Pre!aredness% Comes to disc&ssions !re!ared' (avin" read and researc(ed materia &nder st&d)* e+!icit) dra,s on t(at !re!aration -) referrin" to evidence from t(e te+t to stim&ate a t(o&"(tf&' ,e.reasoned e+c(an"e of ideas/ Comes to discussion prepared by having read and researched extensively; refers to the evidence and research multiple times, indicating and documenting where the evidence has come from, i.e., In the article _ by _ it states; information and research presented is accurate and appropriate !OR) being able to use pertinent information, which has been previously discussed; clearly identifies necessary math s"ills to build on discussion. Comes to discussion prepared, having read and researched the topic; refers to the evidence and research multiple times; some parts of information and research presented may be inaccurate or misunderstood !OR) mainly being able to use pertinent information, which has been previously discussed; clearly identifies necessary math s"ills to build on discussion. Comes to discussion somewhat prepared; sometimes refers to evidence and research on the topic !OR) somewhat use of pertinent information, which has been previously discussed; generally identifies necessary math s"ills to build on discussion; spea"s with some contradictions or irrelevant points that distract from the discussion. #oes not appear to have come prepared. $as not fully read and researched the topic%s"ills, or may be unclear or off topic; only spea"s generally on the topic without referring to evidence from texts or evidence from the text is inaccurate or misunderstood. Coa-oration% Pro!es conversations -) !osin" and res!ondin" to 0&estions t(at reate t(e c&rrent disc&ssion to -roader t(emes or ar"er ideas* active) incor!orates ot(ers into t(e disc&ssion* and carifies' verifies' or c(aen"es ideas or conc&sions/ &ully engaged in conversation; responds to and poses 'uestions; actively includes others into the discussion so that there is no e'ual balance of student spea"ing and listening to others by agreeing, disagreeing, or verifying others( views in a thoughtful and respectful manner. )ngaged in conversation; responds to and poses 'uestions; actively includes others into the discussion so that there is an e'ual balance of student spea"ing and listening to others. *omewhat engaged in conversation; poses 'uestions but does not respond to others( 'uestions, or others are included in discussion but student(s voice is still predominant. +ot engaged in conversation; does not respond to or pose 'uestions, or spea"s to the extent that other students are excluded from the discussion. Res!onse% Res!onds t(o&"(tf&) to different !ers!ectives' s&mmari1es !oints of a"reement and disa"reement' and' ,(en necessar)' 0&aifies or 2&stifies vie,s and &nderstandin"/ 3a4es ne, connections in i"(t of ne, evidence and reasonin" !resented/ 3a4es connections to t(e rea.,ord' ,(ie &sin" content -ased voca-&ar)/ ,esponds thoughtfully to different perspectives, summari-ing points of agreement and disagreement; .ustifies claims with a substantive amount of relevant evidence. /a"es new connections in light of new evidence and reasoning presented, while using real0 world connections and content based vocabulary. ,esponse ac"nowledges different perspectives and effectively summari-es points of agreement and disagreement; .ustifies own claims with a thorough amount of relevant evidence. /a"es new connections in light of new evidence and reasoning presented, while using real0world connections and content based vocabulary. ,esponse occasionally ac"nowledges different perspectives and summari-es points of agreement and disagreement; attempts to .ustify claims with useful evidence, sometimes unsuccessfully, rarely connects to real0world and hardly uses content based vocabulary. ,esponse does not ac"nowledge different perspectives and does not .ustify or 'ualify claims with evidence, does not connect to the real0world or use content based vocabulary. Presentation% Presents information' findin"s' and evidence cear)' concise)' and o"ica) s&c( t(at isteners can foo, t(e ine of reasonin"* or"ani1ation' deveo!ment' s&-stance' and st)e are a!!ro!riate to tas4' a&dience' and !&r!ose/ 1resents information, findings, and evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; organi-ation, development, substance, and style are appropriate to tas", audience, and purpose. 1resents information, findings, and evidence concisely and logically such that listeners can follow the line of reasoning; organi-ation, development, substance, and style are mostly appropriate to tas", audience, and purpose. 1resentation of ideas and information is sometimes clear, though listeners may struggle at times to follow the line of reasoning. 2rgani-ation, development, substance, and style are sometimes appropriate to tas", audience, or purpose. 1resentation of ideas and information is unclear to the point that listeners often cannot follow the line of reasoning. Information is presented in illogical order. *tyle is not appropriate to tas", audience, or purpose.