1. ComprehensionStrategiesConferring Log /Rubric
J. Evans St. ClairCountyRESA
Student Date Date Date Date Strategy Focus / Goal
Prior Knowledge
Questioning
Connections
Inferring
Visualizing
Determining Importance
Summarizing
Fix-up Strategies
(What are you working on
as a reader?)
Score1(4,3,2,1)
Score2(4,3,2,1)
Score3(4,3,2,1)
Score4(4,3,2,1)
Notes/Observations
1. Show me evidence/
examples of what you
are workingon.
2. What would you likeme
to help you with?
3. What areyour next
steps?

2. ComprehensionStrategiesConferring Log /Rubric
J. Evans St. ClairCountyRESA
Strategy 4 3 2 1
Prior
Knowledge/
Connections
Consistently activates relevant, prior knowledge
(schema) before, during, andafter reading text.
Proficient readers “useprior knowledge toevaluatethe
adequacy ofthemodel of meaning they have
developed”and tostorenewly learned information with
other relatedmemories.
Sometimes activates relevant,prior knowledge
(schema) before, during, andafter reading text.
Sometimes uses prior knowledgetoevaluate
the adequacy ofthe model of meaning they
have developed and tostorenewly learned
information withotherrelated memories.
Rarely activates relevant,prior knowledge
(schema) before, during, andafter reading
text.
Rarely uses prior knowledge toevaluatethe
adequacy ofthemodel of meaning they have
developed andto storenewly learned
information withotherrelated memories.
Does not activate relevant, priorknowledge
(schema) before, during, andafter reading text.
Does not useprior knowledge toevaluatethe
adequacy ofthemodel of meaning they have
developed andto storenewly learned
information withotherrelated memories.
Questioning Consistently asks questions ofthemselves, theauthors,
and the texts they read.
Proficientreaders usetheirquestions to clarify and to
focus theirreading.
Sometimes asks questions ofthemselves,the
authors, and the texts they read. Sometimes
uses theirquestions toclarify and to focus their
reading.
Rarely asks questions ofthemselves, the
authors, and the texts they read.
Rarely uses their questions to clarify and to
focus theirreading.
Does not askquestions ofthemselves, the
authors, and the texts they read.
Do not use their questions toclarify and tofocus
their reading.
Inference Consistently draws inferences from text. Proficient
readers usetheir prior knowledge(schema) and textual
information todraw conclusions, makecritical
judgments, andform unique interpretations from text.
Inferences mayoccur intheform ofconclusions,
predictions,or new ideas.
Sometimes draws inferences fromtext.
Sometimes uses their prior knowledge (schema)
and textualinformation to draw conclusions,
make criticaljudgments, and formunique
interpretations from text. Inferences may
sometimes occur in theform ofconclusions,
predictions,or new ideas.
Rarely draws inferences fromtext. Rarely
uses theirprior knowledge (schema) and
textualinformationto drawconclusions,
make criticaljudgments, and formunique
interpretations from text.
Inferences rarelyoccur intheform of
conclusions, predictions, ornewideas.
Does not drawinferences from text. Does not
use their prior knowledge (schema) andtextual
information todraw conclusions, makecritical
judgments, andform unique interpretations
from text. Inferences donot occur intheform
ofconclusions,predictions, or new ideas.
Visualizing Consistently creates visualand other sensory images
from text during and after reading.
These images may includevisual, auditoryandother
sensoryconnections to thetext.
Proficient readers usetheseimages to deepen their
understanding ofthetext.
Sometimes creates visual andother sensory
images fromtext during and after reading.
These images mayincludevisual, auditory and
other sensory connections tothetext.
Sometimes uses theseimages to deepentheir
understanding ofthetext.
Rarely creates visualand othersensory
images fromtext during and after reading.
These images may includevisual, auditory
and other sensoryconnections to thetext.
Rarely uses theseimages to deepen their
understanding ofthetext.
Does not create visual and other sensory images
from text during and after reading. These
images mayincludevisual, auditory and other
sensoryconnections to thetext. Does not use
these images to deepen their understanding of
the text.
Determine
Importance
Consistently determines themostimportantideas and
themes in a text.
Proficientreaders usetheirconclusions about
important ideas tofocus their reading andto exclude
peripheral or unimportantdetails from memory.
Sometimes determines themost important
ideas andthemes in a text.
Sometimes uses their conclusions about
important ideas tofocus their reading andto
excludeperipheral orunimportant details from
memory.
Rarely determines themostimportant ideas
and themes in a text.
Rarely uses theirconclusions aboutimportant
ideas tofocus their reading and to exclude
peripheral or unimportantdetails from
memory.
Does not determine the most importantideas
and themes in a text.
Does not usetheirconclusions aboutimportant
ideas tofocus their reading and to exclude
peripheral or unimportantdetails from memory.
Synthesize
Consistently retells or synthesizes whatthey haveread.
Proficientreaders attend to the most important
information orclarityofthe synthesis itself. Readers
synthesizein order to betterunderstand what they have
read.
Sometimes retells or synthesizes what theyhave
read.
Sometimes attends tothemost important
information orclarityofthe synthesis itself.
Readers synthesize inorder tobetter
understand whatthey haveread.
Rarely retells orsynthesizes what they have
read.
Rarely attends tothemostimportant
information orclarityofthe synthesis itself.
Rarely synthesizes in order to better
understand whatthey haveread.
Does not retellor synthesize what they have
read.
Does not attend to the most important
information orclarityof the synthesis itself.
Does not synthesize in orderto better
understand whatthey haveread.
Fix-up
Strategies
Consistently utilizes a varietyoffix-up strategies to
repair comprehension when it breaks down. Proficient
readers select appropriate fix-up strategies fromoneof
the six language systems (pragmatic, schematic,
semantic, syntactic,lexical,or grapho-phonic) to best
solve a given problem ina givenreading situation(i.e.
skip aheador reread, usethecontext andsyntax,or
sound it out).
Sometimes utilizes a variety offix-upstrategies
to repair comprehension whenit breaks down.
Sometimes selects appropriatefix-upstrategies
from one ofthe six language systems
(pragmatic, schematic,semantic, syntactic,
lexical, orgrapho-phonic) to best solvea given
problem ina givenreading situation(i.e. skip
ahead or reread,usethe context and syntax, or
sound it out).
Rarely utilizes a variety offix-upstrategies to
repair comprehension when it breaks down.
Rarely selects appropriatefix-upstrategies
from one ofthe six language systems
(pragmatic, schematic,semantic, syntactic,
lexical, orgrapho-phonic) to best solvea given
problem ina givenreading situation(i.e. skip
ahead or reread,usethe context and syntax,
or sound it out).
Does not utilizea variety offix-up strategies to
repair comprehension when it breaks down.
Does not select appropriate fix-up strategies
from one ofthe six language systems
(pragmatic, schematic,semantic, syntactic,
lexical, orgrapho-phonic) to best solvea given
problem ina givenreading situation(i.e. skip
ahead or reread,usethe context and syntax, or
sound it out).