iRubric: Content Area Reading Final Project Rubric

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Content Area Reading Final Project Rubric

Rubric Code: Q2X7A43

By sbaird

Ready to use

Public Rubric

Subject: Education

Type: Project

Grade Levels: (none)

Evaluation
	Novice 1 pts	Developing 2 pts	Proficient 3 pts	Distinguished 4 pts
Before, During & After Reading	Novice The "teacher" minimally includes research based before, during and/or after reading activites in the lesson or workshop model.	Developing The "teacher" includes research based before, during and after reading activites in the lesson or workshop model, but does not include copies of or references to each strategy.	Proficient The "teacher" includes research based before, during and after reading activities in the lesson or workshop model, and includes a copy of or text based reference to each strategy.	Distinguished The "teacher" fully develops and utilizes research based before, during and after reading activities in the lesson or workshop model, and includes a copy of or text based reference to each strategy
Engages in Explicit Instruction This includes the in-class demonstration	Novice Modeling and explicit instruction of the strategy are minimally included in the lesson plan or workshop model.	Developing Modeling and some elements of explicit instruction are included in the lesson plan or workshop model, but the reading strategy handout is not provided.	Proficient The "teacher" models and includes explicit instruction of one strategy in the lesson or workshop model, and includes a handout.	Distinguished The "teacher" models the task at hand, scaffolding instruction, engages in direct explanation of the internal thinking they do to accomplish the task, provides guided practice, and independent application in the lesson or workshop model. The teacher includes a handout of the strategy.
Vocabulary and Background Knowledge	Novice The "teacher" fails to include a list of vocabulary or academic terms needed to navigate the text or does not build background knowledge.	Developing The "teacher" minimally includes a list of vocabulary and academic terms needed to navigate the text, and builds background knowledge, without connecting to the text.	Proficient The "teacher" adequately includes a list of vocabulary and academic terms needed to navigate the text, but they may not be related to the instructional goals; teacher builds background knowledge.	Distinguished The "teacher" includes a list of vocabulary and academic terms needed to navigate the text, and they are closely aligned to the instructional goals; teacher superbly builds background knowledge.
Course Concepts Motivation and Assessment	Novice The "teacher" minimally includes activities/strategies discussed this semester into the lesson plan or workshop model.	Developing The "teacher" includes some activities/strategies discussed this semester into the lesson plan or workshop model, but does not address motivation, families, or assessment.	Proficient The "teacher" includes activities/strategies discussed this semester into the lesson plan or workshop model, but they may not be appropriate for the age group or connected to the goals of the lesson.	Distinguished The 'teacher" includes strategies/activities discussed this semester in class into the lesson or workshop model, and they are connected to the goals of the lesson.
Differentiation & Writing Differentiation for content, process, product, or environment.	Novice The "teacher" minimally differentiates instruction (content, process, product or environment) and/or does not incorporate writing into the lesson or workshop model.	Developing The "teacher" differentiates instruction, but not for all portions of the lesson, and incorporates writing into the lesson or workshop model.	Proficient The "teacher" differentiates instruction, adequately indicates how students are grouped for reading, and incorporates writing into the lesson or workshop model.	Distinguished The "teacher" differentiates instruction, demonstrates knowledge of multiple student grouping situations, and incorporates writing into the lesson or workshop model.

Keywords:

During reading strategies, Explicit instruction, modeling, scaffolding, direct explanation, guided practice, independent application

Subjects:

Education

Types:

Project

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