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1
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2
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3
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4
|
|
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Student can independently
read grade level text & identify the main idea.
|
Student required the
grade level text to be read aloud & he/she also required
instructional supports in order to identify the main
idea of the passage.
|
The student required
supports throughout the reading of the grade level text
in order to identify the main idea of the text.
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The student can read
the grade level text with minimal support & can identify
the main idea of the read text.
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Student can independently
read grade level text & identify the main idea.
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____
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Student can independently
read grade level text & identify 4-6 supporting details.
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Student required the
grade level text to be read aloud & he/she also required
instructional supports in order to identify 2-3 supporting
details found within the text.
|
The student required
supports throughout the reading of the grade level text
in order to identify 2-3 supporting details found within
the text.
|
Student can read the
grade level text with minimal support & can identify
2-4 supporting details found within the read text.
|
Student can independently
read grade level text & identify 4-6 supporting details.
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____
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After reading a
passage, the student can answer a variety of comprehension
questions related to the main idea & supporting details.
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After reading a passage,
the student can answer a variety of comprehension questions
related to the main idea & supporting details with 0%
-69% accuracy.
|
After reading a passage,
the student can answer a variety of comprehension questions
related to the main idea & supporting details with 70%
accuracy.
|
After reading a passage,
the student can answer a variety of comprehension questions
related to the main idea & supporting details with 80%
accuracy.
|
After reading a passage,
the student can answer a variety of comprehension questions
related to the main idea & supporting details with 90%
or above accuracy.
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____
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After reading a
grade level passage, the student can compose a summary
of the text in paragraph form; which identifies the
main idea & 4-6 supporting details.
|
After reading a grade
level passage, the student required instructional intervention
in order to compose a paragraph that contained the main
idea and 2-3 supporting details.
|
After reading a grade
level passage, the student can compose a summary of
the text in paragraph form; which identifies the main
idea & 2-3 supporting details with minimal instructional
supports.
|
After reading a grade
level passage, the student can compose a summary of
the text in paragraph form; which identifies the main
idea & 4-6 supporting details with minimal instructional
supports.
|
After reading a grade
level passage, the student can compose a summary of
the text in paragraph form; which identifies the main
idea & 4-6 supporting details.
|
____
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|
|
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|
|
|
____
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| |
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Total---->
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____
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