iRubric: Group Oral Discussion of Book rubric

Student didn't or rarely participates.
Too frequent responses: dominates discussion, not allowing students (or sometimes even teacher) to contribute or is silent or creates distractions by playing with items.

Participates some of the time during the book discussions,and seems to have little grasp about the content of the book.
Comments occasionally or a bit too much or at times that break the flow of the discussion. Sometimes talks over others.

Student participates several times throughout the discussion, and seems to have a firm grasp of the contents of the book (characters, events, behaviors, etc)
Contributes regularly to discussions, and allows others their turns to share their comments as well.

Student demonstrates leadership roles in the discussion by prompting or questioning others, seems to have a firm grasp of the contents of the book (characters, events, behaviors, etc)
Frequency of comments is optimal (just right: neither too frequent so as to dominate, nor so little that there is no contribution). Steps in when there are silences to move discussion along but keeps quiet when this allows others to contribute. Sensitive to when to comment

Often mumbles or can not be understood OR mispronounces more than one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Comments are not related to topic at hand, or go back to previous part of discussion or question. Language is so general or confused that it’s difficult to understand where comment fits.

Comments may only repeat what has been already said, or may be tangential or may sidetrack discussion from time to time. Language is fairly general; only personal experience has some specific details.

Contributions are related to the topic and some support is provided, at least in general ways, to make connections between the topic and the students’ comments. Clarification questions are asked. Language is clear, if somewhat general, and specific details are provided.

Contributions enhance lesson or discussion: they may ask a key question, elaborate, bring in relevant personal knowledge, move the discussion along, identify issues or take the discussion to another level. Students use the vocabulary of the topic to be precise and clear. Able to synthesize or indicate gaps or extensions to topic.