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iRubric: Reader's Theatre Group Presentation rubric

iRubric: Reader's Theatre Group Presentation rubric

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Reader's Theatre Group Presentation 
Reader's Theatre Group Pres
Groups incorporate creative components into a reader's theatre format of a selection that they previously read.
Rubric Code: W2AXW4
By adeeks
Ready to use
Public Rubric
Subject: English  
Type: Presentation  
Grade Levels: 6-8

Powered by iRubric Reader's Theatre Group Presentation
  Level 4

(N/A)

Level 3

(N/A)

Level 2

(N/A)

Level 1

(N/A)

Group Work/Planning Time

A = ____ / 5
Level 4

Group member stayed on task the entire class time allotted for the project and used time wisely.
Level 3

Group member needed some improvement on how to use time wisely when working together in a group. The group member was basically on task, but was not fully focused.
Level 2

Group member needed significant improvement on how to use time wisely when working together in a group. The group member was sometimes on task, but was often not fully focused.
Level 1

Group member did not use time wisely when working together as a group. The group member did not stay on task and required constant prompting.
Delivery

C = ____ / 5
Level 4

A combination of appropriate and effective eye contact, clarity and projection of voice, tone and pace, and gestures significantly enhanced the speaker's reading/presentation.
Level 3

Moderately consistent use of eye contact, clarity and projection of voice, tone and pace, and/or gestures usually enhanced the flow of the reading/presentation, with few interruptions.
Level 2

Inconsistent use of eye contact, clarity and projection of voice, tone and pace, and/or gestures interrupted the flow of the reading/presentation.
Level 1

Lack of eye contact, clarity and projection of voice, tone and pace, and/or appropriate gestures make the reading/presentation difficult to follow.
Organization

K = ____ / 5
Level 4

Portions divided amongst all group members so everyone had equal opportunities to read/present.
Level 3

Portions were divided in somewhat unequal ways. Some group members read/presented more, but this difference was not that significant.
Level 2

Portions were divided in significantly unequal ways. Some group members obviously read/presented MORE.
Level 1

A significantly smaller segment of the reading selection was chosen to read/present by the group, although each member read/presented equal portions.
Multiple Styles of Reading

A = ____ / 5
Level 4

At least 3 styles of reading in the Reader's Theatre were effectively used by the group members in their reading/presentation (choral, pairs, triads, popcorn).
Level 3

Three styles of reading in the Reader's Theatre were used by the group members in their reading/presentation, but it was not as effective in holding the interest of the audience.
Level 2

Less than three styles of reading in the Reader's Theatre were used by the group members in their reading/presentation, but it was not as effective in holding the interest of the audience
Level 1

The reading style used by group members was monotonous because it showed no variation to hold the interest of the audience during the reading/presentation.
Creativity/Style

T/I = ____ / 5
Level 4

The format of the reading/presentation demonstrated creativity as each member read/presented with unique expressions, emotions, and gestures.
Level 3

The format of the reading/presentation moderately demonstrated creativity, but not as uniquely.
Level 2

The format of the reading/presentation somewhat demonstrated creativity.
Level 1

Little or no creativity was demonstrated in the format of the reading/presentation.
Overall Presentation

C = ____ / 5
T/I = ____ / 5
Level 4

Group member was always on task and read/presented their parts on cue. Pacing effectively held the attention of the audience. Overall reading/presentation was enthusiastic.
Level 3

Group member was usually on task and read/presented their parts on cue. Pacing held the attention of the audience fairly well. Overall reading/presentation was generally enthusiastic.
Level 2

Group member was somewhat on task and usually read/presented their parts on cue. Pacing held the attention of the audience fairly well. Overall reading/presentation was generally enthusiastic.
Level 1

Group member was rarely on task and was not prepared to read/present on cue. Pacing was ineffective. Overall presentation was dull.




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