Standard Reading Assessment Rating Scale for Literature, Grade 9
(adapted from BC Performance Standards)
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
2.5
satisfactorily meeting
Date: ____________________________
3
fully meeting/proficient
4
exceeding expectations
May need help to read simple selections.
Work is often vague or incomplete; may include
irrelevant or inaccurate material
Has difficulty making connections to own ideas or
other selections; may need direction
May not distinguish between ideas and themes
presented in the selection and own ideas and
beliefs
Vague reaction; no support
Able to read literature with some complexity at a
literal level. Work is generally accurate but may
be vague or incomplete
Makes limited or obvious connections to own
ideas or other selections
With direction, can compare themes
Minimal elaboration or support; may be vague or
general
The student is able to read literature with some
complexity. Work is generally accurate and
complete
Makes relatively straightforward, obvious
connections to own experience, ideas, or to other
selections
Can compare themes
Provides basic support
Able to read literature with some complexity.
Work is clear and well developed; shows some
insight
Makes logical and clear connections with own
ideas, beliefs, and knowledge; may show insight
Relates themes to those in other selections and
to universal themes
Supported by reasons and examples
The student is able to read complex literature.
Work is precise, well developed, and insightful.
Offers and supports logical interpretation of
themes; may deal with some complex ideas
Accurately and thoroughly describes setting,
characters, events, and their relationships
Offers and supports insightful interpretations of
themes; may risk going beyond the obvious to
develop an unusual interpretation
Describes and analyzes setting, characters,
events, theme, and their relationships
Makes inferences about characters, story
events, and/or themes; supported by specific
evidence from the selection
Makes inferences that show insights into
characters, events, themes, and techniques;
provides specific, detailed, relevant evidence
from the selection as support
Imaginative or insightful connections that may
synthesize selection themes with own ideas,
beliefs, and knowledge
Relates themes and techniques to those in other
selections and universal themes
Supported by reasoned arguments

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).
May be able to offer interpretation of parts of
simple selections, but often misinterprets
May identify some main characters and events;
may confuse or omit some key points
Logical interpretation of obvious themes;
provides some support but tends to be vague,
superficial, or underdeveloped
Describes key elements (setting, characters,
events); may omit or misinterpret some aspects
Generally accurate analysis and interpretation of
theme with evidence (support)
Accurately describes setting, characters, and
events
Inferring: Read between the
lines to find something you
believe to be true but that isn’t
actually said. Explain your
reasoning.
May make some simple, vague inferences, but
generally prefers literal interpretation
Offers little or no support
May be illogical or show misreading
Makes some simple inferences about characters,
story events, and/or themes; weak evidence
Makes basic inferences about characters, events,
or themes; supported by evidence from selection
May recognize some literary techniques and
types of figurative language; may become
frustrated when attempting to interpret it
Recognizes some literary techniques and types of
figurative language; simple interpretation

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 clearly
explain thinking about the definitions
Relies on sounding out and context for new
words; little success
No attempt made
Unaware of strategies
Unable to deal with figurative or abstract words
Correct definition of most words; vague
explanations
Uses a limited range of word strategies;
inefficient
Limited grasp of figurative or abstract words
Correct definitions; basic explanation
Uses and discusses basic range of word
strategies
Some ability to grasp figurative or abstract
words
Correct definitions; clear, complete explanation
of strategies
Uses a variety of word strategies confidently
Able to grasp figurative or abstract words
Correct definitions; thoughtful, logical
explanation of strategies
Uses range of effective word skills;
independently selects and adjusts strategies
Mature understanding of figurative or abstract
language

Explain a question the reading
leaves you with AND/OR a
prediction you can make now.
Some direct /literal questions
Uses some genre and prior knowledge to make
basic, simple, logical predictions; vague or general
support
May be unable to project “beyond” the selection
Reflecting: How easy or
difficult was this text for you
to read? Give specific examples
of how you helped yourself
understand.
Oral Reading (Fluency: reading
at the speed of speech)
Some obvious questions connected to the key
ideas of the text
Uses genre/prior knowledge to make logical
predictions with some support
Makes simple, logical predictions about events in
and “beyond” the selection
Basic ability to reflect on own thinking
Demonstrates a basic understanding of how to
use a few specific strategies to develop ideas
Thoughtful, logical, reasoned questions
Uses genre and prior knowledge to make and
support predictions
Makes and justifies logical predictions about
events in and “beyond” the selection

Has difficulty generating questions about text
May offer guesses rather than reasoned
predictions;
Little recognition of genre or its relevance to the
reading task
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
Takes risks to pose unexpected but thoughtful
and relevant questions
Uses genre and prior knowledge to make and
support predictions; interpret, evaluate
Makes and justifies logical, often insightful,
predictions that go “beyond” the selection
Mature understanding of own thinking
Demonstrates a thorough and effective
understanding of how to select, use, and adjust
specific strategies
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


Provincial Exam Scale
summary
May not recognize literary techniques; often
tries to interpret figurative language literally
1/2
Demonstrates a misreading or significant
misunderstanding of the texts and/or task.
Response may be irrelevant or incomplete. Ideas
are not developed or are restatements of texts.
Support is absent or flawed, with little evidence
of relationships or connections
Limited ability to reflect on own thinking
Demonstrates a limited understanding of how to
use strategies to respond to text
Inefficient
May need guidance
3
Demonstrates some understanding of the texts
at a literal level. Response may be unclear,
incomplete or lack detail, but still addresses the
task. Ideas are often listed or developed
unevenly. Support may consist of long references
to the texts which are not clearly connected to
the central idea.
May miss more subtle features
4
Demonstrates some understanding of the texts
at an interpretive level. There are no significant
errors in comprehension. Response addresses the
task in an organized, straightforward manner,
but may miss subtle or complex ideas. Supported
by relevant details from the text.
Recognizes and interprets some literary
techniques, including figurative language
Clear ability to reflect on own thinking
Demonstrates an understanding of how to select
and adjust strategies and rate of reading to deal
with problems or features of the material, often
rereading or skimming
5
Demonstrates a clear, accurate, complete
understanding of the texts at an interpretive
level. May show understanding of literary
techniques appropriate to genre. Support,
explicit or implicit, is convincing and relevant to
the task.
Recognizes and deals confidently with literary
techniques, including figurative language
Fluent, confident, and expressive
Intonation reflects a more thorough
understanding of the text
6
Demonstrates an insightful understanding of the
texts at an interpretive level or inferential level.
May show understanding of literary techniques
appropriate to genre. Support, explicit or
implicit, is thoughtful and well integrated.
Despite its clarity, response need not be errorfree.