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iRubric: Literacy Circle Group Discussion Rubric

iRubric: Literacy Circle Group Discussion Rubric

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Literacy Circle Group Discussion Rubric 
Literacy Circle Group Discussion Rubric
Every student is required to engage in and maintain a deep and meaningful discussion about their ongoing reading in their literary circles. The rubric below outlines your teacher's expectations and displays how you can expect to be graded.
Rubric Code: Z48234
By Kjs4161
Ready to use
Public Rubric
Subject: English  
Type: Presentation  
Grade Levels: (none)

Powered by iRubric Literary Circle Group Discussion Ru
Enter rubric description
  Poor

Lame

(N/A)

Fair

Kind of Lame

(N/A)

Good

Deep

(N/A)

Excellent

Ridiculously Deep

(N/A)

Textual References

How accurately do you reference the text? How persuasive are references you choose?
Poor

The student vaguely references the text or attempts to summarizes elements of the text in his or her own words.
Fair

The student attempts to find a quote from the text to use as evidence to support an arguement.
Good

The student references the text with accuracy.
Excellent

The student references the text with an accuracy that suggests an in depth understanding of the author's intent and/or nuances of the text.
Relevance of Outside Sources

How well do you use textual references and quotes to support your observations and/or arguements?
Poor

The student uses a quote that off topic to the point that it dsitracts listeners from her or his original point.
Fair

The student uses a quote that has nothing to do with the arguement or observation s/he is attempting to make.
Good

The student attempts to persuade group members using a quote as evidence, but evidence is either weak or inaccurate.
Excellent

The student uses powerful quotes as undeniable evidence to persuade group members in a specific arguement or to support a specific observation.
Respect of Norms

Are you using the appropriate volume register? Are you allowing for all your group members to have equal "air time"?
Poor

Student is not attempting to communicate at the appropriate volume level and/or the student is talking over her or his group members, cutting them off, or generally discouraging them from sharing.
Fair

Student is attempting to communicate at the appropriate volume level and/or the student is not talking over her or his group members, cutting them off, or generally discouraging them from sharing.
Good

Student is communicating at the appropriate volume level and/or the student is encouraging her or his group members to participate by creating space in the conversation for them to talk or by asking them vague questions.
Excellent

Student is communicating at the appropriate volume level AND encouraging others to do the same and/or the student is encouraging her or his group members to participate by asking probing questions and/or by engaging them head on in an intelligent debate to encourage everyone to participate.
Depth of Thinking

Are you thinking critically about, not only the content, but the implications of the text?
Poor

The student makes little effort to engage with the text beyond what is explicitly written.
Fair

The student asks questions and shows a clear effort to engage with the text on a level that goes beyond the explicit meaning of the words on the page.
Good

The student asks questions in order to better understand the text and/or makes observations about how the text might relate to our contemporary issues of our world.
Excellent

The student asks probing questions about the text in order to better understand the author's intent and/or makes observations about what the text implies about contemporary issues of our world.
Building a Conversation

Are you responding directly your group member's comments and building on their ideas? Are you adding your "two cents" to conversations about topics that you did not initiate or have nothing to do with your personal work with the text?
Poor

The student does not respond directly to her or his group members' comments. The student does not attempt to add her or his "two cents" to conversations about topics that s/he did not initiate.
Fair

The student attempts to respond directly to her or his group members' comments, but response doesn't quick relate. The student attempts to add her or his "two cents" to conversations about topics that s/he did not initiate.
Good

The student responds directly to her or his group members' comments. The student attempts to add her or his "two cents" to conversations about topics that s/he did not initiate.
Excellent

The student responds directly to her or his group members' comments by asking clear and concise questions to push the thinking of their group or group members to consider new perspecives. The student engages in conversations about issues not previsously explored in her or his indpendent work.




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