GRADE 4/5 READING COMMENT STARTERS
NOTE: $ = Name, @ = he/she # = his/her
Strategies (Not Yet Within Expectations)
- with specific prompts and support, is able to make concrete connections with what @ reads____
- has difficulty making logical connections to # own knowledge and to other reading selections beyond the obvious, thus ____
- is able to offer simple reactions and judgments, but has difficulty supporting # opinion, therefore____
Strategies (Meets Expectations)
- is able to make direct, concrete and obvious connections with what @ reads, thus should____
- makes logical connections to # own knowledge and other selections with obvious similarities, and is encouraged to____
- offers simple reactions and judgments to materials read and provides some general explanations, demonstrated in____
Strategies (Fully Meets Expectations)
- is able to make logical connections between what reads and # own ideas, beliefs, experiences or feelings, demonstrated in____
- makes logical connections to # own knowledge and other selections that go beyond the obvious, shown in____
- is able to offer reactions and opinions about materials read with supporting reasons and examples, evident in____
Strategies (Exceeds Expectations)
- is able to make insightful connections between what @ reads and his own ideas, beliefs, experiences, and feelings, evident in____
- makes insightful connections to # own knowledge and other selections and provides evidence to support the connections, shown in____
- is able to offer reactions and opinions about materials read with specific supporting reasons and examples, demonstrated in____
Comprehension: Reading Literature (Not Yet Within Expectations)
- most responses to comprehension questions or tasks are vague, inaccurate, or incomplete, thus is encouraged to____
- identifies some main characters and events but has difficulty providing relevant details, therefore____
- has difficulty recounting events in sequence and/or explaining relationships, thus needs to____
- may identify some characteristics of the main characters in stories, but they are not always clearly evident in the story, therefore____
-struggles to identify the main theme or message of the stories reads and is encouraged to____
Comprehension: Reading Literature (Meets Expectations)
- most responses to comprehension questions or tasks are usually accurate; may be vague or incomplete in some places, therefore____
- identifies most main characters, events, and conflicts; can provide some detail and is encouraged to____
- recounts most events in the correct sequence and explains some relationships among events, demonstrated in____
- identifies some of the characteristics of the characters in stories reads____
- interprets simple themes or messages accurately in stories, but at times struggles to identify the main message, therefore____
Comprehension: Reading Literature (Fully Meets Expectations)
- responses to comprehension questions or tasks are clear, complete, and based on accurate information from the selection, evident in____
- accurately describes setting, main characters, events and conflicts in some detail, as demonstrated in____
- recounts events in the correct sequence and explains how they are related
- makes predictions that make sense in the story
- makes some logical interpretations about characters, themes or messages and provides evidence from the selection, as demonstrated
in____
Comprehension: Reading Literature (Exceeds Expectations)
- responses to comprehension questions or tasks are thorough and precise, incorporating specific detail from the text, evident in____
- thoroughly and accurately describes setting, main characters, events and conflicts in # own words, demonstrated in____
- recounts events in the correct sequence and explains relationships between them
- makes logical prediction about the stories @ reads
- makes logical interpretations that show insights into characters, events, and themes with specific evidence from the selection, demonstrated
in____
Comprehension: Reading for Information (Not Yet Within Expectations)
- responses to comprehension questions or tasks are often repetitive, inaccurate, vague, or incomplete, thus @ is encouraged to____
- may have difficulty identifying main ideas and/or distinguishing between main ideas and supporting details; and at times omits a great deal,
thus needs to____
- has difficulty taking notes from texts and needs a template or support to take simple notes, thus ____
- often misinterprets or does not understand the information @ reads, therefore ____
Comprehension: Reading for Information (Meets Expectations)
- most responses to comprehension questions or tasks provide accurate information, but they may be vague, incomplete, thus ____
- identifies most main ideas and supporting details and at times may omit some, therefore____
- makes simple notes, but at times may include too much or not enough information, thus is encouraged to____
- interprets most information accurately, demonstrated in____
Comprehension: Reading for Information (Fully Meets Expectations)
- responses to comprehension questions or tasks are accurate, clear and complete, demonstrated in____
- accurately identifies main ideas and locates relevant details to respond to questions or tasks
- makes accurate notes, using simple, logical categories or headings, demonstrated in____
- accurately interprets information reads and can at times support those interpretations with evidence from the text
Comprehension: Reading for Information (Exceeds Expectations)
- responses to comprehension questions are precise and thorough; may be insightful
- accurately restates main ideas in # own words and identifies specific, relevant details; may be able to explain some connections, evident
in____
- makes accurate, organized notes by creating categories or headings that reflect all or most of the main ideas or topics, demonstrated in____
- makes and supports simple, logical interpretations and uses specific evidence from the text to support those interpretations
Response and Analysis (Not Yet Within Expectations)
- has difficulty monitoring # own reading and requires prompting to check for understanding, therefore____
- relies on sounding out new words and may become easily frustrated, thus
- has difficulties making predictions, offering illogical guesses at times, therefore it is recommended that____
- requires support to use text features (e.g. headings, diagrams, charts, etc.) to make sense of the reading, thus ____
- often guesses or tries to remember details rather than rereading to find details needed for questions or activities, therefore____
Response and Analysis (Meets Expectations)
- monitors # own reading but requires support when adjusting comprehension strategies, thus ____
- relies on sounding out and picture clues when figuring out unfamiliar words, therefore____
- makes simple, logical predictions based on prior knowledge and understanding of the story/text structure, demonstrated in____
- may need support to use text features (e.g. headings, illustrations, diagrams, etc.) to preview and locate information, thus ____
- is able to locate some of the information needed for questions or activities, and is encouraged to____
Response and Analysis (Fully Meets Expectations)
- monitors # own reading by drawing on an increasing range of comprehension strategies
- uses a wide range of strategies (e.g. context clues, word structure, illustrations, dictionaries) to figure out unknown words
- makes predictions based on prior knowledge and understanding of story/text structure, demonstrated in____
- uses text features (e.g. headings, illustrations, diagrams, etc.) to preview and locate organize information
- is able to reread and skim to find relevant, specific details to complete questions and activities, evident in____
Response and Analysis (Exceeds Expectations)
- monitors # own reading and is able to adjust comprehension strategies to match the type of material being read
- independently uses a wide range of strategies (e.g. context clues, word structure, illustrations, dictionaries) to successfully figure out
unknown words
- makes logical and often insightful predictions based on prior knowledge and understanding of story/text structure, seen in____
- uses text features effectively (e.g. headings, illustrations, diagrams, etc.) to preview, locate and organize information
- quickly and efficiently finds specific details needed for questions and activities, evident in____