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NickT83descriptive wording
2 years ago
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files (1)UnderstandingYourselfasaDisciplinaryReader-1.docx
UnderstandingYourselfasaDisciplinaryReader-1.docx
Understanding Yourself as a Disciplinary Reader Rubric
1. Represent reading in three different content areas (e.g., science, history, English, math, physical education, visual arts, etc.)
2. Represent reading in three different modes/genres (e.g., textbook, supplemental reading for students, popular news, blog, Instagram, Facebook, longform nonfiction, narrative fiction, poetry, etc.)
In 3-5 double-spaced pages, please respond to the following prompts:
1. Part I (3 pages—about 1 page per piece):
2. Summary of piece
3. Describe the content areas, genres, and modes.
4. Your Reading: For what purpose did you read this piece? What kind of background knowledge do you have on this topic? How did all of these factors influence the reading strategies you used and your ultimate comprehension? Were you part of the discourse community to which this piece was aimed (e.g., was it written for students? Teachers? A fandom?)
5. Part II (1-2 pages): Compare and contrast the reading strategies (e.g., using text features, summarizing, questioning, reading comments, highlighting concepts, preparing for student reading, and so on) you used to understand each piece. Be specific about the reading strategies you used in each case, how they were useful, whether they were useful across the pieces you read or if they were only useful in particular situations. Why do you think these strategies were or were not useful across pieces? How did you decide upon the strategies you would use?
Name:
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Level 1 (4 points) |
Level 2 (6 points) |
Level 3 (8 points) |
Level 4 (10 points) |
Score |
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Text #1
X2 |
The candidate provides a summary of each text, but does not address the readability in connection with his/her students. The candidate fails to address the following: purposes for reading, background knowledge, description of reading strategies used, discourse communities that the piece was aimed at. |
The candidate provides a summary of each text, including a description of the readability in connection with his/her students. The candidate addresses most of the following: purposes for reading, background knowledge, description of reading strategies used, discourse communities that the piece was aimed at. Course readings and/or materials are referenced. |
The candidate provides a summary of each text, including a description of the readability in connection with his/her students. The candidate’s description of modes/genres is thoughtful and critical. The candidate addresses all of the following: purposes for reading, background knowledge, description of reading strategies used, discourse communities that the piece was aimed at. |
The candidate provides a comprehensive summary of each text, including a description of the readability in connection with his/her students. The candidate’s description of modes/genres is thoughtful and critical. The candidate addresses all of the following: purposes for reading, background knowledge, description of reading strategies used, discourse communities that the piece was aimed at. Course readings and/or materials are referenced. |
____/20
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Text #2
X2 |
The candidate provides a summary of each text, but does not address the readability in connection with his/her students. The candidate fails to address the following: purposes for reading, background knowledge, description of reading strategies used, discourse communities that the piece was aimed at. |
The candidate provides a summary of each text, including a description of the readability in connection with his/her students. The candidate addresses most of the following: purposes for reading, background knowledge, description of reading strategies used, discourse communities that the piece was aimed at. Course readings and/or materials are referenced. |
The candidate provides a summary of each text, including a description of the readability in connection with his/her students. The candidate’s description of modes/genres is thoughtful and critical. The candidate addresses all of the following: purposes for reading, background knowledge, description of reading strategies used, discourse communities that the piece was aimed at. |
The candidate provides a comprehensive summary of each text, including a description of the readability in connection with his/her students. The candidate’s description of modes/genres is thoughtful and critical. The candidate addresses all of the following: purposes for reading, background knowledge, description of reading strategies used, discourse communities that the piece was aimed at. Course readings and/or materials are referenced. |
____/20
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Text #3
X2 |
The candidate provides a summary of each text, but does not address the readability in connection with his/her students. The candidate fails to address the following: purposes for reading, background knowledge, description of reading strategies used, discourse communities that the piece was aimed at. |
The candidate provides a summary of each text, including a description of the readability in connection with his/her students. The candidate addresses most of the following: purposes for reading, background knowledge, description of reading strategies used, discourse communities that the piece was aimed at. Course readings and/or materials are referenced. |
The candidate provides a summary of each text, including a description of the readability in connection with his/her students. The candidate’s description of modes/genres is thoughtful and critical. The candidate addresses all of the following: purposes for reading, background knowledge, description of reading strategies used, discourse communities that the piece was aimed at. |
The candidate provides a comprehensive summary of each text, including a description of the readability in connection with his/her students. The candidate’s description of modes/genres is thoughtful and critical. The candidate addresses all of the following: purposes for reading, background knowledge, description of reading strategies used, discourse communities that the piece was aimed at. Course readings and/or materials are referenced. |
___/20 |
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Comparison of Reading Strategies
X2 |
The candidate reflects on the strategies he/she used to read the three texts to make meaning, but the description of strategies is unclear. |
The candidate reflects on the strategies he/she used to read the three texts to make meaning. The reflection considers text genres and modes. |
The candidate reflects on the strategies he/she used to read the three texts to make meaning. The reflection offers critical discussion of strengths and limitations of various strategies in relation to text genres and modes. The candidate engages in a critical analysis of his/her own strategies in relation to the intended audiences (discourse communities). |
The candidate reflects on the strategies he/she used to read the three texts to make meaning. The reflection offers critical discussion of strengths and limitations of various strategies in relation to text genres and modes. The candidate engages in a critical analysis of his/her own strategies in relation to the intended audiences (discourse communities). The candidate makes connections to his/her students and classroom. |
____/20 |
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Text Selection
X2 |
The texts selected represent only one content area or one mode/genre. |
The candidate has selected texts that represent reading in at least two different content areas (e.g., science, history, English, math, physical education, visual arts, etc.) and at least two different modes/genres (e.g., textbook, supplemental reading for students, popular news, blog, Twitter, Instagram, Facebook, longform nonfiction, narrative fiction, poetry, etc.). |
The candidate has selected texts that represent reading in three different content areas (e.g., science, history, English, math, physical education, visual arts, etc.). Further, the texts selected represent reading in three different modes/genres (e.g., textbook, supplemental reading for students, popular news, blog, Twitter, Instagram, Facebook, longform nonfiction, narrative fiction, poetry, etc.). |
The candidate has selected texts that represent reading in three different content areas (e.g., science, history, English, math, physical education, visual arts, etc.). Further, the texts selected represent reading in three different modes/genres (e.g., textbook, supplemental reading for students, popular news, blog, Twitter, Instagram, Facebook, longform nonfiction, narrative fiction, poetry, etc.). Texts have been thoughtfully and carefully selected to ensure a diversity of text types in order to facilitate a strategic analysis. |
____/10
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Total Points:
Grade:
