iRubric: Reading Case Study Analysis E340 Thurs. rubric

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Reading Case Study Analysis E340 Thurs. Reading Case Study Analysis Benchmark assignment for E340 Reading and Language Arts Methods: Intermediate Case Study (4-6) Rubric Code: G4BA8 Ready to use Public Rubric Subject: Education Type: Reading Grade Levels: Undergraduate, Graduate

Reading Assessment Descriptions
	Exemplary 1 pts	Meets Expectation 0.75 pts	Common Pitfalls 0.5 pts	Missing or Incomplete 0 pts
Coding Oral Reading
Marking	Exemplary Reader's oral reading is marked accurately throughout coding sheet	Meets Expectation Coding sheet is completely marked with some inaccuracies	Common Pitfalls Missing or uncoded sentences	Missing or Incomplete Missing or Incomplete
Coding	Exemplary Each sentence is coded appropriately for cueing system questions (e.g. YYN)	Meets Expectation All sentences are coded and most sentences are coded appropriately	Common Pitfalls Coding difficulties prevent calculation of cueing system percentages	Missing or Incomplete Missing or Incomplete
Reader's Strategies
Graphing Cueing System	Exemplary Reader's use of cueing systems percentages calculated accurately	Meets Expectation Reader's use of cueing systems percentages calculated with few inaccuracies	Common Pitfalls Errors in calculation produce inaccurate picture of reading	Missing or Incomplete Missing or Incomplete
Analyzing Use of Cueing Systems	Exemplary Reader's ability to coordinate cueing systems is effectively analyzed for instructional focus	Meets Expectation Reader's ability to coordinate cueing systems is adequately analyzed; instructional focus is identified but may not be the most effective	Common Pitfalls Weak match between analysis and focus for instruction	Missing or Incomplete Missing or Incomplete
Background of Reader	Exemplary Thorough description of reader. Includes general reading behaviors, pertinent information from literacy interview, favorite genres/books, classroom reading activities, conversations, etc.	Meets Expectation Some background on reader is given.	Common Pitfalls Little information given about reader	Missing or Incomplete Missing or Incomplete
Analyzing Literacy Practices	Exemplary Analysis is informed by observations of reader's literacy practices	Meets Expectation Reader's literacy practices are described but not integrated into analysis	Common Pitfalls Reader's literacy practices not observed/addressed	Missing or Incomplete Missing or Incomplete
Fluency	Exemplary Student's strengths and weaknesses are described using the six dimensions of fluency when appropriate: phrasing, pausing, intonation, rate, stress, and integration. WPM is calculated correctly.	Meets Expectation Student's strengths and weaknesses in fluency are described generally, but descriptive academic vocabulary is limited. WPM may be calculated incorrectly.	Common Pitfalls Little description of fluency or inaccurate description of fluency. WPM may be calculated incorrectly.	Missing or Incomplete Missing or Incomplete
Assessing Comprehension
Creating a Comprehension Map	Exemplary Organized comprehension map that outlines important points from passage in the three areas: 1.) Within the text, 2.) Beyond the text, 3.) About the text; includes ideas for prompts	Meets Expectation Comprehension map includes some important points from passage; few prompts.	Common Pitfalls Comprehension map not prepared in advance; not organized to fit genre; provides few details	Missing or Incomplete Missing or Incomplete
Completed Comprehension Map	Exemplary Evidence of how comprehension map was used to keep track of student thinking; items on map are checked off and additional notes are recorded; clear what was unaided and what was prompted.	Meets Expectation Some evidence of how comprehension map was used to keep track of student thinking; few notes recorded.	Common Pitfalls No evidence of how comprehension map was used to keep track of student's thinking.	Missing or Incomplete Missing or Incomplete
Thinking Within the Text	Exemplary Thorough analysis of retelling for key ideas and supporting details that demonstrates how well reader comprehends.	Meets Expectation Examines retelling for main idea, explains how details support main idea	Common Pitfalls Retelling not critically examined for key ideas; lists random details without examining overall comprehension	Missing or Incomplete Missing or Incomplete
Analyzing Reading Behaviors	Exemplary Comments are written using academic language; examples/quotes are appropriate examples of the respective types of thinking: predictions, connections, inferences, synthesizing, analyzing, and thinking critically.	Meets Expectation Some comments are written using academic language; examples/quotes are appropriate examples of the various types of thinking	Common Pitfalls Comments do not reflect academic language; difficult to see connection between example/quote and respective type of thinking.	Missing or Incomplete Missing or Incomplete
Thinking Beyond the Text	Exemplary Thorough analysis of child thinking beyond the text that demonstrates how well reader comprehends deeper meanings; discussion of what was unaided and what was prompted	Meets Expectation Some analysis of child thinking beyond the text.	Common Pitfalls Little analysis or explanation of child thinking beyond the text.	Missing or Incomplete Missing or Incomplete
Thinking About the Text	Exemplary Thorough analysis of child thinking about the text; discussion of what was unaided and what was prompted	Meets Expectation Some analysis of child thinking about the text.	Common Pitfalls Little analysis or explanation of child thinking about the text.	Missing or Incomplete Missing or Incomplete
Respond to the Reader
Teaching Strategies	Exemplary Recommendation effectively communicates your analysis and provides a description with enough detail for others to carry out or understand appropriate teaching responses; based on cueing system analysis and retelling; very specific in terms of concrete next steps for the reader.	Meets Expectation Recommendation effectively communicates your analysis and describes an appropriate teaching response; identifies a teaching point and corresponding methods to teach something reader is ready to learn; based on cueing system analysis and retelling	Common Pitfalls Recommendation lacks detail or does not connect prior analysis and teaching points; weak link between teaching response and cueing system analysis; description of teaching response is not specific; incidental focus or weak link between selected methods and teaching goal.	Missing or Incomplete Missing or Incomplete
Text Selection	Exemplary Connects analysis of reader's strategies to book selection; describes how appropriate text features fit this reader; considers reader interests and literacy resources	Meets Expectation Identifies text features and appropriate book selection that would support this reader; gives some explanation of choices	Common Pitfalls Minimal identification of text features; inappropriate match to identified needs	Missing or Incomplete Missing or Incomplete
Reflection & Recommendation
Professional Growth	Exemplary Insightful reflection that reveals how process of reading analysis develops your teaching skills	Meets Expectation Evidence of new learning about yourself as a reading teacher	Common Pitfalls Little recognition of own professional growth	Missing or Incomplete Missing or Incomplete
Insights about Reading	Exemplary Insightful reflection that challenges your previous assumptions about reading	Meets Expectation Reveals your new understandings about the nature of reading or this reader's abilities	Common Pitfalls Little evidence of critical thinking about common assumptions about reading	Missing or Incomplete Missing or Incomplete
Overview of Student	Exemplary Response written in honest, professional, and positive tone with clear, specific, and convincing evidence to support conclusions.	Meets Expectation Response is written in positive and professional tone; links specific evidence to conclusions	Common Pitfalls Response limited by unsupported claims or uses overly general assertions such as "she's a good reader" or "he's a struggling reader"	Missing or Incomplete Missing or Incomplete

Subjects:

Education

Types:

Reading

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