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iRubric: Close Reading Activity Project rubric

iRubric: Close Reading Activity Project rubric

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Close Reading Activity Project 
Rubric Code: M2WAB5B
By AngelaI
Ready to use
Public Rubric
Subject: English  
Type: Assignment  
Grade Levels: Undergraduate

Powered by iRubric Close Reading Activity Project
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  A

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B

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C

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D

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F

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Audience Consideration in Activity and Rationale

Consider: Is my word choice appropriate and on-level for the students who would complete the activity? Do I use active voice verbs, bullets, short paragraphs, specific examples, etc. in my activity? In my rationale, do I utilize formal and academic language that correctly utilizes definitions, descriptions, and examples? Do I cite and format using MLA?
A

The language in the classroom activity for hypothetical students--including all directions, descriptions, and examples--is geared exactly for the adolescent reader's learning level, understanding, and academic needs. The language in the teacher's rationale is formal and academic and uses definitions, descriptions, and/or examples in an appropriate and advanced manner.
B

Most of the language in the classroom activity for hypothetical students--including all directions, descriptions, and examples--is geared for the adolescent reader's learning level, understanding, and academic needs, though there may be diction level that does not match or unclear phrasing. Language in the teacher's rationale is formal and academic and almost always uses definitions, descriptions, and/or examples in an appropriate manner.
C

The language in the classroom activity for hypothetical students--including all directions, descriptions, and examples--is sometimes geared for the adolescent reader's learning level, understanding, and academic needs, but there are 4-5 instances in which presentation of these elements is lacking.The language in the rationale is formal and academic but only sometimes uses definitions, descriptions, and/or examples in an appropriate manner.
D

The language in the classroom activity for hypothetical students--including all directions, descriptions, and examples--is rarely geared for the adolescent reader's learning level, understanding and academic needs.There are more than 5 instances in which presentation of these elements is lacking. The language in the teacher's rationale is formal and academic, but it rarely makes use of appropriate descriptions, and/or examples.
F

The language in the classroom activity for hypothetical students--including all directions, descriptions, and any examples--is never geared for the adolescent reader's learning level, understanding, or academic needs. The language in the teacher's rationale is neither formal nor academic, and/or it does not use definitions, descriptions, and/or examples appropriately.
Activity Content

Consider: How is the activity designed with students in mind? If a graphic organizer, is the design logical? How? Does it provide an example of an answer? How? If an annotation activity, do you provide students with succinct direction and requirements? How? If a heuristic for reading effectively, is it memorable and/or transferable? How? Are directions organized well (the "V" method from videos)? Are learning goals clear? Is it clear how you will collect and grade the activity?
A

The close reading activity for hypothetical students includes a distinct structure--a beginning, middle, and end--and possesses student-centered goals that could be measured for success. Its parts are appropriate for the assigned block of time and pertains directly to the chosen portion of text chosen by the student(s). Finally, it is clear in the activity where in the overall study of the book this activity would occur (at start of unit, middle, or in the culminating assignment).
B

The close reading activity for hypothetical students includes a mostly clear structure and possesses student-centered goals that could be measured for success, though it is not entirely clear how the activity will be graded. Its parts are mostly appropriate for the assigned block of time and pertain directly to the chosen portion of text. It is clear in the activity where in the overall study of the book this activity would occur (at start, middle, or in the culminating). assignment).
C

The close reading activity for hypothetical students has a fairly clear structure and some student-centered goals that could be measured for success, though it is not clear how the activity will be graded. Its parts are fairly appropriate for the assigned block of time and pertain directly to the chosen portion of text. It is fairly clear in the activity where in the overall study of the book this activity would occur (at start, middle, or in the culminating). assignment).
D

The close reading activity for hypothetical students lacks consistent structure and rarely shares student-centered goals that could be measured for success. It is rarely clear how the activity will be graded. The parts are rarely appropriate for the assigned block of time and may not pertain directly to the chosen portion of text. It is hard to distinguish from the the activity where in the overall study of the book the activity would occur (at start, middle, or in the culminating). assignment).
F

The close reading activity for hypothetical students lacks consistent structure and student-centered goals that could be measured for success. It is not clear how the activity will be graded. The parts are not appropriate for the assigned block of time and/or do not pertain directly to the chosen portion of text. It is not possible to distinguish from the the activity where in the overall study of the book the activity would occur (at start, middle, or in the culminating). assignment).
Rationale Content

Consider: The assignment sheet asks you to argue how your activity serves to increase student literacy. What does yours do to increase student ability to read? Further, you are asked to identify terminology that students would understand, describe parts of the activity would work, and discuss how you would grade your activity in the rationale. Here, you must use your burgeoning professional voice to explain how your activity would work to achieve the goal of helping others become better readers.
A

The formal rationale is logically structured, as it soundly and specifically argues how the activity serves to increase student literacy, identifies several instances of language from the activity that connect to learner understanding, describes in a sophisticated manner how the parts of the activity would function/build on each other, and discusses exactly how the activity, once completed, would be graded.
B

The formal rationale is logically structured and possesses a mostly clear argument related to how the activity serves to increase student literacy, identifies some language from the activity that connects to learner understanding, describes how most of the activity's parts would function/build on each other, and discusses how the activity, once completed, would be graded, though the method may not be as clear as possible.
C

The formal rationale is sometimes logically structured and possesses a vague argument related to how the activity serves to increase student literacy. It identifies little to no language from the activity that connects to learner understanding. It describes only how some of the activity's parts would function/build on each other and only vaguely addresses how the activity, once completed, would be graded.
D

The formal rationale is rarely logically structured and possesses a vague or illogical argument related to how the activity serves to increase student literacy. It rarely identifies language from the activity that connects to learner understanding, and it rarely, if at all, describes how some of the activity's parts would function/build on each other. Finally, it fails to address clearly how the activity, once completed, would be graded.
F

The formal rationale is not logically structured and does not possess an argument related to how the activity serves to increase student literacy. It does not identify language from the activity that connects to learner understanding. It does not describe how the activity's parts would function/build on each other and does not address how the activity, once completed, would be graded.




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