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iRubric: Content Area Reading Final Project Rubric

iRubric: Content Area Reading Final Project Rubric

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Content Area Reading Final Project Rubric 
Content Area Reading Fall 2010 Final Project Rubric
Rubric Code: H5WX6C
By cslobodnik
Ready to use
Public Rubric
Subject: Education  
Type: Project  
Grade Levels: (none)

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  Unacceptable

1 pts

Basic

2 pts

Proficient

3 pts

Advanced

4 pts

Distinguished

5 pts

Score

(N/A)

Before, During & After Reading

Unacceptable

The "teacher" fails to include before, during or after reading strategies in the lesson or workshop model.
Basic

The "teacher" minimally includes research based before, during and/or after reading activites in the lesson or workshop model.
Proficient

The "teacher" includes research based before, during and after reading activites in the lesson or workshop model, but does not include copies of or references to each strategy.
Advanced

The "teacher" includes research based before, during and after reading activities in the lesson or workshop model, and includes a copy of or text based reference to each strategy.
Distinguished

The "teacher" fully develops and utilizes research based before, during and after reading activities in the lesson or workshop model, and includes a copy of or text based reference to each strategy
Score
Engages in Explicit Instruction

This includes the in-class demonstration
Unacceptable

The "teacher" does not include modeling, scaffolding or direct explanation of the strategy in the lesson plan or workshop model.
Basic

Modeling and explicit instruction of the strategy are minimally included in the lesson plan or workshop model.
Proficient

Modeling and some elements of explicit instruction are included in the lesson plan or workshop model, but the reading strategy handout is not provided.
Advanced

The "teacher" models and includes explicit instruction of one strategy in the lesson or workshop model, and includes a handout.
Distinguished

The "teacher" models the task at hand, scaffolding instruction, engages in direct explanation of the internal thinking they do to accomplish the task, provides guided practice, and independent application in the lesson or workshop model. The teacher includes a handout of the strategy.
Score
Vocabulary and Background Knowledge

Unacceptable

The "teacher" fails to include a list of vocabulary and academic terms needed to navigate the text and does not build background knowledge.
Basic

The "teacher" fails to include a list of vocabulary or academic terms needed to navigate the text or does not build background knowledge.
Proficient

The "teacher" minimally includes a list of vocabulary and academic terms needed to navigate the text, and builds background knowledge, without connecting to the text.
Advanced

The "teacher" adequately includes a list of vocabulary and academic terms needed to navigate the text, but they may not be related to the instructional goals; teacher builds background knowledge.
Distinguished

The "teacher" includes a list of vocabulary and academic terms needed to navigate the text, and they are closely aligned to the instructional goals; teacher superbly builds background knowledge.
Score
Course Concepts

Motivation, Families, and Assessment
Unacceptable

The "teacher" fails to include activities/strategies discussed this semester into the lesson plan or workshop model.
Basic

The "teacher" minimally includes activities/strategies discussed this semester into the lesson plan or workshop model.
Proficient

The "teacher" includes some activities/strategies discussed this semester into the lesson plan or workshop model, but does not address motivation, families, or assessment.
Advanced

The "teacher" includes activities/strategies discussed this semester into the lesson plan or workshop model, but they may not be appropriate for the age group or connected to the goals of the lesson.
Distinguished

The 'teacher" includes strategies/activities discussed this semester in class into the lesson or workshop model, and they are connected to the goals of the lesson.
Score
Differentiation & Writing

Differentiation for content, process, product, or environment.
Unacceptable

The "teacher" fails to consider differentiation and does not integrate writing in the lesson or workshop model.
Basic

The "teacher" minimally differentiates instruction (content, process, product or environment) and/or does not incorporate writing into the lesson or workshop model.
Proficient

The "teacher" differentiates instruction, but not for all portions of the lesson, and incorporates writing into the lesson or workshop model.
Advanced

The "teacher" differentiates instruction, adequately indicates how students are grouped for reading, and incorporates writing into the lesson or workshop model.
Distinguished

The "teacher" differentiates instruction, demonstrates knowledge of multiple student grouping situations, and incorporates writing into the lesson or workshop model.
Score
References

Minimum of three: at least two from core class texts, and one web, research article, or other print source.
Unacceptable

The "teacher" fails to include citations or references.
Basic

The "teacher" includes one or two citations or references, but does not reference core class text(s).
Proficient

The "teacher" includes three citations or references, but does not use APA style.
Advanced

The "teacher" includes three citations or references, including two to the core text(s).
Distinguished

The "teacher" includes three citations or references, at least two to the core text(s), and one recent journal article.
Score



Keywords:
  • During reading strategies, Explicit instruction, modeling, scaffolding, direct explanation, guided practice, independent application



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