STANDARD READING ASSESSMENT – GRADE 7

1. Connections:
How does what you read connect with what you already knew,
experienced, or read somewhere else?
1 2 2.5 3 4
not yet meeting/ minimally meeting/ satisfactorily fully meeting/ exceeding
limited partial or with meeting proficient expectations/
support insightful

With guidance, may Makes some Makes relatively Makes and supports Makes and supports
make some simple, concrete, obvious direct connections logical, direct, logical connections
obvious connections connections to own to own experience; connections with with own ideas,
to own experience experience or other straightforward own ideas, beliefs, beliefs, feelings,
or other selections selections connections to key feelings, and key experiences, and
features of other features of other other texts; may
selections selections risk a divergent
response

2. Summarizing: Choose a way to show the main ideas and details in what you read.
1 2 2.5 3 4
not yet meeting/ minimally meeting/ satisfactorily fully meeting/ exceeding
limited partial or with meeting proficient expectations/
support insightful
Work is vague, Provides accurate Generally accurate Clear, complete and Thorough and
inaccurate, or information; often with most main accurate, with precise, with
incomplete vague events, characters, specific references specific detail
Identifies some Describes setting, setting, and to the selection Describes setting,
main events and main characters, conflicts captured Describes setting, characters, conflict,
characters events, and obvious Gives some detail main characters, and events
May be able to place conflicts; gives some and explains some conflict, and events accurately in own
main events in details if asked; relationships among accurately and in words with relevant
order; explains some explains some simple events some detail; explains detail and explains
simple relationships relationships relationships among subtle relationships
events

3. Inferencing: Read between the lines to find something you believe to be true but
that isn’t actually said. Explain your reasoning.
1 2 2.5 3 4
not yet meeting/ minimally meeting/ satisfactorily fully meeting/ exceeding
limited partial or with meeting proficient expectations/
support insightful
Makes some simple Makes some simple Makes some basic Makes logical Makes inferences
inferences; often inferences; little or inferences with inferences with with insight, support
illogical because the no support some support support Interprets complex
student has missed Interprets theme or Can offer basic Interprets obvious or subtle themes or
literal information author’s message interpretation of themes or author’s author’s message
Unable to interpret simplistically obvious theme or message logically logically
theme or author’s message
message

4. Choose any of the underlined words from the text to complete the
Vocabulary:
boxes below.
1 2 2.5 3 4
not yet meeting/ minimally meeting/ satisfactorily fully meeting/ exceeding
limited partial or with meeting proficient expectations/
support insightful
Focuses on sounding Relies on sounding Uses basic range of Uses range of word Uses range of
out new words; out and context word skills; may skills confidently effective word
often gives up clues need prompting Recognizes and tries skills; independent
Difficulty with Limited recognition Recognizes some to interpret Interprets
figurative/abstract of figurative figurative language figurative language figurative language

Engaging questions. obvious predictions knowledge of story predictions structure or genre 6. 1 2 2. direct structure or genre predictions using simple. 5.5 3 4 not yet meeting/ minimally meeting/ satisfactorily fully meeting/ exceeding limited partial or with meeting proficient expectations/ support insightful Lacks awareness of Limited use of Checks for Checks for Evaluates own strategies comprehension understanding. prefixes.5 3 4 not yet meeting/ minimally meeting/ satisfactorily fully meeting/ exceeding limited partial or with meeting proficient expectations/ support insightful Reluctant and/or One word at a time.5 3 4 not yet meeting/ minimally meeting/ satisfactorily fully meeting/ exceeding limited partial or with meeting proficient expectations/ support insightful Vague questions Direct/concrete/ Some logical Thoughtful.language language confidently *strategies: context clues. Explain a question the reading leaves you with AND/OR a prediction you can make now. Phrasing evident. often and expressive Little or no puntuation punctuation becomes more Intonation reflects intonation Some intonation Adjusts intonation fluent as the story a more thorough to convey meaning progresses understanding of Begins to explore the text intonation that reflects mood. uncertain some attention to attends to reading.5 3 4 not yet meeting/ minimally meeting/ satisfactorily fully meeting/ exceeding limited partial or with meeting proficient expectations/ support insightful Student Name: __________________________________________________________ Grade: ________________ .) 1 2 2. How easy or difficult was this text for you to read? Give specific Reflecting: examples of how you helped yourself understand. pace. and tension SUMMARY MARK Looking at the big picture. unconnected to text literal questions questions connected reasoned questions deeply thought- Vague or incomplete connected to the to key ideas of text Makes logical provoking predictions that may main idea of the Uses story predictions using Makes logical. look at the summarizing and inferencing marks. suffixes. root words. sounding out. confident. these two areas hold the most weight in terms of comprehension. what is the overall mark you would assign for the assessment? (If in doubt. Confident in oral Fluent. logical. be unsupported or text structure to make knowledge of story insightful illogical Attempts to make simple. understanding. Unable to identify strategies use one or two draws on range of chooses effectively problems May need help or strategies strategies and from wide range of Often guesses direction adjusts as needed strategies rather than Inefficient rereading Oral Reading (Fluency: reading at the speed of speech) 1 2 2. may understanding. 1 2 2..

Teacher: _______________________________________________________________ Date: _________________ .

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