Rubrics Supporting Self-Reflection, Celebrations, and High Expectations In The Classroom

Guiding Forces of Literacy Instruction Formative assessment including pre, on-going, etc. (How do I know what to teach?) Knowledge of standards and the 5 components of reading (What do my students need to learn in order to be successful readers?) Curriculum and materials available to address deficiencies (What materials do I have to help me address the deficiencies noted on my assessments?) Student deficiencies (What do my students know or not know?) Continuum of standards (How am I going to address the RANGE of deficiencies in my classroom?) Reading structure(s) that best address deficiencies (How am I going to organize my instruction?) On-going formative assessment of standards; post-test (Did it work and how well? Where do I go from here?) Classroom environment Classroom community Rituals and Routines

Purposes Of Rubrics  Informs instruction  Assists with planning and execution of instruction  Supports assessments used  Requires student self-reflection How did I do? What do I need to do now?

Knowledge of Standards And Indicators Standard 3-3The student will use word analysis and vocabulary strategies to read fluently. The teacher should continue to address earlier indicators as they apply to more difficult texts. Instructional appendixes are provided as the baseline expectations for instruction and are not intended to be all-inclusive documents. Indicator Interpret the meaning of idioms encountered in texts.

Support Documents: Understanding The Bloom’s Verb Explanation of Revised Bloom’s Verb InterpretChanging from one form of representation to another by clarifying, paraphrasing, representing, and translating Standards/old/cso/standards/ela/index.html OR Revised Bloom’s Taxonomy Documents

Task And Standard Alignment The students will read the story “King For A Day”. The students will write an explanation of the figurative meaning in the text on one page and illustrate. On the opposite page, the students will write an explanation of the literal meaning of the idiom and illustrate. Interpret the meaning of idioms encountered in texts. paraphrasing, representing (Support Document)

The Task The students will read the story “King For A Day”. The students will create a booklet with examples of idioms in the story. The students will write one idiom expression at the top of each page in the booklet. The students will write an explanation of the figurative meaning in the text on one page and illustrate. On the opposite page, the students will write an explanation of the literal meaning of the idiom and illustrate. Vocabulary from support document

Constructing The Rubric: Breaking Up The Task The students will read the story “King For A Day”. The students will create a booklet with examples of idioms in the story. The students will write one idiom expression at the top of each page in the booklet. The students will write an explanation of the figurative meaning in the text on one page and illustrate. On the opposite page, the students will write an explanation of the literal meaning of the idiom and illustrate. Identify and write examples of idioms Write the figurative meaning Writing the literal meaning Illustrate

Constructing The Rubric: Establishing The Criteria  Identify and write examples of idioms: 3  Write the figurative meaning: in complete sentences  Writing the literal meaning: in complete sentences  Illustrate: represent figurative and literal meaning

The Rubric ExpectationPoints PossiblePoints Earned Identified 3 examples of idioms from the story 30 Wrote the figurative meaning 15 Wrote the literal meaning 15 Illustrated the figurative meaning 15 Illustrated the literal meaning 15 Wrote in complete sentences 10

The Rubric 210 *Identified 3 examples of idioms from the story *Wrote the figurative meaning *Wrote the literal meaning *Illustrated the figurative meaning *Illustrated the literal meaning *Wrote in complete sentences *Identified 1-2 examples of idioms from the story *Wrote 1-2 explanations for the literal meaning *Wrote 1-2 explanation for the figurative meaning *Partial illustrations *Sometimes wrote in complete sentences -No response given -Unreadable

Final Product Indicator Interpret the meaning of idioms encountered in texts. The students will read the story “King For A Day”. The students will create a booklet with examples of idioms in the story. The students will write one idiom expression at the top of each page in the booklet. The students will write an explanation of the figurative meaning in the text on one page and illustrate. On the opposite page, the students will write an explanation of the literal meaning of the idiom and illustrate. 210 *Identified 3 examples of idioms from the story *Wrote the figurative meaning *Wrote the literal meaning *Illustrated the figurative meaning *Illustrated the literal meaning *Wrote in complete sentences *Identified 1-2 examples of idioms from the story *Wrote 1-2 explanations for the literal meaning *Wrote 1-2 explanation for the figurative meaning *Partial illustrations *Sometimes wrote in complete sentences -No response given -Unreadable

Other Examples… Main Idea Rubric Standards Addressed: Analyze the details that support the expression of the main idea in a given literary text Use complete sentences in writing. Points PossiblePoints Earned/Evidence Wrote the main idea of the story 30 Gave 1 supporting detail from the story 30 Gave 1 supporting detail from the story 30 Wrote main idea and supporting details in complete sentences 10 Total100

1 st Grade Paragraph Rubric: Student Friendly Version My paper has 5 or more sentences All of my sentences begin with capital letters All of my sentences end with punctuation (. ? !) I only wrote about one thing

Your Turn!

Guiding Forces of Literacy Instruction Formative assessment including pre, on-going, etc. (How do I know what to teach?) Knowledge of standards and the 5 components of reading (What do my students need to learn in order to be successful readers?) Curriculum and materials available to address deficiencies (What materials do I have to help me address the deficiencies noted on my assessments?) Student deficiencies (What do my students know or not know?) Continuum of standards (How am I going to address the RANGE of deficiencies in my classroom?) Reading structure(s) that best address deficiencies (How am I going to organize my instruction?) On-going formative assessment of standards; post-test (Did it work and how well? Where do I go from here?) Classroom environment Classroom community Rituals and Routines

Resources  Learning/Academic- Standards/old/cso/standards/ela/index.html Learning/Academic- Standards/old/cso/standards/ela/index.html   my.htm my.htm  %20Taxonomy%20of%20Cognitive%20Levels.doc %20Taxonomy%20of%20Cognitive%20Levels.doc