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Student chooses a book which s/he has not read before, which is at or above grade level, or has been previous approved by the teacher.
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Student chooses a book which s/he has never read before and which is slightly below his/her reading level.
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Student chooses a book s/he has read once before that is close to his/her reading level and was approved by the teacher.
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Student chooses a book that s/he has read many times before or which is more than one grade below student's reading level.
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Student accurately describes what has happened in the story and tries to predict "what will happen next."
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Student accurately describes what has happened in the story.
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Student accurately describes most of what happened in the story.
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Student has difficulty re-telling the story.
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Stops reading when it doesn't make sense and reads parts again. Looks up words s/he doesn't know.
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Stops reading when it doesn't make sense and tries to use strategies to get through the tricky spots or to figure out new words.
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Stops reading when it doesn't makes sense and asks for assistance.
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Gives up entirely OR plows on without trying to understand the story.
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Student reads the entire period. This may be independent reading or done with adult or peer assistance, as assigned.
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Student reads almost all (80% or more) of the period.
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Student reads some (50% or more) of the time.
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Student wastes a lot of reading time.
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Student knows the title of the story as well as the names and descriptions of the important characters. Can tell approximately when and where the story happened.
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Student knows the names and descriptions of the important characters and where the story takes place.
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Student knows the names OR descriptions of the important characters in the story.
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Student has trouble naming and describing the characters in the story.
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Student is lost in the story. There's no looking around or flipping through the pages.
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Student seems to be enjoying and moving through the story, but takes some short breaks.
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Student seems to be reading the story, but doesn't seem to be very interested. Takes a few short breaks.
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Pretends to read the story. Mostly looks around or fiddles with things.
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Student accurately describes what has happened in the story and tries to predict "what will happen next."
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Student accurately describes what has happened in the story.
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Student accurately describes most of what happened in the story.
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Student has difficulty re-telling the story.
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Student describes how different characters might have felt at different points in the story and points out some pictures or words to support his interpretation without being asked.
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Student describes how different characters might have felt at different points in the story, but does not provide support for the interpretation unless asked.
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Student describes how different characters might have felt at different points in the story, but does NOT provide good support for the interpretation, even when asked
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Student cannot describe how different characters might have felt at different points in the story.
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