Kindergarten Reading Rubric Updated October 2010

I can… Developing Progressing Meeting 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. I can use my schema to make a connection. I can ask questions to help me understand the story. I can make a mental image to help me understand the story.

Child reads text and does not share thinking. The child’s reading focuses on decoding the word. •Does not make a connection, asks question or shares mental image.

Child is beginning to be cognizant of his/her thinking but the thinking does not help understand the text. • Makes a tangential connection • Ask tangential questions that do not build schema •Mental images does not match the text

Child is aware of their thinking. He/she uses thinking to help understand the text. •Uses schema to make meaningful and relevant connections •Uses questions to build schema •Creates mental images to make sense of story

Child uses thinking to have a deep understanding of the text. Child is beginning to understand big ideas and underlying themes. •Makes connections to an event that enhances their comprehension of the story *Formulates and uses questions to enhance meaning • Describes own image- images are expanded from the literal text

Response

Reflective I can share my opinion about the story

Retells a statement about the story

•Shares an opinion about the text

• Shares an opinion about the story and elaborates with evidence

Conventions

I can use multiple strategies to decode unknown words

Doesn’t use cueing systems-appeals for help or skips words

Attempts to use a cueing system

Uses multiple cueing systems to decode unknown words

Uses multiple strategies to decode unknown words- reading is fluent.

Attitude

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

•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

FIRST GRADE READING COMPREHENSION AND RESPONSE RUBRICS

READING COMPREHENSION RUBRIC DRAFT

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 which promotes an understanding of the story

Connects to a big idea of the story

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.

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.

Developing (1)

Progressing (2)

Meeting (3)

Exceeding (4)

Score

Inferring

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

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.

Developing (1)

Progressing (2)

Meeting (3)

Exceeding (4)

Score

Inferring

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.

8/2010

K A M E H A M E H A E L E M E N T A R Y S C H O O L

Grade 4 Reading Rubric

DEVELOPING

Novice, needs work PROGRESSING

MEETING

Satisfactory, gets the job done EXCEEDING

Awesome! Job well done!

COMPREHENS ION : 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.

• 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.

CRITICAL AND REFLECT IVE RESPONSE : 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.

.

BEHAVIOR AND ATTITUDES : Students engage within a community of readers who understand meaningful purposes for reading and personal enjoyment.

8/2010

K A M E H A M E H A E L E M E N T A R Y S C H O O L

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.).

CONVENTIONS AND SKILLS : 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.

DEVELOPING Novice, needs work

PROGRESSING

MEETING Satisfactory, gets the job done

EXCEEDING Awesome! Job well done!

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

.

FIFTH GRADE READING COMPREHENSION Revised reading comprehension benchmark: Determining Importance 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

Developing Meets Exceeds -Can identify one “big idea” but lacks supportive evidence

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

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

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 Progressing Meets Exceeds Still wordsmithing Still wordsmithing - Pull out the most important

information and paraphrase - Determine “main idea” (author’s message) with supporting facts from text

Still wordsmithing

Synthesizing Developing Progressing Meets Exceeds Still wordsmithing Still wordsmithing - 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)

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 Progressing Meeting Exceeding

COMPREHENSION: I can infer to gain deeper meaning of text. Uses text evidence to infer character traits

• Identify character traits with

weak evidence

• 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)

CRITICAL AND REFELCTIVE RESPONSE: I can discuss my personal point of view and the view points of others

BEHAVIOR AND ATTITUDES: I can read books that I enjoy independently for a sustained length of time.

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