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iRubric: Reading Strategies Response Letter rubric

iRubric: Reading Strategies Response Letter rubric

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Reading Strategies Response Letter 
Reading Strategies Response Letter
The students will write a reading response letter to their teacher after reading Gleam and Glow by Eve Bunting. They will use a variety of reading strategies along with the text to demonstrate their understanding (of the text and the strategies used). The reading strategies for this response letter are; inferencing, questioning, synthesizing, and evaluating.
Rubric Code: FXW8W49
By bethoe
Ready to use
Public Rubric
Subject: English  
Type: Reading  
Grade Levels: (none)

Powered by iRubric Reading Strategies Response Lettter
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  Level 1

(N/A)

Level 2

(N/A)

Level 3

(N/A)

Level 4

(N/A)

Reading For Meaning

1.1-Identify a variety of reading comp. strategies & use appropriately for a response letter. (Making Inferences, questioning, synthesizing, and evaluating
Level 1

The student uses the required comp. strat. with limited effectiveness, and shows little understanding of how to relate them to the text.
Level 2

The student uses the required comp. strat. with some effectiveness, and shows some understanding of how to relate them to the text.
Level 3

The student uses the required comp. strat. with considerable effectiveness, and shows a good understanding of how to relate them to the text.
Level 4

The student uses the required comp. strat. with a high degree of effectiveness, and shows a thorough understanding of how to relate them to the text.
Elaboration of Ideas

Supporting evidence to explain the learning strategies used.
Level 1

The student supported the strategy with 1 explanation or text clue.
Level 2

The student supported the strategy used with 2 explanations or text clues.
Level 3

The student supported the strategy used with 2-3 detailed explanations or text clues.
Level 4

The student supported the strategy used with 3 or more highly detailed explanations or text clues.
Form, Style and Lang. Conventions

Form 2.1-using longer more complex texts (reading response letter in paragraphs), Sentence Fluency 2.4 (uses complex sentences), Editing and Revision 2.6, 2.7, 2.8 (used editing to gain feedback, made revisions if needed, and produced drafts of their work)
Level 1

The students sentences had limited descriptive and were consistently incomplete.

There were many (3 or more) spelling errors.

The student rarely used appropriate forms (paragraph) and stylistic elements (punctuation, grammar, vocabulary).

The student did not use editing to improve their understanding of the text and made only one draft before final submission.
Level 2

The students sentences sometimes were consistent and were somewhat descriptive and complete.

There were a couple of spelling errors.

The student sometimes used appropriate forms (paragraph) and stylistic elements (punctuation, grammar, vocabulary).

The student used limited editing to improve their understanding of the text and made 1 rough draft before the final submission.
Level 3

The students sentences were mostly descriptive and complete throughout.

There are no spelling errors.

The student used appropriate forms (paragraph) and stylistic elements (punctuation, grammar, vocabulary) throughout most of the reading response.

The student used editing to improve their understanding of the text and made rough drafts before the final submission.
Level 4

The students sentences were consistently descriptive and complete throughout.

There are no spelling errors.

The student consistently uses appropriate forms (paragraph) and stylistic elements (punctuation, grammar, vocabulary).

The student consistently used editing to improve their understanding of the text and made rough drafts before the final submission.




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