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iRubric: Reader's Workshop rubric

iRubric: Reader's Workshop rubric

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Reader's Workshop 
Reader's Workshop
Weekly Assessment of Readers' Workshop
Rubric Code: B5C5W8
By s_arriaga
Ready to use
Public Rubric
Subject: English  
Type: Reading  
Grade Levels: (none)

Powered by iRubric Readers' Writers' Workshop
  Excellent

8 pts

Good

6 pts

Fair

4 pts

Poor

2 pts

Independent Reading

Excellent

Goes to reading quickly after the mini-lesson, respects classmates reading and those conferencing with teacher; reads quietly enitre time.
Good

Takes a minute or two to get to reading after the mini-lesson, may require some redirection. Has to be reminded of the systems of workshop while teacher is in a conferencing; reads most of the time but is sometimes off task
Fair

Takes a while to get into their reading after the mini-lesson. Requires a lot of redirecton and often attempts to interrupt conferences or behavior warrants Ms. Harrell coming out of her conference to redirect. Gets little reading done.
Poor

Spends the entire or most of the reading time "getting ready" to read after the mini-lesson and requires more redirection than their developmental level. Daily, behavior seems to warrant Ms. Harrell coming out of her conference to redirect or discipline. Gets almost no reading done.
Book Choice

Excellent

Independently picks a "right pick" most of the time; prepared with book before reading workshop; finishes almost all books on time.
Good

Picks books of his or her level mostly. Prepared most of the time with a book and finishes the book within 2 class days of deadline
Fair

Often cannot pick books of the appropriate level. Prepared some of the time with their book and finishes the book within 3 days of deadline
Poor

Spends most of the independent reading time picking books. Consistently picks books too hard or too easy; abandons many books. Takes longer than 4 days to read within the deadline.
Mini Lesson

Excellent

Comes into class quietly, and prepared; pays attention; actively participates in lesson with group;
Good

Comes in to class mostly quiet and is prepared. Pays attention during the lesson and tries most days to use the strategy taught or is otherwise engaged.
Fair

Comes to class and has to be reminded most days to be quiet. Usually does not have the Do Now done in a timely manner and has to be redirected often during the mini-lesson. Often doesn't try new strategies in their notebook.
Poor

Rarely comes to class on time, quietly, or prepared; rarely pays attention, rarely participates, rarely uses strategy taught.
Conference

Excellent

Student is prepared for the conference and is ready to talk about their work in a meaningful way. They have also done the work that prepares them for the conference. If student is not in conference they are working independently and using the systems of workshop to guide them.
Good

Student comes to conference prepared and ready to talk. Student sometimes has meaningful things to say. They have not fully implemented skills from our conference into their work.
If student is not in conference they sometimes need redirection.
Fair

Student comes to conference unprepared to talk about their work and has little meaningful to say about their work in the conference. They have not attempted the skills that were learned in the last conference. When student is not in conference they need a lot of redirection.
Poor

Student is not ready for conference and does not take the conference seriously. They have nothing meaningful to say about their work and haven't tried any ofthe skills taught in previous conference. Student requires constant redirection when they are not in a conference.
Independent Writing

Excellent

Goes to writing quickly after the mini-lesson, respects classmates writing time and those conferencing with teacher; writes quietly enitre time.
Good

Takes a minute or two to get to writing after the mini-lesson, may require some redirection. Has to be reminded of the systems of workshop while teacher is in a conferencing; writes most of the time but is sometimes off task
Fair

Takes a while to get into their writing after the mini-lesson. Requires a lot of redirecton and often attempts to interrupt conferences or behavior warrants Ms. Harrell coming out of her conference to redirect. Gets little writing done.
Poor

Spends the entire or most of the writing time "getting ready" to read after the mini-lesson and requires more redirection than their developmental level. Daily, behavior seems to warrant Ms. Harrell coming out of her conference to redirect or discipline. Gets almost no writing done.



Keywords:
  • Guided Reading

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