Standard Reading Assessment Rating Scale, Grade: Secondary
Student Name: __________________________________________________________
Snapshot/ Summary
(all elements are considered, but
more weight is given to summarizing
and inferring)
1
not yet meeting/limited
2
minimally meeting/partial
Date: ____________________________
2.5
satisfactorily meeting
3
fully meeting/proficient
4
exceeding expectations
Unable to summarize or interpret complex
information; responses are brief, undeveloped;
may misinterpret key features of text or task
Does not show the ability to make clearly
related, meaningful connection to the text
May have limited general knowledge or
comprehension
Narrow of partial summary of complex
information; generally accurate but may be vague
or incomplete in places; limited understanding
Makes obvious, literal level connections to the
text
Thin explanation of relationship between text
details and prior knowledge
Organized, straightforward summary and
interpretation; no significant misunderstanding
but may miss subtle or complex ideas
Makes obvious connections between text and own
experience, ideas, or other texts
Uses some prior knowledge and understanding to
support connections and relate to text selection
Accurate, well-developed summary and
interpretation of complex information; offers
some logical generalizations and conclusions
Makes thoughtful, well-supported connections
between text details and related prior knowledge
Analytic, thorough synthesis and interpretation
of complex information; well-developed, often
insightful response
Gives an insightful, well-supported explanation of
relationship between text and prior knowledge

Connections: How does what
you read connect with what
you already knew,
experienced, or read
somewhere else?

Summarizing: Choose a way
to show how the details of
this text support its main
idea (theme).
Main idea not identified, or confused with minor
point
Details missing or not clearly related to main idea
Incorrect details
Unable to summarize text
Unclear method to show relationship
Subject given as main idea
Shows relationship of details to subject
May omit or misinterpret some details
Limited but workable method to show
relationship
Vague or incomplete
Generally accurate summary of key details
showing relationship to a clear main idea
Complete but may miss some subtle points
Workable method to show relationship
Accurate summary of key details showing their
relationship to a clearly stated main idea that
unifies the text
Logical method to show relationship
Thorough summary showing relationship between
well-chosen details and a thoughtfully expressed
main idea
Precise, effective method to show relationship

Inferring: Read between the
lines to find something you
believe to be true but that
isn’t actually said. Explain
your reasoning.
Does not show ability to make or support an
inference
Explanation may be illogical or show misreading
of the text
Offers little or no support
Makes a simple obvious inference
Offers limited but relevant support from the
text
Makes basic inference(s)
Offers explanation supported by some evidence
from selection
Makes thoughtful, logical inference(s)
Offers clear explanation with relevant
supporting details
Makes inferences that show insights
Provides specific, detailed, relevant evidence
from the selection as convincing support

Vocabulary: Use context
clues, word structure clues,
and/or prior knowledge to
explain your understanding
of any three (3) underlined
words in the text.
Unable to correctly define most words or to
clearly explain thinking about the definitions
Unable to deal with figurative, abstract, or
technical or specialized language
Correct definition of some words
Uses a limited range of word strategies;
inefficient
Limited grasp of figurative, abstract, or
technical or specialized language
Correct definition of most words
Uses and discusses basic range of word
strategies
Basic grasp of figurative, abstract, or technical
or specialized language
Correct definitions with clear, complete
explanation of strategies
Uses a variety of word strategies confidently
Able to grasp figurative, abstract, or technical
or specialized language
Correct definitions with thoughtful, logical
explanations of strategies
Uses range of effective word skills;
independently selects and adjusts strategies
Mature understanding of figurative, abstract, or
technical or specialized language

Explain a question the
reading leaves you with
AND/OR a prediction you
can make now.
Obvious question or prediction showing literal,
surface level thinking
Some direct, literal questions related to text
Uses some genre and prior knowledge to make
basic, simple predictions; little or no explanation
Some basic questions connected to the key ideas
of the text
Uses genre/prior knowledge to make logical
predictions with some explanation
Thoughtful, logical, reasoned questions or
predictions supported by relevant, well-chosen
details
Uses genre and prior knowledge to interpret text
and make logical predictions with explanation
Takes risks to pose unexpected, imaginative, but
thoughtful and relevant questions
Uses genre and prior knowledge to predict,
interpret, and evaluate with insight

Reflecting: How easy or
difficult was this text for
you to read? Give specific
examples of how you helped
yourself understand.
Has difficulty generating questions or
predictions or shows weak or incorrect
understanding of the text
May offer guesses rather than reasoned
predictions
Little awareness of genre
Lacks support; illogical
Unable to reflect on own thinking; Lacks
awareness of strategies or how to use them to
develop ideas
Quickly frustrated by grade level material
Limited ability to reflect on own thinking
Demonstrates a limited understanding of how to
use strategies to respond to text; simple
explanation of at least one strategy
Inefficient
Vague; unclear
Basic ability to reflect on own thinking
Demonstrates a basic understanding of how to
use a few specific strategies to develop ideas
Clear ability to reflect on own thinking
Demonstrates an understanding of how to use
and adjust reading strategies to deal with
features of the material
Mature understanding of own thinking
Demonstrates a thorough and effective
understanding of how to select, use, and adjust
specific strategies

Oral Reading (Fluency:
reading at the speed of
speech)
Reluctant and/or uncertain reading;
Little or no attention to punctuation or context
Little or no intonation; lacks fluency
One word at a time; some attention to
punctuation
Some intonation; minimal fluency
Phrasing evident; attends to punctuation
Adjusts intonation to convey meaning; some
fluency
Confident in oral reading; often becomes more
fluent as the story progresses
Begins to explore intonation that reflects mood,
pace, and tension
Fluent, confident, and expressive
Intonation reflects a more thorough
understanding of the text
*adapted from the BC Performance Standards