This document contains a rubric for assessing students on the strategies of reciprocal teaching: predicting, questioning, clarifying, and summarizing. It provides descriptors for scores of 4, 3, 2, and 1 for each strategy. For a score of 4, the student consistently demonstrates strong use of the strategy, such as using evidence to adjust predictions. A score of 3 indicates the student sometimes demonstrates the strategy well. A score of 2 means the student rarely uses the strategy well. A score of 1 means the student does not use the strategy. The rubric is intended to guide student-teacher conferences on reciprocal teaching goals and performance.

1. Reciprocal Teaching Conferring Log / Rubric
J. Evans St. ClairCountyRESA
Student Date Date Date Date Goal: Reciprocal
Teaching
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. Reciprocal Teaching Conferring Log / Rubric
J. Evans St. ClairCountyRESA
Reciprocal
Teaching
4 3 2 1
Predicting  Student consistently uses what they haveread and
the text features to figureoutwhatthey will learn
and/or whatwill happen next.
 Student consistently reflects ontheprediction and
confirms/denies andreadjusts based onevidence from
the text as theyread on.
 Student consistently uses text to makes good
predictions beforeand during reading. (Predictions
may start: I think…I wonderif…I imagine…I suppose…I
predict…etc.)
 Student sometimes uses what theyhave read
and the text features to figure out whatthey will
learn and/orwhat willhappennext.
 Student sometimes reflects on theprediction
and confirms/denies and readjusts basedon
evidencefromthetext as they readon.
 Student sometimes uses text tomakes good
predictions beforeand during reading.
(Predictions may start: I think…I wonder if…I
imagine…I suppose…I predict…etc.)
 Student rarely uses what they havereadand
the text features to figureoutwhatthey will
learn and/orwhat willhappennext.
 Student rarely reflects onthepredictionand
confirms/denies andreadjusts based on
evidencefromthetext as they readon.
 Student rarely uses textto makes good
predictions beforeand during reading.
(Predictions may start: I think…I wonder if…I
imagine…I suppose…I predict…etc.)
 Student does not usewhat theyhave read and
the text features to figureoutwhatthey will
learn and/orwhat willhappennext.
 Student does not reflecton theprediction and
confirms/denies andreadjusts based on
evidencefromthetext as they readon.
 Student does not usetext tomakes good
predictions beforeand during reading.
(Predictions may start: I think…I wonder if…I
imagine…I suppose…I predict…etc.)
Questioning Student consistentlyasks questions as they readto
understand whathas been read. Questions includeall
DOK or Bloom’s levels and areoftenopen ended
requiring evidencetosupport the answer. Questions
also includeunknownwords and/or vocabularyor
phrases.
 Questions may begin: Whatis...? Why is…? Howis…?
What did…? Why did…? Howdid…? What can…? When
can…? Why can…? Howcan…? Who/whatwould…?
Where/when would…? Why would…? How would…?
What/where/when/how will…?Who/what might…?
Student sometimes asks questions as they read
to understand what has beenread. Questions
include allDOK orBloom’s levels andareoften
open ended requiring evidenceto supportthe
answer. Questions also include unknownwords
and/or vocabulary orphrases.
 Questions may begin: Whatis...? Why is…?
How is…? Whatdid…? Why did…? How did…?
What can…? Whencan…? Whycan…? How
can…? Who/what would…? Where/when
would…? Why would…? How would…?
What/where/when/how will…?Who/what
might…?
Student rarely asks questions as theyread to
understand whathas been read. Questions
include allDOK orBloom’s levels andare
often open ended requiring evidenceto
support theanswer. Questions also include
unknown words and/or vocabulary or
phrases.
 Questions may begin: Whatis...? Why is…?
How is…? Whatdid…? Why did…? How did…?
What can…? Whencan…? Whycan…? How
can…? Who/what would…? Where/when
would…? Why would…? How would…?
What/where/when/how will…?Who/what
might…?
Student does notask questions as they readto
understand whathas been read. Questions
include allDOK orBloom’s levels andare often
open ended requiring evidenceto supportthe
answer. Questions also include unknownwords
and/or vocabulary orphrases.
 Questions may begin: Whatis...? Why is…?
How is…? Whatdid…? Why did…? How did…?
What can…? Whencan…? Whycan…? How
can…? Who/what would…? Where/when
would…? Why would…? How would…?
What/where/when/how will…?Who/what
might…?
Clarifying  Student consistently clarifies whenthey havea
question. This may include: whenthey areconfused
by what they have read, whena word read is not
known or understood, whena sentence read doesn’t
make sense,or when any other questionis asked.
 Student consistently is able toexplain whatthey did
to clarify. (ie. Rereadthesentencelooking for clues to
help figure out whatthewordmeans; break theword
apart looking for smallerwords I already know;
locating a specific part ofthetext toexplain whatthat
means andhow than helpmakes senseofthe
confusion; etc.)
 Student sometimes clarifies when they havea
question. This may include: whenthey are
confused by what they haveread, whena word
read is not known or understood, when a
sentenceread doesn’t make sense,or when any
other questionis asked.
 Student sometimes is able to explain what
they did to clarify. (ie. Rereadthe sentence
looking for clues to helpfigureoutwhatthe
word means; break thewordapart looking for
smaller words I already know; locating a specific
part ofthe text toexplain whatthat means and
how than help makes senseoftheconfusion;
etc.)
 Student rarely clarifies whenthey havea
question. This may include: whenthey are
confused by what they haveread, whena
word read is not known orunderstood, when
a sentenceread doesn’t makesense, or when
any other questionis asked.
 Student rarely is ableto explainwhat they
did to clarify. (ie.Rereadthesentencelooking
for clues to help figureout whattheword
means; break the wordapart looking for
smaller words I already know; locating a
specificpart ofthetextto explain what that
means andhow than helpmakes senseofthe
confusion; etc.)
 Student does not clarify whenthey havea
question. This may include: whenthey are
confused by what they haveread, whena word
read is not known or understood, when a
sentenceread doesn’t make sense,or when any
other questionis asked.
 Student is not able toexplain whatthey did to
clarify. (ie. Reread the sentence looking for
clues to help figureout whatthewordmeans;
break the word apart looking for smallerwords I
already know; locating a specificpart ofthe text
to explain whatthatmeans andhow than help
makes senseoftheconfusion; etc.)
Summarizing  Student consistently is able toget the gistand
explainin their own words whatthey haveread. They
are ableto pickout the most importantand main ideas
and details, use key words and phrases, recall in order,
and identify the story elements (problem/solution,
character traits, setting, facts,etc.).
 Student sometimes is able to getthegist and
explainin their own words whatthey haveread.
They are ableto pick out themostimportant
and mainideas anddetails, usekey words and
phrases,recallin order, and identify thestory
elements (problem/solution, charactertraits,
setting,facts, etc.).
 Student rarely is ableto get thegistand
explainin their own words whatthey have
read. They are able topick outthemost
important and main ideas anddetails,use key
words andphrases,recallin order, and
identify thestory elements (problem/solution,
character traits, setting, facts,etc.).
 Student is not able toget thegistand explain
in their ownwords what they haveread. They
are ableto pickout the most importantand
main ideas anddetails,use key words and
phrases,recallin order, and identify thestory
elements (problem/solution, charactertraits,
setting,facts, etc.).

3. Reciprocal Teaching Conferring Log / Rubric
J. Evans St. ClairCountyRESA