7/28/2019 Informational Text Qualitative Measures Rubric

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Text Complexity: Qualitative Measures Rubric

INFORMATIONAL TEXT

Text Title___________________________________________ Text Author_____________________________________

QUALITATIVE Very Complex Slightly Complex

PURPOSEo

Purpose: Subtle, implied, difficult todetermine; intricate, theoretical elementso

Purpose: Implied, but fairly easy toinfer; more theoretical than concreteo

Purpose: Implied, but easy to identifybased upon context or sourceo

Purpose: Explicitly stated; clear, concretewith a narrow focus

TEXT STRUCTURE

oOrganization of Main Ideas: Connectionsbetween an extensive range of ideas orevents are deep, intricate and oftenimplicit or subtle; organization of the textis intricate or specialized for a particulardiscipline

oText Features: If used, are essential inunderstanding content

oUse of Graphics: If used, extensive,intricate, essential integrated graphics,tables, charts, etc., necessary to makemeaning of text; also may provideinformation not otherwise conveyed inthe text

oOrganization of Main Ideas: Connectionsbetween an expanded range ideas,processes or events are deeper and oftenimplicit or subtle; organization may containmultiple pathways and may exhibit traitscommon to a specific discipline

oText Features: If used, greatly enhance thereaders understanding of content

oUse of Graphics: If used, essentialintegrated graphics, tables, charts, etc.;may occasionally be essential tounderstanding the text

oOrganization of Main Ideas: Connectionsbetween some ideas or events are implicitor subtle; organization is evident andgenerally sequential

oText Features: If used, enhance thereaders understanding of content

oUse of Graphics: If used, graphics mostlysupplementary to understanding of thetext, such as indexes, glossaries; graphs,pictures, tables, and charts directlysupport the text

oOrganization of Main Ideas: Connectionsbetween ideas, processes or events areexplicit and clear; organization of text isclear or chronological or easy to predict

oText Features: If used, help the readernavigate and understand content but arenot essential

oUse of Graphics: If used, simple graphics,unnecessary to understanding the text butdirectly support and assist in interpretingthe written text

LANGUAGE

FEATURES

oConventionality: Dense and complex;contains abstract, ironic, and/orfigurative language

oVocabulary: Generally unfamiliar,archaic, subject-specific, or overlyacademic language; may be ambiguous

or purposefully misleading

oSentence Structure: Mainly complexsentences often containing multipleconcepts

oConventionality: Complex; containssome abstract, ironic, and/or figurativelanguage

oVocabulary: Somewhat complexlanguage that is sometimes unfamiliar,archaic, subject-specific, or overly

academic

oSentence Structure: Many complexsentences with several subordinatephrases or clauses and transition words

oConventionality : Largely explicit andeasy to understand with some occasionsfor more complex meaning

oVocabulary: Mostly contemporary,familiar, conversational; rarelyunfamiliar or overly academic

oSentence Structure: Simple andcompound sentences, with some morecomplex constructions

oConventionality: Explicit, literal,straightforward, easy to understand

oVocabulary: Contemporary, familiar,conversational language

oSentence Structure: Mainly simplesentences

KNOWLEDGE

DEMANDS

oSubject Matter Knowledge: Extensive,perhaps specialized or even theoreticaldiscipline-specific content knowledge;range of challenging abstract andtheoretical concepts

oIntertextuality:Many references orallusions to other texts or outside ideas,theories, etc.

oSubject Matter Knowledge: Moderatelevels of discipline-specific contentknowledge; some theoretical knowledgemay enhance understanding; range ofrecognizable ideas and challengingabstract concepts

oIntertextuality:Some references orallusions to other texts or outside ideas,theories, etc.

oSubject Matter Knowledge: Everydaypractical knowledge and some discipline-specific content knowledge; both simpleand more complicated, abstract ideas

oIntertextuality:A few references orallusions to other texts or outside ideas,theories, etc.

oSubject Matter Knowledge: Everyday,practical knowledge; simple, concreteideas

oIntertextuality:No references or allusionsto other texts, or outside ideas, theories,etc.

7/28/2019 Informational Text Qualitative Measures Rubric

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Questions to Consider in Planning for Instructional Scaffolding of Informational Text:

Purpose:

Would spending time helping students to establish a purpose for reading this text be appropriate? Will students know in advance what they are expected to do with the information they gain from reading this text?

Text Structure:

Would graphic organizers or other aids be appropriate in making the structure of the text visible to students? Would a partial outline or some other text-based aid be appropriate in deciphering the structure of the text? Would previewing and discussing the graphics included with the text prior to reading be appropriate?

Language Features:

Would a review of figurative, abstract, or ironic language and a modeling of how that type of language might be interpreted beappropriate?

Would glossing certain vocabulary (particularly multiple meaning words that extend across other subject matter content areas, i.e.Tier 2 words) prior to reading be appropriate?

Knowledge Demands:

What background knowledge needs to be introduced (or re-introduced) to facilitate reading success that will not supplant theactual information gained from the reading experience?

What explicit references and/or allusions to other texts might require additional resources/opportunities for students to explore?General:

In what ways might collaborative groupings of students during the reading process be appropriate?