Rubrics….Rate your feelings on a scale
of 1 (hate/not useful)
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Focused Conversations
Using Rubrics and Exemplars
Lisa Handline and
Candace Heath
Instructional CoachesPender County Schools
Norms
• Take Risks
• Active participation
• Limit Sidebars
Word Splash
OPreview article and list words
ORead article and add to list
OWrite 1-2 sentences about the
importance of rubrics
Movie Clip
Why Rubrics?
O Performance is difficult to measure
O Help teacher focus
O Provides struggling students scaffolding
O Show students how work will be
evaluated and what is expected
O Can be used across the curriculum
O Reduce grading time
Involving Students
in the Learning Process
O Clarify Expectations
ORevealing a process of learning (e.g.
detailing skills and knowledge).
OGiving students the language to
use during discussion.
K-2 informational writing
3-5 Theme
4th grade summaries
What is Essential?
O Standards: what is essential about the
task/performance? What is the learning target?
O Criteria: What criteria do you want students to
work on to improve? What is the focus?
O Descriptors: How well? To what degree? How
can students see progress as they work to improve
their performance next time?
O Scale:-What is the range of levels? (keep it simple)
O Communicate: Students should be able to use
rubric to talk about their task, refine the task, and
complete the task.
Review & Communicate
with Students to:
O Make students aware of their level of
mastery
O Help them take ownership of their
learning
O Engage students in tracking their
progression of learning
O Provide clear feedback
Developing a Rubric
O Begin with Task Description. (Ex: write a
summary, create a poster, explain a math problem). What is
the student supposed to do? *need to tailor level 1 to errors
you notice your class making
O Decide on your scale (1-3, 1-4, ?)
O Identify the criteria-the observable and
measurable characteristics for the task
O Describe the performance of each
criterion (observable and measurable characteristics) for
a 3 then go up and down the scale describing the criteria for
each level. Keep language student friendly.
-
Gallery Walk
Remember:
O Rubrics are written on paper, not stone
O Start simple and improve it with each use.
O Don’t let the rubric stand alone: ALWAYS
provide specific comments
Reflections on Using Rubrics
O What are my reactions to making this
rubric?
O How will my teaching change if I use
rubrics with my students?
O How could I use rubrics to give students
feedback?
Introduction to
Exemplars…
Written Response Activity
O Read all 3 pages. Answer the question below
What are the benefits from writing about
reading? Use parts of the text to support
your answer.
 Preview the rubric before writing
3
fully answers the question
clear and effective organizational structure
Uses specific details to extend or clarify thoughts
Clear beginning and closure that includes a personal response
2
answers the question with minor flaws
adequate organizational structure
Uses details to extend or clarify thoughts
Clear beginning and a sense of closure
1
response answers only part of the question
includes extra information and is confusing
very few details, used incorrectly or mostly copied
unclear beginning and no closure or very weak closure
Importance of Having a Target
How to Improve Student Written
Responses
O Have you ever had students do a written
response and not got what you wanted?
O Tired of student asking, “Is this good?
Am I done? Is this what you want?”
***They can’t shoot at a target if they
don’t know the target!
Exemplars Consensus Map
Definition & points
from video
Benefits
The Most Important Things:
1.
2.
3.
Uses
Collecting
Clarify the Target
O Examine Exemplars
O Make Revisions
O Share and Discuss
Putting All the Pieces
Together
O Anchor Charts
O Modeling
O Think Alouds
O Guided practice
O Rubrics and Exemplars
RACE – Written Response
with Text Evidence!
O R- Restate the
Question
O A - Answer ALL parts
of the question
O C–Cite Evidence
O E–Edit and extend
Specific Directions that Students Reference
Samples of RACE
(third grade students)
Samples
(2nd grade students)
Samples of RACE
(third grade students)
Other Variations… ACE!
O A –Answer the
Question completely
O C –Cite Evidence
O E –Edit and Extend
RAP
*Variation for Lower Grades
O R–restate the
question
O A–Answer the
Question
O P–PROVE IT!
Sample 1st Grade Question
Kindergarten & 1st Grade
O Comic?
Sample K Grade Question
Lunch
Bonus Materials
O Laura Graham’s GTN task cards
HW responses sheets with rubrics and
exemplars
How to TARGET
TRC Skills
O Creating Strategy or Guided Reading
Groups
O Analyze written responses
• Using rubric-note areas of strength
• Using rubric-note areas of weakness
O Additional Practice
Questions &
Reflections…
“How can I know what I
think until I see what I
say?” ~ E.M. Forster
Writing in the Content Areas
O Writing about the texts students read
improves their comprehension and
understanding of content by 93%.
O Teaching students how to construct texts
allows them to deconstruct other texts.
O Understanding and comprehension are
improved by how frequently students write.
~Writing to Read
O Writing in mathematics gives me a window into my
students’ thoughts that I don’t normally get when they
just compute problems. It shows me their roadblocks,
and it also gives me, as a teacher, a road map.”
~Using Writing in Mathematics to Deepen Student Learning
Maggie Johnson
John Hattie’s Research
O 750+ meta analyses to identify major influences on
achievement
O 50,000 studies
O involved 200 million students
Content Writing
Making the most of every minute!
KLS Strategy
O What, so what, now what -science article
(Aliens Article Storyworks
Good vs. Bad T-Chart
O focused peer conversations what is
good/bad using rubric (whole or small group)
Retell Example
2nd/3rd grade
Good VS. Bad
Example A
Example B
Create Your OWN!
Good VS. Bad
Example A
Example B
What do you want
 What mistakes do
students to do more
of?
What is their
writing/answers
missing?
you often see?
 What do you want
students to stop
doing?
What and Why T Chart
O T-Chart
O Process
O Justify
O Explain
O Formative
or summative
assessment
What and Why T Chart
4th grade example
T Chart Method Using a Rubric
What and Why T Chart
1st grade
Samples
What and Why T Chart
VERTICAL:
What and Why T Chart
What Why ELA
O Character Trait (What) and
O
O
O
O
Why
Prediction (What) and Why
Inference (What) and Why
Word choice (What) and Why
Text Structure (What) and
Why
What Why SS
O Effect (What) and Why
O Events (What) and Why
O Conflict (What) and Why
What Why SCI
O Effect (What) and Why
O Events (What) and Why
Break
Can/Have/Are Chart
Character Analysis
Other Strategies for Using
Rubrics and Exemplars
O Math Journals
O SS Current Events
O Problem of the Day
Think Pair Share—How else can we use
rubrics and exemplars in the classroom?
Conferencing
Teach the writer and not the writing. Our
decisions must be guided by what might help
this writer rather than what might help this
writing -Lucy Calkins
Use rubrics and exemplars
O Provides focus for conferences
O Common language for conferences
O Improves peer and conferencing
2 Stars & a Wish
2 Stars & a Wish
Glow and Grow
Feedback
Strategies for Revision
When you think you’re done..
you’ve just begun! -Lucy Calkins
O Group Conferences
use rubrics/exemplars and set goals
O Using Sticky Notes with Rubrics
O Mini lesson focused revision
Make and Take!
O 2 Stars and a Wish Talk Clouds
O Use in whole group, small groups,
partners or in a center
Requires modeling before you can
release!
QR Codes
http://www.qr-code-generator.com/
Used for…
O Show Exemplars: Use QR for linking
students to examples of quality work
O Check Answers
O Differentiate instruction
O Add audio or video to projects
O Book Trailers or Reviews
Book Creator
Book Creator in Google Play
https://play.google.com/store/apps/details?id=net.redjumper.bookcreatorfree&hl=en
Book Creator in Itunes
https://itunes.apple.com/us/app/book-creator-for-ipad-create/id442378070?mt=8
Book Creator 101
https://www.youtube.com/user/bookcreatorapp
Books can be placed on Ipad bookshelf or
emailed as a movie
http://www.redjumper.net/blog/2014/07/share-ebooks-videos-book-creator-3-1/
Skitch
Skitch -Google Play
https://play.google.com/store/apps/details?id=com.evernote.skitch&hl=en\
Skitch –Itunes
https://itunes.apple.com/us/app/skitch-snap.-mark-up.-send./id490505997?mt=8
Skitch 101
https://www.youtube.com/watch?v=ZlDqbN7Wvd8
Ideas for in Your Classroom
http://reflectandrefine.blogspot.com/2012/07/using-skitch-inyour-classroom.html
Additional Technology
O Flipsnack http://flipsnackedu.com/
O example
http://www.flipsnack.com/A9CA5DAD75E/f7p30htd.html
How to do it: https://www.youtube.com/watch?v=3ijoGz3a3BM
O Smilebox http://www.smilebox.com/
O example
http://play.smilebox.com/SpreadMoreHappy/4d7a41334e44557a4f44493d0d0a
3-2-1 Exit Ticket
3 - things you will use tomorrow
2 - things you will share with colleagues
1 - question or comment you want to share
Access to todays resources
Access to resources
that we shared today:
rubricsandexemplars.pbworks.com/