Kindergarten Reading Rubric I can…

Developing

Progressing

Meeting

Updated October 2010

Exceeding

Comprehension A kindergartener interacts with the text to make meaning. The kindergarten curriculum focuses on nurturing a child’s ability to become cognizant of his/her thinking.

I can think about what I read.

Child reads text and does not share thinking. The child’s reading focuses on decoding the word.

Child is beginning to be cognizant of his/her thinking but the thinking does not help understand the text.

Child is aware of their thinking. He/she uses thinking to help understand the text.

Child uses thinking to have a deep understanding of the text. Child is beginning to understand big ideas and underlying themes.

I can use my schema to make a connection.

•Does not make a connection, asks question or shares mental image.

• Makes a tangential connection

•Uses schema to make meaningful and relevant connections

•Makes connections to an event that enhances their comprehension of the story

I can ask questions to help me understand the story.

• Ask tangential questions that do not build schema

•Uses questions to build schema

*Formulates and uses questions to enhance meaning

I can make a mental image to help me understand the story.

•Mental images does not match the text

•Creates mental images to make sense of story

• Describes own imageimages are expanded from the literal text

•Shares an opinion about the text

• Shares an opinion about the story and elaborates with evidence

Uses multiple cueing systems to decode unknown words

Uses multiple strategies to decode unknown wordsreading is fluent.

•Selects just right book and reads for an extended period of time

• Chooses to read during free time • Shows preference for genre, authors, or series

Response

Reflective I can share my opinion about the story

Retells a statement about the story

I can use multiple strategies to decode unknown words

Doesn’t use cueing systemsappeals for help or skips words

I like to read!

Needs teacher assistance to choose a book-has low stamina to read

Conventions Attempts to use a cueing system Attitude

FIRST GRADE READING COMPREHENSION AND RESPONSE RUBRICS

READING COMPREHENSION RUBRIC DRAFT Uses schema to make relevant connections Emerging Retells the story with irrelevant or no connections to promote an understanding of the story

Developing

Expanding

Connects to the events Connects to a big idea of and/or characters which the story promotes an understanding of the story

READING RESPONSE RUBRIC DRAFT Uses schema to make relevant connections Emerging

Developing

Expanding

Retells the story with irrelevant or no connections to promote an understanding of the story

Connects to the events and/or characters that promotes an understanding of the story with a clear explanation and some elaboration.

Connects to a big idea of the story. Explains how the connection helps to understand the story.

Reading Comprehension Scoring Sheet Name _______________________________ Date________________________________ Students use a variety of reading comprehension strategies to make meaning. Students will use schema and text to infer.

Inferring

Developing (1)

Progressing (2)

Does not make predictions, interpretations, or draw conclusions.

Makes predictions, interpretations, and/or draws conclusions, but does not use schema or information from text.

Meeting (3)

Makes predictions, interpretations, and/or draws conclusions using schema or information from text.

Exceeding (4)

Makes predictions, interpretations, and/or draws conclusions using schema and information from text.

Score

KES Gr. 2 REVISED 8/31/2010

Reading Comprehension Scoring Sheet Name _______________________________ Date________________________________ Students use a variety of reading comprehension strategies to make meaning. Students will use schema and text to infer.

Inferring

Developing (1)

Progressing (2)

Meeting (3)

Exceeding (4)

Does not make predictions, interpretations, or draw conclusions.

Makes predictions, interpretations, and/or draws conclusions, but does not use schema or information from text.

Makes predictions, interpretations, and/or draws conclusions using schema or information from text.

Makes predictions, interpretations, and/or draws conclusions using schema and information from text.

KES Gr. 2 REVISED 8/31/2010

Score

KA ME HA ME HA

E LE ME NTA RY

S CH OOL

Grade 4 Reading Rubric DEVELOPING

PROGRESSING

Novice, needs work

MEETING

EXCEEDING

Satisfactory, gets the job done

Awesome! Job well done!

C OM P RE H E N S I ON : Students make meaning by asking questions, inferring, summarizing, activating background knowledge, and making connections to promote understanding. I can recognize important details that help me to understand what I am reading. I can state the main idea and support it with details.

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•

Reader has unrelated thoughts that do not help in understanding the piece.

Reader has difficulty understanding the text.

•

•

Reader is unable to distinguish between important and distracting details.

Reader is not able to find the main idea or reader is able to state the main idea but does not have any supporting details.

•

•

Reader is able to recognize important details/facts that help with the understanding of the text.

Reader is able to formulate a main idea and state details to support it.

•

•

Reader is able to formulate their own perspective, opinion, and/or generalization based on the important details of the text. Reader is able to support their perspective with evidence from the text.

C RI T I C A L A N D R E F L E C T I V E R E S PO N S E : Students express opinions, analyze, challenge (question), and evaluate texts from multiple perspectives. I can give supporting evidence to support my thinking: (need to revise) *clarify thinking by citing evidence I can communicate my thinking: *share, respond, discuss to deepen understanding (multiple perspectives) I can interpret text *generate my own message or lesson while citing evidence

 Reflection connects to . the tracking and thinking of the reader.

B E H A V I O R A N D A T T I T UD E S : Students engage within a community of readers who understand meaningful purposes for reading and personal enjoyment. 8/2010

KA ME HA ME HA

E LE ME NTA RY

S CH OOL

Grade 4 Reading Rubric I can use knowledge and reading skills to select a text. I can participate in a variety of reading communities (Literature Circles, paired reading, etc.).

C ON V E N T I ON S A N D S K I L L S : Students explore language usage and use a variety of strategies and resources to apply grammar, vocabulary, decoding, and fluency within the context of grade level reading. Understands and effectively applies knowledge of the conventions of language and research when writing.

I can recognize how punctuation influences the way in which I read. I can use grade appropriate vocabulary to enrich written and oral communication.

DEVELOPING Novice, needs work

PROGRESSING

MEETING

EXCEEDING

Satisfactory, gets the job done

Awesome! Job well done!

.

8/2010

FIFTH GRADE READING COMPREHENSION Revised reading comprehension benchmark: Determining Importance Developing -Can identify one “big idea” but lacks supportive evidence

Meets -Can indentify one “big idea” with supportive evidence (3 or more)

Exceeds -Can identify 2 or more “big ideas” with supportive evidence (3 or more)

Grade level conversations regarding: • • •

more than one important detail/main idea in a text students should be able to support/justify their important details with evidence Do we really want to use a "magic #" for our rubric? (example=2 important details with evidence is a MEETS). Our answer was "no" so we wanted to pick Stephanie Harvey's brain and hoped that she would help share her mana`o with us on assessment.

Benchmark Texts from: By Wind, By Wave" by David (Kawika) Eyre

Mid-year assessment: "Tears of Salt"--an article about sea turtles. End of the year assessment: "Ever and Forever Pest"---the article about cockroaches

Grade 6  Reading Revisions 10/22/10  Revised Comprehension Benchmarks  Apply reading comprehension strategies:  •Summarization  Gather facts, paraphrase (pull out the most important information and put it in your own words), and use text  to determine the “main idea” (author’s message)  •Synthesis  Add to and reinforce what we already know, and/or merge new information with existing knowledge to  understand a new perspective or new line of thinking, or even create an original idea; determine the “big  idea” (lesson learned/generalization)    Words in purple signify the need to discuss common language/understanding.    REVISED MEETS for Rubric…    Summarizing Developing Still wordsmithing

Progressing Still wordsmithing

Meets - Pull out the most important information and paraphrase - Determine “main idea” (author’s message) with supporting facts from text

Exceeds Still wordsmithing

Synthesizing Developing Still wordsmithing

Progressing Still wordsmithing

Meets - Add to and reinforce what I already know with what I have read - Merge new information with existing knowledge to understand a new perspective or line of thinking - Determine the “big idea” (lesson learned/ generalization)

Exceeds Still wordsmithing

 

REVISED MIDYEAR ASSESSMENT TEXT:    Our text will not have my notations on it.  But this is the text we plan to use.    NEXT STEPS:  ‐continue to revise our assessment task format, it will generally be the same task, however, we want to format  it to be clearer  ‐assess with the meets/no meets  ‐analyze our students’ assessments and use the exemplars to help create the rest of the criteria for the rubric    The backburner:  ‐Writing Rubric: Conventions and Skills, Writing Attitudes/Process?   

KAMEHAMEHA ELEMENTARY SCHOOL

GRADE 3 READING RUBRIC 10-22-10

DRAFT 5 Developing COMPREHENSION: Uses text evidence to infer character traits

Progressing

Meeting

Exceeding

I can infer to gain deeper meaning of text. • Identify character traits with weak evidence

CRITICAL AND REFELCTIVE RESPONSE:

BEHAVIOR AND ATTITUDES:

CONVENTIONS & SKILLS:

• Identify character traits but does not fully support with evidence

• Identify character traits and

provides appropriate evidence

• Identifies character traits with sold evidence (quotations, multiple actions, character interactions)

I can discuss my personal point of view and the view points of others

I can read books that I enjoy independently for a sustained length of time.

I can use various rules and skills to read difficult words, read fluently and with expression.