A Few More ExamplesRanging in Grain Sizeof Invitational and Analytical Learning Scales

Summarizing:
Just Starting Im learning what it means to summarize, considering how I already summarize in my own life, and considering how Im asked to use this skill in other settings. Making Progress I can summarize experiences / texts that are familiar to me, though I sometimes need to revisit the parts of a good summary, and/or I need to study a model or two to help me include all the parts of a summary. Proficient I can summarize experiences / texts that are familiar to me, identifying the gist and conveying the experience / text concisely, and someone unfamiliar with the text/experience can use my summary to learn what the experience / text is and what it conveys. Proficient with Distinction I can summarize experiences / texts that are unfamiliar to me, identifying the gist and conveying the experience / text concisely, and someone unfamiliar with the text/experience can use my summary to learn what the experience / text is and what it conveys.

Interpreting:
Im learning what it means to interpret, considering how I already interpret events in my own life, and considering how to apply this skill to new experiences / texts. I can interpret experiences and texts that are familiar to me, though I sometimes need to revisit tips for how to interpret, and/or I need to study a model or two to help me create a viable interpretation. I can interpret experiences and texts that are familiar to me, describing how the experience or text conveys an idea that can be connected to other texts and experiences. I can interpret experiences and texts that are unfamiliar to me, describing how the unfamiliar experience or text conveys an idea that can be connected to other texts and experiences.

Analysis:

INTERPRETATION

SUMMARY

Im learning what it means to analyze, considering how I already analyze experiences in my own life, and considering how Im asked to use this skill in other settings.

I can analyze experiences and texts that are familiar to me, describing how and why certain parts of the experience or text are important and how those parts connect to your interpretation, though I sometimes need to revisit tips for how to analyze, and/or I need to study a model or two to help me create a viable analysis.

Evaluation
Im learning what it means to evaluate, considering how I already evaluate experiences in my own life, and considering how Im asked to evaluate in other settings. I can evaluate familiar texts and experiences, though I sometimes need to revisit tips for how to evaluate, and/or I need to study a model or two to help me evaluate. I can evaluate familiar texts and experiences, describing why I like/agree or dislike/disagree with the parts, or all of, the texts or experiences message / substance. I can evaluate experiences and texts that are unfamiliar to me, describing why I like/agree or dislike/disagree with the parts, or all of, the texts or experiences message / substance.

Mathematics
Starting Making Progress Proficient Proficient with Distinction CCSS

I understand that three-dimensional figures are created by rotating a two dimensional object about an axis or translating it along an axis, as evidenced by
I can identify the shapes of some two-dimensional cross-sections of threedimensional objects. I can identify the shapes of two-dimensional cross-sections of three dimensional objects and their axis of rotation or translation. I can write an argument to justify the volume formulas for prisms, cylinders, pyramids, and cones by describing them as transformations of two-dimensional figures. I can write an argument to justify the volume formulas for pyramids and cones by describing them as transformations of two-dimensional figures. G.GMD.1 G.GMD.4

I understand that surface area is the sum of the areas of the faces of a three-dimensional object, as evidenced by I can calculate the area I can calculate the area I can calculate the area I can write general G.MG.1 of regular polygons. or surface area of formulas to model the of parallelograms, compound shapes to surface area of triangles, trapezoids, and solve problems. compound threecircles.

EVALUATION

ANALYSIS

I can analyze experiences and texts that are familiar to me, describing how and why certain parts of the experience or text are important and how those parts connect to my interpretation and/or evaluation.

I can analyze experiences and texts that are unfamiliar to me, describing how and why certain parts of the experience or text are important and how those parts connect to my interpretation and/or evaluation.

dimensional figures. I understand that volume is a measure of the physical space within a three-dimensional figure, as evidenced by I can calculate the I can calculate the I can calculate the I can write general G.GMD.3 volume of prisms and volume of pyramids, volume of compound formulas for the volume G.MG.1 cylinders. cones, and spheres. three-dimensional of compound threefigures to solve dimensional figures. problems. I understand that precision is important in math communication, as evidenced by I can accurately calculate I can accurately calculate I can accurately calculate I can accurately calculate Precision values, label diagrams or values, label diagrams or values, label diagrams or values, label diagrams or graphs and identify units graphs and identify units graphs and identify units graphs and identify units in my work rarely. in my work occasionally. in my work most of the in my work all of the time. time.

Writing
Starting Making Progress Proficient Proficient with Distinction
In other settings, I can write using the HOT outline for the introduction and conclusion and follow the LEAEAF format in my body paragraphs; I also use transitions within and between paragraphs, linking the sections of text.

HOT and LEAF (Writing: Organization)

I am learning what a HOT introduction and conclusion and LEAEAF format are by studying examples and using templates provided by my teacher. I am also learning to use transitions within and between paragraphs with the help of templates and examples from my teacher.

I am beginning to use the HOT outline for the introduction and conclusion and follow the LEAEAF format in my body paragraphs and sometimes I need template to follow; I am beginning to use transitions within and between paragraphs, linking the sections of text

I can write using the HOT outline for the introduction and conclusion and follow the LEAEAF format in my body paragraphs; I also can use transitions within and between paragraphs, linking the sections of text..

Starting

Making Progress

Proficient

Proficient with Distinction

I use this skill in other settings, identifying vivid and relevant (facts, definitions, details and/or quotations) evidence to support my ideas and can also nearly always identify the best evidence available to develop the topic, considering both variety and credibility.

Choosing Very Best Evidence

I am learning what makes evidence vivid and relevant by using a menu of evidence my teacher provides. I can practice choosing evidence that is most vivid and relevant by using this menu.

I am beginning to use evidence to develop my ideas that is relevant and vivid. I am also beginning to use credible sources and to make sure I use a number of different sources too.

I can support my ideas with vivid and relevant evidence (facts, definitions, details and/or quotations) to develop a topic, sometimes even using the best available evidence. When appropriate, I can make sure I support my ideas with evidence from varied and credible sources

Starting
Figure out complex or unfamiliar language. I realize that when I encounter language that is hard to understand, there are strategies I can use to try to figure it out. I am learning steps to take to tackle difficult language.

Making Progress
I can identify what I do understand when I look at complex or unfamiliar texts, and I am starting to use this to figure out what I dont understand.

Proficient
I can use contextual clues and words that I do understand to figure out the meaning of Shakespeares language.

Transfer
I can apply strategies for figuring out meaning to all texts that are complex or unfamiliar.

Starting
Determine the main ideas. With support or using a modern translation, I can get a general sense of the topics of Shakespeares text.

Making Progress
With support, or using a modern translation, I can determine the main (explicit) ideas of Shakespeares text.

Proficient
I can determine the main (explicit) ideas of Shakespeares text.

Transfer
I can determine the main ideas of Shakespeares text and can draw inferences (read between the lines).

Starting
Identify and understand character. With support or using a modern translation, I can identify the main characters and can determine their actions.

Making Progress
With support or using a modern translation, I can identify the main characters and can determine their relationships, conflicts and changes.

Proficient
I can identify main characters in Romeo & Juliet and can determine their relationships, conflicts and changes throughout the play.

Transfer
I can track the development of characters in Romeo & Juliet and including how they interact with other characters and how they advance the plot or develop themes of the play.

MultiView Drawing

Starting Im familiarizing myself with the expectations, and when possible studying models and examples of multi-view drawings that show an object/part in detail.

Making Progress Ive drafted multiview drawings of an object/part to show all features and details, with the help of models and feedback from peers / my teacher.

Proficient Ive begun independently creating multiview drawings of an object/part to show all features and details.

Transfer I can independently and with automaticity create a multiview drawing of an object/part to show all features and details.