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iRubric: 8th Grade Annotations Assessment rubric
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8th Grade Annotations Assessment
Rubric Code:
G2WX83B
By
communityhouse
Ready to use
Public Rubric
Subject:
English
Type:
Assignment
Grade Levels:
6-8
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8th Grade Annotations Assessment
Enter rubric description
Taking Control of Reading
100 pts
Focusing on Reading
80 pts
Noticing Reading
65 pts
Incomplete
0 pts
Annotations
Variety
12.5 pts
Enter description
Taking Control of Reading
A variety of marks, such as highlights, circles, underlines, for varying purposes, make deeper thinking processes visible.
Focusing on Reading
Some limited strategic marks focused on one or more strategies, such as making connections and/or asking questions.
Noticing Reading
Sparse underlining with few or no written comments.
Incomplete
Incomplete
Frequency
12.5 pts
Enter description
Taking Control of Reading
No major sections are skipped.
Focusing on Reading
Major sections of text are skipped or blank.
Noticing Reading
Most sections of the text are skipped or blank.
Incomplete
Incomplete
Marking
10 pts
Enter description
Taking Control of Reading
Strategic marking of main ideas, text signals, and/or signposts. Markings are named and refer directly to a specific piece of text
Focusing on Reading
Markings are vague or unnamed. Connection between marking and annotation may be unclear.
Noticing Reading
Whole paragraphs highlighted with little or no indication of important ideas or questions.
Incomplete
Incomplete
Comments
35 pts
Taking Control of Reading
Purposeful comments that clarify, ask and answer questions, make connections, summarize and clearly explain effect or significance.
Focusing on Reading
Comments and marks identify specific problems, such as “What?” connected to a highlighted section. Comment may not explain effect or significance.
Noticing Reading
Marks limited to a single type of interaction. Few vague comments that don’t address effect or significance or read like “boring,” “cool,” “me too,” or no comments.
Incomplete
Incomplete
Response to Questions
Summary
5 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.”
Incomplete
Incomplete
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 key 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.”
Incomplete
Incomplete
Awareness
5 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.
Incomplete
Incomplete
Comprehension
10 pts
Taking Control of Reading
Questions are thoroughly and insightfully answered. Textual evidence is present and purposeful.
Focusing on Reading
Questions are correctly answered. Textual evidence is present.
Noticing Reading
Questions are not answered or the answers are incorrect. No textual evidence is present.
Incomplete
Incomplete
Subjects:
English
Types:
Assignment
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