RubricsSupporting Self-Reflection, Celebrations, and

High Expectations In The Classroom

Guiding Forces of Literacy Instruction

Formative assessment including pre, on-going, etc.

(How do I know what to teach?)

Knowledge of standards and the 5 components of reading (What do my students need to learn in order

to be successful readers?)

Curriculum and materials available to address deficiencies (What

materials do I have to help me address the

deficiencies noted on my assessments?)

Student deficiencies (What do my students know or not know?)

Continuum of standards (How am I going to address the RANGE of deficiencies in my classroom?)

Reading structure(s) that best address deficiencies (How am I

going to organize my instruction?)

On-going formative assessment of standards; post-test (Did it work

and how well? Where do I go from here?)

Classroom environment

Classroom community

Rituals and Routines

Purposes Of Rubrics Informs instruction Assists with planning and execution of

instruction Supports assessments used Requires student self-reflection

How did I do? What do I need to do now?

Knowledge of Standards And Indicators

Standard 3-3 The student will use word analysis and vocabulary strategies to read fluently.The teacher should continue to address earlier indicators as they apply to more difficult texts.Instructional appendixes are provided as the baseline expectations for instruction and are not intended to be all-inclusive documents.

Indicator 3-3.3 Interpret the meaning of idioms encountered in texts.

Support Documents: Understanding The Bloom’s Verb

Explanation of Revised Bloom’s Verb

Interpret Changing from one form of representation to another by clarifying, paraphrasing, representing, and translating

http://www.ed.sc.gov/agency/Standards-and-Learning/Academic-Standards/old/cso/standards/ela/index.html

OR

Revised Bloom’s Taxonomy Documents

Task And Standard Alignment

The students will read the story “King For A

Day”.

The students will write an explanation of the figurative

meaning in the text on one page and illustrate. On the

opposite page, the students will write an explanation of the literal meaning of the idiom

and illustrate.

Interpret the meaning of idioms encountered in texts.

paraphrasing, representing (Support Document)

The TaskThe students will read the story “King For A Day”.

The students will create a booklet with examples of idioms in the story. The students will write one idiom expression at the top of each page in the booklet. The students will write an explanation of the figurative meaning in the text on one page and illustrate. On the opposite page, the students will write an explanation of the literal meaning of the idiom and illustrate.

Vocabulary from support document

Constructing The Rubric: Breaking Up The Task

The students will read the story “King For A Day”. The students will create a booklet with examples of idioms in the story. The students will write one idiom expression at the top of each page in the booklet. The students will write an explanation of the figurative meaning in the text on one page and illustrate. On the opposite page, the students will write an explanation of the literal meaning of the idiom and illustrate.

Identify and write examples of idioms

Write the figurative meaning

Writing the literal meaning

Illustrate

Constructing The Rubric: Establishing The Criteria

Identify and write examples of idioms: 3

Write the figurative meaning: in complete sentences

Writing the literal meaning: in complete sentences

Illustrate: represent figurative and literal meaning

The RubricExpectation Points Possible Points Earned

Identified 3 examples of idioms from the story

30

Wrote the figurative meaning

15

Wrote the literal meaning

15

Illustrated the figurative meaning

15

Illustrated the literal meaning

15

Wrote in complete sentences

10

The Rubric2 1 0

*Identified 3 examples of idioms from the story

*Wrote the figurative meaning

*Wrote the literal meaning

*Illustrated the figurative meaning

*Illustrated the literal meaning

*Wrote in complete sentences

*Identified 1-2 examples of idioms from the story

*Wrote 1-2 explanations for the literal meaning

*Wrote 1-2 explanation for the figurative meaning

*Partial illustrations*Sometimes wrote in

complete sentences

-No response given-Unreadable

Final ProductIndicator 3-3.3 Interpret the meaning of idioms encountered in texts.

The students will read the story “King For A Day”. The students will create a booklet with examples of idioms in the story. The students will write one idiom expression at the top of each page in the booklet. The students will write an explanation of the figurative meaning in the text on one page and illustrate. On the opposite page, the students will write an explanation of the literal meaning of the idiom and illustrate.

2 1 0

*Identified 3 examples of idioms from the story

*Wrote the figurative meaning*Wrote the literal meaning *Illustrated the figurative

meaning *Illustrated the literal meaning *Wrote in complete sentences

*Identified 1-2 examples of idioms from the story

*Wrote 1-2 explanations for the literal meaning

*Wrote 1-2 explanation for the figurative meaning

*Partial illustrations*Sometimes wrote in complete

sentences

-No response given-Unreadable

Other Examples…Main Idea Rubric

Standards Addressed:2-1.1 Analyze the details that support the expression of the main idea in a given literary text.2-4.2 Use complete sentences in writing.

Points Possible Points Earned/Evidence

Wrote the main idea of the story

30

Gave 1 supporting detail from the story

30

Gave 1 supporting detail from the story

30

Wrote main idea and supporting

details in complete sentences

10

Total 100

1st Grade Paragraph Rubric: Student Friendly Version

My paper has 5 or more sentences

All of my sentences begin with capital letters

All of my sentences end with punctuation ( . ? !)

I only wrote about one thing

Your Turn!

Guiding Forces of Literacy Instruction

Formative assessment including pre, on-going, etc.

(How do I know what to teach?)

Knowledge of standards and the 5 components of reading (What do my students need to learn in order

to be successful readers?)

Curriculum and materials available to address deficiencies (What

materials do I have to help me address the

deficiencies noted on my assessments?)

Student deficiencies (What do my students know or not know?)

Continuum of standards (How am I going to address the RANGE of deficiencies in my classroom?)

Reading structure(s) that best address deficiencies (How am I

going to organize my instruction?)

On-going formative assessment of standards; post-test (Did it work

and how well? Where do I go from here?)

Classroom environment

Classroom community

Rituals and Routines

Resources http://www.ed.sc.gov/agency/Standards-and-Learning/

Academic-Standards/old/cso/standards/ela/index.html

http://rubistar.4teachers.org/index.php

http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

http://sph.washington.edu/practicum/Revised%20Bloom's%20Taxonomy%20of%20Cognitive%20Levels.doc