(CFR) EAL Writing Rubrics And

Common Framework of Reference (CFR) EAL Writing Rubrics and

Student Exemplars: Grades 1-8

June 2014

i 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

Proprietary Notice

This document contains information that is proprietary to the Province of Saskatchewan. Any reproduction, disclosure, or other use of this document is expressly prohibited, except as authorized in writing by the provincial Ministry of Education. No part of the content of this document may be reproduced in any form or by any means without the prior written permission of the province.

Limited Exception

Permission to copy and use this publication in whole or in part is granted for non-profit educational purposes within the province of Saskatchewan to (a) school division staff, including teachers, administrators, and specialist educators and (b) organizations or institutions involved in literacy and language instruction within the province. Proper acknowledgement must be given to the source of information.

Acknowledgements

The ministry is grateful to the Saskatoon Public School Division (SPSD) and the educators named below for their leadership role in the preparation of this document.

Shauna Tilbury, Coordinator – EAL, SPSD Laurie Anderson, Educational Consultant - EAL Assessment, SPSD Sandra Mancusi, EAL Educational Consultant, SPSD Allison Lacelle, EAL Teacher, Mount Royal Collegiate, SPSD Carmen Mccrea, EAL Teacher, Aden Bowman Collegiate, SPSD Joanne Molaro, EAL Teacher, Evan Hardy Collegiate, SPSD Johanna Stuart, EAL Teacher, Greystone Elementary School, SPSD Tracy Johnson, EAL Teacher, Greystone Elementary School, SPSD

ii 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

Common Framework of Reference

EAL Writing Rubrics and

Student Exemplars: Grades 1-8

Writing

iii 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

TABLE OF CONTENTS CFR Introduction ...... 1

Key Terms ...... 2

Use of Rubrics and Exemplars ...... 2

Observations on Exemplars ...... 3

PART 1: CFR GLOBAL DESCRIPTORS ...... 5

CFR Global Descriptors and ELA Alignment: Grades 1 – 8 ...... 6

PART 2: CFR WRITING DESCRIPTORS, EAL RUBRICS, AND EXEMPLARS ...... 43

Global Writing Descriptors: Grades 1-2 ...... 44

EAL Writing Rubrics: Grade 1 – 2 ...... 50

Learner Writing Exemplars: Grade 1 – 2 ...... 53

Global Writing Descriptors: Grades 3-4 ...... 57

EAL Writing Rubrics: Grades 3 – 4 ...... 63

Learner Writing Exemplars: Grade 3 – 4 ...... 67

Global Writing Descriptors: Grades 5 – 6 ...... 73

EAL Writing Rubrics: Grade 5-6 ...... 79

Learner Writing Exemplars: Grades 5 – 6 ...... 83

Global Writing Descriptors – Grades 7 – 8...... 90

EAL Writing Rubrics: Grades 7 – 8 ...... 96

Learner Writing Exemplars: Grades 7 – 8 ...... 100

PART 3: ELA WRITING EXPECTATIONS GRADES 1-8 ...... 107

English Language Arts (ELA) Writing Expectations - Grade 1 ...... 108

English Language Arts (ELA) Writing Expectations - Grade 2 ...... 109

English Language Arts (ELA) Writing Expectations - Grade 3 ...... 110 iv 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

English Language Arts (ELA) Writing Expectations - Grade 4 ...... 111

English Language Arts (ELA) Writing Expectations - Grade 5 ...... 112

English Language Arts (ELA) Writing Expectations - Grade 6 ...... 113

English Language Arts (ELA) Writing Expectations - Grade 7 ...... 114

English Language Arts (ELA) Writing Expectations - Grade 8 ...... 115

References and Resources ...... 116

Appendix A: International Reference - CEFR Global Scale ...... 117

Appendix B: Writing Prompts – Grades 1 – 8 ...... 118

v 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

COMMON FRAMEWORK OF REFERENCE (CFR)

INTRODUCTION Adoption of the Common Framework of Reference (CFR) as a language reference tool has facilitated ministry collaboration with school divisions on approaches that promote greater consistency with planning, instruction, and assessment of learners with English as an Additional Language (EAL) needs.

The CFR is an international, skill-based language framework that focuses on language use to perform meaningful tasks in authentic contexts. For school-aged children with EAL needs, an authentic context is the school and meaningful tasks are associated with learning outcomes. For children learning English, the CFR outlines success through a continuum of observable behaviours and descriptors of language progress that are applicable to the context of schooling.

The ministry document A Guide to Using the CFR with EAL Learners (2012) offers detailed information about each of the six levels of language progress that lead learners to upper levels of proficiency. Learners who do not reach these levels of proficiency will have difficulty achieving the learning outcomes in Saskatchewan curricula.

In addition to six levels of progress, the CFR is organized around five areas of skill development: listening, speaking (spoken production and spoken interaction), reading and writing. This support document, titled Common Framework of Reference (CFR): EAL Writing Rubrics and Student Exemplars Grades 1-8, focuses specifically on skill development in the area of writing. In the document, you will find writing rubrics and exemplars that illustrate how writing progress can be monitored and assessed at each level of the CFR. Student writing samples have been gathered from a cross-section of EAL learners in various grades, with diverse language backgrounds and prior learning experiences. The selected samples offer evidence of writing progress along the six levels of the CFR for EAL (A1.1, A1.2, A2.1, A2.2, B1.1, B1.2) across all grades.

In keeping with the intent of the CFR, English language learning should be viewed as a journey and not a rigid set of fixed descriptors confined by level. Learners often start their journey at A1.1 and move toward increased levels of language proficiency. They can look back at the progress they have made on their journey and plan, with guidance from teachers, parents, peers and others, their route to the next level.

1 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

The writing exemplars in this document illustrate that a single sample of writing rarely fits neatly into one level; some writing features may closely resemble those from a previous level or at a higher level. However, a general snapshot of each student’s capabilities with written language can be gleaned through a collection of writing samples gathered over a period of time from several different learning contexts or areas of study.

KEY TERMS CFR Global Level Descriptors, Writing Exemplars, Prompts and Rubrics are included in this document. Definitions of these terms are given below.

CFR Global Level Descriptors highlight observable language behaviours in social or academic contexts as identified within the five skill areas. The statements describe growing levels of proficiency according to the learner’s performance within ‘real-world’ contexts.

Writing Exemplars demonstrate a student’s writing skills or performance at a particular level of achievement.

Writing Prompts usually contain questions to help students pick a topic for the writing task. An example would be: If you could travel to any place in the world, where would you go and why?

Writing Rubrics offer criteria that describe student performance at various stages of writing proficiency. Rubrics provide guidelines for judging quality and for making expectations explicit.

USE OF RUBRICS AND EXEMPLARS The rubrics and exemplars included in this document will help teachers and administrators to: • Establish criteria for assessment that will enable students to reflect on their work and to see where and how to improve their written skills in English; • Provide a basis for conversations among teachers, parents, and students about assessment processes and the relationship to progress along the CFR scale; • Facilitate communication with parents regarding their child’s progress with English language learning; • Promote fair and consistent assessment of learner progress across subject areas through the additional lens of language learning.

2 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

Teachers may want to: • Review and analyze features of the writing samples provided in the document with their students; • Provide explicit instruction about English writing skills based on the writing samples and skill descriptors provided in the CFR scale; • Use the rubrics to clarify expectations and as reference points when assessing various types of student writing; • Use the rubrics and prompts to design comparable writing tasks for their students; • Create writing rubrics that reflect information provided in this document, as well as local classroom needs (e.g., language transference issues from local dialects).

Administrators may choose to: • Facilitate school-wide collaboration toward consistent assessment and reporting practices for learners of EAL; • Arrange for professional learning opportunities that focus on writing rubrics and exemplars for EAL learners at various ages and stages of learning; • Facilitate sessions for school councils and parent groups using this document as a starting point for topics related to EAL, such as curriculum expectations, use of the CFR, or assessment practices.

OBSERVATIONS ON EXEMPLARS The student exemplars in the document present an illustrative sampling of the writing skills within a particular level of the CFR framework. While students rarely exhibit writing skills restricted to just one level, there is usually evidence to show that learner strengths are prevalent in one level. This means that the writing skills have been displayed by the student in several written tasks and the teacher can report, with confidence, that the student has written skills at the identified level of the CFR.

The writing samples in the document should be seen in the context in which they were written. • Each sample represents a snapshot of the student’s writing at a particular point in time. • Different classrooms participated in writing a response to a given prompt. Individual students in these classrooms may or may not have been thoroughly engaged with the prompt. • The amount of support available to EAL learners varied in each classroom. This is a factor which may have affected the degree of participation in the writing process. • The writing samples are representative of one writing genre only. 3 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

Teachers of EAL learners in Saskatchewan school divisions are encouraged to consider class and school projects for gathering student writing samples that can be added to the samples provided in this document. Teacher groups who participated in the production of exemplars for this document reported that professional sharing and rich discussions involved with the identification of exemplars provided invaluable professional learning opportunities within their school division. This process could easily be replicated in other school divisions.

4 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

PART 1: CFR GLOBAL DESCRIPTORS

5 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT: GRADES 1 – 8 The pages that follow provide global level descriptors of language skills across CFR levels for Grades 1 – 8. Level B1.2 in each chart signals the stage at which EAL learner skills and abilities become more closely aligned with those of English-speaking peers. For comparative purposes, a chart of year-end grade level expectations for English Language Arts (ELA) has been placed next to the global descriptors for EAL learners at Level B1.2.

GRADE ONE: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 1* “Meeting Skills Expectations” Listening Understands Understands Understands the Understands, at a Understands the Understands the Listens and familiar simple directions, main points in general level, main points of main points and responds words/expression questions, clear and simple overheard overheard the important appropriately to a s (e.g., thank you, announcements, messages and conversations, discussions. details of audio range of oral excuse me) and and descriptions instructions. simple short Understands audio text provided communications understands of familiar objects Understands high narratives, and text dealing with standard language including a book simple, concrete provided the frequency phrases dialogues of familiar topics as is used and the read aloud, a person questions about speaker speaks and vocabulary movies or well as topic is one of speaking, and oral themselves, their slowly and clearly related to personal cartoons if the announcements, interest. directions of four to families, and their with significant interests. topics are familiar and television Understands the six simple steps. immediate pauses. and if the speech shows (if main points in a Retells key points surroundings is slow and clear. supported by relatively long and sequences provided the Generally visuals). There overheard (who, what, when, speaker speaks recognize changes may be a need to conversation. where, and why). slowly and clearly. in the topic of repeat particular discussion. words and phrases or to replay text.

Spoken Provides basic Interacts by Expresses Takes part in Participates in Initiates Communicates ideas Interaction information such answering simple common greetings simple social simple phone calls conversation and and understanding as age when questions with (e.g., Happy interactions asking with a known can help to sustain to class. requested and can single words or Birthday), feelings someone to person or a it. Participates in Participates in small 6 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE ONE: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 1* “Meeting Skills Expectations” ask another’s short sentences. (e.g., I am cold, I repeat themselves conversational relatively lengthy group work. name. Uses one or Makes simple am hungry, I am or asking exchange with a conversations with Practises turn- two learned needs known (e.g., sorry), and appropriate peer on a familiar peers on subjects taking. expressions of the loan of a questions (e.g., questions to topic. Explains to a of common greeting, farewell, pencil or an what time is it?). ensure the other teacher where interest provided and politeness eraser). Asks and Exchanges person they are having others make an (e.g., hello, responds to information about understands them. difficulty. Repeats effort as well. goodbye, please). questions such as everyday events Can ask for, and what has been Actively Uses gestures to time and the using simple offer, simple said and can participates in request location of familiar vocabulary. explanations. convey this to group work, information and objects. another. Expresses expressing can express a lack opinions on opinions and of understanding. familiar topics and making asks others for suggestions. their opinions.

Spoken Introduces Introduces Describes basic Describes, using Describes a variety Speaks in a Speaks clearly and Production themselves themselves aspects of daily life simple words, of familiar subjects comprehensible audibly about ideas, expressing basic providing basic such as favourite daily events, related to and fairly fluent experiences, personal information. foods, how to get personal interests including manner using a preferences, information such Expresses to their homes, experiences, personal goals and large number of questions, and as age and preferences. and their pets. opinions, likes and intentions. Can different words conclusions, using possibly country of Briefly talks about dislikes. justify point of and expressions, expression and origin. Expresses personal, concrete view. but perhaps dramatization when how they are plans (e.g., plans pausing to self- appropriate. Reads feeling using for the weekend correct. Describes according to the simple, standard or holiday incidents, punctuation and is expressions. celebrations) and expresses feelings, beginning to use Names some describes familiar and answers phrasing. Reads at a common objects in objects (e.g., straightforward reasonable rate with 7 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE ONE: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 1* “Meeting Skills Expectations” familiar clothing, pets). questions. fluent pacing. environments (e.g., pieces of clothing and commonplace food items).

Reading Recognizes Recognizes words Locates important Reads patterned Understands text Reads and Reads and familiar names, previously information in and predictable of various lengths understands comprehends grade- words and phrases encountered as simple text; text. Understands as long as the straightforward appropriate text on signs (e.g., well as short text understands much everyday visual words used are factual text on including narratives, ‘Open’, ‘Exit’) and messages such as of what is written text such as signs familiar and/or subjects related to informational text, very simple “Happy Birthday”. in short text around the school. concern areas of personal interests scripts, and poems. instructions if they Understands dealing with Understands the interest. Uses key and/or subjects Uses eye tracking are supported by signs/posters familiar topics of main points in a words, diagrams, being studied. most of the time. images. which use personal interest; straightforward and illustrations to Understands most Uses visual cues everyday language follows a set of written support reading vocabulary in such as colour, size, and have clear, written communication if comprehension. narrative text. and shape to accompanying instructions the topic is construct meaning visuals. especially if familiar. from text. accompanied by visuals. Understands most of what happens in a simple, straightforward short story and can identify the story’s main characters.

8 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE ONE: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 1* “Meeting Skills Expectations” Writing Uses a basic Produces simple Begins to use Communicates Has sufficient Produces simple Demonstrates vocabulary descriptions of descriptive words, information on vocabulary to connected text on control over many repertoire of everyday objects, prepositions, and familiar topics express topics which are elements of isolated words and and can write the conjunction, using simple themselves (often familiar or are of language and phrases. Prints (print) simple ‘and’. Uses simple grammatical with some personal interest. communication. Is their own name. informal messages sentences and structures. Begins circumlocutions) Describes producing (by the Copies/prints as well as label expressions to to use additional on most familiar experiences and end of June), simple, names of familiar diagrams. describe common parts of speech topics of interest events and briefly complete sentences objects, and Attempts to use objects and and an increased to them. Errors gives reasons and demonstrating an conveys meaning capital letters and activities. Begins range of occur, but the explanations for understanding of through drawings. punctuation as to use the past grammatical intent of the opinions and word order, upper Aware of left to well as lines on tense and singular structures. communication is plans. and lower case, right directionality their papers. and plural forms of usually clear. spacing, and basic and has some Produces simple words with Begins to use punctuation. awareness of sentences in the growing accuracy. content area Creates clear sound to symbol present tense vocabulary. compositions in a relationships. using familiar, variety of genres. Is learned patterns. editing and adding detail to their work.

* NOTE: Assessment and evaluation require thoughtful planning and implementation to support the learning process and to inform teaching. All assessment and evaluation of student achievement must be based on the outcomes in the provincial curriculum. Each of the provincial curriculum documents provides sample holistic rubrics for assessment and evaluation based on four levels of attainment of the grade’s curricular outcomes-Exceeding Expectations, Meeting Expectations, Beginning to Meet Expectations, and Not Yet Meeting Expectations. The chart presented in this document is based on a description of those students in the Meeting Expectations range.

9 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE TWO: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 2* “Meeting Skills Expectations” Listening Understands Understands Understands the Understands, at a Understands the Understands the Listens and familiar simple directions, main points in general level, main points of main points and demonstrates words/expressions questions, clear and simple overheard overheard the important comprehension (e.g., thank you, announcements, messages and conversations, discussions. details of audio by retelling (with excuse me) and and descriptions of instructions. simple short Understands audio text provided support from the understands familiar objects Understands high narratives, text dealing with standard language text) the key simple, concrete provided the frequency phrases dialogues of familiar topics as is used and the literal and questions about speaker speaks and vocabulary movies or cartoons well as topic is one of inferential ideas themselves, their slowly and clearly related to personal if the topics are announcements, interest. (messages) and families, and their with significant interests. familiar and if the and television Understands the important details immediate pauses. speech is slow and shows (if main points in a heard in both surroundings clear. Can supported by relatively long small and large provided the generally recognize visuals). There overheard group situations. speaker speaks changes in the may be a need to conversation. Follows oral slowly and clearly. topic of discussion. repeat particular directions and words and phrases demonstrations. or to replay text.

Spoken Provides basic Interacts by Expresses common Takes part in Participates in Initiates Engages in Interaction information such answering simple greetings (e.g., simple social simple phone calls conversation and partner, group, as name and age questions with Happy Birthday), interactions asking with a known can help to sustain and class when requested single words or feelings (e.g., I am someone to repeat person or a it. Participates in discussions and can ask the short sentences. cold, I am hungry, I themselves or conversational relatively lengthy initiating and same of other Makes simple am sorry), and asking appropriate exchange with a conversations with sustaining a people. Uses one needs known (e.g., questions (e.g., questions to peer on a familiar peers on subjects conversation with or two learned the loan of a pencil what time is it?). ensure the other topic. Explains to a of common a number of expressions of or an eraser). Asks Can exchange person teacher where interest provided exchanges. greeting, farewell, and responds to information about understands them. they are having others make an and politeness questions such as everyday events Can ask for, and difficulty. Repeats effort as well. (e.g., hello, time and the using simple offer, simple what has been said Actively goodbye, please). location of familiar vocabulary. explanations. and can convey participates in 10 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE TWO: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 2* “Meeting Skills Expectations” Uses gestures to objects. this to another. group work, request Expresses opinions expressing information and on familiar topics opinions and can express a lack and asks others for making of understanding. their opinions. suggestions.

Spoken Introduces Introduces Describes basic Describes, using Describes a variety Speaks in a Recounts stories Production themselves themselves aspects of daily life simple words, daily of familiar subjects comprehensible and experiences; expressing basic providing basic such as favourite events, personal related to interests and fairly fluent gives directions, personal information. foods, how to get experiences, including personal manner using a and reports on a information such Expresses to their homes, opinions, likes and goals and large number of topic in sequence as age and possibly preferences. and the dislikes. intentions. Can different words with clarity and country of origin. Briefly talks about appearance of justify point of and expressions, appropriate Expresses how personal, concrete their pets. view. but perhaps detail. Offers they are feeling plans (e.g., plans pausing to self- opinions and using simple, for the weekend or correct. Describes provides reasons. standard holiday incidents, expressions. celebrations) and expresses feelings, Names some describes familiar and answers common objects in objects (e.g., straightforward familiar clothing, pets). questions. environments (e.g., pieces of clothing and commonplace food items).

Reading Recognizes familiar Recognizes words Locates important Reads patterned Understands text Reads and Reads grade names, words and previously information in and predictable of various lengths understands appropriate phrases on signs encountered as simple text; text. Understands as long as the straightforward literary and (e.g., ‘Open’, ‘Exit’) well as short text understands much everyday visual words used are factual text on informational 11 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE TWO: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 2* “Meeting Skills Expectations” and very simple messages such as of what is written text such as signs familiar and/or subjects related to text both silently instructions if they “Happy Birthday”. in short text around the school. concern areas of personal interests and orally are supported by Understands dealing with Understands the interest. Uses key and/or subjects demonstrating images. signs/posters familiar topics of main points in a words, diagrams, being studied. comprehension which use personal interest; straightforward and illustrations to Understands most by relating and everyday language and follows a set of written support reading vocabulary in retelling key and have clear, written communication if comprehension. narrative text. events and ideas accompanying instructions the topic is in sequence with visuals. especially if familiar. specific details as accompanied by well as discussing visuals. how, why, and Understands most what if questions. of what happens in Reads at a a simple, reasonable rate straightforward (70-100 wcpm short story and can orally; 95-145 identify the story’s silently) with main characters. fluent pacing on practiced texts.

Writing Uses a basic Produces simple Begins to use Communicates Has sufficient Produces simple Writes stories, vocabulary descriptions of descriptive words, information on vocabulary to connected text on poems, friendly repertoire of everyday objects, prepositions, and familiar topics express topics which are letters, reports, isolated words and and can write the conjunction, using simple themselves (often familiar or are of and observations phrases. Prints (print) simple ‘and’. Uses simple grammatical with some personal interest. using appropriate own name. informal messages sentences and structures. Begins circumlocutions) Describes and relevant Copies/prints as well as label expressions to to use additional on most familiar experiences and details in clear names of familiar diagrams. describe common parts of speech topics of interest events and briefly sentences and objects, and Attempts to use objects and and an increased to them. Errors gives reasons and paragraphs of at conveys meaning capital letters and activities. Begins range of occur, but the explanations for least six sentences. through drawings. punctuation as to use the past grammatical intent of the opinions and plans. Includes some 12 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE TWO: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 2* “Meeting Skills Expectations” Aware of left to well as lines on tense as well as structures. communication is dialogue in right directionality their papers. singular and plural usually clear. narratives. and has some Produces simple forms of words Begins to use Prints legibly to awareness of sentences in the with growing content area form letters and sound to symbol present tense accuracy. vocabulary. words of relationships. using familiar, consistent size, learned patterns. shape, and spacing.

13 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE THREE: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 3* “Meeting Skills Expectations” Listening Understands Understands Understands the Understands, at a Understands when Understands the main Listens and familiar simple directions, main points in general level, people speak at points and the demonstrates a words/expressions questions, clear and simple overheard normal speed on important details of good (e.g., thank you, announcements, messages and conversations, familiar topics. audio text provided understanding of excuse me) and and descriptions instructions when simple short Understands the standard language is text offering understands of familiar objects delivered slowly narratives, main points of used and the topic is appropriate and simple, concrete provided the (e.g., how to get dialogues of overheard one of interest. thoughtful questions about speaker speaks from X to Y). movies or discussions. Understands the main responses with themselves, their slowly and clearly Understands high cartoons if the Understands audio points in a relatively reasonable families, and their with significant frequency phrases topics are familiar text dealing with long overheard evidence to support immediate pauses. and vocabulary and if the speech familiar topics as conversation. responses. surroundings Understands related to is slow and clear. well as Identifies the main provided the numbers, times, personal interests. Can generally announcements, ideas. Retells, and speaker speaks and other pieces recognize changes and television describes specific slowly and clearly. of short in the topic of shows (if details in heard Understands information if discussion. supported by texts. Follows simple classroom given slowly and visuals). There instructions and instructions, such clearly. may be a need to multi-step oral as ‘Stand up, repeat particular directions. please” when words and phrases expressed slowly or to replay text. and clearly, possibly with accompanying gestures.

Spoken Provides basic Interacts by Expresses Takes part in Participates in Initiates conversation Engages in partner, Interaction information such answering simple common greetings simple social simple phone calls and can help to group, and class as age when questions with (e.g., Happy interactions asking with a known sustain it. Participates discussions requested and can single words or Birthday), feelings someone to person or a in relatively lengthy initiating and ask another’s short sentences. (e.g., I am cold, I repeat themselves conversational conversations with sustaining a 14 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE THREE: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 3* “Meeting Skills Expectations” name. Uses one or Makes simple am hungry, I am or asking exchange with a peers on subjects of conversation with a two learned needs known (e.g., sorry), and appropriate peer on a familiar common interest number of expressions of the loan of a questions (e.g., questions to topic. Explains to a provided others make exchanges. greeting, farewell, pencil or an when the bus is to ensure the other teacher where an effort as well. and politeness eraser). Asks and arrive?). Can person they are having Actively participates (e.g., hello, responds to exchange understands them. difficulty. Repeats in group work, goodbye, please). questions such as information about Can ask for, and what has been expressing opinions Uses gestures to how they are everyday events offer, simple said and can and making request feeling , the time using simple explanations. Asks convey this to suggestions. Asks information and of day, and the vocabulary. Makes for a word to be another. Expresses spontaneous can express a lack location of familiar and accepts spelled out and opinions on questions. of understanding. objects. apologies. can spell out familiar topics and names or simple asks others for words themselves. their opinions.

Spoken Introduces Introduces Describes basic Describes, using Describes a variety Speaks in a Communicates Production themselves themselves aspects of daily simple words, of familiar subjects comprehensible and thoughts, feelings, expressing basic providing basic life such as daily events, related to fairly fluent manner and ideas personal information. favourite foods, personal interests including using a large number reasonably clearly. information such Expresses how to get to their experiences, personal goals and of different words and Delivers brief as age and preferences. homes, and their opinions, likes and intentions. expressions, but recitations and oral possibly country of Briefly talks about pets. dislikes. Provides Justifies point of perhaps pausing to presentations origin. Expresses personal, concrete some information view. Retells a self-correct. Describes about familiar how they are plans (e.g., plans concerning their simple story incidents, expresses experiences or feeling using for the weekend culture’s read/heard in feelings, and answers interests, which are simple, standard or holiday celebrations and class and describes straightforward generally organized expressions. celebrations) and special events. what is occurring questions. Explains and focused on a Names some describes familiar in a film or book. clearly how central idea. Reads common objects objects (e.g., something is done or orally with in familiar clothing, pets). used. appropriate 15 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE THREE: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 3* “Meeting Skills Expectations” environments fluency, accuracy, (e.g., pieces of and expression. clothing and commonplace food items).

Reading Recognizes some Recognizes words Locates important Reads patterned Understands text Reads and Retells and words and previously information in and predictable of various lengths understands sequences ideas straightforward encountered as simple text; text. Understands as long as the straightforward and events from sentences in well as short text understands much everyday visual words used are factual text on grade appropriate simple text if messages such as of what is written text such as signs familiar and/or subjects related to literary and these words have “Happy Birthday”. in short text around the school. concern areas of personal interests informational texts been previously Understands dealing with Understands the interest. Uses key and/or subjects being text identifying and encountered. signs/posters familiar topics of main points in a words, diagrams, studied. Understands describing specific which use personal interest; straightforward and illustrations to most vocabulary in details. Reads just- everyday language and follows a set written support reading narrative text. right text at a and have of clear, written communication if comprehension. reasonable rate accompanying instructions the topic is (80-110 word count visuals. especially with the familiar. Uses the per minute, orally; support of visuals. alphabet to find 120-170 silently) Understands most particular items in rereading when of what happens lists (e.g., the meaning is not in a simple, telephone book). clear. straightforward short story and can identify the story’s main characters. Writing Writes the Beginning, with Begins to use Briefly describes Expresses Produces simple Demonstrates alphabet support, to use descriptive words, an aspect of daily themselves on connected text on control over many independently subject area prepositions, and life, an event, or a most familiar topics which are elements of 16 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE THREE: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 3* “Meeting Skills Expectations” and, with vocabulary and transitional words. personal topics of interest. familiar or are of language and assistance, some descriptive words. Begins to use the experience Errors occur, but personal interest. communication. simple words. Ideas are past tense and the including some the intent of the Describes experiences Communicates Copies/prints their beginning to be singular and plural concrete details. communication is and events and briefly ideas, information, name and the connected by a forms of words Begins to use usually clear. gives reasons and and experiences names of familiar topic. Produces with growing additional parts of Begins to use explanations for pertaining to a objects. May simple accuracy. Uses speech and an academic opinions and plans. topic by creating convey meaning descriptions of straightforward increased range of vocabulary is Writes brief easy-to –follow through drawings. everyday objects, sentences and grammatical capable of writing descriptions of a writing (including a Aware of sound to simple informal expressions to structures. in a number of process using short report, a symbol messages, as well describe such genres. appropriate procedure, a letter, relationships, as label diagrams. things as their transitional language. a story, a short often representing Attempts to use physical script, and a poem) a word with its capital letters and surroundings, with a clear beginning punctuation as daily activities, purpose, correct consonant. With well as lines on and the people paragraph structure assistance, they their paper. around them. (if appropriate to can write/print a Produces simple the form)and the patterned sentences in the use of interesting sentence. present tense detail. using familiar, learned patterns.

17 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE FOUR: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 4* “Meeting Skills Expectations” Listening Understands Understands Understands the Understands, at a Understands when Understands the Listens and familiar simple directions, main points in general level, people speak at main points and demonstrates good words/expressions questions, clear and simple overheard normal speed on the important understanding of (e.g., thank you, announcements, messages and conversations, familiar topics. details of audio text offering excuse me) and and descriptions instructions when simple short Understands the text provided appropriate and understands of familiar objects delivered slowly narratives, main points of standard language thoughtful simple, concrete provided the (e.g., how to get dialogues of overheard is used and the responses with questions about speaker speaks from X to Y). movies or discussions. topic is one of reasonable evidence themselves, their slowly and clearly Understands high cartoons if the Understands audio interest. to support families, and their with significant frequency phrases topics are familiar text dealing with Understands the responses. immediate pauses. and vocabulary and if the speech familiar topics as main points in a Retells, and surroundings Understands related to personal is slow and clear. well as relatively long describes specific provided the numbers, times, interests. Can generally announcements, overheard details in heard speaker speaks and other pieces recognize changes and television conversation. texts. Follows slowly and clearly. of short in the topic of shows (if instructions and Understands information if discussion. supported by multi-step oral simple classroom given slowly and visuals). There directions. instructions, such clearly. may be a need to as ‘Stand up, repeat particular please” when words and phrases expressed slowly or to replay text. and clearly, possibly with accompanying gestures.

Spoken Provides basic Interacts by Expresses Takes part in Participates in Initiates Engages in partner, Interaction information such answering simple common greetings simple social simple phone calls conversation and group, and class as age when questions with (e.g., Happy interactions asking with a known can help to sustain discussions by requested and can single words or Birthday), feelings someone to person or a it. Participates in interacting with ask another’s short sentences. (e.g., I am cold, I repeat themselves conversational relatively lengthy others to share 18 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE FOUR: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 4* “Meeting Skills Expectations” name. Uses one or Makes simple am hungry, I am or asking exchange with a conversations with ideas and opinions, two learned needs known (e.g., sorry), and appropriate peer on a familiar peers on subjects ask for support, expressions of the loan of a questions (e.g., questions to topic. Explains to a of common complete tasks, and greeting, farewell, pencil or an what time do we ensure the other teacher where interest provided explain concerns or and politeness eraser). Asks and go to the gym?) person they are having others make an problems. (e.g., hello, responds to Can exchange understands them. difficulty. Repeats effort as well. goodbye, please). questions such as information about Can ask for, and what has been Actively Uses gestures to how they are everyday events offer, simple said and can participates in request feeling, time of using simple explanations. Asks convey this to group work, information and day and the vocabulary. Makes for a word to be another. Expresses expressing can express a lack location of familiar and accepts spelled out and opinions on opinions and of understanding. objects. apologies. can spell out familiar topics and making names or simple asks others for suggestions. Asks words themselves. their opinions. spontaneous questions.

Spoken Introduces Expresses Describes basic Describes, using Describes a variety Speaks in a Communicates clear Production themselves preferences. parts of daily life simple words, of familiar subjects comprehensible and straightforward expressing basic Briefly talks about such as favourite daily events, related to and fairly fluent messages with a personal personal, concrete foods, how to get personal interests including manner using a recognizable focus information such plans (e.g., plans to their homes, experiences, personal goals and large number of and an awareness of as age and for the weekend and their pets. opinions, likes and intentions. Can different words audience. possibly country of or holiday dislikes. Provides justify point of and expressions, Adequately origin. Expresses celebrations) and some information view. Retells a but perhaps develops ideas and how they are describes familiar concerning their simple story pausing to self- content through feeling using objects (e.g., culture’s read/heard in class correct. Describes details and simple, standard clothing, pets). celebrations and and describes incidents, examples. Reads expressions. special events. what is occurring expresses feelings, orally with Names some in a film or book. and answers appropriate fluency, common objects in straightforward accuracy, and 19 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE FOUR: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 4* “Meeting Skills Expectations” familiar questions. Explains expression. environments clearly how (e.g., pieces of something is done clothing and or used. commonplace food items).

Reading Recognizes some Recognizes words Locates important Reads patterned Understands text Reads and Retells and words and previously information in and predictable of various lengths understands sequences ideas and straightforward encountered as simple text; text. Understands as long as the straightforward events from grade sentences in well as short text understands much everyday visual words used are factual text on appropriate literary simple text if these messages such as of what is written text such as signs familiar and/or subjects related to and informational words have been “Happy Birthday”. in short text around the school. concern areas of personal interests texts text identifying previously Understands dealing with Understands the interest. Uses key and/or subjects and describing encountered. signs/posters familiar topics of main points in a words, diagrams, being studied. specific details. which use personal interest; straightforward and illustrations to Understands most Reads grade- everyday language follows a set of written support reading vocabulary in appropriate text and have clear, written communication if comprehension. narrative text. silently at 135-185 accompanying instructions the topic is word count per visuals. especially if familiar. Uses the minute (WCPM) and accompanied by alphabet to find orally (with fluency, visuals. particular items in accuracy, pacing, Understands most lists (e.g., the intonation, and of what happens telephone book). expression) at 100- in a simple, 140 WCPM. Adjusts straightforward reading rates to the short story and complexity of can identify the materials and story’s main purposes for characters. reading. Writing Writes the Beginning, with Begins to use Briefly describes Expresses Produces simple Demonstrates 20 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE FOUR: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 4* “Meeting Skills Expectations” alphabet support, to use descriptive words, an aspect of daily themselves on connected text on control over many independently subject area prepositions, and life, an event, or a most familiar topics which are elements of and, if provided vocabulary and transitional words. personal topics of interest. familiar or are of language and assistance, some descriptive words. Begins to use the experience Errors occur, but personal interest. communication. simple words. Ideas are past tense and the including some the intent of the Describes Organization and Copies/prints their beginning to be singular and plural concrete details. communication is experiences and form are name and the connected by a forms of words Beginning to use usually clear. events and briefly appropriate and names of familiar topic. Produces with growing additional parts of Beginning to use gives reasons and ideas are generally objects. May simple accuracy. Uses speech and an academic explanations for presented convey meaning descriptions of straightforward increased range of vocabulary and are opinions and coherently. Makes through drawings. everyday objects, sentences and grammatical capable of writing plans. Writes brief appropriate and Aware of sound to simple informal expressions to structures. in a number of descriptions of a varied word choices symbol messages. As well, describe such genres. process using and varies sentence relationships, they can label things as their appropriate structure. Uses a often representing diagrams. surroundings, daily transitional writing process to a word with its Attempts to use activities, and the language. produce descriptive, beginning capital letters and people around narrative, and consonant. With punctuation as them. expository support, they can well as lines on compositions. write/print a their paper. patterned Produces simple sentence. sentences in the present tense using familiar, learned patterns.

21 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE FIVE: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 5* “Meeting Skills Expectations” Listening Understands Understands Understands the Understands, at a Understands when Understands the Listens and familiar words or simple directions, main points in general level, people speak at main points and demonstrates a expressions (e.g., questions, clear and simple overheard normal speed on the important good understanding thank you, excuse announcements, messages and conversations, familiar topics. details of audio of text offering me) and simple, and descriptions of instructions when simple short Understands the text provided appropriate and concrete questions familiar objects delivered slowly narratives, and main points of standard language thoughtful about themselves, provided the (e.g., how to get dialogues of overheard is used and the responses with their families, and speaker speaks from X to Y). movies or cartoons discussions. topic is one of reasonable their immediate slowly and clearly Understands if the topics are Understands audio interest. evidence to support surroundings with significant phrases and high familiar and if the text dealing with Understands the responses. provided the pauses. frequency speech is slow and familiar topics as main points in a Retells, and speaker speaks Understands vocabulary related clear. Can well as relatively long sequences ideas slowly and clearly. numbers, times, to personal generally announcements, overheard and events from Understands simple and other pieces interests. Extracts recognize changes and television conversation. oral texts. Describes instructions in class, of short important in the topic of shows (if Understands the main topic and such as ‘Stand up, information if information from discussion. Listens supported by detailed oral specific details in please” when given slowly and audio texts (e.g. to other students’ visuals). There instructions. heard text. Follows expressed slowly clearly. sports scores, classroom may be a need to instructions and and clearly, possibly Understands most weather forecasts) contributions and repeat particular multi-step oral with accompanying of a story when it provided the uses these words and phrases directions. gestures. Often is read slowly and message is responses as or to replay text. recognizes spoken clearly and is delivered clearly. models for their words similar to accompanied with own. those in known visuals. languages.

22 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

Spoken Provides basic Interacts by Expresses Takes part in Participates in Initiates Fulfills role as group Interaction information such answering simple common greetings simple social simple phone calls conversation and member and as age when questions with (e.g., Happy interactions asking with a known can help to sustain respects and requested and can single words or Birthday), feelings someone to repeat person or a it. Participates in responds sensitively ask another’s short sentences. (e.g., I am cold, I themselves or conversational relatively lengthy to the ideas, name. Uses one or Makes simple am hungry, I am asking appropriate exchange with a conversations opinions, and two learned needs known (e.g., sorry), and questions to peer on a familiar with peers on interpretations of expressions of the loan of a pencil questions (e.g., ensure the other topic. Explains to a subjects of others. greeting, farewell, or other classroom when does the bus person teacher when and common interest and politeness material). Asks arrive? how much understands them. where they are provided others (e.g., hello, and responds to is that?). Can ask for, and having difficulty. make an effort as goodbye, please). questions such as Participates in a offer, simple Repeats what has well. Actively Uses gestures to how they are short telephone explanations. Asks been said and can participates in request feeling, time of conversation, with for a word to be convey this to group work, information and day, and the some prior spelled out and another. Expresses expressing can express a lack location of familiar preparation. Can can spell out opinions on opinions and of understanding. objects. Meets speak about names or simple familiar topics and making and takes leave of everyday events words themselves. asks others for suggestions. Asks people using using simple their opinions. spontaneous appropriate vocabulary. Makes Offers comments questions. expressions. and accepts and otherwise apologies. contributes in a small group situation.

Spoken Expresses basic Introduces Describes basic Describes, using Describes a variety Speaks in a Participates in a Production personal themselves parts of daily life simple words, of familiar subjects comprehensible variety of oral information such providing basic such as favourite daily events, related to interests and fairly fluent presentations. as name, age, and information. foods, how to get personal including personal manner using a Presentations are country of origin. Expresses to their homes, experiences, goals and large number of clear and Expresses how preferences. and the opinions, likes and intentions. Can different words thoughtful. Uses they are feeling Briefly talks about appearance of dislikes. Provides justify point of and expressions, clear and correct using simple, personal, concrete their pets. Can some information view. Retells a but perhaps pronunciation and standard plans (e.g., plans indicate personal concerning their simple story pausing to self- enunciation. expressions. for the weekend strengths and culture’s read/heard in class correct. Describes Demonstrates an

23 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

Names some or holiday weaknesses. celebrations and and describes incidents, awareness of common objects in celebrations) and special events. what is occurring expresses feelings, audience and uses familiar describes familiar Can say most in a film or book. and answers level of language environments objects (e.g., numbers Can offer an straightforward appropriate to (e.g., pieces of favourite sports, (including years) opinion of a short questions. purpose. clothing and number, ages, and without hesitation. story or other text Explains clearly commonplace occupations of examined in class. how something is food items). their family done or used. Can members). present an argument clearly enough to be understood most of the time.

Reading Recognizes some Recognizes words Locates important Reads patterned Understands text Reads and Reads and words and previously information in and predictable of various lengths understands demonstrates straightforward encountered as simple text; text. Understands as long as the straightforward comprehension of a sentences in well as short text understands much everyday visual words used are factual text on range of simple text if these messages such as of what is written text such as signs familiar and/or subjects related to contemporary and words have been “Happy Birthday”. in short text around the school. concern areas of personal interests classical grade- previously Understands dealing with Understands the interest. Uses key and/or subjects appropriate fiction encountered. signs/posters familiar topics of main points in a words, diagrams, being studied. and non-fiction. which use personal interest; straightforward and illustrations to Understands most Offers appropriate everyday language and follows a set written support reading vocabulary in and thoughtful and have of clear, written communication if comprehension. narrative text. Can responses with accompanying instructions the topic is Can understand understand most reasonable visuals. Can especially if familiar. Uses the factual text and subject specific evidence to support identify key words accompanied by alphabet to find simple reports on words. responses. Reads (e.g., names of visuals. particular items in familiar topics grade-appropriate people and places) Understands most lists (e.g., the (e.g., a movie texts silently (150- in text. of what happens in telephone review). Can 200 WCPM) for a simple, book).Can follow distinguish extended periods of straightforward instructions for between factual time. Reads orally short story and using everyday and fictional text. at 110-150 WCPM. can identify the equipment (e.g., Can adjust reading story’s main ticket dispensers rate to purpose and

24 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

characters. and vending text demands. Understands the machines). gist of short articles and ads in age-appropriate magazines provided the subjects are familiar.

Writing Writes the Beginning, with Uses Describes common Begins to have Writes about A Grade Five alphabet support, to use straightforward objects or familiar sufficient familiar topics student meeting independently subject area sentences and places using short, vocabulary to using comparison curricular and, with vocabulary and expressions to straightforward express and contrast; expectations assistance, some descriptive words. describe such sentences. They themselves on describes objects demonstrates simple words. Ideas are things as their are using most familiar of interest control over the Writes their own beginning to be surroundings, their important topics of interest. including the elements of name, connected by a daily activities, and connecting words, Errors occur, but advantages and communication and copies/writes topic. Able to the people around transitions, and the intent of the disadvantages language. Students names of familiar produce simple them. They are more varied communication is involved; and write in a variety of objects, and descriptions of using descriptive sentence types. usually clear. presents a formats, both conveys meaning everyday objects, words, singulars They are Begins to use personal opinion expository and through drawings. simple informal and plural word attempting more academic about an issue. literary. Aware of sound to messages, as well forms, advanced types of vocabulary and are Writes brief Communications symbol as label diagrams. prepositions, and punctuation. capable of writing descriptions of a are adequately relationships, They are transitional words. in a number of process using developed and often representing attempting to use genres. appropriate appropriate to a word with its capital letters and transitional audience and beginning punctuation as language. Their purpose. Errors that consonant. With well as the lines on use of punctuation are made do not assistance, can their paper. They approaches that interfere with write a patterned are able to of grade level as communication. sentence and fill in produce simple does their facility a questionnaire sentences, to use appropriate about themselves. including conventions and

25 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

questions, in the spelling. present tense using familiar, learned patterns.

26 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE SIX: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 6* “Meeting Skills Expectations” Listening Understands Understands Understands the Understands, at a Understands when Understands the Listens purposefully familiar simple directions, main points in general level, people speak at main points and to understand, words/expressions questions, clear and simple overheard normal speed on the important respond, and (e.g., thank you, announcements, messages and conversations, familiar topics. details of audio analyze oral excuse me) and and descriptions of instructions when simple short Understands the text provided information and understands familiar objects delivered slowly narratives, main points of standard ideas from a range simple, concrete provided the (e.g., how to get dialogues of overheard language is used of texts including questions about speaker speaks from X to Y). movies or news discussions. and the topic is narratives, themselves, their slowly and clearly Understands high stories if the topics Understands audio one of interest. instructions, families, and their with significant frequency phrases are familiar and if text dealing with Understands the explanations, immediate pauses. and vocabulary the speech is slow familiar topics as main points in a reports, and surroundings Understands related to personal and clear. Can well as relatively long opinions. Selects provided the numbers, times, interests. Extracts generally recognize announcements, overheard and uses speaker speaks and other pieces of important changes in the and television conversation. appropriate slowly and clearly. short information information from topic of discussion. shows (if Understands strategies to Understands if given slowly and audio texts (e.g. Listens to other supported by detailed oral construct meaning simple classroom clearly. sports scores, students’ visuals). There instructions. before, during, and instructions, such Understands most weather forecasts) classroom may be a need to Understands after listening. as ‘Stand up, of a story when it provided the contributions and repeat particular clear and Identifies speaker’s please” when is read slowly and message is uses these words and phrases organized viewpoint and expressed slowly clearly and is delivered clearly. responses as or to replay text. classroom talks purpose; restates or and clearly, accompanied with Understands models for their and summarizes major possibly with visuals. isolated, familiar own. presentations points and accompanying words and phrases provided there is supporting details; gestures. Often when listening to some prior draws conclusions. recognizes spoken clear, slow, and knowledge of the words similar to basic text read topic. those in known aloud. languages. Can identify the names 27 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE SIX: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 6* “Meeting Skills Expectations” of common colours when heard.

Spoken Provides basic Interacts by Expresses common Takes part in Participates in Initiates Uses oral language Interaction information such answering simple greetings (e.g., simple social simple phone calls conversation and to interact as name and age questions with Happy Birthday), interactions asking with a known can help to appropriately with when requested single words or feelings (e.g., I am someone to repeat person or a sustain it. others in pairs, and and can ask the short sentences. cold, I am hungry, I themselves or conversational Participates in small and large same of another. Makes simple am sorry), and asking appropriate exchange with a relatively lengthy group situations Uses one or two needs known (e.g., questions (e.g., questions to peer on a familiar conversations (e.g., asking learned the loan of a pencil what time is the ensure the other topic. Explains to a with peers on questions to explore expressions of or an eraser). Asks bus arriving? how person teacher when and subjects of others’ ideas and greeting, farewell, and responds to much is that?). understands them. where they are common interest viewpoints, and politeness questions such as Participates in a Can ask for, and having difficulty. provided others discussing, sharing, (e.g., hello, how they are short telephone offer, simple Repeats what has make an effort as and comparing goodbye, please). feeling, time of conversation if explanations. Asks been said and can well. Actively ideas and opinions, Uses gestures to day, and the they have for a word to be convey this to participates in completing tasks request location of familiar prepared spelled out and another. Expresses group work, and contributing to information and objects. Meets previously. Can can spell out opinions on expressing group success). can express a lack and takes leave of exchange names or simple familiar topics and opinions and of understanding. people using information about words themselves. asks others for making appropriate everyday events their opinions. suggestions. Asks expressions. using simple Offers comments spontaneous vocabulary. Makes and otherwise questions. and accepts contributes in a apologies. small group situation

Spoken Expresses basic Introduces Describes basic Describes, using Describes a variety Speaks in a Uses oral language Production personal themselves parts of daily life simple words, daily of familiar subjects comprehensible appropriately to information such providing basic such as favourite events, personal related to interests and fairly fluent express a range of 28 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE SIX: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 6* “Meeting Skills Expectations” as name, age, and information. foods, how to get experiences, including personal manner using a information and country of origin. Expresses to their homes, opinions, likes and goals and large number of ideas in formal and Expresses how preferences. and their pets. dislikes. Provides intentions. Can different words informal situations they are feeling Briefly talks about Can indicate some information justify point of and expressions, including presenting using simple, personal, concrete personal strengths concerning their view. Retells a but perhaps an oral report based standard plans (e.g., plans and weaknesses. culture’s simple story pausing to self- on research, a expressions. for the weekend or celebrations and read/heard in class correct. demonstration, and Names some holiday special events. and describes what Describes a short common objects in celebrations) and Can say most is occurring in a incidents, dramatization. familiar describes familiar numbers (including film or book. Can expresses Speaks clearly and environments objects (e.g., years) without offer an opinion of feelings, and expressively in (e.g., pieces of favourite sports, hesitation. a short story or answers classroom clothing and number, ages, and other text straightforward presentations commonplace food occupations of examined in class. questions. adjusting voice, items). their family Explains clearly tone, and language members).Can how something is to a variety of name some done or used. situations. specific vocabulary Can present an terms. argument clearly enough to be understood most of the time.

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE SIX: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 6* “Meeting Skills Expectations” encountered. signs/posters familiar topics of main points in a words, diagrams, subjects being strategies to which use personal interest; straightforward and illustrations to studied. construct meaning everyday language follows a set of written support reading Understands before, during, and and have clear, written communication if comprehension. most vocabulary after reading. accompanying instructions the topic is Can understand in narrative text. Explores the form visuals. Can especially if familiar. Uses the factual text and Can understand and function of identify key words accompanied by alphabet to find simple reports on most subject texts read. Reads (e.g., names of visuals. particular items in familiar topics specific words. grade appropriate people and places) Understands most lists (e.g., the (e.g., a movie texts to increase in text. of what happens in telephone review). Can fluency (120-160 a simple, book).Can follow distinguish WCPM orally; 160- straightforward instructions for between factual 210 WCPM silently) short story and can using everyday and fictional text. and expression. identify the story’s equipment (e.g., Adjusts reading rate main characters. ticket dispensers to purpose and text Can understand and vending demands. the gist of short machines). articles and ads in age-appropriate magazines provided the subjects are familiar.

Writing Writes the Begins, with Uses Describes common Begins to have Writes about A Grade Six student alphabet support, to use straightforward objects or familiar sufficient familiar topics performing at Level independently subject area sentences and places using short, vocabulary to using comparison 4 of the 6 point ELA and, with vocabulary and expressions to straightforward express and contrast; curriculum rubric assistance, some descriptive words. describe such sentences. They themselves on describes objects writes compositions simple words. Ideas are things as their are using most familiar of interest that are clear and Writes own name, beginning to be surroundings, their important topics of interest including the straightforward. 30 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE SIX: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 6* “Meeting Skills Expectations” copies/writes connected by a daily activities, and connecting words, to them. Errors advantages and The compositions names of familiar topic. Produces the people around transitions, and occur, but the disadvantages are adequately objects, and simple descriptions them. They are more varied intent of the involved; and developed, conveys meaning of everyday using descriptive sentence types. communication is presents a appropriate to through drawings. objects, simple words, singulars They are usually clear. personal opinion purpose, and show Aware of sound to informal messages, and plural word attempting more Begins to use about an issue. some awareness of symbol as well as labels in forms, advanced types of academic Writes brief audience. The relationships, diagrams. prepositions, and punctuation. vocabulary and are descriptions of a student often representing Attempts to use transitional words. capable of writing process using demonstrates a word with its capital letters and in a number of appropriate control over the beginning punctuation as genres. transitional language elements consonant. With well as lines on language. Use of and techniques. assistance, they their paper. They punctuation Minor errors, may can write a are able to approaches that be noticeable, but patterned produce simple of grade level as do not impede sentence and can sentences, does their facility communication. fill in a including to use questionnaire questions, in the appropriate about themselves. present tense conventions and using familiar, spelling. learned patterns.

31 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE SEVEN: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 7* “Meeting Skills Expectations” Listening Understands Understands Understands the Understands, at a Understands when Understands the Listens critically to familiar simple directions, main points in general level, people speak at main points and understand and words/expressions questions, clear and simple overheard normal speed on the important analyze oral (e.g., thank you, announcements, messages and conversations, familiar topics. details of audio information and excuse me) and and descriptions of instructions when simple short Understands the text provided ideas from a wide understands familiar objects delivered slowly narratives, main points of standard range of texts (e.g., simple, concrete provided the (e.g., how to get dialogues of overheard language is used complex questions about speaker speaks from X to Y). movies or news discussions. and the topic is instructions, oral themselves, their slowly and clearly Understands stories if the topics Understands audio one of interest. explanations and families, and their with significant phrases and high are familiar and if text dealing with Understands the reports, opinions or immediate pauses. frequency the speech is slow familiar topics as main points in a viewpoints, and surroundings Understands vocabulary related and clear. Can well as relatively long messages presented provided the numbers, times, to personal generally recognize announcements, overheard in the media). speaker speaks and other pieces of interests. Extracts changes in the and television conversation. Selects and uses slowly and clearly. short information important topic of discussion. shows (if Understands appropriate Understands if given slowly and information from Listens to other supported by detailed oral strategies to simple classroom clearly. audio texts (e.g. students’ visuals). There instructions. construct meaning instructions, such Understands the sports scores, classroom may be a need to Understands before, during, and as ‘Stand up, most important weather forecasts) contributions and repeat particular clear and after listening. please” when information in a provided the uses these words and phrases organized Displays active expressed slowly straightforward message is responses as or to replay text. classroom talks listening behaviours and clearly, talk provided delivered clearly. models for their and (e.g., focusing on possibly with something is Understands own. presentations the message of the accompanying already known isolated, familiar provided there is speaker, making gestures. Often about the subject words and phrases some prior reasonable recognizes spoken and the talk is when listening to knowledge of the predictions, words similar to accompanied by clear, slow, and topic. checking for those in known pictures or basic text read understanding, languages. Can drawings. aloud. recognizing when identify the names Understands most information is of common colours of a story when it making sense, and 32 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE SEVEN: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 7* “Meeting Skills Expectations” when heard. is read slowly and making notes). clearly and is accompanied with visuals.

Spoken Provides basic Interacts by Expresses common Takes part in Participates in Initiates Uses oral language Interaction information such answering simple greetings (e.g., simple social simple phone calls conversation and to interact as name and age questions with Happy Birthday), interactions asking with a known can help to appropriately with when requested single words or feelings (e.g., I am someone to repeat person or a sustain it. others in pairs, and and can ask the short sentences. cold, I am hungry, I themselves or conversational Participates in small and large same of another. Makes simple am sorry), and asking appropriate exchange with a relatively lengthy group situations Uses one or two needs known (e.g., questions (e.g., questions to peer on a familiar conversations (e.g., asking learned the loan of a pencil what time does ensure the other topic. Explains to a with peers on questions to explore expressions of or an eraser). Asks the bus arrive? person teacher when and subjects of others’ ideas and greeting, farewell, and responds to how much is understands them. where they are common interest viewpoints, and politeness questions such as that?). Participates Can ask for, and having difficulty. provided others discussing, sharing, (e.g., hello, how they are in a short offer, simple Repeats what has make an effort as and comparing goodbye, please). feeling, time of telephone explanations. Asks been said and can well. Actively ideas and opinions, Uses gestures to day, and the conversation if for a word to be convey this to participates in completing tasks request location of familiar they have spelled out and another. Expresses group work, and contributing to information and objects. Meets prepared can spell out opinions on expressing group success). can express a lack and takes leave of previously. Can names or simple familiar topics and opinions and of understanding. people using exchange words themselves. asks others for making appropriate information about their opinions. suggestions. Asks expressions. Can everyday events Offers comments spontaneous make using simple and otherwise questions. introductions of vocabulary. Makes contributes in a self and others. and accepts small group apologies. situation.

33 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE SEVEN: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 7* “Meeting Skills Expectations” Spoken Expresses basic Introduces Describes basic Describes, using Describes a variety Speaks in a Uses oral language Production personal themselves parts of daily life simple words, daily of familiar subjects comprehensible appropriately to information such providing basic such as favourite events, personal related to interests and fairly fluent express a range of as name, age, and information. foods, how to get experiences, including personal manner using a information and country of origin. Expresses to their homes, opinions, likes and goals and large number of ideas in formal and Expresses how preferences. and their pets. dislikes. Provides intentions. Can different words informal situations they are feeling Briefly talks about Can indicate some information justify point of and expressions, including presenting using simple, personal, concrete personal strengths concerning their view. Retells a but perhaps an oral report based standard plans (e.g., plans and weaknesses. culture’s simple story pausing to self- on research, a expressions. for the weekend or celebrations and read/heard in class correct. demonstration, and Names some holiday special events. and describes what Describes a short common objects in celebrations) and Can say most is occurring in a incidents, dramatization. familiar describes familiar numbers (including film or book. Can expresses Speaks clearly and environments objects (e.g., years) without offer an opinion of feelings, and expressively in (e.g., pieces of favourite sports, hesitation. a short story or answers classroom clothing and number, ages, and other text straightforward presentations commonplace food occupations of examined in class. questions. adjusting voice, items). their family Explains clearly tone, and language members).Can how something is to a variety of name some done or used. situations. specific vocabulary Can present an terms. argument clearly enough to be understood most of the time

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE SEVEN: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 7* “Meeting Skills Expectations” words have been “Happy Birthday”. in short text around the school. concern areas of to personal and uses previously Understands dealing with Understands the interest. Uses key interests and/or appropriate encountered. signs/posters familiar topics of main points in a words, diagrams, subjects being strategies to which use personal interest; straightforward and illustrations to studied. construct meaning everyday language follows a set of written support reading Understands before, during, and and have clear, written communication if comprehension. most vocabulary after reading. accompanying instructions the topic is Can understand in narrative text. Explores the form visuals. Can especially if familiar. Uses the factual text and Can understand and function of identify key words accompanied by alphabet to find simple reports on most subject texts read. Reads (e.g., names of visuals. particular items in familiar topics specific words. grade appropriate people and places) Understands most lists (e.g., the (e.g., a movie texts to increase in text. Recognizes of what happens in telephone review). Can fluency (120-160 important a simple, book).Can follow distinguish WCPM orally; 160- information on straightforward instructions for between factual 210 WCPM silently) promotional short story and can using everyday and fictional text. and expression. material (e.g., identify the story’s equipment (e.g., Adjusts reading rate price, date, and main characters. ticket dispensers to purpose and text time on posters). Can understand and vending demands. the gist of short machines). articles and ads in age-appropriate magazines provided the subjects are familiar.

Writing Writes the Begins, with Uses Describes personal Begins to have Writes about A Grade Seven alphabet support, to use straightforward experiences, sufficient familiar topics student performing independently subject area sentences and common objects or vocabulary to using comparison at Level 4 of the 6 and, with vocabulary and expressions to familiar places express and contrast; point ELA 35 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE SEVEN: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 7* “Meeting Skills Expectations” assistance, some descriptive words. describe such using short, themselves on describes objects curriculum rubric simple words. Ideas are things as their straightforward most familiar of interest writes compositions Writes (or prints) beginning to be surroundings, their sentences. They topics of interest including the that are clear and their own name, connected by a daily activities, and are using to them. Errors advantages and straightforward, copies/writes topic. Able to the people around important occur, but the disadvantages adequately names of familiar produce simple them. They are connecting words, intent of the involved; and developed, objects, and descriptions of using descriptive transitions, and communication is presents a appropriate to conveys meaning everyday objects, words, singulars more varied usually clear. personal opinion purpose, and shows through drawings. simple informal and plural word sentence types. Begins to use about an issue. an awareness of Aware of sound to messages, as well forms, They are academic Writes brief audience. The symbol as label diagrams. prepositions, and attempting more vocabulary and are descriptions of a student relationships, They are transitional words. advanced types of capable of writing process using demonstrates often representing attempting to use punctuation. in a number of appropriate control over the a word with its capital letters and genres. transitional language elements beginning punctuation. They language. Use of and techniques. consonant. With are able to punctuation Minor errors, assistance, writes a produce simple approaches that though noticeable, patterned sentences, of grade level as do not impede sentence and fills including does their facility communication. in a questionnaire questions, in the to use about themselves. present tense appropriate using familiar, conventions and learned patterns. spelling.

36 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRADE EIGHT: CFR GLOBAL DESCRIPTORS AND ELA ALIGNMENT CFR Levels A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 ELA Grade 8* “Meeting Skills Expectations” Listening Understands Understands Understands the Understands, at a Understands when Understands the main Listens critically familiar simple directions, main points in general level, people speak at points and the from a wide variety words/expressio questions, clear and simple overheard normal speed on important details of of oral texts to ns (e.g., thank announcements, messages and conversations, familiar topics. audio text provided understand, gather you, excuse me) and descriptions instructions when simple short Understands the standard language is information, follow and understands of familiar delivered slowly narratives, main points of used and the topic is directions, form an simple, concrete objects provided (e.g., how to get dialogues of overheard one of interest. opinion, and questions about the speaker from X to Y). movies or news discussions. Understands the main analyze oral themselves, speaks slowly and Understands stories if the Understands audio points in a relatively presentations for their families, clearly with phrases and high topics are familiar text dealing with long overheard diverse opinions, and their significant frequency and if the speech familiar topics as conversation. presenter’s point of immediate pauses. vocabulary related is slow and clear. well as Understands detailed view, values and surroundings Understands to personal Can generally announcements, oral instructions. biases, stereotypes, provided the numbers, times, interests. Extracts recognize changes and television Understands clear and or prejudices. speaker speaks and other pieces important in the topic of shows (if organized classroom Selects and uses slowly and of short information from discussion. Listens supported by talks and appropriate clearly. information if audio texts (e.g. to other students’ visuals). There presentations strategies to Understands given slowly and sports scores, classroom may be a need to provided there is some construct meaning simple clearly. weather contributions and repeat particular prior knowledge of the before, during, and classroom Understands the forecasts) uses these words and phrases topic. after listening. instructions, most important provided the responses as or to replay text. Displays the such as ‘Stand information in a message is models for their behaviours of an up, please” straightforward delivered clearly. own. effective and active when expressed talk provided Understands listener including slowly and something is isolated, familiar adapting listening clearly, possibly already known words and and focus to with about the subject phrases when purpose and accompanying and the talk is listening to clear, situation, gestures. Often accompanied by slow, and basic determining recognizes pictures or text read aloud. whether fact or 37 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

spoken words drawings. opinion is being similar to those Understands expressed, and in known most of a story seeking clarification languages. Can when it is read when meaning is identify the slowly and clearly not clear. names of and is common colours accompanied when heard. with visuals.

Spoken Provides basic Interacts by Expresses Takes part in Participates in Initiates conversation Uses oral language Interaction information such answering simple common greetings simple social simple phone calls and can help to to interact as name and age questions with (e.g., Happy interactions with a known sustain it. Participates purposefully, when requested single words or Birthday), feelings asking someone person or a in relatively lengthy confidently, and and can ask short sentences. (e.g., I am cold, I to repeat conversational conversations with respectfully in a others for that Makes simple am hungry, I am themselves or exchange with a peers on subjects of variety of situations information. needs known sorry), and asking peer on a familiar common interest including one-to- Uses one or two (e.g., the loan of questions (e.g., appropriate topic. Explains to a provided others make one, small group, learned a pencil or an what time is questions to teacher when and an effort as well. and large group expressions of eraser). Asks and lunch? how much ensure the other where they are Actively participates in situations greeting, responds to is that?). person having difficulty. group work, (expressing feelings farewell, and questions such as Participates in a understands Repeats what has expressing opinions and viewpoints and politeness (e.g., how they are short telephone them. Can ask been said and can and making contributing to hello, goodbye, feeling, time of conversation if for, and offer, convey this to suggestions. Asks group harmony). please). Uses day, and the they have simple another. Expresses spontaneous gestures to location of prepared explanations. Asks opinions on questions. request familiar objects. previously. Can for a word to be familiar topics and information and Meets and takes exchange spelled out and asks others for can express a leave of people information about can spell out their opinions. lack of using appropriate everyday events names or simple Offers comments understanding. expressions. Can using simple words and otherwise make vocabulary. themselves. contributes in a introductions of Makes and small group self and others. accepts apologies. situation.

38 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

information such providing basic such as favourite daily events, related to interests fairly fluent manner effectively express as name, age, information. foods, how to get personal including personal using a large number information and and country of Expresses to their homes, experiences, goals and of different words and ideas of complexity origin. Expresses preferences. and their pets. opinions, likes and intentions. Can expressions, but in formal and how they are Briefly talks Can indicate dislikes. Provides justify point of perhaps pausing to informal situations feeling using about personal, personal strengths some information view. Retells a self-correct. Describes including presenting simple, standard concrete plans and weaknesses. concerning their simple story incidents, expresses oral responses to expressions. (e.g., plans for culture’s read/heard in class feelings, and answers texts; focused oral Names some the weekend or celebrations and and describes straightforward presentations (with common objects holiday special events. what is occurring questions. Explains introductions, in familiar celebrations) and Can say most in a film or book. clearly how something bodies, transitions environments describes familiar numbers Can offer an is done or used. Can and conclusions); (e.g., pieces of objects (e.g., (including years) opinion of a short present an argument poetry recitations; clothing and favourite sports, without story or other text clearly enough to be dramatic readings; commonplace number, ages, hesitation. examined in class. understood most of speeches; mini- food items). and occupations the time. debates; and of their family meetings. Uses members).Can volume and name some presentation specific techniques vocabulary terms. appropriate to audience and purpose.

Reading Recognizes some Recognizes words Locates important Reads patterned Understands text Reads and Reads, responds, words and previously information in and predictable of various lengths understands and demonstrates straightforward encountered as simple text; text. Understands as long as the straightforward comprehension of a sentences in well as short text understands much everyday visual words used are factual text on variety of visual and simple text if messages such as of what is written text such as signs familiar and/or subjects related to digital texts. Selects these words “Happy in short text around the concern areas of personal interests and uses have been Birthday”. dealing with school. interest. Uses key and/or subjects being appropriate previously Understands familiar topics of Understands the words, diagrams, studied. Understands strategies to encountered. signs/posters personal interest; main points in a and illustrations to most vocabulary in construct meaning which use follows a set of straightforward support reading narrative text. Can before, during, and everyday clear, written written comprehension. understand most after reading.

39 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

language and instructions communication if Can understand subject specific words. Understands how have especially if the topic is factual text and an author organized accompanying accompanied by familiar. Uses the simple reports on text to achieve unity visuals. Can visuals. alphabet to find familiar topics and coherence. identify key Understands most particular items in (e.g., a movie Reads grade words (e.g., of what happens lists (e.g., the review). Can appropriate texts to names of people in a simple, telephone distinguish increase fluency and places) in straightforward book).Can follow between factual (140-180 WCPM text. Recognizes short story and instructions for and fictional text. orally; 180-230 important can identify the using everyday WCPM silently) and information on story’s main equipment (e.g., expression. promotional characters. Can ticket dispensers material (e.g., understand the and vending price, date, and gist of short machines). time on posters). articles and ads in age-appropriate magazines provided the subjects are familiar.

Writing Writes the Beginning, with Uses Describes Begins to have Writes about familiar A Grade Eight alphabet support, to use straightforward personal sufficient topics using student performing independently subject area sentences and experiences, vocabulary to comparison and at Level 4 of the 6 and, with vocabulary and expressions to common objects express contrast; describes point ELA assistance, some descriptive describe such or familiar places themselves on objects of interest curriculum rubric simple words. words. Ideas are things as their using short, most familiar including the writes compositions Writes (or prints) beginning to be surroundings, straightforward topics of interest advantages and that are clear and their own name, connected by a their daily sentences. Using to them. Errors disadvantages straightforward. copies/writes topic. Able to activities, and the important occur, but the involved; and present The compositions names of produce simple people around connecting words, intent of the a personal opinion are adequately familiar objects, descriptions of them. Uses transitions, and communication is about an issue. Writes developed, and conveys everyday objects, descriptive words, more varied usually clear. brief descriptions of a appropriate to meaning simple informal singulars and sentence types. Writes in a number process using purpose, and show through messages, as well plural word forms, Attempting more of genres and uses appropriate an awareness of drawings. as label diagrams. prepositions, and advanced types of some vocabulary transitional language. audience. The

40 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

Aware of sound Attempts to use transitional punctuation. from those genres. Use of punctuation student to symbol capital letters words. approaches that of demonstrates relationships, and punctuation. grade level as does control over the often Produces simple their facility to use language elements representing a sentences, appropriate and techniques. word with its including conventions and Minor errors, beginning questions, in the spelling. though noticeable, consonant. With present tense do not impede assistance, using familiar, communication. writes a learned patterns. patterned sentence and fills in a questionnaire about themselves.

41 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

42 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

PART 2 – CFR WRITING DESCRIPTORS, EAL RUBRICS, AND EXEMPLARS

GRADES 1 – 8

43 

Saskatchewan Common Framework of Reference Saskatchewan Ministry of Education: CFR Writing 1-8

GLOBAL WRITING DESCRIPTORS: GRADES 1-2 A 1.1 - Grades 1-2

Grades 1-2 students at A 1.1 have a limited vocabulary repertoire of isolated words and phrases. At the A 1.1 stage, students can print their own name, copy/print names of familiar objects, and convey meaning through drawings. They are aware of left to right directionality and have some awareness of sound to symbol relationships.

VOCABULARY  Prints/copies simple words with assistance. • Knowledge of words  Writes (prints) words of personal significance (e.g., mother, father). • Word choice CONVENTIONS  Makes marks on paper with a range of writing materials.  Phonemic awareness  Holds writing tools effectively.  Print knowledge  Writes the alphabet with reasonable accuracy.  Spelling  Demonstrates some awareness of sound-symbol relationship.  May represent words with the word’s first letter(s). MECHANICS  May be some separation between words. • Punctuation • Capitalization GRAMMAR AND SYNTAX IDEAS  May convey meaning through personal drawing. • Meaning • Details • Clarity ORGANIZATION  Uses left to right directionality. • Sequencing • Coherence • Transitioning FORM  Can copy or print own name. • Following models  Can copy labels on familiar objects in a picture or diagram (e.g., boy, girl, • Using different chair, house, etc.). genres • Using sentence variety

44 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

A 1.2 - Grades 1-2

Grades 1-2 students at A 1.2 can produce simple descriptions of everyday objects, simple informal messages, as well as label diagrams. They are attempting to use capital letters and punctuation as well as the lines on their paper. They are able to produce simple sentences in the present tense using familiar, learned patterns.

VOCABULARY  Writes (prints) simple descriptions of everyday objects (e.g., a brief • Knowledge of words description of their home or pet) using a very limited number of • Word choice descriptive words.  Fills in gapped text using a word list of familiar words. CONVENTIONS  Represents sound-symbol relationships with some accuracy.  Phonemic awareness  Prints some simple sight words (e.g., and, the) with assistance.  Print knowledge  Attempts to represent simple words phonetically, particularly beginning  Spelling and ending consonants. MECHANICS  Attempts the use of capital letters and periods.  Punctuation  Leaves spaces between most words.  Capitalization GRAMMAR AND SYNTAX  Writes (prints) in the simple, present tense given a sentence frame (e.g., I like games).  Attempts the use of singulars and plurals. IDEAS  Writes (prints) very simple informal messages (e.g., a note on a • Meaning postcard or a note to wish a friend a happy birthday). • Details  Writes (prints) simple information about themselves (e.g., their name • Clarity and age).  Labels personal drawings with familiar words (e.g., dog, house, etc.). ORGANIZATION  Usually attempts to make use of the paper’s lines. • Sequencing  • Coherence • Transitioning FORM  Copies or prints words and simple phrases being learned in class. • Following models  Prints a simple sentence using a familiar, learned pattern. • Using different genres • Using sentence variety

45 

Saskatchewan Common Framework of Reference Saskatchewan Ministry of Education: CFR Writing 1-8

A 2.1 - Grades 1-2

Grades 1-2 students at A 2.1 begin to use descriptive words, prepositions, and the conjunction, ‘and’. They can use simple sentences and expressions to describe common objects and activities. They are beginning to use the past tense and singular and plural forms of words with growing accuracy.

VOCABULARY  Begins to use a range of descriptive words when writing about a familiar • Knowledge of words topic. • Word choice  Begins to use simple prepositions (e.g., on, in, above, below).  Produces personal word lists of familiar, recurring words.  Writes (prints), with the help of visuals, simple descriptions such as where they live and directions on how to get there. CONVENTIONS  Writes (prints) a growing number of sight words with increasing  Phonemic awareness accuracy.  Print knowledge  Attempts phonetic spelling for entire words.  Spelling MECHANICS  Uses capitalization and final punctuation (e.g.,”!” and”?”) though with  Punctuation various errors.  Capitalization  Consistently leaves spaces between words. GRAMMAR AND SYNTAX  Aware of singular and plural word forms and uses these with some accuracy.  Writes (prints) short sentences on familiar topics in the simple past tense. IDEAS  Writes (prints) brief, straightforward notes of greeting, invitation, • Meaning appreciation, and thanks. Can respond to such notes. • Details  Writes (prints) short notes expressing wants and preferences. • Clarity  Uses simple sentences and expressions to describe such things as surroundings, daily activities, and people around them.

ORGANIZATION  Writes (prints) an introduction and/or conclusion to a story (given • Sequencing assistance). • Coherence  Begins to use connecting words (e.g., ‘and’, ‘because’) as connecting • Transitioning words. FORM  Labels visuals such as pictures, charts, diagrams, and/or maps. • Following models  Creates patterned sentences following a given model. • Using different  Writes simple questions following a given model. genres  Begins to use compound sentences. • Using sentence variety

46 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

A 2.2 - Grades 1-2

Grades 1-2 students at A 2.2 can communicate information on familiar topics using simple grammatical structures. Students at the A 2.2 stage are beginning to use additional parts of speech and an increased range of grammatical structures.

VOCABULARY  Has enough vocabulary to very briefly describe an aspect of daily life, an • Knowledge of words event, or a personal experience using simple language (e.g., a daily • Word choice routine, a party, or a celebration).  Fills in missing facts, names, and subject specific terms in simple gapped text. CONVENTIONS  Demonstrates knowledge of beginning blends.  Phonemic awareness  Spells common, high-frequency words with increasing accuracy.  Print knowledge  Spelling

MECHANICS  Uses capitals and final punctuation with increasing accuracy.  Punctuation  Capitalization GRAMMAR AND SYNTAX  Uses simple grammatical structures.  Begins to use pronouns.  Writes short sentences using irregular past tense verbs (e.g., ate, drank, saw). IDEAS  Provides some concrete details such as where, what, and when. • Meaning  Provides descriptions of common objects or familiar places using short, • Details simple sentences. • Clarity  Writes (prints) a summary sentence of a text’s main idea.  Writes (prints) key words during an oral presentation. ORGANIZATION  Writes (prints) straightforward text using transitional words such as • Sequencing “and”, “but” and “because”. • Coherence  Stays on one topic for the most part. • Transitioning FORM  Writes (prints) a simple note providing information or expressing • Following models appreciation. • Using different  Writes (prints) straightforward questions. genres  Writes (prints) very simple stories (e.g., the best holiday ever, what my • Using sentence dog did). variety  Writes (prints) compound sentences (often overusing “and”, “but” and “because”).  Co-constructs a simple paragraph with support.

47 

Saskatchewan Common Framework of Reference Saskatchewan Ministry of Education: CFR Writing 1-8

B 1.1 - Grades 1-2

Grades 1-2 students at B 1.1 have sufficient vocabulary to express themselves (often with some circumlocutions) on most familiar topics of interest to them. Errors occur, but the intent of the communication is usually clear. B 1.2 students are beginning to use content area vocabulary.

VOCABULARY  Uses some content area vocabulary. • Knowledge of words  Uses prepositions with increased accuracy. • Word choice  Has sufficient vocabulary to write (print) simple descriptions on a number of familiar topics of interest. CONVENTIONS  Demonstrates knowledge of final blends.  Phonemic awareness  Demonstrates knowledge of digraphs (e.g., ’th’, ‘wh’ and ‘ch’ sounds)  Print knowledge  Spells common words accurately.  Spelling MECHANICS  Uses capitals and basic punctuation with increasing accuracy.  Punctuation  Capitalization GRAMMAR AND SYNTAX  Demonstrates some understanding of word order.  Experiments with verb tenses and inflected endings (-ed, -ing).  Attempts subject-verb agreement.  Uses singular and plural word forms with increasing accuracy. IDEAS  Writes (prints) short, simple descriptions on subjects of interest. • Meaning  Writes (prints) short notes asking for or giving simple information. • Details  Writes (prints) simple instructions about familiar procedures with • Clarity assistance such as a writing frame.  Adds descriptors including adjectives and adverbs. ORGANIZATION  Sequences text with support. • Sequencing  Uses complete sentences connected to each other. • Coherence  Ideas are generally on one topic. • Transitioning FORM  Summarizes simple, familiar text. • Following models  Writes (prints) a short, simple paragraph with support. • Using different  Writes (prints) a description of a familiar event, person or object. genres  Experiments with complex sentences by linking a series of shorter • Using sentence elements into a linear sequence. variety

48 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

B 1.2 - Grades 1-2

Grades 1-2 students at B 1.2 can produce simple connected text on topics which are familiar or are of personal interest. B 1.2 students can describe experiences and events and briefly give reasons and explanations for opinions and plans.

VOCABULARY  Uses subject specific vocabulary on a frequent basis. • Knowledge of words  Uses prepositions with repeated accuracy. • Word choice CONVENTIONS  Edits own work with support.  Phonemic awareness  Uses grade appropriate conventions and spellings for the most part.  Print knowledge  Demonstrates knowledge of vowel diphthongs (e.g., ’oo’, ‘ ie’, and ‘ae’  Spelling sounds).  MECHANICS  Beginning to use advanced punctuation appropriate to grade level (e.g.,  Punctuation commas and apostrophes).  Capitalization  Capitalization of common, familiar words is mostly accurate. GRAMMAR AND SYNTAX  Demonstrates significant control of word order and the formation of plurals.  Uses multiple verb tenses, inflected endings, and subject verb agreement with increasing accuracy. IDEAS  Writes about familiar topics using comparisons and contrasts. • Meaning  Describes objects of interest (e.g., a favourite toy or game).explaining • Details the advantages and disadvantages involved. • Clarity  Presents, in simple sentences, a personal opinion about an issue or event.  Writes (prints) simple instructions about familiar procedures.  Provides details about story elements (e.g., character, setting) using a graphic organizer. ORGANIZATION  Sequences text. • Sequencing  Begins to use transition words (e.g., “first”, “next” and “then”. • Coherence • Transitioning FORM  Writes (prints) short summaries of narrative or expository text including • Following models audio-visual productions. • Using different  Writes (prints) short descriptive, narrative, or expository text. genres  Writes (prints) personal letters describing feelings, experiences, and • Using sentence reactions. variety  Recounts personal experiences.  Writes (prints) or makes other representations when listening to a presentation.  Writes complex sentences given support.

49 

Saskatchewan Common Framework of Reference Saskatchewan Ministry of Education: CFR Writing 1-8

EAL WRITING RUBRICS: GRADE 1 – 2

Grades 1-2 A1.1 A1.2 A2.1 A2.2 B1.1 B1.2

VOCABULARY -can print/write -uses limited -beginning to use -can use descriptive -sometimes uses -often uses content - knowledge of words simple words with descriptive words descriptive words words content area area vocabulary - word choice assistance (e.g. colours, sizes, when writing about -might include vocabulary -uses prepositions -may write words of shapes) familiar subjects prepositions, with -uses prepositions with accuracy personal relevance -can use errors with increased (e.g. mom, dad) prepositions, with -beginning to use accuracy assistance content area -can produce vocabulary personal word lists of familiar or recurring vocabulary

CONVENTIONS -can write alphabet -can represent -uses sight words -demonstrates -demonstrates -edits own work, with - spelling independently sound-symbol with greater accuracy knowledge of knowledge of final support - phonemic -knows how to use a relationships for all -uses phonetic beginning blends blends -uses grade/age awareness writing utensil letters spelling for entire -often spells common -spells common appropriate - print knowledge -awareness of sound- -can use word words words with accuracy words with accuracy conventions with symbol relationship families in writing -demonstrates accuracy -single letter may -beginning to use knowledge of -spells grade/age represent word sight words (and, is digraphs appropriate words (beginning the) with errors accuracy consonant) -beginning to use phonetic spelling for most words (beginning and ending consonants)

MECHANICS -little awareness of -beginning to use -uses capitalization -uses punctuation -uses punctuation -beginning to use - punctuation punctuation and capitals and and punctuation, and capitals with and capitals with advanced - capitalization capitalization rules punctuation, with with some errors increased accuracy accuracy punctuation errors (commas, 50  apostrophes)

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GRAMMAR & -can write in simple -can use singular and -can use simple -demonstrates some -demonstrates SYNTAX present tense using a plurals correctly grammatical control of word control of word sentence frame (e.g. I -can write short structures order, plurals and order, plurals and like apples; I can sentences in simple -can use pronouns, tenses tenses jump) past tense on familiar with errors -experiments with -uses multiple verb topics -writes short verb tenses, with tenses with greater sentences using errors accuracy irregular past tense -uses subject-verb -uses subject-verb verbs agreement with agreement with some errors increasing accuracy -uses inflected -uses inflected endings (-ed, -ing), endings with with some errors accuracy

IDEAS -relies on visuals or -can print/write very -can write short -can provide -can describe -can recount a - meaning illustrations to simple informal sentences expressing descriptions of everyday places, personal experience, - details convey meaning messages wants and common objects or objects or events, with details - clarity -may not attempt to -can print/write preferences familiar places using using complete -can write a short write letters or words simple information -can write short short, simple sentences that are descriptive narrative -may write L1 words about themselves sentences describing sentences connected to each or expository text to communicate -can print/write an image -can write a summary other -can give a brief, simple descriptions -can give personal sentence of a text’s -can write simple, written description of of everyday objects opinion, using a main ideas short descriptions of a process patterned frame -includes increasing personal experiences -adds details and amount of details -adds details and explanations to explanations to convey meaning convey meaning, -can write about with assistance story elements (e.g. -includes adjectives character, setting) and adverbs with graphic organizer

51 

Saskatchewan Common Framework of Reference Saskatchewan Ministry of Education: CFR Writing 1-8

ORGANIZATION -uses left to right -beginning to write -can write on the line -ideas are often -ideas are on one -sequences text - sequencing directionality on the line -ideas are beginning connected by topic topic -beginning to use - coherence to be connected by -sequences text, with transition words (e.g. - transition words topic assistance first, next, then)

FORM -can copy or -can copy or -begins to use ‘and’ -uses compound -uses complex -writes complex - follows models print/write own print/write words as a connecting word sentences, with sentences, with sentences, with - genre of writing name being learned in class overuse of assistance support - sentence variety -can copy or -can label a diagram -can label charts, conjunctions (and, -can produce writing -can produce writing print/write labels on or illustration using diagrams and maps then) in more than one in a variety of genres familiar objects in a familiar words from a -uses limited, -writes simple genre -can complete a picture or diagram list repetitive phrases questions -can complete a simple paragraph, -can fill in gapped -can create patterned simple paragraph, with assistance text using a word list sentences following a with support of familiar words model -relies on patterned -can write simple sentences, with questions, following assistance a model -can respond to simple questions using a sentence frame

52 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

LEARNER WRITING EXEMPLARS: GRADE 1 – 2 Learner Profile for EAL A 1.1

Marty is a Grade One student whose writing is at a low level of A 1.1.

In the writing sample, you will see that Marty: • Prints with assistance; • Holds his pencil correctly; • Has some awareness of sound-symbol relationships; • Conveys meaning through drawing; • Uses left to right directionality.

Learner Profile for EAL A1.2

Kashfia is a Grade One student whose writing is at the A 1.2 level.

In the writing sample, you will see that Kashfia: • Prints simple descriptions of an everyday object using a limited number of descriptive words (cute, baby);

53 

Saskatchewan Common Framework of Reference Saskatchewan Ministry of Education: CFR Writing 1-8

• Represents sound-symbol relationships; • Attempts to represent simple words phonetically (frarit, animal, spiks); • Prints some simple sight words (yes, they); • Leaves spaces between words; • Uses the lines on the paper; • Composes a simple sentence using a familiar learned pattern; • Attempts the use of capitals.

Learner Profile for EAL A 2.1

Moez is a Grade One student whose writing is at a low level of A 2.1.

In the writing sample, you will see that Moez: • Is beginning to use a range of descriptive words (good, nice, beautiful); • Writes a growing number of sight words accurately (animal, like, good, fish); • Attempts phonetic spelling for entire words (eicy, butellfell, miss); • Uses final punctuation and capitalization( with some errors); • Writes/prints simple patterned sentences.

Learner Profile for EAL A 2.2

Siya is a Grade Two student whose writing is at the A 2.2 level.

54 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

In the writing sample, you will see that Siya: • Has sufficient vocabulary to briefly describe an object; • Spells common, high-frequency words with increasing accuracy; • Writes/prints straightforward text using transitional words (because); • Uses final punctuation with increasing accuracy; • Writes/prints compound sentences.

Learner Profile for EAL B 1.1

Lina is a Grade Two student whose writing is at the B 1.2 level.

In the writing sample, you will see that Lina: • Has sufficient vocabulary to print a simple description on a topic of interest; • Spells common words accurately; • Uses basic punctuation with increasing accuracy; • Demonstrates some understanding of word order; • Adds descriptors such as adjectives (small, fluffy, soft); • Ideas are generally on one topic; • Prints a description of a familiar object.

Learner Profile for EAL B 1.2

Jamilah is a Grade Two student whose writing is at the B 1.2 level.

55 

Saskatchewan Common Framework of Reference Saskatchewan Ministry of Education: CFR Writing 1-8

In the writing sample, you will see that Jamilah: • Uses subject specific vocabulary (Africa, carnivore/carnivore, cunning); • Uses grade appropriate conventions and spellings for the most part; • Demonstrates significant control of word order and the formation of plurals; • Uses subject verb agreement with increasing accuracy; • Describes objects of interest explaining the disadvantages involved; • Writes short, descriptive text.

56 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GLOBAL WRITING DESCRIPTORS: GRADES 3-4 A 1.1 - Grades 3-4

Grades 3-4 students at A 1.1 can write the alphabet independently and, with assistance, some simple words. At the A 1.1 stage, students can print their own name, copy/print names of familiar objects, and convey meaning through drawings. They are aware of sound to symbol relationships, often representing a word with its beginning consonant. With assistance, they can write/print a patterned sentence.

VOCABULARY  Writes/prints simple words with assistance. • Knowledge of words  Writes (prints) words of personal significance (e.g., mother, father). • Word choice CONVENTIONS  Writes/prints alphabet independently. • Phonemic  Aware of sound-symbol relationships. awareness  Represents word with a single letter (the beginning consonant). • Print knowledge  Holds writing tools effectively. • Spelling MECHANICS  May be separation between words. • Punctuation • Capitalization GRAMMAR AND SYNTAX  Uses the singulars and plural of words (with significant support).

IDEAS  Writes/prints simple, patterned phrases and sentences on topics of • Meaning personal relevance (with support). • Details  Uses visuals and illustrations to express meaning. • Clarity  May write words in first language in an attempt to communicate. ORGANIZATION  Uses left to right directionality. • Sequencing  Writes/prints on the paper’s lines. • Coherence • Transitioning FORM  Writes/prints patterned sentences with assistance. • Following models  Copies or writes/prints own name. • Using different  Copies or writes/prints labels on familiar objects in a picture or diagram genres (e.g., boy, girl, chair, house, etc.). • Using sentence variety

57 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

A 1.2 - Grades 3-4

Grades 3-4 students at A 1.2 are beginning, with support, to use subject area vocabulary and descriptive words. Their ideas are beginning to be connected by a topic. They are able to produce simple descriptions of everyday objects, simple informal messages, as well as label diagrams. They are attempting to use capital letters and punctuation as well as the lines on their paper. They are able to produce simple sentences in the present tense using familiar, learned patterns.

VOCABULARY  Begins to use subject area vocabulary when given assistance. • Knowledge of words  Begins to use descriptive words (e.g., colours, shapes, sizes) when • Word choice writing about familiar objects.  Fills in gapped text using a word list of familiar vocabulary.  Labels a diagram or picture using a word list of known words.  Writes (prints) simple descriptions of everyday objects (e.g., a brief description of their home, classroom, or pet). CONVENTIONS  Represents sound-symbol relationships. • Phonemic  Uses word families in writing. awareness  Writes/prints some simple sight words (e.g., and, is, the). • Print knowledge  Attempts to represent simple words phonetically, particularly beginning • Spelling and ending consonants.  Spells his/her name and address. MECHANICS  Attempts capital letters and periods. • Punctuation  Leaves spaces between most words. • Capitalization GRAMMAR AND SYNTAX  Writes (prints) in the simple, present tense given a sentence frame (e.g., I like games, I can run).  Attempts the use of singulars and plurals. IDEAS  Writes (prints) simple informal messages (e.g., a note on a postcard or a • Meaning note to wish a friend a happy birthday). • Details  Writes (prints) simple information about themselves (e.g., name, age, • Clarity and some favourite things).  Labels personal drawings with familiar words (e.g., dog, house, etc.). ORGANIZATION  Writes (prints) on the lines. • Sequencing  Begins to connect ideas by topic. • Coherence • Transitioning FORM  Copies or prints words and simple phrases being learned in class. • Following models  Writes (prints) a simple sentence using a familiar, learned pattern. • Using different  Copies short sentences from the board. genres  Writes and responds to simple questions using a sentence frame. • Using sentence  variety

58 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

A 2.1 - Grades 3-4

Grades 3-4 students at A 2.1 begin to use descriptive words, prepositions, and transitional words. They are beginning to use the past tense and the singular and plural forms of words with growing accuracy. They can use straightforward sentences and expressions to describe such things as their surroundings, daily activities, and the people around them.

GRAMMAR AND SYNTAX  Uses singular and plural word forms.  Writes (prints) short sentences on familiar topics in the simple past tense.  Attempts the use of inflected endings (-ed, -ing). IDEAS  Writes (prints) brief, straightforward notes of greeting, invitation, • Meaning appreciation, and thanks. Can respond to such notes. • Details  Writes (prints) short notes expressing wants and preferences. • Clarity  Writes (prints) with the help of illustrations, an explanation of where they live and how to get there.  Uses straightforward sentences and expressions to describe such things as their surroundings, daily activities, and the people around them. ORGANIZATION  Writes (prints) an introduction and/or conclusion to a story (given • Sequencing assistance). • Coherence  Begins to use transition words (e.g., first, next, then) when provided with • Transitioning assistance.  Ideas are on a single topic. FORM  Labels charts, diagrams, and maps. • Following models  Copies dates and facts from short, simple text. • Using different  Creates patterned sentences following a model. genres  Writes (prints) simple questions and responds to simple questions using • Using sentence a sentence frame. variety.

59 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

A 2.2 - Grades 3- 4

Grades 3-4 students at A 2.2 can briefly describe an aspect of daily life, an event, or a personal experience including some concrete details. Students at the A 2.2 stage are beginning to use additional parts of speech and an increased range of grammatical structures.

VOCABULARY  Has enough vocabulary to very briefly describe an aspect of daily life, an • Knowledge of event, or a personal experience using simple language (e.g., a daily routine, words a party, or a celebration). • Word choice  Uses adjectives and adverbs to provide descriptive detail.  Fills in missing facts, names, and subject specific terms in simple gapped text. CONVENTIONS  Spells common, high-frequency words with increasing accuracy. • Phonemic  Edits own work given assistance. awareness  Demonstrates knowledge of digraphs (e.g., ’th’, ‘wh’ and ‘ch’ sounds). • Print knowledge  Edits own work given support. • Spelling MECHANICS  Begins to use more advanced punctuation (e.g., commas, apostrophes, • Punctuation contractions, and quotation marks) with explicit instruction. • Capitalization  Uses capitalization and final punctuation with increasing accuracy. GRAMMAR AND  Uses simple grammatical structures. SYNTAX  Uses pronouns (albeit with errors).  Writes short sentences using irregular past tense verbs (e.g., ate, drank, saw). IDEAS  Provides some concrete details such as where, what, and when. • Meaning  Provides descriptions of common objects or familiar places using short, • Details straightforward sentences. • Clarity  Writes (prints) a summary sentence of a text’s main idea.  Writes (prints) key words during an oral presentation. ORGANIZATION  Writes (prints) straightforward text using transitional words such as “but” • Sequencing and “because”. • Coherence  Uses important connecting words to indicate chronological order (e.g., • Transitioning then, after, later, etc.).  Develops a timeline for a topic. FORM  Writes (prints) a simple note providing information or expressing • Following models appreciation. • Using different  Writes (prints) straightforward questions. genres  Writes (prints) simple stories (e.g., my best holiday ever, my life in the • Using sentence future). variety  Writes (prints) compound sentences independently as well as complex sentences when given assistance.  Uses compound sentences, commonly overusing common conjunctions such as ‘and’ and ‘then’.

60 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

B 1.1 - Grades 3-4

Grades 3-4 students at B 1.1 have sufficient vocabulary to express themselves on most familiar topics of interest to them. Errors occur, but the intent of the communication is usually clear. B 1.1 students are beginning to use academic vocabulary and are capable of writing in a number of genres.

VOCABULARY  Uses some academic vocabulary. • Knowledge of words  Uses prepositions with increased accuracy. • Word choice  Has sufficient vocabulary to write (print) simple descriptions on a number of familiar topics of interest. CONVENTIONS  Demonstrates knowledge of common spelling patterns. • Phonemic  Spells common words accurately. awareness  Edits own work with some support. • Print knowledge • Spelling MECHANICS  Uses capitals and basic punctuation with increasing accuracy. • Punctuation • Capitalization GRAMMAR AND SYNTAX  Demonstrates some facility with word order.  Demonstrates some facility with plurals.  Experiments with verb tenses and inflected endings (-ed, -ing).  Attempts subject-verb agreement. IDEAS  Writes (prints) short, simple descriptions on familiar subjects using • Meaning adjectives and adverbs. • Details  Writes (prints) short notes asking for or giving simple information. • Clarity  Writes (prints) simple instructions about familiar procedures with assistance such as a writing frame.  Reflects on classroom learnings.  Writes about story elements using a graphic organizer. ORGANIZATION  Sequences text with support. • Sequencing  Ideas are generally on one topic. • Coherence  Often repeats ideas to compensate for lack of vocabulary. • Transitioning FORM  Produces writing in a number of genres (e.g., summary, report, journal, • Following models narrative). • Using different  Writes (prints) a description of a familiar event, person, or object. genres  Writes (prints) a simple paragraph with support. • Using sentence  Writes (prints) complex sentences. variety  Experiments with complex sentences by linking a series of shorter elements into a linear sequence.

61 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

B 1.2 - Grades 3-4

Grades 3/4 students at B 1.2 can produce simple connected text on topics which are familiar or are of personal interest. B 1.2 students can describe experiences and events and briefly give reasons and explanations for opinions and plans. They can write brief descriptions of a process using appropriate transitional language.

VOCABULARY  Uses subject specific vocabulary frequently. • Knowledge of words  Uses a growing repertoire of words including words with multiple • Word choice meanings and different forms.  Uses prepositions accurately. CONVENTIONS  Edits own work. • Phonemic  Uses grade appropriate conventions and spellings for the most part. awareness • Print knowledge • Spelling MECHANICS  Uses advanced punctuation appropriate to grade level (e.g., commas, • Punctuation apostrophes). • Capitalization  Capitalizes common, familiar words accurately for the most part. GRAMMAR AND SYNTAX  Demonstrates considerable control of word order and the formation of plurals.  Uses multiple verb tenses, inflected endings, and subject verb agreement with increasing accuracy. IDEAS  Writes about familiar topics using comparisons and contrasts. • Meaning  Describes objects of interest (e.g., a favourite toy or video game) • Details explaining the advantages and disadvantages involved. • Clarity  Presents, in simple sentences, a personal opinion about an issue or event.  Writes (prints) simple instructions about familiar procedures.  Provides details about story elements (e.g., character, setting) using a graphic organizer. ORGANIZATION  Sequences text. • Sequencing  Writes brief descriptions of a procedure or process using appropriate • Coherence transitional language. • Transitioning FORM  Uses a variety of sentence structures including complex sentences. • Following models  Writes (prints) short summaries of narrative or expository text including • Using different audio-visual productions. genres  Writes (prints) short descriptive, narrative, or expository text. • Using sentence  Writes (prints) personal letters describing feelings, experiences, and variety reactions.  Writes (prints) or makes other representations when listening to a presentation.

62 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

EAL WRITING RUBRICS: GRADES 3 – 4

Grades 3-4 A1.1 A1.2 A2.1 A2.2 B1.1 B1.2

Vocabulary -can print/write -beginning to use -uses some -regularly uses -uses academic -uses academic - knowledge of simple words with descriptive words descriptive words descriptive words vocabulary, with vocabulary words assistance when writing about -uses content area -might include support -uses a variety of - word choice -may write words of familiar subjects vocabulary, with prepositions, with -uses prepositions words including personal relevance -beginning to use support errors with increased words with multiple (e.g. mom, dad) content area -can use -uses content area accuracy meanings and word -uses limited vocabulary, with prepositions, with vocabulary forms descriptive words, support assistance -uses prepositions with support -can produce with accuracy personal word lists of familiar or recurring vocabulary Conventions -can write alphabet -can represent -uses sight words -demonstrates -demonstrates -uses grade/age - spelling independently sound-symbol with greater knowledge of initial knowledge of appropriate - phonemic -knows how to use a relationships for all accuracy and final blends common spelling conventions with awareness writing utensil letters -uses phonetic -often spells patterns accuracy - print knowledge -awareness of -can use word spelling for entire common words with -edits own work -spells grade/age sound-symbol families in writing words accuracy appropriate words relationship -beginning to use -demonstrates -edits own work, with accuracy -single letter may sight words (and, is, knowledge of with support represent word the), with errors digraphs (beginning -beginning to use consonant) phonetic spelling for most words (beginning and ending consonants) Mechanics -little awareness of -beginning to use -uses capitalization -uses punctuation -beginning to use -uses advanced - punctuation punctuation and capitals and and punctuation, and capitals with advanced punctuation - capitalization capitalization rules punctuation, with with some errors accuracy punctuation (commas, errors apostrophes) with some errors. 63 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

Grammar & Syntax -beginning to use -uses singular and -can use singular -can use simple -demonstrates some -demonstrates singular and plurals, plurals, with some and plurals correctly grammatical control of word control of word with assistance errors -can write short structures order, plurals and order, plurals and -can write in simple sentences in simple -can use pronouns, tenses tenses present tense using past tense on with errors -uses inflected -uses inflected a sentence frame familiar topics -writes short endings (-ed, -ing), endings with (e.g., I like apples; I sentences using with some errors accuracy can jump) irregular past tense -experiments with -uses multiple verb verbs verb tenses, with tenses with greater errors accuracy -uses subject-verb -uses subject-verb agreement with agreement with some errors increasing accuracy

Ideas -relies on visuals or -can print/write very -describes common -can provide -can describe -can recount a - meaning illustrations to simple informal objects or familiar descriptions of everyday places, personal - details convey meaning messages places in short, common objects or objects or events experience, with - clarity -may not attempt to -can print/write simple sentences familiar places -can write simple, details write letters or simple information -can write short -includes concrete short descriptive or -can write a short words about themselves sentences details in writing expository text, with descriptive, -may write L1 words -can print/write expressing wants -includes adjectives assistance narrative or to communicate simple descriptions and preferences and adverbs -summarizes simple expository text -can write of everyday objects -can give personal text on familiar -describes feelings, patterned, simple -writing may not opinion, using a -can write a subjects experiences, and sentences on topics make sense patterned frame summary sentence -adds details and reactions of personal -intended meaning of a text’s main explanations to -can give a brief, relevance, with is not always clear ideas convey meaning, written description assistance with assistance of a process or -reflects on concept classroom learnings -writes a short -can write about summary of story elements (e.g. narrative or character, setting) expository text with graphic -adds details, organizer examples and

64 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

explanations to convey meaning -lists the advantages and disadvantages of things which are of personal concern (e.g. rules) -presents a personal opinion using familiar vocabulary -can write about setting, characters, problems, events and solution

Organization -uses left to right -ideas are beginning -ideas are on one -uses transition -uses transition -sequences text - sequencing directionality to be connected by topic words, with words -writing is concise - coherence -can write on the topic -beginning to use assistance -sequences text, - transition words line transition words -uses connecting with assistance (e.g. first, next, words to indicate -writing is becoming then), with chronological order more concise assistance -devises a timeline for a topic -student may repeat ideas in order to compensate for lack of vocabulary

Form -writes patterned -writes patterned -uses compound -uses complex -writes complex -can write a variety - follows models sentences, with sentences sentences, with sentences, with sentences of sentence types - genre of writing support -begins to use ‘and’ overuse of assistance -writes a simple -writes a detailed - sentence variety -can copy or as a connecting conjunctions (and, -writes a simple paragraph paragraph print/write own word then) paragraph, with -can produce writing -can produce writing name -can label charts, assistance in more than one in a variety of -can copy or -can copy or diagrams and maps -writes simple genre (e.g. report, genres print/write labels on print/write words -uses limited, questions journal)

65 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

familiar objects in a being learned in repetitive phrases -writes short -can complete a picture or diagram class -can create personal text (e.g. simple paragraph, -can label a diagram patterned sentences letter, note) with support or illustration using following a model familiar words from -can write simple a list questions, following -can fill in gapped a model text using a word list -can respond to of familiar words simple questions -relies on patterned using a sentence sentences, with frame assistance

66 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

LEARNER WRITING EXEMPLARS: GRADE 3 – 4 Learner Profile for EAL A 1.1

Sheree is a Grade Four student whose writing is at a low level of A 1.1.

In the sample, you will see that Sheree: • Writes/prints simple words with assistance; • Writes alphabet independently; • Is aware of sound-symbol relationships; • Leaves separation between words; • Uses left to right directionality; • Writes/prints on paper’s lines; • Writes own name.

Learner Profile for EAL A 1.2

Naheed is a Grade Four student whose writing is at the A 1.2 level.

In the sample, you will see that Naheed: • Is beginning to use descriptive words (hard, fast, medium); • Writes simple descriptions of everyday objects; • Writes simple sight words (is, has); • Represents sound-symbol relationships (meadiam); • Attempts capital letters and periods; • Writes on the lines; 67 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

• Writes a simple sentence using a familiar learned pattern.

Learner Profile for EAL A 2.1

Nayani is a Grade Three student whose writing is at the A 2.1 level.

In the sample, you will see that Nayani: • Uses some descriptive words when writing about a familiar topic (beautiful, little); • Attempts phonetic spelling for entire words (cozians,beuteifull); 68 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

• Uses capitalization and final punctuation; • Writes a growing number of sight words accurately; • Writes straightforward sentences to describe daily activities.

Learner Profile for EAL A 2.2

Leyn is a Grade Four student whose writing is at the A 2.2 level.

In the sample, you will see that Leyn: • Has sufficient vocabulary to briefly describe an aspect of daily life; • Spells common, high-frequency words with increasing accuracy; • Is beginning to use more advanced punctuation like the question mark and exclamation point; • Uses simple grammatical structures; • Writes a short summary sentence; • Uses important transitional words (first); • Writes compound sentences independently.

69 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

Learner Profile for EAL B1.1

Adeela is a Grade Four student whose writing is at the B1.1 level.

In the sample, you will see that Adeela: • Has sufficient vocabulary to print simple descriptions on a familiar topic of interest; • Uses capitols and basic punctuation with increasing accuracy; • Demonstrates some facility with word order; • Demonstrates some facility with plurals; • Experiments with tenses and inflected endings (running, counting); • Sequences text with support; • Ideas are generally on one topic;

70 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

• Writes a simple paragraph with support.

Learner Profile for EAL B 1.2

Anand is a Grade Four student whose writing is at the B 1.2 level.

71 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

In the sample, you will see that Anand: • Uses grade appropriate conventions and spelling for the most part; • Demonstrates considerable control of word order and the formation of plurals (friends, rules, people); • Uses multiple verb tenses (is, are playing, will become) and subject verb agreement with increasing accuracy; • Writes simple instructions about familiar procedures; • Sequences text; • Writes brief descriptions using appropriate transitional language (first, second, after that, while); • Uses a variety of sentence structures.

72 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GLOBAL WRITING DESCRIPTORS: GRADES 5 – 6 A 1.1 - Grades 5-6

Grades 5-6 students at A 1.1 can write the alphabet independently and, with assistance, some simple words. At the A 1.1 stage, students can print their own name, copy/write names of familiar objects, and convey meaning through drawings. They are aware of sound to symbol relationships, often representing a word with its beginning consonant. With assistance, they can write a patterned sentence and can fill in a questionnaire about themselves.

VOCABULARY  Writes simple words with assistance. • Knowledge of words  Writes words of personal significance (e.g., mother, father). • Word choice CONVENTIONS  Writes alphabet independently. • Phonemic  Aware of sound-symbol relationships. awareness  Represents word with a single letter (the beginning consonant). • Print knowledge  Holds writing tools effectively. • Spelling MECHANICS  • Punctuation • Capitalization GRAMMAR AND SYNTAX  Uses the singulars and plural of words (with significant support).

IDEAS  Writes/prints simple, patterned phrases and sentences on topics of • Meaning personal relevance (with support). • Details  Uses visuals and illustrations to convey meaning. • Clarity  May write words in first language in an attempt to communicate. ORGANIZATION  Uses left to right directionality. • Sequencing  Write on the paper’s lines. • Coherence • Transitioning FORM  Writes patterned sentences with assistance I see a tree, I see a dog). • Following models  Copies or writes own name. • Using different  Copies or writes labels on familiar objects in a picture or diagram (e.g., genres boy, girl, chair, house, etc.). • Using sentence  Copies short written text. variety

73 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

A 1.2 - Grades 5-6

Grades 5-6 students at A 1.2 are beginning, with support, to use subject area vocabulary and descriptive words. Their ideas are beginning to be connected by a topic. They are able to produce simple descriptions of everyday objects, simple informal messages, as well as label diagrams. They are attempting to use capital letters and punctuation as well as the lines on their paper. They are able to produce simple sentences, including questions, in the present tense using familiar, learned patterns.

VOCABULARY  Begins to use subject area vocabulary when given assistance. • Knowledge of  Begins to use descriptive words (e.g., colours, sizes, shapes) when writing words about familiar objects. • Word choice  Fills in gapped text using a word list of familiar vocabulary.  Labels a diagram or picture using a word list of known words.  Writes simple descriptions of everyday objects (e.g., a brief description of their home, classroom, or family car). CONVENTIONS  Represents sound-symbol relationships for all letters. • Phonemic  Uses word families in writing. awareness  Writes/prints some simple sight words (e.g., and, is, the). • Print knowledge  Uses capitalization, and final punctuation such as exclamation points, • Spelling question marks and commas in a list) with some errors.  Attempts to represent simple words phonetically, particularly beginning and ending consonants.  Spells his/her name and address. MECHANICS  Attempts capital letters and some punctuation. • Punctuation  Leaves spaces between most words. • Capitalization GRAMMAR AND  Writes in the simple, present tense given a sentence frame (e.g., I like SYNTAX games, I can run).  Uses subject and then predicate order with some accuracy. IDEAS  Writes brief messages (e.g., a note on a postcard or a note to wish a friend • Meaning a happy birthday). • Details  Writes simple information about themselves (e.g., name, age, address, and • Clarity interests).  Labels personal drawings with familiar words (e.g., my dog, my house, my locker, etc.). ORGANIZATION  Writes using the lines. • Sequencing  Begins to connect ideas by topic. • Coherence  Begins to use ‘and’ as a connecting word. • Transitioning  FORM  Copies or prints words and simple phrases being learned in class. • Following models  Writes (prints) a simple sentence using a familiar, learned pattern. • Using different  Writes straightforward questions following a model. genres  Responds to simple questions using a sentence frame. • Using sentence  Copies facts from short, simple texts. variety  Copies words learned in class.  Fills in a questionnaire with their personal information.

74 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

A 2.1 - Grades 5-6

Grades 5-6 students at A 2.1 use straightforward sentences and expressions to describe such things as their surroundings, their daily activities, and the people around them. They are using descriptive words, singular and plural word forms, prepositions, and transitional words.

VOCABULARY  Uses some descriptive words when writing about a familiar topic. • Knowledge of words  Uses simple prepositions (e.g., on, in, above, below). • Word choice  Produces personal word lists of familiar, recurring words.  Writes, with the help of visuals, simple descriptions such as where they live and directions on how to get there. CONVENTIONS  Writes a growing number of sight words with increasing accuracy. • Phonemic awareness  Uses phonetic spelling for entire words. • Print knowledge  Demonstrates knowledge of initial and final blends (e.g., bl-, -sk). • Spelling  Demonstrates knowledge of digraphs (e.g., ’th’, ‘wh’ and ‘ch’ sounds). MECHANICS  Uses capitalization and final punctuation (albeit with various errors). • Punctuation • Capitalization GRAMMAR AND SYNTAX  Uses singular and plural word forms.  Writes short sentences on familiar topics in the simple past (e.g., I read) and continuous/progressive (e.g., I am reading) tenses. IDEAS  Writes simple reminders or notes for personal use (e.g., diary, journal, • Meaning homework book). • Details  Writes, either by hand or electronically, simple notes of greeting, good • Clarity wishes, invitation, and appreciation.  Writes short sentences expressing beliefs, wants, and preferences.  Writes, with the help of illustrations, an explanation of where they live and how to get there.  Uses straightforward sentences and expressions to describe such things as surroundings, daily activities, and the people around them. ORGANIZATION  Writes (prints) an introduction and/or conclusion to a story (given • Sequencing assistance). • Coherence  Begins to use transition words (e.g., first, next, then) when provided with • Transitioning assistance.  Ideas are on a single topic.  May repeat ideas frequently to compensate for a lack of vocabulary.  Organizes text by chronological sequence, given support. FORM  Uses compound sentences, commonly overusing common conjunctions such • Following models as ‘and’ and ‘then’. • Using different  Labels charts, diagrams, and maps. genres  Copies dates and facts from short, simple text. • Using sentence  Creates patterned sentences following a model. variety  Writes simple questions and responds to simple questions.  Constructs a simple paragraph with teacher.  Uses parts of the writing process such as pre-writing with assistance.

75 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

A 2.2 - Grades 5-6

Grades 5-6 students at A 2.2 describe common objects or familiar places using short, straightforward sentences. They are using important connecting words, transitions, and more varied sentence types. They are attempting more advanced types of punctuation.

VOCABULARY  Has enough vocabulary to provide information on an aspect of daily life, • Knowledge of words an event, or a personal experience using simple language (e.g., I was late • Word choice for school, what I did in assembly, how we celebrated the New Year in my country of origin).  Uses adjectives and sometimes adverbs to provide descriptive detail.  Uses prepositions of direction and place (e.g., behind, across from, in front of).  Fills in missing facts, names, and subject specific terms in simple gapped text. CONVENTIONS  Demonstrates knowledge of diphthongs (e.g., ’th’, ‘wh’ and ‘ch’ sounds). • Phonemic  Edits own work given support. awareness  Spells common, high-frequency words with increasing accuracy. • Print knowledge  Edits own work given assistance. • Spelling MECHANICS  Uses capitals and basic punctuation with increasing accuracy. • Punctuation  Begins to use more advanced punctuation such as commas, apostrophes • Capitalization and quotation marks given support. GRAMMAR AND SYNTAX  Uses pronouns (albeit with errors).  Writes short sentences using irregular past tense verbs (e.g., ate, drank, saw).  Uses simple grammatical structures accurately. IDEAS  Provides some concrete details such as where, what, and when. • Meaning  Provides descriptions of common objects or familiar places using short, • Details straightforward sentences. • Clarity  Writes a summary sentence of a text’s main points giving one or two details.  Writes key words during an oral presentation. ORGANIZATION  Writes straightforward text using transitional words such as “and”, “but” • Sequencing and “because”. • Coherence  Uses important connecting words to indicate chronological order (e.g., • Transitioning then, after, later, etc.).  Develops a timeline for a topic. FORM  Writes a simple note providing information or expressing appreciation. • Following models  Writes) straightforward questions. • Using different  Writes simple stories (e.g., the best holiday ever, my life in the future). genres  Writes (prints) compound sentences independently as well as complex • Using sentence sentences when given assistance. variety  Writes a simple paragraph when given assistance.  Writes about class work in a learning journal when guided by a writing frame.

76 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

B 1.1 - Grades 5-6

Grades 5-6 students at B 1.1 have sufficient vocabulary to express themselves on most familiar topics of interest to them. Errors occur, but the intent of the communication is usually clear. B 1.1 students are beginning to use academic vocabulary and are capable of writing in a number of genres.

VOCABULARY  Uses some academic vocabulary. • Knowledge of words  Uses prepositions with increased accuracy. • Word choice  Has sufficient vocabulary to write simple descriptions on a number of familiar topics of interest or personal experiences. CONVENTIONS  Demonstrates knowledge of common spelling patterns. • Phonemic  Spells common words accurately. awareness  Edits own work with some support. • Print knowledge • Spelling MECHANICS  Uses capitals and basic punctuation with increasing accuracy. • Punctuation  Uses more advanced punctuation such as commas, apostrophes, and  Capitalization quotation marks, albeit with errors. GRAMMAR AND SYNTAX  Demonstrates some facility with word order.  Demonstrates some facility with plurals.  Experiments with verb tenses.  Attempts subject-verb agreement. IDEAS  Writes short, simple descriptions on familiar subjects using adjectives • Meaning and adverbs. • Details  Writes short notes asking for or giving simple information. • Clarity  Writes simple instructions about familiar procedures with assistance such as a writing frame.  Reflects on classroom learnings.  Writes about story elements using a graphic organizer.  Summarizes simple text on familiar subjects. ORGANIZATION  Sequences text with support. • Sequencing  Ideas are generally on one topic. • Coherence  Writes with less wordiness. • Transitioning FORM  Produces writing in a number of genres (e.g., summary, report, journal, • Following models narrative). • Using different  Writes a description of a familiar event, person, or object. genres  Writes a simple paragraph with support. • Using sentence  Writes complex sentences. variety  Experiments with complex sentences by linking a series of shorter elements into a linear sequence.  Uses the writing process given assistance.

77 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

B 1.2 - Grades 5-6

Grades 5-6 students at B 1.2 can write about familiar topics using comparison and contrast; describe objects of interest including the advantages and disadvantages involved; and present a personal opinion about an issue. These students can write brief descriptions of a process using appropriate transitional language. Their use of punctuation approaches that of grade level as does their facility to use appropriate conventions and spelling.

VOCABULARY  Uses subject specific vocabulary on a frequent basis. • Knowledge of words  Uses a growing repertoire of words including words with multiple • Word choice meanings and different forms.  Uses prepositions accurately. CONVENTIONS  Edits own work. • Phonemic  Uses grade appropriate conventions and spellings for the most part. awareness • Print knowledge • Spelling MECHANICS  Uses advanced punctuation appropriate to grade level (e.g., commas, • Punctuation apostrophes). • Capitalization  Capitalizes common, familiar words accurately for the most part. GRAMMAR AND SYNTAX  Demonstrates considerable control of word order and the formation of plurals.  Uses multiple verb tenses, inflected endings, and subject verb agreement with increasing accuracy. IDEAS  Writes about familiar topics using comparisons and contrasts. • Meaning  Describes objects of interest (e.g., a favourite sport or video game) • Details explaining the advantages and disadvantages involved. • Clarity  Presents, in simple sentences, a personal opinion about an issue or event.  Writes simple instructions about familiar procedures.  Provides details about story elements (e.g., character, setting) using a graphic organizer.  Writes with some awareness of audience. ORGANIZATION  Sequences text. • Sequencing  Writes brief descriptions of a procedure or process using appropriate • Coherence transitional language. • Transitioning FORM  Writes short summaries of narrative or expository text including audio- • Following models visual productions. • Using different  Writes short descriptive, narrative, or expository text. genres  Writes a detailed paragraph. • Using sentence  Writes personal letters describing feelings, experiences, and reactions. variety  Recounts personal experiences.  Writes (or makes other representations) when listening to a presentation.

78 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

EAL WRITING RUBRICS: GRADE 5-6

Grades 5-6 A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 Vocabulary -prints/writes simple -beginning to use -uses some -regularly uses -uses academic -uses academic • knowledge of words with descriptive words descriptive words descriptive words vocabulary, with vocabulary, with words assistance when writing about -uses content area -might include support some errors • word choice -may write words of familiar subjects vocabulary, with prepositions, with -uses prepositions -uses a variety of personal relevance -beginning to use support errors with increased words including (e.g. mom, dad) content area -includes -uses content area accuracy words with multiple -uses limited vocabulary, with prepositions, with vocabulary meanings and word descriptive words, support assistance forms with support -produces personal -uses prepositions word lists of familiar with accuracy or recurring vocabulary Conventions -writes alphabet -represents sound- -uses sight words -demonstrates -demonstrates -uses grade/age • spelling independently symbol relationships with accuracy knowledge of initial knowledge of appropriate • phonemic -uses a writing for all letters -uses phonetic and final blends common spelling conventions, with awareness utensil correctly -uses word families spelling for entire -demonstrates patterns some errors • print knowledge -awareness of sound- in writing words knowledge of -edits own work -spells grade/age • punctuation symbol relationship -uses sight words -demonstrates dipthongs -uses advanced appropriate words, • capitalization -single letter may (and, is, the), with knowledge of -spells common punctuation, with with some errors represent word errors digraphs words with accuracy errors -uses advanced (beginning -beginning to use -uses capitalization -edits own work, punctuation, with consonant) phonetic spelling for and punctuation with support some accuracy -little awareness of most words accurately -beginning to use punctuation and (beginning and advanced capitalization rules ending consonants) punctuation (commas, apostrophes, quotation marks), with assistance

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

with assistance errors -writes short -writes short order, order, plurals and -writes in simple sentences in simple sentences using with some errors tenses present tense using a past and continuous irregular past -uses subject-verb -uses multiple verb sentence frame (e.g. tense -uses common agreement with tenses with greater I like apples; I can -uses common prepositions of some errors accuracy jump) prepositions of location and -experiments with -uses subject-verb -uses subject- location and direction irregular past tense, agreement with predicate order direction, with errors with errors increasing accuracy accurately, with -uses irregular past assistance tense, with greater accuracy

Ideas -relies on visuals or -prints/writes very -describes common -provides -describes everyday -recounts a personal • meaning illustrations to simple informal objects or familiar descriptions of places, objects or experience, with • details convey meaning messages places in short, common objects or events details • clarity -may write L1 words -prints/writes simple simple sentences familiar places -adds details and -describes feelings, to communicate information about -writes short -includes concrete explanations to experiences, and -writes patterned, themselves sentences expressing details in writing convey meaning, reactions simple sentences on -prints/writes simple wants and -includes adjectives with assistance -gives a brief, written topics of personal descriptions of preferences and adverbs -reflects on description of a relevance, with everyday objects -gives personal -writes a summary classroom learnings process or concept assistance -writing may not opinion, using a sentence of a text’s -writes about story -adds details, make sense patterned frame main ideas elements (e.g. examples and -intended meaning is character, setting) explanations to not always clear with graphic convey meaning organizer -summarizes -summarizes simple increasingly complex text on familiar narrative or subjects expository text -lists the advantages and disadvantages of things which are of personal concern (e.g. rules) -presents a personal opinion using familiar

80 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

vocabulary -writes about setting, characters, problems, events and solution

Organization -uses left to right -ideas are beginning -ideas are on one -uses transition -sequences text -sequences text • sequencing directionality to be connected by topic words to indicate logically (e.g. logically • coherence -writes on the line topic -beginning to use chronological order strongest-weakest -writing is concise • transition words transition words (e.g. -organizes by arguments), with first, next, then), chronological assistance with assistance sequence -writing is becoming -organizes by -may repeat ideas more concise chronological frequently in order to sequence, with compensate for lack support of vocabulary -devises a timeline for a topic

Form -writes patterned -writes patterned -uses compound -uses complex -writes complex -writes a variety of • follows models sentences, with sentences sentences, with sentences, with sentences sentence types • genre of writing support -beginning to use and overuse of assistance -produces writing in -writes a short • writing process -copies or as a connection word conjunctions (and, -writes short more than one genre descriptive, narrative • sentence variety prints/writes own -copies or then) personal text (e.g. (e.g. report, journal) or expository text • oice name prints/writes words -labels charts, letter, note) -writes simple, short -writes a detailed -copies or being learned in class diagrams and maps -writes a simple descriptive or paragraph prints/writes labels -labels a diagram or -uses limited, paragraph, with expository text, with -writes a series of on familiar objects in illustration using repetitive phrases assistance assistance paragraphs on one a picture or diagram familiar words from a -creates patterned -uses parts of the -writes a simple topic -copies short written list sentences following a writing process paragraph -completes writing information -fills in gapped text model -complete the writing process accurately using a word list of -begins to organize process, with -writing sometimes -writing may be a list familiar words work using text assistance demonstrates -relies on patterned features (titles, -demonstrates awareness of sentences, with headings, dates) awareness of an audience assistance -writes questions audience -writes simple independently

81 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

questions, following -responds to a model questions -responds to simple -co-constructs a questions using a simple paragraph sentence frame with teacher -uses parts of the writing process (e.g. pre-writing), with assistance

82 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

LEARNER WRITING EXEMPLARS: GRADES 5 – 6 Learner Profile for EAL A 1.1

Jin is a grade 5 student whose writing is at the A 1.1 level.

In the writing sample, you will see that Jin: • Writes simple words with assistance; • Is aware of sound-symbol relationship (L in Lungusy/language); • Uses the singulars and plurals of words with support (culture, country, foods, ages); • Writes patterned sentences with support; • Uses left to right directionality.

Learner Profile for EAL A 1.2

Samai is a Grade Five student whose writing is at the A 1.2 level.

In the writing sample, you will see that Samai: 83 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

• Is beginning to use descriptive words (black, white); • Writes some simple sight words (is, the); • Uses word families (help, helped); • Uses capitalization with some errors; • Attempts to represent simple words phonetically, particularly beginning consonants (nas=nice; sam=same); • Spells own name; • Leaves spaces between words; • Uses subject –predicate order with some accuracy; • Writes on the paper’s lines.

Learner Profile for EAL A 2.1

Arjun is a Grade Six student whose writing is at the A 2.1 level.

In the writing sample, you will see that Arjun: • Uses simple prepositions (in, with, from); • Uses capitalization and final punctuation, albeit with errors;

84 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

• Writes short sentences in the simple past (I came from South Korea); • Writes description in short, simple sentences expressing attitudes; • Uses compound sentences. Note: Arjun’s writing reflects a higher level of mechanical competency as evidenced by the use of advanced punctuation (quotation marks and use of commas).

Learner Profile for EAL A 2.2

Baila is a Grade Five student whose writing is at the A 2.2 level.

85 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

In the writing sample, you will see that Baila: • Has sufficient vocabulary to provide information using simple language; • Uses adjectives (little, tall, thin, long) to provide descriptive detail; • Spells common, high-frequency words with increasing accuracy; • Uses capitals and basic punctuation with increasing accuracy and is beginning to use more advanced punctuation like the apostrophe (that’s) ; • Uses pronouns (my, they); • Writes straightforward text using transitional words such as and and because; • Writes compound sentences.

Learner Profile for EAL B 1.1

Michael is a Grade Six student writing at the B 1.1 level.

86 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

In the writing sample, you will see that Michael: • Uses prepositions with increased accuracy (our, my, they) • Uses capitals and basic punctuation with increasing accuracy as well as more advanced punctuation • Spells common words accurately • Demonstrates some facility with word order, subject-verb agreement, and plurals • Sequences text

Learner Profile for EAL B 1.2

Corrie is a Grade Six student writing at the B 1.1 level.

87 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

88 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

In the writing sample, you will see that Corrie: • Uses subject specific vocabulary (culture, inter racial, African American); • Uses a growing repertoire of words including words with different forms (differences, different, differently); • Uses grade appropriate conventions and spelling; • Demonstrates considerable control of word order and the formation of plurals; • Writes about familiar topics using comparisons and contrasts; • Sequences text; • Writes short descriptive text; • Writes a detailed paragraph.

89 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

GLOBAL WRITING DESCRIPTORS – GRADES 7 – 8 A 1.1 - Grades 7-8

Grades 7-8 students at A 1.1 can write the alphabet independently and, with assistance, some simple words. At the A 1.1 stage, students can print their own name, copy/write names of familiar objects, and convey meaning through drawings. They are aware of sound to symbol relationships, often representing a word with its beginning consonant. With assistance, they can write a patterned sentence and can fill in a questionnaire about themselves.

VOCABULARY  Writes simple words and very simple sentences with assistance such as • Knowledge of a dictionary. words  Writes words of personal significance (e.g., mother, father). • Word choice  Uses limited descriptive words with support.  Labels a diagram or picture using familiar words from a word list. CONVENTIONS  Writes alphabet independently. • Phonemic  Represents sound-symbol relationships for all letters. awareness  Represents word with a single letter (the beginning consonant). • Print knowledge  Holds writing tools effectively. • Spelling  May not always leave separation between al words. MECHANICS  • Punctuation • Capitalization GRAMMAR AND SYNTAX  Uses the singulars and plural of words (with significant support).

IDEAS  Writes simple phrases and sentences on topics of personal relevance • Meaning (with support). • Details  Uses visuals and illustrations to convey meaning. • Clarity  Writes straightforward information about themselves in short sentences or provides that information on a questionnaire.  May write words in first language in order to communicate. ORGANIZATION  Uses left to right directionality. • Sequencing  Writes on the lines. • Coherence • Transitioning FORM  Writes patterned sentences with assistance. • Following models  Copies or writes own name • Using different  Copies or writes labels on familiar objects in a picture or diagram (e.g., genres boy, girl, chair, house, etc.). • Using sentence  Copies short written text from the board. variety  Copies words being learned in class.

90 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

A 1.2 - Grades 7-8

Grades 7-8 students at A 1.2 are beginning, with support, to use subject area vocabulary and descriptive words. Their ideas are beginning to be connected by a topic. They are able to produce simple descriptions of everyday objects, simple informal messages, as well as label diagrams. They are attempting to use capital letters and some punctuation. They are able to produce simple sentences, including questions, in the present tense using familiar, learned patterns.

VOCABULARY  Begins to use subject area vocabulary when given assistance. • Knowledge of  Begins to use descriptive words (e.g., regarding colours, sizes, and shapes) words when writing about familiar objects. • Word choice  Fills in gapped text using a word list of familiar vocabulary.  Labels a diagram or picture using a word list of known words. CONVENTIONS  Uses word families in writing. • Phonemic  Uses some simple sight words (e.g., and, is, the). awareness  Attempts to represent simple words phonetically, particularly beginning • Print knowledge and ending consonants. • Spelling  Demonstrates knowledge of digraphs (e.g., ’th’, ‘wh’ and ‘ch’ sounds).  Demonstrates knowledge of initial and final blends (e.g., bl-,-sk).  Spells his/her name and address. MECHANICS  Attempts capital letters and final punctuation (e.g.,?,!. and commas in a • Punctuation list) albeit with some errors. • Capitalization  Leaves spaces between most words. GRAMMAR AND  Uses singulars and plurals although with errors. SYNTAX  Writes in the simple, present tense given a sentence frame (e.g., I play ball, I like movies).  Uses subject followed by predicate order with some accuracy. IDEAS  Writes brief messages (e.g., a note to wish a friend a happy birthday or a • Meaning text message to tell someone when and where to meet). • Details  Writes simple information about themselves (e.g., name, age, address, • Clarity and interests).  Writes simple descriptions of everyday objects (e.g., a brief description of their home, classroom, or family car). ORGANIZATION  Begins to connect ideas by topic. • Sequencing  Begins to use ‘and’ as a connecting word. • Coherence • Transitioning FORM  Copies words and simple phrases being learned in class. • Following models  Writes a simple sentence using a familiar, learned pattern. • Using different  Writes straightforward questions following a model. genres  Responds to simple questions using a sentence frame. • Using sentence  Copies facts from short, simple texts. variety  Fills in a questionnaire with their personal information.  Writes a simple paragraph alongside teacher.  Uses part of the writing process (e.g. prewriting) with assistance.

91 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

A 2.1 - Grades 7-8

Grades 7-8 students at A 2.1 use straightforward sentences and expressions to describe such things as their surroundings, their daily activities, and the people around them. They are using descriptive words, singular and plural word forms as well as some prepositions, and transitional words.

VOCABULARY  Uses a variety of descriptive words when writing about a familiar topic. • Knowledge of words  Uses content area vocabulary if given support. • Word choice  Uses simple prepositions (e.g., on, in, above, below).  Produces personal word lists of familiar, recurring words (e.g., creates a personal dictionary). CONVENTIONS  Writes a growing number of sight words with increasing accuracy. • Phonemic  Uses phonetic spelling for entire words. awareness  Demonstrates knowledge of diphthongs (e.g., ’th’, ‘wh’ and ‘ch’ sounds). • Print knowledge • Spelling MECHANICS  Uses capitalization and final punctuation (albeit with some errors). • Punctuation • Capitalization GRAMMAR AND SYNTAX  Uses singular and plural word forms.  Writes short sentences on familiar topics in the simple past (e.g., I read) and continuous/progressive (e.g., I am reading) tenses.  Uses common prepositions of location and direction although with errors. IDEAS  Writes simple reminders or notes for personal use (e.g., diary, journal, • Meaning homework book). • Details  Writes, either by hand or electronically, simple notes of greeting, good • Clarity wishes, invitation, and appreciation.  Writes short sentences expressing beliefs, wants, and/or preferences.  Writes, with the help of illustrations, an explanation of where they live and how to get there.  Uses straightforward sentences and expressions to describe such things as surroundings, daily activities, and the people around them. ORGANIZATION  Writes an introduction and/or conclusion (given assistance). • Sequencing  Begins to use transition words (e.g., first, next, then) when provided with • Coherence assistance. • Transitioning  Writes on a single topic.  Organizes text by chronological sequence, given support. FORM  Uses compound sentences, commonly overusing common conjunctions • Following models such as ‘and’ and ‘then’. • Using different  Labels charts, diagrams, and maps. genres  Copies dates and facts from short, simple text. • Using sentence  Writes simple questions and responds to simple questions. variety  Writes a simple paragraph with assistance.  Uses parts of the writing process.

92 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

A 2.2 - Grades 7-8

Grades 7-8 students at A 2.2 describe personal experiences, common objects, or familiar places using short, straightforward sentences. They are using important connecting words, transitions, and more varied sentence types. They are attempting more advanced types of punctuation.

VOCABULARY  Has enough vocabulary to provide information on an aspect of daily life, an • Knowledge of words event, or a personal experience using simple language (e.g., will be late for • Word choice school, what happened in assembly, celebrating the new year in my country of origin).  Uses adjectives and adverbs to provide descriptive detail.  Uses prepositions of direction and place (e.g., behind, across from, in front of).  Fills in missing facts, names, and subject specific terms in simple gapped text.  Uses some content area vocabulary. CONVENTIONS  Spells common, high-frequency words with increasing accuracy. • Phonemic awareness  Edits own work given assistance. • Print knowledge • Spelling MECHANICS  Uses capitals and basic punctuation with increasing accuracy. • Punctuation  Begins to use more advanced punctuation such as commas, apostrophes • Capitalization and question marks given assistance. GRAMMAR AND SYNTAX  Uses pronouns (albeit with errors).  Writes short sentences using irregular past tense verbs (e.g., ate, drank, saw).  Uses simple grammatical structures accurately. IDEAS  Provides some concrete details such as where, what, and when. • Meaning  Provides descriptions of common objects or familiar places using short, • Details straightforward sentences. • Clarity  Exchanges useful information with friends in e-mails or notes.  Writes a summary sentence of a text’s main points giving one or two details.  Writes key words during an oral presentation.  Provides personal reactions to a piece of age-appropriate literature. ORGANIZATION  Writes straightforward text using transitional words to indicate • Sequencing chronological order (e.g., then, after, later, etc.). • Coherence  Develops a timeline for a topic. • Transitioning FORM  Writes a simple note providing information or expressing appreciation. • Following models  Writes) straightforward questions. • Using different  Writes simple stories (e.g., the best holiday ever, my life in the future). genres  Writes compound sentences independently as well as complex sentences • Using sentence when given assistance. variety  Writes a simple paragraph.  Writes about class work in a learning journal when guided by a writing frame.  Utilizes the writing process with support. 93 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

B 1.1 - Grades 7-8

Grades 7-8 students at B 1.1 have sufficient vocabulary to express themselves on most familiar topics of interest to them. Errors occur, but the intent of the communication is usually clear. B 1.1 students are beginning to use academic vocabulary and are capable of writing multi paragraph compositions in a number of genres.

VOCABULARY  Uses some academic vocabulary. • Knowledge of  Uses prepositions with increased accuracy. words  Has sufficient vocabulary to write simple descriptions on a number of • Word choice familiar topics of interest or personal experiences. CONVENTIONS  Demonstrates knowledge of common spelling patterns. • Phonemic awareness  Spells common words accurately. • Print knowledge  Edits own work with some support. • Spelling MECHANICS  Uses capitals and basic punctuation with increasing accuracy. • Punctuation  Uses more advanced punctuation such as commas, apostrophes, and • Capitalization question marks, albeit with errors. GRAMMAR AND  Demonstrates some facility with word order. SYNTAX  Demonstrates some facility with plurals.  Experiments with verb tenses.  Attempts subject-verb agreement. IDEAS  Writes short, simple descriptions on familiar subjects using adjectives and • Meaning adverbs. • Details  Adds details and explanations with support. • Clarity  Writes short notes asking for or giving simple information.  Writes simple instructions about familiar procedures with assistance such as a writing frame.  Reflects on classroom learnings expressing what has been learned and learning goals for the future.  Writes about story elements using a graphic organizer.  Summarizes simple text on familiar subjects.  Demonstrates some awareness of audience. ORGANIZATION  Describes everyday places, objects, or events (e.g., the mall, a • Sequencing presentation at school, a field trip) using complete sentences that are • Coherence connected to each other and are clearly written. • Transitioning  Sequences text with support; ideas are generally on one topic. FORM  Produces writing in a number of genres (e.g., summary, report, journal, • Following models narrative). • Using different  Writes a description of a familiar event, person, or object. genres  Writes a series of paragraphs on one topic. • Using sentence  Writes complex sentences. variety  Experiments with complex sentences by linking a series of shorter elements into a linear sequence.  Uses the writing process.

94 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

B 1.2 - Grades 7-8

Grades 7-8 students at B 1.2 can write about familiar topics using comparison and contrast; describe objects of interest including the advantages and disadvantages involved; and present a personal opinion about an issue. These students can write descriptions of a process using appropriate transitional language. Their use of punctuation approaches that of grade level as does their facility to use appropriate conventions and spelling.

VOCABULARY  Uses academic vocabulary on a frequent basis. • Knowledge of words  Uses a growing repertoire of words including words with multiple meanings and • Word choice different forms.  Uses prepositions accurately. CONVENTIONS  Edits own work. • Phonemic awareness  Uses grade appropriate conventions and spellings for the most part. • Print knowledge • Spelling MECHANICS  Uses advanced punctuation appropriate to grade level (e.g., commas, • Punctuation apostrophes). • Capitalization  Demonstrates control over capitalization of common, familiar words. GRAMMAR AND SYNTAX  Demonstrates considerable control of word order and the formation of plurals.  Uses multiple verb tenses, inflected endings, and subject verb agreement with increasing accuracy.  Uses irregular past tense with increasing accuracy (e.g. arise/arose/arisen; grow/grew/grown; sink/sank/sunk). IDEAS  Writes about familiar topics using comparisons and contrasts. • Meaning  Describes objects of interest (e.g., a favourite sport or video game) explaining • Details the advantages and disadvantages involved. • Clarity  Presents, in simple sentences, a personal opinion about an issue or event.  Writes simple instructions about familiar procedures.  Provides details about story elements (e.g., character, setting) using a graphic organizer.  Writes about reactions to class work and experiments in a learning journal  Writes with an awareness of audience. ORGANIZATION  Sequences text thoughtfully. • Sequencing  Writes brief descriptions of a procedure or process using appropriate • Coherence transitional language. • Transitioning FORM  Writes short descriptive, narrative, or expository text. • Following models  Writes using a variety of sentence types. • Using different genres  Writes short summaries of narrative or expository text including audio-visual • Using sentence variety productions.  Writes in more advanced forms (e.g., comparison/contrast; cause/effect).  Writes a detailed paragraph and a multi-paragraph composition with some support.  Writes personal letters describing feelings, experiences, and reactions.  Recounts personal experiences.  Writes (or makes other representations) when listening to a presentation.

95 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

EAL WRITING RUBRICS: GRADES 7 – 8

Grades 7-8 A1.1 A1.2 A2.1 A2.2 B1.1 B1.2 Vocabulary - prints/writes -beginning to use -uses some -regularly uses -uses academic -uses academic • knowledge of simple words with descriptive words descriptive words descriptive words vocabulary, with vocabulary, with words assistance when writing about -uses content area -uses content area support some errors • word choice -may write words of familiar subjects vocabulary, with vocabulary -uses prepositions -uses a variety of personal relevance -beginning to use support -uses prepositions with accuracy words including (e.g. mom, dad) content area -produces personal with increased words with multiple -uses limited vocabulary, with word lists of familiar accuracy meanings and word descriptive words, support or recurring forms with support -includes vocabulary prepositions, with -might include assistance prepositions, with errors

Conventions - represents sound- -uses word families in -uses sight words -spells common -demonstrates -uses grade/age • spelling symbol relationships writing with accuracy words with accuracy knowledge of appropriate • phonemic for all letters -uses sight words -uses phonetic -edits own work, with common spelling conventions, with awareness -writes alphabet (and, is, the), with spelling for entire support patterns some errors • print knowledge independently errors words -beginning to use -edits own work -spells grade/age • punctuation -uses a writing -beginning to use -uses capitalization advanced -uses advanced appropriate words, • capitalization utensil correctly phonetic spelling for and punctuation punctuation punctuation, with with some errors -awareness of sound- most words accurately (commas, errors -uses advanced symbol relationship (beginning and -demonstrates apostrophes, punctuation, with -single letter may ending consonants) knowledge of quotation marks), some accuracy represent word -demonstrates dipthongs with assistance (beginning knowledge of consonant) digraphs -little awareness of -demonstrates punctuation and knowledge of initial capitalization rules and final blends -uses capitalization and punctuation, with errors 96 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

Grammar & Syntax - beginning to use -uses singular and -uses singular and -uses pronouns, with -demonstrates some -demonstrates singular and plurals, plurals, with some plurals correctly errors control of word control of word with assistance errors -writes short -writes short order, order, plurals and -writes in simple sentences in simple sentences using with some errors tenses present tense using a past and continuous irregular past -uses subject-verb -uses multiple verb sentence frame (e.g. I tense -uses common agreement with tenses with greater like apples; I can -uses common prepositions of some errors accuracy jump) prepositions of location and -experiments with -uses subject-verb -uses subject- location and direction irregular past tense, agreement with predicate order direction, with errors with errors increasing accuracy accurately, with -uses irregular past assistance tense, with greater accuracy

Ideas relies on visuals or -prints/writes very -describes common -provides -describes everyday -recounts a personal • meaning illustrations to simple informal objects or familiar descriptions of places, objects or experience, with • details convey meaning messages places using short, common objects or events details • clarity -may write L1 words -prints/writes simple simple sentences familiar places -adds details and -describes feelings, to communicate information about -writes short -includes concrete explanations to experiences, and -writes patterned, themselves sentences expressing details in writing convey meaning, reactions simple sentences on -prints/writes simple wants and -includes adjectives with assistance -gives a brief, written topics of personal descriptions of preferences and adverbs -reflects on description of a relevance, with everyday objects -gives personal -writes a summary classroom learnings process or concept assistance -writing may not opinion, using a sentence of a text’s -writes about story -adds details, make sense patterned frame main ideas elements (e.g. examples and -intended meaning is -writes notes with character, setting) explanations to not always clear the aid of a writing with graphic convey meaning frame organizer -summarizes -summarizes simple increasingly complex text on familiar narrative or subjects expository text -lists the advantages and disadvantages of things which are of personal concern (e.g. rules)

97 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

-presents a personal opinion using familiar vocabulary -writes about setting, characters, problems, events and solution -takes notes when listening Organization uses left to right -ideas are beginning -ideas are on one -uses transition -sequences text -sequences text • sequencing directionality to be connected by topic words to indicate logically (e.g. logically • coherence -writes on the line topic -beginning to use chronological order strongest-weakest -writing is concise • transition words transition words (e.g. -organizes by arguments), with first, next, then), with chronological assistance assistance sequence -writing is becoming -organizes by -may repeat ideas more concise chronological frequently in order to sequence, with compensate for lack support of vocabulary -devises a timeline for a topic

Form -writes patterned -writes patterned -uses compound -uses complex -writes complex -writes a variety of • follows models sentences, with sentences sentences, with sentences, with sentences sentence types • genre of writing support -beginning to use overuse of assistance -produces writing in -writes in more • writing process -labels a diagram or ‘and’ as a connection conjunctions (and, -writes short more than one genre advanced forms • sentence variety illustration using word then) personal text (e.g. (e.g. report, journal) (persuasive, • voice familiar words from a -fills in gapped text -copies dates and letter, note) -writes a series of compare/contrast, list using a word list of facts from short -writes simple, short paragraphs on one problem/solution) familiar words simple text descriptive or topic -writes a short -copies or -labels charts, -writes a simple expository text, with -completes writing descriptive, narrative prints/writes own diagrams and maps paragraph, with assistance process or expository text name -relies on patterned assistance -writes a simple -edits peer writing, -writes a detailed -copies or sentences -begins to organize paragraph with support paragraph prints/writes labels -writes simple work using text -complete the writing -demonstrates -writes a five- on familiar objects in questions, following features (titles, process, with awareness of an paragraph essay, a picture or diagram a model headings, dates) assistance audience with support 98 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

-copies short written -responds to simple -writes questions -writing process is information questions using a independently used to enhance accurately sentence frame -responds to student writing -copies or -co-constructs a questions -edits peer writing prints/writes words simple paragraph -uses parts of the -writing sometimes being learned in class with teacher writing process demonstrates -writes -uses parts of the awareness of straightforward writing process (e.g. audience information about pre-writing), with -writes using the first themselves in short assistance person narrative sentences -writing may be in the form of a list

99 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

LEARNER WRITING EXEMPLARS: GRADES 7 – 8 Learner Profile for EAL A 1.1

Khubaibii is a Grade Eight student whose writing is at the A 1.1 level.

In the writing sample, you will see that Khubaibi: • Writes simple sight words and very simple sentences with assistance; • Uses limited descriptive words with support; • Writes simple phrases and sentences on topics of personal relevance if provided with support; • Uses left to right directionality; • Writes on the paper’s lines; • Writes patterned sentence with assistance; • Writes own name.

Learner Profile for EAL A 1.2

Fariha is a Grade Seven student whose writing is at the A 1.2 level.

100 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

In the writing sample, you will see that Fariha: • Is beginning to use subject area vocabulary when given assistance; • Uses some simple sight words (and, is); • Attempts to represent simple words phonetically, particularly beginning and ending consonants (tourmant, partice); • Spells own name; • Attempts capital letters and final punctuation with some errors; • Uses subject followed by predicate order with some accuracy; • Is beginning to connect ideas by topic.

Learner Profile for EAL A 2.1

Matt is a Grade Eight student whose writing is at the A 2.1 level.

101 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

In the writing sample, you will see that Matt: • Uses a variety of descriptive words when writing about a familiar topic (different, healthy, tired); • Uses content area vocabulary if given support (study, read, count, numbers); • Writes a growing number of sight words with increasing accuracy; • Uses capitalization and final punctuation ; • Uses singular and plural word forms; • Writes short sentences expressing beliefs, wants, and/or preferences; • Uses straightforward sentences and expressions to describe daily activities; • Writes an introduction and/or conclusion if given assistance; • Writes on a single topic; • Writes a simple paragraph if given assistance.

Learner Profile for EAL A 2.2

Omar is a Grade Seven student whose writing is at the A 2.2 level.

102 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

In the writing sample, you will see that Omar: • Has sufficient vocabulary to provide information on an aspect of daily life using simple language. • Uses pronouns Spells common, high-frequency words with increasing accuracy • Uses capitals and basic punctuation with increasing accuracy and is beginning to use more advanced punctuation such as commas and apostrophes • Uses pronouns ( they, them, your) • Uses simple grammatical structures accurately • Writes a summary sentence of a text’s main points • Writes a simple paragraph

Learner Profile for EAL B 1.1

Tatum is a Grade Seven student writing at the B 1.1 level.

103 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

In the writing sample, you will see that Tatum: • Uses some academic vocabulary • Has sufficient vocabulary to write simple descriptions on a number of varied topics of interest; • Demonstrates knowledge of common spelling patterns; • Spells common words accurately; • Uses more advanced knowledge of advanced punctuation such as commas and apostrophes ; • prepositions with increased accuracy (our, my, they);

104 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

• Demonstrates some facility with word order; • Adds details and explanations with support; • Summarizes simple text on familiar subjects; • Writes a series of paragraphs on one topic; • Writes complex sentences.

Learner Profile for EAL B 1.2

Emil is a Grade Eight student writing at the B 1.2 level.

105 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

In the writing sample, you will see that Emil: • Uses academic vocabulary on a frequent basis; • Uses advanced punctuation appropriate to grade level ; • Uses multiple verb tenses with increasing accuracy; • Writes about familiar topics using comparisons and contrasts; • Presents, in simple sentences, a personal opinion about an issue or an event; • Sequences text thoughtfully; • Writes short descriptive text; • Writes using a variety of sentence types; • Writes a detailed paragraph and a multi-paragraph composition with some support.

106 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

PART 3 – ELA WRITING EXPECTATIONS GRADES 1-8

107 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

ENGLISH LANGUAGE ARTS (ELA) WRITING EXPECTATIONS - GRADE 1 A Grade One student meeting curricular expectations demonstrates control over many elements of language and communication. By the end of June, students write simple, complete sentences demonstrating an understanding of word order, upper and lower case, spacing, and basic punctuation. They are able to create clear compositions in a variety of genres, editing and adding detail to their work.

VOCABULARY  Writes about familiar topics using learned vocabulary to express ideas. • Knowledge of words  Uses appropriate and descriptive words in a variety of situations. Word choice •  Attempts to choose interesting words in independent writing.

CONVENTIONS  Demonstrates control over the elements of communication and language.  Phonemic awareness  Edits, with teacher support, for completeness. Can add detail.  Print knowledge  Spells correctly grade-appropriate, high-frequency words.  Spelling  Represents most beginning and ending consonant digraphs and regular short vowels.  Uses a mixture of conventional and temporary (phonetic) strategies to spell three-or four-letter words. MECHANICS  Uses complete sentences with six words or more using capitals, correct  Punctuation spacing, and some punctuation.  Capitalization  Uses upper and lower case letters correctly and consistently (e.g., name).  Uses correct letter and number formation (capitals and small letters). GRAMMAR AND SYNTAX  Writes (prints) simple complete sentences. By June, these sentences will often have six or more words.  Understands and uses conventions of a sentence (including word order, capital letters at the beginning of a sentence, period at the end of a statement).  Forms the plural of single-syllable words (e.g., dog/dogs). IDEAS  Writes (prints) clear and thoughtful compositions. • Meaning  Uses some details that are specific and makes ideas clear. • Details • Clarity ORGANIZATION  Relates an important event or personal experience in a simple sequence. • Sequencing  Organizes main idea with two or more related details. • Coherence  • Transitioning FORM  Creates short texts including informational texts, autobiographical narratives, • Following models imaginative stories, and poems with own ideas following a model. • Using different genres  Writes brief explanations and descriptions (accompanied by pictures) of real • Using sentence variety objects, persons, and places.

108 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

ENGLISH LANGUAGE ARTS (ELA) WRITING EXPECTATIONS - GRADE 2 A Grade Two student meeting curricular expectations can write stories, poems, friendly letters, reports, and observations using appropriate and relevant details in clear and complete sentences and paragraphs of at least six sentences. Students can use appropriate and descriptive words and specific vocabulary for a situation.

VOCABULARY  Substitutes one word for another in a meaningful way (e.g., building for house). • Knowledge of words  Uses words explored in class. • Word choice  Chooses and uses descriptive words to enhance communication (including verbs, nouns, and adjectives when prompted). CONVENTIONS  Uses predominately conventional spelling.  Spelling  Correctly spells common high-frequency words used in daily writing.  Phonemic awareness  Begins to use resources (e.g., personal dictionary, word wall) to confirm  Print knowledge spelling.  Uses phonics to spell more difficult words (e.g., words ending in “ing”; words with more than one syllable).  Uses long and short vowel patterns.  Uses “es” to form plural of certain words.  Understands that the same sound may be represented by different spellings (e.g., find, phone). MECHANICS  Uses capitals at the start of sentences and with names, months, and places.  Punctuation  Uses question mark and comma correctly.  Capitalization  Prints legibly and spaces letters, numbers, words, and sentences appropriately using an efficient pencil grip. GRAMMAR AND SYNTAX  Writes complete sentences with adequate detail. By June, these sentences will often have seven or more words.  Uses the negative correctly. IDEAS  Develops ideas by adding details. • Meaning  Uses adjectives and adverbs to provide descriptive detail. • Details • Clarity ORGANIZATION  Presents ideas in a logical sequence. • Sequencing  Uses simple connecting words (e.g., and, so, but, then). • Coherence  Writes groups of clear sentences that develop a central idea in a basic • Transitioning paragraph of at least six sentences. FORM  Uses a variety of sentence types (e.g., statements, questions, exclamations). • Following models  Uses complete and fluent sentences with some variety in the beginnings. • Using different genres  Creates short pieces in the form of reports that describe and explain familiar • Using sentence variety objects Incidents, and events.  Writes (prints) brief narratives based on own experiences and imaginations that move through a logical sequence of events and describes settings, characters, and events.  Writes (prints) a friendly letter complete with date, salutation, body, closing, and signature.  Writes (prints) a response with supporting details from a text viewed, listened to, or read.  Considers, with guidance, what text form (e.g., story, letter, poem) to use.  Employs a writing process (e.g., planning, drafting, and “fixing up”).

109 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

ENGLISH LANGUAGE ARTS (ELA) WRITING EXPECTATIONS - GRADE 3 A Grade Three student meeting curricular expectations demonstrates control over many elements of language and communication. By the end of June, students communicate ideas, information, and experiences pertaining to a topic by creating easy-to-follow writing (including a short report, a procedure, a letter, a story, a short script, and a poem) with a clear purpose, correct paragraph structure (if appropriate to the form) and interesting detail.

VOCABULARY  Chooses and uses specific descriptive words. • Knowledge of words  Uses language that is straightforward, clear, and appropriate. • Word choice CONVENTIONS  Uses compound words and contractions correctly. • Phonemic awareness  Spells correctly easy multi-syllable words and common high-frequency • Print knowledge words. • Spelling  Uses Canadian spelling of words.  Uses phonics and memorized spelling rules (e.g., stop/stopped) to increase spelling accuracy.  Revises and polishes compositions.  Uses cursive writing with some support. MECHANICS  Uses, writes, and punctuates (including using the comma) complete • Punctuation sentences. • Capitalization  Capitalizes names, dates, books, and places.  Uses the apostrophe in common contractions. GRAMMAR AND SYNTAX  Writes complete sentences of varied lengths (average length in writing is 7.5 words).  Uses correct subject-verb agreement.  Uses verbs, adjectives, and adverbs correctly.  Uses connecting words and phrases (e.g., in the morning, but, finally, etc.)  Uses irregular plurals correctly (e.g., children). IDEAS  Ideas and content are adequately developed through details and • Meaning examples. • Details  Uses sufficient detail to make ideas clear. • Clarity ORGANIZATION  Produces clear, focused text with ideas presented coherently. • Sequencing  Remains on topic and the compositions make sense. • Coherence  Creates compositions that have some flow. • Transitioning FORM  Creates short texts including informational texts, explanations of • Following models procedures, narratives, personal letters, learning logs, imaginative • Using different genres stories, and poems. • Using sentence variety  Uses some variety in sentence length and structure.

110 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

ENGLISH LANGUAGE ARTS (ELA) WRITING EXPECTATIONS - GRADE 4 A Grade Four student meeting curricular expectations uses simple and compound sentences and some variety of sentence lengths. They can communicate and demonstrate understanding by creating a range of original compositions and by writing responses to texts, supporting judgments through appropriate details. Their language is straightforward, clear, and appropriate. Their ideas are generally presented coherently with appropriate organization and form.

VOCABULARY  Chooses words that are interesting and appropriate for their purpose. • Knowledge of words  Uses synonyms and antonyms. • Word choice  Uses appropriate language register. CONVENTIONS  Uses apostrophes correctly. • Phonemic awareness  Uses phonics and knowledge of word structure and meaning to spell • Print knowledge words correctly. • Spelling  Spells most common high-frequency words correctly using Canadian spelling.  Identifies misspelled words.  Revises and polishes compositions.  Uses cursive writing with some support. MECHANICS  Uses correct punctuation and capitalization for the most part. • Punctuation  Uses quotation marks for direct speech. • Capitalization GRAMMAR AND SYNTAX  Writes complete sentences of varied lengths (average length in writing is 8 words).  Uses verb tense (e.g., past, present, and future) correctly and appropriately. IDEAS  Ideas and content are adequately developed through details and • Meaning examples. • Details  Presents ideas clearly in most situations. The text is reasonably clear, • Clarity focused and well supported. ORGANIZATION  Arranges ideas, for the most part, into clear, coherent sentences and • Sequencing paragraphs that develop a central idea. • Coherence  Uses common connecting words (e.g., first, next, finally) to link ideas in a • Transitioning paragraph.  Uses effective openings and conclusions. FORM  Communicates and demonstrates understanding by creating original text • Following models (e.g., poem, play, letter, journal entry) and by writing responses to texts, • Using different supporting judgments through references to the text and prior genres knowledge. • Using sentence  Uses simple and compound sentences and some variety of sentence types variety (e.g., statements, questions, exclamations).

 Uses some variety of sentence length.  Uses a writing process to produce descriptive, narrative, and expository compositions that focus on a central idea, have a logical order, explain point of view, and give reasons or evidence.

111 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

ENGLISH LANGUAGE ARTS (ELA) WRITING EXPECTATIONS - GRADE 5 A Grade Five student meeting curricular expectations demonstrates control over the elements of communication and language. Students write in a variety of formats, both expository and literary. Communications are adequately developed and appropriate to audience and purpose. Errors that are made do not interfere with communication.

VOCABULARY  Makes appropriate and varied word choices to good effect. • Knowledge of words  Uses language that is straightforward, clear, and appropriate. • Word choice  Uses words and expressions fit the type of composition.  Uses precise and descriptive words.  Uses new vocabulary from reading, listening, and viewing. CONVENTIONS  Spells most grade appropriate words correctly. • Phonemic awareness  Selects and uses a variety of spelling strategies. • Print knowledge  Revises and polishes compositions. • Spelling  Uses cursive writing with some support. MECHANICS  Uses clear and correct punctuation generally. • Punctuation  Use of capital letters is generally correctly. • Capitalization GRAMMAR AND SYNTAX  Uses correct subject-verb agreement and noun-pronoun agreement for the most part.  Uses verbs, adjectives, and adverbs correctly. IDEAS  Ideas and content are adequately developed through details and • Meaning examples. • Details  Uses sufficient detail to make ideas clear. • Clarity  Writes with some awareness of audience. ORGANIZATION  Stays on one topic and demonstrates purpose and focus. • Sequencing  Produces clear, focused text with ideas presented coherently. • Coherence  Stays on topic generally. • Transitioning  Creates compositions that have some flow. FORM  Creates some variety in sentence structure and sentence length. • Following models  Writes multi-paragraph compositions (e.g. three to five paragraph report • Using different or essay of at least 300 words) that focus on a central idea. genres  Writes in a variety of formats including multi-paragraph narratives, • Using sentence reports, explanations, letters, and requests. variety  Uses various note-making strategies.

112 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

ENGLISH LANGUAGE ARTS (ELA) WRITING EXPECTATIONS - GRADE 6 A Grade Six student meeting curricular expectations* is performing at level four of the six level ELA curriculum rubric. The student writes compositions that are clear and straightforward. The compositions are adequately developed, appropriate to purpose, and show some awareness of audience. The student demonstrates control over the language elements and techniques. Minor errors, though noticeable, do not impede communication.

VOCABULARY  Uses words appropriate for audience, purpose, and context. • Knowledge of  Avoids overused and misused words. words  Uses words figuratively (e.g., similes, metaphors, and personification) and • Word choice to provide imagery. CONVENTIONS  Spells most grade appropriate words correctly. • Phonemic  Uses Canadian spellings. awareness  Selects and uses a variety of spelling strategies and resources. • Print knowledge  Chooses appropriate font size and style when using technology. • Spelling  Uses legible cursive handwriting. MECHANICS  Uses appropriate punctuation and capitalization such as the colon, comma, • Punctuation quotation mark, dash, and hyphen. • Capitalization  GRAMMAR AND SYNTAX  Uses syntactically complete and correct sentences (avoiding run-on sentences and fragments).  Uses clear sentence structures that contain a verb and its subject.  Attends to subject-verb agreement and noun-pronoun agreement.  Uses verbs, adjectives, and adverbs correctly. IDEAS  Provides relevant details, examples, and explanations. • Meaning  Uses paragraphs that have main ideas and supporting details. • Details • Clarity ORGANIZATION  Stays on one topic and provides easy-to-follow sequences with related • Sequencing ideas grouped together. • Coherence  Uses a variety of connecting words. • Transitioning  Includes appropriate, required text features (e.g., titles, headings, illustrations). FORM  Creates some variety in sentence structure and sentence length. • Following models  Creates a variety of written text including personal narratives, responses or • Using different reactions to reports, articles, instructions, explanations, letters, and poems. genres  Varies sentence beginnings. • Using sentence  Writes multi-paragraph (minimum three to five paragraphs) narrative, variety expository, persuasive, and descriptive texts of at least 400 to 600 words.

113 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

ENGLISH LANGUAGE ARTS (ELA) WRITING EXPECTATIONS - GRADE 7 A Grade Seven student meeting curricular expectations is performing at level four of the six level ELA curriculum rubric. The student writes compositions that are clear and straightforward. The compositions are adequately developed, appropriate to purpose, and show an awareness of audience. The student demonstrates control over the language elements and techniques. Minor errors, though noticeable, do not impede communication.

VOCABULARY  Uses words appropriate for audience, purpose, and context. • Knowledge of words  Avoids overused and misused words (e.g., “could of”). • Word choice  Uses words figuratively (e.g., similes, metaphors, and personification) and to provide imagery. CONVENTIONS  Spells most grade appropriate words correctly.  Spelling  Uses Canadian spellings.  Phonemic awareness  Selects and uses a variety of spelling strategies and resources.  Print knowledge  Uses legible cursive handwriting.

MECHANICS  Uses appropriate capitalization and correct and effective punctuation (such as  Punctuation quotation marks, colons, dashes, and hyphens).  Capitalization  GRAMMAR AND SYNTAX  Uses syntactically complete and correct sentences (avoiding run-on sentences and fragments).  Uses clear sentence structures that contain a verb and its subject.  Attends to subject-verb agreement and noun-pronoun agreement.  Ensure sentences use appropriate verb tense. IDEAS  Provides relevant details, examples, and explanations. • Meaning  Uses paragraphs that have main ideas and supporting details. • Details • Clarity ORGANIZATION  Maintains focus from beginning to end providing a clear sequence with related • Sequencing ideas grouped together. • Coherence  Uses a variety of transitional words. • Transitioning  Combines closely related ideas into compound structures using conjunctions or joining words.  Includes appropriate, required text features (e.g., titles, headings, illustrations). FORM  Understands and uses a range of standard forms for texts including paragraphs • Following models and multi-paragraph compositions. • Using different  Uses common organizational patterns within texts (e.g., chronological, genres cause/effect, enumerative, comparison/contrast, etc.). • Using sentence  Crafts strong leads and effective conclusions. variety  Creates a variety of written text including personal narratives, responses or reactions to texts stories, reports, articles, introductions, instructions, explanations, letters, and poems.  Writes multi-paragraph (minimum of five paragraphs) compositions of at least 500-700 words.

114 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

ENGLISH LANGUAGE ARTS (ELA) WRITING EXPECTATIONS - GRADE 8 A Grade Eight student meeting curricular expectations is performing at level four of the six level ELA curriculum rubric. The student writes compositions that are clear and straightforward. The compositions are adequately developed, appropriate to purpose, and show an awareness of audience. The student demonstrates control over the language elements and techniques. Minor errors, though noticeable, do not impede communication.

VOCABULARY  Uses words appropriate for audience, purpose, and context. • Knowledge of words  Uses specific words and synonyms for variety. • Word choice  Uses words figuratively (e.g., similes, metaphors, and personification) and for imagery. CONVENTIONS  Spells most grade appropriate words correctly. • Spelling  Uses Canadian spellings. • Phonemic awareness  Selects and uses a variety of spelling strategies and resources. • Print knowledge  Uses legible cursive handwriting.  Arranges and balances words and visuals as well as fonts (typefaces/print) to send coherent, clear messages. MECHANICS  Uses appropriate capitalization and correct and effective punctuation (such as • Punctuation periods, commas, semicolons, quotation marks, colons, dashes, and hyphens). • Capitalization  GRAMMAR AND SYNTAX  Ensures sentences are complete, interesting, and on topic.  Uses clear sentence structures that contain a verb and its subject.  Attends to subject-verb agreement and noun-pronoun agreement.  Ensures sentences use appropriate verb tense. IDEAS  Provides relevant details, examples, and explanations. • Meaning  Uses paragraphs that have main ideas and supporting details. • Details • Clarity ORGANIZATION  Maintains focus from beginning to end providing a clear sequence with related • Sequencing ideas grouped together. • Coherence  Uses subordination to show the relationship between ideas (e.g., because, • Transitioning although, when).  Uses a variety of transitional words.  Combines closely related ideas into compound structures using conjunctions or joining words.  Includes appropriate, required text features (e.g., titles, headings, illustrations). FORM  Understands and uses a range of standard forms for texts including paragraphs • Following models and multi-paragraph compositions. • Using different  Uses common organizational patterns within texts (e.g., chronological, genres cause/effect, enumerative, comparison/contrast, etc.). • Using sentence  Crafts strong leads and effective conclusions. variety  Varies sentence beginnings.  Creates a variety of written text including personal narratives, responses or reactions to texts stories, reports, articles, introductions, instructions, explanations, letters, scripts, and poems.  Writes multi-paragraph (minimum of five paragraphs) compositions of at least 500-800 words.

115 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

REFERENCES AND RESOURCES

Council of Europe. Common European Framework of Reference for Languages: Learning, teaching, assessment. Link: http://www.coe.int/t/dg4/education/elp/elp- reg/Source/Key_reference/Overview_CEFRscales_EN.pdf

Ontario Ministry of Education. The Ontario Curricular Exemplars. English as a Second Language and English Literacy Development Level 1. Link: http://www.ontla.on.ca/library/repository/mon/1000/10290793.pdf

Ontario Ministry of Education. The Ontario Curriculum Grades 9 to 12 (Revised). English as a Second Language and English Literacy Development. 2007.

Link: http://www.edu.gov.on.ca/eng/curriculum/secondary/esl912currb.pdf

Roessingh, H. (2012). The importance of the prompt for eliciting language samples: Insights from research and considerations for practice. TexELT: Texas English Language Teaching, 1(1), 37-56. Link: http://www.textesolv.org/index.php?module=documents&JAS_DocumentManager_op=downloadFil e&JAS_File_id=46

Saskatchewan Ministry of Education. 2012. A Guide To Using The Common Framework of Reference (CFR) with English as an Additional Language (EAL) Learners. Link: http://www.education.gov.sk.ca/guide-to-using-cfr-with-eal

116 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

APPENDIX A: INTERNATIONAL REFERENCE - CEFR GLOBAL SCALE C2 Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex Proficient situations.

User C1 Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a Independent wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

User B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can

describe in simple terms aspects of his/her background, immediate environment and Basic matters in areas of immediate need.

User A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

117 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

APPENDIX B: WRITING PROMPTS – GRADES 1 – 8

Writing prompts were selected from several sources. Use of the prompts was guided by the research of Dr. Hetty Roessingh of the University of Calgary in her article: The importance of the prompt for eliciting language samples: Insights from research and considerations for practice (2012).

Images for writing prompts were taken from Britannica Image Quest. These images are for education use only. Citations have been given for each image.

The following information may assist with the process of assessing student writing:

Encourage educators to collaborate over the language teaching, learning, and assessment of a group of EAL learners so that a common understanding of the CFR language level of each learner will emerge.

An example of collaboration on EAL learner progress is given below. • Teachers work in pairs to assess EAL students they both teach. Together they examine and discuss the appropriate Global Descriptors (i.e., Elementary, Middle, or Secondary Level) identifying which descriptors match each student’s language competence. A conversation could sound like this: “Miguel’s listening skills are certainly at a level A2.2. I don’t believe he has any problem fulfilling those listening descriptors.” “I agree. I also think that he demonstrates A2.2 competence in both of the oral categories. The reading descriptors, however, at A2.2 are beyond him right now.” “You’re right. Level A2.1 reading competence descriptors are a good match for his ability.” “What about the writing? I believe when he takes his time, his work is better described as A2.2. What do you think? Let’s take a closer look at the features of Miguel’s writing once again.” • Writing samples are gathered for EAL learners by the social studies, mathematics, science, and ELA teachers from classroom assignments. These samples can become part of the assessment discussion between the collaborating teacher pair. • The teachers share information on the overall English language proficiency of the students with other teachers who work with these learners. • Teachers also share their observations with the student. They discuss the student’s self-assessed (Can Do) instrument and confirm and/or adjust their assessment.

Reprinted from A Guide for Using the Common Framework of Reference (CFR) with English as an Additional Language (EAL) Learners. Saskatchewan Ministry of Education. 2012. p.10.

118 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

Grade 1-2 Writing Prompt

Tell about your favourite animal. Would it make a good pet? Explain why or why not.

Photo 1: MLA citation Grade 1-2

Animals Of The Arctic . Fine Art. Encyclopædia Britannica Image Quest. Web. 22 Oct 2013. http://quest.eb.com/images/108_254454

119 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

Photo 2: MLA citation Grade 1-2

Wildlife In Natural Habitats. Photograph. Encyclopædia Britannica Image Quest. Web. 22 Oct 2013. http://quest.eb.com/images/118_805517

120 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

Grade 3-4 Writing Prompt

Tell about your favourite hobby or sport. Explain why you like it. Explain how you play it.

Photo 1: MLA citation Grade 3-4

Children Play Cricket In The Street, Sidpur, India, Asia. Photography. Encyclopædia Britannica Image Quest. Web. 22 Oct 2013. http://quest.eb.com/images/151_2528932

121 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

Photo 2: MLA citation Grade 3-4

Kids Playing Soccer, California. Photography. Encyclopædia Britannica Image Quest. Web. 22 Oct 2013. http://quest.eb.com/images/139_1965460

122 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

Grade 5-6 Writing Prompt

Families look different all over the world. Compare and contrast the family in the picture to your family.

Photo: MLA citation Grade 5-6

Family. Photography. Encyclopædia Britannica Image Quest. Web. 22 Oct 2013. http://quest.eb.com/images/158_2481258

123 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

Grade 7-8 Writing Prompt

Each student in the school has been asked for ideas about how to get students to become more active. A team of teachers and parents will choose the best suggestions. Write a proposal for the team to read. Describe what you would do to encourage physical activity and a healthy lifestyle. Then, convince the team that your idea is the best way to make it happen. - Adapted from Roessingh, H. (2012)

Photo 1: MLA citation Grade 7-8

Healthy Foods. Photography. Encyclopædia Britannica Image Quest. Web. 22 Oct 2013. http://quest.eb.com/images/132_1254302

124 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

Photo 2: MLA citation Grade 7-8

Education. Photography. Encyclopædia Britannica Image Quest. Web. 22 Oct 2013. http://quest.eb.com/images/158_2478670

125 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8

126 

Saskatchewan Ministry of Education: CFR Writing Rubrics 1-8