Learning Strategies Rubric1

Strategy: Questioning:
Students use questions to clarify their understanding of a text and explore their own ideas.

I am able to ask factual (THIN) questions about a text that help me remember who, what, where, and when.

The questions I ask help me clarify what the main ideas in a text are, the kinds of categories it might fit into (such as fiction/nonfiction, 1st-person/3rd-person), and how the text I’m reading compares to others I’ve read. I can describe the difference between THICK and THIN questions.

I am able to ask questions that help me identify the most relevant parts of a text (such as relevant #’s in a word problem, or data trends in an experiment). The questions I ask allow me to identify the author’s point of view or bias. I can figure out how ideas in a text are connected to each other (cause-effect, main ideasupporting detail, patterns, etc.)

THICK Questions: The questions I ask help me think about the text in new ways, and help me develop my own ideas about the text I ask questions that explore why and how the text is organized the way it is, and how effective the text is I use connections to my experience and background knowledge to critique an analysis or conclusion.

THICK Questions: My questions challenge the author’s position, motive, or point of view. My questions lead me to explore new ideas, or to identify new areas of learning, either within the text, or beyond it.

Students use background knowledge to clarify and extend their understanding of texts.

I can make connections between what I know or have experienced and what I am reading, but sometimes my connections don’t help me understand the text.

I can make connections that help me figure out what a text is about, IF the material is not completely unfamiliar to me.

I am able to effectively make unusual connections within and between texts, generating new ways of thinking about things. The connections I make between what I know/understand and new texts allow me to understand texts in ways that are interesting to me.

I can explain to someone else how to make text-to-self, text-to-text I can make connections and text-to-world connections. between a conclusion and its supporting statements or data. I can use imagery in my writing. I can provide several different examples of effective imagery. I see how imagery is used to help a reader understand something about a text.

Students use sensory elements (picturing scenes, drawing charts, diagrams, imagining sounds) to understand texts.

I can identify imagery in texts. I know what imagery is.

I can look at different examples of imagery and evaluate how effective they are. In looking at different examples of imagery, I can identify what makes them effective (or not).

I can look at different examples of imagery and explain HOW the imagery helps the author strengthen the text.

I can make strategic decisions about the kind of imagery I believe will be most effective in my own texts. I can explain how I make decisions about which imagery to include in my own work, specifically describing how it is supposed to help the reader understand my text. I can synthesize multiple ideas, trends or themes in order to present my own perspective on what’s important in a text. I have a set of criteria I use to help me identify the important ideas, trends or themes in a text.

Determine Importance:
Students figure out what’s important in a text, and to whom.

After reading a text I can remember the important ideas (though I may need support in identifying the main ideas).

I can summarize a text succinctly. I can take a general concept or principle and provide examples of it, or take an example of something and identify its determining concept or principle.

I can tell the difference between important and supporting ideas or information in a text. I can find clues in the text that allow me to identify the theme or argument the author is exploring. I can identify interactions between the elements of the text that shape the important ideas.

After I analyze a text, I know how to review my analysis to see if there are any holes, or if parts contradict each other. I am able to distinguish between ideas I think are important and ideas the author believes are important. I can make informed judgments about the effectiveness of an argument or case. As I read, I keep track of my inferences and predictions to see how accurate they are, modifying them if I need to. I can predict the outcome of a science experiment based on what I know about the focus of the experiment. I am able to evaluate how effectively I used the learning strategies in order to understand a text or idea. I am able to plan how best to undertake a task or problem.

Predictions, Inferences, Hypotheses:
Students use data to imagine outcomes

By using clues in a text (the cover, headings, images, a scene, charts or graphs) I can make an informed guess about what the text is about, or what will happen next in the text. I know what the learning strategies are. I can recognize when someone is using the learning strategies.

I can list the evidence I use to inform my predictions. I use my background knowledge and experience to help me make my predictions as accurate as possible.

I can find evidence in a text that helps me infer an author’s point of view or bias. I can identify patterns in a text and use them to make predictions and inferences.

I can hypothesize about the multiple causes of, or solutions to, a problem. I can hypothesize about the most effective ways to plan and execute a project.

Students plan, monitor and evaluate their learning

I can provide examples of when I’ve used the learning strategies to help me understand something. I can describe how the learning strategies help students plan, monitor, and evaluate learning.

I am able to determine which learning strategies might be most helpful to use in understanding a text or idea. I am able to identify which learning strategies I used while learning something new.

I use the learning strategies when I learn on my own. I have developed my own framework to approach learning, using the learning strategies in ways that work for me.


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