Rubrics

1. Rubrics Supporting Self-Reflection, Celebrations, and High Expectations In The Classroom

2. Guiding Forces of Literacy Instruction Classroom environment Rituals and Routines Classroom community Knowledge of standards and the 5 components of reading (What do my students need to learn in order to be successful readers?) On-going formative assessment of standards; post-test (Did it work and how well? Where do I go from here?) Formative assessment including pre, on-going, etc. (How do I know what to teach?) Reading structure(s) that best address deficiencies (How am I going to organize my instruction?) Student deficiencies (What do my students know or not know?) Curriculum and materials available to address deficiencies (What materials do I have to help me address the deficiencies noted on my assessments?) Continuum of standards (How am I going to address the RANGE of deficiencies in my classroom?)

3. 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?

4. 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 3-3.3Interpret the meaning of idioms encountered in texts.

5. Explanation of Revised Bloom’s Verb InterpretChanging from one form of representation to another by clarifying, paraphrasing, representing, and translating Support Documents: Understanding The Bloom’s Verb http://www.ed.sc.gov/agency/Standards-and-Learning/Academic-Standards/old/cso/standards/ela/index.html OR Revised Bloom’s Taxonomy Documents

6. Task And Standard Alignment Interpret the meaning of idioms encountered in texts. 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. The students will read the story “King For A Day”. paraphrasing, representing (Support Document)

7. 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 literalmeaning of the idiom and illustrate. The Task Vocabulary from support document

8. 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: Breaking Up The Task

9. 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 Constructing The Rubric: Establishing The Criteria

10. The Rubric

11. The Rubric

12. Final Product Indicator 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.

13. 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.

14. 1st Grade Paragraph Rubric: Student Friendly Version

15. Your Turn!

16. Guiding Forces of Literacy Instruction Classroom environment Rituals and Routines Classroom community Knowledge of standards and the 5 components of reading (What do my students need to learn in order to be successful readers?) On-going formative assessment of standards; post-test (Did it work and how well? Where do I go from here?) Formative assessment including pre, on-going, etc. (How do I know what to teach?) Reading structure(s) that best address deficiencies (How am I going to organize my instruction?) Student deficiencies (What do my students know or not know?) Curriculum and materials available to address deficiencies (What materials do I have to help me address the deficiencies noted on my assessments?) Continuum of standards (How am I going to address the RANGE of deficiencies in my classroom?)

17. 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