STEPS in promoting Socializing Intelligence, Accountable Talk and Academic Rigor using the Socratic Method	Possible students' responses	Suggested interaction venues/activities and resources/materials	Evidence of Accountable Talk	Evidence of Academic Rigor
Step 1: Define the big ideas T: How does effective writing look like? Students discuss traits of effective writing evident in the short stories they read in class. Students discuss traits of effective writing evident in the essays.	S1: It is gripping. S2: It makes the reader feel like you're a part of the story. The words stimulate your senses. S3: I agree. It describes what thecharacters are seeing,hearing and feeling. S4: Amen to that. When I am reading a that's story that's well written, it's like watching a movie. S6: A well written article has no grammatical mistakes. S5: What makes the story come to life is the author's use of sensory details.	Prentice Hall:Timeless Voices-Timeless Themes-Gold Level Suggested selections: "Rules of the Game" by Amy Tan pp. 224-231 "The Cask of Amontillado Quickwrite papers, blogs, wikis, Learning Logs, student-made charts, portions of sample texts annotated, Criteria chart http://www.trailofbreadcrumbs.com/studentsamples/2004/CollGr10-4s.doc (A collection of successful student compositions from which teachers can choose papers to share and discuss with their students) http://www.trailofbreadcrumbs.com/studentsamples/2004/CollGr10-1s.doc (A collection of unsuccessful student compositions from which teachers can choose papers to share and discuss with their students)	AT E2: Teacher models discussion by questioning, probing and directing conversations AT C1: Students actively participate in classroom discussion. AT: Students provide evidence for claims and arguments.	AR A3 Students prior and out-of-school knowledge is used regularly in the teaching and learning process AR A2 Students are challenged to construct explanations and test their understanding of concepts by applying and discussing them
Step 2: Generate thought with a hypothetical question How can I write effectively?		Journal entries, teacher and student conference, student and student conference, Learning Logs	AT R3 Students formulate conjectures and hypotheses	AR D4 Students are challenged to construct explanations and to justify arguments
Step 3: Design the line of questions What factors/steps do I need to take into consideration/follow before I write, while I am writing, and after I have written?		Graphic organizers that/notes on which students consider various patterns of organizing a composition and ultimately choose one based on teacher's purpose Notes from whole class brainstroming and/or teacher-student and/or peer conferences during drafting	AT R1 Students synthesize several sources of information AT K3 Students identify knowledge that's not available to address an issue	AR D1 Students are regularly expected to raise questions, to solve problems, to think, to reason AR A2 Students are challenged to construct explanations and test their understanding of concepts by applying and discussing them
Step 4: Make students take a stand An effective writer .... An ineffective writer ... Have I written my graphic short story effectively or does it still need improvement?		Quickwrite papers, blogs, wikis, Learning Logs, student-made charts, portions of sample texts annotated, Criteria chart Notes from teacher-student and/or peer conferences during drafting Drafts that student papers containing notes in the form of questions or ideas that have been added as the result of revision Drafts of student papers in which words, sentences and/or entire paragraphs have been added, substituted, deleted or rearranged, or otherwise altered as a reslut of revision	AT R1 Students synthesize several sources of information	AR D1 Students are regularly expected to raise questions, to solve problems, to think, to reason AR D3 Assignments include extended projects in which in which original work and revision to standards are expected AR A2 Students are challenged to construct explanations and test their understanding of concepts by applying and discussing them
Step 5: Add complications Why are students not thrilled with writing? How does reading influence one's writing? What did other students do with their short stories that I didn't do with mine?			AT K3 Students identify knowledge that's not available to address an issue	AR D4 Students are challenged to construct explanations and to justify arguments
Step 6: Add layers to the discussion What needs to happen so that I will be more motivated to write more effectively? Why do I need to learn how to write effectively?			AT K3 Students identify knowledge that's not available to address an issue	AR D2 Students are doing challenging, high-level assignments AR D4 Students are challenged to construct explanations and to justify arguments
Step 7: Compare positions with student's self-image Am I an effective or ineffective writer? What makes me an effective writer? What makes me an effective or ineffective writer? What makes me an ineffective writer? What do I need to do to improve my writing? What did other students say about my graphic short story?			AT R4 Students test their own understanding of concepts	AR D1 Students are regularly expected to raise questions, to solve problems, to think, to reason AR D2 Students are doing challenging, high-level assignments AR D5 Instruction is organized to support reflection on learning processes and strategies AR A1 Assignments require students to synthesize several sources of information AR A2 Students are challenged to construct explanations and test their understanding of concepts by applying and discussing them
Step 8: Conclude In order to become an effective writer, I need to ... What resources do i need to utilize to improve my writing?			AT R1 Students synthesize several sources of information	AR D2 Students are doing challenging, high-level assignments AR D5 Instruction is organized to support reflection on learning processes and strategies AR A1 Assignments require students to synthesize several sources of information AR A1 Assignments require students to synthesize several sources of information

Clear Expectations
To assess student participation in the class discussion, please check out the rubric on participation:
Effective Writing Rubric

	Score Point 1	Score Point 2	Score Point 3	Score Point 4
Focus & Cohe- rence	§ Individual paragraphs and/or the composition as a whole are not focused. The writer may shift abruptly from idea to idea, making it difficult for the reader to understand how the ideas included in the composition are related. § The composition as a whole has little, or no, sense of completeness. The introduction and conclusion, if present, may be perfunctory. § A substantial amount of writing may be extraneous because it does not contribute to the development or quality of the composition. In some cases, the composition overall may be only weakly connected to the prompt.	§ Individual paragraphs and/or the composition as a whole are somewhat focused. The writer may shift quickly from idea to idea, but the reader has no difficulty understanding how the ideas included in the composition are related. § The composition as a whole has some sense of completeness. The writer includes an introduction and conclusion, but they may be superficial. § Some of the writing may be extraneous because it does not contribute to the development or quality of the composition as a whole.	§ Individual paragraphs and the composition as a whole are, for the most part, focused. The writer generally shows the clear relationship between ideas, making few sudden shifts from one idea to the next. § The composition as a whole has a sense of completeness. The introduction and conclusion add some depth to the composition. § Most of the writing contributes to the development or quality of the composition as a whole.	§ Individual paragraphs and the composition as a whole are focused. This sustained focus enables the reader to understand and appreciate how the ideas included in the composition are related. § The composition as a whole has a sense of completeness. The introduction and conclusion are meaningful because they add depth to the composition. § Most, if not all, of the writing contributes to the development or quality of the composition as a whole.
Organiza tion	§ The writer’s progression of thought from sentence to sentence and/or paragraph to paragraph is not logical. Sometimes weak progression results from an absence of transitions or from the use of transitions that do not make sense. At other times, the progression of thought is simply not evident, even if appropriate transitions are included. § An organizational strategy is not evident. The writer may present ideas in a random or haphazard way, making the composition difficult to follow. § Wordiness and/or repetition may stall the progression of ideas.	§ The writer’s progression of thought from sentence to sentence and/or paragraph to paragraph may not always be smooth or completely logical. Sometimes the writer needs to strengthen the progression by including more meaningful transitions; at other times the writer simply needs to establish a clearer link between ideas. § The organizational strategy or strategies the writer chooses do not enable the writer to present ideas effectively. § Some wordiness and/or repetition may be evident, but these weaknesses do not completely stall the progression of ideas.	§ The writer’s progression of thought from sentence to sentence and paragraph to paragraph is generally smooth and controlled. For the most part, transitions are meaningful, and the links between ideas are logical. § The organizational strategy or strategies the writer chooses are generally effective. § Wordiness and/or repetition, if present, are minor problems that do not stall the progression of ideas.	§ The writer’s progression of thought from sentence to sentence and paragraph to paragraph is smooth and controlled. The writer’s use of meaningful transitions and the logical movement from idea to idea strengthen this progression. § The organizational strategy or strategies the writer chooses enhance the writer’s ability to present ideas clearly and effectively.
Develop ment of Ideas	§ The writer presents one or more ideas but provides little or no development of those ideas. § The writer presents one or more ideas and attempts to develop them. However, this development is so general or vague that it prevents the reader from understanding the writer’s ideas. § The writer presents only a plot summary of a published piece of writing, a movie, or a television show. § The writer omits information, which creates significant gaps between ideas. These gaps prevent the reader from clearly understanding those ideas.	§ The writer attempts to develop the composition by listing ideas or briefly explaining them. In both of these cases, the development remains superficial, limiting the reader’s understanding and appreciation of the writer’s ideas. § The writer presents one or more ideas and attempts to develop them. However, there is little evidence of depth of thinking because this development may be somewhat general, inconsistent, or contrived. § The writer may omit small pieces of information that create minor gaps between ideas. § However, these gaps do not prevent the reader from understanding those ideas.	§ The writer attempts to develop all the ideas included in the composition. Although some ideas may be developed more thoroughly and specifically than others, the development overall reflects some depth of thought, enabling the reader to generally understand and appreciate the writer’s ideas. § The writer’s presentation of some ideas may be thoughtful. There may be little evidence that the writer has been willing to take compositional risks when developing the topic.	§ The writer’s thorough and specific development of each idea creates depth of thought in the composition, enabling the reader to truly understand and appreciate the writer’s ideas. § The writer’s presentation of ideas is thoughtful or insightful. The writer may approach the topic from an unusual perspective, use his/her unique experiences or view of the world as a basis for writing, or make interesting connections between ideas. In all these cases, the writer’s willingness to take compositional risks enhances the quality of the content.
Voice	§ The writer does not engage the reader, therefore failing to establish a connection. § There may be little or no sense of the writer’s individual voice. The composition does not sound authentic or original. § The writer is unable to express his/her individuality or unique perspective.	§ There may be moments when the writer engages the reader but fails to sustain the connection. § Individual paragraphs or sections of the composition may sound authentic or original, but the writer has difficulty expressing his/her individuality or unique perspective.	§ The writer engages the reader and sustains that connection throughout most of the composition. § For the most part, the composition sounds authentic and original. The writer is generally able to express his/her individuality or unique perspective.	§ The writer engages the reader and sustains this connection throughout the composition. § The composition sounds authentic and original. The writer is able to express his/her individuality or unique perspective.
Conven tions	§ There is little or no evidence in the composition that the writer can correctly apply the conventions of the English language. Severe and/or frequent errors in spelling, capitalization, punctuation, grammar, usage, and sentence structure may cause the writing to be unclear or difficult to read. These errors weaken the composition by causing an overall lack of fluency. § The writer may misuse or omit words and phrases and may frequently write awkward sentences. These weaknesses interfere with the effective communication of ideas.	§ Errors in spelling, capitalization, punctuation, grammar, usage, and sentence structure throughout the composition may indicate a limited control of conventions. Although these errors do not cause the writing to be unclear, they weaken the overall fluency of the composition. § The writer may include some simple or inaccurate words and phrases and may write some awkward sentences. These weaknesses limit the overall effectiveness of the communication of ideas.	§ The writer generally demonstrates a good command of spelling, capitalization, punctuation, grammar, usage, and sentence structure. Although the writer may make minor errors, they create few disruptions in the fluency of the composition. § The words, phrases, and sentence structures the writer uses are generally appropriate and contribute to the overall effectiveness of the communication of ideas	§ The overall strength of the conventions contributes to the effectiveness of the composition. The writer demonstrates a consistent command of spelling, capitalization, punctuation, grammar, usage, and sentence structure. When the writer attempts to communicate complex ideas through sophisticated forms of expression, he/she may make minor errors as a result of these compositional risks. These types of errors do not detract from the overall fluency of the composition. § The words, phrases, and sentence structures the writer uses enhance the overall effectiveness of the communication of ideas.

An example of a Participation Rubric

Rubric for participation and contribution during the drafting and planning stage	1: Above and beyond expectation (19 -20 points)	B: Sufficient contribution/participation(17- 18 points)	C: Minimal contribution/ participation (11-15 points)	D: Inconsistent participation/contribution (10 points)
A: Contribution to Group's Tasks and Completion of Personal Tasks Ideas contributed to the story	Participates actively Models caring about goals Helps direct the group in setting goals Helps direct group in meeting goals Thoroughly completes assigned tasks	Participates in group Shows concern for goals Participates in goal setting Participates in meeting goals Completes assigned tasks	Participates inconsistently in group Shows some concern for goals Participates sporadically in goal setting Participates sometimes in meeting goals Completes assigned tasks	Chooses not to participate Shows no concern for goals Impedes goal setting process Impedes group from meeting goals Does not complete assigned task
B: Discussion Skills and Active Listening	Shares many ideas related to the goals Encourages all group members to share their ideas Listens attentively to others Empathetic to other people’s feelings and ideas	Shares ideas when encouraged Allows sharing by all group members Listens to others consistently Considers other people’s feelings and ideas	Shares ideas occasionally when encouraged Allows sharing by most group members Listens to others sometimes · Considers other people’s feelings and ideas sometimes	Discourages sharing Does not participate in group discussions Does not listen to others Not considerate of others' feelings and ideas
C: Contribution to Group's Evaluation, Problem-solving and Cohesion	Encourages group to evaluate how well they are working together Involves the whole group in problem-solving Actively participates in helping the group work together better	Participates in group evaluation Offers suggestions to solve problems Demonstrates effort to help the group work together	Participates marginally in group evaluation Offers suggestions occasionally to solve problems Demonstrates effort sometimes to help the group work together Does not impede group’s efforts	Discourages evaluation of how well the group is working Chooses not to participate in problem-solving Promotes fragmentation of group
Notes: Evidence of Clear Expectations

Key Indicators of Accountable Talk

(TALK) AT E1: Students talk about concepts	AT E2: Teacher models discussion by questioning, probing and directing conversations
(COMMUNITY) AT C1: Students actively participating	AT C2 Students listen attentively to each other
AT C3: Students build upon ideas and each other's contributions	AT C4 Students clarify or extend a proposition
(KNOWLEDGE) AT K1 Students use specific and accurate knowledge	AT K3 Students identify knowledge that's not available to address an issue
AT K2 Students support claims and arguments with evidence
(RIGOROUS THINKING) AT R1 Students synthesize several sources of information	AT R2 Students construct explanations
AT R3 Students formulate conjectures and hypotheses	AT R4 Students test their own understanding of concepts
AT R5 Classroom talk is accountable to generally accepted standards of reasoning	AT R6 Students challenge the quality of each other's evidence
AT R7 Classroom talk is accountable to standards of evidence appropriate to the subject matter

Key Indicators of Academic Rigor

(COMMITMENT TO KNOWLEDGE CORE) AR K1 Articulated curriculum avoids repetition and deepens understanding of core concepts	AR K2 Curriculum and instruction are clearly organized around major concepts specified in the standards
AR K3 Teaching and assessment focus on students' mastery of core concepts
(HIGH THINKING DEMAND) AR D1 Students are regularly expected to raise questions, to solve problems, to think, to reason	AR D2 Students are doing challenging, high-level assignments
AR D3 Assignments include extended projects in which in which original work and revision to standards are expected	AR D4 Students are challenged to construct explanations and to justify arguments
AR D5 Instruction is organized to support reflection on learning processes and strategies
(ACTIVE USE OF KNOWLEDGE) AR A1 Assignments require students to synthesize several sources of information	AR A2 Students are challenged to construct explanations and test their understanding of concepts by applying and discussing them
AR A3 Students prior and out-of-school knowledge is used regularly in the teaching and learning process	AR A4 Instructional tasks and classroom discourse require students to interpret text and construct solutions

Key Indicators of Clear Expectations

1. Standards that include models of students work are available to and discussed with students.	Evidence of Clear Expectations
2. Students judge their work with respect to the standards.
3. Intermediate expectations leading to the formally measured standards are specified.
4. Families and community are informed about the accomplishments standards that children are expected to achieve.

An example rubric on assessing student participation during the assessment stage

Rubric for participation in the assessment stage	1. Excellent (25 points)	2. Good (21 points)	3. Average (18 points)	4. Poor (15 points)
A: EQUAL WORK	Did a full share of the work--or more Took the initiative in helping the group get organized	Did an equal share of the work Worked agreeably with group member(s) concerning times and places to meet	Did almost as much work as others Could be coaxed into meeting with other group member(s)	Did less work than others Did not meet group member(s) at agreed times and places
B: EQUAL WORK/ COMMUNICATION	Provided many ideas for the development of the presentation	Participated in discussions about the presentation	Listened to others; on some occasions, made suggestions	Seemed bored with conversations about the presentation
C: EQUAL WORK	Assisted other group member(s)	Offered encouragement to other group member(s)	Seemed preoccupied with other assignments, classes, work, etc.	Took little pride in own tasks related to presentation
D: TIME	Work was ready on time or sometimes ahead of time	Work was ready very close to the agreed time	Work was usually late but was completed in time to be graded	Some work never got completed and other group member(s) completed the assignment

For more information on this rubric, please visit http://www4.nau.edu/assessment/oaainfo/workshop/Rubrics/Group_Participation_Rubric.htm