5 Student focuses on the lesson and strategy being taught, actively listens and reads quietly, uses strategy taught with the I Do, We Do, You Do; writing in journal reflects understanding of reading strategies taught during these lessons. 4 Student lacks focus on the lesson and strategy being taught, actively listens and reads quietly, uses strategy taught with the I Do, We Do, You Do; writing in journal reflects understanding of reading strategies taught during these lessons. At times student blurts out or disrupts. 3 Student is easily distracted, at times either, puts head down or takes eyes off the book, blurts our or disrupts, does however, get on task at times. Journal lacks demonstration of strategy use. 2 Student is mostly off task, blurts and disrupts, but does read sometimes. No evidence of strategy use reflected in journal. 1-0Student disrupts others and does not settle into the flow of the lesson. No evidence of strategy use reflected in journal. Whole Group Rubric

5 Demonstrates respect for the learning process; has patience with different opinions and complexity; shows initiative by asking others for clarification: brings others into the conversation, moves the conversation forward; speaks to all of the participants; avoids talking too much. 4 Generally shows composure but may display impatience with contradictory or confusing ideas; comments, but does not necessarily encourage others to participate; may tend to address only the teacher or get into debates. 3 Participates and expresses a belief that his/her ideas are important in understanding the text; may make insightful comments but is either too forceful or too shy and does not contribute to the progress of the conversation; tends to debate, not dialogue. 2 Displays little respect for the learning process; argumentative; takes advantage of minor distractions; uses inappropriate language; speaks to individuals rather than ideas; arrives unprepared without notes, pencil/pen or perhaps even without the text. 1-0 Disrupts others and does not settle into the discussion. Socratic Seminar Rubric- Conduct

5 Understands question before answering; cites evidence from text; expresses thoughts in complete sentences; move conversation forward; makes connections between ideas; resolves apparent contradictory ideas; considers others’ viewpoints, not only his/her own; avoids bad logic. 4 Responds to questions voluntarily; comments show an appreciation for the text but not an appreciation for the subtler points within it; comments are logical but not connected to other speakers; ideas interesting enough that others respond to them. 3 Responds to questions but may have to be called upon by others; has read the text but not put much effort into preparing questions and ideas for the seminar; comments take details into account but may not flow logically in conversation. 2 Extremely reluctant to participate even when called upon; comments illogical and meaningless; may mumble or express incomplete ideas; little or no account taken of previous comments or important ideas in the text. 1-0 Disrupts others and does not settle into the discussion. Socratic Seminar Rubric- Speaking and Reasoning

5 Pays attention to details; writes down questions; responses take into account all participants; demonstrates that he/she has kept up; points out faulty logic respectfully; overcomes distractions. 4 Generally pays attention and responds thoughtfully to ideas and questions of other participants and the leader; absorption in own ideas may distract the participant from the ideas of others. 3 Appears to find some ideas unimportant while responding to others; may have to have questions or confusions repeated due to inattention; takes few notes during the seminar in response to ideas and comments. 2 Appears uninvolved in the seminar; comments display complete misinterpretation of questions or comments of other participants. 1-0 Disrupts others and does not settle into the discussion. Socratic Seminar Rubric- Listening

5 Thoroughly familiar with the text; has notations and questions in the margins; key words, phrases, and ideas are highlighted; possible contradictions identified; pronounces words correctly. 4 Has read the text and comes with some ideas from it but these may not be written out in advance; good understanding of the vocabulary but may mispronounce some new or foreign words. 3 Appears to have read or skimmed the text but has not marked the text or made meaningful notes or questions; shows difficulty with vocabulary; mispronounces important words; key concepts misunderstood; little evidence of serious reflection prior to the seminar. 2 Student is unprepared for the seminar; important words, phrases, ideas in the text are unfamiliar; no notes or questions marked in the text; no attempt made to get help with difficult material. 1-0 Disrupts others and does not settle into the discussion. Socratic Seminar Rubric- Reading

Rotation Rubrics

5 Student chooses a “Just Right” book, actively reads quietly, uses strategy taught during the Edge lesson; writing in journal reflects understanding of reading strategy. 4 Student takes more than 1 minute to settle down, but after…actively reads quietly, using strategy taught during the Edge lesson; writing in journal is lacking all requirements of strategy use. 3 Student is easily distracted, at times either, puts head down or takes eyes off the book, does however, get on task at times. Journal lacks strategy use. 2 Student is mostly off task, but does read sometimes. No evidence of strategy use. 1-0Student disrupts others and does not settle into the “Reading Zone.” No evidence of strategy use. Independent Reading Rubric

5 Response includes: A capital letter at the beginning of a sentence and a period at the end of each sentence; three complete paragraphs which demonstrate text to self, text to text and text to world connections; an opinion about the author’s purpose; a complete critique of the author’s work. (Analysis of Themes, Message, Characters, Setting, Plot, Use of Descriptive and Figurative Language) 4 Response includes: A capital letter at the beginning of a sentence and a period at the end of each sentence; two complete paragraphs which demonstrate text to self, text to text and text to world connections; an opinion about the author’s purpose. Lacks a complete critique of the author’s work. 3 Response includes: A capital letter at the beginning of a sentence and a period at the end of each sentence; one to two complete paragraphs which demonstrate text to self, text to text and text to world connections. Lacks an opinion and complete critique. 2 Lacks punctuation but does show understanding of content read. Has one to three paragraphs and gives and opinion. 1-0 Lacks punctuation and understanding of what was read. Much of response seems copied from the back of the book or plagiarizes the author’s work. Thoughtful Response Rubric

5 Student maintains focus, makes gains in Lexile Level and averages 75% or higher on Activities. Completes a minimum of 2 activities per week. 4 Student takes more than 1 minute to settle down, but after…focuses, makes gains in Lexile and on averages of Activities. Activities average is less than 75%, but improvements in scores are demonstrated. Completes a minimum of 2 activities per week. 3 Student is easily distracted, and at times either, puts head down or takes eyes off the computer, does however, get on task, completes 2 activities per week, and has minimal gains in Lexile and on average of Activity scores. 2 Student is mostly off task, and guesses at the end of the test just to finish the activity. 1-0Student disrupts others, does not focus and completes less than 2 activities per week. Technology Rubric Achieve 3000

5 Group settles in quickly, knows how to get to the correct page, disc, and track, actively reads quietly and completes the skill focused writing task after a thoughtful, quiet discussion with each member contributing ideas. Group Leader helps group members stay focused. 4 Group takes more than 1 minute to settle down, but actively reads quietly and completes the skill focused writing task after a thoughtful, quiet discussion. Group Leader helps group members stay focused. 3 Group is easily distracted, at times group members either, put heads down or takes eyes off the book, group does however, get on task at times. Discussion is lacking and writing task is incomplete. 2 Group is mostly off task, but does read sometimes. No Discussion or writing occurs. 1-0Group disrupts others and does not settle into the “Reading Zone.” Listening Reading Rubric

5 Group settles in quickly, knows how to take turns in discussion using transitions and thoughtful ideas to demonstrate knowledge of the reading. Skillfully adds to the quiet discussion staying on task and maintaining focus. All opinions are valued. Group Leader helps group members stay focused. 4 Group takes more than 1 minute to settle down, Members know how to take turns in discussion using transitions and thoughtful ideas to demonstrate knowledge of the reading and skillfully add to the quiet discussion staying on task and maintaining focus. Group Leader helps group members stay focused. 3 Group is easily distracted, at times group members either, put heads down or argue loudly, group does however, get on task at times. Discussion is lacking focus and leader does not redirect group. 2 Group is mostly off task, minimal discussion does occur. 1-0Group disrupts others and does not settle into the discussion. No leadership is demonstrated. Discussion Rubric

Individual commitment to a group effort - that is what makes a team work, a company work, a society work, a civilization work. ~Vince Lombardi TEAMWORK