Career College Rubric
Literacy Level
Reading & Writing Outcomes
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Individual who has no or minimal
reading and writing skills.
May have little or no
comprehension of how print
corresponds to spoken language
and may have difficulty using a
writing instrument.
At the upper range of this level,
individual can recognize, read and
write letters and numbers, but
has a limited understanding of
connected prose and may need
frequent re-reading.
Can write a limited number of
basic sight words and familiar
words and phrases, including very
simple messages.
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Can write personal information.
Narrative writing is disorganized
and unclear, inconsistently uses
simple punctuation (e.g. periods,
commas, question marks);
contains frequent errors in
spelling.
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Individual can read simple
material on familiar subjects and
comprehend simple and
compound sentences in single or
linked paragraphs containing a
familiar vocabulary; can write
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Beginning ABE Literacy
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Beginning Basic Education
5/26/2015
Measurement of the Outcomes
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Student is given traceable letters
& numbers worksheet one on one
assistant with practice on writing
skills. Colored bendable sticks to
use as manipulatives for
letters/numbers.
Sight words with pictures
worksheets so student may press
clay dough into shapes-start to
trace with fingers in non-menthol
shaving cream.
Student will listens to whole
group reading and with one on
one assistant. Re-writes sight
words in story.
Emphasis on root words,
consonant blends to begin to
form new words. Begin spelling
assessment 1-5 words per week.
Daily Journal
Spider Map & Bubble Map to sort
thoughts, ideas, and numbers
from the least to the greatest in
importance. Writes sentences
with assistant. Student identifies
grammar with corrected
sentences.
Daily Journal
Bubble Maps/Venn Diagrams to
write about Instructor’s lead to
whole group discussions.
Whole group reading of Instructor
made reading stories
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Career College Rubric
Literacy Level
Reading & Writing Outcomes
simple notes and messages on
familiar situations, but lacks
clarity and focus.
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Sentence structure lacks variety,
but shows some control of basic
grammar (e.g. present and past
tense); and consistent use of
punctuation (e.g. periods,
capitalization).
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Individual can read text on
familiar subjects that have a
simple and clear underlying
structure (e.g. clear main idea,
chronological order); can use
context to determine meaning;
can interpret actions required in
specific written directions, can
write simple paragraphs with
main idea and supporting detail
on familiar topic (e.g. daily
activities, personal issues) by
recombining learned vocabulary
and structures; can self and peer
edit for spelling and punctuation
errors.
Individual is able to read simple
descriptions and narratives on
familiar subjects or from which
new vocabulary can be
determined by context; can make
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Low Intermediate Basic Education
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High Intermediate Basic Education
5/26/2015
Measurement of the Outcomes
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Whole group activities on board
to discuss parts of speech, identify
parts of sentences and story. Oral
discussions with students at
board.
Worksheets that reflect higher
vocabulary, word search,
unscramble vocabulary words
level app. Vocabulary assessment
quiz given on Monday and words
that students have not mastered,
reassessed on Thursday.
Whole group oral reading of
subjects, current events, Persons
of interest, Black History,
Women’s History Month, etc.,
with “Blooms Taxonomy” written
worksheet questions ( as
subjective as possible).
Instructors will assist students one
on one and whole group
- Answers written at times on
power point/board-worksheets
graded & returned.
IXL.com- Student is encouraged to
work independent as much as
possible.
Introduction of Venn DiagramStudent will create their own to
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Career College Rubric
Literacy Level
Reading & Writing Outcomes
Measurement of the Outcomes
some minimal inferences about
familiar texts and compare and
contract information from such
texts, but not consistently.
Low Adult Secondary Education
5/26/2015
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The individual can write simple
narrative descriptions and short
essays on familiar topics, has
consistent use of basic
punctuation, but makes
grammatical errors with complex
structures.
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Individual can comprehend
expository writing and identify
spelling, punctuation and
grammatical errors; can
comprehend a variety of materials
such as periodicals and nontechnical journals on common
topics; can comprehend library
reference materials and compose
multi-paragraph essays; can listen
to oral instructions and write an
account synthesis of them; can
identify the main idea in reading
selections and use a variety of
context issues to determine
meaning.
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write response to subjective
questions.
Daily Journal- Reflection on
specific events- content area and
morning events.
Students encouraged to research
online and using whole group
topic, student will compare/
contrast apply and or create new
information through personal
narratives, personal opinions
paper, these are graded-
Newsletter:
Students are asked to research
famous quotes, recipes, personal
experience, to include in their
newsletter.
 Daily Journals are expected to be
more detailed. Critical thinking
skills are encouraged. Whole
group reading is now done
independently with worksheet
questions for homework.
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Career College Rubric
Literacy Level
Reading & Writing Outcomes
Measurement of the Outcomes
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Writing is organized and cohesive
with few mechanical errors; can
write using a complex sentence
structure; can write personal
notes and letters that accurately
reflect thoughts.
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Individual can comprehend,
explain, and analyze information
from a variety of literacy works,
including primary source
materials and professional
journals; can use context cues and
higher order processes to
interpret meaning of written
material.
Writing is cohesive with clearly
expressed ideas supported by
relevant detail; can use varied and
complex sentence structure with
few mechanical errors.
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High Adult Secondary Education
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IXL.com- Students are expected to
work with little assistant.
Students here are asked to be
-newsletter editors
- Students are able to choose their
choice of writing exercises…
Narrative, Descriptive, Expository
or Persuasive.
-Whole group reading will reflect
upper vocabulary and topics.
Student will be asked to choose a
book to read independently (own
personal book/one from
Instructor or from the Library)
read, and produce an outline then
write a book report.
Book review –outline with
sources- TypedBook review will be graded.
Career College Student at all levels will be asked during the 1st half of the second semester to choose,
research and report orally to the group, a 7-10 minute report on a person of interest.
In the past year it was on someone that made a contribution in Black History.
5/26/2015
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