T.E410

Cold Reading

Cold Reading

Working with a partner, students will present a cold reading of two scenes from varying genres. Students will have 15 minutes to review the scenes. Each pair will then be recorded performing their cold reading.

This assessment has three parts to it:
o Part 1–Assessment Questions
o Part 2–Review Scenes
o Part 3–Record and Reflect Upon Cold Reading

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.


These are analytic rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

TEACHER SCORING RUBRIC

  • Dimension
  • Preparation

    Students used rehearsal time wisely.

  • Character

    Student remained in character.

  • Fluency in Line Delivery

  • Responsive

    Student actively listened and responded to partner.

  • Reflection

    Strengths

  • Reflection

    Areas for Improvement

  • Mood and Environment of Scene

  • 1
  • 2
  • 3
  • 4
  • Scene is unprepared and demonstrates no clear understanding of the text.

    N/A at this time.
  • Scene shows limited rehearsal, and communicates little understanding of the text.

    N/A at this time.
  • Scene is moderately rehearsed, and communicates some understanding of the text.

    N/A at this time.
  • Scene is well rehearsed, and communicates a clear understanding of the text.

    N/A at this time.
  • Student was distracted and not in character during the cold reading; not believable in action and expression.

    N/A at this time.
  • Student was distracted and remained in character only in parts of the cold reading; at times believable in action and expression.

    N/A at this time.
  • Student remained in character throughout most of the cold reading and was mostly believable in action and expression.

    N/A at this time.
  • Student remained in character throughout the cold reading and was believable in action and expression.

    N/A at this time.
  • Student had difficulty with word fluency and paid little attention to punctuation.

    N/A at this time.
  • Student demonstrated some fluency and paid inconsistent attention to punctuation.

    N/A at this time.
  • Student demonstrated good fluency and paid attention to punctuation to engage the audience.

    N/A at this time.
  • Student demonstrated strong fluency and communicated punctuation to add interest to the performance.

    N/A at this time.
  • Student had difficulty demonstrating skills of listening and responding to his or her partner.

    N/A at this time.
  • Student demonstrated some skills of listening and responding to his or her partner.

    N/A at this time.
  • Student demonstrated good skills of listening and responding to his or her partner.

    N/A at this time.
  • Student demonstrated excellent skills of listening and responding to his or her partner to add interest to the performance.

    N/A at this time.
  • Student referenced one performance element.

    N/A at this time.
  • Student referenced two performance elements.

    N/A at this time.
  • Student referenced three performance elements.

    N/A at this time.
  • Student referenced four performance elements.

    N/A at this time.
  • Student referenced one performance element.

    N/A at this time.
  • Student referenced two performance elements.

    N/A at this time.
  • Student referenced three performance elements.

    N/A at this time.
  • Student referenced four performance elements.

    N/A at this time.
  • Student communicates no understanding of the mood and environment of the scene.

    N/A at this time.
  • Student communicated little understanding of the mood and environment of the scene.

    N/A at this time.
  • Student communicated some understanding of the mood and environment of the scene.

    N/A at this time.
  • Student communicated a clear understanding of the mood and environment of the scene.

    N/A at this time.

TEACHER SCORING RUBRIC–QUESTION 3

  • Dimension
  • Description and Explanation of Performance Skills

  • 1
  • 2
  • 3
  • 4
  • Work is incomplete and inaccurate.

    N/A at this time.
  • Work shows some effort but lacks details in several areas.

    N/A at this time.
  • Work is sufficient, accurate, and complete in most areas.

    N/A at this time.
  • Work is excellent, accurate, and complete in all areas.

    N/A at this time.
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