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CATEGORY
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4
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3
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2
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1
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Each student in the group can clearly explain
what information is needed by the group, what information s/he is responsible
for locating, and when the information is needed.
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Each student in the group can clearly explain
what information s/he is responsible for locating.
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Each student in the group can, with minimal prompting
from peers, clearly explain what information s/he is responsible for
locating.
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One or more students in the group cannot clearly
explain what information they are responsible for locating.
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Plan for Organizing Information
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Students have developed a clear plan for organizing
the information as it is gathered and in the final product. All
students can independently explain the planned organization of the
research findings.
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Students have developed a clear plan for organizing
the information in the final product. All students can independently
explain this plan.
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Students have developed a clear plan for organizing
the information as it is gathered. All students can independently explain
most of this plan.
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Students have no clear plan for organizing the
information AND/OR students in the group cannot explain their
organizational plan.
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Researchers independently identify at least 4
reasonable, insightful, creative questions to pursue when doing the
interview.
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Researchers independently identify at least 4
reasonable questions to pursue when doing the interview.
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Researchers identify, with some adult help, at
least 4 reasonable questions to pursue when doing the interview.
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Researchers identify, with considerable adult
help, 4 reasonable questions to pursue when doing the interview.
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| Interview Article |
Interview article is well-organized and contains accurate
quotations and facts taken from the interview / novel. |
Interview article is well-organized and contains accurate
facts taken from the interview / novel. |
Interview article contains accurate quotations and/or
facts from the interview / novel. |
Interview article is lacking facts and quotations
from the interview OR quotations/facts are not accurately reported. |
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Elaboration consists of specific, developed details.
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Elaboration consists of some specific details.
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Elaboration consists of general and/or undeveloped
details, which may be presented in a list-like fashion.
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Elaboration is sparse; almost no details.
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| Focus on Topic |
Maintains focus on topic throughout response.
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May exhibit minor lapses in focus on topic.
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May lose or may exhibit major lapses in focus
on topic.
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May fail to establish focus on topic.
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| Sentence Fluency and Mechanics |
Demonstrates skillful sentence fluency (varies
length, good flow rhythm, and varied structure). No or almost no errors
in mechanics.
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Demonstrates reasonable sentence fluency. Few
errors in mechanics.
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Demonstrates minimal sentence fluency. Some
errors in mechanics.
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Sentence fluency is lacking. Many errors in mechanics.
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