Observation Checklist
| Student name or initials | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA |
| Expectations (level 3) | |||||||||
| Explains the purpose of information sorting as a method to determine the reliability of sources before engaging in close reading | |||||||||
| Identifies the need for information sorting in various contexts, such as when encountering new information online or when researching a topic, and articulates a clear plan for assessing source reliability | |||||||||
| Analyzes a source and identifies key elements that contribute to or detract from its reliability, such as the author’s expertise, evidence of fact-checking, and potential biases |
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| Compares and contrasts companion reading and close reading, explaining why companion reading should precede close reading to save time and effort | |||||||||
| Appropriately uses key vocabulary, such as “information sorting,” “companion reading,” “close reading,” and “companion text,” in discussions and written reflections | |||||||||
| Applies the principles of information sorting to new contexts, such as evaluating the reliability of a news article or a social media post | |||||||||
| Connects the lesson’s concepts to real-world scenarios, explaining how information sorting can be used to make informed decisions about the information they encounter daily |
| Student name or initials | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA |
| Expectations (level 3) | |||||||||
| Explains the purpose of information sorting as a method to determine the reliability of sources before engaging in close reading | |||||||||
| Identifies the need for information sorting in various contexts, such as when encountering new information online or when researching a topic, and articulates a clear plan for assessing source reliability | |||||||||
| Analyzes a source and identifies key elements that contribute to or detract from its reliability, such as the author’s expertise, evidence of fact-checking, and potential biases |
|
|
|||||||
| Compares and contrasts companion reading and close reading, explaining why companion reading should precede close reading to save time and effort | |||||||||
| Appropriately uses key vocabulary, such as “information sorting,” “companion reading,” “close reading,” and “companion text,” in discussions and written reflections | |||||||||
| Applies the principles of information sorting to new contexts, such as evaluating the reliability of a news article or a social media post | |||||||||
| Connects the lesson’s concepts to real-world scenarios, explaining how information sorting can be used to make informed decisions about the information they encounter daily |
| Student name or initials | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA |
| Expectations (level 3) | |||||||||
| Explains the purpose of information sorting as a method to determine the reliability of sources before engaging in close reading | |||||||||
| Identifies the need for information sorting in various contexts, such as when encountering new information online or when researching a topic, and articulates a clear plan for assessing source reliability | |||||||||
| Analyzes a source and identifies key elements that contribute to or detract from its reliability, such as the author’s expertise, evidence of fact-checking, and potential biases |
|
|
|||||||
| Compares and contrasts companion reading and close reading, explaining why companion reading should precede close reading to save time and effort | |||||||||
| Appropriately uses key vocabulary, such as “information sorting,” “companion reading,” “close reading,” and “companion text,” in discussions and written reflections | |||||||||
| Applies the principles of information sorting to new contexts, such as evaluating the reliability of a news article or a social media post | |||||||||
| Connects the lesson’s concepts to real-world scenarios, explaining how information sorting can be used to make informed decisions about the information they encounter daily |