5.+Rubrics


 * Reading Rubric ||
 * || Met Standard || Approaches Standard || Exceeds Standard || Area of Concern || No Evidence ||
 * Notebook Maintenance || Has documented books read, collected post its of thinking, and installed mini-lessons || Has documented most books, artifacts of thinking, and mini-lessons || Has documented all books read, collected post-its in complex ways, and annotated notes || Has documented some books, collected a few reading artifacts, and has copied few mini-lessons || Has nothing in notebook ||
 * Reads Regularly || Read 6 books, or the equivalent, through the first marking period || Read 3 books, or the equivalent, through the first marking period || Read 9 books, or the equivalent, through the first marking period || Read 1-2 books, or the equivalent, through the first marking period || Read 0 books through the first marking period ||
 * Reads within the range of a typical eighth grader || Can read independently most books along the range of the benchmark list (Y/Z range) || Can read independently most of the easier books along the range of the benchmark list (X range) || Can read and discuss with justifiable interpretations and critique across a variety of genre and difficulty (Z range) || Cannot read independently any of the books on the benchmark list (U-V-W range) || N/A ||
 * Makes sense of texts—envisions, listens, monitors for sense || Regularly tries strategies discussed in mini-lessons, and uses them effectively || Sometimes uses strategies or creates contexts to practice, but doesn’t always use them well || Recognizes how to use strategies flexibly. Creates contexts to work on strategies discussed in class. || Rarely uses strategies discussed in class when understanding deteriorates || Cannot access texts used in mini-lessons ||
 * Reads inferentially—understands there is more than what is literally on the page || Is a able to figure out texts on independent reading level and can make more of basic parts of the text || Can either only figure out what the text is about or can only make more of a text in a “stab in the dark” way || Uses strategies to figure out difficult texts and makes more in a compelling and surprising way || Unable to figure out most of the text and reveals a limited understanding of the text || Did not engage much in the unit ||
 * Demonstrates the ability to develop a justifiable interpretation || Is able to find provocative ideas in reading and develop them across a book || Is able to find simple ideas in reading || Is able to question and stretch thinking in new and complex ways || Is able to name issues, but cannot apply them to books || No post-its or all post-its are questions or retellings ||


 * Writing Process Rubric ||
 * || Meets Standard || Approaches Standard || Exceeds Standard || Area of Concern || No Evidence ||
 * Writes regularly in writer’s notebook || Has written 30 pages in writer’s notebook by the end of the first marking period || Has written 20 pages in writer’s notebook by the end of the first marking period || Has written 40 to 50 pages in the writer’s notebook by the end of the first marking period || Has written between 10 and 20 pages in the writer’s notebook by the end of the first marking period || Has written fewer than 10 pages in the writer’s notebook ||
 * Tries a variety of strategies in notebook || Has reflected on the mini-lessons and attempted to incorporate most of the strategies || Has tried a few of the strategies from the mini-lessons || Has experimented with all of the strategies in new and complex ways throughout the notebook || Has attempted one or two of the strategies from the notebook || Hasn’t attempted a single strategy ||
 * Writes thoughtfully in notebook || Daily writing in writer’s notebook shows a connection to writing territories and a desire to “get to the heart” of the topic || Daily writing shows some connection to the writing territories and an attempt to explore the topics addressed || Daily writing is highly focused and strategic, concentrating on reaching the “so what” of each topic by “leaving no stone unturned” || Daily writing appears random, unfocused, unconnected to the writing territories and/or limited to journal or diary-style writing || Hasn’t written much or much that is related to the writing territories ||
 * Uses notebook to develop projects || Entries develop both the “what” and the “how” of the pieces in effective ways || Writer does some “how” writing and some “what” writing, but not a lot of both || Writer uses the notebook to play around with a variety of project possibilities. Pays attention to what and how to write || Very little nurturing for projects is shown. Most entries are ineffective in helping the writer plan for a project || No nurturing entries ||


 * Writing Project Rubric ||
 * || Meets Standard || Approaches Standard || Exceeds Standard || Area of Concern || No Evidence ||
 * Demonstrates an understanding of genre || Qualities of a particular genre are clear || Sense of genre is hazy || Piece pushes the boundaries of genre effectively || Piece does not resemble the genre at all || No piece ||
 * Writes a well-organized piece || Piece is organized in a straight forward way || Piece sometimes falls out of structure || Piece plays around with structure in a sophisticated way || Piece is disorganized || No piece ||
 * Develops a controlling idea or a focus || Idea is developed and does not shift or piece stays inside the scene || Idea or focus is sometimes hazy || Idea or focus unfolds across the piece. Argument is complex || No idea or focus for the piece || No piece ||
 * Uses information appropriately and is crafted well || Information contributes to the crafting of the piece || There is some extraneous information or not enough || Information is surprising and used effectively || Piece includes a lot of extraneous information or no specifics || No piec ||


 * Talk Rubric ||
 * || Meets Standard || Approaches Standard || Exceeds Standard || Area of Concern || No Evidence ||
 * Initiates Ideas || Enters the conversation readily by stating ideas, opinions, and interpretations || Participates in the discussion and shares ideas with some prompting || Leads portions of the conversation in ways that help students and teachers grow their thinking || Either shares very little, needs constant prompting, or dominates the conversation without purpose || No thoughts, ideas, or opinions are expressed ||
 * Responds to Others || Shares ideas and reacts to others’ thoughts and ideas in a “give and take” way that grows the conversation || Offers ideas that may be relevant to the discussion, but does not directly engage others’ thoughts head-on || Engages in open and equal debate with numerous participants throughout the discussion || May ignore others’ thoughts as they are presented or respond inappropriately || No thoughts, ideas, or opinions are expressed ||
 * Clarifies when necessary || Pauses when ideas, thoughts, and interpretations are unclear and ask for a repetition or restatement when confused. || Verbalizes confusion occasionally, but may not stop in an effort to sharpen understanding || Stops when there’s a misunderstanding then restates ideas and asks for correction in order to fix-up confusion || Makes no indication when confusion arises || No thoughts, ideas, or opinions are expressed ||
 * Expands Ideas || Grows ideas that have been introduced to the conversation by applying new thinking || Expressive in short bursts **or** simply agrees and disagrees **or** uses short phrases only in direct response to someone else || Pursues relentlessly bigger ideas and understandings by questioning, rephrasing, reintroducing, and restating thoughts purposefully || Accepts thoughts and ideas as they are without trying to grow them into deeper understandings || No thoughts, ideas, or opinions are expressed ||
 * Connects Ideas || Draws logical pathways between one or more ideas introduced to the conversation in order the talk || Attempts to make connections between ideas though the strength and/or relevance is sketchy || Makes broad and meaningful links between ideas that enhance and deepen understanding as well as grow the conversation || Allows ideas to exist in isolation without drawing parallels || No thoughts, ideas, or opinions are expressed ||