Exceeds Standards Standard Approaching Standard Below Standard know/Can do it well enough to know/Can do everything that was know/Can do all the easy parts, help, I know/can do some off “I “I “I “With make connections that weren’t taught without making mistakes” but I don’t know/can’t do the harder what was taught” taught.” parts.” TECHNIQUES TECHNIQUES TECHNIQUES TECHNIQUES Underline/highlights Students does most of the elements The student is critically reading, The students ONLY underlines meaningful (not randomly required and in Standards” however not many techniques were and/or highlights. “Exceeds selected materials) however there was more used. Interesting questions information that could have been ANALYSIS responding to the text are critically read ANALYSIS Quantity: Only one or two written in the margins Quantity: A few attempts were attempts were made to Summarizes main points ANALYSIS made to analyze analyze the text Makes connections to previous Quantity: were SOME Quality: Once or twice the Quality: With a little guidance knowledge and class material analytical comments/questions student seemed to be making this student can create Examines the text for bias made, but they could have an interesting connection but analytical comments when inferences and predictions written a few more it’s not complete clear the reading a text Stars sentences that are most Quality: Uses SOME analysis, student know how to analyze important synthesis and evaluation to the text Reading Puts questions marks next to write comments and question sentences that are confusing author, but a lot of the comments were rather simple Critical ANALYSIS Quantity: There were plenty of analytical comments/questions made but the teacher can still the page” (the student “see didn’t overdo it) Quality: Uses analysis, synthesis and evaluation to write comments and question author (Text-Text, Text-Other Texts, Text-Reader,
Exceeds Standards “I know/Can do it well enough to make connections that weren’t taught.” Standard “I know/Can do everything that was taught without making mistakes” Approaching Standard “I know/Can do all the easy parts, but I don’t know/can’t do the harder parts.” Below Standard “With help, I know/can do some off what was taught” Critical Reading TECHNIQUES Underline/highlights meaningful (not randomly selected materials) Interesting questions responding to the text are written in the margins Summarizes main points Makes connections to previous knowledge and class material Examines the text for bias inferences and predictions Stars sentences that are most important Puts questions marks next to sentences that are confusing ANALYSIS Quantity: There were plenty of analytical comments/questions made but the teacher can still “see the page” (the student didn’t overdo it) Quality: Uses analysis, synthesis and evaluation to write comments and question author (Text-Text, Text-Other Texts, Text-Reader, TECHNIQUES Students does most of the elements required and in “Exceeds Standards” however there was more information that could have been critically read ANALYSIS Quantity: were SOME analytical comments/questions made, but they could have written a few more Quality: Uses SOME analysis, synthesis and evaluation to write comments and question author, but a lot of the comments were rather simple TECHNIQUES The student is critically reading, however not many techniques were used. ANALYSIS Quantity: A few attempts were made to analyze Quality: Once or twice the student seemed to be making an interesting connection but it’s not complete clear the student know how to analyze the text TECHNIQUES The students ONLY underlines and/or highlights. ANALYSIS Quantity: Only one or two attempts were made to analyze the text Quality: With a little guidance this student can create analytical comments when reading a text
2016_cr_rubric__1_.docx