Language Arts/English Curriculum Frameworks - Albemarle County ...

Student Reading Rubric
Word
Recognition
Strategic Reader Engaging Reader Developing Reader Emerging Reader
• I sound out words I don’t know. • I know most of the words and I
• I know a lot of the words, but • I know some of the words.
attempt to sound out the words I
when I don’t know a word, I ask
don’t know.
someone else.
Vocabulary
• I think about multiple word meanings
to understand what the author is
saying.
• I think about bigger concepts related
to what I read.
• I explore alternative word choices and
critique the author’s use of
vocabulary.
• I use what I know about words and
word parts to determine meanings of
new words.
• I read in natural phrases.
• I use text structure to help make
meaning of the text.
• Before reading, I look at images,
charts, and titles to get a sense of the
text.
• Before and during reading, I use other
things I know to understand the text
and to make predictions.
• As I read, I ask myself questions,
make predictions, write on the text,
summarize sections of text, and
connect the text to other things I
know.
• I can state the author’s purpose.
• I can state the author’s bias and use
text citations for support.
• I analyze the author’s style and
extend the author’s ideas to the world
around me.
• I debate interpretations of theme.
• I use context clues to figure out
meanings of new words.
• Once I read a word several times, I
am able to use it when I speak and
write.
• I critique the author’s use of
vocabulary.
• Sometimes I use what I know about
words and word parts to determine
meanings of new words.
• I use context clues to try to figure
out meanings of new words.
• I try to figure out which meaning
of a word an author is using.
• I use prefixes and suffixes to help
learn new words.
• When a word has more than
one meaning, I ask for help to
determine which meaning is
being used.
• I can identify specific word
choices that author’s use to
create meaning.
Structure
• I read in natural phrases.
• I can identify basic text structures.
• I use images, charts, and titles to
understand the text.
• I read in phrases and short
groupings.
• With help, I can use text
structures and features (images,
charts, titles) to understand the
text.
• When asked, I use other things I
know to make predictions.
• I can apply reading strategies
when asked to.
• I can retell the main points and
interesting details of a story.
• I can recognize theme.
• I read word-by-word.
• I am aware of the various text
structures and features authors
use to convey meaning.
Making
Meaning
• I use other things I know to
understand the text and make
predictions.
• As I read, I do some of the following
to make sense of the text: ask
questions, make predictions, write on
the text, summarize, and/or connect
the text to other things I know.
• I can understand the author’s purpose
and bias when it is pointed out.
• I can explain the text’s theme.
• I often need visuals or other
stories to help me understand
the text at hand.
• I make predictions when
prompted.
• I can apply reading strategies
when they are taught.
• I can retell points of interest.
Extending
Meaning
• I support analytical interpretations
with cited evidence, quotes, and other
sources.
• I draw conclusions to apply concepts
and to challenge author’s ideas.
• I integrate various perspectives and
uses comparative analysis to make
connections.
• I support my opinions and
interpretations with evidence and
specific quotes.
• I understand the text by making
connections to other text, life, and the
world around me.
• I examine alternate points of view.
• I justify my opinions and
interpretations with general text
references.
• I understand the text by
connecting it to my own life.
• I understand that people vary in
their perspectives and try to
understand their points of view.
• I offer my ideas about the text.
• I see the text for what it is and
need help to connect it to other
experiences.
• I understand that people vary
in their perspectives.
© Albemarle County Public Schools, 2006, Appendix E
Resources: Beers, K. (2003). When kids can’t read.; Billmeyer, R. (2001). Capturing all of the reader through the reading assessment system.; National Adult Literacy
Database - http://www.nald.ca/clr/btg/ed/evaluation/reading.htm.