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. 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 |