=char(32)

Oral Presentation Rubric : 1 pilot

Teacher Name: Mr. Fernandez

Student Name: CATEGORY 4 Pitch

________________________________________ 3 2 1 Pitch was often used but the emotion it conveyed sometimes did not fit the content. Pauses were effectively used once to improve meaning and/or dramatic impact. Pitch was rarely used OR the emotion it conveyed often did not fit the content. Pitch was not used to convey emotion.

Pitch was often used and it conveyed emotions appropriately.

Pauses

Pauses were effectively used 2 or more times to improve meaning and/or dramatic impact. Student is able to accurately answer almost all questions posed by classmates about the topic. Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Pauses were Pauses were not intentionally intentionally used but were not used. effective in improving meaning or dramatic impact. Student is able to accurately answer a few questions posed by classmates about the topic. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Casual business attire, but wore sneakers or seemed somewhat Student is unable to accurately answer questions posed by classmates about the topic. Very little use of facial expressions or body language. Did not generate much interest in topic being presented. General attire not appropriate for audience (jeans, t-shirt, shorts).

Comprehension

Student is able to accurately answer most questions posed by classmates about the topic. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Enthusiasm

Attire

Business attire, Casual business very professional attire. look.

wrinkled.

Preparedness

Student is completely prepared and has obviously rehearsed. Fills out peer evaluation completely and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). Listens intently. Does not make distracting noises or movements.

Student seems pretty prepared but might have needed a couple more rehearsals. Fills out almost all of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). Listens intently but has one distracting noise or movement.

The student is somewhat prepared, but it is clear that rehearsal was lacking. Fills out most of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). Sometimes does not appear to be listening but is not distracting.

Student does not seem at all prepared to present.

Evaluates Peers

Fills out most of the peer evaluation but scoring appears to be biased.

Listens to Other Presentations

Sometimes does not appear to be listening and has distracting noises or movements.

Time-Limit

Presentation is 5- Presentation is 4 Presentation is 3 Presentation is 6 minutes long. minutes long. minutes long. less than 3 minutes OR more than 6 minutes. Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. Often mumbles or can not be understood OR mispronounces more than one word.

Speaks Clearly

Props

Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better. Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. Always (99100% of time) speaks in complete sentences.

Student uses 1 prop that shows considerable work/creativity and which make the presentation better.

Student uses 1 prop which makes the presentation better.

The student uses no props OR the props chosen detract from the presentation.

Vocabulary

Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. Mostly (80-98%) speaks in complete sentences.

Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. Sometimes (7080%) speaks in complete sentences.

Uses several (5 or more) words or phrases that are not understood by the audience.

Uses Complete Sentences

Rarely speaks in complete sentences.

Stays on Topic

Stays on topic all Stays on topic (100%) of the most (99-90%) time. of the time.

Stays on topic It was hard to tell some (89%-75%) what the topic of the time. was.

Posture and Eye Contact

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact.

Slouches and/or does not look at people during the presentation.

Content

Shows a full Shows a good Shows a good Does not seem to understanding of understanding of understanding of understand the the topic. the topic. parts of the topic. topic very well.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Volume is loud enough to be heard by all audience members throughout the presentation.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group. Volume is loud enough to be heard by all audience members at least 90% of the time.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Volume is loud enough to be heard by all audience members at least 80% of the time.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. Volume often too soft to be heard by all audience members.

Volume

Date Created: Jan 19, 2012 10:26 am (UTC) =char(32)

Story Telling : 1 pilot2

Teacher Name: Mr. Fernandez

Student Name: CATEGORY Sequence

________________________________________ 4 3 2 1 Retells story in Retells story in correct sequence with sequence 2-3 omissions. leaving out no important parts of story. Can accurately tell author, illustrator, title and favorite part of story when asked several days after the retelling. Can accurately tell author, title and favorite part of story when asked several days after the retelling. Retells story with several omissions, but maintains sequence of those told. Can accurately tell title and favorite part of story when asked several days after the retelling. Retells story out of sequence.

Knowledge

Has trouble remembering title without prompting.

Vocabulary

Uses a varied vocabulary appropriate for the audience, and also successfully tries to enlarge the audience\'s vocabulary. Shifts roles smoothly almost all the time. It is very easy for the audience to tell which character is speaking. The main characters are named and clearly described (through words and/or actions). The audience knows and can describe what the characters look like and how they typically behave. It is very easy for the audience to understand what problem the main character(s) face and why it is a problem.

Uses a varied vocabulary that is appropriate for the audience.

Uses a varied vocabulary that is occasionally a little to simple or a little too hard for the audience.

The vocabulary was not varied OR was routinely inappropriate for the intended audience.

Role Shifting

Shifts roles pretty well. It is usually easy for the audience to tell which character is speaking The main characters are named and described (through words and/or actions). The audience has a fairly good idea of what the characters look like.

Tried to do role shifting, but it wasn\'t very successful. It often was hard for the audience to tell which character is speaking.

Did not attempt role shifting. It was very difficult for the audience to tell which character was speaking.

Characters

The main It is hard to tell characters are who the main named. The characters are. audience knows very little about the main characters.

Problem

It is fairly easy for the audience to understand what problem the main character(s) face and why it is a problem.

It is fairly easy for the audience to understand what problem the main character(s) face and but it is not clear why it is a problem.

It is not clear what problem the main character(s) face.

Solution to Problem in Story

The solution to the problem is easy-tounderstand and is logical. There are no loose ends. The storyteller knows the story well and has obviously practiced telling the story several times. There is no need for notes and the speaker speaks with confidence. Storyteller looks at and tells the story to all members of the audience. Always listens attentively to other storytellers. Is polite and does not appear bored or make distracting gestures or sounds. Always speaks loudly, slowly and clearly. Is easily understood by all audience members all the time

The solution to the problem is easy-tounderstand and is somewhat logical. The storyteller knows the story pretty well and has practiced telling the story once or twice. May need notes once or twice, but the speaker is relatively confident. Storyteller looks at and tells the story to a few people in the audience. Usually listens attentively to other storytellers. Rarely appears bored and never makes distracting gestures or sounds. Usually speaks loudly, slowly and clearly. Is easily understood by all audience members almost all the

The solution to the problem was a little hard to understand.

No solution was attempted or it was impossible to understand.

Knows the Story

The storyteller knows some of the story, but did not appear to have practiced. May need notes 3-4 times, and the speaker appears ill-at-ease.

The storyteller could not tell the story without using notes.

Audience Contact

Storyteller looks at and tells the story to 1-2 people in the audience. Usually listens to other storytellers, but sometimes appears bored. Might once or twice accidentally make a gesture or sound that is distracting. Usually speaks loudly and clearly. Speaks so fast sometimes that audience has trouble understanding.

Storyteller does not look at or try to involve the audience.

Listens to Others

Does not listen attentively. Tries to distract the storytellers, makes fun of them, or does other things instead of listening.

Voice

Speaks too softly or mumbles. The audience often has trouble understanding.

time.

Acting/dialogue

The student uses consistent voices, facial expressions and movements to make the characters more believable and the story more easily understood. The story is told slowly where the storyteller wants to create suspense and told quickly when there is a lot of action.

The student often uses voices, facial expressions and movements to make the characters more believable and the story more easily understood. The storyteller usually paces the story well, but one or two parts seem to drag or to be rushed.

The student tries to use voices, facial expressions and movements to make the characters more believable and the story more easily understood.

The student tells the story but does not use voices, facial expressions or movement to make the storytelling more interesting or clear.

Pacing

The storyteller tries to pace the story, but the story seems to drag or be rushed in several places.

The storyteller tells everything at one pace. Does not change the pace to match the story.

Connections/Transitions Connections between events, ideas, and feelings in the story are creative, clearly expressed and appropriate. Accuracy of Retelling A Story The storyteller includes all major points and several details of the story s/he is retelling.

Connections between events, ideas, and feelings in the story are clearly expressed and appropriate.

Connections between events, ideas, and feelings in the story are sometimes hard to figure out. More detail or better transitions are needed. The storyteller includes all major points of the story s/he is retelling.

The story seems very disconnected and it is very difficult to figure out the story.

The storyteller includes all major points and 1-2 details of the story s/he is retelling.

The storyteller forgets major points of the story s/he is retelling.

Duration

The storytelling lasts 5-7 minutes. The student turns in an attractive and complete copy of the story in the correct format.

The storytelling lasts 4 or 8 minutes. The student turns in a complete copy of the story in the correct format.

The storytelling The storytelling lasts 9 minutes. lasts less than 3 minutes or more than 9 minutes. The student turns in an complete copy of the story, but the format was not correct. The student turns in an incomplete copy of the story.

Written Copy

Date Created: Jan 19, 2012 10:36 am (UTC) =char(32)

Persuasive Essay : 1 pilot3

Teacher Name: Mr. Fernandez

Student Name: ________________________________________ 4321CATEGOR Above Standard Meets Standard Approaching Standard Below Standard Scor Y s s s s e Attention Grabber The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader. The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience. The author has an interesting introductory paragraph but the connection to the topic is not clear. The introductory paragraph is not interesting AND is not relevant to the topic.

Position Statement

The position statement provides a clear, strong statement of the author\'s position on the topic. The thesis statement names the topic of the essay and outlines the main points to be discussed. Includes 3 or more pieces of evidence (facts, statistics, examples, reallife experiences) that support the position statement. The writer anticipates the reader\'s concerns, biases or arguments and has provided at least 1 counterargument. All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.

The position statement provides a clear statement of the author\'s position on the topic. The thesis statement names the topic of the essay.

A position statement is There is no present, but does not position make the author\'s statement. position clear.

Focus or Thesis Statement

The thesis statement outlines some or all of the main points to be discussed but does not name the topic.

The thesis statement does not name the topic AND does not preview what will be discussed. Includes 1 or fewer pieces of evidence (facts, statistics, examples, reallife experiences).

Support for Position

Includes 3 or more pieces of evidence (facts, statistics, examples, reallife experiences) that support the position statement.

Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Evidence and Examples

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author\'s position.

Evidence and examples are NOT relevant AND/OR are not explained.

Accuracy

All supportive facts and statistics are reported accurately. Arguments and support are provided in a logical order that makes it easy and interesting to follow the author\'s train of thought.

Almost all Most supportive facts supportive facts and statistics are and statistics are reported accurately. reported accurately. Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author\'s train of thought. Transitions show how ideas are connected, but there is little variety A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing.

Most supportive facts and statistics were inaccurately reported. Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing. The transitions between ideas are unclear OR nonexistent.

Sequencing

Transitions

A variety of thoughtful transitions are used. They clearly show how ideas are connected The conclusion is strong and leaves the reader solidly understanding the writer\'s position. Effective restatement of the position statement begins the closing paragraph. All sources used for quotes, statistics and facts are credible and cited correctly.

Some transitions work well, but some connections between ideas are fuzzy.

Closing paragraph

The conclusion is recognizable. The author\'s position is restated within the first two sentences of the closing paragraph.

The author\'s position There is no is restated within the conclusion - the closing paragraph, but paper just ends. not near the beginning.

Sources

All sources used for quotes, statistics and facts are credible and most are cited correctly.

Most sources used for quotes, statistics and facts are credible and cited correctly.

Many sources are suspect (not credible) AND/OR are not cited correctly.

Audience

Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader\'s questions and provides thorough answers appropriate for that audience. All sentences are well-constructed with varied structure.

Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience.

Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience.

It is not clear who the author is writing for.

Sentence Structure

Most sentences are wellconstructed and there is some varied sentence structure in the essay. Author makes 1-2 errors in grammar or spelling that distract the reader from the content. Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.

Most sentences are well constructed, but there is no variation is structure.

Most sentences are not wellconstructed or varied.

Grammar & Author makes Spelling no errors in grammar or spelling that distract the reader from the content. Capitalizatio Author makes n& no errors in Punctuation capitalization or punctuation, so the essay is exceptionally easy to read.

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distract the reader from the content. Author makes several errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.

Author makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.

Date Created: Jan 19, 2012 10:43 am (UTC) =char(32)

Story Writing : 1 pilot4

Teacher Name: Mr. Fernandez

Student Name: CATEGORY 4 Writing Process

________________________________________ 3 2 1 Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done. Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by. Student devotes little time and effort to the writing process. Doesn\'t seem to care.

Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful.

Introduction

First paragraph First paragraph has a \"grabber\" has a weak or catchy \"grabber\". beginning.

A catchy beginning was attempted but was confusing rather than catchy. The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry. Some of the story is related to the assigned topic, but a reader does not learn much about the topic.

No attempt was made to catch the reader\'s attention in the first paragraph. The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn\'t care what it looked like.

Neatness

The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it.

The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it. Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.

Focus on Assigned The entire story Topic is related to the assigned topic and allows the reader to understand much more about the topic.

No attempt has been made to relate the story to the assigned topic.

Organization

The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. All facts presented in the story are accurate.

The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. There is one spelling or punctuation error in the final draft.

The story is a little hard to follow. The transitions are sometimes not clear.

Ideas and scenes seem to be randomly arranged.

Spelling and Punctuation

There are 2-3 spelling and punctuation errors in the final draft.

The final draft has more than 3 spelling and punctuation errors.

Accuracy of Facts

Almost all facts presented in the story are accurate. The solution to the character\'s problem is easy to understand, and is somewhat logical. The story contains a few creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has used his imagination.

Most facts There are several presented in the factual errors in story are the story. accurate (at least 70%). The solution to the character\'s problem is a little hard to understand. No solution is attempted or it is impossible to understand.

Solution/Resolution The solution to the character\'s problem is easy to understand, and is logical. There are no loose ends. Creativity The story contains many creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has really used his imagination.

The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

Setting

Many vivid, descriptive words are used to tell when and where the story took place. Several action verbs (active voice) are used to describe what is happening in the story. The story seems exciting!

Some vivid, descriptive words are used to tell the audience when and where the story took place. Several action verbs are used to describe what is happening in the story, but the word choice doesn\'t make the story as exciting as it could be. There is too much dialogue in this story, but it is always clear which character is speaking.

The reader can figure out when and where the story took place, but the author didn\'t supply much detail. A variety of verbs (passive voice) are used and describe the action accurately but not in a very exciting way.

The reader has trouble figuring out when and where the story took place.

Action

Little variety seen in the verbs that are used. The story seems a little boring.

Dialogue

There is an appropriate amount of dialogue to bring the characters to life and it is always clear which character is speaking. It is very easy for the reader to understand the problem the main characters face and why it is a problem. All of the written requirements (# of pages, # of graphics, type of graphics, etc.) were met.

There is not It is not clear quite enough which character dialogue in this is speaking. story, but it is always clear which character is speaking.

Problem/Conflict

It is fairly easy for the reader to understand the problem the main characters face and why it is a problem. Almost all (about 90%) the written requirements were met.

It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem.

It is not clear what problem the main characters face.

Requirements

Most (about Many 75%) of the requirements written were not met. requirements were met, but several were not.

Illustrations

Original illustrations are detailed, attractive, creative and relate to the text on the page. Title page has a graphic or fancy lettering, has the title, author\'s name, illustrator\'s name, and the year. The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately.

Original illustrations are somewhat detailed, attractive, and relate to the text on the page. Title page has the title, author\'s name, illustrator\'s name, and the year.

Original illustrations relate to the text on the page.

Illustrations are not present OR they are not original.

Title Page

Title page has the 3 of the 4 required elements.

Title page has fewer than 3 of the required elements.

Characters

The main characters are named and described. Most readers would have some idea of what the characters looked like.

The main It is hard to tell characters are who the main named. The characters are. reader knows very little about the characters.

Title

Title is creative, Title is related to sparks interest the story and and is related to topic. the story and topic.

Title is present, but does not appear to be related to the story and topic.

No title.

Date Created: Jan 19, 2012 10:49 am (UTC) =char(32)

Literature Circle - Listening and Sharing : 1 pilot5

Teacher Name: Mr. Fernandez

Student Name: CATEGORY 4

________________________________________ 3 2 1

Respects Others

Student listens quietly, does not interrupt, and stays in assigned place without distracting fidgeting.

Student listens quietly and does not interrupt. Moves a couple of times, but does not distract others.

Student interrupts once or twice, but comments are relevant. Stays in assigned place without distracting movements.

Student interrupts often by whispering, making comments or noises that distract others OR moves around in ways that distract others. Student has trouble understanding or remembering most parts of the story.

Comprehension

Student seems to understand entire story and accurately answers 3 questions related to the story. Student routinely volunteers answers to questions and willingly tries to answer questions s/he is asked. Student describes how a character might have felt at some point in the story, and points out some pictures or words to support his/her interpretation without being asked. Student is on the correct page and is actively reading along (eyes move along the lines) or finger is following words

Student seems to understand most of the story and accurately answers 2 questions related to the story. Student volunteers once or twice and willingly tries to all questions s/he is asked. Student describes how a character might have felt at some point in the story, and points out some pictures or words to support his/her interpretation when asked. Student is on the correct page and usually appears to be actively reading, but looks at the reader or the pictures

Student understands some parts of the story and accurately answers 1 question related to the story.

Participates Willingly

Student does not Student does not volunteer willingly answers, but participate. willing tries to answer questions s/he is asked. Student describes how a character might have felt at some point in the story, but does NOT provide good support for the interpretation, even when asked. Student cannot describe how a character might have felt at a certain point in the story.

Thinks about Characters

Follows Along

Student is on the correct page and seems to read along occasionally. May have a little trouble finding place when

Student is on the wrong page OR is clearly reading ahead or behind the person who is reading aloud.

being read aloud occasionally. by others. Can find place easily when called upon to read. Date Created: Jan 19, 2012 10:55 am (UTC) =char(32)

called upon to read.

Reading - Analyzing Information : 1 pilot6

Teacher Name: Mr. Fernandez

Student Name: CATEGORY 4 Identifies important information

________________________________________ 3 2 1 The student lists all the main points, but uses the article for reference. The student lists all but one of the main points, using the article for reference. S/he does not highlight any unimportant points. The student cannot important information with accuracy.

Student lists all the main points of the article without having the article in front of him/her.

Identifies details Student recalls several details for each main point without referring to the article. Identifies facts Student accurately locates at least 5 facts in the article and gives a clear explanation of why these are facts, rather than opinions.

Student recalls several details for each main point, but needs to refer to the article, occasionally. Student accurately locates 4 facts in the article and gives a reasonable explanation of why they are facts, rather than opinions.

Student is able to Student cannot locate most of the locate details details when with accuracy. looking at the article. Student accurately locates 4 facts in the article. Explanation is weak. Student has difficulty locating facts in an article.

Identifies opinions

Student accurately locates at least 5 opinions in the article and gives a clear explanation of why these are opinions, rather than facts.

Student accurately locates at least 4 opinions in the article and gives a reasonable explanation of why these are opinions, rather than facts. Student accurately explains how each graphic/diagram is related to the text.

Student accurately locates at least 4 opinions in the article. Explanation is weak.

Student has difficulty locating opinions in an article.

Relates Graphics Student to Text accurately explains how each graphic/diagram is related to the text, and accurately determines whether each graphic/diagram agrees with the information in the text. Summarization Student uses only 1-3 sentences to describe clearly what the article is about.

Student accurately explains how some of the diagrams are related to the text.

Student has difficulty relating graphics and diagrams to the text.

Student uses several sentences to accurately describe what the article is about.

Student summarizes most of the article accurately, but has some slight misunderstanding.

Student has great difficulty summarizing the article.

Date Created: Jan 19, 2012 11:03 am (UTC) =char(32)

Collaborative Work Skills : 1 pilot7

Teacher Name: Mr. Fernandez

Student Name: CATEGORY 4

________________________________________ 3 2 1

Contributions

Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.

Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Provides work that occasionally needs to be checked/redone by other group members to ensure quality. Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.

Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Quality of Work Provides work of Provides high the highest quality work. quality.

Provides work that usually needs to be checked/redone by others to ensure quality. Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person\'s inadequate time management.

Timemanagement

Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.

Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.

Problem-solving Actively looks for and suggests solutions to problems.

Refines solutions Does not suggest suggested by or refine others. solutions, but is willing to try out solutions suggested by others. Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive

Does not try to solve problems or help others solve problems. Lets others do the work. Often is publicly critical of the project or the work of other members of the group. Often has a negative

Attitude

Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).

attitude about the attitude about the task(s). task(s).

Focus on the task

Consistently stays focused on the task and what needs to be done. Very selfdirected.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. Almost always brings needed materials but sometimes needs to settle down and get to work

Rarely focuses on the task and what needs to be done. Lets others do the work.

Preparedness

Brings needed materials to class and is always ready to work.

Almost always brings needed materials to class and is ready to work.

Often forgets needed materials or is rarely ready to get to work.

Pride

Work reflects this Work reflects a Work reflects Work reflects student\'s best strong effort from some effort from very little effort efforts. this student. this student. on the part of this student. Routinely monitors the effectiveness of the group and works to make the group more effective. Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group. Occasionally monitors the effectiveness of the group and works to make the group more effective. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Rarely monitors the effectiveness of the group and does not work to make it more effective.

Monitors Group Routinely Effectiveness monitors the effectiveness of the group, and makes suggestions to make it more effective. Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Date Created: Jan 19, 2012 11:06 am (UTC)

documentray viewing
CATEGORY Identifies important information No Name No Name No Name No Name

Identifies details

Summarization

Focus on the film

Date Created: December 17, 2010

Collaborative Work Skills : listening

CATEGORY Attitude 4 Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). 3 Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). 2 Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). 1 Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).

Focus on the task

Consistently stays focused on the task and what needs to be done. Very selfdirected.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Working with Others

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.

Timemanagement

Date Created: November 06, 2007