Name:___________

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

Sentences are
varied, controlled
grammatically, and
a complete
thought

<He/She>
consistently
applies their
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.

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.