{"id":112,"date":"2011-12-05T12:54:53","date_gmt":"2011-12-05T16:54:53","guid":{"rendered":"http:\/\/blogs.shu.edu\/english\/?page_id=112"},"modified":"2017-06-16T12:53:16","modified_gmt":"2017-06-16T16:53:16","slug":"reading-rubric","status":"publish","type":"page","link":"http:\/\/blogs.shu.edu\/english\/reading-rubric\/","title":{"rendered":"Reading Rubric"},"content":{"rendered":"<div align=\"center\">\n<table border=\"0\" cellspacing=\"0\" cellpadding=\"0\">\n<tbody>\n<tr>\n<td valign=\"top\"><\/td>\n<td valign=\"top\">\n<table border=\"0\" cellpadding=\"0\">\n<tbody>\n<tr>\n<td valign=\"top\"><strong><br \/>\nFour point rubric:<\/strong><\/td>\n<td>4 = exemplary reading skills<br \/>\n3 = expected college level reading skills<br \/>\n2 = below college level reading skills; improvement needed<br \/>\n1 = limited reading skills, improvements required<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Given a reading task or assignment, the student:<\/p>\n<table border=\"0\" cellpadding=\"0\">\n<tbody>\n<tr>\n<td valign=\"top\">4.<\/td>\n<td>\n<ul>\n<li>Independently varies the use of critical reading techniques according to the type of material and purpose for reading, particularly for study reading tasks<\/li>\n<li>Analyzes written materials for the following elements (when applicable): writer&#8217;s purpose, main idea, organizational patterns, tone, audience, bias, and point of view<\/li>\n<li>Analyzes written materials for the following underlying ideas of the writer: assumptions, blocks, inferences<\/li>\n<li>Identifies and explains language devices and language adaptations in written materials, as they contribute to the writer&#8217;s meaning<\/li>\n<li>Determines, understands, and recalls meanings of new vocabulary words through context clues<\/li>\n<li>Evaluates the logic and accuracy of evidence in support<br \/>\nof the writer&#8217;s main idea<\/li>\n<li>Independently applies critical reading skills to support acceptance or rejection of written materials<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<table border=\"0\" cellpadding=\"0\">\n<tbody>\n<tr>\n<td valign=\"top\">3.<\/td>\n<td>\n<ul>\n<li>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<\/li>\n<li>Can identify the following elements (when applicable): writer&#8217;s purpose, main idea, organizational patterns, tone, audience, bias, and point of view, as they contribute to the writer&#8217;s meaning<\/li>\n<li>Can identify the following underlying ideas of the writer: assumptions, blocks, inferences<\/li>\n<li>Identifies language devices and language adaptations in written materials, as they contribute to the writer&#8217;s meaning<\/li>\n<li>Determines and understands meanings of new vocabulary words through context clues<\/li>\n<li>Identifies the logic and accuracy of evidence in support of the writer&#8217;s main idea<\/li>\n<li>Applies critical reading skills to support acceptance or rejection of written materials, although not completely independently<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<table width=\"480\" border=\"0\" cellpadding=\"0\">\n<tbody>\n<tr>\n<td valign=\"top\">2.<\/td>\n<td>\n<ul>\n<li>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<\/li>\n<li>Can identify the writer&#8217;s main idea<\/li>\n<li>Can sometimes identify the underlying ideas of the writer: assumptions, blocks, inferences<\/li>\n<li>Can sometimes identify language devices and language adaptations in written materials when directed that these are in the material<\/li>\n<li>Sometimes determines meanings of new vocabulary words through context clues, although sometimes avoids new words<\/li>\n<li>Sometimes identifies general support sentences<br \/>\nApplies literal reading skills to comprehend and support acceptance or rejection of written materials, although not independently<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<table width=\"480\" border=\"0\" cellpadding=\"0\">\n<tbody>\n<tr>\n<td valign=\"top\">1.<\/td>\n<td>\n<ul>\n<li>Has difficulty using literal reading techniques for written materials regardless of type or purpose, even though study reading requires specific types of reading techniques<\/li>\n<li>Has difficulty in identifying the writer&#8217;s main idea,<\/li>\n<li>Has difficulty in identifying the following underlying ideas of the writer: assumptions, blocks, inferences<\/li>\n<li>Does not understand language devices and language adaptations in written materials<\/li>\n<li>Generally avoids new words in written materials<br \/>\nHas difficulty in identifying general support sentences<\/li>\n<li>Rarely comprehends enough of written materials to logically comprehend, accept or reject the concepts<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>\u00a9 Copyright 2004 Ri<br \/>\nSalado College, a member of the<\/p>\n<p>Maricopa County Community College District<a href=\"http:\/\/www.rio.maricopa.edu\/disclaimer.shtml\"><br \/>\nDisclaimer<\/a>.<\/p>\n<p>&nbsp;<\/td>\n<td valign=\"top\" width=\"10\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>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 &hellip; <a href=\"http:\/\/blogs.shu.edu\/english\/reading-rubric\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Reading Rubric&#8221;<\/span><\/a><\/p>\n","protected":false},"author":600,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-112","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/112","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/users\/600"}],"replies":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/comments?post=112"}],"version-history":[{"count":4,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/112\/revisions"}],"predecessor-version":[{"id":1338,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/112\/revisions\/1338"}],"wp:attachment":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/media?parent=112"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}