SNAPSHOT
Note: the snapshot can be used alone as a holistic scale for marking some assignments.

With support, the student may be able to read short, simple, and direct selections with familiar language. Work is often vague, incomplete, or inaccurate. May need one-to- one support to complete task.

The student is able to read generally straight-forward fiction and poetry and complete most assigned tasks. Work is often inconsistent: parts are accurate and complete; others are vague and incomplete.

The student is able to read generally straightforward fiction and complete assigned tasks independently. Work is generally accurate and complete, with specific references to selection.

The student is able to read fiction and poetry with some complex language or ideas. Work is thorough, independent, and shows some insight, with specific, well-chosen evidence. May look for challenges.

STRATEGIES

• comprehension strategies
• word skills
• knowledge of genres
• locating detail

• often does not check for understanding
• focuses on sounding out new words; often gives up
• unaware of the features of various genres
• often guesses rather than rereading to locate specific details

• checks for understanding; may need help choosing strategies
• relies on sounding out and context clues
• needs some direction to use knowledge of story structure and genres
• inefficient in locating details

• checks for understanding; draws on range of strategies
• uses range of word skills; may need prompting
• uses knowledge of story structure and familiar genres to predict, support
• skims and rereads for details

• checks for understanding; chooses effectively from wide range of strategies
• uses range of effective word skills; independent
• uses knowledge of an increasing range of genres to predict, support
• efficiently skims and rereads for details

COMPREHENSION

• accuracy, completeness
• story elements
• relationships
• inferences
• theme

• work is vague, inaccurate, or incomplete
• identifies some main characters and events
• may be able to place main events in order; explains some simple cause-effect relationships
• makes some simple inferences; often illogical because the student has missed literal information
• unable to interpret theme or author’s message

• provides accurate information; often vague, sometimes incomplete
• identifies most main characters, events, and obvious conflicts; gives some details if asked
• explains some relationships among events
• makes some simple inferences; little or no support
• interprets themes or author’s messages simplistically

• clear, complete, and accurate, with specific references to the selection
• describes setting, main characters, conflict, and events accurately and in some detail; may use words of the selection
• explains relationships among events
• makes some logical inferences with support
• interprets obvious themes or author’s message logically

• thorough and precise, with specific detail
• describes setting, characters, conflict, and events accurately and in own words, with relevant detail and interpretation
• explains subtle relationships among events; often speculates about other possibilities
• makes inferences with insight, support
• interprets theme or author’s message logically

RESPONSE AND ANALYSIS

• connections to experiences and other selections
• reactions

• with explicit guidance, may make some simple and obvious connections
• offers simple, vague, and unsupported reactions and opinions

• makes some concrete and obvious connections
• offers simple and direct reactions and opinions; gives reasons if provided with a frame or model

• makes logical, relatively direct connections
• offers reactions and opinions about selections, with some logical support

• makes and supports some insightful connections
• offers and supports reactions and opinions; may show some complexity

SNAPSHOT
Note: the snapshot can be used alone as a holistic scale for marking some assignments.

With support, the student may be able to read short, simple, and direct material with familiar language and simple graphics. Work is often vague, incomplete, or inaccurate. May need one-to-one support to complete task.

The student is able to read generally straightforward materials, including illustrations and other graphics. Work is often inconsistent: parts are accurate and complete; others are vague, incomplete, and lack detail.

The student is able to read straight-forward information and procedures, including illustrations and other graphics, with some specialized language and complex ideas. Work is generally accurate and complete; gives specific references.

The student is able to read elaborated information and procedures, including illustrations and other graphics, with specialized language and complex ideas. Work is thorough, independent, and efficient, often exceeding requirements of the task.

STRATEGIES

• comprehension strategies
• word skills
• predicting
• text features
• locating detail

• does not check for understanding
• tends to sound out new words; often gives up
• has difficulty predicting content; may guess
• needs assistance to use text features
• often guesses rather than rereading to locate specific details

• checks for understanding; may need help choosing strategies
• relies on sounding out and context for new words
• makes simple logical predictions about content
• may need prompting to use text features
• tends to be inefficient in locating details

• checks for understanding; draws on a range of strategies
• uses range of word skills; may need reminder
• makes logical predictions about content; may predict structure
• uses text features effectively to preview and locate information
• skims, rereads for details

• checks for understanding; chooses effectively from a wide range of strategies
• uses range of effective word skills; independent
• anticipates content and structure
• uses text features effectively to preview, locate, organize
• efficiently skims and rereads for details

COMPREHENSION

• accuracy and completeness
• main ideas
• details
• note-making
• inferences

• often inaccurate, vague, incomplete
• confuses main and supporting ideas
• may identify some relevant supporting details; omits a great deal
• has difficulty making notes, even with a template
• misinterprets literal information

• partially accurate, but may be vague, incomplete
• identifies most main ideas; has trouble restating in own words
• identifies some relevant supporting details
• makes simple notes if given a template
• makes some inferences, but these may be illogical

• clear, complete, accurate
• accurately identifies main ideas
• identifies relevant supporting details
• makes accurate notes using simple, logical categories
• makes some simple inferences; may be unsupported

• precise, thorough; may be insightful
• accurately restates main ideas; may explain how they connect
• identifies specific, relevant details; thorough
• makes accurate, organized notes using effective categories
• makes and supports simple inferences

ANALYSIS

• connections to other information
• reactions

• has difficulty connecting new information to prior knowledge (may have little prior knowledge)
• reactions or judgments are often vague or unsupported

• makes some simple, obvious connections between new information and prior knowledge
• offers some simple reactions or judgments; reasons are often vague

• makes logical connections between new information and prior knowledge and beliefs
• offers simple reactions or judgments; reasons may be vague

• compares new information to prior knowledge and beliefs; may show insight
• offers reactions or judgments with reasons; may evaluate information