Reading Rubrics

Score Point 4

• The student demonstrates an initial overall understanding of the total text.

  The response reflects a thorough understanding of the primary purpose of the text.

  The response reflects a grasp of the essential elements of the text.

Score Point 3

• The student demonstrates an initial overall understanding of the text.

  The response reflects a substantial understanding of the primary purpose of the text.

  The response generally reflects a grasp of the essential elements of the text.

Score Point 2

• The student's initial understanding of the text is incomplete.

  The response reflects a partial understanding of the primary purpose of the text.

  The response may reflect a grasp of some of the essential elements of the text.

Score Point 1

• The student demonstrates little initial understanding of the total text.

  The response reflects a poor or flawed understanding of the primary purpose of the text.

  The response focuses on one or more minor details rather than the essential elements of the text.

Reading Rubric: Developing Interpretations

Score Point 4

• The reader provides a complete, developed, and extended understanding of the text.

  The reader's response includes extensive and accurate supporting information using relevant text features as examples.

  The reader blends information or ideas within the text and/or across texts. The linkages are clear, consistent, and coherent.

  The reader's response contains evidence of abstract thinking (reading between the lines).

Score Point 3

• The reader provides a complete, developed, and extended understanding of the text.

  The reader's response includes some accurate supporting information using relevant text features as examples.

  The reader blends information or ideas within the text and/or across texts. The linkages are generally clear, consistent, and coherent but there may be gaps in clarity and consistency.

  The reader's response contains evidence of abstract thinking (reading between the lines).

Score Point 2

• The reader provides an extended understanding of the text, but the response is not completely developed or clearly explicit.

  The reader's response includes little accurate supporting information using relevant text features, or contains some supporting information using irrelevent text features.

  The reader attempts to blend information or ideas within and/or across texts, but these linkages are not always clear, consistent, and coherent.

  The reader's response reveals literal understanding but little or no evidence of abstract thinking (reading between the lines).

Score Point 1

• The reader's response shows little understanding of the text; key information may be missing.

  The reader's response does not include accurate supporting information or the examples are unrelated to the topic.

  The reader makes little or no attempt to blend information or ideas within the text.

  The reader's response reveals no evidence of abstract thinking, or uses words copied directly from the text.

Reading Rubric: Personal Response

Score Point 4

• The reader consistently and relevantly relates personal experience and/or prior knowledge to the text.

  The reader's response includes extensive examples from personal experience and/or prior knowledge and utilizes relevant examples from the text.

  The reader's response contains evidence of abstraction (reading between the lines).

  The reader provides extensive links between personal experience and the text. These linkages are clear, consistent, and coherent.

Score Point 3

• The reader consistently and relevantly relates personal experience and/or prior knowledge to the text.

  The reader's response includes some examples from personal experience and/or prior knowledge and utilizes relevant examples from the text.

  The reader's response contains evidence of abstraction (reading between the lines).

  The reader provides links between personal experience and the text. These linkages are generally clear, consistent, and coherent but there may be gaps that affect the clarity and consistency.

Score Point 2

• The reader relates some personal experience and/or prior knowledge to the text.

  The reader's response may include some examples from personal experience and/or prior knowledge. Examples from the text may be insufficient and/or irrelevant.

  The reader's response reveals literal understanding but little evidence of abstraction (reading between the lines).

  The reader attempts to provide between personal experience and the text. Noticeable flaws may affect the clarity.

Score Point 1

• These responses provide sufficient evidence that the student has seen the assignment and attempted to respond to it. The response may not relate personal experience and/or prior knowledge to the text in a relevant manner.

  The reader's response may include irrelevant personal experience.

  Examples from the text are unrelated to the topic or are not included.

  The reader's response reveals no evidence of abstraction (reading between the lines).

  The reader makes little or no attempt to provide links between personal experience and the text.

Reading Rubric: Critical Stance

Score Point 4

• The student's response demonstrates a thorough examination of the author's craft. The response indicates that the student has formed sound judgments based on an understanding of the text and the way the author writes.

  These responses provide evidence that the student fully understands the elements of the text (flashback, propaganda devices, organizational structure) and how these elements affect the text as a whole.

  These responses provide evidence that the student has effectively evaluated the author's choice of language.

  These responses demonstrate a thorough understanding of the author's purpose and viewpoint.

  The response includes specific examples that are expanded to fully support the judgment.

Score Point 3

• The student's response demonstrates an examination of the author's craft. The response indicates that the student has formed judgments based on an understanding of the text and the way the author writes.

  These responses provide evidence that the student generally understands the elements of the text (flashback, propaganda devices, organizational structure) and how these elements affect the text as a whole.

  These responses provide evidence that the student has evaluated the author's choice of language.

  These responses demonstrate an understanding of the author's purpose and viewpoint.

  These responses include some examples to support the judgment.

Score Point 2

• The student's response demonstrates an attempt to examine the author's craft. The response indicates that the student has formed a judgment that was flawed or was based on a misunderstanding of the text or the way the author writes.

  These responses provide evidence that the student did not understand the elements of the text (flashback, propaganda devices, organizational structure) and/or how these elements affect the text as a whole.

  These responses show little or no evidence that the student has evaluated the author's choice of language.

  These responses may demonstrate a misunderstanding of the author's purpose and viewpoint.

  The examples used to support the judgment are sometimes general, limited, or unrelated.

Score Point 1

• The student's response demonstrates no attempt to examine the author's craft. The response indicates that the student did not form a judgment.

  These responses show no attempt to examine the elements of the text.

  These responses show no evidence that the student has evaluated the author's choice of language.

  These responses show no evidence that the student examined the author's purpose and viewpoint.

  The ideas are vague, confusing, or unrelated.

For comments and inquiries, send email to:
Cam Miller
Curriculum Planner
Berlin Middle School
Worcester County