iRubric: Chapter Book - Reading Response - 3rd Grade rubric

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Chapter Book - Reading Response - 3rd Grade

In your ELAR Journal select a new page. Put the date, Book Title, Chapter # at the top. Then use the following headings: Main Idea, Supporting Details, PLOT, Character Development, Vocabulary, and Connections with 6-8 lines between each heading. Use complete sentences for your responses, your best handwriting, and think about punctuation. If I can't read it, I can't grade it! Enjoy!

Rubric Code: QX93B43

By mbourassa

Ready to use

Public Rubric

Subject: Education

Type: Reading

Grade Levels: K-5

Chapter Reading Response
	Excellent 90-100 (N/A)	Good 80-89 (N/A)	Needs Improvement 0 69-79, below 68 REDO (N/A)
Main Idea 20 pts Students identify and write the MAIN IDEA of the chapter read, with the appropriate chapter and title of book in ELAR Journal. and three supporting details for the chapter read.	Excellent Student response has main idea	Good Student response has main idea and one or two supporting details for the chapter read.	Needs Improvement Student response has main idea, but no supporting details for the chapter read.
Supporting Details 20 pts Student will identify 2-3 SUPPORTING DETAILS that connect to the main idea of the chapter read and list them chronologically.	Excellent Three Supporting details are chronological and connect to the main idea.	Good 1-2 Supporting details are chronological and connect to the main idea of the chapter.	Needs Improvement Supporting details/s do not connect to the main idea and are not chronological.
PLOT 15 pts Students will identify information that supports how th PLOT is changing, or moving forward.	Excellent Student is able to identifiy details that move the plot forward.	Good Student response connects to the plot, but is not quite accurate.	Needs Improvement Student response does not connect to the plot.
Character Development 15 pts Students make one INFERENCE about the main characters, for an unknown word or about an event in the text and use context clues to support the inference.	Excellent Student response has an inference, showing an understanding of the development of the character, and/or context clues to support for the unknown word or event in the story.	Good Student response has only an inference for an unknown word or event in the text. Or a comment about the character development.	Needs Improvement Student response has made no inference about the character, an unknown word, or event in the text.
Vocabulary 10 pts The students will also be able to use prior knowledge and textual features to define VOCABULARY or unknown words in the chapters. 3 or more.	Excellent Student identifies three, or more, vocabulary words and gives a brief definition using context clues, or prior knowledge.	Good Student identifies 1-2, or more, vocabulary words and gives a brief definition using context clues, or prior knowledge.	Needs Improvement Student does not identify any vocabulary, words and does not give a brief definition using context clues, or prior knowledge.
Connections 10 pts Students will be able to make one of three connections and write their response as the final entry to their Chapter Response. Text to Text; Text to Self; Text to World.	Excellent Students response makes three connections. Text to Text; Text to Self; Text to World.	Good Students response makes one connection. Text to Text; Text to Self; Text to World.	Needs Improvement Student response does not show connections. Text to Text; Text to Self; Text to World.
Format, Language, and Conventions 10 pts Students will use a RESPONSE FORMAT and use capital letters at the beginning of their sentences and correct punctuation in their response.	Excellent Student follows the format for their response: MI, SD, P, CD, V, and C using headings. Student uses punctuation and uppercase letters correctly in response. Student spells all word wall words correctly.	Good Students attempts to follow the format with only 1--2 out of order. Student uses punctuation and uppercase letters correctly most of the time. Student spells most word wall words correctly.	Needs Improvement Student does not follow th format for the readers response and information is scattered. Student does not use punctuation or uppercase letters in his/her response. Student does not spell word wall words correctly.

Keywords:

Summary; Main Idea; Supporting Details

Subjects:

Education

Types:

Reading

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