iRubric: Reader's Theatre Presentation rubric

Student was not understood by audience. Part/role was not clear. Student sped through lines.

Student needs to improve on timing and phrasing. Part/role was hard to understand and was not clear to the audience. Student spoke too quickly.

Student used good timing and phrasing. Part/role was spoken in a voice that was usually clear and steady. Student spoke a little quickly.

Student used appropriate timing and phrasing. Part/role was spoken in a clear and steady voice. Student did not speak too quickly.

Student did not use gestures or voice fluctuations.

Student tried a few gestures and voice fluctuations. Student did not make audience believe that they really were the character.

Student used some gestures and voice fluctuations to enhance meaning of the part played. Student worked toward getting into character.

Student used gestures and voice fluctuations to enhance meaning of the part played. Student made others believe that he/she really was the character.

No effort was made to participate effectively in the overall presentation of the scene.

This student was not on task and did not read/present their part on cue. Pacing did not hold the attention of the audience. Overall reading/presentation showed no enthusiasm.

This student was sometimes on task and read/presented their parts on cue some of the time. Pacing adequately held the attention of the audience. Overall reading/presentation showed a little enthusiasm.

This student was on task and read/presented their parts on cue. Pacing effectively held the attention of the audience. Overall reading/presentation was enthusiastic.