Comprehension Strategy - Monitoring - Marking Rubric
This 5-point marking rubric assesses students’ ability to monitor comprehension and build literal and inferred meaning to evaluate information and ideas. It provides clear criteria for teachers to evaluate text understanding, encouraging reflective and critical reading practices in upper primary classrooms.
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Learning goals
- We are learning to use comprehension strategies to build literal and inferred meaning and evaluate texts.
- We are learning to read texts and apply appropriate comprehension strategies to analyse information, e.g. predicting, confirming, monitoring meaning, skimming and scanning.
- We are learning to use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources.
Curriculum alignment
AC9E5LY05
9
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas
AC9E5LY04
9
Navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming
ACELY1702
8.4
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning
ACELY1703
8.4
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources
EN3-3A
old
Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
EN3-VOCAB-01
new
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
EN3-RECOM-01
new
Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension
EN3-UARL-01
new
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
EN3-UARL-02
new
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
EN3-OLC-01
new
Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
VCELY318
Navigate and read imaginative, informative and persuasive texts by interpreting structural features, including tables of content, glossaries, chapters, headings and subheadings and applying appropriate text processing strategies, including monitoring meaning, skimming and scanning
VCELY319
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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