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iRubric: Reading Rubric for 5th Grade

iRubric: Reading Rubric for 5th Grade

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Reading Rubric for 5th Grade 
Reading Rubric for 5th Grade
This rubric was designed to assign quarterly grades using standards based grading in an A-F reporting system.
Rubric Code: VXW9422
By nsteiger
Draft
Public Rubric
Subject: Education  
Type: Reading  
Grade Levels: K-5

Powered by iRubric Reading Rubric for 5th Grade
the assigning of quarterly grades using standards based grading
  Needs Improvement

experiencing much difficulty requiring assistance in meeting grade level standards or expectations

1 pts

Progressing

moving toward grade level standards and expectations with assistance

2 pts

Meets

meeting grade level standards and expectations

3 pts

Exemplary

excellent or exemplary work at grade level standards and expectations

4 pts

Independent Reading

CCSS.RL.5.10
CCSS.RI.5.10
Needs Improvement

*Reads 3 books or book equivalent on grade-level
*Reads only one genre
*No reading log is evident
*Reads 25% of the time
*Does not show interest in reading
Progressing

*Reads 5 books or book equivalent on grade-level
*Reads @ least 2 different genres
*Reading log is simple with some organization
*Reads 50% of the time
*Show minimal interest in reading
Meets

*Meets reading 7 books or book equivalent on grade-level
*Reads @ least 3 different genres
*Maintains reading log
*Reads at least 75% of the time
*Shows interest in reading
Exemplary

*Exceeds reading 7 or more "just-right" books
*Reads @ least 4 different genres
*Maintains a neat reading log
*Reads 100% of the time
*Shows excitement in reading
Comprehension

CCSS.RL.5.1-5.9
CCSS.RI.5.1-5.9
Needs Improvement

*Comprehends grade-level material 60% of the time
*No components of genres can be identified (Narrative, Expository, Fiction, Nonfiction, Drama, & Poetry)
*Uses 1-3 out of 7 comprehension strategies (activating background knowledge to make connections, questioning the text, drawing inferences, creating mental images, repairing broken understanding, & synthesizing information)
Progressing

*Comprehends grade-level material 70% of the time
*Identifies some components of genres (Narrative, Expository, Fiction, Nonfiction, Drama, & Poetry)
*Uses 4-5 out of 7 comprehension strategies (activating background knowledge to make connections, questioning the text, drawing inferences, creating mental images, repairing broken understanding, & synthesizing information)
Meets

*Comprehends grade-level material 90% of the time
*Identifies the components of genres (Narrative, Expository, Fiction, Nonfiction, Drama, & Poetry)
*Uses 6 out of 7 comprehension strategies (activating background knowledge to make connections, questioning the text, drawing inferences, creating mental images, repairing broken understanding, & synthesizing information)
Exemplary

*Comprehends grade-level material 100% of the time
*Demonstrates complete understanding of genres (Narrative, Expository, Fiction, Nonfiction, Drama, & Poetry)
*Uses 7 out of 7 comprehension strategies (activating background knowledge to make connections, questioning the text, drawing inferences, creating mental images, repairing broken understanding, & synthesizing information)
Vocabulary

CCSS.L.5.1-5.6
Needs Improvement

*No vocabulary is used in reading or writing
*No understanding of how words work
*Spelling Letter Name Group-begins to represent beginning, middle & ending sounds of letters that are phonetically accurate
Progressing

*Some vocabulary is used in their reading & writing
*Some understanding of how words work is evident
*Spelling Within Word Group-uses pattern words (long vowel & homophones)
Meets

*Acquires new vocabulary and determines meaning of words
*Effectively uses understanding of how words work is evident
*Spelling Syllable Juncture Group-uses words with one or more syllables, doubles final consonants
Exemplary

*Applies higher vocabulary meaning words to their reading & writing.
*Effectively uses understanding of how words work & applies them cross-curricularly
*Spelling Derivational Constancy group-studies relationships between derived words that share a common root.
Fluency/Accuracy

CCSS.RF.5.3-5.4
Needs Improvement

*Reads grade-level material orally with fluency 60% of the time @ grade-level standard
*Reads word for word in any given text
Progressing

*Reads grade-level orally with fluency 60% of the time @ grade-level standard
*Reads 1-2 words at a time
Meets

*Reads grade level orally with fluency 90% of the time @ grade-level standard
*Reads 3-4 words at a time
*Uses self correction strategies
*Reads with rhythm, flow, and meter-sounds like everyday speech
Exemplary

*Reads grade-level material orally with fluency 100% of the time
*Uses self correction strategies
*Reads melodically with expression-sounds like performance
Speaking/Listening

CCSS.SL.5.1-5.6
Needs Improvement

*Engages effectively in a range of collaborative discussions 60% of the time
*Summarizes points a speaker makes 60% of the time
*Creates engaging & task appropriate presentations 60% of the time
*Never asks questions when needed
Progressing

*Engages effectively in a range of collaborative discussions 70% of the time
*Summarizes points a speaker makes 70% of the time
*Creates engaging & task appropriate presentations 70% of the time
*Sometimes asks questions when needed
Meets

*Engages effectively in a range of collaborative discussions 90% of the time
*Summarizes points a speaker makes 90% of the time
*Creates engaging & task appropriate presentations 90% of the time
*Usually asks questions when needed
Exemplary

*Engages effectively in a range of collaborative discussions 100% of the time
*Summarizes points a speaker makes 100% of the time
*Creates engaging & task appropriate presentations 100% of the time
*Always asks questions when needed



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