Reading and Writing Achievement Standards Curriculum

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Strong Achievement – The reader expresses a personal opinion, supported with some details from the text. Student Exemplar – Strong 6. Why do you think the author of this article used photographs and drawings to tell about dolphins and porpoises? Appropriate Achievement – The reader recognizes an element of the author’s style (i.e., use of text feature, supported with a general explanation). Student Exemplar – Appropriate Strong Achievement – The reader recognizes an element of the author’s style (i.e., use of text feature, supported with a specific and relevant explanation). Student Exemplar – Strong 18 Achievement Standards End of Grade 3
7. Which helped you more—the photographs or the drawings? Why? Use information from the article and your own ideas to explain your answer. Appropriate Achievement – The reader explains effectiveness of the author’s style (i.e., text feature, with a general example or personal preference). Response #1 Student Exemplar – Appropriate Response #2 Student Exemplar – Appropriate Strong Achievement – The reader explains effectiveness of the author’s style (i.e., text feature, with a specific example and showing some ability to reflect on process as a reader). Student Exemplar – Strong Achievement Standards End of Grade 3 19
Page 1: Achievement Standards for Reading a
Page 5 and 6: Table of Contents Introduction ....
Page 7 and 8: Introduction Background The reading
Page 9 and 10: The writing exemplars were collecte
Page 11 and 12: Reading Achievement Standards End o
Page 13 and 14: Reading Achievement Standards Readi
Page 15 and 16: Comprehension Responses Appropriate
Page 17 and 18: The Same or Different? - Nonfiction
Page 19 and 20: Strong Achievement - The reader use
Page 21 and 22: Response #2 Student Exemplar - Appr
Page 23: Response #1 Student Exemplar Respon
Page 27 and 28: Response #2 Student Exemplar - Appr
Page 29 and 30: Response #2 Student Exemplar - Stro
Page 31 and 32: Strong Achievement - The reader inf
Page 33 and 34: Response #2 Student Exemplar - Stro
Page 35 and 36: Personal/Critical/Evaluative Respon
Page 37 and 38: Writing Achievement Standards End o
Page 39 and 40: Writing Achievement Standards Writi
Page 41 and 42: Writing Achievement Standards Stron
Page 43 and 44: Student Writing Exemplars and Ratio
Page 45 and 46: The Writer Rationale for Appropriat
Page 47 and 48: Talent Show - Appropriate Achieveme
Page 49 and 50: Snowflake - Appropriate Achievement
Page 53 and 54: Tsunami Trouble - Appropriate Achie
Page 55 and 56: P.E.I. - Appropriate Achievement Ac
Page 59 and 60: The Writer Rationale for Strong Ach
Page 61 and 62: Our New Boat - Strong Achievement A
Page 65 and 66: Bern’s house - Strong Achievement
Page 67 and 68: Achievement Standards End of Grade
Page 69 and 70: The old Scientist - Strong Achievem
Page 73 and 74: Dear Mrs. Doe - Strong Achievement
Page 75 and 76:
Bibliography Alberta Education. (19
Page 77 and 78:
Stead, T. (2006). Reality checks. Y
Page 79 and 80:
Appendix Achievement Standards End
Page 81 and 82:
Curriculum Outcomes Alignment Gener
Page 83 and 84:
Page 85 and 86:
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Reading and Writing Achievement Standards Curriculum

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