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Teacher:________________________________________________________________________________________________ Class/Content Area:_________________________________ Grade Level ___________________________________________

Beginning Metacognition Awareness and articulation of thinking process; mental engagement


Not yet able to articulate an awareness of own reading process May not be aware of confusion or may express general confusion without understanding where and when it occurs Not yet able to identify strategies that could aid in comprehension

Developing
Able to describe own reading process Aware of points at which confusion occurs May name comprehension strategies but not always aware of how and when to use them strategically to build comprehension Some understanding of need for schema and prior knowledge Evidence of interacting with the text, but not always with a clear sense of purpose or ownership Some strategy use (e.g. rereading, visualizing, questioning) but not always the best match for addressing the reading difficulty

Internalizing
Able to monitor own reading process Aware of where confusion occurs and of appropriate strategies to get back on track Aware of a range of comprehension strategies and when to use them Makes personal connections to build schema and make links with the text world

Repertoire of Strategies Strategy use; range and appropriateness of strategies

Little or no evidence of interacting with the text No strategy use or use is limited to a single strategy that may not be the most useful in the context

Interaction with text guided by internalized sense of reading purpose Flexible and purposeful use of a range of strategies (visualizing, predicting, questioning, clarifying, paraphrasing, connecting, etc.) to support comprehension

Strategic Literacy Initiative

READING APPRENTICESHIP

2004 WestEd

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Rubric for Subject Area Reading Assessment

Rubric for Subject Area Reading Assessment

Beginning Discipline-based Thinking Thinking processes and conventions of reading in this discipline
English Reads without awareness that context may be important to meaning Reads primarily for plot, narrative line Minimal awareness of elements that constitute literary text

Developing
English Notices context in which text was written Recognizes literary elements (e.g. plot, setting, character) but not necessarily with a clear sense of how these elements contribute to impact of the text Notes some elements of style, tone

Internalizing
English Considers significance of context to text meaning Aware of how literary elements contribute to meaning and develop theme and text world Reads with an awareness of style and aesthetic impact Reads with a n awareness of possible critical & interpretive stances (e.g. reader response, social criticism, feminist interpretation, etc.) History Reads text (including maps, charts, illustrations) critically for point of view, bias, reliability, what is missing from the text, evidence, logic and reasoning Demonstrates an understanding that history is interpretive and presented from multiple perspectives Reads with awareness of historical context Traces causes and effects, and influence of historical. economic, cultural, political, and/or religious forces that shape events

Strategic Literacy Initiative

Thinking processes and conventions of reading in this discipline

READING APPRENTICESHIP

Discipline-based Thinking (continued)

History Limited awareness of significance of context Reads with little or no awareness of cause/effect relationships or interrelatedness of people, places, events Takes historical accounts at face value; does not consider perspective, point of view, or possible bias Reads historical text primarily as a chronology Does not read for patterns, context, or the big picture Pays little or no attention to maps, charts, illustrations

History Notices historical context Makes connections between personal experience and/or historical events Understands causes and effects Recognizes point of view, bias and perspective in primary sources but not necessarily in secondary sources Compares and contrasts two or more ideas, philosophies, events, people or places Uses maps, charts, illustrations as a resource for understanding the text

2004 WestEd

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Rubric for Subject Area Reading Assessment

Beginning Discipline-based Thinking (continued) Thinking processes and conventions of reading in this discipline
Math Reads the text like a story rather than a problem to be solved

Developing
Math Identifies a problem to be solved and initiates a solution Identifies math operations Uses some mathematical language

Internalizing
Math Demonstrates and justifies solution to the problem Represents the path to a solution Expresses math-related ideas with symbols, numbers, and clear, concise language

Uses little or no mathematical language, or uses it imprecisely

illustrations when reading Does not yet read to challenge prior conceptions of science topics and phenomena

Strategic Literacy Initiative

Thinking processes and conventions of reading in this discipline

Reads with little or no awareness of role of evidence in science Pays little or no attention to graphs or illustrations Little or no awareness of cause/effect relationships or interactions in science Reads science text primarily as a set of facts

READING APPRENTICESHIP

Discipline-based Thinking (continued)

Science Reads without attention to scientific meanings of words used in science texts

Science Aware of the need to identify precise meanings of words Attends to evidence in science texts, but has little skepticism toward the evidence presented Reads with awareness of cause and effect May refer to graphs or

Science Judges validity of evidence (how recent, sample size) Reads and interprets graphs and other visuals and sees their relationship to written text Separates correlation from causes & effect Considers implications beyond the classroom Is able to build on prior knowledge, extend concepts, revise schema based on new information

2004 WestEd

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Rubric for Subject Area Reading Assessment

Beginning Use of Text Form and Structure Understanding and use of conventional forms of text (discourse) and structural features of text to make meaning
Little or no recognition of conventional forms of discourse beyond narrative Little or no evidence of awareness of structural features of text

Developing
Notices/names some general categories of discourse (e.g. narrative/expository text) Some awareness of structural features and forms of discourse but limited use of these features to build comprehension

Internalizing
Aware of refined and elaborated categories of discourse/forms of text (e.g. memoir, argument, editorial) Uses knowledge of text structure and discourse to anticipate content and build schema Uses text form and/or structure to guide the reading process Uses knowledge of discourse and/or structure of text to build an interpretation Distills meaning (gist statements, paraphrasing, summarizing) while reading Identifies significant passages or phrases that contribute to the key ideas Builds an interpretation based on textual evidence Synthesizes ideas into some larger meaning

Comprehension Understanding the important ideas in the text

READING APPRENTICESHIP

Little or no evidence of comprehension of important ideas in the text May focus on details that are not central to the meaning of the whole

Strategic Literacy Initiative

Makes an effort to get the gist of the text (paraphrasing, summarizing) Demonstrates a literal understanding of text Notices some key passages phrases but may not yet use them to build an interpretation

2004 WestEd

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