Discussion Exemplary Proficient Developing Beginning Rubric Consistently demonstrates a careful Demonstrates a careful reading Demonstrates a superficial reading There is little evidence the text was read reading of the text of the text of the text Says nothing or remarks may be Makes insightful comments and Makes some insightful Makes some relevant comments inaccurate, unclear, or too brief to be Making inferences about meaning comments and inferences but fails to develop ideas helpful Meaning Significantly contributes new ideas and about meaning Reacts primarily on a personal Reacts on a personal (“I liked it” or synthesizes others’ ideas Contributes new ideas level (“I liked it” or was was confusing”) “It “It confusing”) Consistently refers to specifics from the Occasionally refers to specifics Refers to the text in a general Makes no references to the text text from the text manner without citing specifics Compares and contrasts text with related Occasionally compares and Makes superficial comparisons to the Text texts, personal experiences and, social contrasts text with related texts personal experiences and cultural issues and personal experiences Accepts responsibility for making Usually avoids monopolizing Often monopolizes the May belittle other speakers’ remarks, meaning out of literature. the conversation conversation or rarely contributes monopolize the conversation, interrupt Avoids monopolizing the conversation Listens actively and Rarely asks relevant follow-up other speakers, ignore their remarks Listens actively and asks relevant occasionally asks relevant questions when speaking, or talk to those seated Contributing questions follow-up questions Body language and eye contact nearby rather than to the whole group Effectively Successfully and thoughtfully pulls other Attempts to pull other students occasionally indicate involvement Body language might be distracting or students into the discussion into the discussion in the discussion show lack of engagement, or student Body language and eye contact indicate Body language and eye contact may appear interested but, for whatever substantial involvement in the discussion indicate involvement in the reason, does not participate discussion Assessment Teacher
Discussion Rubric Exemplary Proficient Developing Beginning Making Meaning Consistently demonstrates a careful reading of the text Makes insightful comments and inferences about meaning Significantly contributes new ideas and synthesizes others’ ideas Demonstrates a careful reading of the text Makes some insightful comments and inferences about meaning Contributes new ideas Demonstrates a superficial reading of the text Makes some relevant comments but fails to develop ideas Reacts primarily on a personal level (“I liked it” or “It was confusing”) There is little evidence the text was read Says nothing or remarks may be inaccurate, unclear, or too brief to be helpful Reacts on a personal (“I liked it” or “It was confusing”) the Text Consistently refers to specifics from the text Compares and contrasts text with related texts, personal experiences and, social and cultural issues Occasionally refers to specifics from the text Occasionally compares and contrasts text with related texts and personal experiences Refers to the text in a general manner without citing specifics Makes superficial comparisons to personal experiences Makes no references to the text Contributing Effectively Accepts responsibility for making meaning out of literature. Avoids monopolizing the conversation Listens actively and asks relevant questions Successfully and thoughtfully pulls other students into the discussion Body language and eye contact indicate substantial involvement in the discussion Usually avoids monopolizing the conversation Listens actively and occasionally asks relevant follow-up questions Attempts to pull other students into the discussion Body language and eye contact indicate involvement in the discussion Often monopolizes the conversation or rarely contributes Rarely asks relevant follow-up questions Body language and eye contact occasionally indicate involvement in the discussion May belittle other speakers’ remarks, monopolize the conversation, interrupt other speakers, ignore their remarks when speaking, or talk to those seated nearby rather than to the whole group Body language might be distracting or show lack of engagement, or student may appear interested but, for whatever reason, does not participate Teacher Assessment
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