Class Participation Checklist

Assess student participation in the classroom by using observable student behaviour as a criterion. Put a beside the
students name in the column for the observed behaviour when it occurs.

Student Names





Observable Behaviours
Takes part in class
or group
discussions

Asks questions
Answers teacher
and student
questions

Listens when
student or teacher
speaks

Makes constructive
or positive
comments to other
students

Becomes involved
in planned activities

Avoids interrupting
a lesson or student
presentation


Adapted from: Toronto District School Board. (1999). Strategies and Tools for Planning, Assessment, and Evaluation.


Note taking checklist


Assess student participation in the classroom by using observable student behaviour as a criterion. Put a beside the
students name in the column for the observed behaviour when it occurs.

Student Names





Observable Behaviours
Listens when
student or
teacher speaks

Becomes
involved in
planned
activities

Takes part in
class or group
discussions

Skim and scan the
reading

Do the
vocabulary
building


Adapted from: Toronto District School Board. (1999). Strategies and Tools for Planning, Assessment, and Evaluation.


GRAPHIC ORGANIZER SCALE



DIRECTIONS: Using the following criteria, choose the appropriate number from the following scale that reflects your assessment of the
students work.

1 = Weak

= Moderately Weak

3 = Average

4 = Moderately strong

5 = Strong

The graphic organizer has an
appropriate title and labels.


The information in the graphic organizer
is accurate.


The spelling, grammar, and punctuation
of the text on the graphic organizer are
accurate.

The graphic organizer demonstrates an
understanding of the topic, its
relationships & related concepts.






READING SELF ASSESSMENT RUBRIC

Name ____________________________ Text:__________________________________ Date:____________________


Score / Criteria 0 1 2

Volume

I can`t hear myself properly
I don`t read loud enough to
hear all the text.

I read loud enough to hear
all the text.

Pace
I read too quickly or too
slowly.

I mostly read at the same
speed all the way through
I read at the right pace to
make it easy to listen to.

Pause
I don`t look for punctuation
when I read.

I sometimes use punctuation
when I`m reading.
I use punctuation to pause
and stop at the right places.

Clarity

I stumble over lots of words
or mumble lots of words.

I mostly read clearly with a
few stumbles.
I read each word clearly.

Expression
My voice is boring with no
highs or lows.
I use some highs or lows to
add life to a text.
I use expression in my voice
to make the text come alive.

Fluency
I read like a robot. Some of my reading flows
and some is stilted.
I read so the text flows
smoothly.

Total:
/12


GRAPHIC ORGANIZER RUBRIC
Name________________________ Short story_________________________ date_____________________


Well Done 4


Adequate 3

Attempted 2


Minimal Attempt 1

Plot summary
Gives a complete summary of the
key events in the entire story.
Gives a nearly complete summary
of the key events in the entire
story.
Gives an adequate summary of
the key events in the entire story,
perhaps misreading or omitting a
key event.
Gives a rough outline of the story,
perhaps misreading or omitting
key events.

Character analysis

Accurately identifies the main
characters of the story and their
relevant features or traits

Accurately identifies most of the
main characters of the story and
their relevant features or traits.

Accurately identifies most, but not
all, of the main characters of the
story and most, but not all, of their
relevant features and traits

Identifies some of the main
characters without noting their
relevant.

Setting

Identifies both the geographical
and historical setting of the story,
connecting the setting to the other
relevant elements of the story such
as the story's plot, characters,
style and/or theme.

Identifies both the geographical
and historical setting of the story,
and successfully connects the
setting to most, but not all, of the
other relevant elements of the
story.

Identifies the geographical and
historical setting of the story, but
does not successfully connect the
setting to the other elements of the
story.

Identifies either the geographical
or the historical setting of the story,
and does not make any connection
to other elements of the story.

Irony & symbol

Successfully identifies with an
exceptional analysis of the
meaning(s) of any symbols in the
story (if

Successfully identifies and
analyzes the meaning(s) of any
symbols in the story

Identifies some but not all of the
key symbols in the story and
attempts, but perhaps not
successfully, to analyze those
symbols (if any).

Misidentifies key symbols in the
story and/or does not adequately
analyze the correct symbols

Language and style

Successfully analyzes and
illustrates (with examples from the
story) the author's word choice,
sentence structure, and use of
literary devices such as dialect,
repetition, irony, sarcasm, etc.
Some analysis and some
illustration (with examples from the
story) of some, but not all, of the
following: the author's word choice,
sentence structure, and use of
literary devices such as dialect,
repetition, irony, sarcasm, etc.

Identifies some elements of style
and/or literary devices used in the
story, but does not successfully
analyze them.

Identifies and perhaps illustrates
some element of style and/or
literary device from the story but
does not analyze them.
Theme &
interpretation
Correctly identifies two or more of
the central themes of the story and
supports the interpretation with
evidence from the story




Correctly identifies one of the
central themes of the story and
supports the interpretation with
evidence from the story
Confuses the literal meaning of
the story with the theme of the
story, and/or identifies how the
story makes the reader feel rather
than the theme of the story. There
is some evidence from the story.
Makes an attempt to identify a
theme; however, the theme is
either just a summary of the
story, or a statement of
evaluation rather than the theme,
and there is no vidence from the
story.
Literary analysis Rubric
Name ______________________ date_____________ Short Story_______________ Author_____________________
Need to improve Good Excellent
Characters simplistic observation
of characters, no real
assessment of
personality or role in
the story; no
examples used
understands role of
characters but does not
adequately describe
personality; no examples
used.
solid awareness and
some interpretation
Characters however,
more detail needed.
effective understanding of the
personalities and roles of the
characters in the story; examples
from the text were effectively.

Setting very little description of
setting
some details regarding
setting
setting is described, but
importance to the story
not identified
thorough description of setting and
its importance in the story; strong
adjectives are used

Point of View the point of view if
incorrect
the point of view is not
entirely accurate nor is it
explained
the point of view is
accurately identified, but
not explained
the point of view is accurately
identified and the significance of the
point of view is explained.

Plot: Major
Conflict,
Climax and
Resolution
Reviewer gives away he
ending.
Reviewer offers way too
much plot summary, leaving
the reader little
Reason to read the novel.
reviewer offers a little too
much plot summary,
But paints a fair picture of
what the story is about.
Reviewer does a good job of
leaving the reader in suspense
about conflict resolutions while
painting a clear, interesting portrait
of the short story.

Critical
Analysis /
Conclusion
(This is where
you include
your 6opinion)
shows no interest in
responses and provides
no explanations for lack of
interest in selections; no
recommendation is given
shows limited interest;
provides basic indication
of reaction and
gives only sketchy,
formulaic reasons for
liking/disliking a selection
Shows considerable
interest in selection, or
explains clearly and with
some detail why the
selection does or does
not
interest this reader
shows passionate reactions
positively or negatively to selection;
reviewer offers his or her opinion on
many of the books aspects
Reviewer also writes a
recommendation to readers

Grammar,
Style and
Organization
Incomplete
grammatical6n and poor
use of syntax, weak style
serious grammatical flaws
basic vocabulary
and style some
major grammatical flaws
good word usage and
vocabulary, style is solid,
a few grammatical flaws
sophisticated and fluent style with a
cohesive style and vocabulary, no
grammatical problems

Rubric adapted from SPL-Short Story Analysis Rubric.pdf.