STRUGGLING

PROGRESSING

PROFICIENT

• Seldom has material ready to read

• Generally has material ready to read.           

• Consistently has material ready to read.

• Rarely selects materials at an independent reading level.

• Frequently selects materials at an independent reading level.

• Consistently selects materials at an independent reading level.

• Has difficulty in finding appropriate materials without assistance.         

• Occasionally needs assistance in finding appropriate materials.

• Finds appropriate materials without assistance.

• Rarely finishes the material chosen for independent reading.

• Finishes most selections.

• Rarely abandons a selection before finishing it.

• Limits reading choices to a narrow range of topics or a single genre.

• Reads a wide variety of genres, authors, and topics.

• Reads a wide variety of genres, authors, and topics.

• Is unable to sustain focus or read without interruption during the time allotted.

• Usually sustains focus and reads without interruption for the allotted time.

• Reads continuously during independent reading time.

• Continuously seeks peer or teacher assistance in reading the material.

• Self-helps before seeking peer or teacher assistance and requires a  minimum of help.

• Rarely requires peer or teacher assistance in reading the material.

• Uses reading time inappropriately: disrupts others, daydreams,       doesn’t read, doodles, wanders, etc.

• Generally uses reading time appropriately.

• Consistently uses reading time appropriately.

• Is inconsistent in completing the independent reading log.

• Completes the independent   reading log after reading.

• Consistently and accurately completes  the independent reading log after each reading.

• Rarely reflects on and/or shares thoughts about what has been read.

• Generally reflects on and shares thoughts about what has been read.

• Consistently reflects and shares thoughts on what has been read, and makes connections to self and other reading experiences.

• Rarely recommends reading material to others.

• Generally exhibits a positive attitude toward independent reading.

• Frequently expresses pleasure regarding independent reading.

• Does not exhibit confidence as a reader.

• Exhibits confidence as a reader.

• Exhibits confidence as a reader and sees himself as a reader.

•   Fails to set reading goals and reads the minimum amount of material or less during each grading period.  

• Sets realistic reading goals and usually achieves those goals.

• Sets high reading goals and reads the maximum amount of material each grading period.