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Read and Do: Plannning Presentation Board and Presentation
Read and Do: Plannning Presentation Board and Presentation
Criteria Ratings Pts
CCR SL Anchor 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
threshold: pts
3 pts
Comes to discussions prepared, having read and researched material under study; explicitly draws on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Works with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. Propels conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Responds thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
2 pts
Comes to discussion prepared, having read and researched material; refers to texts and research; responds and contributes to an exchange of ideas. Actively participates in setting rules for discussion, decision-making, goals, deadlines, and roles. Asks and answers questions relating to the topic under discussion. Occasionally pulls others into the conversation. Expresses agreement or disagreement with the ideas of others. Identifies points of agreement and disagreement with the perspectives of others. Shows willingness to modify his or her views based on the evidence of others.
1 pts
Looks over required material in preparation for discussion. Answers questions using mostly prior knowledge of the topic. Follows agreed-upon rules for discussions with occasional interruptions and side conversations. Carries out his or her assigned role with coaching from other group members. Answers questions from other group members. Most comments are relevant to the topic under discussion. Identifies one or two ideas gleaned from the discussion. Does not draw new conclusions based on the discussion.
0.5 pts
Responds with little or no writing related to the task Demonstrates little or no understanding of the task
pts
3 pts
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CCR Language Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
threshold: pts
2 pts
Full Marks
0 pts
Rating Description
pts
2 pts
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CCR Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
threshold: pts
2 pts
Full Marks
0 pts
Rating Description
pts
2 pts
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CCR Reading Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (Apply this standard to text of appropriate complexity as outlined by Standard 10.)
threshold: pts
4 pts
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RI/RL 9-10.1) · Application: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Application: cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
3 pts
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (RI/RL. 8.1)
2 pts
Cite textual evidence that supports an analysis of what the text says explicitly as well as inferences drawn from the text.
1 pts
With prompting and support, cite textual evidence supports an analysis of what the text says explicitly as well as inferences drawn from the text.
pts
4 pts
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CCR Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)
threshold: pts
4 pts
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (RI/RL.9-10.2) Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (RST.11- 12.)
2 pts
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas and characters, setting, and plot; provide an objective summary of the text. (RI/RL. 8.2) Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. (RST.9-10.2)
1 pts
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. (RI/RL.7.2) With prompting and support, determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. (RST.9-10.2)
1 pts
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. (RI/RL.7.2) With prompting and support, determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. (RST.9-10.2)
pts
4 pts
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CCR SL Anchor 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
threshold: pts
5 pts
Presents information in a logically organized way. Includes an introduction and conclusion as well as transitions and other linking devices so listeners can follow the line of reasoning.Uses an organizational method, types of supports, and style appropriate to purpose, audience and task.
4 pts
Presents information in a logically organized way, with an introduction and conclusion. Transitions, previews and reviews help listeners follow his or her line of reasoningUses an organizational method well-suited to the context. Supports are appropriate and varied. Style enhances content and appeals to audience.
3 pts
Presents information in a logical order, with an introduction and a conclusion, but does not use adequate linking devices to guide the audience.Uses an adequate organizational method. Supports are appropriate, but may not be varied. Style suits context.
2 pts
Presents information in a logical order, with an intro or conclusion. A few linking devices are used.Uses an organizational method that is not appropriate to the purpose. A few supports may be inappropriate for the audience. Presentation style may be too formal or informal for the context.
pts
5 pts
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CCR SL Anchor 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
threshold: pts
5 pts
Makes strategic use of digital/visual media in presentations to enhance understanding of content. Strategic use of digital/visual media engages audience and adds interest.
4 pts
Uses digital/visual media strategically in presentations to enhance understanding. Includes a variety of elements such as text, graphics, audio and video appropriately. Digital/visual elements engage the audience and add interest.
3 pts
Uses digital/visual media to help the audience understand information. Includes text, images and sound. Digital/visual elements add interest.
2 pts
Uses digital/visual media when required in presentations. Uses images which are literal pictures of content and text which repeats the speaker’s words. Digital/visual elements help the audience focus on the presentation.
pts
5 pts
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Includes all required elements: An appropriate and imaginative title, name, thesis from research paper, at least one excerpt from research paper, labels/captions, quotes, etc., Reference page on back (sources used on poster including for visuals), Visuals - a mixture of pictures, maps, graphs, charts, etc., 4 important points from research, a connection to local community, a call to action.
threshold: pts
5 pts
Mastery
4 pts
Proficient
3 pts
Developing
2 pts
Basic
pts
5 pts
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CCR SL Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
threshold: pts
5 pts
Fine-tunes speech to a variety of contexts and tasks. Demonstrates a command of formal English when indicated or appropriate.
3 pts
Adapts speech appropriately to a variety of contexts and tasks. Demonstrates competent use of formal English when indicated or appropriate. Correctly uses clauses and phrases to express ideas precisely.
2 pts
Adapts speech adequately to most contexts and tasks. Uses formal English when called for. Uses clauses to aid in the expression of ideas.
0 pts
Adapts speech to most contexts and tasks with some prompting Uses formal English with some errors such as the faulty use of subordinate clauses.
pts
5 pts
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