Reading Rubric

MANCHESTER HIGH SCHOOL CENTRAL

READING RUBRIC

Student Name:__________________________________________                                Teacher:_________________________________


Course/Mod:___________________________________________                                Date:____________________________________


Assignment:__________________________________ (Formative/Summative)                        Overall score:   4    3    2    1    N/A




Exemplary (4)

Proficient (3)

Developing (2)

Beginning (1)

Comprehension


  • Consistently demonstrates the use of critical thinking skills to analyze and convey information from informational or literary texts

  • Consistently focuses on key ideas presented explicitly or implicitly


  • Regularly demonstrates the use of critical thinking skills to analyze and convey information from informational or literary texts

  • Regularly focuses on key ideas presented explicitly or implicitly


  • Demonstrates minimal use of critical thinking skills to convey information from informational or literary text

  • Focuses on few ideas presented explicitly or implicitly


  • Demonstrates little or no use of critical thinking skills to convey information from informational or literary text

  • Focuses on few or no ideas presented



Utilization



  • Consistently uses text features such as table of contents, chapter headings, captions to a high degree to increase understanding

  • Consistently interprets words and phrases in context

  • Consistently uses relevant and accurate references to support ideas


  • Regularly uses text features such as table of contents, chapter headings, captions to a high degree to increase understanding

  • Regularly interprets words and phrases in context

  • Regularly uses relevant and accurate references to support ideas


  • Uses few text features such as table of contents, chapter headings, captions to increase understanding

  • Occasionally interprets words in context

  • Infrequently uses relevant references to support ideas


  • Little or no use of text features such as table of contents, chapter headings, captions

  • Does not interpret new vocabulary

  • Uses few or no references to support ideas


Interpretation and Application



  • Consistently interprets and applies significant concepts by making logical connections to other situations or contexts through analysis, evaluation, inference or comparison/contrast

  • Consistently evaluates reasoning and sufficiency of evidence


  • Regularly interprets and applies significant concepts by making logical connections to other situations or contexts through analysis, evaluation, inference or comparison/contrast

  • Regularly evaluates reasoning and sufficiency of evidence



  • Seldom interprets concepts and makes few connections

  • Seldom evaluates reasoning and sufficiency of evidence



  • Little or no evidence of interpretation

  • Little or no evaluation





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