iRubric: COMPREHENSION STRATEGIES rubric

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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: BX9C884

By skysheeda

Ready to use

Public Rubric

Subject: English

Type: Reading

Grade Levels: K-5

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.)
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.
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.

Keywords:

inferring; determining importance; making connections; visualization; retelling/summarizing

Subjects:

English

Types:

Reading

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