ENG 3U
Indian Horse Reading Evaluation
Name:
Part A:
Your task: Go through the journal that you’ve been writing and select one passage that you believe demonstrates your highest point of critical thinking. Highlight the
passage and put your name beside it. Write or record an explanation about what that passage demonstrates (perhaps you make a connection or evaluate a passage
for effectiveness)
You should also reflect on the reading skills you used while reading the novel and what you can do to improve your skills. Make specific references to your work and
throughout the unit.
Curriculum
Expectations
Level 4:
80-100%
Level 3:
70-79%
Reading1. 3-8
Student reads and
demonstrates an
understand of a literary
text using a range of
strategies to construct
reading.
Student reads and understands
with a high degree of
effectiveness:
● demonstrates
understanding of content
● makes inferences
● extends understanding
through connections
● analyses text
● evaluates text
● identifies perspective/bias
Student reads and understands with a
high degree of effectiveness:
● demonstrates understanding of
content
● makes inferences
● extends understanding
through connections
● analyses text
● evaluates text
● identifies perspective/bias
All students should
demonstrate an
understanding of
content + one other
skill
Curriculum Expectations
Reading
Metacognition 4.1
explain which of a variety of strategies
they found most helpful before, during,
and after reading, then evaluate their
strengths and weaknesses as readers
to help identify the steps they can take
to improve their skills.
Level 2:
60-69%
Student reads and understands with a
high degree of effectiveness:
● demonstrates understanding of
content
● makes inferences
● extends understanding through
connections
● analyses text
● evaluates text
● identifies perspective /bias
Level 1:
50-59%
Student reads and understands
with a high degree of
effectiveness:
● demonstrates
understanding of
content
● makes inferences
● extends understanding
through connections
● analyses text
● evaluates text
● identifies
perspective/bias
Level 4:
80-100%
Level 3:
70-79%
Level 2:
60-69%
Level 1:
50-59%
Reflection demonstrates
thoughtful insight to skill as
a reader. References are
made multiple specific
performances during the unit
and student has a thoughtful
plan for improvement and/or
extension.
Reflection demonstrates insight
to skill as a reader. References
are made to specific
performances during the unit
and student has a plan for
improvement and/or extension.
Reflection demonstrates some
insight to skill as a reader.
References are made to some
performances during the unit
and student has a limited plan
for improvement and/or
extension.
Reflection demonstrates limited
insight to skill as a reader.
References are made to limited
performances during the unit
and student has a vague plan
for improvement and/or
extension.
Part B:
Your task: Select one of the characters on your character chart and either write or record a paragraph about them to explain the selections you made
on your chart. Use quotations to provide evidence. Cite your evidence using MLA format.
Curriculum Expectations
Level 4:
80-100%
Level 3:
70-79%
Reading
Making Inferences 1.4 make
and explain inferences of
increasing subtlety and
insight about texts, including
complex and challenging
texts, supporting their
explanations with wellchosen stated and implied
ideas from the texts
Activity shows an
exceptional
understanding of a key
character, making highly
insightful inferences
about his/her
characterization and
using highly specific and
insightful details from
the text as support
Activity shows a clear
understanding of a key
character, making
insightful inferences
about his/her
characterization and using
specific and insightful
details from the text as
support
Level 2:
60-69%
Activity shows some
understanding of a key
character, making
inferences about his/her
characterization and
using some details from
the text as support
Level 1:
50-59%
Activity shows limited
understanding of a key
character, making weak
inferences about his/her
characterization and using
vague or ineffective details
from the text as support