School Work

Speaking & Listening Scale

Description
Evidence based scale for Socratic discussion with notes for converting scale scores to percentage grades.
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  SPEAKING AND LISTENING in Socratic Circle Discussions Learning Goal : Students will be able to initiate and participate effectively in discussions citing textual and other evidence,  building on others’ ideas and expressing their own clearly and  persuasively. Skill Target Evidence: During discussion the student can…   4 I can apply my knowledge effective speaking and listening skills to novel situations and complex texts. I am able to cite textual evidence from a variety of sources and content areas during discussion.    Relate current topics to broader themes across specific texts.    Draw on research during discussion to support claims or elaborate on reasons.    Research issues/texts/authors under study.    Cite information or evidence from multiple texts or content areas in order to qualify, elaborate on or justify views.    Discuss new connections made during discussion as a result of evidence and reasoning presented.    Ask a question about another student’s statement to clarify meaning or provide elaboration.    Summarize points of agreement and disagreement during discussion. 3 I am able to speak and listen effectively during discussions to  propel conversation.    Use transition words during discussion to purposefully and meaningfully connect to others’ ideas.    Respond to or question others to verify or challenge their ideas and conclusions.    Use silence and processing “quiet” time to insure that others have an opportunity to participate.    Ask a question or make a statement to move the conversation forward. 2 I can participate in a discussion  by speaking and listening but I may not be able to contribute in a way that propels the conversation.    Draw on preparation during discussion by using evidence from the text to support claims or justify views.    Ask a question about the text to clarify meaning.    Respond to a question.    Connect to what was said before by summarizing what was said before adding to it. 1 I can think or write out what I am going to say during the discussion.    Listen to other speakers during discussion.    Contribute to whole-group discussion when called on or “coached in” to the conversation.      Use the procedures in place (eye contact, active listening, sitting in order, etc.) for Socratic discussions. Entry Level I have ideas of things I want to say about the text during the discussion.    Student can talk to a shoulder partner.    Student can share ideas in a small group.    Student listens to partners and peers in pairs or small groups.    Student can read text and note main ideas.    Students can prepare for a discussion by reading, thinking and or writing about a topic/text.  From Standards and Scales to Grades on Progress Book As students consistently demonstrate skills at the mastery level (3) and beyond, grades for the early attempts at learning will be “excluded” on Progress Book. A : 3-4 on the scale meaning the student can check off the progression of skills up through 3 and perhaps into 4   100 -Student is able to PROPEL conversation by asking or responding to questions while making connections to the text or a prior speaker. Student skillfully uses active listening strategies to connect ideas and speakers.   95 -Student is able to  participate in conversation by demonstrating TWO of the three speaking goals: speak, ask a question, or make a connection to the text, the world or a participant.   90 -Student is able to  participate conversation by demonstrating TWO of the three speaking goals: speak, ask a question, or make a connection to the text, the world or a participant; was not prepared with written work and joined discussion late or may have “side -  bar” conversations while others are speaking  making listening a challenge (-5  points)   B : 2-3 on the scale meaning the student can check off the progression of skills up through 2 and perhaps into 3   85 -Student is able to contribute to the conversation by demonstrating at least ONE of the three speaking goals: speak, ask a question, or make a connection to the text, the world or a participant.   80 -Student is able to contribute to the conversation by demonstrating at least ONE of the three speaking goals: speak, ask a question, or make a connection to the text, the world or a participant --- was not prepared with written work and joined discussion late or may have “side -  bar” conversations while others are speaking  making listening a challenge (-5 points)   C : 1-2 on the scale meaning the student can check off the progression of skills up through 1 and perhaps into 2   75 - Student is able to participate when called on or coached into the conversation and demonstrates ONE of the three speaking goals: speak, ask a question, or make a connection to the text, the world or a participant.   70 - Student is able to participate when coached into the conversation and demonstrates ONE of the three speaking goals: speak, ask a question, or make a connection to the text, the world or a participant; was not prepared with written work and joined discussion late or may have “side -  bar” conversations while others are speaking  making listening a challenge (-5 points)   D : Entry  –   1 on the scale meaning the student enters class with requisite skills and may demonstrate skills at the 1 level   65 - Student was prepared to speak and listened but was not able to demonstrate any of the three speaking goals: speak, ask a question, or make a connection to the text, the world or a participant.   60 - Student listened but was not able to demonstrate any of the three speaking goals: speak, ask a question, or make a connection to the text, the world or a participant ; was not prepared with written work and joined discussion late or may have “side -  bar” conversations while others are speaking  making listening a challenge (-5 points)   F: student did not participate 50 - Student was in the room and was given time to make up the preparation needed to join the discussion, but student did not come to the discussion area of the classroom. 30 - Student was absent and could not participate in the discussion; to make up the discussion students are asked to write a one-page response to the text in question and answer format

BS 00000-2011

Jul 24, 2017
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