Name_______________________________________

Mrs. Bishop
L & L
Date of Discussion Socratic Seminar Rubric

0/1
Little/No Evidence of Grade Level Expectations
2
Emerging Grade Level Expectations
3
Proficient/Meets Grade Level Expectations
4
Exceeds Grade Level Expectations
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The student:
Comes to the discussion with preparation
(note taking) incomplete. Does not show
close reading or deep thinking about the
text. Note taking may show underlines
and/or highlighting without elaboration.

Did not use any evidence from the text to
support contributions to the discussion.

Shows little respect for the learning
process by:
!Being argumentative
! Taking advantage of minor
distractions
!Using inappropriate language
!Engaging in side conversations

Appears uninvolved in the discussion; is
extremely reluctant to participate even
when called upon.


Makes observations from outside circle
that are incomplete and inaccurate.

The student:
Comes to the discussion with
preparation (note taking) somewhat
incomplete.

Occasionally supports
contributions to the discussion with
evidence from the text

Follows rules for collegial
discussions with some interruptions
and/or speaking over someone else.

Poses questions that derail the
conversation.

Acknowledges new information
expressed by others but does not
clarify, extend, or connect to it.

Contributes to the conversation
but repeats information or makes
statements unrelated to the
conversation at hand.


Makes observations from outside
circle that are incomplete and/or
inaccurate.

The student:
Comes to discussions prepared, having read
closely and taken notes about the text under study.

Consistently draws on the preparation by
referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.

Follows rules for collegial discussions and
decision-making.

Poses questions that connect the ideas of several
speakers.

Responds to others questions and comments
with relevant evidence, observations, and ideas.

Acknowledges new information expressed by
others, and, when warranted, modifies his/her own
views in light of the evidence presented.

Analyzes the main ideas and supporting details
presented and explains how the ideas clarify the
text under study.

Evaluates the soundness of reasoning and
relevance/sufficiency of the evidence and identifies
when irrelevant evidence is introduced.


Makes observations from outside circle that are
complete and accurate.

In addition to grade level expectations,
the student:

Propels conversations by posing
and responding to questions that
relate the current discussion to
broader themes or larger ideas.

Actively incorporates others into
the discussion.

Clarifies, verifies, or challenges
ideas and conclusions.

Integrates multiple sources of
information evaluating the
credibility/accuracy of each source.

Evaluates a speakers point of
view, reasoning, and use of evidence
and rhetoric, identifying any
fallacious reasoning or exaggerated
or distorted evidence.


Makes observations from outside
circle that provide new insights and
lead to conclusions.
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Comments display complete
misinterpretation of questions or
comments of other participants.

May mumble or express incomplete
ideas; little or no account taken of previous
comments or important ideas in the text.
Presents claims and findings,
sequencing ideas logically and
using pertinent descriptions, facts,
and details to accentuate main ideas
or themes.
Uses some eye contact, adequate
volume, and clear pronunciation.


Presents claims and findings, emphasizing salient
points in a focused, coherent manner with pertinent
descriptions, facts, details, and examples.

Uses appropriate eye contact, adequate volume,
and clear pronunciation.

. Presents information, findings,
and supporting evidence clearly,
concisely, and logically such that
listeners can follow the line of
reasoning and the organization,
development, substance, and style
are appropriate to purpose,
audience, and task.
Uses strategic and effective eye
contact, variable volume, and clear
pronunciation.