Thursday, March 28, 2024, 11:52 AM
Site: Learnbps
Class: BPSS (ELA) English Language Arts Standards (S-ELA)
Glossary: 7th Grade English
PRIORITIZED STANDARDS

ELA-07.L.02

7th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Conventions of Standard English

ELA-07.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Student Learning Targets for Grade 7 ELA:

Knowledge Targets

  • I know the function of each punctuation mark.
  • I can recall when to use capitalization.
  • I can identify misspelled words.

Reasoning Targets

  • I can evaluate for correct use of punctuation.

Skills (Performance) Targets

  • I can demonstrate understanding of punctuation rules.
  • I can demonstrate the correct use of capitalization.
  • I can use resources to assist in spelling correctly.

Product Targets

  • I can create a paragraph using appropriate conventions throughout.
  • I can model grade-appropriate mechanics and usage: i.e., Capitalization: I, proper nouns, and in sentences; Punctuation: end marks, quotation marks in dialogue, commas in  all 4 types of sentences and between items in series. 

Proficiency Scale

Score    7.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Sample Activity
4.0 In addition to Score 3.0, the student consistently demonstrates a mature application of spelling, capitalization, and punctuation. -
  3.5 In addition to Score 3.0 performance, the student demonstrates mature application of spelling, capitalization, and punctuation.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

I can

  • determine when to capitalize words (e.g., proper nouns, “I," first word in a sentence).
  • identify misspelled words and use resources to assist me in spelling correctly.
  • demonstrate understanding of punctuation rules.

 

  • Use correct capitalization, punctuation, and spelling to write.
  • Implement resources to assist me in spelling correctly (dictionary, spell check, people).
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • recognizes errors in capitalization, punctuation, and spelling
  • performs basic processes, such as:
    • using capital letters as needed
    • using punctuation correctly
    • using correct spelling

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

  • Identify errors in capitalization, punctuation, and spelling
  • Daily Oral Language
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites:

ELA-07.L.04

7th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Vocabulary Acquistion and Use

ELA-07.L.04 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

  • a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
  • b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
  • c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
  • d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Student Learning Targets:

Knowledge Targets

  • I can recognize vocabulary skills and strategies, and I can choose the appropriate strategies and skills.

Reasoning Targets

  • I can infer word meanings through my analysis of vocabulary building skills. e.g. synonyms/antonyms, analogies, prefixes/suffixes.

Skills (Performance) Targets

  • I can investigate word meanings through the use of word reference aids.

Product Targets

  • I can model my understanding of vocabulary words using various strategies.
Rubric - Resources

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

 The student can:

  • Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
  • Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
  • Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
  • Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • recognizes or recalls specific terminology, such as:
    • Context clues, affixes, roots, dictionary, glossary, thesaurus
 However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

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ELA-07.L.06

7th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Vocabulary Acquistion and Use

ELA-07.L.06 Acquire and use accurately grade appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

 

Student Learning Targets for Grade 7 Communications:

Knowledge Targets

  • I can recognize unfamiliar vocabulary when reading.
  • I can recognize correct use of vocabulary in context.

Skills (Performance) Targets

  • I can investigate the use of vocabulary to enhance the reading experience.
  • I can use vocabulary to comprehend reading.

 

Proficiency Scale for Grade 7 Communications:

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
The student will:
  •  acquire and use accurately grade-appropriate general academic and domain-specific words and phrases
  •  gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
There are no major errors or omissions regarding the simpler details and processes as the student:
  •  recognizes or recalls specific terminology, such as:
    •  media, claim, transitions, filler words, collaboration, poise, salient, 
  •  performs basic processes, such as:
    • orecognizing correct use of the vocabulary when put into context propaganda, slogan, logo
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

-
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

ELA-07.RI

BPSS-ELA logoStrand (RI)

Reading Information

Narrative for (RI) Reading Information

In grade 7, the North Dakota State Standards call for students to proficiently read grade-appropriate complex informational texts while further developing the ability to cite textual evidence to support their conclusions regarding key ideas and claims. While learning about an author’s point of view, students also examine how authors use reasons to make their points and support arguments with evidence, separating unsupported assertions from those backed by evidence. Students also look at how structure and content contribute to the development of ideas. 

Reading informative texts has not lessened the focus on reading literature in the English classroom; instead, this reading strand is to be viewed as a shared responsibility with other content areas such as science and social studies. Focusing on how authors make their points and support their arguments with evidence and reasoning helps 7th grade students sharpen their ability to write and speak with more clarity and coherence in all content arenas.

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.

ELA-07.RI.01

7th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Key Ideas and Details

ELA-07.RI.01 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Student Learning Targets for 7th Grade English:

Knowledge Targets

  • I can find answers explicitly stated in text.
  • I can define academic vocabulary.
  • I can make an inference but cannot support with specific text.

Reasoning Targets

  • I can determine inferences from text and justify using the author’s words.

Skills (Performance) Targets

  • I can cite evidence from text to support what the author is explicitly stating.

Proficiency Scale for 7th Grade English:

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0  The student can:
  • cite evidence from text to support what the author is explicitly stating.

  • determine inferences from text and justify using the author’s words.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

 The student can:

  • find answers explicitly stated in text.

  • define academic vocabulary.

  • make an inference but cannot support with specific text
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

 

To view the middle school Read Right Rubric click here.

Resources

Websites

Vocabulary

ELA-07.RI.01.a

ELA Reading Information Strand Logo 7th Grade (ELA) Targeted Sub-Standard
(RL) Strand: Reading Information
Cluster: Key Ideas and Details

ELA-07.RI.01 Read closely to comprehend Informational/Nonfiction text.
  • ELA-07.RI.01.a Cite several pieces of textual evidence to support analysis of what the text says explicitly.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex


ELA-07.RI.01.b

ELA Reading Information Strand Logo 7th Grade (ELA) Targeted Sub-Standard
(RL) Strand: Reading Information
Cluster: Key Ideas and Details

ELA-07.RI.01 Read closely to comprehend Informational/Nonfiction text.
  • ELA-07.RI.01.b Cite several pieces of textual evidence to support inferences drawn from the text.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex


ELA-07.RI.01.c

ELA Reading Information Strand Logo 7th Grade (ELA) Targeted Sub-Standard
(RL) Strand: Reading Information
Cluster: Key Ideas and Details

ELA-07.RI.01 Read closely to comprehend Informational/Nonfiction text.
  • ELA-07.RI.01.c Provide an objective summary of the text.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex


ELA-07.RI.02

7th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Key Ideas and Details

ELA-07.RI.02 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

Student Learning Targets for Grade 7 ELA:

Knowledge Targets

  • I can define objective summary.

  • I can define central idea.

  • I can define analyze.

  • I can define unbiased.

Reasoning Targets

  • I can determine central ideas.

  • I can explain the development of two or more central ideas.

  • I can determine the necessary parts of an objective summary.

Skills (Performance) Targets

  • I can use central ideas from text in an objective summary.

  • I can identify the supporting details that develop the central idea.

Product Targets

  • I can provide an objective summary.

  • I can write or present an objective summary.

Proficiency Scale for Grade 7 ELA:

Score   RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. Sample Activity
4.0 A score of 3.5 or 4 is given when there is evidence of in-depth inferences of central ideas within an objective summary using above grade level text.  
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can

  • determine two or more central ideas.
  • explain how two or more central ideas develop throughout the text.
  • write or present an objective summary.
 
  • Students will read the two editorials in the “Are People Paid Fairly” section beginning on pages 960-964. Students will write two unbiased summaries that identify (within the topic sentences) the central idea of each editorial. The development of the central ideas will be explained in the summaries.
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • determines the central idea in each editorial.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes such as

  • explaining how the ideas are developed in the text.
  • summarizing the information in an unbiased way.
 
  • Students will read the two editorials in the “Are People Paid Fairly” section beginning on pages 960-964. Students can identify the central idea, but they cannot explain the development of the central ideas in the summaries written.
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).  
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

ELA-07.RI.06

7th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Craft and Structure

ELA-07.RI.06 Determine an author’s point of view and purpose in a text and analyze how the author distinguishes his or her position from that of others.

Student Learning Targets for Grade 7 ELA:

Knowledge Targets

  • I can define point of view.
  • I can define purpose.

Reasoning Targets.

  • I can determine an author's point of view.
  • I can determine the author's purpose.
  • I can compare/contrast authors' points of view.

Product Targets

  • I can produce a written or oral statement regarding author's point of view and author's purpose.

Proficiency Scale for Grade 7 ELA:

Score   7.RI.06 Determine an author’s point of view and purpose in a text and analyze how the author distinguishes his or her position from that of others. Sample Activity
4.0 A score of 3.5 or 4 is given when there is evidence of in-depth inferences and applications when determining author's point of view.  Students may provide an additional point of view based on experiences or outside sources.  
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

I can

  • define point of view.
  • determine the author’s point of view in a text.
  • explain how the author’s point of view is different from others.
  • Use short articles (ex. Pro athlete articles from textbook) and analyze the authors’ points of view.
  • Cite specific examples from the text to support the author’s point of view.
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

There are no major errors or omissions regarding the simpler details and processes as the student

  • recognizes or recalls specific terminology, such as:
    • analyze, author, character, contrast, develop, distinguish, narrator, point of view, purpose.
  • performs basic processes, such as:
    • determining an author’s point of view or purpose in a grade-appropriate text.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

 
  • Identify definitions of terminology (games!).
  • Identify author’s purpose for Homeless.
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).  
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

 

ELA-07.RL

BPSS-ELA logoStrand (RL)

Reading Literature

Narrative for (RL) Reading Literature

In grade 7, the North Dakota State Standards call for students to proficiently read grade-appropriate complex literary texts while further developing the ability to cite textual evidence to support their conclusions regarding theme, plot, and character development.  In this process, students are learning how to summarize texts by evaluating key details in which the central idea or theme is located.

In their reading practices, students complement their ability to closely examine what the text directly says by learning to identify deeper meanings within the text by drawing inferences. Along with focusing on key ideas and details, seventh grade students also look at how both the structure and content of complex texts contribute to meaning, determining how word choice as well as sentence and paragraph structure influence and contribute to the unfolding of a plot and the development and elaboration of events or ideas.

These reading standards are tightly woven with other standards found within the strands of writing, language, and speaking and listening.

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.

ELA-07.RL.01

7th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Key Ideas and Details

ELA-07.RL.01 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Student Learning Targets for Grade 7 Reading Pro:

Knowledge Targets

  • I can define academic vocabulary.

Reasoning Targets

  • I can analyze text explicitly by determining the meaning and purpose of the text.
  • I can justify an inference with specific lines, dialogue, or events from text.

Student Learning Targets for Grade 7 English:

Knowledge Targets

  • I can identify the essential elements (character, setting, point of view, plot) of the story.
  • I can identify  theme of a text.
  • I can define academic vocabulary.

Reasoning Targets

  • I can analyze how the story elements (character, setting, point of view, plot) of the narrative interact.
  • I can justify an inference with specific dialogue, or events from text.
  • I can determine the motivations of characters.
  • I can determine and analyze theme/central idea of a text.

Skills Targets

  • I can write or present an unbiased summary supported with significant detail.

Proficiency Scale for Grade 7 Reading Pro

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can:

  • justify an inference with specific lines, dialogue, or events from text.

  • analyze text explicitly by determining the meaning and purpose of the text.

-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • makes an inference but cannot thoroughly support with specific text.

  • attempts to analyze what the text says explicitly by determining the meaning and purpose of the text.

  • defines academic vocabulary.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Proficiency Scale for Grade 7 English:

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

The student can, by citing textual evidence:

  • analyze how the story elements (character, setting, point of view, plot) of the narrative interact.

  • justify an inference with specific dialogue, or events from text.

  • determine the motivations of characters.

  • determine and analyze theme/central idea of a text.

  • write or present an unbiased summary supported with significant detail.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

 The student can, by citing textual evidence:

  • identify the essential elements (character, setting, point of view, plot) of the story.

  • make an inference but cannot support this with specific text.

  • match characters and specific lines of dialogue.

  • identify  theme of a text.

  • write an unbiased summary that contains omissions or errors or insignificant information.

  • define academic vocabulary.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List