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INTERACTION
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Student is uninvolved
in the activity and lacks the confidence to explore
ideas orally; contributes almost nothing to discussions
which is inappropriate for the occasion and purpose;
is uninvolved in the group and is unwilling to act as
the leader.
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Student is easily distracted;
may lack the confidence to receive and express ideas
easily and clearly; looks for confirmation of initial
biases and may use language, tone, or nonverbal behavior
inappropriate for the occasion or purpose; relies on
the momentum of the group to motivate their inquiry
into the topic; is a guarded member of the group and
is uncomfortable in the role of leader.
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Student is attentive
and courteous; purposefully and confidently undertakes
the task assigned; thoughtfully handles the ideas offered
by others, willingly offers own ideas, and is an efficient
member or leader of the group.
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Student is attentive,
open-minded, courteous and sensitive to the ideas, tone
and purpose of the activity; intellectual curiosity,
attention to task, and sensitivity to others help to
create a productive climate in the group. Student confidently
shares ideas and feelings, actively builds on the ideas
of others, and is an effective member or leader of the
group.
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COMPREHENSION STRATEGIES
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Student's discussion
is weak and unfulfilling. Student does not develop an
understanding of themes, main ideas, supporting details
or critical concepts; may passively accept ideas offered
by others; involvement detracts from the activity rather
than enhances it.
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Student's discussion
is sporadic. Student struggles to provide ideas or support.
Has difficulty developing an understanding of themes
and distinguishing critical concepts; may frequently
ask for repetition of ideas presented but shows little
evidence of understanding; has mechanical understanding
of the task at hand and sustains the inquiry to adequately
fulfill task.
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Student's discussion
is thoughtful and methodical. Support is appropriate
and substantial. Student shows thoughtfulness as understanding
of themes, main ideas, and critical concepts; selects
details from text to support interpretations; has a
clear idea of the shape of the task and sustains inquiry
until the task is substantially completed.
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Student's discussion
is perceptive, thorough, and insightful. Support is
substantial and logical. Student shows perception while
actively developing understanding of themes, main idea
and critical concepts; selects details from the text
to support interpretations and revises interpretations
to accommodate all details in text; has a clear idea
of the shape of the task and sustains inquiry until
the task is thoroughly completed.
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PERFORMANCE SKILLS
(VOCABULARY, LANGUAGE USE)
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Student's vocabulary
and sentence skills are too deficient to support ideas
required by the level of discussion. Vocabulary from
the book is used incorrectly.
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Student uses vocabulary
that is too general and immature to allow for adequate
discussion beyond a fairly literal level. Vocabulary
from book is frequently misused.
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Student uses precise
vocabulary and expresses ideas clearly. Vocabulary from
book is used in the correct context with few errors.
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Student uses precise
vocabulary that helps to add clarity to discussion.
Vocabulary from book is used correctly and to enhance
the discussion.
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