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May be photocopied for classroom use. © 2015 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study for Teaching Reading (Heinemann: Portsmouth, NH).
Narrative Reading Self-Assessment Rubric (continued)Informational Reading Self-Assessment Rubric
(continues)
Level 2 Level 3 Level 4
Main Idea(s) and Supporting Details/Summary
□ I named the topic (but not the idea) that the text tells about.
□ I told information I learned from different parts.
□ I wrote about the main idea(s).
□ I wrote about the important details.
□ I wrote a brief summary (½ page or less).
□ I left out any unimportant information.
□ I wrote about the main idea(s).
□ I included a few carefully selected details that link to the main idea.
□ I used the text structure in my response.
□ I wrote a brief summary. □ I kept my own opinions
separate from the ideas in the text.
CrossText(s) Synthesis
□ I added what I learned from one part of text onto what I learned from another part of text.
□ I put together information on a subtopic from different texts or parts of a longer text.
□ I put together information and ideas about a topic from different texts or parts of a longer text.
□ I organized the information into categories (if possible).
May be photocopied for classroom use. © 2015 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study for Teaching Reading (Heinemann: Portsmouth, NH).
Narrative Reading Self-Assessment Rubric (continued)Informational Reading Self-Assessment Rubric (continued)
Level 2 Level 3 Level 4
Retelling/Summary/SynthesisWithin Text
□ I retold parts of a story by saying something about the main character(s) and the big events, in order.
□ I summarized in a way that shows what I knew about the story and the story elements, e.g., character or events.
□ In my summary, I wrote about the characters—their traits and wants.
□ I also retold key events using sequence words, or I may have written about the problem and the solution.
□ If the character learned a life lesson, I mentioned that in my summary.
□ I kept my summary brief—a 1/2 page or less.
□ I briefly recapped the whole story, including key story elements.
□ I may have organized my summary chronologically, using sequence words, or I may have used a problem/solution structure, or even a cause/effect structure.
□ I wrote about the big themes or ideas the story teaches.
May be photocopied for classroom use. © 2015 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study for Teaching Reading (Heinemann: Portsmouth, NH).
Narrative Reading Self-Assessment Rubric (continued)Informational Reading Self-Assessment Rubric (continued)
Level 2 Level 3 Level 4
Critical ReadingGrowing Ideas/Questioning the Text
□ When I read, I didn’t just retell what I learned—I also asked questions and tried to answer them.
□ I had my own opinions about what I was reading.
□ I grew an idea about information or ideas in a text. For example, I asked a question and answered it, made a comparison, or disagreed with the text.
□ I explained my idea and used details from the text to support it.
□ I had ideas and questions as I read, and then read on with those in mind. When that sparked ideas—ideas coming from several parts of the text—I wrote about them.
□ I raised larger questions and theories about the topic.
□ My ideas didn’t just repeat information. I did something with the information. I compared, connected, wondered, or disagreed.
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