Scribd Logo
Upload

Welcome to Scribd!

  • 575 views

    Rubric For CERA

    Uploaded by

    3CSN
    Beginning Metacognition awareness and articulation of thinking process; mental engagement not yet able to articulate an awareness of own reading process. Beginning Discipline-based Thinking Thinking processes and conventions of reading in this discipline. Developing awareness of literary elements (e.g. Plot, setting, character) but not necessarily with a clear sense of how these elements contribute to impact of the text.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd

    Rubric For CERA

    Uploaded by

    3CSN
    575 views4 pages
    Beginning Metacognition awareness and articulation of thinking process; mental engagement not yet able to articulate an awareness of own reading process. Beginning Discipline-based Thinking Thinking processes and conventions of reading in this discipline. Developing awareness of literary elements (e.g. Plot, setting, character) but not necessarily with a clear sense of how these elements contribute to impact of the text.

    Original Title

    Rubric for CERA

    Copyright

    © Attribution Non-Commercial (BY-NC)

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Beginning Metacognition awareness and articulation of thinking process; mental engagement not yet able to articulate an awareness of own reading process. Beginning Discipline-based Thinking Thinking processes and conventions of reading in this discipline. Developing awareness of literary elements (e.g. Plot, setting, character) but not necessarily with a clear sense of how these elements contribute to impact of the text.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    575 views4 pages

    Rubric For CERA

    Uploaded by

    3CSN
    Beginning Metacognition awareness and articulation of thinking process; mental engagement not yet able to articulate an awareness of own reading process. Beginning Discipline-based Thinking Thinking processes and conventions of reading in this discipline. Developing awareness of literary elements (e.g. Plot, setting, character) but not necessarily with a clear sense of how these elements contribute to impact of the text.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    You are on page 1of 4

    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

    Page 1

    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

    Page 2

    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

    Page 3

    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

    Page 4

    You might also like