Oral Presentation Rubric ELD All Levels Grades 7-12

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Part 1 (max. 1 block period or 2 class periods) Your assignment: In part 1 of this Performance Task, you will read text from an important individual who spoke at a college graduation ceremony. Your job is to read, annotate and summarize the text. After you have read and annotated the text, you will answer some questions about it. Answer the three questions. Then, discuss your responses with a partner. In part 2 of this Performance Task, you will write a summary including the source, author, title, genre, main claim and evidence. Steps you will be following:

In order to plan and compose your summary you will do all of the following: Directions for beginning: 1. Read and annotate the text for source, author, title, genre main claim and evidence.

Text: Commencement address by Steve Jobs (Stanford University, 2005)

Part 1 Background Information

The following speech is by Steve Jobs at the 2005 Stanford University

graduation commencement ceremony. He helped create the Apple

Company. Over 30 years he helped create the Macintosh computer(Mac),

Pixar Animation Studios (which produced Toy Story, the first fully-3D-

animated feature film), the iPod, the iPhone, and the iPad. Jobs quit his

Apply company in August 2011 because he was very sick. He died from

cancer on October 5, 2011.

ELD 1/2 Grades 9/10 and 11/12

Reading and Writing Performance Task Quarter 1, SY 2013-14

STUDENT EXAM

ELD 1/2 High School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM

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Commencement Address

by Steve Jobs (Stanford University, 2005)

1. I am honored to be with you today. I never graduated from college. Truth be told, this is the closest I have ever gotten to a college graduation.

2. I stopped going to Reed College after the first 6 months. So why did I quit?

3. It started before I was born. My biological mother was a young college student. She was not married. She decided to put me up for adoption. She wanted me to be adopted at birth by a lawyer and his wife. Except they decided that they really wanted a girl. So my parents, who were on a waiting list, got a call in the middle of the night asking: "We have an unexpected baby boy; do you want him?" They said: "Of course."

4. My biological mother found out that my adopted mother had never graduated from college. My adopted father had never graduated from high school. My mother refused to sign the final adoption papers. She changed her mind when my adopted parents promised that I would someday go to college.

5. I did go to college when I was 17. But I chose a college that was very expensive. All of my parents' money was used to pay for my college. After six months, I had no idea what I wanted to do with my life. I had no idea how college was going to help me. And I was spending all of the money my parents had saved. I decided to quit college. I decided to trust that everything would be fine. It was pretty scary at the time, but looking back it was one of the best decisions I ever made.

6. You have to trust in something — yourself, (your gut, destiny, life, karma,) whatever. This approach has never let me down, and it has made all the difference in my life. Have the courage to follow your heart.

*You may use a dictionary to look up unfamiliar words.


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Partner Work Constructed-Response Questions/Task: Use the remaining time to answer the three questions below. Your answers to these questions will help you write your summary. You may look back to the text. You may also use your annotations. Answer the constructed-response questions in the spaces provided.

1. What is the main claim?

o Highlight or underline the main claim sentence(s) o Circle the paragraph number where the main claim is best expressed. o Paraphrase the main claim in a complete sentence. Here are some sentence

starters to help discuss with your partner:

I think the main claim is____________________ because ____________________. OR The main claim is that ______________ as stated in paragraph ________________. 2. Choose a sentence in the speech that is interesting and explain why. Write your reason in a

complete sentence. Share with your partner. One interesting thing that Jobs says is ________________________________. I think this is interesting because ____________________________________ .

OR Jobs states that _________________________________________________ . I think he means_________________________________________________ . Write what your partner says here:


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3. Partner Work Directions:

After reading Steve Jobs’ speech, complete the following chart to help you create a summary

paragraph.

Fill in the blank. Then rewrite the complete sentences below.

Source The source is a ________________________________________________

Author

The author is___________________________________________________

Title The title is_________________________________________________________

Genre

The text genre is a __________________________________________

Main Claim The main claim in the text is ___________________________________________

Word Bank: Use some of these words for some of the sentences. Some words are not used. You can use a dictionary to translate these words. Write each translation in the correct box.

author hard work speech education newspaper encourages

explains title future story learns advises


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Part 2: Independent Work (max. 1 block period or 2 class periods):

You will now have time to review your notes and chart, plan, draft, and revise your summary

paragraph. You may also refer to the answers you wrote to the questions in Part 1.

First, read your assignment and the information about how your summary will be scored. Then, begin

your work.

Your Assignment Write a brief summary paragraph that correctly identifies the source, author, title, genre and main

claim of the text. Include any evidence from the text that explains the main claim.

Use complete sentences with proper punctuation, spelling, and grammar.

How your summary will be scored Your summary will be assigned scores for:

1. Summary Information: how well you identify and include the source, author, title, and genre

information in complete sentences that make sense.

2. Conventions - how well you follow the rules of usage, punctuation, capitalization, and spelling.

3. Central idea/theme/claim/topic: how well you identify and indicate your understanding of the

author’s message and intent in the text.

4. Rhetorically Active Verb: how well you use the appropriate communication verb, i.e.,

asserts, states, explains, etc.

5. Support/Evidence and Citations: how well you address the evidence presented by the

author i.e., anecdotes, facts, statistics, examples, etc. and correctly quote, paraphrase and cite

the text and original author in your summary.

6. Format: how well you write a concise paragraph that is formatted in a logical structure and

makes sense to the reader and adheres to the original author’s intent in his or her text that

you summarize.

Now begin work on your summary. Manage your time carefully so that you can:

plan your summary

write your summary

revise and edit for a final draft

Review your notes and annotations with your partner. Make sure you have the correct

information for the text: source, author, title, genre and main claim of the text.

Here is one way you might summarize this text:

The ______________________ delivered at______________________________ by

________________ entitled ______________________________

the listeners to ___________________________________________________________


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Summary Rubric ELD All Levels Grades 7-12

Criteria 4 Advanced/

Mastery

3 Proficient/Adequate 2 Basic/Approaching/

Developing

1 Limited/

Inadequate

0 Not Present

SOURCE

AUTHOR

TITLE

GENRE

AND

WRITTEN

CONVENTIONS

Identifies clearly the source, author,

title and genre in the summary

paragraph.

Introduces the information using

logical sentence structure that is

grammatically correct and indicates

a writer’s voice avoiding formulaic

language.

Uses grammar, word choice and

punctuation that are academic and

Standard English.

.

Includes most to nearly all of

the source, author, title, and

genre information in the

summary paragraph.

May have a few errors that

would be easily fixed in a

final draft.

Uses grammar , word choice

and punctuation that is

Standard English, with few

overall errors.

The source information is

paraphrased or missing some

important aspects in the

summary paragraph.

May have some errors which

make the information less

accessible to the reader.

Grammar, word choice, and

punctuation indicate a

developing command of

Standard English.

The source information in the

summary paragraph is annotated

on the text only, but not

mentioned in the summary.

May identify the author in a

simplistic way: i.e., by first or

last name only or by term “the

author” even when a complete

name is present.

Has numerous grammar, word

choice, and punctuation errors

that may interfere with

understanding.

Source is not identified in

either the summary

paragraph or the text

annotations.

Missing information

interferes with the reader’s

understanding that this is

intended to be a summary of

a text.

Has significant grammar,

word choice, and

punctuation errors that

interfere with

understanding.

CENTRAL IDEA/

THEME/

CLAIM/TOPIC/

AND

RHETORICALLY

ACTIVE VERB

Has a strong claim that shows

insight and understanding of the

author’s position.

Includes an apt rhetorically active

verb.

Has a claim that shows an

accurate understanding of the

author’s position.

Includes a suitable

rhetorically active verb.

Has attempted to express a claim

that minimal or basic

understanding of the author’s

position.

Includes a simplistic or

inadequate rhetorically active

verb.

Has a weak or incorrect claim that

shows a lack of understanding of

the author’s position.

Rhetorically active verb is

missing.

Correct Main Claim is not

identified in either the

summary paragraph or the

text annotations.

Verb choice is confusing.

SUPPORT

EVIDENCE

AND CITATIONS

Addresses all types of evidence

present in the text.

Correctly cites paraphrased or

quoted evidence clearly and strongly

relevant to the author’s message,

main claim, etc.

Addresses most evidence


Correctly cites paraphrased

or quoted evidence mostly

relevant to the author’s

message, main claim, etc.

Addresses some evidence


Correctly introduces but may not

cite paraphrased or quoted

evidence that may be related to

the author’s message, main

claim, etc.

Does not address evidence present

in the text.

Incorrectly cites paraphrased or

quoted evidence or uses evidence

irrelevant to the author’s message,

main claim, etc.

Does not address support or

evidence present in the text.

No attempt at paraphrasing ,

quoting or lacks citations.

May be entirely copied

information.

FORMAT

The summary is concise, formatted

as a paragraph with logical structure

and overall is strongly coherent to

the reader.

The summary is formatted as

a paragraph with information

that clearly makes sense to

the reader.

The summary is formatted as a

paragraph with information that

is basic and makes sense to the

reader.

The summary is loosely formatted

as a paragraph with minimal

information. Lacks organization

overall.

The summary is not

identifiable as a paragraph

or contains only copied

material.


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This ends the Reading and Writing portion of the Quarter 1 Performance Task. The following pages include the Listening and Speaking Quarter 1 Performance Task and rubric.


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ELD All Levels

High School Listening and Speaking Performance Task

Student Directions

Part 1a. High School ELD, All levels Your assignment: In the Reading and Writing part of your Quarter 1 Performance Task you read, annotated and summarized Steve Jobs’

speech . Now you will write and deliver an oral presentation about how having an education affects your life. Your oral

presentation should be between 1 to 2 minutes, in English, and you may use gestures, media, and visual aids.

Steps you will be following:

In order to plan and compose your essay, you will do all of the following: 1. Re-read Steve Jobs’ speech. 2. Answer (oral and written) three constructed response questions about the effect of education on your life.

a. Discuss your responses with a partner. Think of examples, details, and how you will achieve your education goals.

3. Read the Oral Presentation Rubric with your partner. 4. Plan and write your oral presentation. Practice your speech with a partner or small group.

Directions for beginning:

Constructed-Response Questions

Answer the questions below. Your answers to these questions will be listened to by a partner. Also, they will help you think about the text you’ve read, which should help you write your oral presentation. You may refer back to your notes and your summary when you think it would be helpful. Answer the constructed-response questions in the spaces provided below them.

1.What are your reasons for being in school? Do your future plans require more education? Explain:

School is important because . . .

I plan to be a ____________, so I will need _______________________________________

My future plan is to . . .

One goal I have is . . . another goal is . . . .

2. What does your family expect from you regarding education? What goals do they have for you?

My family feels that education is _________________________________________________.

I know this because my ___________(family member) tells me:________________________

I am expected to______________________________________________________ at school.

A goal my ______________(family member) has for me is to __________________________ .

3.What steps do you need to take or what plans are needed to meet your goal?

Explain in detail to your partner. Write down examples to add to your speech.

Use more paper if needed to plan out your speech.


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Part 1b. Oral Presentation: Skills to Practice with a Partner

You will now review your notes and sources, plan, draft, and revise your oral presentation. You may also refer to the

answers you wrote to the questions in part 1, but you cannot change those answers. Now read your assignment and the

information about how your oral presentation will be scored, then begin your work.

Your Assignment Write and deliver an oral presentation about how having an education affects your life. Your oral presentation should be

between 1 to 2 minutes, in English, and you may use gestures, media, and visual aids. Support your claim with

evidence and details. How your oral presentation will be scored: The people scoring your product will be assigning scores for :

1. Presentation:

o Statement of purpose/focus – how well you clearly state your claim on the topic without notes, maintain your focus

and eye contact with the audience, and address the theme of change as it relates to your experience;

o Elaboration of evidence – how well you provide evidence from sources about your opinions and elaborate with

specific information , and use media, visuals and gestures to deliver your message to your audience.

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2. Speaking Mechanics:

o Language and Vocabulary – how well you effectively orally express ideas using precise language, pacing and tone

that is appropriate for your audience and purpose;

o Organization – how well your ideas logically flow from the introduction to conclusion of your oral presentation using

effective transitions, formal register, and English, and how well you stay on topic throughout the oral presentation;

3. Content: o Your presentation has a complete and accurate opening and closing; o Your spoken grammar and word choice make the presentation easy to understand; o Your central idea is clearly understood and completely supported with details and examples for both the text(s) and

your experience.

4. Visual/Graphics:

o Written Conventions - how well you follow the rules of usage, grammar, spelling, capitalization, etc. in any

media or visual aids you use in your oral presentation.

o How well your use of gestures, facial expressions, media, visuals and graphics completely and accurately

support and enhance the oral presentation.

Now begin work on your product. Manage your time carefully so that you can:

plan your oral presentation

write your oral presentation

revise and edit for a final draft

practice speaking, enunciating and pronouncing, and using appropriate gestures for your oral presentation

chose and integrate media and visual aids, as appropriate

use appropriate eye contact and good facial expressions.

speak in an extremely confident manner and be prepared. fully engage all members of the audience by memorizing as much as you can and use visual aids and gestures to

enhance or add to your speech.


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Part 2. You will independently deliver your speech to the teacher and a small group or to the teacher and the whole class. The teacher will score your oral presentation using the rubric that you and your partner used for practicing your speech. Remember :

10 Tips for Public Speaking

1. Know your material. Pick a topic you are interested in. Know more about it than you include in your speech. Use humor,

personal stories and conversational language – that way you won’t easily forget what to say.

2. Practice. Practice. Practice! Rehearse out loud; Practice, pause and breathe. Practice with a timer and allow time for

the unexpected. Speak loudly enough to be heard by everyone in the room!

3. Know the audience. Smile! It’s easier to speak to a group of friends than to strangers.

4. Know the room. Practice using any visual aids where you will be standing for your speech.

5. Relax. Pause, smile and count to three before saying anything. ("One one-thousand, two one-thousand, three one-thousand. Pause. Begin.) Transform nervous energy into enthusiasm. Be excited to deliver your speech.

6. Visualize yourself giving your speech. Imagine yourself speaking, your voice loud, clear and confident. Visualize the

audience clapping – it will boost your confidence.

7. Realize that people want you to succeed. Audiences want you to be interesting, stimulating, informative and entertaining. Everyone has to deliver a speech—so remember that everyone is also nervous! Support eachother .

8. Don’t apologize for any nervousness or problem – the audience probably never noticed it. Do not giggle, laugh, or say

things that are not in your speech.

9. Concentrate on the message. Focus on your message and your audience. Be confident. You will do a great job!

10. Gain experience. Your speech should represent you — as an authority and as a person. Experience builds confidence.

Redacted from : http://www.toastmasters.org/tips.asp Accessed: 20 August 2013.

http://www.toastmasters.org/tips.asp

http://www.toastmasters.org/tips.asp

SUHSD ELD 1/2 Middle School Quarter 1 Performance Task (SY 2013-14)

Oral Presentation Rubric ELD All Levels Grades 7-12

CRITERIA 4 points Mastery 3 points Proficient 2 points Development 1 point Inadequate PRESENTATION Appropriate eye contact

and good facial expressions.

Extremely confident and prepared.

Fully engages all members of the audience.

Does not use any notes while presenting.

Usually makes eye contact.

Confident and prepared.

Adequately engages the audience.

Glances at notes to guide presentation.

Some but inadequate eye contact

Lacking some confidence and somewhat prepared.

Holds together despite nerves and engages the audience.

Constantly looking at notes and interrupts flow of presentation.

Never or rarely makes eye contact.

Lacking confidence and not prepared.

No audience engagement. Reading directly from

notes.

SPEAKING MECHANICS

Volume and tone are always appropriate.

Speaker clearly conveys his/her message.

Message is presented with appropriate pauses and contributes to overall presentation’s flow.

Volume and tone are appropriate.

Speaker conveys his/her message.

Message is presented with some appropriate pauses.

Volumes and tone are sometimes appropriate.

Speaker is difficult to hear and the listener must interpret the message.

Speech is choppy and hard to follow.

Volume and tone are inappropriate.

Difficult to hear, barely comprehensible.

CONTENT Complete and accurate opening and closing.

Grammar and word choice make the presentation easy to understand.

Central idea is clearly understood and completely supported with details and examples.

Only one or two errors in the opening and closing.

Few errors in grammar and word choice.

Central ideas is understood and supported with details.

Some errors in the opening and closing.

Occasional errors in grammar and word choice.

Central idea is not fully developed.

Many errors in opening or closing.

Grammar and word choice make the presentation hard to understand.

Central idea is not clear.

VISUALS/GRAPHICS Visuals and graphics completely and accurately support and enhance the presentation.

Visuals and graphics adequately support the presentation.

Visuals and graphics provide limited support of presentation.

No visuals or graphics. Visuals and graphics

unrelated to topic.

Oral Presentation Rubric ELD All Levels Grades 7-12

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Transcript of Oral Presentation Rubric ELD All Levels Grades 7-12