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iRubric: Reading Comprehension Strategies rubric

iRubric: Reading Comprehension Strategies rubric

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Reading Comprehension Strategies 
Reading Comprehension Strategies
This rubric is designed for a teacher to assess reading comprehension strategies. This could be used for a week or unit long period. Resources are provided, but could be adjusted to use journals, literacy groups, etc.
Rubric Code: F635B9
By jfinney
Ready to use
Public Rubric
Subject: Education  
Type: Reading  
Grade Levels: K-5

Powered by iRubric Reading Comprehension Strategies
Thoughtful behaviors that students use to facilitate understanding as they read.
  Poor

1 pts

Fair

2 pts

Good

3 pts

Excellent

4 pts

Predicting

Readers make thoughtful guesses about what will happen and then read to confirm or revise their predictions
Poor

Reader makes inaccurate prediction. Reader does not revise prediction.
Fair

Reader makes prediction that is not thoughtful. Reader does not use relevant information. Some revisions are made.
Good

Reader makes somewhat thoughtful predications using some information from the text. Reader revises prediction.
Excellent

Reader makes thoughtful guesses about what will happen in the text. Reader revises prediction as they read. Reader uses relevant information from text or previous knowledge
Connecting

Readers activate their background knowledge to make text-to self, text-to-world, and text-to-text links.
Resource: http://www.teacherfiles.com/downloads/graphic_organizers/Making_Connections.pdf
Poor

Reader is unable to make connections to the text.
Fair

Reader uses their background knowledge to make 1 out of 3 text connections.
Good

Reader uses their background knowledge to make 2 out of 3 text connections.
Excellent

Reader uses their background knowledge to make text-to-self, text-to-world, and text-to-text connections. (3 connections)
Visualizing

Readers create mental images of what they are reading.
Resource:http://www2.scholastic.com/content/collateral_resources/pdf/r/reading_bestpractices_comprehension_visualization.pdf http://ayr.ednet.ns.ca/pdf/mindpict.pdf or community circle, literature groups, journal
Poor

Reader creates and share mental image that is unrelated to reading.
Fair

Reader creates and share a mental image of text that includes little of the story.
Good

Reader creates and share a mental image that is somewhat related to text.
Excellent

Reader creates meaningful, text-related mental images of what they are reading.
Questioning

Readers ask themselves literal and inferential questions about the text.
Resource: http://www.readwritethink.org/files/resources/lesson_images/lesson232/question.pdf
Poor

Reader accurately identifies 1 question type.
Fair

Reader accurately identifies 2 question types.
Good

Reader accurately identifies 3 question types.
Excellent

Reader accurately identifies each of the four question types
Big Ideas

Readers notice the important information in the text.
Resource: http://www.teacherfiles.com/downloads/graphic_organizers/Story_Map.pdf
Poor

Reader needs assistance to complete graphic organizer and recognize main ideas.
Fair

Reader completes graphic organizer showing little understanding of big ideas.
Good

Reader completes graphic organizer showing that most of the big ideas are understood.
Excellent

Reader completes graphic organizer showing an understanding of the big ideas.
Summarizing

Readers combine the big ideas to create a concise statement. Resource: http://www.readwritethink.org/files/resources/lesson_images/lesson290/Template.pdf
Poor

Reader is unable to write a GIST without assistance.
Fair

Reader completes GIST showing a semi-accurate reflection of text.
Good

Reader summarizes text in GIST showing an understanding of text.
Excellent

Reader thoroughly completes GIST demonstrating an accurate description of text.
Monitoring

Readers supervise their reading experience, checking that they are comprehending and taking action if they become confused.
Resource:
http://www2.scholastic.com/content/collateral_resources/pdf/r/reading_bestpractices_comprehension_flowchartofbehavior.pdf
Poor

Reader attempts to follow steps in checklist, but is unsuccessful.
Fair

Reader struggles choosing an action but does not follow through.
Good

Reader is able to choose an action and somewhat follows through.
Excellent

Reader shows how they followed steps on checklist. Reader must show which action they chose to solve their problem.
Evaluating

Readers evaluate both the text itself and their reading experience.
Aspects:
1. Their ease in reading the text
2. The adequacy of their background knowledge.
3. Whether they met their purpose for reading.
4. Their use of comprehension strategies.
5. How they solved reading problems. 6. Their interest and attention in the text.
7. Whether they like the text
8. Their opinions about the author
9. The world knowledge they gain.
10. How they will use wha
Poor

Student thoughtfully reflects on 2-3 aspects.
Fair

Student thoughtfully reflects on 4-5 aspects.
Good

Student thoughtfully reflects on 6-7 aspects
Excellent

Reader reflects on their reading experiences and evaluates the text. Student includes at least 8 out of 10 aspects.




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