Reading – 1.0 Word Analysis, Fluency and Systematic Vocabulary Development

	1 Below Basic		2 Basic		3 Proficient		4 Advanced
The student is able to demonstrate one to two of the concepts required to achieve a 3 - Proficient		The student demonstrate and applies three to four of the concepts required for achieving a 3 - Proficient		The student demonstrates and applies five of the six skills listed below: 1. distinguishes initial, medial, and final sounds in single-syllable words 2. distinguish long-and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite) 3. creates and state a series of rhyming words, including consonant blends 4. add, delete, or change target sounds to change words (e.g., change cow to how; pan to an 5. blends two to four phonemes into recognizable words (e.g. /c/a/t/ = cat; /f/l/a/t/ = flat) 6. segment single-syllable words into their components (e.g., /c/ a/ t/ = cat; /s/ p/ l/ a/ t/ = splat; /r/ i/ ch/ = rich)		The student is able to apply all skills listed under 3- Proficient including blends and diagraphs

	1		2		3		4
The student is able to perform two or fewer of the skills listed under the 3-Proficient		The student is able to perform 3-5 of the skills as listed under the 3 - Proficient		The student demonstrates and applies all of the following skills: 1. generates the sounds from all the letters and patterns, including consonant blends and short vowel patterns, and blends those sounds into recognizable words 2. use knowledge of vowel digraphs letter-sound associations to read words 3. reads contractions with ‘ s 4. reads inflectional forms (e.g., -s, -ed, -ing) 5. read common word families (e.g., -ite, -ate) 6. scores 80-94 percent on an oral test of the high frequency words taught in Themes 1-6 (see attached word list)		The student applies all of the skills listed under 3- proficient AND decodes level HI in the Houghton Mifflin Reading passages OR a level 1.9 or above in Accelerated Reader STAR score OR reads 55 correct words per minute on the SCOE for Themes 5 & 6

2.0 Reading Comprehension

	1		2		3		4
The student demonstrates and applies two or fewer of the skills listed under 3-Proficient		The student demonstrates and applies three to four of the skills listed under 3-Proficient		The student demonstrates and applies the following skills: 1. identifies text that uses sequence or other logical order 2. verbally responds to who, what, where, when and how questions 3. confirms predictions about what will happen next in a text by identifying key words 4. retells the central ideas of simple expository or narrative passages (e.g. What is the story about?) 5. relate prior knowledge to textual information. (Students who score within the benchmarks on Level EFG of the Houghton Mifflin Leveled Reading Passages for comprehension and accuracy will satisfy criteria for above the standard).		The student applies all of the skills listed under 3- proficient and The students who scores “Within Benchmarks” on level HI or above on the Houghton Mifflin Level Reading Passages

3.0 Literary Response and Analysis

	1		2		3		4
The student is able to demonstrate one or fewer of the elements listed under 3-Proficient		The student is able to demonstrate two of the four elements listed under 3-Proficient		The student is able to identify and describe: 1. the elements of the plot 2. the elements of the setting 3. the characters in a story 4. the story’s beginning, middle and ending 5. describe the roles of authors and illustrators and their contributions to print materials 6. recollect and talk about books read during the school year		The student is able to demonstrate all of the elements of the 3-Proficient AND compares and contrasts plots, settings, and characters from grade level texts

1.0 Writing Strategies

	1		2		3		4
Student is not able to select a focus even with teacher support and is not able to write a complete sentence. (i.e. relies on environmental print)		Student selects a focus with teacher support and writes with at least one descriptive word.		Student selects a focus and uses descriptive words when writing a sentence.		Student is able to write on a teacher selected topic and uses descriptive words when writing sentences.

Writing Strategies

	1		2		3		4
Student handwriting is not legible.		Student handwriting is difficult to read. (May need student interpretation).		Student prints legibly and spaces letters, words, and sentences appropriately.		Student is able to produce a document as required by a 3-Proficient and Produces letter formation that consistently reaches the top, middle and baseline correctly

2.0 Writing Applications

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			PLEASE REFER TO THE STEP-UP TO WRITING RUBRIC FOR WRITING.

1.0 Language Conventions

	1		2		3		4
The student demonstrate and applies two or fewer of the concepts required for achieving a 3 - Proficient		The student demonstrate and applies three to five of the concepts required for achieving a 3 - Proficient		Student is able to: 1. write and speak in complete sentences 2. use a period, exclamation point, or question mark at the end of a sentence 3. distinguish between declarative, exclamatory, and interrogative sentences 4. capitalize the first word of a sentence, names of people and the pronoun I 5. use knowledge of the basic rules of punctuation and capitalization when writing 6. identify contractions (Example: the student understands that isn't means is not) 7. identify singular and plural nouns		The student is able to perform all of the skills listed under 3-Proficient AND Student consistently writes using periods, exclamation points, or question marks at the end of a sentence.

Language Conventions

	1		2		3		4
Students score 0 - 59 percent range on spelling tests.		Students score in the 60-79 percent range on the spelling tests.		Students consistently score in the 80 – 94 percent range on spelling tests.		Students consistently score in the 95-100 percent range on the spelling tests and correctly spell challenge words.

Language Conventions

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