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iRubric: Annotation Assessment rubric

iRubric: Annotation Assessment rubric

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Annotation Assessment 
Rubric Code: BXA3BB6
By communityhouse
Ready to use
Public Rubric
Subject: English  
Type: Assessment  
Grade Levels: 6-8

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  Taking Control of Reading

Marking indicates substantial reader-text interactions focused on problem solving and building understanding.

100 pts

Focusing on Reading

Marking indicates some reader interaction with the text.

85 pts

Noticing Reading

Few or no marks to give evidence of strategic or thoughtful reader interaction with the text.

70 pts

Variety
25 pts

Taking Control of Reading

A variety of marks, such as highlights, circles, underlines, for varying purposes.
Focusing on Reading

Some limited variety of strategic marks focused on one or more strategies, such as making connections and/or asking questions.
Noticing Reading

Sparse variety of marks, such as little or no underlining or written comments.
Marking
10 pts

Taking Control of Reading

Strategic marking of main ideas, text signals, such as subheadings or graphics.
Focusing on Reading

Comments and markings in the margin are generalized responses, such as "boring," "cool," or "me too."
Noticing Reading

Whole paragraphs highlighted with no indication of important ideas or questions.
Comments
35 pts

Enter description
Taking Control of Reading

Purposeful comments that clarify, ask and answer questions, make connections, and/or summarize. At least 7-10 comments.
Focusing on Reading

Comments and marks identify specific problems, such as "What?" connected to a highlighted section.
Noticing Reading

Marks limited to a single type of interaction. Few or no comments.
Response to CERA Questions
Summary/Analysis
10 pts

Taking Control of Reading

Summary indicates understanding of the main ideas and connects to larger themes.
Focusing on Reading

Summary indicates identification of the main ideas.
Noticing Reading

Summary misses the main idea or indicates confusions, yet student indicates text was "easy" and he or she understood it "well."
Reading Processes
10 pts

Taking Control of Reading

Process responses use literacy vocabulary to specifically describe reading processes.
Focusing on Reading

Process responses indicate some evidence of what is seen in the marking and annotating; for example, student thought about what a term meant.
Noticing Reading

Process responses offer little evidence of strategic reading; for example, the response is vague, no problems or confusions are identified, strategies are vague--"I just read it."
Awareness
10 pts

Taking Control of Reading

Taken together, responses demonstrate student is aware of confusions and able to apply strategies to get back on track.
Focusing on Reading

Taken together, responses indicate an awareness of roadblocks and processes. student identifies at least one comprehension problem either solved or unsolved.
Noticing Reading

Taken together, responses suggest student is unaware of reading difficulty.



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  • Annotation

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