Reading Journal Rubric

4MH Reading Journal Rubric

Look for the following qualities when you evaluate your reading journal work. Are you making progress with each new entry? What goals can you set for your next entry?

Beginning (1)

• use of think-along strategies is very limited; sometimes predictions are made & opinions are expressed

• predictions, opinions, questions or connections may be included but are only stated and not explained or are not connected to the text

• response is mostly a restatement of the plot or shows only literal comprehension

• ideas are not explained and writing lacks details or examples

• illegible or hard to read

• little or no evidence of proofreading for spelling, grammar, capitalization, punctuation, and paragraphing

Developing (2)

• sometimes uses think-along strategies

• explanations of predictions, connections, opinions, and observations are brief

• shows some thinking beyond literal understanding

• response may contain more summary or retelling than reflections of the reader

• thinking is sometimes explained but may lack clear detail & examples

• shows basic understanding of key events or facts; sometimes shows reflection on story elements (characters, setting, plot)

• ideas are written with some detail and are mostly in logical order; writing may lack important details

• mostly legible

• some evidence of proofreading for spelling, grammar, capitalization, punctuation, and paragraphing

Consolidating (3)

• uses think along strategies: predicting, confirming predictions, asking & answering questions, making connections (text, personal, experience, knowledge), expressing emotion & opinion, and creating mental pictures

• shows interpretative and reflective thinking about the text & the reading process

• thinking is explained clearly with examples from the text

• shows understanding of key events or facts; shows reflection on story elements including: character, plot, setting, and theme

• shows some evidence of “reading like a writer” by including comments on the author’s form, organization, style, language and point-of-view

• ideas are written very clearly and effectively; there is a logical order and the sentences and paragraphs flow well from one to the next

• consistently shows evidence of thorough proofreading for spelling, grammar, capitalization, punctuation, and paragraphing

• legible & neat

Extending (4)

• uses multiple think along strategies: predicting, confirming predictions, asking & answering questions, making connections (text, personal, experience, knowledge), expressing emotion & opinion, and creating mental pictures

• shows lots of interpretations and reflections about the text and the reading process

• consistently explains thinking and gives examples from the text

• shows understanding of key events or facts; weaves details about the story into the response; shows reflection on story elements: character, plot, setting, and theme

• shows strong evidence of “reading like a writer” by including comments on the author’s form, organization, style, language and point-of-view; notices effective writing, details and descriptions and often reflects on their own writing

• ideas are written very clearly and effectively; there is a logical order and the sentences flow well from one to the next

• consistently shows evidence of thorough proofreading for spelling, grammar, capitalization, punctuation, and paragraphing

• legible & neat