Name:___Faith________

Language Arts Outcomes:

Term 1
Reading
Excelling

Meeting

Approaching

Not Yet

Reads familiar and

or unfamiliar text
fluently to Level
S/T

<First Name> is a
confident and
independent
reader. <He/She>
is currently
reading above
grade level.

<First Name> is a
fluent and
independent
reader. <He/She>
is currently
reading at grade
level.

<First Name>
requires
prompting when
reading.
<He/She> is
currently reading
below grade level.

<First Name> is
currently reading
two grades below
grade level.

Uses a variety to
comprehension
strategies to
understand text

<First Name> has

demonstrated an
excellent
understanding
and has applied
numerous
comprehension
strategies to
<his/her> reading.

<First Name> has

demonstrated a
good
understanding
and has applied
numerous
comprehension
strategies to
<his/her> reading.

<First Name> is
developing an
understanding
and has applied
some
comprehension
strategies to
<his/her> reading.

<First Name> has

struggled with
reading
comprehension
and has utilized a
few
comprehension
strategies to
<his/her> reading.

Writing

Develops content
through ideas and
details

Organizes writing
for clarity

Uses words and

expressions to add
interest and details

Excelling

Meeting

Approaching

Not Yet

<He/She> uses
supporting
details to
enhance clarity
and hold the
readers interest.

<He/She> uses
supporting
details and
generally holds
the readers
interest.

<He/She> uses
details that are
unnecessary and
occasionally loses
the readers
interest.

<His/Her> writing
has a few details,
however does not
hold the readers
attention.

<First Name>s
writing is well
organized and
straightforward.

<First Name>s
writing is
organized and
straightforward.

<First Name>s
writing is
organized and
predictable.

<First Name>
does not follow a
logical order and
the writing is
difficult to
understand.

<He/She>
consistently uses
amazing words
and expressions
to add details in
their writing.

<He/She> is using
grade
appropriate
words and
expressions to
add details in
their writing.

<He/She> is not
consistently using
grade level
language in their
writing.

<He/She> is not
using grade level
language in their
writing.

Excelling

Meeting

Approaching

Not Yet

understanding of
grammar and
parts of speech
to their writing.

<He/She>
frequently
applies their
understanding of
grammar and
parts of speech
to their writing.

<He/She>
occasionally
applies the basic
understanding of
grammar and
parts of speech
to their writing.

<He/She> seldom
applies the basic
understanding of
grammar and
parts of speech
to their writing.

Attends to
conventions such
as: capitalization
and punctuation.

<He/She>
consistently
applies
conventions of
capitalization,
punctuation in
<his/her> work.

<He/She>
frequently
applies
conventions of
capitalization,
punctuation in
<his/her> work.

<He/She>
occasionally
applies the basic
conventions of
capitalization,
punctuation in
<his/her> work.

<He/She> seldom
applies the basic
conventions of
capitalization,
punctuation in
<his/her> work.

Attends to spelling
conventions in daily
writing.

<First Name> is
currently spelling
above grade level
according to
spelling
assessments.

<First Name> is
currently spelling
at grade level
according to
spelling
assessments.

<First Name> is
currently spelling
below grade level
according to
spelling
assessments.

<First Name> is
currently spelling
more than 2
grades below
grade level,
according to
spelling
assessments.

<First Name>s
printing is neat,
easily read with
appropriate
letter formation.

<First Name>s
printing is neat,
easily read with
appropriate
letter formation.

<First Name>s
printing is at
times difficult to
read with
inconsistent
letter formation.

<First Name>s
printing is
difficult to read.
Letters are not
correctly formed
for grade 5.

Sentences are
<He/She>
varied, controlled
consistently
grammatically, and a applies their
complete thought

Prints or writes
legibly and
efficiently

Listening and Speaking

Excelling

Meeting

Approaching

Not Yet

Responds and shows

evidence of
understanding after
listening or viewing

<First Name>
expresses
<his/her> feelings
and ideas with
great confidence
and clarity.

<First Name>
expresses
<his/her> feelings
and ideas
appropriately and
with thought.

<First Name>
expresses
<his/her> feelings
and ideas
appropriately
with developing
thought.

<First Name>
expresses
<his/her> feelings
and ideas
occasionally..

Communicates
meaning through
representations
(tech & the arts)

<He/She> is able
to show amazing
understanding of
information
through tech. and
art projects.

<He/She> is able
to show
understanding of
information
through tech. and
art projects.

<He/She>
struggles to show
understanding of
information
through tech and
art projects.

<He/She> does
not show
understanding of
information
through tech and
art projects.