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SPOKES Rubric

Page history last edited by fran toomey 12 years, 3 months ago

S.P.O.K.E.S.  Reading Comprehension Rubric                                                                                                                       FT, June, 18, 2009 (Work in Progress)

 

THIS RUBRIC IS BASED ON S.E.A.L. PRINCIPLES OF LEARNING:  SYSTEMATIC, EXPLICIT, AUTHENTIC, LIVELY.
IT SHOULD BE USED AS FORMATIVE ASSESSMENT TO OFFER STUDENTS INFORMATIVE FEEDBACK.

YOU COULD BEGIN BY NOTING WHERE THE STUDENT IS ON EACH TASK AS YOU BEGIN AN INSTRUCTIONAL PROGRAM.

DOWNLOAD THIS CHART.

 

 Evaluated By:                                        Date:                                                Based on Data from:

 

Level of Skill

Independent Mastery

Initial Mastery

Novice

On the road to success

Self-Management

*Has a repertoire of at least 6 S-m strategies

*used consistently without prompting

*on grade level material or intellectually challenging material

*Considers S-m learning a work in progress; will add or change strategies

 

*Has a repertoire of at least 3 S-m strategies

*used consistently with prompting

*on grade level short reading materials

*Is able to describe some S-m strategies

*uses at least 2 strategies consistently with prompting

*on below grade level short reading selections

*Recognizes need for S-m and can follow one teacher  directed strategy

 

*with controlled reading material

Purpose

*Integrates author’s, teacher’s and own purpose for reading.

*Keeps track of purpose throughout

*grade appropriate selections, controlled for length.

*Using effective strategy independently

 

*Has own purpose for reading but also recognizes the author’s purpose

*Keeps track of both reader and author’s purpose throughout

*short, grade appropriate text

*Recognizes the need for having a purpose for reading and keeps track of the purpose

*with prompting or cuing.

*on short, grade appropriate reading material.

*Recognizes the need for having a purpose for reading

Organization

*Uses recognize of text structure to read with deep understanding

*of grade level materials

*Using effective strategy independently

 

*Can recognize both whole text and paragraph/section structure (for 8 major types)

*in controlled text

*Understand the concept of text structure at the whole text level

*can recognize the 8 major types

*in controlled texts

*Understands the concept of text structure and can choose between two types.

Knowledge Building

*Can produce a concept map for a reading selection (form may vary)

*and use that to summarize

*uses grade appropriate text

*using effective strategy independently

 

*Using P and O

*can identify, define and relate the most important vocabulary in a text

*with cuing

*Can find and define most important words/concepts

*with prompting or cuing

*Can begin to articulate the relationship among those important words.

*Recognizes that needs to identify and define (get meaning of most important words in text)

Elaboration

*Can make elaborations

*in response to a controlled text

*using effective strategy independently

WIP:  Needs to continue to develop skill in this more complex task

 

*Recognizes a few examples of elaboration

*in at least one subject area text: science, history, or math.

*at grade level with cuing

*Recognizes examples of a few types of elaboration

* in conversation

*with teacher support

*Has a concept of “Elaboration” in conversation.

Stop and Record

Independently uses effective strategies

*for stopping to record important concepts and ideas

*in grade level texts

*(then) writing a paragraph summary

*Can stop and record

words/phrases/symbols

*in longer, controlled text

*without prompting/cuing.

*and write a 2-3 sentence summary

 

*Can stop and record words/phrases/symbols

*in a short, controlled text

*without prompting

*Knows that the constraints of memory require regularly stopping to

*record words or phrases

*in controlled text with cuing

Integration of 6 Tasks

*Uses effective strategies for all 6 tasks in the same reading

*in grade/ability level text

*without teacher prompting

 

 

*Uses effective strategies for 3-4 tasks in the same reading

*in grade/ability level text

*with minimal teacher support

*Uses effective strategies for 2-3 tasks in the same reading

*in controlled text

*with teacher support

*Uses effective strategies for two tasks (S-m and P or P and Sr, for example)

*in controlled text

*with teacher support

 

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