Reading Comprehension Strategies Rubrics

Standards-based

Assessment of and for Learning

Purpose and Outcomes

This presentation is intended to: Provide a brief overview of analytic trait rubrics. Explain the foundational basis for the CUSD

Analytic Rubrics. (Standards led the way!) Provide a step-by-step guide for how to use the

Reading Comprehension Strategies Rubrics for: Instruction. Formative assessment (while teaching). Summative assessment (at the end of the teaching

cycle).

Purpose and Outcomes

Outcomes: All elementary teachers will be able to utilize the

Reading Comprehension Strategies Rubrics: As a planning tool. With students. With parents.

In preparation for navigating this presentation, please print a copy of your grade level’s Reading Comprehension Strategies Rubric and have it in front of you.

CUSD Analytic Rubrics

All CUSD Analytic Rubrics:

Are firmly based on the California State Content Standards.

Use the language of the discipline to describe the dimensions of quality at each level of achievement.

Should be used for both: Guiding students as they seek to reach higher levels of

quality as a result of their efforts (formative assessment). Evaluating the level of quality reached (summative

assessment).

What is an “analytic” rubric?

An analytic rubric divides a product or performance into essential traits or dimensions so that they can be judged separately – one then analyzes a product or performance for essential traits. A separate score is provided for each trait.

It therefore provides more specific, formative feedback to students, parents, and teachers about strengths and weaknesses of a performance.

The Format of an Analytic Rubric:

Analytic Trait Rubric1 2 3 4

Trait 1Trait 2Trait 3Trait 4Trait 5

CUSD Analytic Rubrics:

Provide a “blueprint” for instruction during the planning phase, as well as a roadmap while teaching.

Should be made public to students and parents prior to teaching, assigning, or assessing student work.

CUSD Analytic Rubrics:

Have been built on a 4-point scale: 1 = Does Not Meet the Standard2 = Approaches the Standard3 = Meets the Standard4 = Excels at the Standard

Reading Comprehension Strategies Rubrics

Please be sure to have a copy of your grade level’s Reading Comprehension Strategies Rubric in front of you as you go through the remaining slides.

Reading Comprehension Strategies Rubrics

Based on the Reading Comprehension standards found in the California English/Language Arts Content Standards.

As with other CUSD analytic rubrics, the Content Standards were used to determine: The criteria for each level. The specific vocabulary used.

Reading Comprehension Strategies Rubrics

Criteria to be taught and assessed are listed in the far left-hand column.

Descriptions are provided for performance at the various levels of proficiency: 1: Does Not Meet the Standard 2: Approaches the Standard 3: Meets the Standard 4: Excels at the Standard

Level

Criteria

MakingConnections

Predicting

Questioning

Monitoring &Clarifying

Summarizing

Visualizing

Please locate the criteria to be taught and assessed – both formatively and summatively – for Reading Comprehension Strategies. These are on the far left side of the rubric.

Making Connections

On the rubric, note that Making Connections is the first criteria.

The score for this criteria denotes how students make connections between what is read and what is already known from past experiences. (Expectations for this and all other criteria will vary by grade level.)

This criteria will: Guide instruction. Assist you in assessing students in

this area.

Level

Criteria

MakingConnections

Predicting

Questioning

Monitoring &Clarifying

Summarizing

Visualizing

Making Connections

Remember, the “3” column describes what students should know and be able to do when they are meeting the standard.

Please take a moment to read through the indicators for the “3 – Meets the Standard” for Making Connections.

Level Strategies

1Does Not Meet the Standard

2 Approaches the Standard

3 Meets the Standard

4Excels at the Standard

Scores

MakingConnections

Does not make connections between what is being read and what is already known from past experiences or previous reading.

Does not adapt schema while reading.

• Makes few connections between what is being read and what is already known from past experiences or previous reading; the connections may or may not be meaningful.

• Adapts schema while reading, but does not use all of the following: deleting inaccurate information, adding new information, and making connections to other knowledge.

Makes meaningful connections between what is being read and what is already known from past experiences or previous reading.

Adapts schema (organized knowledge of the world) while reading, deleting inaccurate information, adding new information, and making connections to other knowledge.

Spontaneously makes meaningful connections between what is being read and what is already known from past experiences or previous reading; makes connections beyond life experiences and immediate text.

Adapts schema while reading, deleting inaccurate information, adding new information, and making connections to other knowledge; explains how schema enhances comprehension in all forms of text.

Making Connections

As evidence of student thinking in the area of “Making Connections” is seen, highlight or circle the bulleted descriptors as they relate to the student’s performance.

Level Strategies

1Does Not Meet the Standard

2 Approaches the Standard

3 Meets the Standard

4Excels at the Standard

Making Connections

Does not make connections between what is being read and what is already known from past experiences or previous reading.Does not adapt schema while reading.

Makes few connections between what is being read and what is already known from past experiences or previous reading; the connections may or may not be meaningful.Adapts schema while reading, but does not use all of the following: deleting inaccurate information, adding new information, and making connections to other knowledge.

Makes meaningful connections between what is being read and what is already known from past experiences or previous reading.Adapts schema (organized knowledge of the world) while reading, deleting inaccurate information, adding new information, and making connections to other knowledge.

Spontaneously makes meaningful connections between what is being read and what is already known from past experiences or previous reading; makes connections beyond life experiences and immediate text.Adapts schema while reading, deleting inaccurate information, adding new information, and making connections to other knowledge; explains how schema enhances comprehension in all forms of text.

Scoring

Remember, the “3” on the Reading Comprehension Strategies Rubric represents meeting the California State standards in the particular type of presentation.

When assessing summatively, if a student’s performance in a specific criteria indicates incomplete attainment of the standard, then he should receive the score represented by the lower description of performance.

Summative Assessment

For example, consider this 3rd grader’s performance on the on the criteria for Making Connections:

2

Approaching the Standard

3

Meets the Standard

Makes few connections between what is being read and what is already known from past experiences or previous reading; the connections may or may not be meaningful.Adapts schema while reading, but does not use all of the following: deleting inaccurate information, adding new information, and making connections to other knowledge.

Makes meaningful connections between what is being read and what is already known from past experiences or previous reading.Adapts schema (organized knowledge of the world) while reading, deleting inaccurate information, adding new information, and making connections to other knowledge.

One of the criteria for a “3” have been met.

But the student is not using all of the skills needed to adapt schema while reading.

Therefore, the score for this criteria for this presentation would be a “2”, Approaching the Standard.

2

Approaching the Standard

3

Meets the Standard

Makes few connections between what is being read and what is already known from past experiences or previous reading; the connections may or may not be meaningful.Adapts schema while reading, but does not use all of the following: deleting inaccurate information, adding new information, and making connections to other knowledge.

Makes meaningful connections between what is being read and what is already known from past experiences or previous reading.Adapts schema (organized knowledge of the world) while reading, deleting inaccurate information, adding new information, and making connections to other knowledge.

Reading Comprehension Strategies Close-up

Please take a few moments to read through the criteria for the other five strategies: Predicting Questioning Monitoring and Clarifying Summarizing Visualizing

The “Final Score” (found in the lower right-hand corner of the rubric) is a determined by adding the scores for:

Making Connections Predicting Questioning Monitoring & Clarifying Summarizing Visualizing

Divide by 6 for the final score. (In this case, the student is not quite meeting the standards.)

2

3

2

3

16/6 = 2.66

rd Grade Reading Comprehension Strategies Level

Strategies 1

Does Not Meet the Standard 2

Approaches the Standard 3

Meets the Standard 4

Excels at the Standard Scores

Making

Connections

Does not make connections between what is being read and what is already known from past experiences or previous reading.

Does not adapt schema while reading.

Makes few connections between what is being read and what is already known from past experiences or previous reading; the connections may or may not be meaningful.

Adapts schema while reading, but does not use all of the following: deleting inaccurate information, adding new information, and making connections to other knowledge.

Makes meaningful connections between what is being read and what is already known from past experiences or previous reading.

Adapts schema (organized knowledge of the world) while reading, deleting inaccurate information, adding new information, and making connections to other knowledge.

Spontaneously makes meaningful connections between what is being read and what is already known from past experiences or previous reading; makes connections beyond life experiences and immediate text.

Adapts schema while reading, deleting inaccurate information, adding new information, and making connections to other knowledge; explains how schema enhances comprehension in all forms of text.

Predicting

Does not make predictions about the text.

Does not modify predictions while reading.

Makes predictions about the text. Modifies predictions while reading; may use

prior knowledge or evidence presented in the text itself.

Makes logical predictions about the text. Modifies predictions throughout the reading,

using prior knowledge and evidence presented in the text itself.

Makes logical and insightful predictions about the text, demonstrating thinking on both a literal and inferential level.

Modifies predictions throughout the reading, using prior knowledge and evidence presented in the text itself.

Questioning

Does not ask questions before, during, or after reading.

Does not support answers with information found in the text.

Asks questions that may not be relevant, and/or does not ask them before, during, and after reading.

Supports answers by connecting prior knowledge with literal information found in the text.

Asks relevant questions before, during, and after reading.

Supports answers by connecting prior knowledge with literal information found in, and inferred from, the text.

Asks relevant questions before, during, and after reading; questions go beyond what will happen next, and reflect inquiry about the author’s intent, why something happened the way it did, etc.

Supports answers by connecting prior knowledge with literal information found in, and inferred from, the text; for questions not answered directly in the text, attempts to find answers from other sources.

Monitoring &

Clarifying

Does not identify when the text is understandable, and when it is not.

Does not stay alert for problem signs.

Does not take appropriate action in order to understand the text better.

Inconsistently identifies when the text is understandable, and when it is not.

Stays alert for a limited number of problem signs.

Inconsistently takes appropriate action, such as rereading, in order to understand the text better.

Identifies when the text is understandable, and when it is not.

Stays alert for a variety of problem signs such as lack of concentration, unfamiliar vocabulary, or lack of necessary prior knowledge.

Takes appropriate action (uses “fix-it” strategies), such as rereading, in order to understand the text better.

Identifies when the text is understandable, and when it is not.

Stays alert for a variety of problem signs such as lack of concentration, unfamiliar vocabulary, or lack of necessary prior knowledge; knows whether unclear portions are critical to the overall understanding of the text.

Takes appropriate action such as rereading, in order to understand the text better; spontaneously uses a variety of “fix-it” strategies.

Summarizing

Does not extract appropriate and significant information from the text.

Does not paraphrase or recall the main idea(s) or supporting details.

Has difficulty extracting the appropriate and significant information from the text, including problems and solutions.

Gives too much information/detail about a text; difficulty paraphrasing the main idea(s) and supporting details.

Extracts appropriate and significant information from the text, including problems and solutions.

Paraphrases (briefly tells), in his/her own words, the main idea(s) and supporting details.

Extracts appropriate and significant information from the text, including problems and solutions.

Paraphrases, in his/her own words, the main idea(s) and supporting details; includes the theme and draws conclusions.

Visualizing

Does not draw or tell about any mental images he/she created in his/her own mind while reading.

Does not use mental images to enhance understanding.

Has difficulty drawing or telling about the mental images he/she created in his/her own mind while reading.

Has difficulty using mental images to enhance understanding.

Draws or tells about mental images (mind pictures), created in his/her own mind while reading, related to important parts of the text.

Uses mental images to enhance understanding.

Draws or tells about mental images created in his/her own mind while reading, related to important parts of the text; purposefully uses mental images to create a personal connection to the text.

Uses mental images to enhance understanding.

Final Score

Capistrano Unified School District, 2008

3

3

Grading

Best practice in grading calls for: Allowing students multiple opportunities to

prove to you that they have met the standard. Using only assessments toward the end of a

teaching/learning period to determine the final level of proficiency.

Omitting early attempts at mastery in the final grade or score.

Providing opportunities for practice that are not “counted” toward the final grade or score.

Remember that CUSD Analytic Rubrics:

Are based on California Content Standards. Use the vocabulary from the standards. Guide instruction. Provide specific formative feedback for students

as they work toward meeting grade-level standards.

Provide summative assessment criteria by which students are evaluated.