Scale: 1=not developed, 2=somewhat developed,
3=developed, 4=well developed
R1.
General science
knowledge
1
|
2
|
3
|
4
|
not developed
|
somewhat developed
|
developed
|
well developed
|
R2.
General science
vocabulary knowledge
1
|
2
|
3
|
4
|
not developed
|
somewhat developed
|
developed
|
well developed
|
R3.
Science text
structures and conventions in general
1
|
2
|
3
|
4
|
not developed
|
somewhat developed
|
developed
|
well developed
|
R4.
Narrative text
structures and conventions
1
|
2
|
3
|
4
|
not developed
|
somewhat developed
|
developed
|
well developed
|
R5.
Science
informational text structures
1
|
2
|
3
|
4
|
not developed
|
somewhat developed
|
developed
|
well developed
|
R6.
Science-based
images, pictures, drawings, paintings, comics, and photographs
1
|
2
|
3
|
4
|
not developed
|
somewhat developed
|
developed
|
well developed
|
R7.
Science-based
diagrams, charts, graphs, and concept maps
1
|
2
|
3
|
4
|
not developed
|
somewhat developed
|
developed
|
well developed
|
Scale: 1=not skilled/strategic,
2=somewhat skilled/strategic, 3=skilled/strategic, and 4=very skilled/strategic
S1.
Decoding and word
recognition
1
|
2
|
3
|
4
|
not skilled/strategic
|
somewhat skilled/strategic
|
skilled/strategic
|
well skilled/strategic
|
S2.
Reflecting on observed
phenomena in a science inquiry context
1
|
2
|
3
|
4
|
not skilled/strategic
|
somewhat skilled/strategic
|
skilled/strategic
|
well skilled/strategic
|
S3.
Experimentation and
tinkering in a science context
1
|
2
|
3
|
4
|
not skilled/strategic
|
somewhat skilled/strategic
|
skilled/strategic
|
well skilled/strategic
|
S4.
Comprehending
scientific information via specific examples
1
|
2
|
3
|
4
|
not skilled/strategic
|
somewhat skilled/strategic
|
skilled/strategic
|
well skilled/strategic
|
S5.
Comprehending
scientific information via theories and logic
1
|
2
|
3
|
4
|
not skilled/strategic
|
somewhat skilled/strategic
|
skilled/strategic
|
well skilled/strategic
|
S6.
Comprehending
scientific information via general ideas and concepts
1
|
2
|
3
|
4
|
not skilled/strategic
|
somewhat skilled/strategic
|
skilled/strategic
|
well skilled/strategic
|
S7.
Comprehending
scientific information via specific details
1
|
2
|
3
|
4
|
not skilled/strategic
|
somewhat skilled/strategic
|
skilled/strategic
|
well skilled/strategic
|
S8.
Comprehending of
scientific information via unstructured discovery
1
|
2
|
3
|
4
|
not skilled/strategic
|
somewhat skilled/strategic
|
skilled/strategic
|
well skilled/strategic
|
S9.
Comprehension of
scientific information via directed learning
1
|
2
|
3
|
4
|
not skilled/strategic
|
somewhat skilled/strategic
|
skilled/strategic
|
well skilled/strategic
|
S10.
Expressing scientific information through written
words (such as expositive, persuasive, descriptive, or narrative writing,
poetry, lyrics, etc.)
1
|
2
|
3
|
4
|
somewhat skilled/strategic
|
skilled/strategic
|
well skilled/strategic
|
S11.
Expressing scientific information through spoken words
(such as expositive, persuasive, descriptive, or narrative writing, poetry,
lyrics, etc.)
1
|
2
|
3
|
4
|
not skilled/strategic
|
somewhat skilled/strategic
|
skilled/strategic
|
well skilled/strategic
|
S12.
Expressing scientific information through images,
static or moving (such as drawings, paintings, diagrams, charts, video or
animation production, etc.)
1
|
2
|
3
|
4
|
not skilled/strategic
|
somewhat skilled/strategic
|
skilled/strategic
|
well skilled/strategic
|
S13.
Reflecting on learning process in a science context
1
|
2
|
3
|
4
|
not skilled/strategic
|
somewhat skilled/strategic
|
skilled/strategic
|
well skilled/strategic
|
Scale: 1=not engaged/interested,
2=somewhat engaged/interested, 3=engage/interested, and 4=very
engaged/interested
A1.
Learning about
science topics
1
|
2
|
3
|
4
|
not engaged/interested
|
somewhat engaged/interested
|
engaged/interested
|
very engaged/interested
|
A2.
Reading science
texts generally
1
|
2
|
3
|
4
|
not engaged/interested
|
somewhat engaged/interested
|
engaged/interested
|
very engaged/interested
|
A3.
Interacting with
informational/factual science content
1
|
2
|
3
|
4
|
not engaged/interested
|
somewhat engaged/interested
|
engaged/interested
|
very engaged/interested
|
A4.
Interacting with
“stories of science”
1
|
2
|
3
|
4
|
not engaged/interested
|
somewhat engaged/interested
|
engaged/interested
|
very engaged/interested
|
A5.
Reading/viewing
science images, static or moving, such as drawings, paintings, diagrams,
charts, videos, animations
1
|
2
|
3
|
4
|
not engaged/interested
|
somewhat engaged/interested
|
engaged/interested
|
very engaged/interested
|
A6.
Reflecting on
observed phenomena in a science context
1
|
2
|
3
|
4
|
not engaged/interested
|
somewhat engaged/interested
|
engaged/interested
|
very engaged/interested
|
A7.
Experimentation and
tinkering in a science context
1
|
2
|
3
|
4
|
not engaged/interested
|
somewhat engaged/interested
|
engaged/interested
|
very engaged/interested
|