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STRATEGIES

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Making

CONNECTIONS
5 h
/ P.
( C ema
rlor

READING COMPREHENSION STRATEGIES RUBRIC

LEVEL l-BeQinninQ
LEVEL2-ApproachinQ
LEVEL3- Grade Level

Lacksunderstandingof how to
makea connection

Beginsto make some simpletext

to self & text to text connections

Reliestotally on teacher and

othersfor answers

RepeatsI copiesotherssomeof
the time

QUESTIONING:
I Wonder_.

VISUALIZING

(Sensory
magery

Determining
Importancel

N.

otlces t e
author....

Has littleor no understanding

aboutwhat to ask eitherbefore,
during,or after reading
Lacks/has no understandingof
howto picturein their minds

Comprehension:

F.

USing

Guessesrandomlyor
inaccuratelyattemptsto identify
importantelements!
Lacksunderstandingof author's
craft or textfeatures

Littleor no consciousawareness
of readingprocessand own
reading-includingdecodingof
words and comprehension

Strategies
(Drawing Conclusions
/ Making
.

Predictions, etc.)
I figured out...

Summarizingl
Synthesizing
This was

" H
~

Attemptsto makepredictionsor
draw conclusions,withoutusing
the text or by referencingfusing
the text inappropriatelyto defend
the statement,
Rarelymakespredictionsor
drawsconclusionon own

Rarelystopswhilereadingor at
the end of the text
Identifiesvery few literary
elementsin a text...

mostly about~.

:&

LEVEL4- Beyond
Readilyable to make text to self, text to text, and
sometextto worldconnections

Sometimesgoes beyondobviousand literal

Mostlyis ableto discussI writeand/ordraw
connectionsmade
Mostlyunderstandsand is ableto ask
questionsbefore,during,and after reading
to increaseunderstandingof texts even
withoutnromntina
Mostlycan describewhatthey Msee~
from
hearingand/orreadingtexts

Oftenmakesconnectionsthat go beyondobvious
and literalconnections
Is ableto discussI writeand/ordraw connections
and understandshow it helpsmakemeaning
Consistentlydemonstratesunderstandingof
questioningbeforeduringand after reading;asks
higherleveland/orchallengingquestionsat times
Consistentlydescribesin detailwhat they.see"
from hearingand/orreadingtexts

sensory images;

Totallyrelieson teacher/others
to prompt

IX-UP

Inferring

Beginsto understandand express

questionsbefore,duringand after
readingwhenpromptedand/orled
to do so
Beginsto understandhowto
describessomevisualor other

.: .

elaborates

connections

C f)
( Aut hor s ra t

Monitoring

Mostlyis able to maketext to self and text

to text connectionson a basicleveland
sometimes

Knowledge)
T/T;T /S;T IW

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Lacksunderstandingof what a
text is mostlyabout
_____

www.kbumreading.com

Mostlyrelieson teacher/othersto
aromat
Identifiessomeelementsas more
importantto text meaning;
Sometimesshowsunderstanding
of author'scraft but strugglesto
identifytext featuresor most
importantthingsin texts
Identifiesdifficulties.
comprehensionbreakdownis
oftenat word level,
Littleor no senseof the needto
solvethe problem;mainstrategyis
to soundit out' nives un easilv'
Drawsconclusionsor makes
predictionsthat are somewhat
consistentwith the text or their
prior knowledge;
Inferson a literaland basiclevel:
refersonlyto key wordsand rarely
to cluesin text

Stopsinconsistentlyto identify
events/ informationin text and
may incorporateschemainto
interpretationl
Lacksmeaningfulsummaryand
understandingof what a text is
mostlyabout- makesattempts

Independentlycan express/ writeand/or

draw visualizations
Identifieswords,ideas,characters,and/or
eventsas moreimportantto overall
meaning
Attemptsto explainreasoning/refersto text
features-author'scraft-why theyare used
by the authorandtheir possibleeffectto
readers
Identifiesproblemsat word,sentence,
and/orschemalevel;
Can mostlyarticulateand use a strategyto
~ comprehensionbreakdown,usuallyat
the word or sentencelevel-buildingon
makinnmeaninn
Drawsconclusionsand/ormakes
predictionsand can explainthe
sourceof the conclusionor prediction referencesthe text- useskey wordsand/or
cluesInferson a higherlevelmoreoftenthan not
- showsabilityto stopand thinkwhile
readingto makeinferencesfromtext
Stopsfrequentlyto reflecton text meaning;
Usesownschemaand stOryelements to
enhancemeaning:
May identifykeythemesand meaningful
summary;

Oftengoes beyondliteralexpressions/ detailed

descriptionsof sensoryimageswhenexpressing
throuahdrawinn/writin;"and/ordiscussina
Clearlyidentifiesat leastone key concept,idea,or
themeas importantin overalltext meaningand
clearlyexplainsimportancenotingtext features
and overalltext / refersto textfeaturesand readily
correlatesimportanceto author'scraft and content
of text

Oftenuses morethan one strategyto build

meaningwhencomprehensionbreaksdown;
Can articulatewhichstrategiesare most
appropriatefor a giventext- fiction& nonfictionCan identifvwhenthev usea fix UD strateav
Developspredictions,interpretations,and/or
conclusionsaboutthe text that include
connectionsbetweenthe textand the reader's
backgroundknowledgeor ideasand beliefs/
Readilyreferencesthe text whenappropriateInferson a higherlevelconsistently;
Stopsand thinkswhilereadingto makeinferences
to assistcomnrehension
Stopsconsistentlyto reflecton text meaning;
Relatesto the storyor genrein a oersonalway;
Can identifykeythemes;mayexpresshowprocess
has creatednew meaning/gives precisesummary
and demonstratesclearunderstandingof whata
text is mostlyabout

Can relatean appropriatesummaryof what

a text is mostlvabout.."

NOTE: Levels are based on student applying to their appropriate grade level texts.