|
Four point rubric: |
4 = exemplary reading skills
3 = expected college level reading skills
2 = below college level reading skills; improvement needed
1 = limited reading skills, improvements required |
Given a reading task or assignment, the student:
| 4. |
- Independently varies the use of critical reading techniques according to the type of material and purpose for reading, particularly for study reading tasks
- Analyzes written materials for the following elements (when applicable): writer’s purpose, main idea, organizational patterns, tone, audience, bias, and point of view
- Analyzes written materials for the following underlying ideas of the writer: assumptions, blocks, inferences
- Identifies and explains language devices and language adaptations in written materials, as they contribute to the writer’s meaning
- Determines, understands, and recalls meanings of new vocabulary words through context clues
- Evaluates the logic and accuracy of evidence in support
of the writer’s main idea
- Independently applies critical reading skills to support acceptance or rejection of written materials
|
| 3. |
- Varies the use of critical reading techniques according to the type of material and purpose for reading, particularly for study reading tasks, although not completely independently
- Can identify the following elements (when applicable): writer’s purpose, main idea, organizational patterns, tone, audience, bias, and point of view, as they contribute to the writer’s meaning
- Can identify the following underlying ideas of the writer: assumptions, blocks, inferences
- Identifies language devices and language adaptations in written materials, as they contribute to the writer’s meaning
- Determines and understands meanings of new vocabulary words through context clues
- Identifies the logic and accuracy of evidence in support of the writer’s main idea
- Applies critical reading skills to support acceptance or rejection of written materials, although not completely independently
|
| 2. |
- Uses the same literal reading techniques for all types of written materials regardless of type or purpose, even though study reading requires specific types of reading techniques
- Can identify the writer’s main idea
- Can sometimes identify the underlying ideas of the writer: assumptions, blocks, inferences
- Can sometimes identify language devices and language adaptations in written materials when directed that these are in the material
- Sometimes determines meanings of new vocabulary words through context clues, although sometimes avoids new words
- Sometimes identifies general support sentences
Applies literal reading skills to comprehend and support acceptance or rejection of written materials, although not independently
|
| 1. |
- Has difficulty using literal reading techniques for written materials regardless of type or purpose, even though study reading requires specific types of reading techniques
- Has difficulty in identifying the writer’s main idea,
- Has difficulty in identifying the following underlying ideas of the writer: assumptions, blocks, inferences
- Does not understand language devices and language adaptations in written materials
- Generally avoids new words in written materials
Has difficulty in identifying general support sentences
- Rarely comprehends enough of written materials to logically comprehend, accept or reject the concepts
|
© Copyright 2004 Ri
Salado College, a member of the
Maricopa County Community College District
Disclaimer.
|
|
