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IstheLawTooSoftonYouthCrime_reading1.doc

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Whole-Class/Group Assessment

Student Name:

ID Number:

Student Response

Is the Law Too Soft on Youth Crime?

Getting Ready to Read • Set a purpose • Ask questions • Predict

1. Use the headings, graph, pictures, sidebar, and caption (text features) to write some questions that you think might be answered in the selection.

• Why was the Young Offenders Act replaced in 1984?

• What distinguishes serious offences from less serious crimes?

• In which year were the highest number of youths charged with crimes of violence in Canada?

• What led to revision of the Young Offenders Act again in the early 2000s?

• What hinders young people from becoming responsible citizens?

• What are the major transitions that have taken place in Youth law in Canada in the recent years?

• What are some of the sentencing options available to a youth court judge?

Thinking	Level 1	Level 2	Level 3	Level 4
Comprehension Strategies: Uses text features and activates prior knowledge to make predictions and/or ask questions	Limited use of text features; predictions/ questions are vague or irrelevant; may be “guesses”	Some use of text features; predictions/ questions are simple and obvious	Considerable use of text features; predictions/questions are logical and detailed	Thorough use of text features; predictions/ questions are logical, detailed, and insightful

Responses require students to make connections to their prior knowledge and experiences with clues in the text features.

All rubrics are for teacher use only. Transfer assessment to the Individual Reading Profile (Appendix D, page 348).

Engaging in Reading • Find important ideas • Summarize • Make notes

2. You are preparing a report on the history of youth law in Canada. Using the information in the selection, identify the main ideas and details that you will use in your report. Organize your notes in the T-chart below.

· Reasons for treating young people differently.

· Transforming young offenders into productive citizens

· Difference between serious offences and less serious offences.

· Rate of change in crime among the youth.

· Factors leading the youth to commit crime

· Critiques against the Young Offenders Act

· Major transitions on Youth law in Canada

Knowledge and Understanding

Level 1

Level 2

Level 3

Level 4

Demonstrating Understanding: Summarizes important ideas using written text and visual/graphic information; cites variety of details that supports the main idea

Limited: largely inaccurate/incomplete

• may provide one main idea; often confuses main idea and supporting details

• some relevant supporting details

• omits key information

Partial: somewhat accurate

• most main ideas; some may be vaguely expressed

• some relevant supporting details

• often has too much or too little information

Considerable: generally accurate

• main ideas adequately expressed

• most relevant supporting details

• appropriate amount of information

Thorough: accurate and comprehensive

• all main ideas clearly and concisely expressed

• relevant supporting details

• effective amount of information (may be synthesized)

Communication

Level 1

Level 2

Level 3

Level 4

Organizing Ideas: Organizes information using a graphic organizer

Limited organization and clarity; unstructured and hard to follow

Some organization and clarity; generally easy to follow

Considerable organization and clarity; structured and easy to follow

High degree of organization and clarity; highly effective

Responses require students to understand explicit and implicit information in the text.

Engaging in Reading • Infer • Visualize • Find important ideas

3. The title of this selection poses the question, “Is the law too soft on youth crime?” Using information from the selection, form your own conclusion to this question. Then select only evidence from the selection to support your conclusion.

Thinking	Level 1	Level 2	Level 3	Level 4
Making Inferences/ Interpreting Text: Explains inferences supported by text evidence and logical reasoning	Limited: makes simple, unsupported inferences; may be illogical	Partial: makes simple, reasonable inferences with some support	Considerable: makes and supports logical inferences	Highly effective: makes and supports logical, insightful inferences

Responses require students to understand explicit and implicit information in the text.

Reacting to Reading • Make connections • Synthesize • Evaluate

4. Do you believe more changes are necessary to criminal youth law today? Explain your answer using information from this selection and your own ideas.

Yes, there is need for more changes on criminal youth law.

The law is not clear on the circumstances that lead to youth crime and if they should be considered by the judge.

The law should focus more on rehabilitation rather than on punishment.

The law should have controls in place to make sure the crimes are not committed in the first place.

Application

Level 1

Level 2

Level 3

Level 4

Extends Understanding; Responds to/Evaluates Text: Connects ideas in the text to own ideas/experiences, other texts, and the world around him or her; makes and supports judgments and conclusions

Limited:

• has difficulty making connections

• offers unsupported or illogical judgments or conclusions

Somewhat effective:

• makes simple connections with some explanation

• offers some reasonable judgments or conclusions with partial support

Considerably effective:

• makes and explains some logical connections

• offers reasonable judgments and conclusions with adequate support

Highly effective:

• makes and explains thoughtful and insightful connections that may go beyond own experiences

• offers thoughtful, often insightful, judgments and conclusions with thorough support

Responses require students to make connections between text information and their own experiences.

Communication

Level 1

Level 2

Level 3

Level 4

Communicating Clearly: Explanations are well-organized and clearly expressed

Limited organization and clarity

Some organization and clarity

Considerable organization and clarity

High degree of organization and clarity

Reacting to Reading • Reflect on strategies (Metacognition)

5. a) Effective readers use strategies to help them make sense of their reading (e.g., read more slowly). List any strategies you use.

· Questioning

· Comparing and contrasting

· Drawing conclusions

b) Look back at the selection. Find a place in the selection where you used a reading strategy. Explain what you did and how it helped your understanding.

I applied questioning before reading the last section on youth law in the present.

I tried to figure out the major changes that have taken place on youth law ever since 2003, what led to the changes and the main objectives of the present law.

This helped me understand the present youth law better as I was trying to answer my questions.

Thinking

Level 1

Level 2

Level 3

Level 4

Metacognition: Reflects on own reading processes; describes a strategy and how it worked

Limited: lacks awareness of own reading processes and comprehension strategies; does not describe or explain thinking

Somewhat effective: has basic awareness of own reading processes and comprehension strategies; attempts to describe thinking (basic)

Considerably effective: shows awareness of own reading processes and comprehension strategies; explains thinking

Highly effective: shows insight into own reading processes and comprehension strategies; clearly articulates thinking

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Young offenders get to be punished according to their degrees of crime and also get rehabilitated.

Youth are easily influenced hence they can be led into crime by adults

Youth lack the necessary experience to understand the consequences of their actions

Young offenders may have lacked the necessary guidance to becoming law abiding citizens.

The law is not too soft on youth crime.