1. 1 “I have little/no clue” 2 “I need Some More practice” 3 “I can do it” 4 “I can teach it” Annotation Coding symbols are either missing or seem random, irrelevant, or haphazardly placed. No real though is present on paper Coding symbols are used haphazardly, sometimes questioning, confirming, or revealing significant details and other time not. Thinking is partially visible Coding symbols are used to question, confirm, and to highlight significant details. Thinking is visible on paper. Coding symbols are successfully used to question, confirm, and highlight significant details. Deep critical thinking is very visible on paper. Close Reading Does not include the most important idea from the text Does not identify the reason “WHY” the author wrote the text. Main ideas are inaccurate and incomplete Text structure is not identified Theme is not accurate Includes partial ideas without connecting to the most important thought Partially identifies why the author wrote the text Main idea is incomplete or not sequence is inaccurate. Text structure is accurate without evidence Theme is partially accurate without supporting evidence Includes the most important ideas of the passage with few omissions Identifies the reason “WHY” the author wrote the text with minimal support Main idea is accurate and includes 2-3 supporting details Text structure is accurately identified with evidence Theme is accurate and is supported by evidence Includes the most important thought of the passage with no omissions. Clearly, identifies the reason “WHY” the author wrote the text with relevant evidence. Main ideas is accurate and includes all supporting details. Text structure is accurately identified and supported by multiple evidence Them applies to real world ideas supported by evidence Reciprocal Teaching Predictions don’t always make sense. Experiences difficulty formulating simple literal recall questions. Does not stop to try to figure out difficult sections Does not remember much of the reading Makes some simple, sensible predictions Asks simple recall questions that go with the text. Identifies areas of difficulty Finds it difficult to separate main ideas from unimportant details Provides predictions that make sense based on the text Asks several levels of questions including literal and inferred Identifies areas to clarify and uses strategies to find meaning. Gives most important points correctly Uses text features and clues to make logical predictions Consistently asks a mix of well-crafted questions Identifies areas of difficulty and uses appropriate strategies to make meaning Retells in own words using new vocabulary and and ideas from the text Independently exercises all component of: predicting, questioning, clarifying, and summarizing Socratic Seminar Offers little/no analysis Demonstrates a weak knowledge of the text and questions Does not show active listening Relies almost totally on opinion vs. evidence. Offers some analysis, but needs prompting Demonstrates general knowledge of text and questions Does not offer clarification or follow up Relies more on opinion vs. evidence Provides solid analysis, without prompting Demonstrates solid knowledge of text and questions Offers some clarification and follow-up Often refers to specific example in the text Provides deep analysis, without prompting Demonstrates deep knowledge of the text and questions Offers clarification and extends conversation Almost always refers to specific examples