C - E - R #2 Assessment

C - E - R  #2     Create-Evaluate-Relate

ABC School Oral Reading Rubric Name: ________________________ Teacher: Mr Werba Date Submitted: ____________ Title of Work: ___________________ Criteria Points 4 3 2 1 Body Language Movements seemed fluid and helped the audience visualize. Made movements or gestures that enhanced articulation. Very little movement or descriptive gestures. No movement or descriptive gestures. ____ Eye Contact Holds attention of entire audience with the use of direct eye contact. Consistent use of direct eye contact with audience. Displayed minimal eye contact with audience. No eye contact with audience. ____ Introduction and Closure Student delivers open and closing remarks that capture the attention of the audience and set the mood. Student displays clear introductory or closing remarks. Student clearly uses either an introductory or closing remark, but not both. Student does not display clear introductory or closing remarks. ____ Pacing Good use of drama and student meets apportioned time interval. Delivery is patterned, but does not meet apportioned time interval. Delivery is in bursts and does not meet apportioned time interval. Delivery is either too quick or too slow to meet apportioned time interval. ____ Poise Student displays relaxed, self-confident nature about self, with no mistakes. Makes minor mistakes, but quickly recovers from them; displays little or no tension. Displays mild tension; has trouble recovering from mistakes. Tension and nervousness is obvious; has trouble recovering from mistakes. ____ Voice Use of fluid speech and inflection maintains the interest of the audience. Satisfactory use of inflection, but does not consistently use fluid speech. Displays some level of inflection throughout delivery. Consistently uses a monotone voice. ____ Total----> ____ Create:  For my lesson, I chose an oral reading, target grade of 4-6th. What we will do is look at examples of poetry on the smartboard/overhead and perform a choral reading in the class. Following the choral reading, we will examine the poetry we just read and discuss the importance of expression. Reading with meaning. Students will then be partnered up and tasked with choosing a poem to read together and analyze. Students will be encouraged to hone in on their craft and become fluent with their chosen work. After working in pairs, the students will be encouraged to share the poem from a power point designed by the teacher. Evaluate: In reviewing the material on Jonathan Mueller's site, I would lean toward using authentic assessments in the classroom. My goals for the students is to work collaboratively and determine the tone and expression of the poem/poetry passage. The objective is for the students to make a connection to the literature piece and read with meaning what they interpret as the context of the poem. Poetry can be simple and very complicated at times. The intention here is to allow the students to freely discuss the selected poem and practice their craft as to how it should be read aloud. Reading with meaning and understanding of punctuation is key to success. For an assignment like this, I would encourage an authentic assessment in contrast to a traditional test. Poetry can be interpreted in various ways as should an assessment. I want the students to explore and consider what the author was trying to convey. Relate:  The classroom should have a balance of traditional tests and authentic assessment tools. Tests, depending on how they are administered, allow for us to assess prior knowledge, gauge knowledge of material taught and assess teaching strategy. I believe that classrooms should have a fair mix of both because they provide important details of assessment to the classroom. They allow you get a read of the class from multiple plains.