Reading Standards Reporting Rubric-3rd Grade

Beyond Grade Level (4.0)
In addition to Score 3.0, in depth inferences and applications that go beyond what was taught by: / Grade Appropriate Skills (3.0)
While engaged in grade appropriate reading tasks, the student demonstrated an ability by: / Simpler Details and Processes (2.0)
There are no major errors or omissions regarding the simpler details and processes by:
Reading Process
Reading above grade level material and applying level 3.0 skills. / v  Using strategies of attending, searching, predicting, checking, confirming, and self-correcting to construct meaning
v  Using prior knowledge, experience, and context to move back and forth between what is known and what is being read to construct meaning
v  Monitoring meaning and adjusting as thinking evolves
v  Analyzing and justifying inferences and predictions in a variety of texts
v  Using knowledge of multiple meaning words, content specific vocabulary, similes, and metaphors to create meaning
v  Identifying and knowing the meaning of the most common prefixes and derivational suffixes
v  Decoding words with common Latin suffixes, multi syllable words, compound words
v  Evaluating specificity of graphics (fonts, illustrations, graphs, subheads)
v  Using prior knowledge to make connections about characters, events, and information in the text
v  Connecting information from text to prior knowledge to make changes to accommodate new information
v  Reading on-level text with purpose, understanding, sufficient accuracy and fluency to support comprehension.
v  Reading on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
v  Using context to confirm or self-correct word recognition and understanding, rereading as necessary / v  Using strategies of attending, searching, predicting, checking, confirming, and self-correcting to construct meaning
v  Reading irregularly spelled words
v  Using prior knowledge, experience, and context to move back and forth between what is known and what is being read to construct meaning
v  Using prior knowledge to make connections about characters, events, and information in the text
v  Beginning to connect information from text to prior knowledge to make changes to accommodate new information
v  Using knowledge of multiple meaning words and content specific vocabulary to create meaning
v  Reading prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
v  Using context to confirm or self-correct word recognition and understanding, rereading as necessary
Text Types and Purposes
Reading above grade level material and applying level 3.0 skills. / Literature
v  Asking and answering questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
v  Explaining how characters’ actions and motivations change, solve problems and generally move/impact the plot
v  Recognizing how the author’s introduction leads to rising action and how the climax builds to an effective ending
v  Referring to parts of stories, dramas, and poems using terms such as chapter, scene, and stanza
v  Comparing and contrasting elements of texts on similar themes, settings, and plots of stories written by the same author about the same or similar characters (e.g.; in books from a series)
v  Discussing how the author uses figurative language, dialogue, recurring motifs, humor, rhyme, repetition and irony
v  Distinguishing their own point of view from that of the narrator or those of the characters
v  Recounting stories including fables, folktales, and myths from diverse cultures
v  Determining the central message, lesson, or moral and explaining how it is conveyed through key details in the text
v  Determining the meaning of words and phrases as they are used in text, distinguishing literal from non-literal language
v  Reading and comprehending literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently
Informational
v  Asking and answering questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
v  Identifying the bias or emphasis of perspective on the part of the author/expert
v  Explaining how details, examples, language and/or stories support the author’s premise
v  Describing the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language and text structures that pertain to time, sequence, and cause/effect
v  Determining the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area
v  Interpreting the author’s purpose for choosing/using title headings, subheadings, captions, table of content, index, and timelines
v  Using text features and search tools (e.g. key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently
v  Comparing and contrasting the most important points and key details presented in two texts on the same topic
v  Reading and comprehending informational text, including history/social studies, science / Literature
v  Asking and answering questions to demonstrate understanding of a text
v  Recognizing how characters’ actions and motivations change, solve problems and generally move/impact the plot
v  Recognizing how the author’s introduction leads to rising action and how the climax builds to an effective ending
v  Comparing and contrasting elements of texts on similar themes
v  Discussing how the author uses figurative language and dialogue
v  Recounting a story from a diverse culture
v  Determining the central message and explaining how it is conveyed through key details in the text
v  Determining the meaning of words and phrases as they are used in text, distinguishing literal from non-literal language
Informational
v  Beginning to ask and answering questions to demonstrate understand of text
v  Identifying how details support the premise
v  Identifying causes (why it happened, effect (what happened) and text structures and signal words that show cause/effect relationships
v  Beginning to determine the meaning of general academic and domain-specific words in a text relevant to a grade 3 topic
v  Using title and headings to identify the author’s topic and purpose
v  Beginning to use some text features to locate information relevant to a given topic efficiently

Draft, 2012

Reading/Writing Rubric Scoring Descriptions
Score 4.0
Advanced / In addition to Score 3.0, in depth understandings and applications that go beyond what was taught at grade level
Score 3.5 / In addition to Score 3.0 performance, in-depth understandings and applications beyond grade level with partial success
Score 3.0
Proficient / While engaged in grade appropriate tasks, the student demonstrates grade appropriate skills
Score 2.5 / No major errors or omissions regarding simpler grade level objectives and partial knowledge of more complex objectives
Score 2.0
Basic / There are no major errors or omissions regarding the simpler grade level objectives however, the student exhibits major errors and omissions regarding the more complex grade level objectives
Score 1.5 / Partial knowledge of the simpler grade level objectives, but major errors or omissions regarding the more complex objectives
Score 1.0
Below Basic / With help, a partial understanding of some of the simpler grade level objectives, details and some of the more complex objectives
Score 0.5 / With help, a partial understanding of some of the simpler grade level objectives, but not the more complex objectives
Score 0.0
Not Yet / Even with help, no understanding or skill demonstrated at grade level