Evaluation

Group Work Rubric:

Does not need any teacher reminders. ||
 * || 
 * Beginning **
 * 1 point ** || 
 * Developing **
 * 2 points ** ||= 
 * Accomplished **
 * 3 points ** || 
 * Exemplary **
 * 4 points ** ||
 * = **Contribution** ||= Members do not contribute. ||= Both members contribute, but one contributes more. ||= Both members contribute equally. ||= Both members contribute equally, and even contribute more than was required. ||
 * = **Cooperation ** ||= Teacher intervention needed often to help group cooperate. ||= Members work well together some of the time. Some teacher intervention needed. ||= Members work well together most of the time. ||= Members work well together all of the time; assist others when needed. ||
 * = **On task ** ||= Team needs frequent teacher reminders to get on task. ||= Team is on task some of the time. Needs teacher reminders. ||= <span style="display: block; font-family: Times New Roman,Times,serif; text-align: center;">Team is on task most of the time. Does not need any teacher reminders. ||= <span style="display: block; font-family: Times New Roman,Times,serif; text-align: center;">Team is on task all of the time.
 * = **<span style="font-family: Arial,Helvetica,sans-serif;">Communication ** ||= <span style="display: block; font-family: Times New Roman,Times,serif; text-align: center;">Members need frequent teacher intervention to listen to each other and speak to each other appropriately. ||= <span style="display: block; font-family: Times New Roman,Times,serif; text-align: center;">Members need some teacher intervention to be able to listen to each other and speak to each other appropriately. ||= <span style="display: block; font-family: Times New Roman,Times,serif; text-align: center;">Both members listen to each other and speak to each other in equal amounts. ||= <span style="display: block; font-family: Times New Roman,Times,serif; text-align: center;">Members listen well to each other . Both members speak in friendly and encouraging tones. ||

“integrate a range of strategies to interpret and discuss relationships among ideas, information and events in written texts; identify and uses language structures; and recognise and discuss the use of symbols and stereotypes to make meaning.”
 * Students are expected to reach Reading Level 3: **

**<span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">The teacher will assess how well each student understands the different forms of figurative language and provide feedback. **