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English Language Arts - Grade 1: Achievement Standards End of Grade One

This document provides rubrics for assessing English Language Arts skills in Grade 1 students. It addresses four areas: speaking and listening, reading comprehension, reading strategies and behaviors, and writing and representing. For each area, it lists descriptors for students excelling, meeting, approaching, and working below grade level standards. The rubrics provide teachers with benchmarks to evaluate student performance in key language arts areas.

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66 views

English Language Arts - Grade 1: Achievement Standards End of Grade One

This document provides rubrics for assessing English Language Arts skills in Grade 1 students. It addresses four areas: speaking and listening, reading comprehension, reading strategies and behaviors, and writing and representing. For each area, it lists descriptors for students excelling, meeting, approaching, and working below grade level standards. The rubrics provide teachers with benchmarks to evaluate student performance in key language arts areas.

Uploaded by

api-336438079
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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English Language Arts - Grade 1

4 - Excelling
Frequently shares and
explains thoughts, feelings
and experiences.
Regularly listens to the ideas
and opinions of others and
extends the conversation.

Comprehension Listening

Speaking and Listening - 1

Speaking

The rubrics for English Language Arts complement the curriculum and achievement standards which provide detailed benchmarks.
Speaking and Listening Standards: To be provided October 2015
Reading and Writing Standards: 2015https://portal.nbed.nb.ca/tr/lr/Curriculum%20Support%20Resources/Reading%20and%20Writing
%20Achievement%20Standards%20End%20of%20Grade%20One

Sustains a 1:1 conversation,


using
and conventions
to
Alwayscues
understands
key ideas
and overall message.
Consistently responds
appropriately to instructions
and questions.

3 - Meeting
Usually shares and explains
thoughts, feelings and experiences.

2 - Approaching
Sometimes shares thoughts,
feelings and experiences.

1 - Working Below
Rarely shares thoughts,
feelings and experiences.

Usually listens to the ideas and


opinions of others and often builds
on these ideas.

Sometimes listens to the ideas


and opinions of others.

Rarely listens to the ideas


and opinions of others.

May require prompts to sustain


a 1:1 conversation and use cues
and conventions to
communicate
ideas and key
Somewhat understands
ideas and gets the gist of the
message.

Unable to sustain a 1:1


conversation, limited use
of cues and conventions
to
communicate
ideas key
Unable
to understand
ideas or misses the
overall message.

Sustains a short and purposeful 1:1


conversation, using cues and
conventions
to communicate
ideas
Usually understands
key ideas
and
overall message.
Generally responds appropriately
to instructions and questions.

To some extent responds


Seldom responds
appropriately to instructions and appropriately to
Focusses on speaker for short time directions.
instructions and
Purposefully
focusses
on
spans
(6-7
minutes),
asks
related
Evidence: small-group conferences, observations of engagement (levels of participation and frequency), show andquestions.
share, observations of
think-pair-share and turn taking
4 - Excelling

July 2015

3 - Meeting

Page 1

2 - Approaching

1 - Working Below

Strategies and Behaviours


Complexity Level of TextonComprehensi

Reading and Viewing - 1

English Language Arts - Grade 1

Efficiently uses all cuing


systems (sounds, language,
word order, context) to
monitor and self-correct.

Effectively uses a combination of


cues (sounds, language, word
order, context) to monitor and selfcorrect.

Has acquired a large sightword bank of personally


significant and contentspecific words.
Responds accurately to
literal questions (main idea,
supporting details, retells).

Recognizes high-frequency words


and has a sight-word bank of
personally significant words

Makes simple inferences


Independently selects and
reads texts at a complexity
considered beyond target
level.

Often makes simple inferences


Selects and reads texts at a
complexity considered at target
level.

Usually responds accurately to


literal questions (main idea,
supporting details, retells).

With prompting, uses a


combination of cues (sounds,
language, word order, context)
to monitor and self-correct.
Recognizes many highfrequency words and may
have a limited sight-word bank
of personally significant words.
Answers some literal questions
accurately.
Recounts a few details and
with prompting, sequences 3-4
Has some difficulty reading
texts at a complexity
considered at target level.

Rarely, uses grade-level


strategies to construct
meaning from texts.
Recognizes few highfrequency words, and relies
on picture cues and initial
sounds to decode and
understand text.
Requires extensive support to
respond to literal questions
and to use context clues,
background knowledge, and
text features to make simple
Has a great deal of difficulty
reading texts at target level.

May read simple picture


texts
more complex
books
within
their
End-of-grade text complexity for Grade 1 students is described below. Indicators specific toReads
literary and
information
texts are described
in the(topics
standards
guide.
Knowledge demands: accessible content, based on familiar experiences of home, school, and community
Themes: main ideas/themes that are concrete and easy to understand
Sentences: some longer, simple sentences with adjectives, adverbs, and phrases; some compound sentences
Language: language commonly used by students; many high-frequency words; occasional use of some unfamiliar words or content-specific vocabulary, explained and
illustrated in text
Word complexity: mostly 1-2 syllable words with a few easily decodable multi-syllable words; some plurals, contractions, and possessives
Graphics/illustrations: illustrations/photographs enhance/match the text but offer minimal word-solving support
Layout: approximately 4-8 lines of text per page, with sentences that carry over 2-3 lines; short sentences may begin mid-line; longer sentences usually start at left
margin; large clear font with ample spacing between words and lines; some variation in text layouts

Evidence: reading conferences, record of contributions during read alouds, observations of independent reading behaviours, reading
records, phonological awareness

July 2015

Page 2

Traitsand Strategies
Text Forms

Writing and Representing - 1

English Language Arts - Grade 1

4 - Excelling
Efficiently uses grade-level
strategies and writing tools to
complete the process.

3 - Meeting
Often uses grade-level strategies
and writing tools to complete the
process.

Automaticity with sound/symbol


Demonstrates all aspects
(content, organization, word
choice, voice, sentence
structure, conventions) of strong
writing as evidenced over time
Organizes according to form,
with some attention to audience
and purpose.

Readily uses sound/symbol and


Demonstrates all aspects (content,
organization, word choice, voice,
sentence structure, conventions) of
appropriate writing as evidenced
over time in a variety of pieces and
Generally organizes according to
form and purpose.

2 - Approaching
Needs prompting to use
grade-level strategies and
writing tools to complete a
piece of writing.
Demonstrates some
aspects (content,
organization, word choice,
voice, sentence structure,
conventions) of appropriate
With prompting, follows a
format to organize writing.

1 - Working Below
Requires step-by-step
direction to use grade-level
strategies and writing tools.
Limited sound/symbol and
Demonstrates a limited
grasp of all aspects
(content, organization, word
choice, voice, sentence
structure, conventions) of
Unaware of text form and
purpose for writing.

Generally includes features


With monitoring includes
Consistently includes features
introduced in class, may overuse.
features introduced in class.
introduced in class, where it
Evidence: Writing journal, writing process checklist (information gathered from changes to writing pieces over time), record of writing
conferences

July 2015

Page 3

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