|
READING SKILLS SET | Progress |
| Decodes
words within texts/content areas. | |
| Paraphrases
text. | |
| Identifies
the theme of the text. | |
| Makes
and verifies predictions based on prior knowledge and text. | |
| Draws
verifiable conclusions. | |
| Establishes
purposes for reading. | |
| Makes
reasonable inferences from explicit and/or implicit information. | |
| Identifies
points at which comprehension breaks down. | |
| Develops
methods of comprehension correction. | |
| Analyzes
what is read by asking questions and by drawing conclusions. | |
| Discusses
multiple genres that represent similar viewpoints and themes. | |
Uses
and applies literature terminology and techniques accurately
(metaphors, similes,
etc). | |
| Raises
questions and supports viewpoints with evidence from the text. | |
| Makes
and explains connections within texts and the world. | |
|
WRITING SKILLS SET | Progress |
| Engages
in a brainstorming process. | |
| Determines
purpose, point of view, and audience for a writing piece. | |
| Utilizes
a strategy for organizing ideas or information about a topic. | |
| Writes
a paragraph that uses simple language using appropriate vocabulary. | |
| Varies
the types and lengths of sentences. | |
| Writes
a paragraph that has one main idea. | |
| Writes
a paragraph that is logical with a sequential flow of ideas. | |
| Produces
a multi-paragraph piece that focuses on one idea. | |
| Produces
a rough draft. | |
| Proofreads
written work. | |
| Uses
proper writing mechanics (punctuation and capitalization). | |
| Reflects on and evaluates the quality of written work according to established criteria
(rubric). | |
| Revises
texts to demonstrate organization, elaboration, fluency, and clarity. | |
| Produces
a written document that is logical with a sequential flow of ideas. | |
|
RESEARCH SKILLS SET | Progress |
| Identifies
key information (highlight, underline, rewrite). | |
| Outlines
in some form. | |
| Frames
own questions to direct research. | |
| Uses
various information systems and strategies (e.g., written text, electronic text,
personal). | |
| Determines
the validity and authenticity of sources. | |
| Demonstrates
an understanding of copyright laws. | |
| Cites
work used in form appropriate for the class. | |
| Cites
all types of resources including internet. | |
| Knows
how work is to be presented (paper, poster, speech) and how to prepare this presentation. | |
| Produces
a research report that is accurately documented and in appropriate format. | |
| Synthesizes
information from various sources. | |
| | ORGANIZATIONAL
SKILLS SET | Progress |
| Daily
Schedule | Expresses
understanding of the daily schedule. | |
| Follows
schedule. |
| Adjusts
to schedule changes. |
| Time
Management | Exhibits
an awareness of time. | |
| Demonstrates
skills for monitoring the passage of time. |
| Arrives
on time for scheduled activities. |
| Manages
classroom time effectively. |
| Manages
free time effectively. |
Can
reasonably estimate time required to complete tasks. |
| Academic
Readiness | Brings appropriate
materials to class. | |
| Follows
adult direction. |
| Focuses
on class work. |
| Asks
for assistance if needed. |
| Responds
to redirection. |
| Tunes
out distractions. |
| Academic
Organization | Has
an organizational system or planning system in place. | |
Uses
system to record assignments, appointments, and dates. |
| Checks
assignment record daily. |
| Daily
Academic Work | Recognizes when
they have an assignment. | |
| Plans
a specific time for independent work. |
| Attempts
daily assignments. |
| Prioritizes
within multiple assignments. |
| Completes
daily assignments on time. |
| Long-term
assignments | Identifies
a due date. | |
Identifies
smaller goals within the assignment. |
Develops
self-imposed due dates for smaller assignments. |
Meets
self-imposed due dates for smaller goals. |
| | SOCIAL
SKILLS SET | Progress |
| Self
Awareness | Recognizes
and labels his/her own feelings. | |
Identifies
one's own strengths and weaknesses. |
| Establishes
goals for personal improvement. |
| Demonstrates
ability to connect one's thoughts and feelings with external events. |
| Personal
Hygiene | Wears
appropriate clothing for weather and occasion. | |
| Displays
appropriate bathing routine. |
| Displays
appropriate grooming. |
| Self-Advocacy | Able
to ask for help at the appropriate time and in the appropriate manner. | |
| Able
to state emotional needs. |
| Able
to state learning needs. |
| Able
to assert personal boundaries . |
| Coping
Skills | Demonstrates
skills for adapting to change. | |
Is
willing to engage in conflict-resolution. |
| Demonstrates
willingness to modify behavior in response to feedback. |
| Is
able to identify a need for change in his/her environment. |
| Develops
and utilizes a plan for personal stress management. |
| Interpersonal
Skills | Displays
awareness of one's own personal space and that of others. | |
Modulates
voice volume and speed suitable to content and situation. |
Maintains
appropriate eye gaze during conversations. |
Starts,
maintains, and concludes conversations appropriately. |
Accurately
interprets nonverbal social cues. |
Works
cooperatively in a group. |
Exhibits
appropriate nonverbal social cues. |
Actively
listens to others' perspectives. |
Demonstrates
an understanding of others' perspectives. |
