Name: Class: Date:

English Composition and Literature Studies 10

I can... Extending Proficient Developing Emerging
Make Connections
Understand the message  I can thoroughly  I can explain the content  I can understand the  With support, I can
of the text explain and reflect upon the creator’s messages and content creator’s literal understand the content
*Text can include written content creator’s messages connect it beyond the literal message creator’s literal message
work, images, videos or and purposes in the text meaning of the text
charts (beyond the
literal meaning)

Reliability of Texts
 I am able to accurately  I am able to interpret ideas  I am able to  With guidance, I am able to
Combine ideas and interpret ideas and and information from a comprehend comprehend information
information from a information from a variety of variety of sources and come information from a from a variety of sources
variety of sources to sources and come to a well- to a conclusion variety of sources
increase understanding reasoned conclusion

 I can critically evaluate the  I can evaluate and decide the  I can recognize that  With support, I can
importance, truth, and importance, truth, and texts are different in recognize that a text is
Evaluate if texts are true their importance, truth,
reliability of a broad range of reliability of certain texts important, true and reliable
and reliable and reliability
texts
Comprehension of Texts
and Literary Devices  I can recognize the format of  I can recognize the format of  With prompts, I can  With guided assistance, I
the text; I can thoughtfully the text; I can consider the recognize the format of can recognize how format
Understand that authors discuss how specific elements impact of this format on how the text; I can identify elements may help to
choose a format (and text impact how the reader the reader understands the the format used and understand text (ie. text
features) through which understands the text (ie. text text (ie. text features) some element of its features)
to tell their stories or features) effect on the story (ie.
share their ideas text features)
 I can thoughtfully select and  I can select and apply  With assistance, I can
apply a variety of appropriate strategies to:  I can independently understand:
strategies: select and apply some o the main ideas
Use multiple strategies to o to fully comprehend text o comprehend text strategies to: o purpose of text with
assess ideas that are o assess and critique main ideas o assess main ideas o comprehend text provided strategies
relevant to purpose o clarify purpose o clarify purpose  I am working towards
assessing main ideas
and purpose
 I can explain how literary
Identify literary devices devices have a role in texts  I can identify literary  With support, I can
 I can explain how literary
that are being used and and can critically assess their devices and know that recognize literary devices
devices have a role and its
explain what purpose impact they can have an impact and their impact
impact
they serve
 I can demonstrate an  I can understand the  I am working towards
Demonstrate a level of advanced level of critical and  general text and am understanding the text or
I can demonstrate a level of
critical and creative creative thinking when working towards interacting with the ideas
critical and creative thinking
thinking when exploring exploring ideas in text interacting with the independently
when exploring ideas within
texts independently with additional ideas on a deeper level
texts independently
outside references

Personal
Connections/Reflections  I can respond to texts and  I can respond to texts and  I can respond to texts  With prompting, I can
Make connections topics by making meaningful topics by making thoughtful and topics by making connect texts and topics to
(personally, socially, connections to experiences, connections to experiences, simple connections to my experiences, beliefs and
globally) when responding beliefs and other texts, which beliefs and other texts experiences, beliefs and other texts
to text as a way of further understanding other texts
increasing understanding,  I communicate with others in  With prompting, I am able
enjoyment, and  I consistently and thoughtfully a range of formats and genres  I consider the ideas and to extend thinking to people
appreciation of language, communicate with others in a to extend thinking and views of others when and communities beyond
literature and story range of formats and genres consider alternative guided. self.
to extend thinking and perspectives
Exchange ideas and understand different
perspectives to extend my perspectives
thinking beyond self and
 community
Critical Response to
Texts  I can respond to texts with a  I can respond to texts with  I can support an opinion  With support, I am working
well-supported and critical a supported and reasoned towards developing an
Illustrate my argument and/or produce argument and/or produce about texts most of the opinion about texts
understanding when meaningful content content that demonstrates time
responding to texts comprehension

 I can support opinions with  I can support opinions with  I can usually identify a
Express reactions and insightful, effective, and well- thoughtful and developed  I can support opinions connection to experience or
opinions while supporting developed reasoning reasons with clear reasons knowledge
them with evidence and
reasoning  I can use thoughtful evidence  With support, I can use
to clearly support my ideas  I can use evidence to support  I can use simple simple evidence to support
smoothly and effectively my ideas effectively evidence to support my my ideas
ideas
Clarity of
Communication  I can effectively and maturely  I can clearly communicate  I can communicate  I can communicate ideas in
Communicate in written, communicate ideas in various ideas in various forms for a ideas in some forms for limited forms, audiences
visual, oral and digital forms for a variety of range of audience and some audiences and and purposes
media forms for a variety audiences and purposes purposes purposes
of purposes and
audiences
Writing Strategies
 I can effectively and  I can independently choose  With support, I can  With support, I am working
Use writing and design thoughtfully use writing and an appropriate writing and choose a writing process towards using and finding
strategies to support my design processes to plan, design process to plan, to plan, develop and an effective design strategy
writing process develop, and create. develop, and create. create to plan, develop and create

Adjust the format of

communication (ie.  I effortlessly adjust language  I often adjust language usage  I attempt to adjust  With prompting, I have
structure, language, etc.) usage to suit the expectations to suit the expectations of a language to meet the begun to adjust language to
for the purpose of the of a variety of audiences, variety of audiences, demands of different meet the demands of
message and audience environments and genres. environments and genres. audiences and purposes. different audiences and
purposes.
Connecting and
Questioning  I can listen actively and  I can listen attentively, and I  I am passively attentive  With reminders, I am
attentively to the consider the perspectives of when others share learning to be attentive to
Listen and respond perspectives of others others; their perspective other points of views in
discussion
 I can independently ask  I can ask questions
 I ask relevant, engaging relevant questions in a that may help to  With prompting, I can ask
questions and encourage discussion to extend extend the simple questions in a
sharing of all kinds of conversation conversation discussion
Understand and
appreciate multiple opinions to extend
contexts, values, and conversation
perspectives
 I seek out diverse voices and  I can step beyond my own  I have begun to  With teacher support, I
draw on a wide range of worldview to read and independently engage have begun to
views and ideas when respond to texts from with broader contexts, independently engage
reading, writing, and diverse contexts and values and with broader contexts,
speaking cultures perspectives values and perspectives

Recognize how language  I naturally draw connections  I can make connections  With prompting, I can  With support, I can make
and personal, social, and between culture, identity between culture, identity make connections connections between
cultural identity are and values and an and values and an between people's people's identities and
connected individual’s use of language individual's use of language. identities and their use their use of language
of language
Structure and
Organization  I can write a superior essay  I can write an essay that  I can write an essay that  With support, I can write my
that includes a thesis includes a thesis uses some elements of ideas in a simple format
statement/ topic sentence statement/topic sentence academic essay that communicates a
Style, structure and use of
and critical evidence using with evidence using academic structure and am stance; I am working
evidence
academic essay structure essay structure working towards towards including elements
including all element of an essay structure
 I can use MLA formatting
 I can attempt MLA
MLA Format and Citations consistently and accurately  I can use MLA formatting formatting and am  I can understand that
independently consistently and accurately working on being citations are important and
most of the time consistent need to be used
and accurate
Grammar/Proofreading
 I can effectively use  I can apply grammar,  I can apply simple  With support, I can
grammar, style and writing writing, and style grammar, writing and identify errors in grammar
Use grammar, style and conventions to express conventions to express style conventions and spelling that distract
conventions to express ideas clearly and with ideas clearly; it is clear my towards my writing; I the audience; with
my ideas sophistication; it is clear my work has been proofread can identify errors in support, I am becoming
work has been proofread my work that distract more comfortable to make
thoroughly the audience corrections

 I can consistently and  I can edit with

Use editing strategies to independently use editing teacher/peer support  I can improve my
improve clarity strategies to improve clarity  I can independently edit my to improve clarity of organization and grammar
and purpose, effectiveness writing to improve clarity my work of my work with support
of my work and purpose of my work from a teacher/peers