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READING COMPREHENSION YEAR 5

GRADE

EXCELLENT

GOOD

ADEQUATE

POOR

VERY POOR

(44 – 50)

(40 – 44)

(30 – 39)

(20 – 29)

(BELOW 20)

Student answered more than 80% of comprehension questions correctly. Student fully demonstrates comprehension of main idea from the reading.

Student answered at least 75% of comprehension questions correctly. Student comprehends main idea of the reading.

Student answered at least half of the comprehension questions correctly.

Student answered at least 35% of the comprehension questions correctly. Students have difficulty understanding the main idea of the reading.

Student did not complete assignment and/or did not answer more than half of questions correctly.

Student answers in complete sentences and includes variety of sentence structure.

Student answers most questions in complete sentences and includes variety of sentence structure.

Student answers half of the questions in complete sentences and includes an occasional compound sentence, but most of the sentences are simple sentences.

Student answers half of the questions in complete sentences and includes simple sentences only.

Student did not answers any of the comprehension question in complete sentences.

Has few or no errors

Has some errors in

Has several errors in

Has numerous errors

Has serious errors

ELEMENT

COMPREHENSION

FORM

GRAMMAR

VOCABULARY

DETAILS

in grammar, spelling, capitalisation or punctuation. Any errors do not interfere with understanding.

grammar, spelling, capitalisation or punctuation. Mistakes do not diminish understanding.

grammar, spelling, capitalisation or punctuation. Errors may interfere with understanding.

in grammar, spelling, capitalisation or punctuation. Errors interfere with understanding.

in grammar, spelling, capitalisation or punctuation. Errors diminish understanding.

Words can be read correctly and without prompting. Independently uses context clues to decode unfamiliar words.

Can read/decode words with little or no prompting.

Some words are recognised but prompting is more frequent.

Direct help may be needed to elicit the correct word. Searches for context clues within sentences unsuccessfully.

Unable to identify unfamiliar words. Refused to read words and no attempt to read word using context clues or other prompting.

Is able to identify details without help. Some details are included.

Is able to identify details with little help. Some details are included.

May have to ask more direct questions to get the answer. Some details are included.

Can recall detail with help. More direct and straightforward questions were asked. Little to no details are included in answer.

Unable to identify specific details. The answer might not make sense. Answers are incorrect.