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Reciprocal teaching conferring log rubric

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Reciprocal teaching conferring log rubric

  1. 1. Reciprocal Teaching Conferring Log / Rubric J. Evans St. ClairCountyRESA Student Date Date Date Date Goal: Reciprocal Teaching What are you working on as a reader? Score1(4,3,2,1) Score2(4,3,2,1) Score3(4,3,2,1) Score4(4,3,2,1) Notes/Observations 1. Show me evidence/ examples of what you are workingon. 2. What would you likeme to help you with? 3. What areyour next steps?
  2. 2. Reciprocal Teaching Conferring Log / Rubric J. Evans St. ClairCountyRESA Reciprocal Teaching 4 3 2 1 Predicting  Student consistently uses what they haveread and the text features to figureoutwhatthey will learn and/or whatwill happen next.  Student consistently reflects ontheprediction and confirms/denies andreadjusts based onevidence from the text as theyread on.  Student consistently uses text to makes good predictions beforeand during reading. (Predictions may start: I think…I wonderif…I imagine…I suppose…I predict…etc.)  Student sometimes uses what theyhave read and the text features to figure out whatthey will learn and/orwhat willhappennext.  Student sometimes reflects on theprediction and confirms/denies and readjusts basedon evidencefromthetext as they readon.  Student sometimes uses text tomakes good predictions beforeand during reading. (Predictions may start: I think…I wonder if…I imagine…I suppose…I predict…etc.)  Student rarely uses what they havereadand the text features to figureoutwhatthey will learn and/orwhat willhappennext.  Student rarely reflects onthepredictionand confirms/denies andreadjusts based on evidencefromthetext as they readon.  Student rarely uses textto makes good predictions beforeand during reading. (Predictions may start: I think…I wonder if…I imagine…I suppose…I predict…etc.)  Student does not usewhat theyhave read and the text features to figureoutwhatthey will learn and/orwhat willhappennext.  Student does not reflecton theprediction and confirms/denies andreadjusts based on evidencefromthetext as they readon.  Student does not usetext tomakes good predictions beforeand during reading. (Predictions may start: I think…I wonder if…I imagine…I suppose…I predict…etc.) Questioning Student consistentlyasks questions as they readto understand whathas been read. Questions includeall DOK or Bloom’s levels and areoftenopen ended requiring evidencetosupport the answer. Questions also includeunknownwords and/or vocabularyor phrases.  Questions may begin: Whatis...? Why is…? Howis…? What did…? Why did…? Howdid…? What can…? When can…? Why can…? Howcan…? Who/whatwould…? Where/when would…? Why would…? How would…? What/where/when/how will…?Who/what might…? Student sometimes asks questions as they read to understand what has beenread. Questions include allDOK orBloom’s levels andareoften open ended requiring evidenceto supportthe answer. Questions also include unknownwords and/or vocabulary orphrases.  Questions may begin: Whatis...? Why is…? How is…? Whatdid…? Why did…? How did…? What can…? Whencan…? Whycan…? How can…? Who/what would…? Where/when would…? Why would…? How would…? What/where/when/how will…?Who/what might…? Student rarely asks questions as theyread to understand whathas been read. Questions include allDOK orBloom’s levels andare often open ended requiring evidenceto support theanswer. Questions also include unknown words and/or vocabulary or phrases.  Questions may begin: Whatis...? Why is…? How is…? Whatdid…? Why did…? How did…? What can…? Whencan…? Whycan…? How can…? Who/what would…? Where/when would…? Why would…? How would…? What/where/when/how will…?Who/what might…? Student does notask questions as they readto understand whathas been read. Questions include allDOK orBloom’s levels andare often open ended requiring evidenceto supportthe answer. Questions also include unknownwords and/or vocabulary orphrases.  Questions may begin: Whatis...? Why is…? How is…? Whatdid…? Why did…? How did…? What can…? Whencan…? Whycan…? How can…? Who/what would…? Where/when would…? Why would…? How would…? What/where/when/how will…?Who/what might…? Clarifying  Student consistently clarifies whenthey havea question. This may include: whenthey areconfused by what they have read, whena word read is not known or understood, whena sentence read doesn’t make sense,or when any other questionis asked.  Student consistently is able toexplain whatthey did to clarify. (ie. Rereadthesentencelooking for clues to help figure out whatthewordmeans; break theword apart looking for smallerwords I already know; locating a specific part ofthetext toexplain whatthat means andhow than helpmakes senseofthe confusion; etc.)  Student sometimes clarifies when they havea question. This may include: whenthey are confused by what they haveread, whena word read is not known or understood, when a sentenceread doesn’t make sense,or when any other questionis asked.  Student sometimes is able to explain what they did to clarify. (ie. Rereadthe sentence looking for clues to helpfigureoutwhatthe word means; break thewordapart looking for smaller words I already know; locating a specific part ofthe text toexplain whatthat means and how than help makes senseoftheconfusion; etc.)  Student rarely clarifies whenthey havea question. This may include: whenthey are confused by what they haveread, whena word read is not known orunderstood, when a sentenceread doesn’t makesense, or when any other questionis asked.  Student rarely is ableto explainwhat they did to clarify. (ie.Rereadthesentencelooking for clues to help figureout whattheword means; break the wordapart looking for smaller words I already know; locating a specificpart ofthetextto explain what that means andhow than helpmakes senseofthe confusion; etc.)  Student does not clarify whenthey havea question. This may include: whenthey are confused by what they haveread, whena word read is not known or understood, when a sentenceread doesn’t make sense,or when any other questionis asked.  Student is not able toexplain whatthey did to clarify. (ie. Reread the sentence looking for clues to help figureout whatthewordmeans; break the word apart looking for smallerwords I already know; locating a specificpart ofthe text to explain whatthatmeans andhow than help makes senseoftheconfusion; etc.) Summarizing  Student consistently is able toget the gistand explainin their own words whatthey haveread. They are ableto pickout the most importantand main ideas and details, use key words and phrases, recall in order, and identify the story elements (problem/solution, character traits, setting, facts,etc.).  Student sometimes is able to getthegist and explainin their own words whatthey haveread. They are ableto pick out themostimportant and mainideas anddetails, usekey words and phrases,recallin order, and identify thestory elements (problem/solution, charactertraits, setting,facts, etc.).  Student rarely is ableto get thegistand explainin their own words whatthey have read. They are able topick outthemost important and main ideas anddetails,use key words andphrases,recallin order, and identify thestory elements (problem/solution, character traits, setting, facts,etc.).  Student is not able toget thegistand explain in their ownwords what they haveread. They are ableto pickout the most importantand main ideas anddetails,use key words and phrases,recallin order, and identify thestory elements (problem/solution, charactertraits, setting,facts, etc.).
  3. 3. Reciprocal Teaching Conferring Log / Rubric J. Evans St. ClairCountyRESA

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