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ELA-00.SL

Narrative for the Speaking and Listening Strand:

Speaking and listening standards require students to develop a range of oral communication and interpersonal skills that facilitate various types of discussion and oral exchange. Students must learn to work together, express and listen carefully to ideas, and integrate information from various sources, (e.g., oral, visual, quantitative, and media). Students must also gain skills in evaluating what they hear, use various sources to support what they are communicating, and adapt their speech to the content and the task at hand. 

Speaking and listening skills are necessary prerequisites for reading and writing. Oral language development precedes and is the foundation for writing. A student’s listening and speaking vocabulary sets boundaries on what that student can read and understand no matter how well they decode. In addition, new technologies have expanded the role speaking and listening play in acquiring and sharing ideas, tightening their link with other forms of communication.
 

Students in kindergarten participate in discussions with peers and adults about grade level topics and texts they have heard read aloud or presented orally or through other media. They learn and practice rules of discussion such as taking turns and listening to others. They ask and answer questions about key details in texts and other information presented orally. They also use questioning to acquire additional information and to clarify something that is not understood. 

How to help your child with the Speaking and Listening Standards:

  • At dinner time or in the car, have conversations with your child to allow him/her to practice the art of conversation
  • Respond to your child in sentences to model for him/her the correct way to talk
  • Ask for details about books, movies, and television shows you are viewing with your child
  • Ask your child to tell you in his/her own words about what he/she hears and sees
  • Encourage your child to describe his/her feelings and ideas in phrases and sentences that are more descriptive than just one word
  • Use complete sentences when you talk to your child and encourage him/her to speak in the same way

Resources

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-00.SL.01

ELA Speaking and Listening Strand Logo 00 Grade (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration

ELA-00.SL.01 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
GoogleDrive logoTeacher Proficiency Scale

Student Learning Targets:

Knowledge Targets

  • I can identify the classroom rules for discussion.

Reasoning Targets

  • I can use my words to share my thoughts.
  • I can follow directions I hear.

Skills (Performance) Targets

  • I can listen to the comments of others and share my own ideas.
  • I can take turns when I am talking to others.
  • I can identify and follow the agreed upon rules for discussion.

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).
  • recognize or recall specific terminology, such as:
    • speaking, listening, discussion, partner, question, respond, share
  • perform basic processes, such as:
    • listen to the person speaking
    • take turns speaking
    • responds to questions or prompts posed by teacher or other adults
    • responds to questions posed by peers
    • with prompting, asks questions about a topic/text in a whole group and/or small group setting

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • participate in collaborative conversations about kindergarten topics and texts with peers and adults in small and larger groups.
  • follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
  • continue a conversation through multiple exchanges.

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

Resources

Vocabulary

  • Discussion
  • Taking turns
  • Listen
  • Rules
  • Question

Websites


ELA-00.SL.02

ELA Speaking and Listening Strand Logo Kindergarten (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration

ELA-00.SL.02 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key/supporting details and requesting clarification if something is not understood.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can identify key information presented in different formats (ex. text read aloud, oral presentation, audio, book, website).
  • I can ask questions about key details of information presented in multiple ways.
  • I can answer questions about key details of information presented in multiple ways.
  • I can ask for clarification if I do not understand something.

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).
... show able to answer few questions about a text read aloud or from information presented orally.

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).
... ask and answer some questions about a text read aloud or from information presented orally.

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... ask and answer questions about a text read aloud or from information presented orally.

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... to retell, and ask questions to confirm thinking or gain understanding, of advanced texts or read aloud or from information presented orally.

Teacher Proficiency Scale

Resources

Vocabulary

  • Questions
  • Answer
  • Media
  • Listen
  • Key Detail

Websites


ELA-00.SL.03

ELA Speaking and Listening Strand Logo Kindergarten (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration

ELA-00.SL.03 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Student Learning Targets:

Knowledge Targets

  • I can identify what a question is. I can identify when I do not understand something.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I an ask and answer questions that help me get information or make something clear.

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).
... show limited understanding in meeting grade level expectations for asking and answering questions during group discussions.

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).
... show growth in meeting the grade level expectations for asking and answering questions during group discussions.

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... consistently meet the grade level expectations for asking and answering questions during group discussion.

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... exceed the grade level expectations for asking and answering questions during group discussions.

Resources

Vocabulary

  • Question
  • Turn taking
  • Listening
  • Information
  • Understand

Websites


ELA-00.SL.04

ELA Speaking and Listening Strand Logo Kindergarten (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas

ELA-00.SL.04 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.SL.05

ELA Speaking and Listening Strand Logo Kindergarten (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas

ELA-00.SL.05 Add drawings or other visual displays to descriptions as desired to provide additional detail.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.SL.06

ELA Speaking and Listening Strand Logo Kindergarten (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas

ELA-00.SL.06 Speak audibly and express thoughts, feelings, and ideas clearly.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.W

Narrative for the Writing Strand:

The standards in this strand include three kinds of writing: opinion, informative, and narrative. Opinion and informative writing will likely start with kids reading one or more books and responding to what they’ve learned. In an opinion piece, your child introduces the book or topic he’s writing about, states his opinion or preference about it, gives a reason or two to support his opinion (e.g. Goldilocks was wrong to go into the home of the 3 bears.)  The kindergarten writer is also learning to use conclusions.

In an informative piece, your child names what he’s writing about and gives some information, facts, or details about it (e.g. Dogs bark and come in many sizes).

Writing a narrative is like writing a story, and your child’s story may be inspired by books, experiences, or pure imagination. Your child's story should describe an events with some details about the event  (e.g. I went to the circus and I saw a clown) and give some sense of the story coming to an end (It was fun).

In kindergarten written language skills are emerging. Students will be using thier inventive spelling as they emerge as writers (bunny may first be spelled with the beginning sound "b" or spelled "bne"). Written language skills are addressed in the Language standards strand.  

 

How can I help my child at home with the writing strand standards?

  • Let your child see you write - notes, letters, memories.  Read aloud what you have written.
  • Establish a place to leave messages for each other such as a wipe-off or cork board (your child may draw you a picture message to begin with)
  • Talk with your child about their opinion about a topic or book by stating the opinion and giving a reason for his/her thinking“My favorite book is … because …”.   Model this by giving your own opinions about topics or books.
  • Have your child write/draw about a topic, supply some facts about the topic, and find a way to close/end the piece.  
  • Help your child see that order is important in writing about a story or happening, using a proper sequence of events.
  • Help your child to use the computer, pens, crayons, paint, etc. to produce and publish what he/she has written/drawn.  Have them read aloud what they have written.
  • Do simple research about a given topic together – write down the facts and details you find about the topic
  • Help your child to recall information about his/her own experiences, or what he/she has read or researched, to answer questions

 

Resources

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-00.W.01

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Text Types and Purposes

ELA-00.W.01 Write opinion pieces using a combination of drawing and writing.
GoogleDrive logoTeacher Proficiency Scale

Sub-Standards:

a. Tell a reader the topic or the name of the book they are writing about
b. State an opinion or preference about the topic or book (e.g., My favorite book is…)

Student Learning Targets:

Knowledge Targets

  • I can identify the topic or name of a book.
  • I can identify an opening to a piece of writing.
  • I can identify a closing to a piece of writing.

Reasoning Targets

  • I can determine my opinion or preference about a topic or book.

Skills (Performance) Targets

  • I can use drawings and words to share my opinion about a topic or book.

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).
  • recognize or recall specific terminology, such as:
    • opinion, nonfiction, facts
  • perform basic processes, such as:
    • orally differentiate facts from opinions
    • form and state an opinion orally
    • write an opinion with drawings and/or words with prompting and support
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • write opinion pieces using a combination of drawing and writing.
    • (a) tell a reader the topic or name of the book they are writing about
    • (b) state an opinion or preference about the topic or book (e.g., My favorite book is…)
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • write an opinion text with:
    • a clear and focused opinion
    • relevant, accurate and specific supporting reasons
    • varied sentence structure and word use
    • words and pictures that enhance the meaning of the text

Resources

Vocabulary

  • Opinion
  • Topic
  • Sentence
  • Word choice
  • Opening
  • Closing
  • Text

ELA-00.W.02

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Text Types and Purposes

ELA-00.W.02 Write informative/explanatory texts using a combination of drawing and writing.
GoogleDrive logoTeacher Proficiency Scale

Sub-Standards:

a. Name what they are writing about.
b. Supply some information about the topic.

Student Learning Targets:

Knowledge Targets

  • I can identify an opening to a piece of writing.
  • I can identify a closing sentence to a piece of writing.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can select a topic and information to share.
  • I can use drawings and words to name and give information about a topic.

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).
  • recognize or recall specific terminology, such as:
    • nonfiction, facts, research, labels, diagrams, captions
  • perform basic processes, such as:
    • focus on a topic
    • identify accurate facts about the topic (using background knowledge or research)
    • orally retell a fact(s)
    • write information using drawings and/or words with prompting and support
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • write informative/ explanatory texts using a combination of drawing and writing.
    • (a) name what they are writing about
    • (b) supply some information about the topic
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • write an informative/ explanatory text with:
    • clear and focused topic
    • relevant, accurate and specific information
    • varied sentence structure and word use
    • words and pictures that enhance the meaning of the text

Resources

Vocabulary

  • Topic
  • Key details
  • Information
  • Sentence
  • Introduction
  • Closing

ELA-00.W.03

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Text Types and Purposes

ELA-00.W.03 Write narratives using a combination of drawing and writing.
GoogleDrive logoTeacher Proficiency Scale

Sub-Standards:

a. Narrate a single event or several loosely linked events.
b. Tell about the events in the order in which they occurred.
c. Provide a reaction to what happened.

Student Learning Targets:

Knowledge Targets

  • I can identify sequence words (first, next, last).

Reasoning Targets

  • I can describe how I feel about what happened in my story.

Skills (Performance) Targets

  • I can tell a story about something that happened.
  • I can tell what happened first, next, last.
  • I can create drawings and writing to tell about an event in my life.

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).
  • recognize or recall specific terminology, such as:
    • narrative, sequence, event, detail, reaction or feeling, beginning, middle, end, personal experience, story, fiction
  • The student will perform basic processes, such as:
    • generate an idea to write about
    • focus on one idea or event
    • orally retell an event in order using beginning, middle and end
    • write an idea using pictures or words with prompting and support
    • reflect and share a reaction or feeling orally
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • write narratives using a combination of drawing and writing.
    • (a) narrate a single event or several loosely linked events.
    • (b) tell about the events in the order in which they occurred.
    • (c) provide a reaction to what happened.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • write a narrative text with:
    • a clear and focused main idea
    • relevant, accurate and specific supporting details
    • varied sentence structure and word use
    • words and pictures that enhance the meaning of the text

Resources

Vocabulary

  • First, next, last (sequence)
  • Event
  • Details
  • Narrative
  • Introduction
  • Conclusion
  • Sentence

ELA-00.W.04

ELA Writing Strand Logo Kindergarden (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Production and Distribution of Writing

ELA-00.W.04 (Begins in grade 3)

ELA-00.W.05

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Production and Distribution of Writing

ELA-00.W.05 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.W.06

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Production and Distribution of Writing

ELA-00.W.06 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.W.07

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge

ELA-00.W.07 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.W.08

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge

ELA-00.W.08 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.W.09

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge

ELA-00.W.09 (Begins in grade 4)

ELA-00.W.10

Under Development

ELA-00 Targeted Standards
(W) Strand: Writing
Cluster: Range of Writing.

ELA-00.W.10 (Begins in grade 3)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


P

pTempL

ELA Language Strand Logo 00 (ELA) Targeted Standard
(L) Strand: Language
Cluster: pasteCNAME

ELA-00.L.00 pasteSTANDARD

Sub-Standards:

Introduce:
PASTE
Practice:
PASTE
Display proficiency in:
PASTE

Student Learning Targets:

Knowledge Targets

  • I can 

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can 

Proficiency Scale

The Student Will ...
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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

pTempRF

ELA Reading Foundations Strand Logo 00 Grade (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: CNAME

ELA-00.RF.00 pasteSTANDARD

Sub-Standards:

PASTE
PASTE

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window


pTempRI

ELA Reading Informational Strand Logo 00 Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: pasteCNAME

ELA-00.RI.00 pasteSTANDARD

Sub-Standards:

PASTE
PASTE

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window



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