Unit 2 Learning from Reading – Nonfiction Reading Progression
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

Pass out rubric at the beginning of each skill for students to glue into notebooks
Students use different strategies to respond to reading throughout skill period
Students choose best reading response to be graded by teacher at end of skill period
Main
Idea(s) and
Supporting
Details/
Summary
Cross-Text
Synthesis
Not Yet
 The main idea of
the text is correct.
 The most
important
supporting details
were chosen to
support the main
idea.
Not Yet
 The response
shows a subtopic
that is supported
by facts from each
text.
 There may still be
some facts that
are randomly
placed.
 Paragraphs may
be used to
highlight
groupings.
Reading Response Rubric
Approaching
Meeting
Exceeding
 The main of the
 The response
 The response
text is correct.
identifies several
identifies several
main ideas in the
main ideas and is
 The most
text.
able to combine
important
the ideas into a
supporting details  The most
central claim.
were chosen to
important
support the main
supporting details
 The most
idea.
were chosen to
important details
support
each
main
were selected to
 The summary
idea.
support the
reflects the
central claim.
structure of the
text.
 Specific evidence
was cited to
support the
reasons.
Approaching
 The response
shows a new
organization of
information
combing
information from
both texts.
 The information
from the
different texts
has been sorted
into different
categories or
subtopics.
Meeting
 The response
organizes
information into
larger categories.
 New headings are
created for the
categories.
 There are details
to support each
subtopic and
different
perspectives are
analyzed when
applicable.
Exceeding
 The response
organizes
information into
larger categories.
 The response
indicates the
source of
information and
the different
information and
perspectives
provided across
the texts.
Analyzing
Parts of a
Text in
Relation to
the Whole
Analyzing
Perspective
Not Yet
 The response shows
the connection
between a part and
the rest of the text.
 The response may
show how one
event comes before
or after others, or
how some things
are examples that
go with the main
idea.
 Linking words were
used to show the
way things go
together.
Approaching
 The response
explain how one
part fits with the
rest of the text
structurally.
 The response
discusses how the
part relates to the
main idea.
 If the text is an
argument, the
response points out
the use of reasons
and evidence to
support
points/main ideas;
or, the response
discusses how the
part advances the
author’s main idea
or claim.
Meeting
 The response
shows how one
part fits in with the
text structurally
and with the main
ideas.
 The response
discusses how the
part relates to the
main idea.
 If the text is an
argument, the
response points
out which reasons
and evidence
support which
points.
Exceeding
 The response
shows how the
part helps to
develop the main
idea(s) and those
main idea(s) help
to develop the
central idea.
 The response may
also show another
way the part
contributes to the
text.
 If the text is an
argument, the
response
comments on
whether or not the
point in question is
well-supported.
Not Yet
 The response
points out an
obvious point of
view in the text.
Approaching
 The response tells
whether the
account is first
hand or second
hand.
 The response
discusses how the
author’s point of
view affects the
way information is
presented.
Meeting
 The response
discusses how the
author’s point of
view affects the
way information
is presented.
 The response
includes reasons
the author or
narrator might
think or feel a
certain way.
Exceeding
 The response
notes how the
author’s point of
view is affected
by his or her
vested interest.
 The response also
explains different
points of view
found in the text.
Main
Idea(s) and
Supporting
Details/
Summary
Main
Idea(s) and
Supporting
Details/
Summary
Not Yet
 The main idea of
the text is correct.
 The most important
supporting details
were chosen to
support the main
idea.
Not Yet
 The main idea of
the text is correct.
 The most important
supporting details
were chosen to
support the main
idea.
Reading Response Rubric
Approaching
Meeting
 The main of the
 The response
text is correct.
identifies several
main ideas in the
 The most
text.
important
supporting details  The most
were chosen to
important
support the main
supporting details
idea.
were chosen to
support each
 The summary
main idea.
reflects the
structure of the
text.
Reading Response Rubric
Approaching
Meeting
 The main of the
 The response
text is correct.
identifies several
main ideas in the
 The most
text.
important
supporting details  The most
were chosen to
important
support the main
supporting details
idea.
were chosen to
support each
 The summary
main idea.
reflects the
structure of the
text.
Exceeding
 The response
identifies several
main ideas and is
able to combine
the ideas into a
central claim.
 The most
important details
were selected to
support the
central claim.
 Specific evidence
was cited to
support the
reasons.
Exceeding
 The response
identifies several
main ideas and is
able to combine
the ideas into a
central claim.
 The most
important details
were selected to
support the
central claim.
 Specific evidence
was cited to
support the
reasons.
Cross-Text
Synthesis
Cross-Text
Synthesis
Not Yet
 The response
shows a subtopic
that is supported
by facts from
each text.
 There may still be
some facts that
are randomly
placed.
 Paragraphs may
be used to
highlight
groupings.
Reading Response Rubric
Approaching
Meeting
 The response
 The response
shows a new
organizes
organization of
information into
information
larger categories.
combing
 New headings are
information
created for the
from both texts.
categories.
 The information
 There are details
from the
to support each
different texts
subtopic and
has been sorted
different
into different
perspectives are
categories or
analyzed when
subtopics.
applicable.
Not Yet
 The response
shows a subtopic
that is supported
by facts from each
text.
 There may still be
some facts that
are randomly
placed.
 Paragraphs may
be used to
highlight
groupings.
Reading Response Rubric
Approaching
Meeting
 The response
 The response
shows a new
organizes
organization of
information into
information
larger categories.
combing
 New headings are
information
created for the
from both texts.
categories.
 The information
 There are details
from the
to support each
different texts
subtopic and
has been sorted
different
into different
perspectives are
categories or
analyzed when
subtopics.
applicable.
Exceeding
 The response
organizes
information into
larger categories.
 The response
indicates the source
of information and
the different
information and
perspectives
provided across the
texts.
Exceeding
 The response
organizes
information into
larger categories.
 The response
indicates the source
of information and
the different
information and
perspectives
provided across the
texts.
Analyzing
Parts of a
Text in
Relation
to the
Whole
Not Yet
 The response shows
the connection
between a part and
the rest of the text.
 The response may
show how one event
comes before or
after others, or how
some things are
examples that go
with the main idea.
 Linking words were
used to show the
way things go
together.
Reading Response Rubric
Approaching
Meeting
 The response
 The response
explain how one
shows how one
part fits with the
part fits in with the
rest of the text
text structurally
structurally.
and with the main
ideas.
 The response
discusses how the
 The response
part relates to the
discusses how the
main idea.
part relates to the
main idea.
 If the text is an
argument, the
 If the text is an
response points out
argument, the
the use of reasons
response points
and evidence to
out which reasons
support
and evidence
points/main ideas;
support which
or, the response
points.
discusses how the
part advances the
author’s main idea
or claim.
Exceeding
 The response
shows how the
part helps to
develop the main
idea(s) and those
main idea(s) help
to develop the
central idea.
 The response may
also show another
way the part
contributes to the
text.
 If the text is an
argument, the
response
comments on
whether or not the
point in question is
well-supported.
Analyzing
Perspective
Analyzing
Perspective
Not Yet
 The response
points out an
obvious point of
view in the text.
Not Yet
 The response
points out an
obvious point of
view in the text.
Reading Response Rubric
Approaching
Meeting
 The response tells  The response
whether the
discusses how the
account is first
author’s point of
hand or second
view affects the
hand.
way information
is presented.
 The response
discusses how the  The response
author’s point of
includes reasons
view affects the
the author or
way information
narrator might
is presented.
think or feel a
certain way.
Reading Response Rubric
Approaching
Meeting
 The response tells  The response
whether the
discusses how the
account is first
author’s point of
hand or second
view affects the
hand.
way information
is presented.
 The response
discusses how the  The response
author’s point of
includes reasons
view affects the
the author or
way information
narrator might
is presented.
think or feel a
certain way.
Exceeding
 The response notes
how the author’s
point of view is
affected by his or
her vested interest.
 The response also
explains different
points of view
found in the text.
Exceeding
 The response notes
how the author’s
point of view is
affected by his or
her vested interest.
 The response also
explains different
points of view
found in the text.