Connections Response Rubric

Ms. Stewart- Mitchell's Connections Response Rubric
	Response	Support	Sentences & Paragraphs	Mechanics	On-Time / On-Task
4	The response is insightful and well thought out showing superior understanding (many different types of connections)	Effectively uses both direct and indirect support to prove points made – excellent explanation with many examples	All writing is in complete sentences, with vivid vocabulary and a variety of sentence styles. No paragraphing/sentence structure errors.	No errors	Assignment is on- time; student used the class time well.
3	The response is well thought out and shows good understanding (uses a couple different types of connections)	Uses some direct and indirect support to prove points made - very good explanation with some examples	Most writing is in complete sentences, with colourful vocabulary and a variety of sentence styles. No paragraphing/sentence structure errors.	Few errors	Assignment is on-time; student used most of class time well.
2	The response is at the surface level and shows average understanding (makes a couple connections)	Uses either limited direct or indirect support - little explanation or examples	Some writing is in complete sentences, with fair vocabulary and a variety of sentence styles. A few paragraphing/sentence structure errors.	Some errors (do not impede understanding)	Assignment is a little late; student used most of class time well.
1	The response is weak and shows poor understanding (no effort to make connections)	Almost no support made for points - almost no explanation or examples	Little of the writing is in complete sentences. Many paragraphing errors.	Many errors (impedes understanding)	Assignment is late and student did not use the class time well.

DEAR Rubric

Ms. SM ELA Rubric Uninterrupted Sustained Silent Reading (D.E.A.R.)

Name:	Level 1	Level 3	Level 5
Time on Task	Easily distracted by self and others; unfocussed; avoids reading; seldom on task during reading time.	Maintains own focus, but can be distracted by others' actions or words; returns to text consistently if distracted.	Able to keep self on task despite others' distractions. Attends to text for entire reading time.
Preparedness	Comes to reading time with no reading material selected, or selects inappropriate reading materials for the purpose of this reading time. Books chosen often do not reflect student's reading level.	Comes to reading time with appropriate DEAR/USSR reading material selected most of the time. Books chosen reflect student' reading level.	Always comes to reading time with a full-length non-fiction book or novel that sustains their interest throughout DEAR/USSR time. Books chosen reflect student' reading level and student selects a variety of genres.
Engagement	Requires teacher prompting and intervention to start and maintain reading focus.	Usually begins reading independently, and requires minimal teacher prompting to maintain reading focus.	Begins reading immediately and becomes immersed in reading for entire DEAR time.
AR Test	Does not have an acceptable number of tests/points completed for expected term.	Has completed a satisfactory number of tests/points within expected term.	Has completed at least 3 tests (or has a minimum of 20 pts for term. Has done very well on all tests.

 

Books/Reading Materials Chosen:                                Comments:

 

 

    

Ms. Stewart-Mitchell Blogging Rubric
	1	2	3	4
Overall Use of Blogs	Blog entries are few and generally simple retellings of personal events. No comments are made on blogs of others.	Almost all required blog entries and comments have been completed.	Five blog entries and five comments are submitted, though not all of them may give evidence of a substantial contribution.	Five blog entries and five comments are submitted, all of which are substantial. Beyond the required five, your blog includes many more reflections.
Intellectual Engagement with Key Concepts	Blog entries make no reference to issues raised through readings and/or class activities	Blog entries make some reference to issues raised through readings and/or class activities	Blog entries demonstrate awareness of most of the key issues raised through readings and/or class activities	Blog entries demonstrate engagement with the important issues raised through readings and/or class activities
Personal Response to Key Concepts	Blog entries show no personal response is made to the issues/concepts raised in the readings/activities	Blog entries convey little evidence of a personal response to the issues/concepts raised in the readings/activities	Blog entries convey evidence of a personal response to the issues raised in the readings/ activities, and demonstrate that the author is capable of reflecting on learning, technology, and society.	Blog entries convey extensive evidence of a personal response to the issues raised in the readings/ activities, and demonstrate the author's growth through reflection on learning, technology and society.
Engaged Writing	Blog entries use incorrect grammar and syntax consistently, making it difficult for others to follow.	Blog entries demonstrate some evidence of correct spelling, grammar, punctuation, etc. Audience will have little trouble reading your blog.	Blog entries show proper sentence structure and very few mechanical errors. No problems for your audience in reading the blog.	Blog entries show excellent sentence structure and almost no mechanical errors. There is some flair and originality in ideas presented in the blog.

 

Elmo

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