RESPONSE TO LITERATURE

CRITERIA / LEVEL 3+ / LEVEL 3 / LEVEL 2 / LEVEL 1
Constructs Meaning / Interprets and extends the author’s message to other issues. / Interprets the author’s message / States a general meaning from the text. / Retells the text.

Makes Connections

(to other texts including media, and personal experience) / Makes extensive connections to experiences, to other texts, and refers to larger issues; the reader has a thorough understanding. / Makes meaningful connections to experiences and to text; the reader has a clear understanding. / Makes general or superficial connections to experiences; the reader has a partial understanding. / Makes unrelated, illogical, or no connections; the reader has limited understanding.

Notes Structures

(author’s craft and techniques) / Explains how complex structures and nuances reinforce author’s purpose and enhance meaning. / Explains how structures reveal author’s purpose and enhance meaning. / Identifies and comments on obvious structures. / Identifies obvious structures and text types, or does not refer to structures.

Offers Judgment

/ Reacts to text by raising questions and /or issues and offers supported insight. Appreciation and criticisms are reflective. / Reacts with a point of view about the text and offers logical explanations for opinions. Appreciation and criticisms are reflective. / Reacts to the text with likes and dislikes but does not justify opinions. Appreciation and /or criticisms are general. / Comments (or lack of) suggest the reader is indifferent to the text.

For each statement, put a check mark (√) in the box that best describes the student’s performance.

The expected outcome is bolded.

An overall performance of 3+ requires that criterion 3, “Notes Structures” be scored at 3+.

Score: ______

STRATEGIC READING AND CRITICAL THINKING
CRITERIA / LEVEL 3+ / LEVEL 3 / LEVEL 2 / LEVEL 1

COMPREHENSION

/ The reader recognizes subtle commonalities between the texts and notable differences are distinguished. / The reader recognizes logical commonalities between the texts and key differences are distinguished. / The reader offers general and obvious commonalities between the texts and obvious differences are noted. / The reader lists information from both texts, but disregards commonalities and /or differences.

SYNTHESIS

/ The student combines information from the texts to offer comprehensive and subtle conclusions. The reader has drawn deep meaning that goes beyond the texts themselves. / The student combines information to offer logical conclusions based on evidence from the texts. The reader has understood important elements found within the texts. / The student offers general information from notes, or provides a summary. Simple interpretation is offered. / No interpretation is offered; understanding is not evident. The student recopies information from the text.

For each statement, put a check mark (√) in the box that best describes the student’s performance.

The expected outcome is bolded.

Score: ______

ORAL PRESENTATION

CRITERIA / LEVEL 3+ / LEVEL 3 / LEVEL 2 / LEVEL 1
Content / The point of view of the key group was thoroughly presented. The information offered was elaborated and extended. / The point of view of the key group was evident. The information offered provided details. / The point of view of the key group was mentioned. The information offered was mostly common facts that didn’t help to clearly convey the point of view. / The point of view of the key group was unclear.
Some information was offered, but it was confusing.
Engagement of the Audience / The presentation caught and held the attention of listeners. Visuals (posters, maps, etc.) were used to enhance the presentation. / The presentation held the attention of listeners. Visuals (posters, maps, etc.) were used effectively during the presentation. / The presentation held the attention of listeners at times. Visuals were displayed and used occasionally as information. / The presentation was difficult to follow. Some visuals were displayed.

Conventions

/ Talk features (pace, tone, volume and sequencing) reveal that serious attention has been given to enhance audience understanding. / Talk features (pace, tone, volume and sequencing) reveal that attention has been given to support audience understanding. / Talk features pace, tone, volume and sequencing) reveal that little attention has been given to audience understanding. / Talk features (pace, tone, volume and sequencing) have not been considered for audience understanding..

For each statement, put a check mark (√) in the box that best describes the student’s performance.

The expected outcome is bolded.

An overall performance of 3+ requires that criterion 3, “Notes Structures” be scored at 3+.

Score: ______

WRITING TO EXPRESS A PERSONAL VIEWPOINT
CRITERIA /

LEVEL 3+

/ LEVEL 3 / LEVEL 2 / LEVEL 1

PURPOSE

/ The personal viewpoint is compelling with substantial evidence as support. Research and literature resources have served as a springboard to develop a world view. The writing has clear purpose. / The personal viewpoint is definite and supported with meaningful evidence. The student draws on information from the research and the literature resources. The purpose is evident. / A personal viewpoint is evident at times with some supporting details that may be unrelated or confusing. Information from research or literature may be mentioned. The purpose is uncertain. / A personal viewpoint is not discernable. Supporting reference to research or literature resources are absent or confusing. The purpose is not evident.

ORGANIZATION

/ The ideas are compelling and the organization enhances communication. Revision has clearly been undertaken. Characteristics of text type are used skillfully. / The ideas are focused and developed. The writing is purposeful and leads the reader through the text in an organized progression. Revision is evident. Characteristics of chosen text type are respected. / Problems with organization make the writing hard to understand. The reader becomes distracted. Revision has been attempted at times. Characteristics of chosen text type are discernable. / The writing lacks purpose and continuity. The reader is confused revision is required. Characteristics of chosen text type are not evident.

VOICE

/ The writer’s voice is compelling and engaging. It enhances the impact of the writer’s point of view and connects strongly to the intended audience. / The writer’s voice is confident and sincere. It enhances the credibility of the writer’s point of view and engages the intended audience. / The writer’s voice seems impersonal and/or uninvolved. It fails to connect to the intended audience. / The writer’s voice seems disconnected, if not absent. The writer is unaware of audience.

CONVENTIONS

/ Errors, if any, are minor and infrequent. Adherence to conventions enhances communication. / Errors are minor but repeated. They do not interfere with communication. / Errors are frequent and varied, and at times interfere with communication. / Systemic and multiple errors make the writing difficult to read.

For each statement put a check mark (√) in the box that best describes the student’s performance.

The expected outcome is bolded.

An overall performance of level 3+ requires that criterion 2, “Organization” be scored at 3+.

Score: ______

STUDENT PROFILE

CRITERIA / Proficiently
3+ / Assuredly
3 / Tentatively
2 / Ineffectively
1

READING

Response to Literature:
The student extracts meaning from the text and brings her/his personal meaning to view.
Strategic Reading:
The student extracts and synthesizes significant information from two texts and justifies a personal stance.

WRITING

Writing to Express a Personal Viewpoint:
The student writes for a specific audience, with a specific purpose, using appropriate text type(s) to express and support a personal viewpoint.
Writing (Revision and Editing):
The student revises and edits writing to enhance communication.

ORAL PRESENTATION

Communicates orally to inform others:
The student expresses and justifies a point of view to a familiar audience of peers.

CRITICAL THINKING

Forming reasoned Judgments:
With respect to a world view presented through the texts, the student connects with an issue or concern and expresses both orally and in writing, personal convictions based on acquired and known information.

For each statement put a check mark (√) in the box that best describes the student’s performance. Ideally, this form should be used at the end of cycle and include information from several sources.