Updated: 28 Jul 2023
A rubric to ascertain students reading phases.
Editable: Word
Non-Editable: PDF
Pages: 1 Page
Grades: 3 - 5
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Read grade-level text with purpose and understanding.
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
Establish purpose for reading assigned and self-selected texts;
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
A rubric to ascertain students reading phases.
As you read with students, use this rubric to document when you see them display particular reading behaviors.
Write notes in the reading goals/teacher observations section to keep track of what each child is working on or to record anecdotal notes.
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Read grade-level text with purpose and understanding.
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
Establish purpose for reading assigned and self-selected texts;
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
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Individual student and whole class trackers using the Language Common Core Standards.
Individual student and whole class trackers using the Reading: Foundational Skills Common Core Standards.
Individual student and whole class trackers using the Reading: Informational Text Common Core Standards.
Individual student and whole class trackers using the Reading: Literature Common Core Standards.
Individual student and whole class trackers using the Speaking & Listening Common Core Standards.
Individual student and whole class trackers using the Writing Common Core Standards.
Individual student and whole class trackers using the Language Common Core Standards.
Individual student and whole class trackers using the Reading: Informational Text Common Core Standards.
Individual student and whole class trackers using the Reading: Literature Common Core Standards.
Individual student and whole class trackers using the Speaking & Listening Common Core Standards.
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