1. Reading Comprehension Strategies Rubrics Standards-based Assessment of and for Learning

2. Purpose and Outcomes This presentation is intended to:  Provide a brief overview of analytic trait rubrics.  Explain the foundational basis for the CUSD Analytic Rubrics. (Standards led the way!)  Provide a step-by-step guide for how to use the Reading Comprehension Strategies Rubrics for: Instruction. Formative assessment (while teaching). Summative assessment (at the end of the teaching cycle).

3. Purpose and Outcomes Outcomes:  All elementary teachers will be able to utilize the Reading Comprehension Strategies Rubrics: As a planning tool. With students. With parents. In preparation for navigating this presentation, please print a copy of your grade level’s Reading Comprehension Strategies Rubric and have it in front of you.

4. CUSD Analytic Rubrics

5. All CUSD Analytic Rubrics: Are firmly based on the California State Content Standards. Use the language of the discipline to describe the dimensions of quality at each level of achievement. Should be used for both:  Guiding students as they seek to reach higher levels of quality as a result of their efforts (formative assessment).  Evaluating the level of quality reached (summative assessment).

6. What is an “analytic” rubric? An analytic rubric divides a product or performance into essential traits or dimensions so that they can be judged separately – one then analyzes a product or performance for essential traits. A separate score is provided for each trait. It therefore provides more specific, formative feedback to students, parents, and teachers about strengths and weaknesses of a performance.

7. The Format of an Analytic Rubric:     

8. CUSD Analytic Rubrics: Provide a “blueprint” for instruction during the planning phase, as well as a roadmap while teaching. Should be made public to students and parents prior to teaching, assigning, or assessing student work.

9. CUSD Analytic Rubrics: Have been built on a 4-point scale:  1 = Does Not Meet the Standard  2 = Approaches the Standard  3 = Meets the Standard  4 = Excels at the Standard

10. Reading Comprehension Strategies Rubrics Please be sure to have a copy of your grade level’s Reading Comprehension Strategies Rubric in front of you as you go through the remaining slides.

11. Reading Comprehension Strategies Rubrics Based on the Reading Comprehension standards found in the California English/Language Arts Content Standards. As with other CUSD analytic rubrics, the Content Standards were used to determine:  The criteria for each level.  The specific vocabulary used.

12. Reading Comprehension Strategies Rubrics Criteria to be taught and assessed are listed in the far left-hand column. Descriptions are provided for performance at the various levels of proficiency:  1: Does Not Meet the Standard  2: Approaches the Standard  3: Meets the Standard  4: Excels at the Standard

13. Level Criteria Making Connections Predicting Questioning Monitoring & Clarifying Summarizing Visualizing Please locate the criteria to be taught and assessed – both formatively and summatively – for Reading Comprehension Strategies. These are on the far left side of the rubric.

14. Making Connections On the rubric, note that Making Connections is the first criteria. The score for this criteria denotes how students make connections between what is read and what is already known from past experiences. (Expectations for this and all other criteria will vary by grade level.) This criteria will:  Guide instruction.  Assist you in assessing students in this area. Level Criteria Making Connections Predicting Questioning Monitoring & Clarifying Summarizing Visualizing

15. Making Connections Remember, the “3” column describes what students should know and be able to do when they are meeting the standard. Please take a moment to read through the indicators for the “3 – Meets the Standard” for Making Connections. Level Strategies 1 Does Not Meet the Standard 2 Approaches the Standard 3 Meets the Standard 4 Excels at the Standard Scores Making Connections  Does not make connections between what is being read and what is already known from past experiences or previous reading.  Does not adapt schema while reading. Makes few connections between what is being read and what is already known from past experiences or previous reading; the connections may or may not be meaningful. Adapts schema while reading, but does not use all of the following: deleting inaccurate information, adding new information, and making connections to other knowledge.  Makes meaningful connections between what is being read and what is already known from past experiences or previous reading.  Adapts schema (organized knowledge of the world) while reading, deleting inaccurate information, adding new information, and making connections to other knowledge.  Spontaneously makes meaningful connections between what is being read and what is already known from past experiences or previous reading; makes connections beyond life experiences and immediate text.  Adapts schema while reading, deleting inaccurate information, adding new information, and making connections to other knowledge; explains how schema enhances comprehension in all forms of text.

16. Making Connections As evidence of student thinking in the area of “Making Connections” is seen, highlight or circle the bulleted descriptors as they relate to the student’s performance. Level Strategies 1 Does Not Meet the Standard 2 Approaches the Standard 3 Meets the Standard 4 Excels at the Standard Making Connections  Does not make connections between what is being read and what is already known from past experiences or previous reading.  Does not adapt schema while reading.  Makes few connections between what is being read and what is already known from past experiences or previous reading; the connections may or may not be meaningful.  Adapts schema while reading, but does not use all of the following: deleting inaccurate information, adding new information, and making connections to other knowledge.  Makes meaningful connections between what is being read and what is already known from past experiences or previous reading.  Adapts schema (organized knowledge of the world) while reading, deleting inaccurate information, adding new information, and making connections to other knowledge.  Spontaneously makes meaningful connections between what is being read and what is already known from past experiences or previous reading; makes connections beyond life experiences and immediate text.  Adapts schema while reading, deleting inaccurate information, adding new information, and making connections to other knowledge; explains how schema enhances comprehension in all forms of text.

17. Scoring Remember, the “3” on the Reading Comprehension Strategies Rubric represents meeting the California State standards in the particular type of presentation. When assessing summatively, if a student’s performance in a specific criteria indicates incomplete attainment of the standard, then he should receive the score represented by the lower description of performance.

18. Summative Assessment For example, consider this 3rd grader’s performance on the on the criteria for Making Connections: 2 Approaching the Standard 3 Meets the Standard Makes few connections between what is being read and what is already known from past experiences or previous reading; the connections may or may not be meaningful. Adapts schema while reading, but does not use all of the following: deleting inaccurate information, adding new information, and making connections to other knowledge. Makes meaningful connections between what is being read and what is already known from past experiences or previous reading. Adapts schema (organized knowledge of the world) while reading, deleting inaccurate information, adding new information, and making connections to other knowledge.

19. One of the criteria for a “3” have been met. But the student is not using all of the skills needed to adapt schema while reading. Therefore, the score for this criteria for this presentation would be a “2”, Approaching the Standard. 2 Approaching the Standard 3 Meets the Standard Makes few connections between what is being read and what is already known from past experiences or previous reading; the connections may or may not be meaningful. Adapts schema while reading, but does not use all of the following: deleting inaccurate information, adding new information, and making connections to other knowledge. Makes meaningful connections between what is being read and what is already known from past experiences or previous reading. Adapts schema (organized knowledge of the world) while reading, deleting inaccurate information, adding new information, and making connections to other knowledge.

20. Reading Comprehension Strategies Close-up Please take a few moments to read through the criteria for the other five strategies:  Predicting  Questioning  Monitoring and Clarifying  Summarizing  Visualizing

21. The “Final Score” (found in the lower right-hand corner of the rubric) is a determined by adding the scores for:  Making Connections  Predicting  Questioning  Monitoring & Clarifying  Summarizing  Visualizing Divide by 6 for the final score. (In this case, the student is not quite meeting the standards.) 2 3 2 3 16/6 = 2.66 3 3

22. Grading Best practice in grading calls for:  Allowing students multiple opportunities to prove to you that they have met the standard.  Using only assessments toward the end of a teaching/learning period to determine the final level of proficiency.  Omitting early attempts at mastery in the final grade or score.  Providing opportunities for practice that are not “counted” toward the final grade or score.

23. Remember that CUSD Analytic Rubrics: Are based on California Content Standards. Use the vocabulary from the standards. Guide instruction. Provide specific formative feedback for students as they work toward meeting grade-level standards. Provide summative assessment criteria by which students are evaluated.