Unit of Study Assessment Rubric Unit # - Unit Title… Mastery Proficient Developing Beginning Motivation 1. I can elaborate on the I can elaborate on the I can elaborate on the I can articulate how reading I read what I am asked to benefits of reading for my benefits of reading for my benefits of reading for my well affects my grades. read. future and present future and present future and present success. happiness, power and happiness, power, and success. success. 2. I can independently set I can independently set I can independently set I can set personal goals for I can set personal goals with personal goals for improving challenging personal goals for personal goals for improving improving my reading with the assistance of a teacher or my reading. the purpose of improving my my reading. occasional teacher or peer peer. own reading. input. 3. I can demonstrate work I am self directed and take I am self directed in I can come to class prepared I can work intermittently with ethic that will lead me to advantage of classroom completing and following and follow (and sustain) the support of teacher attain my reading goals. routines that support me in directions. I complete reminders and directions. reminders and direction. attaining my reading goals. necessary assignments outside of class. 4. I can read independently I can read independently for I can read independently for I can read independently for I can quietly sit with a book for a minimum of 25 minutes a minimum of 25 minutes a minimum of 20 minutes a minimum of 10 minutes reading occasionally for the without stopping. without stopping without stopping. without stopping duration of independent reading time.
Unit of Study Assessment Rubric Unit # - Unit Title… Motivation Mastery Proficient Developing Beginning 1. I can elaborate on the benefits of reading for my future and present happiness, power and success. I can elaborate on the benefits of reading for my future and present happiness, power, and success. I can elaborate on the benefits of reading for my future and present success. I can articulate how reading well affects my grades. I read what I am asked to read. 2. I can independently set personal goals for improving my reading. I can independently set challenging personal goals for the purpose of improving my own reading. I can independently set personal goals for improving my reading. I can set personal goals for improving my reading with occasional teacher or peer input. I can set personal goals with the assistance of a teacher or peer. 3. I can demonstrate work ethic that will lead me to attain my reading goals. I am self directed and take advantage of classroom routines that support me in attaining my reading goals. I am self directed in completing and following directions. I complete necessary assignments outside of class. I can come to class prepared and follow (and sustain) reminders and directions. I can work intermittently with the support of teacher reminders and direction. 4. I can read independently for a minimum of 25 minutes without stopping. I can read independently for a minimum of 25 minutes without stopping I can read independently for a minimum of 20 minutes without stopping. I can read independently for a minimum of 10 minutes without stopping I can quietly sit with a book reading occasionally for the duration of independent reading time.
6th-Reading-Unit-1.docx