Student’s Name:________________________________________________________________________________________ Expository Nonfiction (Text Features, Main Ideas, Synthesizing, Unfamiliar Words) 4=100% I do more than what’s expected by reflecting on my learning and pushing my thinking. My Reading Focus/Stamina: I’m always prepared with an appropriate amount of books in my baggy/bin. I follow our check out routine and put books back in the correct bin. I stay in one spot in the room. I respect the readers around me. I read the whole time. I rate myself accurately and honesty, and use it to reflect on my reading and set goals. 3=87% I meet the requirements expected of me. 2=73% I am meeting some of the requirements expected of me. 1=60% I am not meeting most of the requirements expected of me. My Reading Focus/Stamina: I’m always prepared with an appropriate amount of books in my baggy/bin. My Reading Focus/Stamina: I’m not always prepared with an appropriate amount of books in my baggy/bin (too many or too little). My Reading Focus/Stamina: I’m often not prepared with an appropriate amount of books in my baggy/bin (too many or too little). I follow our check out routine and put books back in the correct bin. I do not always follow our checkout routine and don’t always put books back in the correct bin. I do not follow our checkout routine and don’t put books back in the correct bin. I stay in one spot in the room. I did not stay in one spot in the room. I moved around in the room a lot. I respect the readers around me. I read most of the time. I am distracting to readers or getting distracted by the readers around me some of the time. I am distracting to readers or getting distracted by the readers around me most of the time. I rate myself accurately and honestly score rate. I read and some of the time. I wasted precious reading time. I’m rating myself inaccurately or I forget sometimes to rate myself. I’m not rating myself. My Reading Volume: Not all books are on my Reading Log and/or I don’t have all accurate information on my list. I am not reading enough books that are the genre we are studying. My Reading Volume: I do not keep my Reading Log up-to-date. I read books that are not the genre we are studying. My Reading Volume: I keep my Reading Log up-to-date and accurate. My Reading Volume: I keep my Reading Log up-to-date and accurate. I read just right books at my letter level. I read an appropriate amount of books for my letter level. If I abandon a book, I have a good reason. I read just right books at my letter level. I am not reading enough just right books at my letter level. I do not read just right books at my letter level. I read an appropriate amount of books for my letter level. I use my Reading Log to make good book choices and set goals for myself. I mostly read books that are the genre we are studying. If I abandon a book, I have a good reason. If I abandon a book, I don’t have a good reason. I’m abandoning too many books. I mostly read books that are the genre we are studying. I am not reading an appropriate amount of books for my letter level. I do not read an appropriate amount of books for my letter level. Talking about My Reading SL.5.1: I always am next to my partner. I look at my partner when they’re talking. I come prepared to share my thinking. Our conversation is focused on the topic it should be. I build on my partner’s ideas instead of just taking turns sharing. I use text evidence to support my ideas. I give my partner feedback to help them improve. I use my partner’s feedback to set goals and improve. Talking about My Reading SL.5.1: I always am next to my partner. I look at my partner when they’re talking. My Written Responses to Reading W.5.10: I use text features and my background knowledge to predict how the text is organized and the type of information I expect in the text. I recognize when the text is not following the order I predicted or the author gives me unexpected information. I can identify and understand main ideas even if the text doesn’t have headings or topic sentences. I see the difference between main ideas and details. I use these main ideas, my background knowledge, and my responses to get the big ideas from texts. I ask a variety of questions and use a variety of strategies to answer them. I do further research to answer lingering questions. I use a variety of word solving strategies. I can even use the meaning of the whole section to infer the meaning of unfamiliar words when the definition isn’t right in the text. My Written Responses to Reading W.5.10: I use text features to predict how the type of information I expect in the text. I can identify and understand main ideas even if the text doesn’t have headings or topic sentences. I see the difference between main ideas and details. I ask a variety of questions and use a variety of strategies to answer them. I notice bold or unfamiliar words in the text and use context clues or glossaries to figure out the meaning. Teacher Comments: Talking about My Reading SL.5.1: Sometimes I’m next to my partner. Talking about My Reading SL.5.1: I am rarely next to my partner. Sometimes I look at my partner when they’re talking. I don’t look at my partner when they’re talking. Sometimes I come prepared to share my thinking. I don’t come prepared to share my thinking with post-its, charts, tracks of my thinking, etc. Sometimes our conversation is focused on the topic it should be. We take turns sharing instead of building on each other’s ideas. I don’t have text evidence to support my ideas. I am not talking about what I should be. I come prepared to share my thinking. Our conversation is focused on the topic it should be. I build on my partner’s ideas instead of just taking turns sharing. I use text evidence to support my ideas. My Written Responses to Reading W.5.10: I can identify text features, but I’m not using them to think about text organization or predict the type of information in the text. I can repeat the main idea from the headings and topic sentences, but am not putting them in my own words to understand the meaning. I am not seeing the difference between main ideas and details. I’m treating each fact with the same importance, instead of looking for main ideas and the big picture of what the author is teaching me. I ask literal questions as I read and some of the time use strategies to answer them. When I get to an unfamiliar word I use pictures or a dictionary to figure out the meaning. We take turns sharing instead of building on each other’s ideas. I don’t support my ideas using text evidence. My Written Responses to Reading W.5.10: I’m ignoring text features. As I read I’m not looking for main ideas and separating them from details. I ask literal questions as I read. I’m skipping over bold or unfamiliar words without using word solving strategies to figure out the meaning. Title Author Reading Log (Shaded columns are completed at home only) Genre Guided Date Start Start End Reading Time Pg. Time Letter Level End Pg. Total Pgs. Rate How I Did Family Signature