Purpose Reading Steps History Step 1 Preview: Identify Author, titles, topics, sub-topics, and visuals. Think about the possible argument or information within the reading and think topically (PERSIA). Purpose: Develop at least 2 detailed questions or statements that will identify what content/argument you are to get from the reading. Write at the beginning of article. Step 2 Purpose Read: While reading underline and highlight content or statements that answer your purpose points. Your should use 2 highlighters and color code based upon which purpose point it is connected to. Monitor: As you read, notice how content and analysis is being used by the author. You should be evaluative. You may have to adjust your purpose points as well. Step 3 Connect In the margins, you are to write down any similarities to the content you have read. These similarities should be things you have learned in the past or things you have experienced. Step 4 Thesis (What is your/authors claim for the reading?) Should include topics and should be complex-split and well developed. Should answer your purpose points Recommendations on Managing Virtual Teams · Develop a team web page where virtual team members can share information and get to know one another. · Create ways for team members to interact and communicate informally. Use real-time communication tools like Instant Messaging or social media sites such as Facebook or Twitter to create a virtual water cooler of sorts that allows people on virtual teams to communicate more spontaneously. · Build a collective online "resource bank" to share information and experiences. · Find ways to "spotlight" team members. · Send electronic newsletters or updates to the team. · Create ways to virtually celebrate successes as a team. · Partner team members at different locations on projects and rotate these periodically. · Make sure teams meet face-to-face at least once early on in the team's formation. Spend some part of the meeting focused on building relationships and learning about team members' capabilities. · Be sure team members feel empowered to make and act on decisions. Because virtual leaders do not have "face time" with team members to check in, leaders are more likely to micromanage team members without realizing it. · Help people manage conflicts, not avoid them. Conflict is likely to be ignored or may escalate quickly in a virtual setting. Therefore, leaders need to more proactively manage conflict. · The team leader should model and reinforce these positive behaviors.  · Use criteria and/or assessments when selecting individuals for virtual teams. · Use team-building sessions – ideally conducted at an initial or subsequent face-to-face team meeting – to help team members strengthen working relationships and create team momentum that can enhance team effectiveness. · Assess development needs for team members and team leaders and conduct skill-building focused on these areas. · Reassess ...

1. Purpose Reading Steps
History
Step 1
Preview: Identify Author, titles, topics, sub-topics, and visuals.
Think about the possible argument or information within the
reading and think topically (PERSIA).
Purpose: Develop at least 2 detailed questions or statements that
will identify what content/argument you are to get from the
reading. Write at the beginning of article.
Step 2
Purpose Read: While reading underline and highlight content or
statements that answer your purpose points.
Your should use 2 highlighters and color code based upon which
purpose point it is connected to.
Monitor: As you read, notice how content and analysis is being
used by the author. You should be evaluative.
You may have to adjust your purpose points as well.
Step 3
Connect
In the margins, you are to write down any similarities to the
content you have read.
These similarities should be things you have learned in the past
or things you have experienced.
Step 4
Thesis (What is your/authors claim for the reading?)

2. Should include topics and should be complex-split and well
developed.
Should answer your purpose points
Recommendations on Managing Virtual Teams
· Develop a team web page where virtual team members can
share information and get to know one another.
· Create ways for team members to interact and communicate
informally. Use real-time communication tools like Instant
Messaging or social media sites such as Facebook or Twitter to
create a virtual water cooler of sorts that allows people on
virtual teams to communicate more spontaneously.
· Build a collective online "resource bank" to share information
and experiences.
· Find ways to "spotlight" team members.
· Send electronic newsletters or updates to the team.
· Create ways to virtually celebrate successes as a team.
· Partner team members at different locations on projects and
rotate these periodically.
· Make sure teams meet face-to-face at least once early on in
the team's formation. Spend some part of the meeting focused
on building relationships and learning about team members'
capabilities.
· Be sure team members feel empowered to make and act on
decisions. Because virtual leaders do not have "face time" with
team members to check in, leaders are more likely to

3. micromanage team members without realizing it.
· Help people manage conflicts, not avoid them. Conflict is
likely to be ignored or may escalate quickly in a virtual setting.
Therefore, leaders need to more proactively manage conflict.
· The team leader should model and reinforce these positive
behaviors.
· Use criteria and/or assessments when selecting individuals for
virtual teams.
· Use team-building sessions – ideally conducted at an initial or
subsequent face-to-face team meeting – to help team members
strengthen working relationships and create team momentum
that can enhance team effectiveness.
· Assess development needs for team members and team leaders
and conduct skill-building focused on these areas.
· Reassess needs over time.
· Clearly define team roles and accountabilities to minimize
frustration and misunderstandings that can damage morale and
derail productivity.
· Review and refine team processes regularly.
· Periodically examine the level of team performance. Collect
feedback from various stakeholders to assess the team's
performance.
· Based on the outcomes, identify barriers to high performance,
as well as steps that can be taken to overcome these barriers.
· Leverage synchronous tools (e.g., Instant Messaging) to

4. increase spontaneous communication.
· Use tools such as electronic bulletin boards to create a sense
of shared space.
· Carefully choose communication technologies that are most
appropriate to the specific task. For instance, email is good for
simple information sharing, while conference calls are better
suited for interactive sharing of ideas or plans.
· Make wider use of videoconferencing.
· Set clear goals and direction and revisit these as priorities
shift.
· Engage team members in the development of team strategy.
· Provide time for team building through periodic face-to-face
meetings.
· Provide timely feedback to team members. Be responsive and
accessible.
· Emphasize common interests and values and reinforce
cooperation and trust.
· Create a system to easily integrate new team members.
· Teach the importance of conflict resolution.
· Celebrate team achievements and successes.

5. Priestley Purpose Reading Rubric
Student Name:
________________________________________
CATEGORY 3 2 1 0
Purpose Provides insightful
purpose questions or
points (2 total)
Provides basic
purpose points or
questions (1 total).
Does not provide
useful purpose points
or questions(1 or
fewer)
N/A
Connections Connections
consistently stays
focused on
highlighted points
and provides a
specific link to other
topics.

6. Connections stays
focused on
highlighted points
and provides a link to
other topics most of
the time.
Connections do not
stay focused on
highlighted points
and do not provide a
link to other topics
most of the time.
N/A
Comprehension Comprehension is
very evident
throughout reading
as evidence by a
valid highlighted
items, connections,
and summarization.
Comprehension is
evident throughout
reading as evidence
by highlighted items,
connections, and
summarization.
Comprehension is
not evident
throughout reading.
Lack of highlighted
items, connections,

7. and summarization.
N/A
Highlighting/
Content
Students accurately
highlighted items
pertaining to their
purpose points and
readings main ideas.
Students
demonstrate basic
highlighted items
pertaining to their
purpose points and
readings main ideas.
Students
demonstrate a lack of
highlighted items
pertaining to their
purpose points and
readings main ideas.
N/A
Summarization/
Position/
Thesis
Student develops a
well reasoned and
analytical summary

8. statement that
includes a variety of
focused
adj.,examples from
reading, and
inferences.
Student develops a
basic summary
statement that
includes some
focused
adj.,examples from
reading, and
inferences.
Student develops a
summary statement
that does not include
some focused
adj.,examples from
reading, and
inferences.
N/A
Priestley Assessment Rubric

9. Knowledge of evidence from
the lesson/topic: includes
facts/supporting details;
themes/issues; and
concepts/ideas
Analysis: Evaluation, application and
synthesis of evidence.
Includes a thesis and
demonstration of higher level
analysis
Effort/Organization/Creativity
: Demonstrates clear use of class
time working on assessment
with maximum effort
5 • Significant
facts/supporting details are
included and accurately
described

10. • Has little or no factual
inaccuracies
• Identifies and logically
organizes almost all relevant
evidence
4-5 Items of Content
Present
•Complex Thesis is present and uses
appropriate and
comprehensive critical
thinking skills and habits of
mind to analyze, evaluate, and
synthesize evidence
• Reaches informed
conclusions based on the
evidence
• Almost all ideas in the presentation
are expressed in a way that provides
evidence of the student's knowledge
and reasoning processes

11. • The assessment is well focused
with a well defined
Thesis or position
• Assessment shows substantial
evidence of
Organization/effort
• Assessment shows attention to
the details and great effort
Assessment demonstrates
that time was used well on
task and more than just the
minimum was done for
project
3 • Facts/supporting details
are included
• May have a major factual
inaccuracy, but most
information is correct
• Identifies and organizes
most of the relevant evidence

12. 2-3 Items of Content
Present
• Simple Thesis is present and
uses partial critical
thinking skills and habits of
mind to analyze, evaluate, and
synthesize evidence
• Reaches informed
conclusions based on the
evidence
• Most ideas in the presentation are
expressed
in a way that provides evidence of the
student's
knowledge and reasoning processes
• The assessment demonstrates a
focus and
thesis with several narrative
gaps and minimal effort

13. • assessment demonstrates
adequate evidence
of organization
Assessment demonstrates
the adequate time was
spent on task
1 • Some facts/supporting
details are included
• Has some correct and
some incorrect information
• Identifies some relevant
evidence and omits most of
the other evidence
1-0 Items Present
• No Thesis present and
uses unclear,
inappropriate, or incomplete
critical thinking skills and
habits of mind to analyze,

14. evaluate, and synthesize
evidence
• Reaches incomplete or
inaccurate conclusions based
on the evidence
• Some ideas in the presentation are
expressed
in a way that provides evidence of the
student's
knowledge and reasoning processes
• Few or no facts/supporting
details are included and lack of
effort
• Information is largely
inaccurate, absent or irrelevant
• Important evidence
relevant to the problem is not
identified
Assessment demonstrates

15. the below average time was
spent on task
� Exceeds standard (total points 11 - 15)
� Meets standard (total points 8 - 10)
� Approaches standard (total points 5 -7)
� Begins standard or absent (total points 1 -4)
Score
A Social Science Rubric
This model is an analytic rubric. It separates the skills a student
possesses into three
dimensions:
knowledge, reasoning, and communication. The three
dimensions are interrelated. They
overlap
to show what students know and what they can do. Each
dimension of the rubric is
divided into

16. four levels. Each level is defined by several criteria, which
reflect a student's abilities and
skills.
Collectively, Levels 4 and 3 are designed to differentiate among
students whose
knowledge,
reasoning, and communication skills are developed.
Collectively, Levels 2 and 1
represent a
student's knowledge, reasoning, and communication skills that
are still developing. Level
4
represents work of a student who exhibits the most developed
skills; Level 1 represents
the work
of a student with the lowest level of developing skills.
The gap between Level 3 and Level 2 is wider than the gap
between any of the other levels
because it
differentiates between a student whose skills are still
developing and a student whose skills are
developed.
An analytic rubric is especially appropriate and useful for

17. assessment in the social sciences. Teachers know
that
their students may perform at a more or less developed level in
one dimension than in another. For
example, a
student may perform at Level 4 in knowledge, at Level 3 in
reasoning, and at Level 2 in communication.
An analytic
rubric allows teachers to take these differences into account
when assessing their students.
RATIONALE FOR
A SOCIAL SCIENCE RUBRIC
KNOWLEDGE - REASONING - COMMUNICATION
Dimension 1: Knowledge
Knowledge of evidence from the social sciences:
facts/supporting details; themes/issues; and
concepts/ideas
Knowledge of evidence is basic to the social sciences. Students
who have developed knowledge -
- Levels
4 and 3-- are able to demonstrate their ability to identify,
define, and describe key concepts,
themes,

18. issues, and ideas; they show their awareness of the connection
between key facts and supporting
details;
and they are accurate in their use of facts and details. The levels
are differentiated by the degree
to which
students can demonstrate their knowledge, that is, by being
thorough, inclusive, and accurate.
Similarly, students who are developing knowledge -- Levels 2
and 1 --- are unable to demonstrate
their
ability to identify, define, and describe key concepts, themes,
issues, and ideas; they show an
inadequate
awareness of the connection between key facts and supporting
details; and they are largely
inaccurate in
their use of facts and details.
Dimension 2: Reasoning
Analysis, evaluation, and synthesis of evidence.
While facts are the essential starting point for demonstrating

19. ability in the social sciences, a
student must
also be able to demonstrate the ability to reason. Reasoning
makes facts, issues, and concepts
meaningful.
When reasoning occurs, a student is engaged in the content and
develops a deeper understanding
of the
subject. Reasoning involves translation, interpretation,
application, analysis, synthesis, and
evaluation of
information. These reasoning processes require students to
discover relationships among facts and
generalizations, values and opinions. Reasoning abilities and
skills also include accessing,
classifying,
and applying information to provide a solution to a problem, to
make a judgment, or reach a
logical
conclusion.
A student with developed reasoning ability must be able to
organize evidence and select and

20. apply an
appropriate method for analysis, evaluation, and synthesis. To
analyze and evaluate evidence
effectively,
whether that evidence is presented in a printed document, a
song, poem, picture, or statistical
table, a
student must ask relevant questions.
These questions encompass the traditional five questions: who,
what, where, when, and why.
A student with developed reasoning abilities also uses critical
thinking skills and habits of mind
to
evaluate evidence. These thinking skills and habits of mind
include comparing and contrasting,
identifying causes and effects, developing and recognizing
alternative solutions, showing
relationships
among concepts, recognizing bias, separating fact from opinion,
identifying inconsistencies in
logic,

21. avoiding present-mindedness, and maintaining an empathetic
attitude toward the people under
study.
These habits of mind and thinking skills demonstrate not only
what students know; they also
reveal
aspects of the student's intellectual character. Students who
possess habits of mind display self-
discipline
as a thinker. They help students acquire the habit of inquiring
into social science content and
engaging in
discourse about their inquiry. Students with well developed
thinking skills and habits of mind
create
projects with care and thoroughness.
While all developed students must be able to reach an informed
conclusion, there are several
ways to
differentiate between students' reasoning skills at Levels 4 and
3. Differentiation among these

22. higher
levels is a matter of the degree to which a student can identify
and logically organize evidence
and then
select and apply an appropriate method for analyzing,
evaluating, and synthesizing evidence.
Students can
also be differentiated by their ability to incorporate critical
thinking skills and habits of mind in
their
process of reasoning. For example, a student at Level 4 will
analyze and evaluate the evidence
from a
variety of perspectives; a student at Level 3 will use only one
perspective, but one that is still
sufficient to
evaluate the evidence.
Students who are developing their ability in reasoning show
important deficiencies. They fail to
organize
information for proper analysis and may omit evidence. A

23. developing student may also select an
inappropriate method for analyzing, evaluating, and
synthesizing evidence. Students who are in
the
process of developing reasoning skills have difficulty thinking
critically. For example, they may
accept
evidence at face value without subjecting it to any critical
analysis or evaluation. Finally, the
inability to
reach a reasonable, informed conclusion is indicative of a
student who is still in the developing
stage.
Dimension 3: Communication
Demonstrate knowledge and reasoning through oral, written,
visual, dramatic, or mixed media
presentations
To be useful, a student's knowledge and reasoning must be
communicated to a wider audience.
Effective
communication requires focus and organization. For example, in
history, a student must have a

24. clearly
defined thesis and an organized narrative that tells what
happened in an interesting and informed
way. In
the other social sciences, a student must be able to identify
issues and concepts clearly, explain
the
various parts of a problem, and present possible resolutions.
The most important aspect of communication is the student's
ability to express clearly his or her
ideas.
Clarity depends upon organization. A well-organized
presentation includes a focus statement,
supplies
relevant examples to support main ideas, and offers conclusions
based on evidence. Furthermore,
an
effective presentation, regardless of its type, provides evidence
of a student's knowledge and
reasoning
processes.

25. The teacher, sometimes in conjunction with the student,
establishes the context, or audience, for a
student's presentation: an oral report presented to his or her
classmates, a letter written to the
newspaper,
or an exhibit or model placed on display at a local business or
historical society.
A student can select a variety of techniques to communicate his
or her knowledge and reasoning
skills.
Each communication technique has its own conventions which
teachers should take into account.
For
example, assessing an oral report may include such conventions
as effective use of voice,
gestures, eye
contact, and use of visual aids. Assessing a student-made
exhibit might include such conventions
as the
use of color, neatness, captions, and the selection of appropriate
pictures, photographs, maps, and

26. other
materials.
A student who has developed ability in communication
demonstrates knowledge and reasoning
skills in a
clear and organized fashion. The presentation will also take into
account the appropriate
conventions for
the selected activity. A higher assessment, Levels 4 and 3 is
determined by the degree of clarity
and
organization, the quality of illustrations and supporting
examples, and the power of the
conclusion. That
is, the main ideas and reasoning processes are focused, well
developed, and clearly articulated in
the
student's presentation. Finally, a presentation at the highest
level of development meets all the
convention
standards for the type of activity the teacher assigns or the
student selects.

27. A student who is developing his or her communication skills
lacks the ability to present
knowledge and
reasoning clearly and effectively in an organized presentation.
That is, a student who is still
developing
cannot successfully provide a thesis or a focus statement, or
convey information through
examples that
support and elaborate a main idea, or present an informed
conclusion. Lastly, a developing
student
neglects the details of the performance convention that he or
she has selected as a means to
communicate
knowledge and reasoning. The difference between students
performing at Levels 2, or 1 is a
matter of
degree in each of the criteria.
Critical Thinking Skills
• Identifying central issues

28. • Making comparisons
• Determining relevant information
• Formulating appropriate questions
• Expressing problems
• Distinguishing fact from opinion
• Recognizing bias
• Distinguishing false from accurate images.
• Analyzing cause and effect
• Drawing conclusions
• Identifying alternatives
• Testing conclusions
• Predicting consequences
• Demonstrating reasoned judgment
Habits Of Mind For Knowledge, Reasoning, And
Communication
• Understand the significance of the past and the present to their
own lives and to the lives of
others
• Distinguish between the important and the inconsequential

29. • Perceive events and issues as they were experienced by people
at the time
• Understand how human intentions matter
• Comprehend the interplay of change and continuity
• Realize that all problems may not have solutions
• Appreciate the often tentative nature of judgments
• Recognize the importance of individuals who have made a
difference
• Appreciate the force of the non-rational, the irrational, and the
accidental in human efforts
• Understand the relationship between people, time, and place as
the context for events
• Recognize the difference between fact and conjecture
• Use evidence to frame useful questions
Adapted from Alternative Assessment in the Social Sciences:
AUTHORS
Lawrence W. McBride
Frederick D. Drake
Marcel Lewinski
Illinois State University

30. John C. Craig
Illinois State Board of Education
Priestley reading/note taking organizer
Title/Purpose Points (3 Points)
Topics

31. Content/Vocabulary (6 Points) Connection (3 Points)
Summary/Thesis(3 Points)
WWI
1/26

32. To what extent did WWI alter the status of Americans between
1914-1920
For 15 points (daily rubric) Task and assessment: Read chapter
19-3 in your text: Include all aspects of the Priestley
reading/note organizer.Be content specific, write in complete
sentences, and your summary should be a claim that directly
answers the prompt