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    Comprehension Strategies Rubric PDF

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    Alex Gimeno
    This rubric evaluates reading comprehension strategies across four levels of proficiency: 1) Beginning level students lack understanding of making connections, questioning, visualizing, determining importance, and inferring when reading. They rely heavily on teachers for assistance. 2) Approaching level students are starting to make basic connections, ask simple questions, and visualize some images when prompted. They can identify some important elements and draw simple conclusions. 3) Grade level students can make various connections, ask questions before/during/after reading, visualize details, determine importance, and draw conclusions by referencing the text. They can use strategies when comprehension breaks down. 4) Beyond level students readily make complex connections, ask higher

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    Comprehension Strategies Rubric PDF

    Uploaded by

    Alex Gimeno
    14 views1 page
    This rubric evaluates reading comprehension strategies across four levels of proficiency: 1) Beginning level students lack understanding of making connections, questioning, visualizing, determining importance, and inferring when reading. They rely heavily on teachers for assistance. 2) Approaching level students are starting to make basic connections, ask simple questions, and visualize some images when prompted. They can identify some important elements and draw simple conclusions. 3) Grade level students can make various connections, ask questions before/during/after reading, visualize details, determine importance, and draw conclusions by referencing the text. They can use strategies when comprehension breaks down. 4) Beyond level students readily make complex connections, ask higher

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    This rubric evaluates reading comprehension strategies across four levels of proficiency: 1) Beginning level students lack understanding of making connections, questioning, visualizing, determining importance, and inferring when reading. They rely heavily on teachers for assistance. 2) Approaching level students are starting to make basic connections, ask simple questions, and visualize some images when prompted. They can identify some important elements and draw simple conclusions. 3) Grade level students can make various connections, ask questions before/during/after reading, visualize details, determine importance, and draw conclusions by referencing the text. They can use strategies when comprehension breaks down. 4) Beyond level students readily make complex connections, ask higher

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    Attribution Non-Commercial (BY-NC)
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    14 views1 page

    Comprehension Strategies Rubric PDF

    Uploaded by

    Alex Gimeno
    This rubric evaluates reading comprehension strategies across four levels of proficiency: 1) Beginning level students lack understanding of making connections, questioning, visualizing, determining importance, and inferring when reading. They rely heavily on teachers for assistance. 2) Approaching level students are starting to make basic connections, ask simple questions, and visualize some images when prompted. They can identify some important elements and draw simple conclusions. 3) Grade level students can make various connections, ask questions before/during/after reading, visualize details, determine importance, and draw conclusions by referencing the text. They can use strategies when comprehension breaks down. 4) Beyond level students readily make complex connections, ask higher

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    - - ~ .
    . !:. . "if .: .
    . . " READING COMPREHENSION STRATEGIES RUBRIC I~i!)
    STRATEGIES LEVELl-BeQinninQ LEVEL2-ApproachinQ LEVEL3- Grade Level LEVEL4- Beyond
    Making Lacksunderstandingof howto Beginsto makesome simpletext Mostlyisableto maketextto selfandtext Readilyableto maketext to self,text to text,and
    makeaconnection toself& texttotextconnections totextconnectionsonabasicleveland sometexttoworldconnections
    CONNECTIONS sometimes elaborates
    (
    5 h / P . Reliestotally onteacher and RepeatsI copiesotherssomeof Oftenmakesconnectionsthatgobeyondobvious
    C ema rlor othersforanswers thetime Sometimesgoesbeyondobviousandliteral andliteralconnections
    Knowledge) connections
    IsabletodiscussI writeand/ordrawconnections
    T/T;T /S;T IW MostlyisabletodiscussI writeand/ordraw andunderstandshowit helpsmakemeaning
    connectionsmade
    QUESTIONING: Haslittleornounderstanding Beginsto understandandexpress Mostlyunderstandsand isabletoask Consistentlydemonstratesunderstandingof
    aboutwhattoask eitherbefore, questionsbefore,duringandafter questionsbefore,during,andafterreading questioningbeforeduringandafterreading;asks
    I Wonder_. during,orafterreading readingwhenpromptedand/orled to increaseunderstandingoftextseven higherleveland/orchallengingquestionsattimes
    todoso withoutnromntina
    VISUALIZING Lacks/hasnounderstandingof Beginstounderstandhowto MostlycandescribewhattheyMsee~ from Consistentlydescribesindetailwhatthey.see"
    howto pictureintheirminds describessomevisualorother hearingand/orreadingtexts fromhearingand/orreadingtexts
    (Sensory sensory images;
    I ) Totallyreliesonteacher/others Independentlycanexpress/ writeand/or Oftengoesbeyondliteralexpressions/ detailed
    magery to prompt Mostlyreliesonteacher/othersto drawvisualizations descriptionsofsensoryimageswhenexpressing
    aromat throuahdrawinn/writin;"and/ordiscussina
    Determining Guessesrandomlyor Identifiessomeelementsasmore Identifieswords,ideas,characters,and/or Clearlyidentifiesatleastonekeyconcept,idea,or
    inaccuratelyattemptstoidentify importanttotextmeaning; eventsasmoreimportanttooverall themeasimportantinoveralltext meaningand
    Importancel importantelements! meaning clearlyexplainsimportancenotingtextfeatures
    N. h Sometimesshowsunderstanding andoveralltext/ referstotextfeaturesandreadily
    otlces t e Lacksunderstandingofauthor's ofauthor'scraft butstrugglesto Attemptstoexplainreasoning/referstotext correlatesimportanceto author'scraftandcontent
    author.... craftortextfeatures identifytextfeaturesor most features-author'scraft-whytheyareused oftext
    ( h
    C f) importantthingsintexts bytheauthorandtheirpossibleeffectto
    Aut or s ra t readers
    Monitoring Littleor noconsciousawareness Identifiesdifficulties. Identifiesproblemsatword,sentence, Oftenusesmorethanonestrategyto build
    of readingprocessandown comprehensionbreakdownis and/orschemalevel; meaningwhencomprehensionbreaksdown;
    Comprehension: reading-includingdecodingof oftenatwordlevel,
    . F. wordsandcomprehension Canmostlyarticulateandusea strategyto Canarticulatewhichstrategiesaremost
    USing IX-UP Littleor no senseoftheneedto ~comprehensionbreakdown,usuallyat appropriateforagiventext- fiction& nonfiction-
    Strategies solvetheproblem;mainstrategyis thewordorsentencelevel-buildingon
    tosounditout'nivesuneasilv' makinnmeaninn CanidentifvwhenthevuseafixUD strateav
    Inferring Attemptsto makepredictionsor Drawsconclusionsor makes Drawsconclusionsand/ormakes Developspredictions,interpretations,and/or
    drawconclusions,withoutusing predictionsthataresomewhat predictionsandcanexplainthe conclusionsaboutthetextthat include
    (Drawing Conclusions thetextorbyreferencingfusing consistentwiththetextortheir sourceofthe conclusionor prediction- connectionsbetweenthetextandthereader's
    / Making thetextinappropriatelytodefend priorknowledge; referencesthetext-useskeywordsand/or backgroundknowledgeor ideasandbeliefs/
    . . thestatement, clues-
    Predictions, etc.) Infersonaliteralandbasiclevel: Readilyreferencesthetextwhenappropriate-
    I figured out... Rarelymakespredictionsor refersonlyto keywordsandrarely Infersonahigherlevelmoreoftenthannot Infersonahigherlevelconsistently;
    drawsconclusiononown tocluesintext - showsabilitytostopandthinkwhile
    readingtomakeinferencesfromtext Stopsandthinkswhilereadingtomakeinferences
    toassistcomnrehension
    Summarizingl Rarelystopswhilereadingorat Stopsinconsistentlyto identify Stopsfrequentlyto reflectontextmeaning; Stopsconsistentlytoreflectontextmeaning;
    theendofthetext events/ informationintextand
    Synthesizing mayincorporateschemainto UsesownschemaandstOryelementsto Relatestothestoryor genreina oersonalway;
    This was Identifiesveryfewliterary interpretationl enhancemeaning:
    ~
    elementsinatext... Canidentifykeythemes;mayexpresshowprocess
    " H mostly about~. Lacksmeaningfulsummaryand Mayidentifykeythemesandmeaningful has creatednewmeaning/givesprecisesummary
    :& Lacksunderstandingofwhata understandingofwhatatextis summary; anddemonstratesclearunderstandingofwhata
    textismostlyabout mostlyabout- makesattempts textismostlyabout
    ! Canrelateanappropriatesummaryofwhat
    _____ atextismostlvabout.."
    www.kbumreading.com NOTE: Levels are based on student applying to their appropriate grade level texts.

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