(pre - K) - Reading Rubric

READING RUBRIC 

EMERGENT (Pre-K) 

Comprehension 

1. Demonstrates comprehension of a story through comments, reactions, discussion, and or 

drawings. 

Opportunities to Teach and Learn Include Opportunities to Assess Include 

• Read-alouds 

• Shared reading (e.g., big books) 

• Flannel board stories 

• Puppetry 

• Teacher observations/anecdotal records 

• Small group 

• Small group or independent work time 

Secure Behaviors Include 

• Student participates in discussions of book read 

• Student asks questions or adds to a story with relevant comments 

• Student responds or reacts appropriately to funny, serious, scary, etc. parts (either verbally or non-verbally) 

• Drawing shows comprehension of the story 


2. Retells a familiar story read to student, with beginning, middle and end, with book support. 


• Shared reading and retelling 

• Choose stories with strong beginning, middle and end (e.g., 

folk tales) 

• Anticipating and predicting events, sequences, outcomes 

• Repeated readings of familiar stories 

• Sequence pictures of a familiar story 


• Retells in own words 

• Recognizable beginning, middle and end 

• Well-formed story with most of the characters reviewed. 

• May refer back to book 

• May need prompts, such as “What happened next?” or “What happened at the end?” 

(Assesses Listening Comprehension) 


• MLPP Kindergarten Oral Retelling rubric* 

Strategies 

3. Holds book and turns pages correctly. 

Opportunities to Teach and Learn Include 



• Buddy reading with more advanced reader 

• Independent book time 

• Direct instruction 


• Holds book right-side up 

• Turns pages from right to left 

Opportunities to Assess Include 

• Concepts about Print (CAP)* 

• Teacher observation during guided reading and 

independent reading times 

1 *See Section 3, “Helpful Assessment Forms” Revised October 2004



Strategies 

4. Demonstrates left to right directional movement. 



• Buddy reading with more advanced reader 

• Interactive writing 

• Guided reading 



• Reading left to right, with return sweep 

• Reads left page before right page 



• Observations during guided reading and 

independent reading time 

Strategies 

5. Identifies 15-20 of 54 letter names (includes a, g). 


• Tracing letters with finger while saying letter (in alphabet 

books) 

• Reading alphabet charts 

• Interactive writing 

• Using magnetic letters, clay, sand trays, finger paints, letter 

stamps 

• Activities with students’ names. 


• Identifies letter names when presented in random order 


• Letter Identification checklist* 

Strategies 

6. Recognizes familiar print such as names or signs. 


• Instructional use of: 

- classroom labels - familiar names 

- signs, logos - word walls 

- familiar rhymes and songs - pocket chart stories 

- print created during daily interactive writing 

• Regular opportunities to “Read the Room” 


• Child can recognize 5-6 examples of print in the classroom 

• Over time, student routinely recognizes names/words in context, e.g., 

- signs in the community (STOP, in/out, exit, Kroger, etc.) 

- product labels (Kleenex, Jell-O, etc.) 

- room signs/ labels (sink, door, kitchen center, sand table, etc.) 

- words from familiar books, charts, word wall 

- other students’ names 



• Observation Survey Word List* 




Listening and Speaking 

7. Communicates wants and needs verbally. 


• Class meetings/community circles 

• Center time 

• Play times 


• Student tells others when happy, sad or angry 

• Student stays on topic during short conversation/discussion 

• Student tells an adult of his needs 




8. Has vocabulary to name common objects and discuss everyday experiences. 



• Discussions during/following read-alouds and shared 

reading 

• Show and tell 


• Discussion of pictures 

• Guessing games with common objects 


• Student tells others about things heard and/or experienced 

• Student uses specific language (the red truck) rather than general (that thing) 

• Student provides two sentences to describe a picture 




DEVELOPING (Kindergarten) 


1. Reads books with predictable text. (End-of-year guided reading target: Level C*) 


• Shared reading (e.g., big books, charts, sentence strips, cut 

up poems, songs on transparencies, stories written during 

interactive writing) (See Apprenticeship in Literacy, p. 32.) 

• Guided reading (See Guided Reading and Word Matters, 

pp. 230 and 233) 

• Daily opportunities for independent reading of “just right” 

books 

• Encourage repeated readings of familiar books 

• For end-of-year target, see Guided Reading, p. 119. 

• Developmental Reading Assessment (DRA) 

(available in every building) 

(DRA Level s 1-2; Rigby PM Assessment 

Benchmark Level A = Fountas/Pinnell Guided 

Reading Level A ) 

• Rigby PM Benchmark Assessment Kit 


(Fountas/Pinnell Guided reading Level C = 

Rigby PM Assessment Benchmark Levels 3-4 

• Reading conferences 

• Running records* 



• After a book introduction and an opportunity to look over the book, student routinely reads Level C book with 95- 

100% accuracy and instructional level comprehension or with 90-94% accuracy and independent or instructional 

level comprehension. 

November March June 

Secure A A C 


2. Memorizes pattern books, poems and familiar books. 




• Rhyming books 

• Fingerplays, poems and songs 

• Daily opportunities for students to read big books, familiar 

books and posted poems and charts 


• Student reads/recites pattern books, poems, and familiar books. 


• Independent reading 

• Teacher observation 





3. Retells a familiar story read to student with beginning, middle and end, without book support. 


• Choose stories with strong beginning, middle and end (e.g., 

folk tales) 

• Give many experiences in anticipating and predicting events 

in stories 

• Give students practice in sequencing pictures of a familiar 

story 

• Fold paper into thirds: after reading first third of book, talk 

about what happened, have children draw; do same for 

middle and end 

• Model and have students practice retelling in small groups 

• Model and provide students with opportunities to do puppet 

and flannel board stories 

• Encourage students to tell narratives about personal 

experiences; identify beginning, middle and end of narrative 

• Model and encourage repeated readings of familiar books 


• Retells in own words without referring back to the book 

• May need prompts, such as “What happened next?” or “What happened at the end?” 

• Recognizable beginning, middle and end 

• Well-formed story with most of the characters reviewed 

• Kindergarten Oral Retelling rubric* 

• Retells story in own words, without book; may 

need prompts 

• Listen to student’s retelling with puppets or 

flannelboard characters. 


4. Identifies main idea and two facts of informational book read to child without book support. 


• Read-alouds (at least once a week selection should be 

informational) 


• Books from science, social studies kits 

• Create charts, webs or other graphic organizers to help 

students learn to organize information 

• Group discussions 

• Direct teaching of structure of informational texts (compare 

with story structure) 


• Information is taken from the text 

• Information is related to the main idea 

• Teacher observation 

• Small group 

• Whole group: Identify one student to assess 

after reading text selection to the class 

• May use prompts such as “What was the main 

idea of this book was about?” “What are two 

things that you learned about ____ from this 

book?” 

• Make sure text is about information students are 

not likely already to know before reading the 

book (check on prior knowledge) 





5. Demonstrates personal connection to stories read or heard through comments, reactions, 

discussion and/or drawings. 


• Read-alouds about school, families, pets, other familiar 

topics 



• Think-alouds when teacher models making text-to-self 

and/or text-to-text connections 

• Class discussions with connections to self, other texts 

• Class books of innovations on other stories 

• Resources: Mosaic of Thought (Chapter 4) and Strategies 

that Work (Chapter 6 and page 265) 


• Students identify how pictures or text remind them of their own life 

• Students can identify how current text reminds them of other texts 

Strategies 

6. Identifies 20-46 of 54 letter names. 


• Tracing letters with finger while saying letter (e.g., in 

alphabet books) 

• Reading alphabet charts, books 


stamps (e.g., ABC center) 

• Letter Bingo 

• Daily interactive writing 

• Shared reading (e.g., letter framing in big books) 

• Word work activities (e.g., those found in Phonics Lessons 

and Word Matters) 

• Student name activities 


• Student identifies letter names when presented with letters in random order. 

Strategies 

7. Identifies 46-54 of 54 letter names. 


• Tracing letters with finger while saying letter (e.g., in 

alphabet books) 

• Reading alphabet charts, books 


stamps (e.g., ABC center) 

• Letter Bingo 

• Shared reading (e.g., letter framing in big books) 

• Daily interactive writing 

• Word work activities (e.g., those found in Word Matters) 

• Activities focused on student names 


• Student identifies letter names when presented with letters in random order 

• Teacher may use such prompts as “Does this 

remind you of anything that ever happened to 

you?” or “Does this remind you of another book 

we have read?” 

• Anecdotal notes taken during discussions or as 

listening to student conversations 


• Letter Identification Checklist* 


• Letter Identification Checklist* 


Strategies 

8. Rhymes and plays with words. 




• Daily read-alouds 


• Rhyming books 

• Fingerplays, rhymes, poems, chants and songs 

• Cloze procedures (cover word; what would rhyme with __?) 

• Activities taken from Phonics Lessons 

• Partner game with rhyming words (have sets of rhyming 

words; pass out randomly; students find rhyming partner) 

• Provides experiences with segmenting and blending sounds 


• Assessing Phonemic Awareness* 


• Given a word, the child can generate a rhyme (may be nonsense) with 80% accuracy 

• Substitutes sounds (“Willoughby, Wolloughby, Woo”) for rhyming patterns 

Strategies 

9. Uses information from pictures to construct meaning. 




• Analyzing pictures, conjecturing what is going on what 

might happen next. 

• Doing picture walks to predict what text is about. 


• Student relates information that is communicated through pictures. 

• Student forms a story while attending to pictures. 


• Teacher observations and anecdotal records 

• Student shares story related to his own drawings 

or other artwork/illustrations. 

Strategies 

10. Uses a sight word vocabulary of 10-15 words in reading/writing contexts. 


• Word walls 

• Shared reading (e.g., big books, wall charts, sentence strips) 


• Read song/fingerplay/poetry charts 

• Morning message 

• Daily interactive writing (e.g., making class books that are 

available for students to read) 

• Leveled book boxes readily available in the room 

• Daily opportunities for independent reading (“just right” 

texts) and writing, (e.g., journal writing) 

• Reading the Room 

• Word work (e.g., activities from Phonics Lessons and Word 

Matters) 

• Sight word Bingo 

• Running Records* 

• Writing Vocabulary Observation Sheet* 

• Student writing samples 

• Observation Survey Word Test* 

• MLPP Sight Word/Decodable Word List 

• Teacher observation/anecdotal records 

• High frequency word lists (e.g., Harris Word 

List* or San Diego Quick Assessment) 

NOTE: The target is reading and writing words in 

context; therefore, assessment should not be 

limited to a check of words in isolation. 


• There are at least 10-15 sight words that student can read automatically when reading connected texts. 

• There are at least 10-15 sight words that student can write independently when composing messages 




Strategies 

11. Uses at least 20 sounds in reading/writing contexts. 




• Direct instruction in the use of phonetic cues for identifying 

unknown words 

• Direct instruction in phonemic segmentation 

• Daily interactive writing (e.g., writing about class 

experiences and observations, creating class lists and books) 

• Daily opportunities for independent writing (e.g., as in 

Journals) 

• Activities such as those found in Phonics Lessons 

• Have children find pictures in magazines that start with a 

particular sound 

• Have children create alphabet books 

• Encourage phonetic spelling in children’s work (while 

teaching conventional spelling during word work time) 


• Student demonstrates knowledge of 20 initial sounds in reading or writing contexts 


• Hearing and Recording Sounds in Words* 

• Checklists 

• Writing samples 

• Running Records 

• Beginning and Ending Sound check* 

Strategies 

12. Uses 1:1 correspondence to track print. 


• Shared reading, modeling that message is in the print, 

demonstrating one-to-one correspondence between spoken 

and written words 

• Reading sticks/pointers 

• Framing words 

• Cutting apart sentences, matching words to sentences 

• Counting, graphing words on each page 

• Provide opportunities for student to read with older/more 

advanced reader, with younger student following along in 

the text with her finger 


• Student uses finger to track text with 1-to-1 correspondence 



• Running Records* 





Strategies 

13. Uses print and illustrations to problem solveº text. 


• Modeling during shared reading (e.g., big books) 


• Picture walks to predict what text will be about 

• Direct instruction in the use of pictures to help identify 

unknown words 

• Encouraging children to use illustrations to predict what 

might happen next 


Developmental Reading Assessment (DRA) 


(Fountas/Pinnell Guided Reading Level C = 

DRA Level 3) 

• Student/teacher conferences 

• Teacher observation/anecdotal during guided 

reading 


º NOTE: “Problem solving text” refers to (1) 

identifying the word and (2) comprehending its 

meaning.) 


• Student uses illustrations to predict meaning as well as particular words, with level C (end-of-year target) books. 


14. Gives detailed description of needs, wants and events. 


• Class meetings/discussions 

• Recess 

• Modeling through role plays, dramatization 

• Some children will need ongoing direct instruction to meet 

this outcome 


• Student uses words to communicate what s/he wants, needs and what happened 




15. Listens to others without interrupting. 


• Class meetings/discussions 

• Small group discussions 

• Direct teaching and demonstration of conversational turntaking. 

• Direct teaching of active listening techniques. 


• Student shows attentiveness through his body language when others are speaking. 

• Student makes relevant comments about what others have to say. 

• Student asks questions of others for clarification or for more information. 





BEGINNING (Grade 1) 


1. Reads and comprehends books at Level I (End-of-year guided reading target*) 


• Shared reading (e.g., big books, charts, sentence strips, cut 

up poems, songs on transparencies, stories written during 

interactive writing) (See Apprenticeship in Literacy, p. 32.) 


books 

• Peer/buddy reading 


pp. 230 and 233) 

• Encourage repeated readings 


• Developmental Reading Assessment (DRA) 


• Rigby PM Benchmark Assessment Kit 


(Fountas/Pinnell Guided reading Level I = 

Rigby PM Assessment Benchmark Level 15-16.) 


• Reading logs 


• Audiotaping/videotaping (for portfolio) 


• After a book introduction and an opportunity to look over the book, student routinely reads Level I book with 95- 




Secure D G I 


2. Reads aloud with fluency and expression. 


• Read-alouds (discussing and modeling fluent and 

expressive reading) 

• Shared reading (e.g., mini-lesson with a big book) 

• Partner reading 

• Do “echo reading” to work on fluency and expression 

• Do readers’ theater and choral reading to work on fluency 

• Author’s chair (students practice reading by selecting 

familiar print to share with an outside audience) 

• Listening centers 

• Audio tape student reading and provide feedback as you 

listen to it together 

• See Word Matters, p. 10 and Guided Reading, p. 150 


• Reads smoothly, using appropriate expression and pauses 

• Reads primarily in larger meaningful phrases 

• Few word-by-word slow downs or re-readings for problem solving 

• Expressive interpretation is evident throughout the reading 

• Shows awareness of punctuation and uses it for phrasing, pacing and meaning 


• Oral Reading Fluency Rubric* 








3. Retells stories independently read to reflect sequence, setting, characters, problem and resolution. 



• Shared reading (e.g., big book) 


• Use of graphic organizers to model story elements included 

in retelling 

• Use of dramatizations, puppets, flannel boards and story 

boards 

• 5-finger retelling 

• Modeling during interactive writing 

• Students’ Oral or Written Retelling Rubric, 

grades one and two* 

• 5-finger retelling 

• Use of story map, web or story board 


• Retelling contains a clear restatement of most story elements (main characters, setting, problem, major events, and 

resolution) and their connection to one another. 


4. Identifies main idea and two supporting details of informational text read independently. 




• Shared reading (e.g., big books, transparencies, Time for 

Kids) 

• Guided reading of informational books 

• Use of leveled trade books related to science and social 

studies units 







• Information is taken from the text 

• Information is related to the main idea 

• Student may refer back to the book 

• Teacher observation in the following settings 

- Reading conferences 

- Class discussions 

- Guided reading 




book?” 

• NOTE: Make sure text is about information 

students are not likely already to know before 

reading the book (check on prior knowledge) 





5. Makes connections to other authors, books and personal experiences. 


• Read-alouds (e.g., including topics familiar to students) 



• Think-alouds with teacher modeling making text-to-self 


• Class discussions with connections to self, other texts 

• Graphic organizers (comparing/contrasting, Venn diagrams, 

webs) 

• Science and social studies kit books 

• Comparing fiction/nonfiction books (e.g., Steck/Vaughn 

fiction/nonfiction series) 

• Comparing different versions of same story 

• Reading several books by the same author 

• Reading several books of the same genre or topic 



• Graphic organizers 

• Teacher observations/anecdotal records made 

during class discussions, reading conferences or 

as listening to student conversations 

• Class or small group discussions 

• Student written responses 

• Mosaic of Thought, p. 228 


• Student makes connections supported by the text: 

- identifies how text reminds him/her of his/her own life 

- identifies how current text reminds him/her of other texts or authors 

• Teacher may use such prompts as “Does this remind you of anything that ever happened to you?” or “Does this 

remind you of another book we have read?” 

Strategies 

6. Uses visual cues. 




• Cloze activities 

• Using think-alouds and modeling 

• Placing key words on word wall 

• Word work (e.g., from Phonics Lessons and Word Matters) 

• Modeling and guided practice during interactive writing 

• Direct teaching of this cueing strategy 


• Running records* (M/S/V 

[Meaning/Structure/Visual] analysis) 

(See Guided Reading, p. 89 and Word Matters, 

pp. 113 and 222) 




• Uses knowledge of letter-sound relationships to predict, then checks for accuracy, i.e., 

- Connects knowledge of the visual features of letters and words with the way letters and words sound when 

spoken as sources of information to read and self-correct. 

• Easily recalls sight words as they appear in text. 




Strategies 

7. Uses structure cues (e.g., word roots, prefixes, suffixes, word chunks). 






• Placing key words on word wall 

• Word work (e.g., from Phonics Lessons and Word Matters) 

• Modeling and guided practice during interactive writing 




(See Guided Reading, p. 89, Phonics Lessons 

and Word Matters, pp. 113 and 222) 




• Uses structure (syntax) of language to predict, then checks for accuracy, i.e., 

- Uses implicit knowledge of the way the grammar of the language works as sources of information to read and 

self-correct. 

• Uses knowledge of known words to get to unknown words (e.g., “I know that the word is ‘start’ because I see the 

word ‘art’.”) 

• Uses knowledge of syntax to read with phrasing. 

Strategies 

8. Uses meaning cues. 











pp. 113 and 222) 




• Uses context of sentence to predict, then checks for accuracy. 

- Uses story background, information from a picture and meaning in the sentence as sources of information to read 

and self-correct. 

Strategies 

9. Self corrects miscues that affect meaning. 


• Shared Reading 


• Mini-lessons and think-alouds to regularly models this 

strategy 

• Encourage student to use multiple sources of information to 

self-correct (direct instruction and modeling) 





pp. 113 and 222) 




• Notices mismatches, searches for additional information, makes another attempt that results in a match that restores 

meaning. 

• Cross-checks one source of information against another (Does it look right? Sound right? Make sense?) 

• Self-corrects two out of three errors that affect meaning. 




Strategies 

10. Uses multiple strategies automatically as needed to problem solve text. 


• Shared reading (e.g., for instruction, modeling and guided 

practice) 

• Think-alouds 

• Mini-lessons 


• Daily independent reading with “just right” books 


• See Guided Reading, p 149 


• Student automatically uses appropriate/successful cues to word solve. 

• Student knows which strategy to use to help himself. 




pp. 113 and 222) 




11. Responds to others using complete sentences. 


• Class meetings 

• Book sharing 

• Author’s chair 


• Provide opportunity for students to have conversation with 

others. 


• Child takes turns in conversation setting. 




12. Uses questions and statements in appropriate contexts. 


• Class meetings 

• Book sharing 

• Author’s chair 




• Differentiates between questions and statements, e.g., When asked “Are there any questions?” responds with an 

appropriate questions. When are asked “Are there any comments?” responds with an appropriate statement?” 

• Asks appropriate questions of guest speakers and peers 



EXPANDING (Grade 2) 


1. Reads, with fluency and comprehension, Level M books. (End-of-year guided reading target*) 



pp. 230 and 233) 

• Literature circles 

• Book discussions 

• Shared reading 


books 

• Peer/buddy reading 

• Encourage repeated readings 

• Encourage reading books in a series (e.g., Henry and 

Mudge, Arthur, Nate-the-Great, Cam Jansen series) 

• Listening centers 


• Rigby PM Benchmark Kit (Fountas/Pinnell 

Guided Reading Level M = Rigby Benchmark 

Kit Level 22.) 


• Teacher observation/Anecdotal records 


• Reading response journals (rubric*) 


• Audiotaping/videotaping (for portfolio) 


• After a book introduction and an opportunity to look over the book, student routinely reads Level M book with 95- 




Secure J L M 


2. Reads and comprehends a variety of materials with guidance (e.g., folktales, poetry, biography, 

informational material, historical fiction, mystery). 



• Shared reading (e.g., big books, charts, transparencies) 


• Genre wheels 

• Direct teaching of text structures 

• Science and social studies kits 


• Checklists 

• Genre wheels 

• Teacher observations/Anecdotal records 


• Reading response journals 


• Demonstrates ability to read and comprehend 5-6 different genres. 

• Uses strategies appropriate for nature of material read, e.g., 

- reads novels from beginning to end 

- rereads poetry to focus on the rhythm of the language, phrasing for meaning 

- is selective about informational text, reading sections that address questions the reader brings to the task 





3. Makes inferences that can be supported by the text. 


• Read-alouds to model and provide whole-group practice 



• Junior Great Books 

• Graphic organizers to help students understand text 

structure (e.g., sequencing, cause and effect) 

• Directly teaching inferencing strategies (See Mosaic of 

Thought, Chapter 8 and Strategies that Work, Chapter 8.) 

• Make certain that students have opportunities to make 

predictions – backed by evidence – in other content areas 

(e.g., math [also estimations], science investigations, social 

studies) 


• Ask students questions such as, predicting 

“What will happen next?” and “Why do you 

think that?, “Why did the character do that?” 

• Rigby PM Benchmark Kit, comprehension 

questions on the back of the Running Record 

sheet 

• Teacher observations in the following settings: 

– Individual reading conferences 

– Literature Circles 

– Classroom discussions 

– Guided reading groups 

– Junior Great Book groups 

• Response Journals 


• Student uses background knowledge and information from the text. 

• Student develops predictions, interpretations, and/or conclusions, using evidence from the text to support their 

thinking. 


4. Identifies topic, main ideas and supporting details of informational text read by student. 




• Shared reading (e.g., big books, transparencies, Time for 

Kids, National Geographic) 

• Use of resources such as the internet, informational videos 

• Guided reading of informational books 

• Use of leveled trade books related to science and social 

studies units 







• Information is taken from the text. 

• Details are related to the main idea. 

• Student may refer back to the book 

• Teacher observation in the following settings 

- Reading conferences 


- Guided reading 




book?” 

• NOTE: Make sure text is about information 

students are not likely already to know before 

reading the book (check on prior knowledge) 





5. Makes connections, with guidance, to books and personal experiences. 


• Read alouds (Choose stories with obvious connections) 



• Junior Great Books 

• Graphic organizers (e.g., charts and webs) 

• Folk tales unit (social studies) 

• Trade books in science kit 

• Think-alouds with teacher modeling making text-to-self 


• Class or small group brainstorms connections 

• Behavior-over-time-graphs 

• Comparing fiction/nonfiction books (e.g., Steck/Vaughn 

fiction/nonfiction series) 

• Comparing different versions of same story 

• Reading several books by the same author 

• Reading several books of the same genre or topic 



• Rigby PM Benchmark Kit, comprehension 

questions on the back of the Running Record 

sheet 

• Teacher observations in the following settings: 

- Individual reading conferences 

- Literature Circles 

- Classroom discussions 

- Guided reading groups 

- Junior Great Books groups 

• Student written responses 


• Relates background knowledge/experience to their reading of a text 

• Makes connections between and among authors and texts read, seeing similarities and differences 

• Teacher may use such prompts as “Does this remind you of anything that ever happened to you?” or “Does this 

remind you of another book we have read?” 

Strategies 

6. Uses multiple strategies automatically as needed (using book levels J-M). 


• Shared reading (e.g., for instruction, modeling and guided 

practice) 

• Think-alouds 

• Mini-lessons 


• Daily independent reading with “just right” books 


• See Guided Reading, p 149 


• Independently checks to make sure that reading makes sense, sounds right, looks right. 

• Automatically uses multiple strategies to figure out words while focusing on meaning 

• Simultaneously processes meaning, structural and visual cues. 




pp. 113 and 222) 

• Analysis of running record 







7. Uses tables of contents, captions, glossaries and indices to locate and gather information. 


• Shared reading of books in science and social studies kits 

• Shared reading of informational periodicals 

• Guided reading of material containing the above graphic 

aids 

• Make class books with Table of Contents and Index 

• Play “search and find” games, e.g., 

- Who can find the page with information about ______? 

- On what page does chapter 3 begin? 

• Teacher observation in the following settings: 


- Guided reading sessions 


- While gathering information for written reports 

and projects 

• Student has authentic opportunities to use table of 

contents and indices to locate information he/she 

has a genuine interest in finding. 


• Student locates information with the help of a table of contents. 

• Student locates information with the help of an index. 

• Student accurately gathers information communicated in captions and the graphics they accompany. 

• Student uses a glossary to determine the meaning of a word or phrase. 

• Student uses these tools on numerous occasions 

Strategies 

8. Effectively and efficiently analyzes longer words. 


• 30 minutes of word work , daily (Word Matters, Phonics 

Lessons) 

• Use mini-lessons to teach strategies for solving words 

(Word Matters, p. 152, Phonics Lessons) 

• Use a structured, but flexible, word study system that builds 

on what students already know (See Word Matters, p. 171, 

Phonics Lessons) 

• Teach about syllables, root words, prefixes and suffixes 



• Individual reading conferences 

• Writing samples 



• Uses understanding of word structure to identify multi-syllabic words. 

• Figures out partially known words by making connections, analogies and using context. 

• Sounds out part of a word and links the part to known words or parts of words. 

• Is able to use the dictionary as a tool. 

• Student demonstrates this skill by reading fluently in meaningful phrases. 


9. Develops and elaborates ideas clearly, using supportive and relevant details. 

Opportunities to Teach Include: 


• Explaining solutions and thinking (EDM) 

• Generating and answering questions 



• Explains own ideas clearly. 

• Supports main idea with related details. 

• Ideas expressed are related to the topic being discussed 

Opportunities to Assess Includes: 

• Teacher observation in the following settings: 


- Guided reading sessions 

- Literature circles 

- Community circles/class meetings 


- Students sharing information with a peer

(pre - K) - Reading Rubric

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