STANDARD READING ASSESSMENT – GRADE 5
1.
Connections: How does what you read connect with what you already knew, experienced, or read somewhere
else?
1
not yet meeting/ limited
2
minimally meeting/
partial or with support
With guidance, may
make some simple,
obvious connections to
own experience or other
selections
Makes some correct and
obvious connections to
own experience or other
selections
2.
Attempts to capture
events, main ideas,
characters, and details,
but unclear, inaccurate
or incomplete
Has difficulty
sequencing events
May offer simple
reactions and opinions
without reasons or
explanations
4
exceeding expectations/
insightful
Makes and explains
personal connections to
feelings or ideas or to
other selections that go
beyond obvious
Makes and explains
personal connections
that show insight and
connect to “big ideas” or
form, language, message
2
minimally meeting/
partial or with support
Identifies most events,
main ideas, characters,
and some details with
some lapses possible
May be vague or
incomplete in places
Literal retelling for
summary
May offer simple, vague
reactions and opinions;
difficulty providing
support
2.5
satisfactorily meeting
Generally accurate with
most main events,
characters, setting, and
conflicts captured
Attempts to personalize
language/diagrams for
summary
Opinions and reactions
are simple but with
some support
3
fully meeting/
proficient
Clear, complete and
accurate
Events, main ideas,
setting and characters
captured with clear,
complete detail
Able to personalize
language/diagrams and
show relationships for
summary
Offers reactions and
opinions with support
4
exceeding expectations/
insightful
Precise, detailed, and
complete
Events, main ideas,
setting and characters
captured with effective
use of detail
Personalizes
language/diagrams with
precise choices and
shows cause/effect
relationships
Reactions and opinions
are logical and
supported
Inferring: Read between the lines to find something you believe to be true but that isn’t actually said. Explain
your reasoning.
1
not yet meeting/ limited
Unable to make
inferences; may misinterpret literal
information
Vague; repetitive; often
incomplete
May misinterpret a
great deal of text
4.
Makes direct
connections to own
experiences or other
selections; attempts to
connect feelings or
ideas
3
fully meeting/
proficient
Summarizing: Choose a way to show the main ideas and details in what you read.
1
not yet meeting/ limited
3.
2.5
satisfactorily meeting
2
minimally meeting/
partial or with support
May have difficulty
making logical
inferences
Generally accurate but
may be vague or
incomplete
Difficulty interpreting
meaning
2.5
satisfactorily meeting
May interpret literal
information and make
some logical inferences
Accurate
Interprets general
meaning
3
fully meeting/
proficient
Interprets literal
information and makes
some logical inferences
Clear, complete,
accurate
Deeper meaning
revealed
4
exceeding expectations/
insightful
Makes clear, logical
inferences
Precise, detailed, and
complete
Unique, new ideas
revealed
Vocabulary: Choose any of the underlined words from the text to complete the boxes below.
1
not yet meeting/ limited
Does not attempt to
figure out new words
2
minimally meeting/
partial or with support
Attempts to figure out
new words; may be
incorrect
2.5
satisfactorily meeting
3
fully meeting/
proficient
Identifies correct
meaning of words
Identifies strategies
used
Identifies correct
meaning of words
Attempts to identify
strategies used; may be
unclear or incorrect
*strategies: context clues, sounding out, word structure, illustrations, dictionaries..
4
exceeding expectations/
insightful
Identifies correct
meaning of words
Identifies and explains
strategies used
5.
Explain a question the reading leaves you with AND/OR a prediction you can make now.
1
not yet meeting/ limited
Vague questions
unconnected to text
Vague or incomplete
predictions that may be
unsupported or illogical
6.
2
minimally meeting/
partial or with support
Direct/concrete/ literal
questions connected to
the main idea of the
text
Attempts to make
simple, obvious
predictions
2.5
satisfactorily meeting
Some logical questions
connected to key ideas
of text
Uses story structure to
make simple, direct
predictions
3
fully meeting/
proficient
Thoughtful, logical,
reasoned questions
Makes logical
predictions using
knowledge of story
structure or genre
4
exceeding expectations/
insightful
Engaging questions;
deeply thoughtprovoking
Makes logical, insightful
predictions using
knowledge of story
structure or genre
Reflecting: How easy or difficult was this text for you to read? Give specific examples of how you helped
yourself understand.
1
not yet meeting/ limited
Lacks awareness of
strategies
Often does not check
for understanding or
guesses rather than
rereading
2
minimally meeting/
partial or with support
Limited use of
comprehension
strategies
May need help or
direction
Inefficient
2.5
satisfactorily meeting
Checks for
understanding; may use
one or two strategies
3
fully meeting/
proficient
Checks for
understanding; begins to
purposefully adjust
strategies to deal with
specific problems or
features of material
4
exceeding expectations/
insightful
Evaluates own
understanding; makes
deliberate and effective
choices about how to
approach challenging
material
3
fully meeting/
proficient
Confident in oral
reading; often becomes
more fluent as the story
progresses
Begins to explore
intonation that reflects
mood, pace, and tension
4
exceeding expectations/
insightful
Fluent, confident, and
expressive
Intonation reflects a
more thorough
understanding of the
text
Oral Reading (Fluency: reading at the speed of speech)
1
not yet meeting/ limited
Reluctant and/or
uncertain
Little or no intonation
2
minimally meeting/
partial or with support
One word at a time;
some attention to
punctuation
Some intonation
2.5
satisfactorily meeting
Some phrasing evident;
attends to punctuation
May adjust intonation to
convey meaning
SUMMARY MARK/SNAPSHOT
Looking at the big picture, what is the overall mark you would assign for the assessment? (If in doubt, look at
the summarizing and inferring marks; these two areas hold the most weight in terms of comprehension.)
1
not yet meeting/ limited
With support, the
student may be able to
read simple, direct text
with familiar language;
work is often incomplete
or inaccurate
2
minimally meeting/
partial or with support
The student is able to
read straightforward
text at grade level but
may need help to
complete tasks; work
often lacks detail
2.5
satisfactorily meeting
The student is able to
read straightforward
text at grade level and
complete tasks
independently; work is
generally accurate but
simple or basic
3
fully meeting/
proficient
The student is able to
read straightforward
text at grade level and
complete tasks
independently; work is
generally accurate and
complete
4
exceeding expectations/
insightful
The student is able to
read text with some
complex language or
ideas and complete
tasks independently and
efficiently; work often
exceeds requirements
Student Name: __________________________________________________________
Grade: ________________
Teacher: _______________________________________________________________
Date: _________________