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SCIENCE RETELLING RUBRIC
Does the retelling?
0
1
2
3
4
5
Attempt
Needs
Improvement Average Good Excellent Exemplary
1. State the problem
presented?
2.
Tell what outcome is
expected?
3.
Identify the main points of
the concept/procedure?
4. Tell some variables of the
concept/procedure?
5. Follow the process/steps?
6. Sound organized?
7. Keep the sequence of the
procedure?
8. Tell how this could be
applied to real world
situations?
9.
Tell whether the outcome
of the procedure was
expected or not and why?
Total Points____________
Student Name: ____________________________________
Retelling of:
____________________________________
Date:
____________________________________
Comments:
____________________________________
____________________________________
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QUESTION/ANSWER RELATIONSHIP
(QAR)
Description:  The Question/Answer Relationship or QAR helps students understand different
levels of questioning and the relationships between questions and answers.  Often students respond to
questions with either a literal answer or by stating that “it” is not in the text. QAR provides four
levels of questions – Right There, Think and Search, You and the Author, and On Your Own –
to indicate how the question is related to the text.  This strategy allows students to understand their
thinking processes and develop their metacognitive abilities.
Step-by-Step
1.  Introduce the QAR using a visual aid and a short selection to demonstrate the relationships.
2.  Model identifying and answering questions at each level of QAR.
Right There! (The answer is found in the text.  The words in the questions can usually be
found in the same sentence with the answer.)
Think and Search! (The answer is in the text, but the words are probably not in the same
sentence.  Read the text; look for ideas that can be put together, and think about what the
author is saying.)
The Author and You! (The author provides ideas and makes students think, but connections
to students’ knowledge are needed to answer the question.)
On Your Own! (Students must apply their own knowledge and what has been learned to
answer the question.)
¾ 
In the beginning teachers may wish to introduce and practice one level at a time before
introducing the next level.
¾ 
The strategy can also be used with three classifications of question/answer relationships –
Right There, Think and Search, Author and You.
¾ 
Vacca and Vacca (1996) propose identifying two broad categories of information:  In the
Text and In My Head.  Students then place Right There and Think and Search under
In the Text while On My Own and The Author and You are placed under In My Head.
In the Text
In My Head
Right There
On My Own
Think and Search
The Author and You
Extensions
Use this strategy to demonstrate higher order thinking skills.  Familiarize students with
Bloom’s Taxonomy of Questioning to facilitate their understanding of higher order thinking.
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GRAPHIC ORGANIZERS
Description:  Graphic organizers are essential tools for both teachers and students.  They come in
several forms and serve all readers because they
support all learners, especially those with special needs.
provide structure and guidance as readers move toward greater independence.
offer a visual means of explaining and organizing information and ideas.
ask students to evaluate and actively manipulate information, which helps them to see the
connections and relationships between ideas.
teach students to think categorically.
provide useful tools to prepare for and facilitate writing, thinking, and discussing.
prepare students for the world of work, where such tools are used with increasing frequency.
help students remember and make greater cognitive associations between information and
ideas.
force students to evaluate information in order to determine what is important.
improve readers’ understanding of the text.
help develop students’ knowledge of textual structures and their general textual intelligence.
Step-by-Step
1.  Graphic organizers come in many forms.  Explore those that might help students meet specific
goals.  Try them out to see if they accomplish what we want.  Make modifications if necessary.
Using them ourselves allows us a model to share with students as well as allowing us the chance
to think about the text and its appropriateness with respect to particular assignments.
2.  Before reading, have students use graphic organizers such as the KWL to prepare for reading.
Graphic organizers assist with activating students’ prior knowledge by helping them to think
about text structure and organization.
3.  While some graphic organizers are prescriptive and structured (e.g., KWL), some are more open-
ended and adaptable (e.g., two-column notes).
4.  Use graphic organizers to help students
classify ideas, words, characters, events prior to writing about or discussing a text.
organize a sequence in a process.
take parallel notes – (e.g., comparing what they read with the experiment or lecture that
follows).
identify what is important in a text.
examine and understand the organizational pattern of the information or story.
5.  Use graphic organizers to develop students’ skills and strategies.  Model how organizers might be
used and how to select one to meet specific purposes.  Begin the process of allowing students to
select their own graphic organizers, encouraging them to reflect/justify their selections.
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VENN DIAGRAM
Description:  A Venn diagram is a graphic organizer that uses overlapping circles to compare and
contrast. Traits that are shared are entered in the overlapping area and individual traits are entered in
the portions that do not overlap.    Students can compare two countries, two different mediums such
as a movie and the book, two flowering plants or two processes in mathematics.  The object is to
determine how things are alike and how they are different. The Venn diagram was originally used in
math to show relationships among sets.
Step-by-Step
1.  Draw two interconnecting circles.
2.  Discuss the Venn diagram with students, noting the items they will compare and contrast.
3.  Place in the overlapping circles traits that are shared while individual traits are entered in the
portions that do not overlap.
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T-NOTES
Description:  T-Notes provide students an organized method of note taking while listening or
reading.
Step-by-Step
1.  Generally, students divide a sheet of notebook paper in half.
2.  While listening or reading, students record words or key points in the left columns.
3.  In the right column, students record definitions or explanations of key points.
Extensions
This form of note taking is particularly beneficial when time to review for exams and quizzes.
Students may fold their papers to hide the right column.  Then either mentally or by using an
additional sheet, students may quiz themselves and check their answers.
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DISCUSSION WEB
Description:  The Discussion Web (Alverman, 1991; Duthie, 1986) is an organizer that allows students to
look at both sides of an issue before making a decision based on evidence.
Step-by-Step
1.  Choose a selection that has potential for opposing viewpoints.
2.  A transparency of the Discussion Web to be used for class review is helpful.  A question should be
posed and written on the web.
3.  Students working with a partner can brainstorm at least three responses to the question that has been
posed.
4.  Pair one set of partners with another set of partners for the purpose of comparing their reasons.
Working toward consensus is the goal.  This can then be written in the box at the bottom of the page.
5.  Each group needs to select a spokesperson to report to the whole class.
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MATH
Description:  In mathematics students can be asked to determine information as relevant or irrelevant in an
effort to focus on necessary information to solve the problem.
Lisa was 14.  Diane was 15.  Sara was 16.  The three girls reported their classes’ results for the Chili
Supper tickets drive.  Lisa’s class sold 27 tickets.  Diane’s class sold 32 tickets and Sarah’s class sold 39
tickets.  What was the average number of items collected for the Chili Supper contest?
Chili Supper Ticket Contest
Relevant
3 girls
27
32
39
Irrelevant
14, 15, 16
(ages of girls)
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