921-Limoges,+Jennifer

 Deliverable #2 Mystery Character Descriptions Integration of an Edublog Grade 4 and 5 Remedial Reading Class Goal: For Deliverable 2, we will incorporate text to world connections with characterization into our new blog site.  Reading GLE’s


 * R–4–5.2 Analyze and interprets elements of literary texts, citing evidence where appropriate by… ** Describe main character's physical characteristics or personality traits; or providing examples of thoughts, words, or actions that reveal characters' personality

Comparing stories or other texts to related personal experience, prior knowledge, or to other books (Local)
 * R–4–16 Generates a personal response to what is read through a variety of means… **

Guided Practice: The students in my 4th/5th remedial reading class have just finished reading the novel Because of Winn-Dixie. In the novel, the main character has a list of 10 things her father has told her about her absent mother. At the end of the novel she creates a similar list about her dog Winn-Dixie. We are going to review these sections and discuss how the lists creates a picture of the characters for the reader. We will generate a list of general topics (likes, dislikes, skills, challenges) that can be used to describe someone. I will then model my own list of a colleague the children know. 

Students will: · Use the generated list of topics to interview fellow classmates in 15 minute rotations. · Randomly choose a name of a classmate and create their own list describing that person. · Each list will be posted on the blog, and reviewed by the group who will try to determine the identity of that person in the comment section. · The students will use a rubric to guide them.  Potential trials: Our class shares computers with other groups going on simultaneously in our room. The students are on a variety of levels and it is often difficult to coordinate finishing parts of group projects in a timely fashion.

These 4th and 5th graders are not familiar with this type of technology; therefore, we will have to spend time working on the logistics of blogging.

Evaluation:
 * Score 4- 10 or more accurate descriptions were written from at least 5 different topics on our list. || Score 3- 7-9 accurate descriptions were written from at least 3 different topics on our list. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Score 2- Less than 7 descriptions were given, some descriptions may have been unclear || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Score 1- Less than 5 descriptions given, less than 3 topics were used, descriptions were general or unclear (Ex. He is nice.) ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Score 4- Descriptions were written in complete sentences, with correct spelling and grammar. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Score 3- Descriptions were written in sentences or clear phrases with correct spelling || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Score 2 - Descriptions did not follow correct grammar, more than 3 spell in errors || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Score 1- No complete sentences or clear phrases, 5 or more spelling and grammar errors ||

Deliverable #3 Jenn Limoges

A proposal for the Coventry Reading Department and Principal of Washington Oak School

· I propose implementing a "Washington Oak Wiki" (WOW) to record reading assessment scores, current personal literacy plans of students, and resource pages with lessons and activities designed to meet needs identified in targeted areas of instruction through the reading assessments.

· A wiki is a web 2.0 tool that can store information in a simple and collaborative manner. Numerous individuals can access the site and work together to create, save, edit, and organize data as a group. According to Wikipedia… A **wiki** is an often collaborative [|website] that is easy to create and edit through wiki software on a [|web browser]. [|Ward Cunningham], the developer of the first wiki software, [|WikiWikiWeb] , originally described it as "the simplest online database that could possibly work." Although the word "wiki" is the Hawaiian word for quick, the often used acronym "What I Know Is" seems very appropriate as those who access the wiki site save and edit the most current information they possess.  · Wikis could provide much needed simplification to our existing methods of collecting student data. Currently our district saves reading assessment scores on a series of excel worksheets saved on a network drive. Students' Personal Literacy Plans are in a variety of folders organized by school, year, and grade. Only one individual can enter data onto a spreadsheet at a time, and although a team of teachers may service a student in reading, only one individual can edit a PLP at a time. This causes many files to be opened as read only, and then they are often duplicated by someone who wants to save new information. This leads to confusion of versions and can make it difficult to locate the most current or accurate data.

· Using a wiki as a database could alleviate most of these difficulties as many individuals can edit data almost simultaneously. Teams of teachers could use the discussion feature to collaborate on instruction for students with Personal Literacy Plans. Administrators could also access this for the most current information available on student assessments and instruction. The Response to Intervention programs now in place are based on research that uses data to drive instruction. If teachers can't access the data they can't use it effectively.

Evidence of Success of Teacher Collaboration on Wiki Sites

· [] In the artic​le Eight Ways To Use School Wikis  <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-weight: normal;">by Lisa Nielsen   <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: 11.2pt; font-weight: normal;">the author takes the use of wikis beyond classroom use to major collaboration throughout a school. She <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt; font-weight: normal;">suggests ways for teachers to collaborate on important documents, make meetings more efficient, and to decrease disruptions to instructional time.

· ** [] **This site allows teachers to post their lesson plans and resources and to work collaboratively to refine and perfect them. Lessons, forms, and assessments are organized through subject areas. There are even spreadsheet tools for tracking student progress on specific objectives.

· ** http://bassett.wikispaces.com/Elementary+Langauge+Arts **The bassettwiki is a communication tool for those participating in the Classrooms for the Future initiative. The wiki is used for teachers to view educational links and to use a resource. The list of resources specific to elementary reading instruction is astounding.

Possible roadblocks and solutions:

· Some teachers may be intimidated and reluctant to use such a resource if they are not experienced with web 2.0 tools. It would be appropriate to have professional development for those teachers who need more instruction on how to access and use wikis. These presentations/practice sessions could take place during required whole school common planning time and be given by those faculty members with more experience within their grade levels so that it wouldn't be as formal or intimidating and would be free! · Student privacy is always an issue, if we are going to use this to store scores and assessment data, we could use student ID numbers and have a login password system.

Recommended programs · I would recommend wikispaces as a tool for this project because it is free for educators, simple to use, and has a private option of a password and login system.

I would hope that by giving the collective faculty the ability to collaborate in one place in a simple manner would alleviate the time consuming and often confusing process that is currently in place. Time is priceless and in high demand. By having a discussion area on the wiki, time could be used much more constructively. No longer would people be running down the hall, or calling and interrupting each other to ask a colleague who has tested who, where are their scores, and what should I be working on with them? Our time could be devoted to what we were meant to do…teach.

Remedial Reading ** Washington Oak School Final Project **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Jennifer Limoges
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Unit for Grade 4/5

This unit incorporates several uses of web 2.0 technology into an existing study on the novel __Because of Winn-Dixie__ by Kate DiCamillo. Students currently work with this novel to study vocabulary, practice summarizing skills, answer focus questions, study character traits, and to practice oral reading fluency rates with repeated reading of chosen passages.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Unit Overview: **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">

· <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Students will respond to focus questions using a blog · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Students will give examples of vocabulary use · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Students will write chapter summaries on the group wiki · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Students will listen to samples of fluent passage readings from the text on short podcasts, and then will create their own podcasts of fluent reading samples after repeated practice reading aloud. · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Students will study elements of characterization and complete an extension based on the lists of 10 given in the novel
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Unit Goals: **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Lesson One: Vocabulary Work on a Wiki from Wikispaces's **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Duration **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">: Once each week for six weeks.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Pre-activity **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">: Vocabulary words will be briefly discussed during an introduction and prediction section of class before reading. Students will complete vocabulary activities after reading an assigned section of __Because of Winn-Dixie__. In order to accommodate for different levels of ability, we will look at the wiki I have created as a group and go through completing and publishing the first chapter's vocabulary activities together. Students will be given a guide card on steps to publishing to the wiki.

Students will work in teams of two to find examples of how vocabulary words are used in each chapter. Students will choose from one of three choices for each word; write a kid friendly definition of each word, use it in a meaningful sentence, or make a connection to the vocabulary word or how it was used in the book. All choices will be published on the wiki. According to PLP accommodations, students can write, type, or dictate their assignments
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Writing Assignment **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">:

· <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Students will learn to publish to a wiki · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Students will write "kid friendly" definitions of targeted vocabulary or use in a meaningful sentence.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Goals **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">:

· <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">R-4-2.1 Students identify the meaning of unfamiliar vocabulary by using strategies to unlock meaning. · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">R-4-3.2 Students show breath of vocabulary knowledge through demonstrating and understanding word meanings or relationships by selecting appropriate words to use in context.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">RI ad NH GLE Standards **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">:

Section One Chapters 1-4: orphan, produce, sermon, aisle, missionary, sigh, exception, fortunate, constellation <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Section Two Chapters 5-9: pews, congregation, hind, properly, peculiar, intends, irritating, trustworthy
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Vocabulary to be used **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">:

Section Three Chapters 10-12: introduced, identical, trembling, whining, pathological, criminal, routine

Section Four Chapters 13-15: roundabout, ignorant, imitated, harsh, comforted, dramatic, enlisted

Section Five Chapters 16-19: abiding, notion, sensation, sorrow, melancholy tragedies, hem, aching

Section Six Chapters 20-26 convinced, swollen, amuse, complicated, shone booming, wheeze


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Rubric **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">:

4- All vocabulary is located; responses are complete using correct spelling and grammar.

3- All vocabulary is located; some responses are either incomplete or contain errors in spelling or grammar.

2- All vocabulary is not located, or responses are missing.

1- Less than half of the vocabulary is located or responded to, work may contain numerous errors


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Lesson Two: Publishing Chapter Summaries on a Wiki **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Duration **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">: Once a week for six weeks.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Pre-Activity **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">: Students will complete reading an assigned section and the vocabulary work before choosing one of the chapters read to summarize. We will look at different examples of study guides for other novels and discuss how we could create an online guide for this novel using our wiki.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Writing Assignment **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">: Students will be asked to give a clear, concise and accurate summary of the chapter read. According to their abilities, summaries may be scribed. Students will then publish their summaries to the wiki on a separate summary page in numerical order. Some chapters may be missing, and may be filled in by future groups.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Extension **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">: The students will then choose one other summary to edit or comment on to encourage collaboration and collective contributions. Models of meaningful comments will be demonstrated.

· <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Students will summarize a section of text. · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Students will publish to a wiki · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Students will evaluate peer work
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Goals **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">:

· <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">R-4-13 Uses comprehension strategies before, during, and after reading literary and informational text. (Examples might include summarizing)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Standards **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">:


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Rubric **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">:

4- Summary is clear, complete, and written without spelling or grammatical errors. Contributed or commented in a meaningful manner to another summary.

3- Summary is clear and complete, may contain three or less spelling or grammatical errors. Did not contribute or comment to another summary.

2- Summary may be missing an important event or detail or may have more than three spelling or grammatical errors.

1- Summary is not complete or clear, multiple errors.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Lesson Three Answering Focus Questions on the Blogspot blog. **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Duration **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">: Once a week for six weeks


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Pre-Activity **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">: Students will complete assigned reading section prior to answering the blog's "Question of the Week". The group will discuss how people may have different opinions, but as long as they can support them, they are valid. We will look at the store manager's opinion of Winn-Dixie verses India Opal's. I will model how to answer a focus question with a topic sentence, supporting details and a concluding sentence. I will then have the students look at the class blog to view the focus question I answered. (Ex. Why do you think India Opal reacted the way she did to the dog in the Winn-Dixie store?) I will model how to comment on a post and place their answer on the blog, as well as how to comment on comments.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Writing Assignment **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">: Each week the students will view the class blog to find the Focus Question of the Week Posting. Students will respond to the post with a topic sentence, supporting details, and a concluding sentence.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Extension **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">: Students will be asked to review their peers' responses and comment on them.

· <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Students will respond to focus questions with clear responses using supporting details from the text. · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Students will post responses as comments on a class blog
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Goals **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">:

· <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">R-4-5 Analyze and interpret elements of literary texts, citing evidence where appropriate by... · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">R-4-5.5 Identifying author's message or theme · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">R-4-5.6 Identifying causes or effects, including possible motive or characters
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Standards: **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Focus Questions: **

· <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">How are India Opal and Winn-Dixie similar? How are they different? · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Excluding Winn-Dixie and India Opal, which character do you think is most important to the plot? Explain why. · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Why do you think India Opal can sympathize with Winn-Dixie? · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">How does India Opal's father react to Winn-Dixie? How does she convince him to let the dog stay? · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Why is Gloria Dump so important to India Opal? · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">What does the title mean to you?

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> 4- Response includes a topic sentence, two or more supporting details and a concluding sentence. It is clearly written with no errors.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Rubric: **

3- Response includes a topic sentence, at least one supporting detail and a concluding sentence. It is clearly written with three or less grammatical errors.

2- Response is missing supporting details and/or is not clear or relevant. (ex. She likes him.)

1- A topic or concluding sentence is missing as well as supporting details. Response is vague, contains errors.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Lesson Four Fluency Practice on a Wiki **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Duration: **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Once a week for six weeks


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Pre-Activity **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">: Each week after reading the assigned section, students will be able to listen to a short podcast of a reading from a section of the novel modeling fluent and expressive reading that has been published to the wiki. I will also demonstrate the steps to create this short podcast using a plug in microphone and Audacity software.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Assignment: **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> After listening to the podcast, students can view the short section of text either on the wiki or in their book and practice reading aloud for one minute. After they feel they have reached a level of fluency with speed, accuracy, and expression, they can record themselves using a plug in microphone and Audacity to create their own podcast of fluent writing.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Extension: **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Students will be able to upload their best samples to the wiki.

· <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Students will practice listening to a creating podcasts · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Students will read with accuracy, expression and appropriate fluency rates for their given PLP goals
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Goals: **

· <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">R-4-11 Reads grade-level appropriate material with … · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">R-4-11.1 At least 90-94% accuracy · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">R-4-11.2 Oral fluency rates of at least 115 words per minute · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">R-4-11.3 Reading familiar text with phrasing ad expression, and with attention to text features, such as punctuation, italics, and dialogue
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Standards: **

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> 4- Passage meets 94% accuracy, 115 words per minute and demonstrates phrasing and expression
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Rubric: **

3- Passage meets 3 of the 4 above mentioned targets

2- Passage meets 2 of the 4 above mentioned targets

1-Passage meets 1 of the 4 above mentioned targets

**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">(This is an adaptation of Deliverable #2) ** Duration: **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">One week over five class sessions
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Lesson Five Incorporating text to world connections with characterization into our blog site. **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">

<span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 12pt;">Students need to have finished reading the novel Because of Winn-Dixie. In the novel, the main character has a list of 10 things her father has told her about her absent mother. We are going to review that section and discuss how the list creates a picture of the mother for the reader. We will generate a list of general topics (likes, dislikes, skills, challenges) that can be used to describe someone. I will then model my own list of a colleague the children know. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * Pre-Activity**:

· <span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Use the generated list of topics to interview fellow classmates in 15 minute rotations. · <span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Randomly choose a name of a classmate and create their own list describing that person. · <span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Each list will be posted on the blog, and reviewed by the group who will try to determine the identity of that person in the comment section. · <span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">The students will use rubric to guide them.
 * Writing Assignment:**

· <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Students will identify general character traits · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Students will apply learned traits when describing their peers · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Students will post comments to a blog · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Students will evaluate the work of peers
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Goals: **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Standards: **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">

R–4–5.2 Analyze and interprets elements of literary texts, citing evidence where appropriate by… Describe main character's physical characteristics or personality traits; or providing examples of thoughts, words, or actions that reveal characters' personality

R–4–16 Generates a personal response to what is read through a variety of means… Comparing stories or other texts to related personal experience, prior knowledge, or to other books (Local)


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Rubric: **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">

4 – All questions have been answered. Assigned reading is complete. Journal response has been posted to the blog. A thoughtful response to classmate’s questions has been posted. All of the assigned writing was complete, using lots of details and examples from the book, responded to someone else’s comment in a positive way.

3 – All questions have been answered. Assigned reading is complete. Journal response has been posted to the blog. All of the assigned writing is complete with good detail and some examples from the book, Tried to respond to someone else’s comment in a positive way.

2 – Some questions have been answered. Assigned reading is complete. Participated in the discussion some of the time and sometimes forgot to wait for a turn to speak. Post to the blog is complete but with some errors.

1– Some questions have been answered. Assigned reading is incomplete. Participation in the discussion was sporadic and most of the time forgot to wait for a turn to speak. Did not attempt to post to the blog.