Cycle II English Language Arts Competency:
To Read and Listen To Literary, Popular and Information Based Texts
Criteria
Gr. 3 Entry Level
Reads a variety
of texts
 Mainly chooses
one interest group
of texts within a
given text type
 Needs teacher
assistance to
choose suitable
texts
Uses a variety
of reading
strategies
 Uses a single
strategy
exclusively
 Requires frequent
assistance
 Does not use the
response process
to clarify ideas
 Requires frequent
teacher assistance
Uses a
response
process
(guidelines to
be followed)
Distinguishes
differences
between text
types (Literary,
Popular and
Information
Based)
Reflect on the
reading
process (kinds
of material
enjoyed, what
they find
easy/hard about
reading)
Level 2
Level 3
Level 4
 Expands beyond
preferred choices to
try one or two other
interest groups within
a given text type
 Selects material
independently within
an interest group,
expands with teacher
assistance
 Uses few reading
strategies
 Requires some
teacher assistance
Level 1
 Expands choices to
include two types of
texts
 Makes some
independent
selections with
occasional teacher
assistance
 Willing to expand
reading choices to
include several text
types
 Makes independent
selections from
several text types
 Independently selects a
wide variety of reading
texts both for interests and
different text types
 Makes informed choices
based on recommendations of peers and adults
 Uses some reading
strategies
 Requires occasional
assistance
 Uses several reading
strategies
independently
 Uses a full range of reading
strategies independently
 Is able to clarify a
few ideas through a
response process
 Requires some
teacher assistance
 Able to clarify
general ideas
through a response
process
 May need some
teacher help to
begin and organize
the process
 Shows an
understanding of the
difference between
fiction and nonfiction texts with
some teacher
guidance
 Identifies
preferences,
strengths and an
area for
improvement with
minimal guidance
 Is exploring self as a
reader
 Is able to
independently use
the response process
to clarify ideas
 Able to clarify most ideas
and use a response process
to extend learning.
 Includes ideas related to
the topic
 Identifies fiction and
non-fiction texts
with minimal teacher
assistance
 Recognizes and
independently distinguishes
between different text types
 Confuses fiction
and non-fiction
based texts
 Begins to understand
the difference
between fiction and
non-fiction texts with
teacher guidance
 Makes simple
statements of
preferences
 Shows no
awareness of who
s/he is as a reader
 With guidance,
identifies preferences
and strengths
 Begins exploring self
as a reader
 Identifies
 Reflects upon growth as a
preferences,
reader over the year and sets
strengths and areas
further goals for growth
for improvement
taking this into account
independently
 Shows an understanding of
 Is beginning to
self as a reader
understand self as a
reader and the s/he
will continue to
evolve
Created by: Joanne Hayes (Jules Verne), Sophie Lanthier (Mountainview), Rhonda Steiner (Crestview), Lisa Verrall (Genesis)
SWLSB, February 20, 2004