Research and Report Orally to the Group, a 7-10 Minute Report on a Person of Interest

Career College Rubric

Literacy Level Reading & Writing Outcomes Measurement of the Outcomes  Individual who has no or minimal  Student is given traceable letters Beginning ABE Literacy reading and writing skills. & numbers worksheet one on one  May have little or no assistant with practice on writing comprehension of how print skills. Colored bendable sticks to corresponds to spoken language use as manipulatives for and may have difficulty using a letters/numbers. writing instrument.  Sight words with pictures  At the upper range of this level, worksheets so student may press individual can recognize, read and clay dough into shapes-start to write letters and numbers, but trace with fingers in non-menthol has a limited understanding of shaving cream. connected prose and may need  Student will listens to whole frequent re-reading. group reading and with one on  Can write a limited number of one assistant. Re-writes sight basic sight words and familiar words in story. words and phrases, including very  Emphasis on root words, simple messages. consonant blends to begin to form new words. Begin spelling assessment 1-5 words per week.  Can write personal information.  Daily Journal  Narrative writing is disorganized  Spider Map & Bubble Map to sort and unclear, inconsistently uses thoughts, ideas, and numbers simple punctuation (e.g. periods, from the least to the greatest in commas, question marks); importance. Writes sentences contains frequent errors in with assistant. Student identifies spelling. grammar with corrected sentences.  Individual can read simple  Daily Journal Beginning Basic Education material on familiar subjects and  Bubble Maps/Venn Diagrams to comprehend simple and write about Instructor’s lead to compound sentences in single or whole group discussions. linked paragraphs containing a  Whole group reading of Instructor familiar vocabulary; can write made reading stories

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Literacy Level Reading & Writing Outcomes Measurement of the Outcomes simple notes and messages on  Whole group activities on board familiar situations, but lacks to discuss parts of speech, identify clarity and focus. parts of sentences and story. Oral discussions with students at board.  Sentence structure lacks variety,  Worksheets that reflect higher but shows some control of basic vocabulary, word search, grammar (e.g. present and past unscramble vocabulary words tense); and consistent use of level app. Vocabulary assessment punctuation (e.g. periods, quiz given on Monday and words capitalization). that students have not mastered, reassessed on Thursday.  Individual can read text on  Whole group oral reading of Low Intermediate Basic Education familiar subjects that have a subjects, current events, Persons simple and clear underlying of interest, Black History, structure (e.g. clear main idea, Women’s History Month, etc., chronological order); can use with “Blooms Taxonomy” written context to determine meaning; worksheet questions ( as can interpret actions required in subjective as possible). specific written directions, can Instructors will assist students one write simple paragraphs with on one and whole group main idea and supporting detail - Answers written at times on on familiar topic (e.g. daily power point/board-worksheets activities, personal issues) by graded & returned. recombining learned vocabulary and structures; can self and peer edit for spelling and punctuation errors.  Individual is able to read simple  IXL.com- Student is encouraged to High Intermediate Basic Education descriptions and narratives on work independent as much as familiar subjects or from which possible. new vocabulary can be  Introduction of Venn Diagram- determined by context; can make Student will create their own to

Literacy Level Reading & Writing Outcomes Measurement of the Outcomes some minimal inferences about write response to subjective familiar texts and compare and questions. contract information from such  Daily Journal- Reflection on texts, but not consistently. specific events- content area and morning events.

 The individual can write simple  Students encouraged to research narrative descriptions and short online and using whole group essays on familiar topics, has topic, student will compare/ consistent use of basic contrast apply and or create new punctuation, but makes information through personal grammatical errors with complex narratives, personal opinions structures. paper, these are graded-

 Individual can comprehend  Newsletter: Low Adult Secondary Education expository writing and identify  Students are asked to research spelling, punctuation and famous quotes, recipes, personal grammatical errors; can experience, to include in their comprehend a variety of materials newsletter. such as periodicals and non-  Daily Journals are expected to be technical journals on common more detailed. Critical thinking topics; can comprehend library skills are encouraged. Whole reference materials and compose group reading is now done multi-paragraph essays; can listen independently with worksheet to oral instructions and write an questions for homework. account synthesis of them; can identify the main idea in reading selections and use a variety of context issues to determine meaning.

Literacy Level Reading & Writing Outcomes Measurement of the Outcomes  Writing is organized and cohesive  IXL.com- Students are expected to with few mechanical errors; can work with little assistant. write using a complex sentence Students here are asked to be structure; can write personal -newsletter editors notes and letters that accurately - Students are able to choose their reflect thoughts. choice of writing exercises… Narrative, Descriptive, Expository or Persuasive. -Whole group reading will reflect upper vocabulary and topics.  Individual can comprehend,  Student will be asked to choose a High Adult Secondary Education explain, and analyze information book to read independently (own from a variety of literacy works, personal book/one from including primary source Instructor or from the Library) materials and professional read, and produce an outline then journals; can use context cues and write a book report. higher order processes to interpret meaning of written material.  Writing is cohesive with clearly  Book review –outline with expressed ideas supported by sources- Typed- relevant detail; can use varied and Book review will be graded. complex sentence structure with few mechanical errors.

Career College Student at all levels will be asked during the 1st half of the second semester to choose,

research and report orally to the group, a 7-10 minute report on a person of interest.

In the past year it was on someone that made a contribution in Black History.

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