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iRubric: COMPREHENSION STRATEGIES rubric

iRubric: COMPREHENSION STRATEGIES rubric

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COMPREHENSION STRATEGIES 
COMPREHENSION STRATEGIES
Students use various comprehension strategies as they read through their text. They record their answers to questions on Go Charts. The questions have been designed to focus on these specific comprehension strategies.
Rubric Code: AXA428A
By emillington
Ready to use
Public Rubric
Subject: English  
Type: Reading  
Grade Levels: K-5

Powered by iRubric Comprehension Strategies
Students record answers to comprehension questions on their Go Charts. Comprehension Strategies include: Inferring, Determining Importance, Making Connections, Visualizing and Retelling.
  Beginning

1 pts

Developing

2 pts

Grade Level

3 pts

Beyond

4 pts

INFERRING (6)

Drawing conclusions/Making Predictions, etc.)
Beginning

Rarely infers, attempts to make predictions without using the text or uses the text inappropriately to defend the statement.
Developing

Infers or makes predictions that are somewhat consistent with the text or their prior knowledge.

Infers on a literal and basic level; refers only to key words and rarely to clues in text.
Grade Level

Infers and/or makes predictions and can explain the source of the conclusion or prediction - references the text - uses key words and/or clues.

Infers on a higher level more often than not - shows ability to stop and think while reading.
Beyond

Infers and/or makes predictions about the text that include connections to background knowledge or ideas and beliefs.

Readily references the text when appropriate to assist comprehension. Infers on a higher level consistently.
DETERMINING IMPORTANCE (6)

Notices the author's strategies
Beginning

Guesses randomly or inaccurately attempts to identify important elements.

Lacks understanding of author's strategies and is unable to identify most important things in text.
Developing

Identifies some elements as more important to text meaning.

Sometimes shows understanding of author's strategies but experiences difficulties identifying most important things in text.
Grade Level

Identifies words, ideas, characters, and/or events as more important to overall meaning.

Attempts to explain reasoning/refers to text features-author's strategies.
Beyond

Clearly identifies key concepts, ideas or theme as important in overall text meaning and clearly explains WHY.

Refers to text features and readily explains how the author helps identify important elements.
MAKING CONNECTIONS (6)

Students make connection to the text (text-self, text-world, text-text).
Beginning

Did not make any relevant connections to the text while reading or connections did not show an understanding of the text.

Lacks understanding of how to make a connection.
Developing

Can talk about what text reminds him/her of but cannot explain.

Connections were minimal and did not significantly enhance understanding as references to schema were not clearly connected to text.
Grade Level

Relates background knowledge or experience to text.

Is able to make connections on a basic level and sometimes able to elaborate.
Beyond

Expands interpretation of text using schema to help make meaning.

Is able to make thoughtful connections to the text, displaying a deep understanding of the text.
(Goes beyond obvious and literal connections.)
CONTINUED ON BACK

Beginning
Developing
Grade Level
Beyond
VISUALIZING (4)

Sensory imagery.
Beginning

Lacks or has little understanding of how to picture in their minds.
Developing

Begins to describe some visual or other sensory and/or emotional images.
Grade Level

Can independently express/write and/or draw visualizations.

Images are somewhat elaborated from the literal text or existing picture and helps to understand more than without creating the images.
Beyond

Creates and describes images that extend and enrich the text... that often goes beyond literal expressions/descriptions of sensory images.

Describes how images help to understand more about the text than would have been possible without the images.
RETELLING

Identifying the beginning (characters, setting, problem)
middle (identifying four main events) and end (resolution of the problem).
Beginning

Summary of text did not include main ideas of text or did not include enough detail to display an understanding of the text.

Lacks overall understanding of what the text was about.
Developing

Summary is a very basic, brief description of the main idea of the text.

Makes attempts but lacks meaningful summary and understanding of what the text was mostly about.
Grade Level

Summary is accurate and descriptive without giving too much away.

Summary discusses main points and ideas of the text.
Beyond

Summary includes thorough description of main ideas of the text without containing too many details.

Summary shows a deep understanding of the text.
VOCABULARY (8)

Identifying unknown or unfamiliar words and finding the definition. A detailed definition should include more than one word that describes the meaning of the word.)

(Students were to include the page number where the word was found in their book.)
Beginning

Provided less than eight (8) new vocabulary words and did not provide a detailed definition for each.
Developing

Provided less than eight (8) new vocabulary words OR identified eight (8) words but did not provide a detailed definition for each.
Grade Level

Identified eight (8) new vocabulary words and provided a detailed definition for each.
Beyond

Identified more than eight (8) new vocabulary words and provided a detailed definition for each.
DETAILED RESPONSES

Amount of detail and supporting evidence provided (evidence based on text.)
Beginning

Lacks detailed responses and uses no evidence to support answers.
Developing

Some answers are detailed but little evidence is used to support answers.
Grade Level

Most responses are detailed and uses some evidence to support answers.
Beyond

All responses are detailed and uses adequate evidence to support answers.
CONVENTIONS

Conventions (grammar, spelling, punctuation) and appropriate word choice.
Beginning

Uses conventions and word choices with limited effectiveness.
Developing

Uses conventions and word choices with some effectiveness.
Grade Level

Uses conventions and word choice with considerable effectiveness.
Beyond

Uses conventions and word choice with thorough effectiveness.



Keywords:
  • inferring; determining importance; making connections; visualization; retelling/summarizing

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