Speaking Rubric

Delivery * The volume is so * The volume is too low that you cannot low or too loud. understand most of the message. * The rate is too fast or too slow. Pauses * The rate is so fast are too long or at that you cannot inappropriate spots. understand most of the message. * The pronunciation and enunciation are * The pronunciation unclear. The speaker and enunciation are exhibits many so unclear that you disfluencies, such as cannot understand ahs, uhms, or you most of the knows. message. * You are distracted by problems in the delivery of the message. * You have difficulty understanding the words in the message. You have to work to understand the words. * The volume is not too low or too loud. * The speaker uses delivery to emphasize and enhance the * The rate is not too meaning of the message. The speaker fast or too slow. Pauses are not too delivers the message in a lively, enthusiastic long or at inappropriate spots. fashion * The pronunciation and enunciation are clear. The speaker exhibits few disfluencies, such as ahs, uhms, or you knows. * The volume varies to add emphasis and interest. * Rate varies and pauses are used to add emphasis and interest. * Pronunciation and enunciation are very clear. The speaker exhibits very few disfluencies, such as ahs, uhms, or you knows.

Speaking Rubric II
Apprentice
Vocal ExpressionExpressiveness (Voice Usage) Monotonous.

Basic
Some variation.

Learned
Enthusiastic.

Exemplary
Energizes the audience with enthusiasm. Precisely clear.

Vocal ExpressionPoor articulation. Generally Clarity clear. (Distinctness of the articulation and pronunciation of words) Vocal ExpressionCannot be Audibility heard. (Appropriateness of the vocal volume used by the speaker) Physical ExpressionEye Contact (Degree to which the speaker maintains eye contact with the listener(s)) Avoids eye contact. Generally audible

Clear throughout.

Audibility dropped a couple of times. Much eye contact.

Audible throughout.

Some eye contact.

Involves audience with eye contact.

Physical Expression Stiff or erratic. Bodily Movement (Movements of the entire body as well as facial expression, and to the use of gestures) Organization-Order (Sequencing of main points within the message) Organization-Focus (Extent to which the central thesis is clear and the subpoints are related to this thesis) No order.

Some order.

Good order.

Effective order.

Some order.

Good Order.

Effective order.

Unclear focus (purpose).

Clear focus (purpose).

Focus (purpose) ideas well related. Good transitions.

Audience never loses sight of the speakers focus (purpose).

OrganizationNo transitions. Transitions (Extent to which the speaker provides internal summaries and signal words (in the first place, finally, etc.) for the listener). Support and No support. Elaboration-Reasoning (Clarity and use of the reasoning process).

Some transitions.

Effective transitions/summaries.

Some elaboration.

Good elaboration and support.

Full/effective elaboration with documentation.

Support and Reasoning Elaboration-Illustrating, unclear. Exemplifying, Clarifying and Documenting (The way the speaker works with each idea). Adaptation to Audience Inadequate (unclear (Extent to which the meaning, speaker uses language inappropriate and conventions style). appropriate for the listener/audience).

Reasoning clear.

Reasoning clear and somewhat effective.

Reasoning clear and effective.

Adequate (appropriate use, clear meaning).

Effective (appropriate and effective style).

Audience engaged during the entire presentation.

Rubric
CCSD #1 LA-07-04-02 7th Grade Speaking: Oral Presentation The student will participate by sharing through formal or informal speaking situations. These could include journal writings, presentations, creative writings, speeches, etc.

Traits

4
The speech is easily heard, clear, easily understood with appropriate speed.

2
Sometimes appropriate volume and rate; understandable at times.

Vocal

Usually loud enough and understandable with speed at a consistent pace.

Speaking too soft or too loud; mumbling or monotonous; speaking too fast or too slow.

Physical

Frequent eye contact. Gestures used frequently and appropriately; consistently expressed appropriate feeling.

Appropriate eye contact, gestures and expression of feeling.

Some eye contact; occasional gestures used; some expression.

Little or no eye contact; few or no gestures; little or no expression.

Content and Organization

Made topic clear and created interest quickly. Main body was well organized and maintained high interest. Tied up loose ends but left you wanting more.

Made topic clear; ideas seemed to be connected; speaker let you know the speech was over.

Topic somewhat unclear with some organization and connection of ideas. Weak closing.

Introduction dull; confusing; disorganized; trailed off at the end.

Uncertain delivery; no enthusiasm; dull.

Effect on audience

Strong purposeful presentation; created enthusiasm or other appropriate feeling in audience.

Usually in control of the presentation; showed enthusiasm for the subject.

Sometimes in control of presentation; showed occasional enthusiasm for subject.

School-wide Academic Rubric for Speaking ELEMENT Content Ideas show awareness of audience and purpose Ideas show depth of understanding CRITERIA RATING COMMENTS

3 ideas are appropriate to audience and purpose, and demonstrate an in-depth understanding of material
2 ideas are somewhat appropriate to audience and demonstrate adequate understanding of material 1 ideas are minimally appropriate to audience and purpose, and demonstrate limited understanding of material 0 ideas are not appropriate to audience and purpose, and demonstrate no understanding of material 3 ideas are presented in a logical and coherent manner 2 ideas are presented in a somewhat logical and coherent manner 1 ideas are presented in a minimally logical and coherent manner 0 ideas are not presented in a

Organization Presentation is logical and coherent

logical or coherent manner Mechanics 3 use of grammar Use of and syntax is language shows appropriate to awareness of the content, audience and standard rules purpose of target 2 use of grammar and syntax language is somewhat appropriate to content, audience and purpose 1 use of grammar and syntax is minimally appropriate to content, audience and purpose 0 use of grammar and syntax is not appropriate to content, audience or purpose School-wide Academic Rubric for Speaking, cont. ELEMENT Vocal Expression Speech is audible, clear and expressive CRITERIA RATING COMMENTS

3 the audibility, articulation, punctuation and

expressiveness of speech are effective 2 the audibility, articulation, punctuation and expressiveness of speech are somewhat effective 1 the audibility, articulation, punctuation and expressiveness of speech are minimally effective

Physical Expression Posture, eye contact and gestures enhance presentation

0 the audibility, articulation, punctuation and expressiveness of speech are not effective 3 posture, eye contact and gestures effectively enhance the presentation 2 posture, eye contact and gestures occasionally enhance the presentation 1 posture, eye contact and gestures rarely enhance the presentation 0 posture, eye contact and gestures detract from the presentation

Enrichment Technology, aids or activities are used to engage the audience

3 use of technology, aids or activities effectively enriched the presentation

2 use of technology, aids or activities somewhat enriched the presentation 1 use of technology, aids or activities minimally enriched the presentation 0 use of technology, aids or activities detracted from the presentation

SCHOOL-WIDE ACADEMIC RUBRIC FOR SPEAKING The student/graduate will demonstrate effective skills in speaking. Each student/graduate will be able to effectively engage the listener by: Using content that is appropriate to the audience and purpose, and that shows depth of understanding; Organizing the presentation in a logical and coherent manner; Using language that demonstrates an awareness of the standard rules of the target language; Using speech that is audible, clear and expressive; Using posture, eye contact and gestures to enhance the presentation; and Using technology, aids and activities, when appropriate, to actively engage the audience. DESCRIBING THE LEVELS OF PERFORMANCE 3 = Exceeds the standard 2= Meets the standard 1= Partially meets the standard 0 = Does not meet the standard

Specific Assessment Rubric #9

Choral Speaking Rubric: "One Thousand Cranes"

Name: ________________________________________ Level: ___________ Criteria planning Level 1 interprets the poem literally, and plans a speaking style that is superficial, stereotypical, or inappropriate makes very few constructive contributions to a small group while planning and rehearsing Level 2 interprets the poem literally, and plans a speaking style that is conventional, but appropriate to the poem makes some constructive contributions to a small group while planning and rehearsing Level 3 interprets the poem imaginatively, and plans a speaking style that is appropriate to the poem makes constructive contributions to a small group while planning and rehearsing Level 4 interprets the poem creatively, and plans a speaking style that reinforces the theme of the poem

preparing

makes very constructive contributions and shows leadership in a small group while planning and rehearsing communicates credibly in the voice of the poem speaks very confidently, audibly, clearly, and expressively uses volume, tone, and pace to achieve a special effect or for impact

voice

speaks rarely in the voice of the poem

speaks inconsistently in the voice of the poem speaks somewhat confidently, audibly, and clearly

speaks consistently in the voice of the poem speaks confidently, audibly, and clearly

speaking aloud

speaks inaudibly, with little confidence or clarity

speaking techniques

uses volume, tone, and pace inappropriately or ineffectively

uses volume, tone, and pace somewhat to suit the poem

uses volume, tone, and pace appropriate to the poem

reflecting

assesses a few of the strengths or weaknesses of the groups planning, preparing, and presenting; makes superficial recommendations for improvement

assesses some of the strengths and weaknesses of the groups planning, preparing, and presenting; makes clear recommendations for improvement

assesses the strengths and weaknesses of the groups planning, preparing, and presenting; makes thoughtful recommendations for improvement

assesses the strengths and weaknesses of the groups planning, preparing, and presenting; makes insightful recommendations for improvement

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