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iRubric: Theatre Oral Discourse Rubric

iRubric: Theatre Oral Discourse Rubric

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Theatre Oral Discourse Rubric 
Theatre formative and summative rubric with an emphasis on the Speaking & Listening and Language use in DISCOURSE
Rubric Code: A22W59X
By JPerlowski
Ready to use
Public Rubric
Subject: Arts and Design  
Type: Presentation  
Grade Levels: K-5

Powered by iRubric THEATRE RUBRIC
Rubric Tool for assessing ORAL discourse skills across theatre units
  No Participation/K

No Participation for Language and Content

K Grd Level for Speaking & Listening

1 pts

Entering/1st

Entering for Language and Content

1st Level for Speaking & Listening

2 pts

Beginning/2nd

Beginning for Language and Content

2nd Grd Level for Speaking & Listening

3 pts

Developing/3rd

Developing for Language and Content

3rd Grd Level for Speaking & Listening

4 pts

Expanding/4th

Expanding for Language and Content

4th Grd Level for Speaking & Listening

5 pts

Proficient/5th

Proficient for Language and Content

5th Grd Level for Speaking & Listening

6 pts

Speaking & Listening

Spiraled from MASS CURRICULUM FRAMEWORKS
No Participation/K

-Take turns speaking and listening
-Answer questions about information presented
-Ask questions about things you don’t understand
Entering/1st

-Stay on topic
Demonstrate active listening
-Ask and answer question about what’s presented
-Ask the speaker questions to about something that is not understood
Beginning/2nd

-Gain the floor in respectful ways
-Link comments to the remarks of others
-Ask for more information or more explanation about the topic being discussed
-Recount key ideas and details about what was presented
Developing/3rd

-Prepare in advance for a formal discussion
-Exhibit all previously taught skills of discussion (turn taking, active listening, gaining the floor, commenting on others’ remarks)
Ask questions during the discussion
Explain their own insights from the discussion
Explain the main idea and key details from a presentation
Ask and answer questions to elaborate on the speaker’s points
Expanding/4th

Same as grade 3 AND...
-carry out assigned discussion roles
-Paraphrase presented information
-Identify the reasons and evidence a speaker provides to support particular points.
Proficient/5th

Same as grade 4 AND...
-Draw conclusions about knowledge gained from discussion
-Summarize presented information
-Summarize key points a speaker makes and the reasons and evidence that supports those points
Language

Informed by MASS CURRICULUM FRAMEWORKS and WIDA MICRO FUNCTION frames and Can Do Descriptors
No Participation/K

N/A
Entering/1st

ATTEMPT (with support) to speak ONE of the following:
-New vocabulary
OR
-Sentence stems.
OR
Sentence structures
Beginning/2nd

Attempt (with support) to speak TWO of the following:
-New vocabulary
OR
-Sentence stems
OR
Sentence structures
Developing/3rd

Speak (with little support) TWO of the following:
-New Vocabulary
OR
-Sentence Stems
OR
-Sentence structures
Expanding/4th

Speak (with little support) all of the following:
-Vocabulary
-Sentence Stems
-Sentence structures
Proficient/5th

-Fluent use of
-newly learned vocabulary when speaking.
-Fluent use of grade appropriate sentence stems.
-Fluent use of grade appropriate sentence structures.
Content Project

Informed by MASS NEW ARTS STANDARDS

Refer to lesson plans for PROJECT CRITERIA
No Participation/K

N/A
Entering/1st

A start on the project.
One statement about creation choice.
Beginning/2nd

-1/4 of project completed. 2 or 3 statements about creation choices.
Developing/3rd

1/2 of project completed. Full and comprehensible presentation about creation choices.
Expanding/4th

3/4 of project completed. Full and comprehensible presentation about creation choices.
Proficient/5th

-Full execution of project as stipulated by project criteria.
-Full spoken or written presentation in which all aspects of creation choice are spoken about.






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