Building Proficiency Through
Reading Strategies
AATSP-GA
September 18, 2011
Ken Stewart
2006 ACTFL National Language Teacher of the Year
Chapel Hill, North Carolina
Workshop Guiding Question
What instructional strategies can teachers
use to ensure that through the integration
of reading, students are successfully
building proficiency in the Interpretive
Communication mode?
2
AGENDA
• Introductions
Why read?
The Role of National Standards
– Interpretive Mode of communication
– Perspectives, products and practices
Pre-reading strategies
• While-Reading Strategies
–
–
–
–
–
Decoding
Organizers
Comprehension checks
Synthesis
Cooperative learning techniques
Lunch
• Post-Reading activities
• Scaffolding the Interpretive Mode
• Strategies for building proficiency in the
Interpretative Mode
• Vocabulary acquisition and retention
• Assessment
• Authentic Sources
GOALS FOR THE DAY
• Learn strategies for building reading
comprehension.
– Pre-, post- and during-reading
strategies
• Take away engaging, communicative
activities.
• Learn ways to build vocabulary
acquisition and retention to enhance
reading.
• Learn teaching strategies to meet a
variety of student needs.
QUESTIONS
1. Put your burning issues on a post-it
2. See me at break
3. Email me: senorstewart@aol.com
Three Modes of Communication
SOME THOUGHTS ON READING
• Focus on students’ general understanding
• Read with the class (make it a listening &
speaking activity).
• Set realistic expectations (speed, detail).
• Pre-Reading is key.
• Be sensitive about calling on students to
read aloud.
• Urge students to underline, annotate.
(Reading is always a writing activity)
• Integrate language skills.
• Address cultural perspectives
through reading.
• Learn assessment strategies using
rubrics.
• Adapt texts for a variety of levels.
• Build proficiency skills for all levels.
The Reading / Learning Process
• BEFORE READING / LEARNING
– Preview
– Background knowledge
– Set your purpose
• DURING READING/ LEARNING
– Monitor comprehension
– Actively engage
– Predict
• AFTER READING / LEARNING
– Practice
– Organize
– Communicate (written & oral)
READING POP QUIZ
1. What is
traxoline?
It is very important that you learn
about traxoline. Traxoline is a
new form of zionter. It is montilled
in Ceristanna. The Ceristannians
gristerlate large amounts of fevon
and then bracter it to qualsel
traxoline. Traxoline may well be
one of out most lukized snezlaus
in the future because of our
zionter lescelidge.
2. Where is
traxoline
montilled?
3. How is traxoline
quaselled?
4. Why is it
important to
know about
traxoline?
Skill Building in Context: Reading
• It is really quite simple. First you arrange things into
different groups. Of course, one group may be sufficient
depending on how much there is to do. It is important
not to overdo things. That is, it is better to do too few
things than too many. In the short run this may not seem
important but complications can easily arise. A mistake
can be expensive. At first the whole procedure will seem
complicated. Soon, however, it will become just another
facet of life. It is difficult to foresee any end to the
necessity of it. After the procedure is completed one
arranges the materials into different groups again. Then
the groups can be placed in their appropriate places.
Eventually, they will be used once more and the whole
cycle will then have to be repeated.
•
(Bransford and McCarrell, 1974 )
Skill Building in Context: Visual
I cdnuolt blveiee taht I cluod aulaclty
uesdnatnrd waht I was rdgnieg.
The paomnnehal pweor of the hmuan
mnid! Aoccdrnig to rscheearch at
Cmabrigde Uinervtisy, it deosn't mttaer
in waht oredr the ltteers in a wrod are,
the olny iprmoatnt tihng is taht the frist
and lsat ltteer be in the rghit pclae. The
rset can be a taotl mses and you can sitll
raed it wouthit porbelm. Tihs is bcuseae
the huamn mnid deos not raed ervey
lteter by istlef, but the wrod as a wlohe.
Amzanig huh?
Sgeun un etsduio de una uivenrsdiad
ignlsea, no ipmotra el odren en el que las
ltears etsan ersciats, la uicna csoa
ipormtnate es que la pmrirea y la utlima ltera
esten ecsritas en la psiocion cocrrtea. El
rsteo peuden estar ttaolmntee mal y aun
pordas lerelo sin pobrleams. Etso es pquore
no lemeos cada ltera por si msima preo la
paalbra es un tdoo.
Ladle Rat Rotten Hut
Wants pawn term, dare worsted ladle gull
hoe lift wetter murder inner ladle cordage,
honor itch offer lodge dock florist. Disk ladle
gull orphan worry ladle cluck wetter putty
ladle rat hut, an fur disk raisin pimple colder
Ladle Rat Rotten Hut.
Wan moaning, Rat Rotten Hut's murder
colder inset, "Ladle Rat Rotten Hut, heresy
ladle basking winsome burden barter an
shirker cockles. Tick disk ladle basking tutor
cordage offer groin-murder hoe lifts honor
udder site offer florist. Shaker lake! Dun
stopper laundry wrote! An yonder nor
sorghum-stenches, dun stopper torque wet
strainers!"
Superior: support opinions, discuss topics
concretely and abstractly, and handle linguistically
unfamiliar situation
Advanced: Can narrate & describe in all major time
frames, and handle a situation with a complication.
Intermediate: Can create with language, ask and
answer simple questions on familiar topics, and
handle a simple situation or transaction.
Novice: Can communicate minimally with formulaic
and rote utterances, lists and phrases.
Partner Quiz Activity
The student is able to:
• Take notes from a phone message that include
the overall meaning and some details.
• Intermediate
• List articles of clothing to be cleaned in a note
left to a hotel staff.
• Novice
• Identify memorized words and phrases in a
supermarket ad in preparation for shopping
• Novice
• Understand the main ideas and most
details in a television interview with a
famous actor.
• Advanced
• Ask and answer questions dealing with
simple personal information when
introduced to a new person.
• Intermediate
• Return an item to a store, explaining how
it is defective.
• Advanced
• Make an invitation, listing the place of the party, the
date, the time and the occasion.
• Novice
• Write a short letter to a sponsoring agency describing
his/her stay in the host country, explaining the
benefits of the visit.
• Advanced
• Report the theft of personal valuables to a lawenforcement officer.
• Advanced
• Determine the basic meaning and some details of a
friend’s email that describes what he told his parents
about coming in after curfew last night.
• Intermediate
Selecting Resources for Reading
Materials & Instruction
 What factors do you currently
consider?
 What steps are needed in the preplanning process to prepare
students?
 How do you engage students in
Interpretive communication?
3 MINUTES AT YOUR TABLE
Guidelines for Selecting Texts
• Interest
• Appropriate
linguistic level
• Authenticity
• Age level
appropriate
• Connect to AP
theme
• Able to
differentiate?
• Integration of other
modes
• Integration of culture
• Variety
• Technology
• Involving students in
process
BREAK
See you back in 15 minutes!
www.Voki.com
www.wordchamp.com
www.voicethread.com
LEVEL QUESTIONS
• LEVEL ONE- Data-based questions
that are found in the reading:
– Where? Who? When? What?
• LEVEL TWO – Inference questions that provoke
discussion and creativity:
– Why? How?
• LEVEL THREE- Broad application of a universal
theme or hypothetical situation
– Compare urban life vs. rural life
– Write a letter to your mayor making
recommendations for improving the quality of life in
your city or town.
Leveling for Reading Tasks
• Table I: Develop questions and
activities for novice students.
• Table II: Develop questions and
activities for intermediate students.
• Table III: Develop questions and
activities for AP students.
Example
• Novice
• Question: What score did Portland
receive for air quality?
• Activity: Select five cities and create a
color chart that shows the scores they
received for air quality.
Example
• AP/Advanced
• Question: In what ways does global
warming impact the scores cities
received?
• Activity: Write a letter to your mayor
making recommendations for
improving the quality of life in your city
or town.
What’s the cleanest big city in the U.S.? How
about the dirtiest? In our July issue, we decided to
find out, by analyzing data to score each of the 50
largest cities on air quality, water quality,
industrial pollution (toxics), Superfund sites, and
sanitation. Rather than just the cities themselves,
we looked at metropolitan areas, which include
surrounding counties and suburbs. (This can have
a real effect on a place’s score; Chicago, for
example, has excellent water but its score is
brought down by problems in the outlying areas).
Because we only looked at the 50 largest places,
there may be smaller cities that are much cleaner
or dirtier than these—and because the scores
represent relative rankings, that a city comes in
first or last in a given category does not
necessarily mean it’s perfectly pristine or
dangerously filthy.
From Reader’s Digest
NAME
Air
Water
www.rd.com/
Toxics Hazardous Sanitation Total
Waste
Portland (OR)
San Jose
Buffalo
Columbus
San Francisco
Denver
Rochester
(NY)
Austin
Orlando
San Diego
49
41
34
24
47
27
46
44
48
13
50
50
50
50
50
50
32
9
23
50
35
50
27
31
34
44
32
48
9
46
32
21
26
45
16
19
43
50
38
42
43
32
47
NA
12
NA
19
NA
48
14
44.00
40.71
38.29
37.33
36.57
36.17
35.71
34.00
33.86
32.57
GRAPHIC ORGANIZERS
Eduplace.com/graphicorganizer/
¡Buen provecho!
Bon Appétit!
Guten Appetit
Buon appetito
‫بالهناء والشفاء‬
douzo meshiagare
‫בתיאבון‬
Let’s Eat!
See you at 1pm!
Reading and Listening Skills
• “Listening and reading are active
cognitive processes that require an
interplay between various types of
knowledge.”
•
— Shrum and Glisan
Strategy 1: A Picture Is Worth …






Also called “Logographic Clues”
Teach key vocabulary
Prepare students for a text
Predictions
Leveled questions
Reinforce culture
A PICTURE IS WORTH 1,000 WORDS
www.wordle.net
Scaffolding the Activity
• Novice: Draft a list of words that
describe image and use thesaurus to
look up synonyms.
• Intermediate: Turn to partner and
suggest main idea about plot based
on image.
• AP/Advanced: Write and record short
“advertisement” for book to entice
people to read it.
Strategy 2: Reading Guide
 Encourages students to be aware of
their thinking while reading
 Students engage more deeply with
the text
 Invites questioning and discussion
 Builds metacognition
READING GUIDES (while reading)
El clima-
protagonista
Vestido de…
Apariencia física
SímilLo que vio…
La prefiguración…
Interrupción-
The Flowers- Reading Guide
• Use the two-column template, record
notes as you read the story. [i.e.,
unfamiliar vocabulary words, ideas that
stand out, questions, predictions, etc.]
• In the right-hand column, copy the
text. In the left-hand column, write your
notes.
The Flowers
Strategy #3
SHOW WHAT YOU KNOW
1. Give the students two highlighters of
different colors
2. Ask them to highlight all the words they
can deduce the meaning from with
decoding skills (saying the word aloud,
breaking it down into roots, suffixes)
3. With a partner, read aloud pausing to
discuss meanings of words
4. Ask them to then jot dot the main ideas
5. Have a group reading and discuss the
process the students used.
http://criancas.terra.com.br/harrypotter/interna
A escritora britânica J.K. Rowling
definiu o título do sexto livro sobre a
aventura do aprendiz de bruxo Harry
Potter, Harry Potter e o Enigma do
Príncipe. O livro será lançado no País no
fim de novembro, pela editora Rocco. Um
dos maiores mistérios da obra é a morte
de um importante personagem.
A série Harry Potter fez de J.K.
Rowling a mulher mais rica da GrãBretanha, com uma fortuna avaliada, em
2004, em US$ 1 bilhão.
Hoje, com cinco volumes da saga
traduzidos para 60 idiomas, e 250 milhões
de exemplares vendidos, ela divide com
Shakespeare e Agatha Christie a lista dos
autores mais lidos do planeta.
Strategy #4
READING SCAVENGER HUNT
1. Underline 5 prepositions
2. Highlight 3 feminine nouns
3. Circle 2 past tense verbs
4. Put a box around a future tense verb.
READING SCAVENGER HUNT
A escritora britânica J.K. Rowling definiu o
título do sexto livro sobre a aventura do aprendiz
de bruxo Harry Potter, Harry Potter e o Enigma
do Príncipe. O livro será lançado no País no fim
de novembro, pela editora Rocco. Um dos
maiores mistérios da obra é a morte de um
importante personagem.
A série Harry Potter fez de J.K. Rowling a
mulher mais rica da Grã-Bretanha, com uma
fortuna avaliada, em 2004, em US$ 1 bilhão.
Hoje, com cinco volumes da saga traduzidos
para 60 idiomas, e 250 milhões de exemplares
vendidos, ela divide com Shakespeare e Agatha
Christie a lista dos autores mais lidos do planeta.
BREAK
See you back in 15 minutes!
EN PAZ
Amado Nervo
Muy cerca de mi ocaso, yo te bendigo, Vida,
porque nunca me diste ni esperanza fallida,
ni trabajos injustos, ni pena inmerecida;
porque veo al final de mi rudo camino
que yo fui el arquitecto de mi propio destino;
que si extraje la miel o la hiel de las cosas,
fue porque en ellas puse hiel o mieles sabrosas:
cuando planté rosales coseché siempre rosas.
Cierto, a mis lozanías va a seguir el invierno:
¡mas tú no me dijiste que mayo fuese eterno!
Hallé sin duda largas las noches de mis penas;
mas no me prometiste tú tan sólo noches buenas;
y en cambio tuve algunas santamente serenas...
Amé, fui amado, el sol acarició mi faz.
¡Vida, nada me debes! ¡Vida, estamos en paz!
Strategy #5
CARROUSEL OF POETRY
• Vida, estamos en paz!
• El sol acareció mi faz.
• Cosas, rosas, sabrosas
• La miel y la hiel
• Muy cerca de mi ocaso
Follow-up Questions
• What’s the poet’s tone or outlook on life?
• To whom is the poem directed?
• At what point in his life do you think he
wrote this poem?
• What does he mean by:
“Mas no me dijiste que mayo fuese
eterno!”
What question would you ask this
poet if you can meet him?
Pregunta de Enfoque
¿Cómo se puede incorporar la poesía a través
del andamiaje de los distintos niveles?
¿Por qué leer poesía en un curso de lengua?
– Ampliar su vocabulario
– Mejorar la pronunciación
– Abrir nuevas perpectivas culturales
– Mejor preparados para tomar un curso de
literatura
Scaffolding Poetry
Level I
Level II
Level III
Level IV
AP
Canción del
jinete (LorcaEspaña)
Como tú –
(Roque Dalton –
El Salvador)
Balada de los
dos abuelos
(Guillén-Cuba)
Canción del
pirata
(EsproncedaEspaña)
Ajedrez
(BorgesArgentina)
La guitarra
(Lorca- España)
Manitas (MistralChile)
Iba yo por un
camino (GuillénCuba)
Arbolé (LorcaEspaña)
A Roosevelt
(Darío-Nicaragua)
Versos sencillos
(Martí-Cuba)
Africa, Africa,
Africa (OrtizEcuador)
El viaje definitivo
(JiménezEspaña)
En paz (NervoMéxico
Walking Around
(Neruda-Chile)
Dulce chopo
(MachadoEspaña)
Hombre
pequeñito (StorniArgentina)
La primavera
besaba…(Macha
do- España)
Rima LIII
(BécquerEspaña)
Llanto por Ignacio
Sánchez Mejía –
La cogida y la
muerte (LorcaEspaña)
Poesía …eres tú
Oda al tomate
(Neruda-Chile)
Sensemayá
(Guillén-Cuba)
Rima Tú eras el
huracán
(BécquerEspaña)
Hombres necios
que
acusáis…(Sor
Juana- México)
(BécquerEspaña)
Level I Canción del jinete por
Federico García Lorca
CANCIÓN DEL JINETE
Córdoba.
Lejana y sola.
Jaca negra, luna grande,
y aceitunas en mi alforja.
Aunque sepa los caminos
yo nunca llegaré a Córdoba.
Por el llano, por el viento,
jaca negra, luna roja.
La muerte me está mirando
desde las torres de
Córdoba.
¡Ay qué camino tan largo!
¡Ay mi jaca valerosa!
¡Ay que la muerte me
espera,
antes de llegar a Córdoba!
Córdoba.
Lejana y sola.
• ¿Cuáles son las imágenes
típicas de España en este
poema?
• ¿Dónde está Andalucía?
¿Dónde está Córdoba?
• ¿Qué le espera al hombre
a caballo al llegar a
Córdoba?
• ¿Qué simboliza la jaca?
¿Qué simboliza la luna?
¿Por qué crees que la luna
es roja?
• ¿Cómo se siente el jinete?
www.prezi.com
Level II
Podcast: Roque Dalton (entrevista con su hermano)
http://haciendoradio.blogspot.com/
Como Tú Por Roque Dalton
Yo como tú
amo el amor,
la vida,
el dulce encanto de las cosas
el paisaje celeste de los días de
enero.
También mi sangre bulle
y río por los ojos
que han conocido el brote de las
lágrimas.
Creo que el mundo es bello,
que la poesía es como el pan,
de todos.
Y que mis venas no terminan en mí,
sino en la sangre unánime
de los que luchan por la vida,
el amor,
las cosas,
el paisaje y el pan,
la poesía de todos.
How is poetry like bread? Explain.
¿Cuáles son dos símiles en este
poema?
Escribe 3 adjetivos que describen el
tono del poema?
¿Qué puede simbolizar “enero” en el
poema?
Explica la cita: “Y que mis venas no
terminan en mí, sino en la sangre
unánime
de los que luchan por la vida…”
Level III
Balada de los dos abuelos
Drawing by Alfredo Alcántara
Patricia Kule espanol7@msn.com
“Balada de los dos abuelos”
• ¿Qué sugiere el título?
________________________
________________________
________________________
Introducción a los términos
literarios
• Balada: Grupo de versos que se agrupan en una
unidad estructural en un acompañamiento
musical.
• Metáfora: Comparación directa entre dos cosas
no relacionadas. Suele cambiar el significado de
la palabra o del contexto.
• Poema: Género literario escrito generalmente
en verso
• Ritmo: Cadencia musical o repetición de un
movimiento o sonido. Para el ritmo hay que
considerar el tono y la rima.
• Verso: Unidad métrica de un poema; cada una
de las líneas de que se compone un poema.
Mapa mental
Mis
raíces
Pos-Lectura: Organizador gráfico
ABUELO NEGRO
¿Qué lleva?
¿Cómo se llama?
¿Qué hace cada uno?
¿Qué hacen los dos?
¿Dónde está?
¿De dónde viene?
ABUELO BLANCO
Organizador gráfico: T Chart
Lo que leí
Lo que mi compañero/a leyó
(escuché)
(escuchó)
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Level IV Canción del pirata
Access schemata
1. What do they know about other Romantic
writers?
2. Can they name any they might have
studied in other courses?
3. Can they name any Romantic painters?
4. How does this painting reflect Romantic
elements in literature?
3 de mayo, 1808 - Goya
Saturno devorando a su hijo Goya
Conexiones con el conocimiento
previo
• El Romanticismo es una reacción contra
el espíritu racional y crítico de la
Ilustracióny el Clasicismo.
• La conciencia del Yo como entidad
autónoma y fantástica
• La supremacía del sentimiento frente a la
razón neoclásica
• Exhaltación y libre expresión de
emociones
• Fuerte sentimiento nacionalista
Preguntas de comprensión
–
–
–
–
–
–
–
–
–
–
¿Dónde está el pirata?
¿Cómo va el velero bergantín?
¿Por qué llaman al barco El Temido?
¿Dónde es conocido?
¿Qué puede sujetar el valor del capitán?
Para él, ¿qué es su barco?
¿Cuál es su ley? ¿ su patria? ¿su Dios?
¿Cómo es el tono del poema?
¿Quiénes son sus enemigos? ¿Qué le da consuelo al pirata?
¿Cuáles son los elementos biográficos de Espronceda en el
poema?
Para profundizar
– Este poema indica un espíritu intranquilo y
rebelde. Dé ejemplos de la rebeldía.
– El gran ideal de los románticos es la
libertad. ¿Cuáles son los símbolos con
que Espronceda representa este ideal?
– ¿Cómo se manifiesta el espíritu de
rebeldía en nuestra sociedad
contemporánea?
Declamación de Poesía
1. Memorizado / leído
2. Pronunciación/ intonación
3. Interpretación
4. Ritmo / fluidez
5. Accesorios
(92=B+)
Día de declamación de poesía
Level V / AP
Ajedrez – Jorge Luis Borges
Accessing Schemata
Pre-lectura: “Therapy of labyrinths”
• ¿Qué es un laberinto? ¿Para que
sirven/servían?
• ¿Cómo se han cambiado sus usos?
• Cuál es la diferencia entre un laberinto y
“maze”?
En grupos
¡Quitar el título!
• Leer y traducir 4-6 versos usando un
diccionario
• Leer en voz alta a la clase
• Explicar su interpretación y como se
encaja con los otros versos
Preguntas de comprensión
• Why do you think Borges uses these specific
adjectives (ligero, armada, oblicuo, agresores,
encarnizada, tenue, ladino) to describe each
chess piece?
• Go over the bolded words, using synonyms, in
the poem for vocabulary building.
• What historical references are made in this
poem? Mythological references?
• How does Borges refer to time in the poem? How
is fate / destiny described?
• What levels or dimensions are represented in the
poem?
• What metaphors is Borges creating in this
poem?
• What is “el juego infinito”?
• What poetic device is exemplified by “de
negras noches y blancos días?” What is
its effect?
• What poetic device is exemplified by
“…de polvo y tiempo y sueño y agonías?
What is its effect?
Para sintetizar
• Comparar con Los dos reyes y los dos laberintos
• Comparar con las obras de Julio Cortázar y su
concepto del tiempo.
• Escribir un poema original que ejemplifica la
metáfora extendida.
• Ilustrar su propio concepto de un “laberinto” y/o
metáfora explicar a la clase.
• Analizar otras obras de Borges: El otro, Las
ruinas circulares
Reflect and Assess
• List 2-3 activities you currently use to
develop reading and listening skills in
the Interpretive mode.
• How might you adjust or rethink
activities to incorporate culture and
authentic resources?
Formative Assessment
•
•
•
•
•
•
I changed my attitude about…
I am more aware of…
I am surprised about…
I feel…
I’m still unsure about …
I have a question about…
USING AUTHENTIC MATERIALS
• What are the advantages?
–
–
–
–
–
For students?
Skill building
Culturally relevant
Proficiency-oriented
Read for comprehension
TYPES OF AUTHENTIC MATERIALS
An ad in a neighborhood newspaper
•
for a website (for television, a movie)
•
in a newspaper
•
online
•
personal ad in a target-language newspaper
An excerpt from an article
•
on nutrition
•
in a (hotel, cultural, entertainment) magazine
•
from a (local, national, international)
newspaper
•
in a (health) digest
a letter to a friend
an essay
a (monthly, popular, science, airline) magazine from the
target culture
a (a short section in a) book
an editorial
the (food, movie, music) section of a newspaper
a short story
a poem
A notice
on a bulletin board
in a (target-language) newspaper (in the US)
for travelers (such as an announcement on a plane)
A passage from
a familiar fairy tale
current events
A sign posted in a (bakery, restaurant)
A text from the Internet
an article in a target-language magazine
a weather report
a science magazine
a biography
WHY USE RUBRICS?
•
•
•
•
•
•
•
Subjective assessment
Students & parents know expectations
Strengthens vertical teaming
Consistency across the department
Streamlines scoring process
Time management
???
Interpretive Rubric
25-23 points
22-18 points
17 or fewer
Meets Expectations
Approaches
Expectations
Does not meet
expectations
Understands main
idea
10pts
Explains main idea
in own words
Understands key
sentences referring
to main ideas
Is unable to find
main idea
Comprehends key
vocabulary
5pts
Infers meaning from
more than 5 noncognates
Explains, from
context, the general
meaning of selected
terms & cognates
Is able to define or
translate fewer than
5 key vocabulary
words
Infers author’s
attitude/ POV
5pts
Underlines
words/phrases
indicating author’s
attitude/ POV
Words/phrases
selected do not
always indicate
attitude/POV
Unable to find
words/phrases
indicating author’s
attitude/POV
Infers cultural
perspective
5pts
Identifies
words/phrases
related to cultural
perspective
Words/phrases do
not always indicate
cultural perspective
Unable to identify
words/phrases
related to cultural
perspective
Workshop Guiding Question
What instructional strategies can teachers
use to ensure that through the integration
of reading, students are successfully
building proficiency in the Interpretive
Communication mode?
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Reflect and Assess
• How can these strategies improve the
instruction you are already
implementing in the classroom? Talk
specifically about one or two texts or
resources you currently use to which
these strategies can effectively be
applied. How would you differentiate the
strategies for various proficiency levels?
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Web sites: Teachers can visit these websites:
www.rubrics.com
www.aea267.k12.ia.us.cia/framework/rubrics/designing.html
www.theeducatorsnetwork.com/main/rubricfeature.htm
http://rubistar.4teachers.org/index.php
www.rubrics4teachers.com/
www.teach-nology.com/web_tools/rubrics/
http://landmark-projects.com/classweb/tools/rubric_builder.php
www.4teachers.org/
http://school.discovery.com/schrockguide/assess.html