Reading and Writing Achievement Standards Curriculum

More documents

Recommendations

Info

Student Exemplar – Strong 6. When Spencer tells Benjamin about going outside he says, “My nose gets cold and my knees get cold….” Tell why the author wrote the word my with these slanted letters called italics. Appropriate Achievement – The reader gains obvious information from a text feature, demonstrating a general understanding of its purpose. Student Exemplar – Appropriate Strong Achievement – The reader gains information from a text feature, demonstrating some insight. Student Exemplar – Strong 28 Achievement Standards End of Grade 3
Personal/Critical/Evaluative Response – Reading “beyond the lines” 7. Spencer gets Benjamin to go outside. Tell two ways, different from what Spencer said you would use to convince Benjamin to go outside. Appropriate Achievement – The reader makes a straightforward personal connection, using a general example (i.e., lists activities related to “fun”). Student Exemplar – Appropriate Strong Achievement – The reader makes a straightforward personal connection supported with specific examples (i.e., provides two different examples related to staying warm). Student Exemplar – Strong 8. Do you like the way this story ended? Why or why not? Appropriate Achievement – The reader expresses a personal opinion about a text providing general reasoning for the response. Achievement Standards End of Grade 3 29
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 and 24: Response #1 Student Exemplar Respon
Page 25 and 26: 7. Which helped you more—the phot
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: Response #2 Student Exemplar - Stro
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: Curriculum Outcomes Alignment Gener
Page 85 and 86:
Curriculum Outcomes Alignment Gener
show all

Reading and Writing Achievement Standards Curriculum

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?