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iRubric: High School Reading Scoring Guide - Literary Text rubric

iRubric: High School Reading Scoring Guide - Literary Text rubric


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High School Reading Scoring Guide - Literary Text 
High School Reading Scoring Guide - Literary Text
Oregon Department of Education - Official Reading Scoring Guide for Literary Text 2011-12
Rubric Code: E4AC9
By DoETeacher1
Ready to use
Public Rubric
Subject: (General)  
Type: Assessment  
Grade Levels: 9-12

Powered by iRubric High School Reading Scoring Guide
Literary Text

Oregon Department of Education - Official Reading Scoring Guide for Literary Text 2011-12
  5/6– EXCEEDS

Reader responses are
insightful and complex; they demonstrate skills that exceed high school
standards.

6 pts

4 – MEETS

There are sufficient
reader responses, and
they demonstrate
proficiency in meeting
high school standards.

4 pts

3 – NEARLY MEETS

There are not enough
responses to demonstrate proficiency, and/or the responses are inaccurate or superficial.

3 pts

1/2 – DOES NOT YET MEET

There are too few reader responses, and/or the responses show limited skills and incorrect understanding.

1 pts

DEMONSTRATE UNDERSTANDING

"Getting the gist"

Main ideas, relevant and specific supporting details, sequence of events, relationship among ideas
5/6– EXCEEDS

Reader responses
- indicate accurate, thorough understanding of main ideas and supporting details;
- recognize subtleties,
ambiguities and
complexities
4 – MEETS

Reader responses
- indicate accurate literal
understanding of main
ideas and supporting
details;
- identify and/or
summarize sequence of events or relationships among ideas
3 – NEARLY MEETS

Reader responses
- indicate incomplete or
partial understanding of
main ideas;
- may focus on isolated details;
- may show some
misunderstanding of or
omit significant details
1/2 – DOES NOT YET MEET

Reader responses
- indicate limited,
fragmented, or incorrect
understanding
- may not show ability to
construct meaning from
text
DEVELOP AN INTERPRETATION

“Reading between the lines”

Unstated main ideas, inferences, interpretations, conclusions, generalizations, connections, and/or predictions of future outcomes
5/6– EXCEEDS

Reader responses
- make note of subtleties, complexities, and implicit relationships in interpreting the text (e.g., ideas, themes, reasoned arguments, events, characters)
- provide well-supported relevant, valid textual evidence
4 – MEETS

Reader responses
- present reasonable, perhaps obvious, interpretations, conclusions, generalizations, connections or predictions - provide some textual evidence
3 – NEARLY MEETS

Reader responses
- present interpretations that may be overly broad, simplistic, or incomplete - may show some misunderstanding
- show inadequate textual evidence
1/2 – DOES NOT YET MEET

Reader responses
- do not offer an interpretation or
- suggest an interpretation not supported by the text
ANALYZING TEXT - Literary Text

"Applying knowledge of Literature"

Literary Elements (e.g., theme, character, plot, setting, voice, narrator, characterization, tone, mood, etc.) and Literary Devices (e.g., figurative language, imagery, point of view, foreshadowing, flashbacks, symbolism, etc.)
5/6– EXCEEDS

Reader responses
- provide thorough, in- depth analysis of how literary elements and devices contribute to the effectiveness of the selection
- provide specific, strong, accurate textual evidence
4 – MEETS

Reader responses
- provide an analysis of how literary elements and devices contribute to the effectiveness of the selection
- provide some textual evidence
3 – NEARLY MEETS

Reader responses
- provide overly general or simplistic analysis of how literary elements and devices contribute to the effectiveness of the selection or
- identify elements and devices without explanation of their effectiveness
- provide limited textual evidence
1/2 – DOES NOT YET MEET

Reader responses
- provide little or no analysis of how literary elements and devices contribute to the effectiveness of the selection
- provide limited or no textual evidence




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