vocabulary in a thematic decodes most unit) words engages in a picture walk, activates prior knowledge understands purpose for evaluates a book for its evaluates a book for its selects and applies a Comprehension: pre-reading with support generates and answers reading (to entertain, to purposefulness (e.g., purposefulness (e.g., variety of comprehension activates prior simple questions (5 Ws) obtain information) choosing a research choosing a research strategies according to knowledge, with uses text features (title, demonstrates an book), with support book) the nature of the text guidance (completes illustrations) to predict awareness of genres (folk reads and evaluates reads and evaluates KWL) content tales, comics, graphic synopsis, with support synopsis asks questions, with evaluates a text to novels) sets purpose for reading skims text to develop an guidance determine readability, selects text for generates and answers overview of content with support purposefulness deep-thinking questions scans text to find begins to generate and information answer deep-thinking identifies author’s intent questions evaluates a text to determine readability Comprehension: uses illustrations to makes text-self text-text connections makes text-world text-world recognizes author’s recognize text topic connections makes and reflects upon connections, with connections techniques during-reading makes text-self makes and reflects upon ongoing predictions support regularly makes (foreshadowing) connections, with some predictions based based on illustrations and makes and reflects upon connections while recognizes artistic guidance on illustrations storyline ongoing predictions reading devices (symbolism, backtracks and make predictions about based on illustrations, monitors vocabulary personification) to ensure the solution to the storyline, prior comprehension meaning, with prompting problem of a story knowledge and personal realize when more begins to construct experiences information is required to mental images constructs mental images understand text backtracks and begins to understand differentiates between to ensure complex sentence fact and opinion, using meaning structure evidence from text identifies of view in narrative (e.g. first understands complex sentence structure
vocabulary in a thematic unit) decodes most words Comprehension: pre-reading engages in a picture walk, with support activates prior knowledge, with guidance (completes KWL) asks questions, with guidance activates prior knowledge generates and answers simple questions (5 Ws) uses text features (title, illustrations) to predict content evaluates a text to determine readability, with support understands purpose for reading (to entertain, to obtain information) demonstrates an awareness of genres (folk tales, comics, graphic novels) selects text for purposefulness begins to generate and answer deep-thinking questions evaluates a text to determine readability evaluates a book for its purposefulness (e.g., choosing a research book), with support reads and evaluates synopsis, with support sets purpose for reading generates and answers deep-thinking questions evaluates a book for its purposefulness (e.g., choosing a research book) reads and evaluates synopsis skims text to develop an overview of content scans text to find information identifies author’s intent selects and applies a variety of comprehension strategies according to the nature of the text Comprehension: during-reading uses illustrations to recognize text topic makes text-self connections, with guidance makes text-self connections makes and reflects upon some predictions based on illustrations backtracks and to ensure meaning, with prompting text-text connections makes and reflects upon ongoing predictions based on illustrations and storyline make predictions about the solution to the problem of a story begins to construct mental images backtracks and to ensure meaning makes text-world connections, with support makes and reflects upon ongoing predictions based on illustrations, storyline, prior knowledge and personal experiences constructs mental images begins to understand complex sentence structure text-world connections regularly makes connections while reading monitors vocabulary comprehension realize when more information is required to understand text differentiates between fact and opinion, using evidence from text identifies of view in narrative (e.g. first understands complex sentence structure recognizes author’s techniques (foreshadowing) recognizes artistic devices (symbolism, personification)
CFR%20Reading%20Rubrics%20Gr%201-8%20June%202014.docx