Learning Strategies Rubric1

Strategy: Remember Understand/Apply Analyze Evaluate Synthesize/Create

Questioning: I am able to ask factual The questions I ask help me I am able to ask questions that THICK Questions: THICK Questions:
(THIN) questions about clarify what the main ideas in a help me identify the most
a text that help me text are, the kinds of categories it relevant parts of a text (such The questions I ask help me My questions challenge the
Students use think about the text in new author’s position, motive, or point
remember who, what, might fit into (such as fiction/non- as relevant #’s in a word
questions to clarify ways, and help me develop my of view.
where, and when. fiction, 1st-person/3rd-person), problem, or data trends in an
their understanding own ideas about the text
and how the text I’m reading experiment). My questions lead me to explore
of a text and
compares to others I’ve read. I ask questions that explore new ideas, or to identify new
explore their own The questions I ask allow me
ideas. I can describe the difference to identify the author’s point of why and how the text is areas of learning, either within the
between THICK and THIN view or bias. organized the way it is, and text, or beyond it.
questions. how effective the text is

Connections: I can make connections I can make connections that help I can figure out how ideas in a I use connections to my I am able to effectively make
between what I know or me figure out what a text is about, text are connected to each experience and background unusual connections within and
have experienced and IF the material is not completely other (cause-effect, main idea- knowledge to critique an between texts, generating new
Students use
what I am reading, but unfamiliar to me. supporting detail, patterns, analysis or conclusion. ways of thinking about things.
background
sometimes my etc.)
knowledge to I can explain to someone else how The connections I make between
connections don’t help
clarify and extend to make text-to-self, text-to-text I can make connections what I know/understand and new
me understand the text.
their understand- and text-to-world connections. between a conclusion and its texts allow me to understand
ing of texts. supporting statements or data. texts in ways that are interesting
to me.

Imagery: I can identify imagery in I can use imagery in my writing. I see how imagery is used to I can look at different examples I can make strategic decisions
texts. help a reader understand of imagery and evaluate how about the kind of imagery I
I can provide several different something about a text. effective they are. believe will be most effective in
Students use I know what imagery is. examples of effective imagery. my own texts.
sensory elements I can look at different examples In looking at different examples
(picturing scenes, of imagery and explain HOW of imagery, I can identify what I can explain how I make
drawing charts, the imagery helps the author makes them effective (or not). decisions about which imagery to
diagrams, strengthen the text. include in my own work,
imagining sounds) specifically describing how it is
to understand supposed to help the reader
texts. understand my text.

Determine After reading a text I I can summarize a text I can tell the difference After I analyze a text, I know I can synthesize multiple ideas,
can remember the succinctly. between important and how to review my analysis to trends or themes in order to
Importance:
important ideas (though supporting ideas or information see if there are any holes, or if present my own perspective on
I may need support in I can take a general concept or in a text. parts contradict each other. what’s important in a text.
Students figure out identifying the main principle and provide examples
what’s important in ideas). of it, or take an example of I can find clues in the text that I am able to distinguish I have a set of criteria I use to
a text, and to something and identify its allow me to identify the theme between ideas I think are help me identify the important
whom. determining concept or principle. or argument the author is important and ideas the author ideas, trends or themes in a text.
exploring. believes are important.
I can identify interactions I can make informed
between the elements of the judgments about the
text that shape the important effectiveness of an argument
ideas. or case.

Predictions, By using clues in a text I can list the evidence I use to I can find evidence in a text As I read, I keep track of my I can hypothesize about the
Inferences, (the cover, headings, inform my predictions. that helps me infer an author’s inferences and predictions to multiple causes of, or solutions to,
images, a scene, charts point of view or bias. see how accurate they are, a problem.
Hypotheses: or graphs) I can make I use my background knowledge modifying them if I need to.
an informed guess and experience to help me make I can identify patterns in a text I can hypothesize about the most
Students use data about what the text is my predictions as accurate as and use them to make I can predict the outcome of a effective ways to plan and
to imagine about, or what will possible. predictions and inferences. science experiment based on execute a project.
outcomes happen next in the text. what I know about the focus of
the experiment.

Metacognition I know what the I can provide examples of when I am able to determine which I am able to evaluate how I use the learning strategies when
learning strategies are. I’ve used the learning strategies learning strategies might be effectively I used the learning I learn on my own.
to help me understand most helpful to use in strategies in order to
Students plan, I can recognize when I have developed my own
something. understanding a text or idea. understand a text or idea.
monitor and someone is using the framework to approach learning,
evaluate their learning strategies. I can describe how the learning I am able to identify which I am able to plan how best to using the learning strategies in
learning strategies help students plan, learning strategies I used while undertake a task or problem. ways that work for me.
monitor, and evaluate learning. learning something new.

1 reDESIGNu.net ©. 2009. This rubric is informed by the work of Anderson & Krathwohl (2001: ch. 5), and Harvey & Goudvis (2007).