of skills that are are required of developing discussion required of student-led discussion groups. groups. discussion groups. Skills Evidence is weak or Demonstrates Description of the lacking of a knowledge awareness of skills needed for development for 20 of developing discussion skills and a effective discussion discussion discussion skills in an progressive way of and how to develop effective manner. developing them. them reflects vision of effective discussion techniques. Skills Discussion lacks Discussion of skills Discussion of skills knowledge of literacy reflects some reflects development for 20 skills of effective of the literacy comprehensive quality literature discussion. skills of effective understanding of the discussion literature discussion content of effective literature discussion. Developmentally Plan is not appropriate Skills, plans, and Skills, plans, and for designated expectations are expectations are appropriate 10 cognitive development roughly appropriate for completely of students designated cognitive appropriate for development of designated cognitive students development of students Assessment for assessment are Plans for assessment Plans for assessment missing or are acceptable. are appropriate and 15 unacceptable. effective. Clarity & Paper is either Paper is clear and Paper is easy to read, unorganized, not logical, with few logical, organized, Conventions 10 logical, or errors conventions errors. and with very few distract reader from errors. content. 4. Book Analysis analysis of 6 books. May be part of the total books read above. One of each category: Picture book Fantasy/science fiction; Realistic fiction Historical fiction Nonfiction/ Information Multicultural or human issues Of these books, 1—early primary 1—late primary/early intermediate (beginning chapter book or more complex picture book) 1—intermediate/early adolescent (5th—8th) 1—Adolescent/young adult (9th -12th ) 2 of the –Any Analysis: Quality: Literary elements; quality writing; learning value Text level & rationale for that determination, such as: Likely familiar background knowledge Complexity of sentence structure & inter-sentence connections Complexity of text structure/ organization/focus
of skills that are required of student-led discussion groups. are required of discussion groups. developing discussion groups. Skills development for discussion Evidence is weak or lacking of a knowledge of developing discussion skills in an effective manner. Demonstrates awareness of discussion skills and a progressive way of developing them. Description of the skills needed for effective discussion and how to develop them reflects vision of effective discussion techniques. 20 Skills development for quality literature discussion Discussion lacks knowledge of literacy skills of effective discussion. Discussion of skills reflects some of the literacy skills of effective literature discussion Discussion of skills reflects comprehensive understanding of the content of effective literature discussion. 20 Developmentally appropriate Plan is not appropriate for designated cognitive development of students Skills, plans, and expectations are roughly appropriate for designated cognitive development of students Skills, plans, and expectations are completely appropriate for designated cognitive development of students 10 Assessment for assessment are missing or unacceptable. Plans for assessment are acceptable. Plans for assessment are appropriate and effective. 15 Clarity & Conventions Paper is either unorganized, not logical, or errors distract reader from content. Paper is clear and logical, with few conventions errors. Paper is easy to read, logical, organized, and with very few errors. 10 4. Book Analysis analysis of 6 books. May be part of the total books read above. One of each category: Picture book Fantasy/science fiction; Realistic fiction Historical fiction Nonfiction/ Information Multicultural or human issues Of these books, 1—early primary 1—late primary/early intermediate (beginning chapter book or more complex picture book) 1—intermediate/early adolescent (5th—8th) 1—Adolescent/young adult (9th -12th ) 2 –Any of the Analysis: Quality: Literary elements; quality writing; learning value Text level & rationale for that determination, such as: Likely familiar background knowledge Complexity of sentence structure & inter-sentence connections Complexity of text structure/ organization/focus