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Monson High School Reading Comprehension Rubric For Academic Expectation 1

Reading Rubric Page 1 of 1

Readers identify important information found explicitly and implicitly in the text. Readers use this information to interpret the text and/or make connections to other situations or contexts through analysis, evaluation, or comparison/contrast.

4 Exceeds Expectations
UNDERSTANDING: Reader demonstrates an accurate understanding of important information in the text by focusing on the key ideas presented explicitly or implicitly. INTERPRETATION: Reader uses information from the text to interpret significant concepts or make connections to other situations or contexts logically through analysis, evaluation, inference, or comparison/contrast. SUPPORT / APPLICATION: Reader uses relevant and accurate references; most are specific and fully supported. Reader integrates a balanced interpretation of the text with text-based support.

3 Meets Expectations
UNDERSTANDING: Reader demonstrates an accurate understanding of important information by focusing on many of the key ideas presented explicitly or implicitly. INTERPRETATION: Reader uses information from the text to some extent to interpret significant concepts or to make logical connections to other situations or contexts.

2 Needs Improvement
UNDERSTANDING: Reader demonstrates a somewhat accurate understanding of the important information by focusing on a few ideas presented explicitly or implicitly. INTERPRETATION: Reader uses information from the text to make simplistic interpretations of the text without using significant concepts or by making only very limited connections to other situations or contexts. SUPPORT / APPLICATION: Reader uses irrelevant or limited references. Reader generalizes without illustrating key ideas; may have gaps in text-based support.

1 Does not Meet Expectations


UNDERSTANDING: Reader demonstrates little or no understanding of the text due to lack of focus on key ideas presented explicitly or implicitly. INTERPRETATION: Reader makes little or no interpretation of the text. There are no connections to other situations or contexts.

SUPPORT / APPLICATION: Reader uses relevant and accurate references; some are specific; some may be general and not fully supported. Reader partially integrates interpretation of the text with textbased support.

SUPPORT / APPLICATION: Reader uses no references or references are inaccurate. Reader uses generalizations that are not related to the reading and may not be supported with textual evidence.

Approved by Monson High School Faculty Spring 2005