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Common Core Georgia Performance
StandardsFacilitating Student-Led
Discussions, K-12Part 2: Developing an Age-Appropriate Teaching
RubricCynde Snider
Essential Question
How can I teach students to discuss rather than just talk?
Learning Target
I can develop and implement an age-appropriate teaching rubric for student-led discussions.
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from Grade 3 Speaking & Listening CCGPS . . .
ELACC3SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.a.Come to discussions prepared . . . .b.Follow agreed-upon rules for discussions (e.g. gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).c.Ask questions to check understanding of information presented, stay on topic, and link their comments to remarks of others.
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. . . to Student Learning TargetsLanguage of the CCGPS Student Learning Target
gain the floor in respectful waysI can raise my hand and wait to be called on before speaking.
listen to others with careI can look directly at the person who is speaking to show I am listening.
speaking one at a time about the topics and texts under discussion
I can raise my hand and wait to be called on before speaking. [repeat]
ask questions to check understanding of information presented
I can raise my hand and ask a question when someone says something I don’t understand.
stay on topicI can stay on the topic for today’s discussion.
link comments to remarks of others
I can connect what the person before me said to what I am going to say.
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Grade 3 Teaching/Learning Rubric(Handout #2)
What I can do . . . What that will/won’t look like . . .
I can raise my hand and wait to be called on before speaking.
I’ll wait to raise my hand until other students have finished speaking. I’ll raise my hand quietly without making any noise or movements to try to get my teacher’s attention. 7
Grade 3 Teaching/Learning Rubric
What I can do . . . What that will/won’t look like . . .
I can look directly at the person who is speaking to show I am listening.
I’ll keep my eyes focused on the person speaking. I’ll nod or use other quiet ways to show I understand or agree with the speaker and to let her know I really am listening.
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Grade 3 Teaching/Learning RubricWhat I can do . . . What that will/won’t look like
. . .
I can connect what the person before me said to what I am going to say.
When I’m called I’ll connect my ideas to other speakers’ ideas bysummarizing or briefly restating what the person before me had to sayrespectfully disagreeing with another person by saying something like, “John has a good point, but . . .” adding to what the person before me said by saying something like, “I’d like to add to what Susan just said.”
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Assessment (NOT EVALUATION)(Handout #3)
• Student pre-assesses using self-assessment rubric
• Student self-assesses performance
• Teacher assesses performance
• Student/teacher conference, compare, and set future goals
Learning Target
I can develop and implement an age-appropriate teaching rubric for student-led discussions.
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Essential Question
How can I teach students to discuss rather than just talk?
