1. Southern Regional Education Board Literacy Design Collaborative Working on Modules Learning to Score with Rubrics Day 5 Lynda Gillespie Linda Mabe SREB Literacy Consultants

2. 2 Answer final questions about modules and good-to-go instrument Learn the purpose of using rubrics Learn to use the writing rubrics Score sample papers using the LDC rubrics. Prepare a teaching document based on the rubric Goals of the LDC Workshop

3. Scoring: Key Elements for Effective Rubrics Look at the three types of rubrics What do you notice about all three? Why is it important to use a rubric? 3 LDC Framework 10-17-11

4. Seven Key Features of Writing  Focus  Controlling Idea  Reading/Research  Development  Organization  Conventions  Content Understanding 4 Examine the rubric for Argumentation. Discuss the key elements at your table. Be prepared to describe each feature.

5. LEGO Assignment: 5 Builders: Build a structure that has at least three levels and colors. Different sizes of brick are encouraged. Your building, like all buildings should be functional and beautiful. Write a step-by-step guide for building. Scorers: Using the template provided, create a rubric for this assignment.

6. Switch Roles: 6 Former Scorers: Build the structure according to directions. Former Builders: Apply the rubric to your structure and directions,

7. Why do we use rubrics? 7 Prepare a five minute elevator speech about the importance of using rubrics both as formative and summative tools.

8. Scoring Levels  Possible scores of 1 to 4  Descriptors for each whole number score  Option of using 1.5, 2.5, or 3.5 when, based on professional judgment, work is in between two descriptors  Expectation of professional dialogue to move toward consensus on key expectations 8

9. Examining the rubrics  Examine the Key Feature assigned to your group  Create a poster to help students understand your Key Feature  List ways you could teach this element to students 9

10. Assignment: Scoring Practice 10 Partner Discussion o Work with a partner to score the Letter to President Obama. o Score the piece and decide if the paper is advanced, meeting expectations, approaching expectations, or not yet. o Mark your score for each key element in the annotation template. Table Discussion o Share out at your table. o Reach a consensus. o Compare your scores to annotation sheets/scores of practitioners. o What could a teacher have done differently to get more quality work?

11. Let’s Try Again...  Using the biology example, score the next paper using the argumentation rubric with your partner.  Come to consensus at your table.

12. Using the Key Features to teach writing  Work with a partner you do not know well  Use either the biology paper or the Obama letter  Prepare a paragraph that outlines student feedback 12

13. Calendar Calendar  Sept. 26-Oct. 21--Teach your module (student papers included)  Oct. 22-Bring one class set (or more) of student papers to score  Oct 22. Be sure you have introduced LDC to faculty by now 13

14. Calendar  SREB workshops  Oct. 22-23  Dec. 3-4  Jan. 28-29  Feb 11-12 14

15. Do by Friday morning!!!!!!!  Send Mr. Lannie your schedule for teaching your module.  When will you be teaching? Date and time  What is the class?  What are the times of your class?  What will you be teaching? 15

16. Putting it into Practice... Let’s work by content Module Template Using all the resources available, continue filling in (or polishing) your Module Template.

17. Discipline Reports: Questions, Thoughts, and Insights With your discipline team:  Describe one module-in-progress and discuss your questions, thoughts, and insights about module development.  Be prepared to briefly report out to the large group.

18. Taking a look at Good-to-Go What does a publishable module look like? Examining the Jurying Tool

19. Become the Judge and Jury 19 With a partner from your content area, evaluate each partner’s module using the Jurying Tool. Make notes of changes that need to be made. Work on making the Task Good-to-Go

20. Thank You! “This is the first time in history that the success, perhaps even the survival, of nations and people has been so tightly tied to their ability to learn. Because of this, our future depends now, as never before on our ability to teach.” Linda Darling-Hammond 20 Reflection & Evaluation