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iRubric: LS 1A: Beginning Reading Comprehension Rubric

iRubric: LS 1A: Beginning Reading Comprehension Rubric

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LS 1A: Beginning Reading Comprehension Rubric 
SLO Course Description: Students will apply a variety of strategies to increase comprehension of beginning reading materials.
Rubric Code: H2W4BB
By randalla
Draft
Public Rubric
Subject: English  
Type: Reading  
Grade Levels: K-5

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  Exemplar

5 pts

Strong

4 pts

Average

3 pts

Beginning

2 pts

Novice

1 pts

Monitors Comprehension

Pause frequently to monitor comprehension.
Exemplar

Identifies problems at all levels; uses a variety of strategies flexibly and appropriately given the context and the problem.
Strong

Articulates and uses more than one strategy for solving problems; focuses on problems at the "big picture level."
Average

Identifies problems at word, sentence, or "big picture" level; can articulate and use a strategy to solve problems, usually at the word or sentnece level.
Beginning

Identifies difficulties - problems are often at the word level; little or no sense of the need to solve the problem; does not articulate strengths; identities need to concentrate.
Novice

Little or no conscious awareness of the reading process.
Makes Connections

Exemplar

Explains how background knowledge enriches interpretation of text; talks about use of background knowledge to enhance interpretation and comprehension of other texts; connections extend beyond life experience and immediate text.
Strong

Expands interpretation of text using background knowledge; may discuss background knowledge related to author, text structure; may pose questions based on apparent discrepancies between text and background knowledge.
Average

Relates background knowledge and/or experience to text.
Beginning

Is able to talk about what text reminds him or her of, but cannot explain reference to background knowledge; may not be clearly connected to text.
Novice

No response or related connection.
Synthesizes

Exemplar

Succint cynthesis using internalized story/genre structure, identifies key themes or ideas; may articulate how synthesizing promotes deeper comprehension or leads to new thinking.
Strong

Enhances meaning in text with synthesis; may incorporate own background; uses story elements or main ideas and details to enhance the synthesis, may identify key themse or ideas.
Average

Synthesizes with some awreness of event sequence (beginning, middle and end) or synthesizes with some awareness of main idea and details.
Beginning

Identifies some text events or ideas; random or nonsensical order.
Novice

Random or no response; may give title.
Asks Questions

Exemplar

Uses questions to challenge the validity of print, author's stance, motive, or point of view.
Strong

Poses questions to enhance meaning of text (critical response; big idea), may expalin how posing questions deepends comprehension
Average

Poses questions to clarify meaning.
Beginning

Poses literal questions(s).
Novice

No question or irrelevant questions.
Determines Important Ideas

Exemplar

Identifies multiple ideas or themes, may attribute them to different points of view, discusses author's stance or purpose and its relation to key themes and ideas in the text.
Strong

Identifies at least one key concept, idea, or theme as important in overall text meaning, and clearly explains why.
Average

Identifies some ideas, details, characters, and/or events as more important to overall meaning - makes some attempt to explain reasoning.
Beginning

Identifies some elements or details (possibly pictures) as more important to text meaning.
Novice

No response, random guessing, inaccurate attempt to identify important elements or ideas.
Draws Inferences

Exemplar

Develops predictions, interpretations, and/or conclusions about the text that include connections between the text and the reader's background knowledge or ideas and beliefs.
Strong

Draw conclusions and/or makes predictions and can explain the source of the conclusion or prediction.
Average

Draws conclusions or makes predictions that are consistent with text or background knowledge.
Beginning

Attempts a prediction or conclusion, but inaccurate or unsubstantiated with text information.
Novice

No response or inference.
Comprehends

The level of understanding demonstrated by responses to questions and/or tasks dealing with texts read, heard, or viewed.
Exemplar

Response is precise and detailed and reflects a thorough understanding of the text. Elaboration consistently enhances response.
Strong

Response is accurate and reassonable and reflects a strong understanding of the text. Elaboration usually enhances response.
Average

Response is plausible and reflects a literal understanding of text. Elaboration sometimes enhances response.
Beginning

Response reflects a limited understanding of text. Elaboration may exist, but is rarely appropriate.
Novice

Response is incomplete, incoheerent, or off topic. Elaboration may exist, but is not appropriate.
Demonstrates Fluency

The accuracy, flow, and rhythm demonstrated by ease and speed.
Exemplar

Speed, accuracy, flow, and rhythm is consistently maintained.
Strong

Speed, accuracy, flow, and rhythm is generally maintained.
Average

Sometimes maintains speed, accuracy, flow, and rhythm.
Beginning

Speed, accuracy, flow, and rhythm are seldom maintained.
Novice

Speed, accuracy, flow, and rhythm are never maintained.
Uses Context Clues

Exemplar

Always uses context clues effectively to
figure out the meaning of unknown
words.
Strong

Usually uses context clues effectively to
figure out the meaning of unknown
words.
Average

Often uses context clues effectively to
figure out the meaning of unknown
words.
Beginning

Rarely uses context clues effectively to
figure out the meaning of unknown
words.
Novice

Never uses context clues effectively to
figure out the meaning of unknown
words.




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