Standard Reading Assessment Rating Scale for Informational Text, 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
May need help to read brief, straightforward
materials with some specialized language.
Work is often vague or incomplete; may include
irrelevant or inaccurate material
May try to connect new information about topic
with prior knowledge or beliefs, but has
difficulty
Vague reaction; no support
Able to read straightforward material with some
specialized language. Work is generally accurate
but may be vague or incomplete
2.5
satisfactorily meeting
Date: ____________________________
3
fully meeting/proficient
4
exceeding expectations
Able to read elaborated material with specialized
language, graphics, and complex relationships
Work is clear, specific, and complete
The student is able to read complex materials
with sophisticated language and abstract
content. Work is thorough and insightful
Makes some simple comparisons of new
information about a topic and prior knowledge or
beliefs
Minimal elaboration or support
The student is able to read elaborated material
with specialized language, graphics, and complex
relationships. Work is generally accurate and
complete but may lack detail
Makes obvious connections between new
information about a topic and prior knowledge or
beliefs
Some support
Makes logical connections between new
information about a topic and prior knowledge or
beliefs
Supported by reasons and examples
Synthesizes information with prior knowledge
and beliefs; may compare sources
Supported by thoughtful reasons and examples
Accurately identifies most main ideas and
restates them in own words
Locates some specific information, including
information provided in graphic material, but
lacks detail
May omit some key information or miss
connections
Makes simple inferences or interpretations with
some suport
Accurately identifies main ideas and restates
them in own words
Locates some specific information, including that
provided in graphic or visual material, but may
lack detail
May miss connections or relationships between
ideas
Makes simple or obvious inferences or
interpretations with specific evidence
Accurately identifies main ideas and restates
them in own words
Locates relevant detail, including those in visual
or graphic materials
Logical structure
Recognizes relationships between ideas
Makes logical interpretations and inferences that
are supported by specific evidence from the
selection
Accurately identifies main ideas and restates
them in own words, often synthesizing ideas
Locates relevant detail, including those provided
in visual or graphic materials
Logical, accurate, detailed; often pulls together
information from various parts of the selection
Recognizes relationships between ideas
Makes insightful interpretations and inferences
that are supported by specific evidence from the
selection

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 identify some main ideas, but unable to
restate them in own words
May locate some specific information but omits
or misinterprets a great deal of information
May miss relationships and connections between
ideas

Inferring: Read between the
lines to find something you
believe to be true but that isn’t
actually said. Explain your
reasoning.
Unable to independently make inferences
Needs specific direction in order to make simple
inferences and interpretations

Vocabulary: Use context clues,
word structure clues, and/or
prior knowledge to explain your
understanding of any three (3)
underlined words in the text.
Correct definition of most words; vague
explanations
May analyze word parts, use context, or use
appropriate resources (eg., dictionary, glossary)
to determine meaning of specialized or technical
language, but inefficient
Correct definitions; basic explanation
Analyzes word parts, uses context, or uses
appropriate resources (eg., dictionary, glossary)
to determine meaning of specialized or technical
language
Correct definitions; clear, complete explanation
of strategies
Deals effectively with unfamiliar technical or
specialized language by using context clues,
analyzing word parts, and using resources (eg.,
glossary, dictionary)
Correct definitions; thoughtful, logical
explanation of strategies
Deals confidently and efficiently with unfamiliar
technical or specialized language, selecting from
a range of strategies (eg., context, word parts,
resources, text features)

Explain a question the reading
leaves you with AND/OR a
prediction you can make now.
Unable to correctly define most words or clearly
explain thinking about the definitions
Relies on sounding out for new words; little
success
No attempt made
Unaware of strategies
May identify available resources (eg., dictionary,
glossary) but doesn’t use them
May offer illogical, unsupported questions,
speculations, judgements, or evaluations of the
material
Offers simple questions, speculations,
judgements, or evaluations of the material;
support may be weak
Offers simple or obvious questions, speculations,
judgements, or evaluations of the material; gives
some reasons
Makes logical questions, speculations,
judgements, or evaluations of the materials,
supported by reasons or examples
Questions, speculates, and evaluates new
information about a topic in terms of prior
knowledge; provides thoughtful reasons and
explanations

Reflecting: How easy or
difficult was this text for you
to read? Give specific examples
of how you helped yourself
understand.
Unable to reflect on own thinking
Often unaware of ways to adjust for challenging
material; tends to become frustrated and give up
Needs specific direction in order to use text
features (eg., headings, diagrams) to preview or
locate information
Limited ability to reflect on own thinking
May need some direction to choose or adjust
strategies for challenging material
Uses some text features (eg., headings,
diagrams) to preview, support understanding, and
locate information but inefficient
Basic ability to reflect on own thinking
Uses some strategies for challenging material
Uses text features (eg. Headings, diagrams) to
preview, support understanding, and locate
information
Clear ability to reflect on own thinking
Selects and adjusts strategies to deal with
specific problems or features of the material
Uses text features effectively to preview,
support understanding, and locate information
Mature understanding of own thinking
Makes deliberate and effective choices about
how to approach challenging material
Uses text features effectively and efficiently to
preview, support understanding, and locate
information

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