Common Core
Georgia Performance
Standards
Facilitating Student-Led Discussions, K-12
Part 2: Developing an Age-Appropriate Teaching Rubric
Cynde Snider
Essential Question
How can I teach students to discuss rather
than just talk?
Learning Target
I can develop and implement an ageappropriate teaching rubric for student-led
discussions.
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from Grade 3 Speaking & Listening CCGPS . . .
ELACC3SL1: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 3 topics and texts, building on others’ ideas and
expressing their own clearly.
a. Come to discussions prepared . . . .
b. Follow agreed-upon rules for discussions (e.g. gaining the
floor in respectful ways, listening to others with care, speaking
one at a time about the topics and texts under discussion).
c. Ask questions to check understanding of information
presented, stay on topic, and link their comments to remarks
of others.
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. . . to Student Learning Targets
Language of the CCGPS
Student Learning Target
gain the floor in respectful ways
I can raise my hand and wait to be called on
before speaking.
listen to others with care
I can look directly at the person who is
speaking to show I am listening.
speaking one at a time about the topics
and texts under discussion
I can raise my hand and wait to be called on
before speaking. [repeat]
ask questions to check understanding
of information presented
I can raise my hand and ask a question when
someone says something I don’t understand.
stay on topic
I can stay on the topic for today’s discussion.
link comments to remarks of others
I can connect what the person before me
said to what I am going to say.
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Grade 3 Teaching/Learning Rubric
(Handout #2)
What I can do . . .
I can raise my hand and wait
to be called on before
speaking.
What that will/won’t look like . . .
I’ll wait to raise my hand until
other students have finished
speaking.
I’ll raise my hand quietly
without making any noise or
movements to try to get my
teacher’s attention.
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Grade 3 Teaching/Learning Rubric
What I can do . . .
What that will/won’t look like . . .
I’ll keep my eyes focused on the
person speaking.
I can look directly at the
person who is speaking to
show I am listening.
I’ll nod or use other quiet ways
to show I understand or agree
with the speaker and to let her
know I really am listening.
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Grade 3 Teaching/Learning Rubric
What I can do . . .
What that will/won’t look like . . .
When I’m called I’ll connect my
ideas to other speakers’ ideas by
I can connect what the person
before me said to what I am
going to say.
 summarizing or briefly restating what the
person before me had to say
 respectfully disagreeing with another
person by saying something like, “John has
a good point, but . . .”
 adding to what the person before me said
by saying something like, “I’d like to add to
what Susan just said.”
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Assessment (NOT EVALUATION)
(Handout #3)
• Student pre-assesses using self-assessment rubric
• Student self-assesses performance
• Teacher assesses performance
• Student/teacher conference, compare, and set future
goals
Learning Target
I can develop and implement an ageappropriate teaching rubric for student-led
discussions.
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Essential Question
How can I teach students to discuss rather
than just talk?
Cynde Snider
Georgia Department of Education
csnider@doe.k1.ga.us
404-657-9971
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