This is likely to happen only at the lower levels. In this case, score the page as having the same number of errors as words on the page. If this happens, write "inventing" at the top of the sheet and stop the assessment. In this case, the text is below the accuracy criterion, or a hard text.
Print this page The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document.
As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual. Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information.
Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.
They build strong content knowledge. Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance.
They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise.
They refine and share their knowledge through writing and speaking. They respond to the varying demands of audience, task, purpose, and discipline. Students adapt their communication in relation to audience, task, purpose, and discipline.
They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning.
They also know that different disciplines call for different types of evidence e.
They comprehend as well as critique. Students are engaged and open-minded—but discerning—readers and listeners. Students cite specific evidence when offering an oral or written interpretation of a text.
They use technology and digital media strategically and capably. Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use.
They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline.
They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.
They come to understand other perspectives and cultures. Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together.
Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds.
They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.These rubrics are intended to help in instructional planning and to provide guidance in assisting students with the writing process.
Permission to Use EGUSD Rubrics EGUSD’s CCSS writing rubrics have been requested by school districts and teachers across the nation and the world.
These rubrics are intended to help in instructional planning and to provide guidance in assisting students with the writing process. Permission to Use EGUSD Rubrics EGUSD’s CCSS writing rubrics have been requested by school districts and teachers across the nation and the world.
Find out more about how to implement The Project Approach in the classroom with this free downloadable Study Guide.. The study guide offers educators an overview of the Project Approach and guides them through the process of developing and implementing a project in the classroom. Time. These teachers had a "reading and writing vs.
stuff" ratio that was far better balanced than is typically found in elementary classrooms (Allington, ). Creating grading rubrics for writing assignments Pamela Flash Establishing and discussing specific characteristics of success when an assignment is first distributed benefits both students and instructors.
ARABIC [back to top]. ARA Beginning Arabic I 4 cr. Introduces understanding, speaking, reading, and writing skills, and emphasizes basic Arabic sentence structure.