Accountable talk discussion

Learners demonstrate skepticism, holding others accountable for

thinking.
Teacher asks whole group, small groups or partners questions
related to the strength of the evidence using appropriate Focus
Questions and/or Response Stems. From modeling, students ask
questions of other students or make comments, related to the
strength of the evidence using appropriate Focus Questions
and/or Response Stems. Students select appropriate Focus
Questions and/or Response Stems to ask other students questions
or make comments related to the strength of the evidence.
Possible Prompts: Focus Questions and Response Stems I disagree
with that because __. I disagree with the use of that evidence
because ____ . Compare your evidence with the evidence from
another group. I agree with ____ because ____ . Where did you find
that evidence? I still have questions about ____ . I dont know
what you mean by __ . Based on my evidence, I think ___ .
Compare the risk/benefit of ____ .

Independent Reading Worksheet

What is one reoccurring theme in the book youve noticed so far?

Give 2 examples from the text that prove the theme
What are some direct characterization descriptions of your favorite character?
How does the author use indirect characterization?

Short Story Grading Rubric

CATEGORY

Exceptional (A)

Good (B)

Fair (C)

Poor (D)

Setting

Many vivid,
descriptive words
are used to tell
when and where
the story took
place.

Some vivid,
descriptive
words are used
to tell the
audience when
and where the
story took place.

The reader can

figure out when
and where the
story took place,
but the author
didn't supply
much detail.

The reader has

trouble figuring
out when and
where the story
took place.

Characters

The main
characters are
named and
clearly described.
Most readers
could describe
the characters
accurately.

The main
characters are
named and
described. Most
readers would
have some idea
of what the
characters
looked like.

The main
characters are
named. The
reader knows
very little about
the characters.

It is hard to tell
who the main
characters are.

Problem/Conflict

It is very easy for

the reader to
understand the
problem the main
characters face
and why it is a
problem.

It is fairly easy
for the reader to
understand the
problem the
main characters
face and why it
is a problem.

It is fairly easy
for the reader to
understand the
problem the
main characters
face but it is not
clear why it is a
problem.

It is not clear
what problem
the main
characters face.

Solution/Resoluti
on

The solution to
the character's
problem is easy
to understand,
and is logical.
There are no
loose ends.

The solution to
the character's
problem is easy
to understand,
and is somewhat
logical.

The solution to
the character's
problem is a
little hard to
understand.

No solution is
attempted or it
is impossible to
understand.

Dialogue

There is an
appropriate
amount of
dialogue to bring
the characters to
life and it is
always clear

There is too
much dialogue in
this story, but it
is always clear
which character
is speaking.

There is not
quite enough
dialogue in this
story, but it is
always clear
which character

It is not clear
which character
is speaking.

which character
is speaking.

is speaking.

Organization

The story is very

well organized.
One idea or
scene follows
another in a
logical sequence
with clear
transitions.

The story is
pretty well
organized. One
idea or scene
may seem out of
place. Clear
transitions are
used.

The story is a
little hard to
follow. The
transitions are
sometimes not
clear.

Ideas and scenes

seem to be
randomly
arranged.

Creativity

The story
contains many
creative details
and/or
descriptions that
contribute to the
reader's
enjoyment. The
author has really
used his/her
imagination.

The story
contains a few
creative details
and/or
descriptions that
contribute to the
reader's
enjoyment. The
author has used
his/her
imagination.

The story
contains a few
creative details
and/or
descriptions, but
they distract
from the story.
The author has
tried to use
his/her
imagination.

There is little
evidence of
creativity in the
story. The author
does not seem
to have used
much
imagination.

Mechanics

The story
contains no
errors in
grammar, usage,
or mechanics.

The story
contains few
minor errors in
grammar, usage,
or mechanics.

The story
contains many
and/or serious
errors in
grammar, usage,
or mechanics;
may interfere
with reading.

The story
contains so
many errors in
grammar, usage,
and mechanics
that errors block
reading.

Voice

Author has strong

sense of voice
and personality
that is evident
throughout the
piece

Author has good

sense of voice
that sometimes
gets lost within
the story

Author has a
voice but the
voice is strong or
filled with
personality and
dimension

Author has no
voice

Title Page

Title page has a

graphic or fancy
lettering, has the
title, author's
name, date, and
class period.

Title page has

the title, author's
name,
illustrator's
name, and the
year.

Title page has

the 3 of the 4
required
elements.

Title page has

fewer than 3 of
the required
elements.

Short Story Grading Rubric

Name: ______________________

CATEGORY

Points Possible

Points Earned

Setting

x2

Characters

x2

Problem/Conflict

x2

Solution/Resolution

x2

Dialogue

x2

Organization

x2

Creativity

x1

Mechanics

x1

Voice

x1

Title Page

x1

TOTAL:

Reflection: The first assessment is both listeners and presenters. All students will be given this
rubric and assessment and will assess their own classmates. The students will plan their
presentation based on the rubric. The rubric can be created as a class; I will show students a

video of a speech and ask students what makes a good presenter. In order to ensure that students
are being good listeners they will also fill out the assessments during the presentation.
The second document is a unique form of assessment for speaking. During an accountable talk
discussion students are expected to use the accountable talk prompts to engage in discussion.
Students will be assessed informally by their correct and efficient uses of the accountable talk
prompts.
As far as reading and comprehension assessments there are far too many. Informal assessments
such as exit slips asking specific details from the book or asking students to relate the book to the
world. But for this standard I chose one reading assessment as an exemplar. The questions asked
help students produce higher level thinking about the book their reading while helping me assess
their level of comprehension. Each rubric will be used accordingly. For student with IEPs
modifications will be made to the assessments.