I make a claim and explain why it is controversial. I make a claim but don't explain why it is controversial. I don't say what my argument or claim is. Reasons in support of the claim I give clear and accurate reasons in support of my claim.
The strands focus on academic oracy proficiency in oral expression and comprehensionauthentic reading, and reflective writing to ensure a literate Texas.
The strands are integrated and progressive with students continuing to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and literacy.
Strands include the four domains of language listening, speaking, reading, and writing and their application in order to accelerate the acquisition of language skills so that students develop high levels of social and academic language proficiency.
Although some strands may require more instructional time, each strand is of equal value, may be presented in any order, and should be integrated throughout the year.
It is important to note that encoding spelling and decoding reading are reciprocal skills.
Decoding is internalized when tactile and kinesthetic opportunities encoding are provided. Additionally, students should engage in academic conversations, write, read, and be read to on a daily basis with opportunities for cross-curricular content and student choice.
As skills and knowledge are obtained in each of the seven strands, students will continue to apply earlier standards with greater depth to increasingly complex texts in multiple genres as they become self-directed, critical learners who work collaboratively while continuously using metacognitive skills.
To demonstrate this knowledge throughout the stages of English language acquisition, comprehension of text requires additional scaffolds such as adapted text, translations, native language support, cognates, summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of comprehensible input.
ELLs can and should be encouraged to use knowledge of their first language to enhance vocabulary development; vocabulary needs to be in the context of connected discourse so that it is meaningful.
Strategic use of the student's first language is important to ensure linguistic, affective, cognitive, and academic development in English. Instruction must be linguistically accommodated in accordance with the English Language Proficiency Standards ELPS and the student's English language proficiency levels to ensure the mastery of knowledge and skills in the required curriculum is accessible.
For a further understanding of second language acquisition needs, refer to the ELPS and proficiency-level descriptors adopted in Chapter 74, Subchapter A, of this title relating to Required Curriculum. The student develops oral language through listening, speaking, and discussion.
The student is expected to: The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student uses newly acquired vocabulary expressively.
The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time.
The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts.Aug 11, · J Martin Sweet I was born and raised here in Santa Cruz and I've taught in the Pajaro District for 17 years.
Teaching is one of my passions in life and I feel privileged to work at such an amazing school as Rio del Mar. Rubric ID: Find out how to make this rubric interactive Letter-Writing: 5th grade friendly letter.
CATEGORY 4 3 2 1 Salutation and Closing Salutation and closing have no errors in capitalization and punctuation. Salutation and closing have errors in capitalization and punctuation. Turning A Four-Point Rubric Score into A Letter Grade: How Can This Be Done?
by Eileen Depka. The answer is carefully! When using a four-point rubric, such as the one below, a score of three is typically a score that shows students are achieving at an acceptable level.
LiveText by Watermark is a leading provider of campus-wide solutions for strategic planning, assessment and institutional effectiveness. How to Turn Rubric Scores into Grades open to whatever I want to teach) and l just finished writing the rubric in CFS style. I’m a little embarrassed to admit that I got a tiny bit teary with relief at how easy that was.
are you wanting to know more about how to convert an overall rubric score to a letter grade? For example, what. Rubric for Narrative Writing—Second Grade Kindergarten (1 POINT) PTS Grade 1 (2 POINTS) PTS Grade 2 (3 POINTS) PTS Grade 3 (4 POINTS) SCORE writing.
The writer wrote a letter for the sounds she heard. The writer used the word wall to help her spell.
Turning A Four-Point Rubric Score into A Letter Grade: How Can This Be Done? by Eileen Depka. The answer is carefully! When using a four-point rubric, such as the one below, a score of three is typically a score that shows students are achieving at an acceptable level. Providing educators and students access to the highest quality practices and resources in reading and language arts instruction. Assessment Rubrics: Letter-writing (Friendly letters) Category 4 3 2 1 Ideas All ideas were expressed in a clear and organized way. It was easy to figure out what the letter .
Mid-level The writer used all he knew.