SNAPSHOT

The student may need help to read simple selections. Work is often vague or incomplete.

The student is able to read literature with some complexity. Work is generally accurate.

The student is able to read literature with some complexity. Work is clear and well developed; shows some insight.

The student is able to read complex literature. Work is precise, well developed, and insightful.

STRATEGIES

• knowledge of genres
• literary techniques

• little awareness of genre
• may not recognize literary techniques

• uses genre knowledge to predict
• recognizes some literary techniques; often frustrated by figurative language

• uses genre knowledge to predict and interpret
• recognizes and interprets some literary techniques and figurative language

• uses genre knowledge to predict, interpret, and evaluate
• recognizes and interprets literary techniques and figurative language

COMPREHENSION

• characters
• events
• setting
• inferences
• themes

• accurately identifies most main characters and events; may confuse or omit some key points
• may make some simple inferences
• some logical interpretations of simple selections

• accurately describes setting, characters, and events
• makes simple inferences supported by some specific evidence
• offers and supports logical interpretations of obvious themes

• accurately and thoroughly describes setting, characters, and events, and their relationships
• makes inferences supported by specific evidence
• offers and supports logical interpretations of themes

• describes and analyzes setting, characters, events, and themes, and their relationships
• makes insightful inferences supported by detailed evidence
• may risk making unusual interpretations of themes

RESPONSE AND ANALYSIS

• connections to experiences and other selections
• reactions

• has difficulty making connections to own ideas or other selections
• offers vague reactions or judgments, no support

• makes obvious connections to own ideas and other selections
• offers reactions or judgments with some support

• makes logical connections to own beliefs, other selections, or universal themes
• offers reactions or judgments supported by reasons and examples

• may develop a creative or insightful response
• supports reactions and judgments and analysis with reasoned arguments

SNAPSHOT

The student may need help to read brief, straight-forward materials with some specialized language. Work is often vague or incomplete.

The student reads elaborated materials with specialized language. Work is somewhat vague and occasionally incomplete.

The student reads elaborated materials with specialized language. Work is clear, specific, and complete.

The student reads complex materials with sophisticated language and abstract content. Work is thorough and insightful.

STRATEGIES

• word skills
• comprehension strategies

• may become frustrated, give up
• needs help to use text features

• uses text features
• analyzes word parts; may use dictionary for technical words

• uses text features
• uses appropriate strategies to figure out technical words

• uses text features effectively
• confidently uses a range of strategies to figure out technical words

COMPREHENSION

• main ideas
• details
• note-making
• inferences

• accurately identifies some main ideas
• locates some specific information
• needs help to make inferences

• accurately identifies and restates most main ideas
• locates specific information; may miss details
• makes simple inferences and interpretations; specific evidence

• accurately identifies and restates main ideas
• locates relevant, specific details
• makes logical inferences and interpretations; specific evidence

• accurately identifies and synthesizes main ideas
• locates relevant, specific details; uses quotations effectively
• makes insightful inferences and interpretations; convincing evidence

ANALYSIS

• connection to prior knowledge
• evaluation

• tries to connect new information to prior knowledge

• makes simple comparisons of new information and prior knowledge

• makes logical connections between new information and prior knowledge

• questions and evaluates new information in terms of prior knowledge