Level of Skill
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Independent Mastery
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Initial Mastery
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Novice
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On the road to success
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Self-Management
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*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
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*Has a repertoire of at least 3 S-m strategies
*used consistently with prompting
*on grade level short reading materials
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*Is able to describe some S-m strategies
*uses at least 2 strategies consistently with prompting
*on below grade level short reading selections
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*Recognizes need for S-m and can follow one teacher directed strategy
*with controlled reading material
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Purpose
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*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
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*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
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*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.
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*Recognizes the need for having a purpose for reading
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Organization
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*Uses recognize of text structure to read with deep understanding
*of grade level materials
*Using effective strategy independently
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*Can recognize both whole text and paragraph/section structure (for 8 major types)
*in controlled text
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*Understand the concept of text structure at the whole text level
*can recognize the 8 major types
*in controlled texts
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*Understands the concept of text structure and can choose between two types.
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Knowledge Building
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*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
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*Using P and O
*can identify, define and relate the most important vocabulary in a text
*with cuing
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*Can find and define most important words/concepts
*with prompting or cuing
*Can begin to articulate the relationship among those important words.
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*Recognizes that needs to identify and define (get meaning of most important words in text)
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Elaboration
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*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
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*Recognizes a few examples of elaboration
*in at least one subject area text: science, history, or math.
*at grade level with cuing
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*Recognizes examples of a few types of elaboration
* in conversation
*with teacher support
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*Has a concept of “Elaboration” in conversation.
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Stop and Record
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Independently uses effective strategies
*for stopping to record important concepts and ideas
*in grade level texts
*(then) writing a paragraph summary
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*Can stop and record
words/phrases/symbols
*in longer, controlled text
*without prompting/cuing.
*and write a 2-3 sentence summary
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*Can stop and record words/phrases/symbols
*in a short, controlled text
*without prompting
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*Knows that the constraints of memory require regularly stopping to
*record words or phrases
*in controlled text with cuing
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Integration of 6 Tasks
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*Uses effective strategies for all 6 tasks in the same reading
*in grade/ability level text
*without teacher prompting
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*Uses effective strategies for 3-4 tasks in the same reading
*in grade/ability level text
*with minimal teacher support
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*Uses effective strategies for 2-3 tasks in the same reading
*in controlled text
*with teacher support
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*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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