Classroom Library Self-Assessment Rubric
1 |
2 |
3 |
4 |
Library contains fewer than 100 books. |
Library contains 100–250 books. |
Library contains 251–400 books. |
Library contains over 400 books. |
There is little variety in terms of readability, topics, and genres. |
There is some variety in terms of readability, topics, and genres. |
There is good variety in terms of readability, topics, and genres. |
There is great variety in terms of readability, topics, and genres. |
No books have been leveled. (Gr. K–2 only) |
A few books have been leveled. OR Nearly all books are leveled. (Gr. K–2 only) |
Some books have been leveled, but they make up less than one-third of the library. (Gr. K–2 only) |
About one-third of the books have been leveled. (Gr. K–2 only) |
Books do not appear to be organized. |
Some books are categorized by genre, author, topic, student interests, etc. |
Most books are categorized by genre, author, topic, student interests, etc. (Some may also be grouped by level in K–2 classrooms). |
All books are categorized by genre, author, topic, student interests, etc. (Some may also be grouped by level in K–2 classrooms). |
Students rarely use the classroom library and seem uninterested in it. |
Some students use the classroom library on occasion. |
Most students regularly use the classroom library. |
All students regularly use the classroom library. |
The teacher assigns all reading to students. |
Students occasionally have choice in book selection. |
Students freely choose books from the library most of the time. (The teacher may sometimes narrow the choice to a specific genre that matches the current unit of study.) |
Students freely choose books, fully understand the selections available, and know how to choose “just right” books. (The teacher may sometimes narrow the choice to a specific genre that matches the current unit of study.) |
Students do not choose and switch books from the library independently. |
There are no consistent procedures by which students choose and switch books independently. |
Procedures exist for choosing and switching books, but frequent teacher assistance is required. |
Students understand and effectively use a clear procedure to choose and switch books independently. The process does not take time away from Readers’ Workshop. |