Grade 3 reading |
Reflects on and sets reading goals |
Needs ongoing help |
Uses strategies during reading to make sense of texts |
Approaching expectations |
Demonstrates comprehension |
Meeting expectations |
Grade 3 numeracy |
Predicts an element in a repeating pattern |
Needs ongoing help |
Understands that the equal symbol represents an equality of the terms found on either side of the symbol |
Approaching expectations |
Understands that a given whole number may be represented in a variety of ways (to 100) |
Meeting expectations |
Uses various mental math strategies to determine answers to addition and subtraction questions to 18 |
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Grade 7 math |
Orders fractions |
Emerging skills |
Orders decimal numbers |
Developing skills |
Student understands that a given number may be represented in a variety of ways |
Established skills |
Uses number patterns to solve mathematical problems |
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Uses a variety of strategies to calculate and explain a mental math problem |
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Grade 7 student engagement |
Demonstrates and interest in his/her learning |
Emerging skills |
Engages in self-assessment |
Developing skills |
Is aware of learning goals of a unit of study and/or personal learning goals |
Established skills |
Participates in lessons |
Inconsistent skills |
Accepts responsibility for assignments |
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Grade 8 reading and writing |
Understands key ideas and messages in a variety of texts |
Not meeting expectations |
Interprets a variety of texts |
Approaching expectations |
Responds critically to a variety of texts |
Meeting expectations |
Generates selects and organises ideas to support the readers’ understanding |
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Chooses language (word choices, sentence patterns) to make an impact on the reader |
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Uses conventions (spelling, grammar and/or punctuation) and resources to edit and proofread to make meaning clear |
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Grade 9 index |
The index was developed based on possible average marks in all classes and the number of credits earned during the grade 9 school year. A scaled logit score was created based on the rank categories each individual was assigned to (Roos et al., 2013) |
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