<p> Reading Assessment Learning Outcomes Rubric Part 1</p><p>This is used for initial, ongoing and/or end assessment by both teacher and student. A review of the student’s collection of work (portfolio) should be the basis for ongoing and end assessments.</p><p>To develop effective reading strategies in preparation for college level course work </p><p>1. Determine the purpose of reading</p><p>Developing Accomplished Exemplary</p><p>135</p><p>Do not use Use effectively</p><p>2. Summarize</p><p>Developing Accomplished Exemplary</p><p>135</p><p>Do not use Use effectively</p><p>3. Skim</p><p>Developing Accomplished Exemplary</p><p>135</p><p>Do not use Use effectively</p><p>4. Identify theories and principles</p><p>Sumner Adult Education College Transition Program Sullivan, ME Developing Accomplished Exemplary</p><p>135</p><p>Do not use Use effectively</p><p>5. Note important components of reading (such as title, source, references)</p><p>Developing Accomplished Exemplary</p><p>135</p><p>Do not use Use effectively</p><p>6. Understand and note main ideas</p><p>Developing Accomplished Exemplary</p><p>135</p><p>Do not use Use effectively</p><p>7. Infer</p><p>Developing Accomplished Exemplary</p><p>135</p><p>Do not use Use effectively</p><p>8. Give evidence to support interpretation</p><p>Developing Accomplished Exemplary</p><p>135</p><p>Sumner Adult Education College Transition Program Sullivan, ME Do not use Use effectively</p><p>9. Note reactions</p><p>Developing Accomplished Exemplary</p><p>135</p><p>Do not use Use effectively</p><p>10. Prepare Questions</p><p>Developing Accomplished Exemplary</p><p>135</p><p>Do not use Use effectively</p><p>11. Note possible composition topics</p><p>Developing Accomplished Exemplary</p><p>135</p><p>Do not use Use effectively</p><p>12. Note effective writing</p><p>Developing Accomplished Exemplary</p><p>135</p><p>Do not use Use effectively</p><p>Sumner Adult Education College Transition Program Sullivan, ME 13. List and define unfamiliar words</p><p>Developing Accomplished Exemplary</p><p>135</p><p>Do not use Use effectively</p><p>14. Use context to determine meaning of unfamiliar words</p><p>Developing Accomplished Exemplary</p><p>135</p><p>Do not use Use effectively</p><p>15. Reread</p><p>Developing Accomplished Exemplary</p><p>135</p><p>Do not use Use effectively</p><p>16. Determine the purpose for communicating</p><p>Developing Accomplished Exemplary</p><p>Sumner Adult Education College Transition Program Sullivan, ME 135</p><p>Report but do not Evaluate evaluate using clear criteria</p><p>17. Integrate new information and knowledge with prior learning</p><p>Developing Accomplished Exemplary</p><p>135</p><p>Make connections Make with difficulty connections with ease</p><p>Adapted from: “Rubrics Ideas” available at http://www.asd5.org/asd/6trait/traits/rubrics.html</p><p>Sumner Adult Education College Transition Program Sullivan, ME</p>