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iRubric: Reading for Meaning - Grade 1 rubric

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Reading for Meaning - Grade 1 
Reading for Meaning
Overall Expectation 1. Students will read & demonstrate an understanding of a variety of literary, graphic, & informational texts, using a range of strategies to construct meaning.
Rubric Code: DX7X6AB
By michelabella
Ready to use
Public Rubric
Subject: English  
Type: Reading  
Grade Levels: K-5

Powered by iRubric Summary and main idea
Students will read and demonstrate an understanding of demonstrating understanding through summarizing a text and by providing the author's point of view (main idea of the text).
  4 - Exceeding

(N/A)

3 - Achieving

(N/A)

2 - Making Progress

(N/A)

1 - Not making sufficient progress

(N/A)

Demonstrating Understanding

demonstrates understanding of increasingly complex texts by summarizing important ideas & citing a variety of details that support the main idea
4 - Exceeding

demonstrates understanding of increasingly complex texts by summarizing important ideas with proof. Asks questions, makes connections, comparisons or inferences.
3 - Achieving

demonstrates some understanding by summarizing most important ideas and making them relevant. Stays on topic revealing background knowledge and build on previous answers.
2 - Making Progress

demonstrates understanding by summarizing ideas and information that are simple yet relevant. Sometimes stays on topic but has limited participation.
1 - Not making sufficient progress

demonstrates a limited understanding of text,
describes few ideas from the text, ideas are not always relevant. Rarely attends and participates in discussions.
Uses Support from the text

cites a variety of details that support the main idea
4 - Exceeding

cites a variety of details that support the main idea. Poses questions to enhance meaning of text.
3 - Achieving

cites details that support the main idea. Poses literal questions that relate to the text.
2 - Making Progress

cites a limited amount of details that support the main idea.
1 - Not making sufficient progress

does not cite any details and misses the main idea. Poses no questions or irrelevant questions.
Interprets Text

Interprets information from the text to determine main idea and present a connection
4 - Exceeding

Interprets information from the text with a high degree of effectiveness and has presented a connection. Expands interpretation of the text using schema.
3 - Achieving

Interprets information from the text with considerable effectiveness and has presented a connection/extension. Relates background knowledge/experience to text.
2 - Making Progress

Interprets information from the text but the main idea is irrelevant to the text; extension was not appropriate or not given. Can talk about what the text reminds him/her of but can't explain.
1 - Not making sufficient progress

Difficulty interpreting the text and unable to determine main idea or extend. Reference to schema may not be clearly connected to the text.
Participation

Participates appropriately and actively in classroom discussions
4 - Exceeding

Student participates in class discussions. Willing to consider and respect different points of view. Willing to receive and offer feedback. Shows respect to peers in whole class instruction as well as small group work.
3 - Achieving

Courtesy to all peers. Willingly works with all classmates. Does his/her share of group work and shows respect to peers.
2 - Making Progress

Occasionally disrupts the class and/or other students. Resists working with students.
1 - Not making sufficient progress

Frequently disrupts the class. Can only work alone and distracts others during group work. Does not contribute or share work.



Keywords:
  • English - Reading for Meaning (Grade 1)

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