
n
A2
.2
Org
aniz
atio
n
B1
.1
Org
aniz
atio
n
B1
.2
Org
aniz
atio
n
U
ses
left
to
rig
ht
dir
ecti
on
alit
y
Idea
s ar
e b
egin
nin
g to
be
con
nec
ted
b
y to
pic
Id
eas
are
on
on
e to
pic
Use
s tr
ansi
tio
n w
ord
s to
ind
icat
e ch
ron
olo
gica
l ord
er
Se
quen
ces
text
logi
cally
(e.g
. str
onge
st-
wea
kest
arg
umen
ts),
with
ass
ista
nce
Se
qu
ence
s te
xt lo
gica
lly
W
rite
s o
n t
he
line
B
egin
s to
use
tran
siti
on w
ords
(e.g
. fir
st, n
ext,
the
n), w
ith a
ssis
tanc
e
W
riti
ng
is c
on
cise
O
rgan
izes
by
chro
no
logi
cal s
equ
ence
Wri
tin
g is
bec
om
ing
mo
re c
on
cise
O
rgan
izes
by
chro
no
logi
cal
seq
uen
ce, w
ith
su
pp
ort
M
ay r
epea
t id
eas
freq
uen
tly
in o
rder
to
co
mp
ensa
te f
or
lack
of
voca
bu
lary
D
evis
es a
tim
elin
e fo
r a
top
ic
A
1.1
Fo
rm
A1
.2
Form
A
2.1
Fo
rm
A2
.2
Form
B
1.1
Fo
rm
B1
.2
Form
Wri
tes
pat
tern
ed s
ente
nce
s, w
ith
su
pp
ort
W
rite
s p
atte
rned
sen
ten
ces
U
ses
com
po
un
d s
ente
nce
s, w
ith
o
veru
se o
f co
nju
nct
ion
s (a
nd
, th
en)
U
ses
com
plex
sen
tenc
es, w
ith
assi
stan
ce
W
rite
s co
mp
lex
sen
ten
ces
Wri
tes
a va
riet
y o
f se
nte
nce
typ
es
B
egin
s to
use
‘an
d’ a
s a
con
nec
tin
g w
ord
W
rites
shor
t per
sona
l tex
t (e.
g. le
tter
, not
e)
P
rod
uce
s w
riti
ng
in m
ore
th
an o
ne
gen
re (
e.g.
rep
ort
, jo
urn
al)
W
rite
s a
sho
rt d
escr
ipti
ve, n
arra
tive
o
r ex
po
sito
ry t
ext
C
op
ies
or
pri
nts
/wri
tes
ow
n n
ame
La
bel
s ch
arts
, dia
gram
s an
d m
aps
W
rites
a s
impl
e pa
ragr
aph,
with
ass
ista
nce
Co
pies
or p
rints
/writ
es la
bels
on
fam
iliar
ob
ject
s in
a p
ictu
re o
r di
agra
m
C
op
ies
or
pri
nts
/wri
tes
wo
rds
bei
ng
lear
ned
in c
lass
U
ses
limit
ed, r
epet
itiv
e p
hra
ses
U
ses
par
ts o
f th
e w
riti
ng
pro
cess
Wri
tes
sim
ple
, sh
ort
des
crip
tive
or
exp
osi
tory
tex
t, w
ith
ass
ista
nce
W
rite
s a
det
aile
d p
arag
rap
h
C
reat
es
pat
tern
ed s
ente
nce
s fo
llow
ing
a m
od
el
W
rite
s a
seri
es o
f p
arag
rap
hs
on
on
e to
pic
Co
pie
s sh
ort
wri
tte
n in
form
atio
n
accu
rate
ly
La
bel
s a
dia
gram
or
illu
stra
tio
n u
sin
g fa
mili
ar w
ord
s fr
om
a li
st
W
rite
s a
sim
ple
par
agra
ph
Beg
ins
to o
rgan
ize
wo
rk u
sin
g te
xt
feat
ure
s (t
itle
s, h
ead
ings
, dat
es)
C
om
ple
tes
the
wri
tin
g p
roce
ss, w
ith
as
sist
ance
C
om
ple
tes
wri
tin
g p
roce
ss
W
riti
ng
may
be
a lis
t
Fills
in g
app
ed t
ext
usi
ng
a w
ord
list
o
f fa
mili
ar w
ord
s
W
riti
ng
som
etim
es d
emo
nst
rate
s aw
aren
ess
of
aud
ien
ce
W
rite
s q
ues
tio
ns
ind
epen
den
tly
D
emo
nst
rate
s aw
aren
ess
of
an
aud
ien
ce
R
elie
s o
n p
atte
rned
sen
ten
ces,
wit
h
assi
stan
ce
R
esp
on
ds
to q
ues
tio
ns
C
o-c
on
stru
cts
a si
mp
le p
arag
rap
h
wit
h t
each
er
W
rite
s si
mp
le q
ues
tio
ns,
fo
llow
ing
a m
od
el
U
ses
par
ts o
f th
e w
riti
ng
pro
cess
(e
.g. P
re-w
riti
ng)
, wit
h a
ssis
tan
ce
R
esp
on
ds
to s
imp
le q
ues
tio
ns
usi
ng
a se
nte
nce
fra
me
ENGLISH LANGUAGE ARTS (ELA) WRITING EXPECTATIONS - GRADE 5
A Grade Five student meeting curricular expectations demonstrates control over the elements of communication and language. Students write in a variety of formats, both expository and literary.
Communications are adequately developed and appropriate to audience and purpose. Errors that are made do not interfere with communication.
VOCABULARY
• Knowledge of words
• Word choice
✓ Makes appropriate and varied word choices to good effect. ✓ Uses language that is straightforward, clear, and appropriate. ✓ Uses words and expressions fit the type of composition. ✓ Uses precise and descriptive words. ✓ Uses new vocabulary from reading, listening, and viewing.
CONVENTIONS
• Phonemic awareness
• Print knowledge
• Spelling
✓ Spells most grade appropriate words correctly. ✓ Selects and uses a variety of spelling strategies. ✓ Revises and polishes compositions. ✓ Uses cursive writing with some support.
MECHANICS
• Punctuation
• Capitalization
✓ Uses clear and correct punctuation generally. ✓ Use of capital letters is generally correctly.
GRAMMAR AND SYNTAX
✓ Uses correct subject-verb agreement and noun-pronoun agreement for the most part.
✓ Uses verbs, adjectives, and adverbs correctly. IDEAS
• Meaning
• Details
• Clarity
✓ Ideas and content are adequately developed through details and examples.
✓ Uses sufficient detail to make ideas clear. ✓ Writes with some awareness of audience.
ORGANIZATION
• Sequencing
• Coherence
• Transitioning
✓ Stays on one topic and demonstrates purpose and focus. ✓ Produces clear, focused text with ideas presented coherently. ✓ Stays on topic generally. ✓ Creates compositions that have some flow.
FORM
• Following models
• Using different genres
• Using sentence variety
✓ Creates some variety in sentence structure and sentence length. ✓ Writes multi-paragraph compositions (e.g. three to five paragraph report
or essay of at least 300 words) that focus on a central idea. ✓ Writes in a variety of formats including multi-paragraph narratives,
reports, explanations, letters, and requests. ✓ Uses various note-making strategies.
LEARNER WRITING EXEMPLARS: GRADES 5 – 6
Learner Profile for EAL A 1.1 Jin is a grade 5 student whose writing is at the A 1.1 level.
In the writing sample, you will see that Jin:
• Writes simple words with assistance;
• Is aware of sound-symbol relationship (L in Lungusy/language);
• Uses the singulars and plurals of words with support (culture, country, foods, ages);
• Writes patterned sentences with support;
• Uses left to right directionality.
Learner Profile for EAL A 1.2 Samai is a Grade Five student whose writing is at the A 1.2 level.
In the writing sample, you will see that Samai:
• Is beginning to use descriptive words (black, white);
• Writes some simple sight words (is, the);
• Uses word families (help, helped);
• Uses capitalization with some errors;
• Attempts to represent simple words phonetically, particularly beginning consonants
(nas=nice; sam=same);
• Spells own name;
• Leaves spaces between words;
• Uses subject –predicate order with some accuracy;
• Writes on the paper’s lines.
Learner Profile for EAL A 2.1 Arjun is a Grade Six student whose writing is at the A 2.1 level.
In the writing sample, you will see that Arjun:
• Uses simple prepositions (in, with, from);
• Uses capitalization and final punctuation, albeit with errors;
• Writes short sentences in the simple past (I came from South Korea);
• Writes description in short, simple sentences expressing attitudes;
• Uses compound sentences.
Note: Arjun’s writing reflects a higher level of mechanical competency as evidenced by the use of advanced
punctuation (quotation marks and use of commas).
Learner Profile for EAL A 2.2 Baila is a Grade Five student whose writing is at the A 2.2 level.
In the writing sample, you will see that Baila:
• Has sufficient vocabulary to provide information using simple language;
• Uses adjectives (little, tall, thin, long) to provide descriptive detail;
• Spells common, high-frequency words with increasing accuracy;
• Uses capitals and basic punctuation with increasing accuracy and is beginning to use more
advanced punctuation like the apostrophe (that’s) ;
• Uses pronouns (my, they);
• Writes straightforward text using transitional words such as and and because;
• Writes compound sentences.
Learner Profile for EAL B 1.1 Michael is a Grade Six student writing at the B 1.1 level.
In the writing sample, you will see that Michael:
• Uses prepositions with increased accuracy (our, my, they)
• Uses capitals and basic punctuation with increasing accuracy as well as more advanced
punctuation
• Spells common words accurately
• Demonstrates some facility with word order, subject-verb agreement, and plurals
• Sequences text
Learner Profile for EAL B 1.2 Corrie is a Grade Six student writing at the B 1.1 level.
In the writing sample, you will see that Corrie:
• Uses subject specific vocabulary (culture, inter racial, African American);
• Uses a growing repertoire of words including words with different forms (differences,
different, differently);
• Uses grade appropriate conventions and spelling;
• Demonstrates considerable control of word order and the formation of plurals;
• Writes about familiar topics using comparisons and contrasts;
• Sequences text;
• Writes short descriptive text;
• Writes a detailed paragraph
Grad
e 5
CFR
Read
ing 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
Ph
on
olo
gical &
Ph
on
em
ic Aw
aren
ess
A1
.2
Ph
on
olo
gical &
Ph
on
em
ic Aw
aren
ess
A2
.1
Ph
on
olo
gical &
Ph
on
em
ic Aw
aren
ess
A2
.2
Ph
on
olo
gical &
Ph
on
em
ic Aw
aren
ess
B1
.1
Ph
on
olo
gical &
Ph
on
em
ic Aw
aren
ess
B1
.2
Ph
on
olo
gical &
Ph
on
em
ic Aw
aren
ess
Id
entifies b
eginn
ing so
un
ds o
f wo
rds
Id
entifies, p
rod
uces an
d reco
gnizes
end
sou
nd
s of w
ord
s
Iden
tifies and
recogn
izes med
ial vo
we
l sou
nd
s in w
ord
s
Iden
tifies and
recogn
izes final b
lend
s (e.g. n
d, m
p)
R
ecogn
izes dip
tho
ngs
Dem
on
strates com
peten
ce in grad
e-
app
rop
riate skills related
to
ph
on
olo
gical and
ph
on
emic
awaren
ess
Mim
ics ph
on
emes
B
egins to
iden
tify and
recogn
ize m
edial vo
we
l sou
nd
s in w
ord
s e
Identifies and recognizes m
ost beginning blends
R
ecogn
izes com
mo
n vo
we
l digrap
hs
(e.g. ee, oa
)
Reco
gnizes trigrap
hs (e.g. sch
-, squ
-)
Id
entifies an
d p
rod
uces all so
un
ds o
f th
e alph
abet
Id
entifies an
d reco
gnizes b
eginn
ing
digrap
hs (e.g. th
, sh, ch
)
Begin
s to id
entify an
d reco
gnize fin
al b
lend
s (e.g. -nd
, -mp
)
Begin
s to id
entify an
d reco
gnize
dip
tho
ngs (e.g. o
w, o
o, o
i)
Begin
s to reco
gnize irregu
lar sp
ellings (e.g. p
h-, -o
ug
h)
Examin
es wo
rd stru
cture to
d
etermin
e pro
nu
nciatio
n (e.g.
kno
wled
ge of co
mm
on
ly occu
rring
affixes)
R
ecites the alp
hab
et
Iden
tifies and
recogn
izes com
mo
n
begin
nin
g blen
ds (e.g. b
l, tr, st, sk)
Begin
s to re
cogn
ize com
mo
n vo
wel
digrap
hs (e.g. ee, o
a)
B
egins to recognize trigraphs (sch-, squ-)
Gen
erates som
e rhym
ing w
ord
s
R
ecogn
izes sou
nd
symb
ol
relation
ship
s of m
ost letters
B
egins to segm
ent and blend phonem
es (e.g. d-o-g = dog) and graphem
es
Identifies and recognizes rhym
ing words
M
anip
ulates w
ord
s by ad
din
g and
rem
ovin
g ph
on
emes
Id
entifies an
d reco
gnizes in
flected
end
ings (e.g. -s, -in
g)
R
ecogn
izes mo
st begin
nin
g sou
nd
s o
f wo
rds
Segm
ents p
olysyllab
ic wo
rds
Segm
ents an
d b
lend
s mo
st com
mo
n
graph
emes
R
ecogn
izes wo
rd fam
ilies (cat, hat)
Know
s comm
on phonetic rules (e.g. final e)
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
Relies on illustrations to m
ake m
eaning and identify unknown w
ords
May su
bstitu
te a wo
rd w
ith a
differen
t tense (I seed
vs. I saw)
U
nderstands the meaning of som
e inflected endings (-s is used for plural)
U
nderstands the meaning of m
ost inflected endings (-ed is used for past tense)
R
ecogn
izes ho
mo
nym
s and
h
om
op
ho
nes
U
nd
erstand
s mo
st vocab
ulary in
grad
e level text
M
ay substitute alternate word based
on illustration (e.g. forest vs. trees)
May interchange m
asculine/feminine
words (e.g. he/she)
B
egins to
us co
ntext clu
es to so
lve u
nkn
ow
n w
ord
s
Regu
larly uses co
nte
xt clues to
so
lve un
kno
wn
wo
rds
U
ses graphic organizer to provide synonym
/antonym for w
ord from text
Begins to understand use of figurative language (e.g. idiom
s, similes, m
etaphors)
M
ay on
ly iden
tify ob
jects in
illustratio
n
B
egins to recognize and understand pre-taught vocabulary
R
ecogn
izes and
un
derstan
ds p
re-
taugh
t vocab
ulary
B
egins to
recogn
ize ho
mo
nym
s an
d h
om
op
ho
nes
Begins to use print or electronic references (e.g., dictionary, thesaurus, online resources)
U
nderstands shades of meaning in related
words (e.g. shouted, hollered)
U
nd
erstand
s enviro
nm
ental
labels (e.g. calen
dar, w
ord
wall)
U
ses graphic organizer to illustrate m
eaning of word from
text
Uses an
illustrated
dictio
nary to
lo
ok u
p m
eanin
gs of w
ord
s
Examines w
ord structure to determine
meaning using sim
ple affixes (e.g.-un, -ly)
Uses kn
ow
ledge o
f roo
ts to
determ
ine m
eanin
gs of w
ord
s
B
egins to
dissect co
mp
ou
nd
w
ord
s to p
redict m
eanin
g
Dissects co
mp
ou
nd
wo
rds to
p
redict m
eanin
g
Begin
s to create sem
antic m
aps
to co
nvey w
ord
relation
ship
s
Examin
es wo
rd stru
cture to
d
etermin
e mean
ing u
sing
com
mo
nly o
ccurrin
g affixes (e.g. p
re-, re
-, -tion
)
Begin
s to id
entify an
d catego
rize w
ord
s into
sets or gro
up
s
Begins to examine w
ord structure to determ
ine meaning using sim
ple affixes (e.g. -un, -ly)
B
egins to
iden
tify analo
gies (e.g. d
og/m
amm
al; parro
t/bird
)
B
egins to
recogn
ize cogn
ates
Begin
s to u
se strategies (e.g. exam
ples, co
mp
arison
s) to clarify
mean
ings o
f new
con
cepts in
co
nten
t area texts
U
ses prin
t or electro
nic
references (e.g., d
iction
ary, th
esauru
s, on
line reso
urces)
U
ses graph
ic organ
izer to d
efine
wo
rd fro
m text
C
lassifies and
categorizes w
ord
s in
to sets o
r grou
ps
C
reates seman
tic map
s to co
nvey
wo
rd m
eanin
g
Begins to apply knowledge of cognates
Regularly applies know
ledge of cognates
A1
.1
Visu
al Pro
cessin
g A
1.2
V
isual P
roce
ssing
A2
.1
Visu
al Pro
cessin
g A
2.2
V
isual P
roce
ssing
B1
.1
Visu
al Pro
cessin
g B
1.2
V
isual P
roce
ssing
U
nd
erstand
s left-right
directio
nality
Reads patterned and predictable text
R
egularly u
ses text features (eg.g
title, illustratio
ns, au
tho
r)
Begins to use advanced text features (e.g. glossary, table of contents, headings)
U
ses advanced text features (glossary, table of contents, headings)
Regularly uses sources of reference found in text to enhance com
prehension
B
egins to
use text featu
res (e.g. title, illu
stration
s, auth
or)
M
ay track wo
rd-b
y-wo
rd
B
egins to use key words, diagram
s, graphs, and illustrations to support reading and com
prehension
Uses key w
ord
s, diagram
s, graph
s an
d illu
stration
s to su
pp
ort
readin
g com
preh
ensio
n
Uses patterns to read predictable text
D
istingu
ishes b
etwee
n fictio
nal
and
factual text
A1
.1
Fluen
cy A
1.2
Flu
ency
A2
.1
Fluen
cy A
2.2
Flu
ency
B1
.1
Fluen
cy B
1.2
Flu
ency
R
eads in
2-3 w
ord
ph
rases
Read
s in ch
un
ks or p
hrases
U
ses simp
le pu
nctu
ation
to gu
ide
expressio
n (e.g. ?, !)
B
egins to
read fam
iliar text with
ap
pro
priate sp
eed, exp
ression
, p
hrasin
g and
into
natio
n
R
eads w
ith in
creasingly
app
rop
riate speed
, expressio
n,
ph
rasing an
d in
ton
ation
Ad
justs read
ing rate acco
rdin
g to
the p
urp
ose an
d d
ifficulty o
f the
text
Engages in
cho
ral readin
g, with
erro
rs
May read
line b
y line w
itho
ut
regard fo
r pu
nctu
ation
R
ecogn
izes thirty o
r mo
re sight
wo
rds
D
ecodes simple CV
C and CCVC w
ords
Begin
s to u
se expressio
n w
hen
re-
readin
g familiar text
R
ecogn
izes three
hu
nd
red o
r m
ore sigh
t wo
rds
U
ses advanced punctuation to guide expression and phrasing (e.g. : - “”)
En
gages in ch
oral read
ing
R
ecogn
izes seventy-five o
r mo
re sigh
t wo
rds
D
ecod
es wo
rds w
ith co
mm
on
p
ho
netic ru
les (e.g. silent e)
Begins to use advanced punctuation to guide expression and phrasing (, : - “”)
D
emo
nstrates au
tom
aticity (e.g. vo
cabu
lary in a th
ematic u
nit
R
ecogn
izes on
e hu
nd
red fifty o
r m
ore sigh
t wo
rds
B
egins to demonstrate autom
aticity (e.g. vocabulary in a them
atic unit)
Deco
des m
ost grad
e app
rop
riate w
ord
s
A1
.1
Co
mp
reh
ensi
on
p
re-r
ead
ing
A1
.2
Co
mp
reh
ensi
on
p
re-r
ead
ing
A2
.1
Co
mp
reh
ensi
on
p
re-r
ead
ing
A2
.2
Co
mp
reh
ensi
on
p
re-r
ead
ing
B1
.1
Co
mp
reh
ensi
on
p
re-r
ead
ing
B1
.2
Co
mp
reh
ensi
on
p
re-r
ead
ing
En
gage
s in
a p
ictu
re w
alk,
wit
h
sup
po
rt
A
ctiv
ates
pri
or
kno
wle
dge
Un
der
stan
ds
pu
rpo
se f
or
read
ing
(e.g
. to
en
tert
ain
, to
ob
tain
in
form
atio
n)
Ev
alu
ates
a b
oo
k fo
r it
s p
urp
ose
fuln
ess
(e.g
. ch
oo
sin
g a
rese
arch
bo
ok)
, wit
h s
up
po
rt
Ev
alu
ates
a b
oo
k fo
r it
s p
urp
ose
fuln
ess
(e.g
. ch
oo
sin
g a
rese
arch
bo
ok)
Sele
cts
and
ap
plie
s a
vari
ety
of
com
pre
hen
sio
n s
trat
egie
s ac
cord
ing
to t
he
nat
ure
of
the
text
A
ctiv
ates
pri
or
kno
wle
dge
, wit
h
guid
ance
(e.
g. c
om
ple
tes
KW
L)
G
ener
ates
an
d a
nsw
ers
sim
ple
q
ues
tio
ns
(e.g
. 5 W
’s)
A
sks
qu
esti
on
s, w
ith
gu
idan
ce
U
ses
text
fea
ture
s (e
.g. t
itle
, ill
ust
rati
on
s) t
o p
red
ict
con
ten
t
Dem
onst
rate
s an
aw
aren
ess
of g
enre
s (e
.g. f
olkt
ales
, com
ics,
gra
phic
nov
els)
Rea
ds
and
eva
luat
es s
yno
psi
s,
wit
h s
up
po
rt
R
ead
s an
d e
valu
ates
syn
op
sis
Sk
ims
text
to
dev
elo
p a
n
ove
rvie
w o
f co
nte
nt
Ev
alu
ates
a t
ext
to d
eter
min
e re
adab
ility
, wit
h s
up
po
rt
Se
lect
s te
xt f
or
pu
rpo
sefu
lnes
s
Sets
pu
rpo
se f
or
read
ing
Beg
ins
to g
ener
ate
and
an
swer
d
eep
-th
inki
ng
qu
esti
on
s
Scan
s te
xt t
o f
ind
info
rmat
ion
Ev
alu
ates
a t
ext
to d
eter
min
e re
adab
ility
Gen
erat
es a
nd
an
swer
s d
eep
-th
inki
ng
qu
esti
on
s
Iden
tifi
es t
he
auth
or’
s in
ten
t
A1
.1
Co
mp
reh
ensi
on
d
uri
ng
read
ing
A1
.2
Co
mp
reh
ensi
on
d
uri
ng
read
ing
A2
.1
Co
mp
reh
ensi
on
d
uri
ng
read
ing
A2
.2
Co
mp
reh
ensi
on
d
uri
ng
read
ing
B1
.1
Co
mp
reh
ensi
on
d
uri
ng
read
ing
B1
.2
Co
mp
reh
ensi
on
d
uri
ng
read
ing
U
ses
illu
stra
tio
ns
to r
eco
gniz
e te
xt t
op
ic
M
akes
tex
t-se
lf c
on
ne
ctio
ns
M
akes
tex
t-te
xt c
on
nec
tio
ns
M
akes
tex
t-w
orl
d c
on
nec
tio
ns,
w
ith
su
pp
ort
Mak
es t
ext-
wo
rld
co
nn
ecti
on
s
Rec
ogn
izes
au
tho
r’s
tech
niq
ues
(e
.g. f
ore
shad
ow
ing)
M
akes
tex
t-se
lf c
on
ne
ctio
ns,
wit
h
guid
ance
Mak
es a
nd
ref
lect
s u
po
n s
om
e p
red
icti
on
s b
ased
on
illu
stra
tio
ns
M
akes
and
ref
lect
s up
on o
ngoi
ng
pred
ictio
ns b
ased
on
illus
trat
ions
an
d st
oryl
ine
C
on
stru
cts
men
tal i
mag
es
Re
gula
rly m
akes
conn
ectio
ns w
hile
read
ing
R
eco
gniz
es a
rtis
tic
dev
ices
(e.
g.
sym
bo
lism
, per
son
ific
atio
n)
B
egin
s to
un
der
stan
d c
om
ple
x se
nte
nce
str
uct
ure
Mo
nit
ors
vo
cab
ula
ry
com
pre
hen
sio
n
B
ackt
rack
s an
d s
elf-
corr
ects
to
en
sure
mea
nin
g, w
ith
pro
mp
tin
g
Mak
es p
red
icti
on
s ab
ou
t th
e so
luti
on
to
th
e p
rob
lem
of
a st
ory
Mak
es a
nd
ref
lect
s u
po
n o
ngo
ing
pre
dic
tio
ns
bas
ed o
n il
lust
rati
on
s,
sto
rylin
e, p
rio
r kn
ow
led
ge a
nd
p
erso
nal
exp
erie
nce
s
R
ealiz
es w
hen
mo
re in
form
atio
n
is r
equ
ired
to
un
der
stan
d t
ext
B
egin
s to
co
nst
ruct
men
tal
imag
es
D
iffe
ren
tiat
es b
etw
een
fac
t an
d
op
inio
n, u
sin
g ev
iden
ce f
rom
tex
t
Bac
ktra
cks
and
sel
f-co
rrec
ts t
o
ensu
re m
ean
ing
Id
enti
fies
po
int
of
view
in
nar
rati
ve (
e.g.
fir
st –
per
son
)
U
nd
erst
and
s co
mp
lex
sen
ten
ce
stru
ctu
re
A1
.1
Co
mp
reh
ensi
on
p
ost
-re
adin
g
A1
.2
Co
mp
reh
ensi
on
p
ost
-re
adin
g
A2
.1
Co
mp
reh
ensi
on
p
ost
-re
adin
g
A2
.2
Co
mp
reh
ensi
on
p
ost
-re
adin
g
B1
.1
Co
mp
reh
ensi
on
p
ost
-re
adin
g
B1
.2
Co
mp
reh
ensi
on
p
ost
-re
adin
g
R
efle
cts
on
new
lear
nin
g , w
ith
gu
idan
ce (
e.g.
ad
din
g to
KW
L)
R
evis
its
text
to
fin
d im
po
rtan
t in
form
atio
n
In
fers
ch
arac
ters
’ fee
lings
Talk
s ab
ou
t ch
arac
ters
’ fee
lings
an
d p
rovi
de
s ev
iden
ce f
rom
tex
t
Emp
ath
izes
wit
h c
har
acte
rs’
fee
lings
an
d m
oti
vati
on
s
Eval
uat
es a
uth
ors
’ tec
hn
iqu
es t
o
infl
uen
ce r
ead
ers’
per
spec
tive
s (e
.g. a
pp
eal o
f ch
arac
ters
)
Infe
rs c
har
acte
rs’ f
eelin
gs, w
ith
su
pp
ort
Hyp
oth
esiz
es h
ow
ch
arac
ters
co
uld
hav
e b
ehav
ed d
iffe
ren
tly
Id
enti
fies
mai
n c
har
acte
r an
d
sett
ing
in a
sto
ry
H
ypo
thes
izes
ho
w c
har
acte
rs
cou
ld h
ave
beh
aved
dif
fere
ntl
y,
wit
h s
up
po
rt
U
nd
erst
and
s w
riti
ng
tech
niq
ues
ap
pro
pri
ate
to g
enre
(e.
g.
hu
mo
ur)
Ref
lect
s an
d r
evis
es o
pin
ion
b
ased
on
new
un
der
stan
din
gs
R
efle
cts
on
new
lear
nin
g (e
.g.
add
ing
to K
WL)
Un
der
stan
ds
wri
tin
g te
chn
iqu
es
app
rop
riat
e to
gen
re (
e.g.
h
um
ou
r), w
ith
su
pp
ort
Dem
on
stra
tes
very
bas
ic
kno
wle
dge
of
text
by
rete
llin
g o
ne
or
two
mai
n p
oin
ts
D
emo
nst
rate
s b
asic
kn
ow
led
ge o
f te
xt b
y re
telli
ng
mai
n p
oin
ts a
nd
o
ne
or
two
su
pp
ort
ing
det
ails
Id
enti
fies
pro
ble
m a
nd
so
luti
on
Exp
lain
s w
rite
r’s
use
of
spec
ific
w
ord
s to
co
nve
y m
ean
ing
(e.g
. sh
ou
ted
, cri
ed),
wit
h s
up
po
rt
B
egin
s to
eva
luat
e au
tho
r’s
styl
e o
f w
riti
ng
B
egin
s to
iden
tify
mo
ral o
r st
ory
Iden
tifi
es t
he
mo
ral o
f th
e st
ory
Id
enti
fies
pro
ble
m a
nd
so
luti
on
w
ith
su
pp
ort
Dem
on
stra
tes
kno
wle
dge
of
text
b
y re
telli
ng
mai
n p
oin
ts a
nd
a f
ew
sup
po
rtin
g d
etai
ls
Id
enti
fies
sim
ple
cau
se e
ffec
t re
lati
on
ship
s
Just
ifie
s p
refe
ren
ce f
or
a b
oo
k
An
alyz
es s
equ
enti
al o
rgan
izat
ion
o
f te
xt (
e.g.
ord
er o
f im
po
rtan
ce,
chro
no
logi
cal)
Ju
stif
ies
pre
fere
nce
fo
r a
bo
ok,
w
ith
su
pp
ort
Iden
tifi
es s
tru
ctu
ral f
eatu
res
of
po
pu
lar
mu
ltim
edia
(e.
g.
new
spap
ers,
mag
azin
es)
Com
pare
s and
con
tras
ts d
iffer
ent t
exts
Use
s cr
itic
al a
nal
ysis
to
det
erm
ine
bia
s, w
ith
su
pp
ort
Beg
ins
to id
enti
fy s
tru
ctu
ral
feat
ure
s o
f p
op
ula
r m
ult
imed
ia
(e.g
. new
spap
ers,
mag
azin
es)
Be
gins
to e
valu
ate
auth
ors’
tech
niqu
es
to in
fluen
ce re
ader
s’ pe
rspe
ctiv
es (e
.g.
appe
al o
f cha
ract
ers)
Dem
on
stra
tes
kno
wle
dge
of
text
b
y su
mm
ariz
ing
and
syn
thes
izin
g m
ain
po
ints
an
d a
ran
ge o
f su
pp
ort
ing
det
ails
D
emo
nst
rate
s kn
ow
led
ge o
f te
xt
by
rete
llin
g m
ain
po
ints
an
d
sup
po
rtin
g d
etai
ls.
Dem
on
stra
tes
kno
wle
dge
of
text
b
y su
mm
ariz
ing
and
syn
thes
izin
g m
ain
po
ints
an
d k
ey s
up
po
rtin
g d
etai
ls
ENGLISH LANGUAGE ARTS (ELA) READING EXPECTATIONS – GRADE 5
A grade 5 student meeting curricular expectations analyses and responds to a variety of grade-level texts. She/he uses a variety of strategies to determine the meaning of unfamiliar words and use knowledge of
sentence elements and patterns (simple, compound and complex) and their related punctuation to understand text. Students at this level are able to adjust reading rates to purpose and text demands. They identify and
explain different forms of text and the conventions of each.
Phonics & Phonemic Awareness
✓ Use phonics to decode and say words correctly. ✓ Recognizes features of words including vowel patterns in multi-
syllabic words, double consonants, word endings, prefixes (e.g., disi-, in-, un-, ir-, il-, non-, anti-, pro-, pre-), suffixes (e.g., -ish, -en, -ance)and plural possessives.
✓ Recognizes features of words including R-vowel patterns, silent consonants, digraphs, compound words, contractions and easy multi-syllabic words.
Vocabulary Acquisition
✓ Uses a variety of strategies to determine the meaning of unfamiliar words including context and breaking into syllables; recognizing common word families; using sound; using knowledge of common prefixes and suffixes; and using a dictionary.
✓ Understands frequently used specialized terms in subject areas. ✓ Recognizes word play. ✓ Uses a word attack strategy (e.g., context, structure, sound and
reference) as well as knowledge of root words, prefixes and suffices to determine the pronunciation (e.g., n-ation) and meaning of unfamiliar words.
✓ Identifies synonyms and antonyms.
Visual Processing
✓ Uses knowledge of sentence elements and patterns (simple, compound and complex) and their related punctuation to understand text.
✓ Uses punctuation to help understand meaning. ✓ Uses knowledge of word order to determine meaning of sentences. ✓ Uses the relationships of words in sentences to help construct
meaning. ✓ Identifies various forms of texts, their characteristics (such as
headings and paragraphs), the way they are organized and the patterns within (such as comparison and contrast).
✓ Recognizes differences in text types used in other subject areas. ✓ Recognizes the characteristics of different media (e.g. photograph,
television, digital) and the key elements of visual and multimedia text (e.g., sections in a magazine).
✓ Understands how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts and maps) make information and ideas accessible and useable.
✓ Identifies conventions of text. Has knowledge of the elements, organizational patterns and characteristics of poetry, plays, fiction and non-fiction.
Fluency ✓ Reads orally with appropriate fluency, accuracy and expression.
✓ Reads grade-appropriate texts silently (150-200 wcpm) for extended periods of time.
✓ Reads orally to increase fluency, accuracy, pacing, intonation and expression (110-150 wcpm).
✓ Adjusts reading rates to purpose and text demands.
Comprehension: pre-reading
✓ Selects and flexibly uses, with practice and teacher support, the important and appropriate pre-reading strategies relevant to the task.
✓ Uses an expanding range of familiar pre-reading strategies to derive meaning from written text.
✓ Draws on prior knowledge and experience. ✓ Identifies and explains different forms of text. ✓ Makes predictions of what text will be about. ✓ Recognizes that a text was created for a particular purpose. ✓ Sets purpose for reading (e.g. for information, for enjoyment).
Comprehension: during-reading
✓ Selects and flexibly uses, with practice and teacher support, the important and appropriate during-reading strategies relevant to the task.
✓ Uses an expanding range of familiar during-reading strategies to derive meaning from written text.
✓ Identifies main ideas. ✓ Makes connections and inferences. ✓ Constructs mental images. ✓ Recognizes and uses key features in text including colour and bold
typeface. ✓ Asks questions to self-monitor. ✓ Adjusts rate and strategies as required to make meaning ✓ Notes key and supports. ✓ Reads a range of contemporary and classical grade-appropriate
fiction, script, poetry and non-fiction (including magazines, reports, instructions and procedures.
✓ Reads and uses grade-5 appropriate informational and reference texts (e.g., dictionary, encyclopedia, how-to, explanations, biography) to identify main ideas, details, opinions and reasons.
Comprehension: post-reading
✓ Selects and flexibly uses, with practice and teacher support, the important and appropriate after-reading strategies relevant to the task.
✓ Uses an expanding range of familiar after-reading strategies to derive meaning from written text.
✓ Recalls, paraphrases, summarizes and responds personally to text. ✓ Determines the essential purpose, key ideas, arguments and
perspectives of text. ✓ Offers and supports an interpretation of text. ✓ Evaluates author’s craft and technique. ✓ Re-reads and reviews as necessary to enhance understanding. ✓ Responds to questions or tasks accurately, clearly and completely. ✓ Makes direct and concrete connections to self, other texts and world. ✓ Identifies intended audience and purpose for a text.
✓ Distinguishes among facts, supported inferences and opinions in informational text.
✓ Identifies, in narrative text, the main problem or conflict of the plot and the resolution
✓ Compares and contrasts the actions, motives and appearances of the characters.
✓ Evaluates the meaning of symbols. ✓ Understands that theme refers to the meaning or moral of a work
and recognizes these themes (whether implied or stated directly). ✓ Evaluates the author’s use of various techniques (e.g., the appeal of
characters, logic and credibility of plots and settings, use of figurative language and imagery, strengths of arguments based on evidence) to influence readers’ perspectives.
✓ Reflects on and assess own reading abilities and strategies. ✓ Sets and pursues personal goals for reading.
Grad
e 5
CFR
Speakin
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
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
Repeats w
ords, phrases, and mem
orized chunks of language related to different topics
B
egins to generate phrases and word
combinations related to different topics
U
ses a wider range of com
mon nouns, verbs,
and complex adjectives to describe fam
iliar topics
B
egins to
use in
creasingly ad
vanced
ad
jectives
Uses in
creasingly ad
vanced
adjectives
and
adverb
s, with
pro
mp
ting
U
ses adjectives an
d ad
verbs
frequ
ently to
enh
ance m
eanin
g
Begins to nam
e comm
on objects and personal needs in the school environm
ent using fam
iliar nouns and verbs
3
Uses fam
iliar verbs an
d d
escribes
familiar n
ou
ns u
sing sim
ple ad
jectives w
ith greater accu
racy
Uses lim
ited co
nten
t area vo
cabu
lary, w
ith assistan
ce
Begin
s to u
se simp
le adverb
s
Uses acad
emic w
ord
s frequ
ently
Co
ntinu
es to u
se and
develo
p a variety
of grad
e app
rop
riate con
tent an
d
academ
ic vocab
ulary, in
clud
ing w
ord
s w
ith m
ultip
le mean
ings an
d w
ord
fo
rms (affixes)
U
ses limited
descriptive w
ord
s with
assistance (e.g. colours, b
ig, small)
U
ses high
frequ
ency u
tility wo
rds w
ith
increased
accuracy
B
egin
s to u
se academ
ic wo
rds (e.g.
iden
tify, describ
e), with
sup
po
rt (e.g. sen
tence fra
me)
U
ses con
tent are
a vocab
ulary,
ind
epen
den
tly
B
egin
s to u
se high
frequ
ency w
ord
s, w
ith assistan
ce
Be
gins to
use lim
ited co
nten
t area
vocab
ulary, w
ith assistan
ce
Uses acad
emic w
ord
s, with
increased
accu
racy
A1
.1
Mean
ingfu
l Co
mm
un
ication
A
1.2
M
eanin
gful C
om
mu
nicatio
n
A2
.1
Mean
ingfu
l Co
mm
un
ication
A
2.2
M
eanin
gful C
om
mu
nicatio
n
B1
.1
Mean
ingfu
l Co
mm
un
ication
B
1.2
M
eanin
gful C
om
mu
nicatio
n
Expresses w
ants and needs through single w
ords, accompanied by gestures
Exp
resses wan
ts and
need
s with
sho
rt p
hrases, acco
mp
anied
by gestu
res
Expresses wants an
d needs with short
phrases
Expresses and justifies wants and needs
with som
e details
Expresses an
d ju
stifies wan
ts, need
s or
op
inio
ns w
ith in
creased d
etails
Clearly e
xpresses an
d ju
stifies p
references o
r op
inio
ns
Exp
resses a lack of u
nd
erstand
ing
thro
ugh
single w
ord
s, accom
pan
ied
by gestu
res
Expresses lack o
f un
derstan
din
g th
rou
gh learn
ed p
hrases. B
egins to
ask fo
r clarification
of u
nkn
ow
n w
ord
s o
r exp
ression
s
B
egins to explain to a teacher where s/he is
having difficulty or asks for clarification of unknow
n words and expressions
Explains to the teacher w
here s/he is having difficulty or asks to have w
ords repeated or said in a different w
ay
A
sks specific questions to help solve difficulties.
R
esp
on
ds to
academ
ic qu
estion
s in
dep
end
ently
R
esp
on
ds to
academ
ic qu
estion
s (e.g.
senten
ce frames, sen
tence starters),
with
assistance
M
ay be silent, use L1, u
se single w
ords or repeat single w
ords oth
ers say
Re
spo
nd
s to fam
iliar qu
estion
s usin
g p
atterned
frames, w
ith assistan
ce
B
egins to
respo
nd
to acad
emic
qu
estion
s (e.g. senten
ce frames o
r starters), w
ith su
pp
ort
En
gages in so
cial con
versation
with
ease
R
esp
on
ds to
familiar q
uestio
ns u
sing
learned
or m
emo
rized
ph
rases
Engages in
social co
nversatio
ns, w
ith
occasio
nal erro
rs
Begins to engage in social conversations or sm
all-group discussions using single words
or short phrases.
Engages in familiar social conversations or
small group discussions using short
phrases and sentences.
Engages in
familiar so
cial co
nversatio
ns w
ith erro
rs that m
ay im
ped
e com
preh
ensio
n
Elabo
rates on
ideas in
academ
ic d
iscussio
ns
P
rovid
es eviden
ce and
justifies
po
sition
du
ring acad
emic d
iscussio
ns
Id
eas and
mean
ing are b
ecom
ing m
ore
con
cise. Begins to engage in academ
ic discussions w
ith short phrases or sentences with
support (e.g. sentence frames)
Engages in
academ
ic discu
ssion
s (e.g. sen
tence fram
es), with
sup
po
rt
Engages in
academ
ic discu
ssion
s with
in
creasing d
etails and
elabo
ration
, w
ith p
rom
ptin
g
Describ
es a com
plex seq
uen
ce in
dep
end
ently
M
ay use L1
wo
rd co
mp
ensate fo
r a lack o
f vocab
ulary
M
ay use known vocabulary to “talk around”
the unknown w
ord (circumlocution)
R
elies o
n circu
mlo
cutio
n to
express
mean
ing (e.g. h
an
d clock = w
atch
)
Gives sh
ort fo
rmal p
resentatio
n o
n
top
ic of ch
oice
Ideas an
d m
eanin
g are expressed
co
ncisely
U
ses simp
le transition w
ords (e.g. and,
but, or)
Uses transition w
ords (e.g. because, then, next)
Uses m
ore co
mp
lex transitio
n w
ord
s (e.g. fo
r, so, w
hen
, if…th
en)
U
ses advan
ced tran
sition
wo
rds (e.g.
since, d
urin
g, u
sua
lly)
Gives an
academ
ic presen
tation
that is
grade ap
pro
priate
R
ead
s a sho
rt info
rmal scrip
t (e.g. rea
ders th
eatre, w
eath
er report)
R
ead
s a sho
rt presen
tation
on
a fam
iliar top
ic G
ives a sho
rt presen
tation
on
a fam
iliar top
ic, usin
g no
tes
Exp
resses preferen
ces (e.g. I like) an
d
perso
nal stren
gths (e.g. I ca
n)
B
egins to describe a sequence (e.g. story, sim
ple directions). Begins to give reasons for preferences or opinions, w
ith support
Describes a m
ore complex sequence (e.g.
explain a process) with support. G
ives brief reasons for preferences or opinions
B
egins to
engage in
com
mu
nicative
tasks by p
araph
rasing, co
mm
entin
g an
d q
uestio
nin
g, with
sup
po
rt
Engages in
com
mu
nicative tasks b
y p
araph
rasing, co
mm
entin
g and
q
uestio
nin
g
U
ses simple gram
matical rules w
ith frequent errors. Can use subject-predicate order accurately w
ith assistance.
Uses sim
ple gramm
ar and syntax accurately (e.g. sim
ple subject-predicate order, regular plurals) M
ore complex form
s with assistance.
U
ses com
plex fo
rms o
f gramm
ar and
syn
tax with
errors. (e.g. irregu
lar p
lurals, irregu
lar verb ten
se, articles)
Uses com
plex forms of gram
mar and syntax
with few
errors. (e.g. misuses a few
verb tenses or subject-verb agreem
ent)
Uses alm
ost all verb tenses appropriately along w
ith subject-verb agreement. G
ramm
atical use and syntax near native like.
A1
.1
Pragm
atic Kn
ow
ledge
A1
.2
Pragm
atic Kn
ow
ledge
A2
.1
Pragm
atic Kn
ow
ledge
A2
.2
Pragm
atic Kn
ow
ledge
B1
.1
Pragm
atic Kn
ow
ledge
B1
.2
Pragm
atic Kn
ow
ledge
U
ses one or two learned expressions of
greeting, farewell and politeness
U
ses som
e com
mo
n exp
ression
and
cu
ltural greetin
gs
Uses co
mm
on
expressio
ns an
d cu
ltural
greetin
gs
May u
se limited
figurative an
d
idio
matic p
hrases
M
ay use so
me figu
rative and
idio
matic
ph
rases (may b
e errors in
usage)
U
ses age app
rop
riate figurative an
d
idio
matic p
hrases
B
egins to engage in cooperative speech to dem
onstrate understanding of a conversation (e.g. uh-huh, really)
Engages in cooperative speech to dem
onstrate understanding of a conversation
En
gages in co
nversatio
n, w
ith su
pp
ort
(e.g. qu
estion
/com
men
t mo
delin
g)
Begin
s to su
stain co
nversatio
ns b
y co
mm
entin
g and
asking q
uestio
ns
Initiates and sustains form
al and informal
conversations by comm
enting, paraphrasing, and asking questions
B
egins to
adap
t speech
to d
emo
nstrate
an aw
areness o
f aud
ience
D
emonstrates an aw
areness of audience (e.g. addressing a friend vs teacher)
Gra
de
5 C
FR L
iste
nin
g R
ub
ric
Stu
den
t N
ame
: P
rim
ary
Lan
guag
e:
Cu
rren
t C
FR:
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
nder
stan
ds so
me
high
freq
uenc
y fa
milia
r nou
ns
and
com
mon
des
crip
tive
wor
ds in
a st
ruct
ured
in
tera
ctio
n, w
ith a
ssist
ance
unde
rsta
nds
high
freq
uenc
y no
uns,
com
mon
ve
rbs
and
desc
riptiv
e w
ords
in fa
mili
ar
cont
exts
Und
erst
ands
a w
ider
rang
e of
bas
ic no
uns,
verb
s, an
d co
mpl
ex a
djec
tives
in fa
milia
r con
text
s
Beg
ins
to u
nd
erst
and
bas
ic v
erb
s an
d
no
un
s in
un
fam
iliar
co
nte
xts,
wit
h
sup
po
rt
U
nd
erst
and
s a
wid
er r
ange
of
bas
ic
verb
s an
d n
ou
ns
in u
nfa
mili
ar c
on
text
s,
wit
h s
up
po
rt
U
nd
erst
and
s a
wid
er r
ange
of
bas
ic
verb
s an
d n
ou
ns
in u
nfa
mili
ar c
on
text
s as
we
ll as
mo
st c
on
ten
t-ar
ea v
oca
bu
lary
M
ay re
cogn
ize
cogn
ates
from
L1
(e.g
. bl
ousa
/blo
use)
3
Un
der
stan
ds
sin
gle
wo
rds
in s
oci
al
con
vers
atio
ns
on
fam
iliar
to
pic
s
Res
pond
s to
sim
ple,
pre
dict
able
que
stio
ns
and
shor
t phr
ases
in th
e cl
assr
oom
.
Un
der
stan
ds
incr
easi
ngl
y ad
van
ced
d
escr
ipti
ve w
ord
s
U
nder
stan
ds d
escr
iptiv
e w
ords
in a
var
iety
of
con
text
s in
clud
ing
acad
emic
task
s
Co
nti
nu
es t
o d
evel
op
un
der
stan
din
g o
f gr
ade
app
rop
riat
e co
nte
nt
and
aca
dem
ic
voca
bu
lary
Re
spon
ds to
com
mon
cla
ssro
om d
irect
ives
, w
ith p
rom
ptin
g
Res
po
nd
s to
co
mm
on
cla
ssro
om
d
irec
tive
s an
d b
egin
s to
res
po
nd
to
so
cial
inte
ract
ion
s
Un
der
stan
ds
som
e vo
cab
ula
ry in
so
cial
co
nve
rsat
ion
s, o
n f
amili
ar t
op
ics
U
nd
erst
and
s m
ost
vo
cab
ula
ry in
so
cial
co
nve
rsat
ion
s, o
n f
amili
ar t
op
ics
U
nder
stan
ds m
ost v
ocab
ular
y in
soci
al
inte
ract
ions
M
ay r
esp
on
d t
o s
oci
al in
tera
ctio
ns
thro
ugh
ges
ture
s an
d s
ingl
e w
ord
s
Un
der
stan
ds
limit
ed c
on
ten
t ar
ea
voca
bu
lary
, wit
h a
ssis
tan
ce
U
nd
erst
and
s ke
y co
nte
nt-
are
a vo
cab
ula
ry a
nd
aca
dem
ic w
ord
s (e
.g.
esti
mat
e, s
olv
e),
wit
h s
up
po
rt
U
nd
erst
and
s ke
y co
nte
nt
area
vo
cab
ula
ry a
nd
a w
ider
ran
ge o
f ac
adem
ic w
ord
s, w
ith
su
pp
ort
Und
erst
ands
mos
t con
tent
-are
a vo
cabu
lary
, w
ith s
uppo
rt
un
ders
tand
s m
ost v
ocab
ular
y in
com
plex
ac
adem
ic in
tera
ctio
ns
A1
.1
List
enin
g fo
r M
ean
ing
A1
.2
List
enin
g fo
r M
ean
ing
A2
.1
List
enin
g fo
r M
ean
ing
A2
.2
List
enin
g fo
r M
ean
ing
B1
.1
List
enin
g fo
r M
ean
ing
B1
.2
List
enin
g fo
r M
ean
ing
U
nd
erst
and
s si
mp
le c
lass
roo
m
inst
ruct
ion
s, s
poke
n sl
ow
ly, w
ith g
estu
res
and
pict
ures
Un
der
stan
ds
sim
ple
fam
iliar
info
rmat
ion
sp
oke
n s
low
ly a
nd
cle
arly
Res
po
nd
s b
rief
ly t
o s
oci
al c
on
vers
atio
ns
and
en
gage
s in
so
cial
inte
ract
ion
s w
ith
u
nfa
mili
ar p
eop
le
R
esp
ond
s to
so
cial
co
nve
rsat
ion
s an
d
enga
ges
in s
oci
al in
tera
ctio
n w
ith
unfa
mili
ar
peop
le, w
ith
assi
stan
ce
R
esp
on
ds
to a
nd
ext
end
s so
cial
co
nve
rsat
ion
s w
ith
fam
iliar
an
d
un
fam
iliar
peo
ple
Follo
ws
and
en
gage
s in
lon
ger
soci
al
con
vers
atio
ns
wit
h m
ult
iple
sp
eake
rs
U
nder
stan
ds s
hort
pie
ces o
f inf
orm
atio
n su
ch
as ti
me
and
loca
tion
with
vis
uals
and
gest
ures
Beg
ins
to r
esp
on
d b
rief
ly t
o s
oci
al
con
vers
atio
ns
(e.g
. ye
s/n
o)
Fo
llow
s si
mpl
e tw
o-st
ep in
stru
ctio
ns, w
ith
supp
ort
B
egin
s to
follo
w m
ult
i-ste
p in
stru
ctio
ns,
w
ith s
uppo
rt
Fo
llow
s m
ulti
-ste
p in
stru
ctio
ns,
with
su
ppo
rt
Fo
llow
s m
ult
i-st
ep in
stru
ctio
ns
Be
gins
to u
nder
stan
d sim
ple
info
rmat
ion
(e.g
. th
eir n
ame,
age
, gra
de) a
nd p
erso
nal g
reet
ings
Follo
ws
sim
ple
on
e-s
tep
inst
ruct
ion
s,
spo
ken
slo
wly
, wit
h s
up
po
rt
Be
gins
to u
nder
stan
d m
ain
idea
in fa
mili
ar
acad
emic
dis
cuss
ions
Und
erst
ands
mai
n id
ea a
nd s
ome
deta
ils in
fa
mili
ar a
cade
mic
dis
cuss
ions
Un
der
stan
ds
mai
n id
ea a
nd
key
det
ails
in
aca
dem
ic d
iscu
ssio
ns
U
nder
stan
ds m
ain
idea
and
key
det
ails
in
acad
emic
dis
cuss
ions
U
nder
stan
ds s
ingl
e w
ords
, sho
rt p
hras
es, w
ith
assi
stan
ce b
ut re
quire
s sig
nific
ant w
ait t
ime
to
proc
ess i
nfor
mat
ion
and
form
a re
spon
se
Be
gins
to u
nder
stan
d m
ain
idea
of f
amilia
r ac
adem
ic d
iscus
sion
with
supp
ort a
nd a
ssist
ance
Und
erst
ands
mai
n id
ea in
pre
sent
atio
ns o
r sim
ple
stor
ies o
n a
fam
iliar
topi
c (e
.g. v
isual
s,
grap
hic
orga
nize
r), w
ith a
ssist
ance
Und
erst
ands
mai
n id
ea a
nd s
ome
deta
ils in
pr
esen
tatio
ns o
n a
fam
iliar
topi
c (e
.g.
pres
ente
r not
es),
with
ass
ista
nce
B
egin
s to
un
der
stan
d m
ain
idea
s an
d
det
ails
in u
nfa
mili
ar p
rese
nta
tio
ns
and
sh
ort
tex
ts, w
ith
ass
ista
nce
Un
der
stan
ds
mai
n id
eas
and
key
det
ails
in
pre
sen
tati
on
s an
d u
nfa
mili
ar t
exts
B
egin
s to
un
der
stan
d m
ain
idea
of
sho
rt
pic
ture
bo
oks
, wit
h s
up
po
rt
U
nder
stan
ds m
ost s
peec
h at
a sl
ower
rate
in
fam
iliar c
onte
xts.
Req
uire
s min
imal
wai
t tim
e to
pr
oces
s and
form
a re
spon
se
Un
der
stan
ds
mai
n id
ea o
f a
sho
rt t
ext
on
fa
mili
ar t
op
ic o
r th
e m
ain
idea
an
d s
om
e d
etai
ls o
n a
vid
eo w
ith
su
pp
ort
(e.
g.
vie
win
g gu
ide)
U
nd
erst
and
s m
ain
idea
an
d s
om
e d
etai
ls
in a
vid
eo, w
ith
su
pp
ort
Un
der
stan
ds
a sh
ort
, gra
de
-ap
pro
pri
ate
acad
emic
vid
eo
B
egin
s to
reco
rd s
ingl
e w
ords
in fa
mili
ar
acad
emic
list
enin
g ac
tivity
, with
sup
port
Beg
ins
to t
ake
no
tes
fro
m a
pre
sen
tati
on
o
r vi
deo
, wit
h s
up
po
rt
U
nd
erst
and
s av
erag
e-p
aced
sp
eech
in
un
fam
iliar
co
nte
xts
U
nder
stan
ds si
mpl
e la
ngua
ge, s
poke
n slo
wly
with
pa
uses
but
requ
ires w
ait t
ime
to p
roce
ss
info
rmat
ion
and
form
a re
spon
se
U
nder
stan
ds m
ore
com
plex
sent
ence
s and
ver
b te
nses
on
fam
iliar t
opics
Begi
ns to
take
clo
ze n
otes
(fill
in b
lank
s) fr
om a
pr
esen
tatio
n or
vid
eo, w
ith su
ppor
t
Beg
ins
to u
nd
erst
and
mo
st a
vera
ge
pac
ed s
pee
ch in
un
fam
iliar
co
nte
xts
M
ay n
eed
wai
t ti
me
to p
roce
ss a
nd fo
rm
resp
on
se t
o co
mpl
ex in
form
atio
n
U
nd
erst
and
s m
ost
ave
rage
-pac
ed
spee
ch in
fam
iliar
co
nte
xts,
wit
h
freq
uen
t ch
ecks
fo
r u
nd
erst
and
ing.
M
ay n
eed
wai
t tim
e to
pro
cess
and
form
re
spon
se to
incr
easi
ngly
com
plex
info
rmat
ion
U
nd
erst
and
s d
etai
led
sen
ten
ces
on
fa
mili
ar a
nd
un
fam
iliar
to
pic
s.
U
nder
stan
ds la
ngua
ge u
sing
sim
ple
gram
mat
ical
rule
s (S
VO
) or c
ompo
und
sent
ence
s w
ith su
ppor
t
U
nd
erst
and
s d
etai
led
sen
ten
ces
on
fa
mili
ar t
op
ics.
Un
der
stan
ds
com
ple
x se
nte
nce
s in
a
vari
ety
of
con
text
s
M
ay n
eed
wai
t ti
me
to p
roce
ss a
nd
fo
rm
a re
spo
nse
Beg
ins
to u
nd
erst
and
co
mp
lex
sen
ten
ces
in u
nfa
mili
ar c
on
text
s
Un
der
stan
ds
mo
re d
etai
led
co
mp
lex
sen
ten
ces
wit
h c
om
mo
n v
erb
ten
ses
on
fa
mili
ar t
op
ics,
wit
h s
up
po
rt
A1
.1
Pra
gmat
ic K
no
wle
dge
A
1.2
P
ragm
atic
Kn
ow
led
ge
A2
.1
Pra
gmat
ic K
no
wle
dge
A
2.2
P
ragm
atic
Kn
ow
led
ge
B1
.1
Pra
gmat
ic K
no
wle
dge
B
1.2
P
ragm
atic
Kn
ow
led
ge
U
nder
stan
ds b
asic
gre
etin
gs a
nd p
olite
ness
Beg
ins
to u
nd
erst
and
co
mm
on
ly u
sed
ex
pre
ssio
ns
in f
amili
ar c
on
text
s
Un
der
stan
ds
com
mo
nly
use
d
exp
ress
ion
s
Beg
ins
to u
nd
erst
and
fig
ura
tive
lan
guag
e an
d id
iom
atic
ph
rase
s, w
ith
ass
ista
nce
Un
der
stan
ds
som
e fi
gura
tive
lan
guag
e an
d id
iom
atic
ph
rase
s, w
ith
ass
ista
nce
Co
nti
nu
es t
o d
evel
op
un
der
stan
din
g o
f ag
e-ap
pro
pri
ate
figu
rati
ve la
ngu
e an
d
idio
mat
ic e
xpre
ssio
ns
M
ay d
emo
nst
rate
lim
ited
u
nd
erst
and
ing
thro
ugh
fac
ial
exp
ress
ion
s an
d g
estu
res
M
ay c
opy/
repe
at o
ther
stu
dent
s’ r
espo
nses
as
thei
r ow
n
Beg
ins
to u
se o
ther
stu
den
ts’ r
esp
on
ses
as m
od
els
for
thei
r o
wn
res
po
nse
, wit
h
assi
stan
ce
U
ses
oth
er s
tud
ents
’ re
spo
nse
s as
m
od
els
for
thei
r o
wn
re
spo
nse
, wit
h
assi
stan
ce
U
ses
oth
er s
tud
ents
’ re
spo
nse
s as
m
od
els
for
thei
r o
wn
re
spo
nse
Rec
ogni
zes
diff
eren
ces
in s
peec
h fo
rmal
ity in
a
vari
ety
of c
onte
xts
B
egin
s to
rec
ogn
ize
dif
fere
nce
s in
sp
eec
h
form
alit
y, w
ith
ass
ista
nce
Rec
ogn
ize
dif
fere
nce
s in
sp
eech
fo
rmal
ity,
wit
h a
ssis
tan
ce
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 _________________________.
as has been noted, in other words, indeed, as I have said, in short, on the whole,
In short ___________, but actually ____________.
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