May be photocopied for classroom use. © 2015 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study for Teaching Reading (Heinemann: Portsmouth, NH).

Narrative Reading Self-Assessment Rubric (continued)Informational Reading Self-Assessment Rubric

(continues)

Level 2 Level 3 Level 4

Main Idea(s) and Supporting Details/Summary

□ I named the topic (but not the idea) that the text tells about.

□ I told information I learned from different parts.

□ I wrote about the main idea(s).

□ I wrote about the important details.

□ I wrote a brief summary (½ page or less).

□ I left out any unimportant information.

□ I wrote about the main idea(s).

□ I included a few carefully selected details that link to the main idea.

□ I used the text structure in my response.

□ I wrote a brief summary. □ I kept my own opinions

separate from the ideas in the text.

CrossText(s) Synthesis

□ I added what I learned from one part of text onto what I learned from another part of text.

□ I put together information on a subtopic from different texts or parts of a longer text.

□ I put together information and ideas about a topic from different texts or parts of a longer text.

□ I organized the information into categories (if possible).

May be photocopied for classroom use. © 2015 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study for Teaching Reading (Heinemann: Portsmouth, NH).

Narrative Reading Self-Assessment Rubric (continued)Informational Reading Self-Assessment Rubric (continued)

Level 2 Level 3 Level 4

Retelling/Summary/SynthesisWithin Text

□ I retold parts of a story by saying something about the main character(s) and the big events, in order.

□ I summarized in a way that shows what I knew about the story and the story elements, e.g., character or events.

□ In my summary, I wrote about the characters—their traits and wants.

□ I also retold key events using sequence words, or I may have written about the problem and the solution.

□ If the character learned a life lesson, I mentioned that in my summary.

□ I kept my summary brief—a 1/2 page or less.

□ I briefly recapped the whole story, including key story elements.

□ I may have organized my summary chronologically, using sequence words, or I may have used a problem/solution structure, or even a cause/effect structure.

□ I wrote about the big themes or ideas the story teaches.

May be photocopied for classroom use. © 2015 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study for Teaching Reading (Heinemann: Portsmouth, NH).

Narrative Reading Self-Assessment Rubric (continued)Informational Reading Self-Assessment Rubric (continued)

Level 2 Level 3 Level 4

Critical ReadingGrowing Ideas/Questioning the Text

□ When I read, I didn’t just retell what I learned—I also asked questions and tried to answer them.

□ I had my own opinions about what I was reading.

□ I grew an idea about information or ideas in a text. For example, I asked a question and answered it, made a comparison, or disagreed with the text.

□ I explained my idea and used details from the text to support it.

□ I had ideas and questions as I read, and then read on with those in mind. When that sparked ideas—ideas coming from several parts of the text—I wrote about them.

□ I raised larger questions and theories about the topic.

□ My ideas didn’t just repeat information. I did something with the information. I compared, connected, wondered, or disagreed.