Standard Reading Assessment Rating Scale forInformational Text, Grade 9

(adapted from BC Performance Standards)

Student Name: ______Date: ______

Snapshot/ Summary
(all elements are considered, but more weight is given to summarizing and inferring) / 1
not yet meeting/limited
May need help to read brief, straightforward materials with some specialized language.
Work is often vague or incomplete; may include irrelevant or inaccurate material / 2
minimally meeting/partial
Able to read straightforward material with some specialized language. Work is generally accurate but may be vague or incomplete / 2.5
satisfactorily meeting
The student is able to read elaborated material with specialized language, graphics, and complex relationships. Work is generally accurate and complete but may lack detail / 3
fully meeting/proficient
Able to read elaborated material with specialized language, graphics, and complex relationships Work is clear, specific, and complete / 4
exceeding expectations
The student is able to read complex materials with sophisticated language and abstract content. Work is thorough and insightful
  • Connections: How does what you read connect with what you already knew, experienced, or read somewhere else?
/ May try to connect new information about topic with prior knowledge or beliefs, but has difficulty
Vague reaction; no support / Makes some simple comparisons of new information about a topic and prior knowledge or beliefs
Minimal elaboration or support / Makes obvious connections between new information about a topic and prior knowledge or beliefs
Some support / Makes logical connections between new information about a topic and prior knowledge or beliefs
Supported by reasons and examples / Synthesizes information with prior knowledge and beliefs; may compare sources
Supported by thoughtful reasons and examples
  • Summarizing: Choose a way to show how the details of this text support its main idea (theme).
/ May identify some main ideas, but unable to restate them in own words
May locate some specific information but omits or misinterprets a great deal of information
May miss relationships and connections between ideas / Accurately identifies most main ideas and restates them in own words
Locates some specific information, including information provided in graphic material, but lacks detail
May omit some key information or miss connections / Accurately identifies main ideas and restates them in own words
Locates some specific information, including that provided in graphic or visual material, but may lack detail
May miss connections or relationships between ideas / Accurately identifies main ideas and restates them in own words
Locates relevant detail, including those in visual or graphic materials
Logical structure
Recognizes relationships between ideas / Accurately identifies main ideas and restates them in own words, often synthesizing ideas
Locates relevant detail, including those provided in visual or graphic materials
Logical, accurate, detailed; often pulls together information from various parts of the selection
Recognizes relationships between ideas
  • Inferring: Read between the lines to find something you believe to be true but that isn’t actually said. Explain your reasoning.
/ Unable to independently make inferences
Needs specific direction in order to make simple inferences and interpretations / Makes simple inferences or interpretations with some suport / Makes simple or obvious inferences or interpretations with specific evidence / Makes logical interpretations and inferences that are supported by specific evidence from the selection / Makes insightful interpretations and inferences that are supported by specific evidence from the selection
  • Vocabulary: Use context clues, word structure clues, and/or prior knowledge to explain your understanding of any three (3) underlined words in the text.
/ Unable to correctly define most words or clearly explain thinking about the definitions
Relies on sounding out for new words; little success
No attempt made
Unaware of strategies
May identify available resources (eg., dictionary, glossary) but doesn’t use them / Correct definition of most words; vague explanations
May analyze word parts, use context, or use appropriate resources (eg., dictionary, glossary) to determine meaning of specialized or technical language, but inefficient / Correct definitions; basic explanation
Analyzes word parts, uses context, or uses appropriate resources (eg., dictionary, glossary) to determine meaning of specialized or technical language / Correct definitions; clear, complete explanation of strategies
Deals effectively with unfamiliar technical or specialized language by using context clues, analyzing word parts, and using resources (eg., glossary, dictionary) / Correct definitions; thoughtful, logical explanation of strategies
Deals confidently and efficiently with unfamiliar technical or specialized language, selecting from a range of strategies (eg., context, word parts, resources, text features)
  • Explain a question the reading leaves you with AND/OR a prediction you can make now.
/ May offer illogical, unsupported questions, speculations, judgements, or evaluations of the material / Offers simple questions, speculations, judgements, or evaluations of the material; support may be weak / Offers simple or obvious questions, speculations, judgements, or evaluations of the material; gives some reasons / Makes logical questions, speculations, judgements, or evaluations of the materials, supported by reasons or examples / Questions, speculates, and evaluates new information about a topic in terms of prior knowledge; provides thoughtful reasons and explanations
  • Reflecting: How easy or difficult was this text for you to read? Give specific examples of how you helped yourself understand.
/ Unable to reflect on own thinking
Often unaware of ways to adjust for challenging material; tends to become frustrated and give up
Needs specific direction in order to use text features (eg., headings, diagrams) to preview or locate information / Limited ability to reflect on own thinking
May need some direction to choose or adjust strategies for challenging material
Uses some text features (eg., headings, diagrams) to preview, support understanding, and locate information but inefficient / Basic ability to reflect on own thinking
Uses some strategies for challenging material
Uses text features (eg. Headings, diagrams) to preview, support understanding, and locate information / Clear ability to reflect on own thinking
Selects and adjusts strategies to deal with specific problems or features of the material
Uses text features effectively to preview, support understanding, and locate information / Mature understanding of own thinking
Makes deliberate and effective choices about how to approach challenging material
Uses text features effectively and efficiently to preview, support understanding, and locate information
  • Oral Reading (Fluency: reading at the speed of speech)
/ Reluctant and/or uncertain reading;
Little or no attention to punctuation or context Little or no intonation; lacks fluency / One word at a time; some attention to punctuation
Some intonation; minimal fluency / Phrasing evident; attends to punctuation
Adjusts intonation to convey meaning; some fluency / Confident in oral reading; often becomes more fluent as the story progresses
Begins to explore intonation that reflects mood, pace, and tension / Fluent, confident, and expressive
Intonation reflects a more thorough understanding of the text