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iRubric: Pragmatics- Kindergarten/1st rubric

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Pragmatics- Kindergarten/1st Simple rubric based on the CELF-5 Pragmatic Profile. Rubric Code: CX6B829 By lcazier Ready to use Public Rubric Subject: Communication Type: Assessment Grade Levels: K-5

Pragmatics/Social Skills
	Poor Multiple reminders 1 pts	Fair Sometimes, given 2 or less reminders 2 pts	Good Usually, with 1 reminder 3 pts	Excellent Nearly always, no reminders 4 pts
Introductions Responds to introductions, introduces others	Poor Ignores	Fair Can respond to introductions, but does not /cannot introduce others	Good Responds to introductions and can introduce others with 1 reminder	Excellent Responds and introduce appropriately independently
Gaining attention/Interrupting Uses appropriate strategies to gain attention and when interrupting others	Poor Uses inappropriate strategies to gain attention-yelling, throwing things/tantrums, grabbing items/people, etc.	Fair Uses 1 strategy to gain attention, inconsistent	Good Can demonstrate use of more than 1 strategy to gain attention: waiting for a break in conversation, saying excuse me, tapping shoulders, other nonverbal cues	Excellent Can use variety of strategies without reminders
Interruptions Appropriately responds to interruptions	Poor Uses inappropriate strategies in response to interruptions-yelling, throwing things/tantrums, grabbing items/people, etc.	Fair Stays calm, but disregards/ignores interruptions when he shouldn't, or requires 2 prompts to respond	Good Stays calm, attends to person interrupting with 1 reminders	Excellent Independently responds appropriately
Asking for assistance Can ask for assistance when necessary	Poor Never asks for assistance	Fair Asks for assistance when prompted at least twice	Good Asks for assistance with 1 prompt	Excellent Independently asks for assistance
Nonverbal cues -receptive Can interpret a variety of nonverbal cues, including facial expressions, body language, and tone of voice	Poor Cannot interpret most nonverbal cues without multiple cues	Fair Can interpret facial expressions or tone of voice with multiple prompts	Good Can interpret two types of nonverbal cues: facial expressions, body language, or tone of voice with 1 cue	Excellent Independently interprets a variety of nonverbal cues, including facial expressions, body language, and tone of voice
Nonverbal cues-expressive Can appropriately mimic and use a variety of nonverbal cues, including facial expressions, body language, and tone of voice	Poor Cannot appropriately mimic facial expressions, body language, or tone of voice	Fair Can appropriately mimic facial expressions, body language, or tone of voice with multiple prompts	Good Can appropriately mimic and use a variety of nonverbal cues, including facial expressions, body language, and tone of voice with minimal assistance	Excellent Can independently and appropriately mimic and use a variety of nonverbal cues, including facial expressions, body language, and tone of voice
Receptive/Expressive Complex Intent Can ask others to change their actions/states	Poor Cannot appropriately ask others to change their actions in role playing and real life situations	Fair Can appropriately ask others to change their actions when role playing with multiple prompts	Good Can appropriately ask others to change their actions in role playing and real life situations with minimal prompts	Excellent Can appropriately ask others to change their actions in role playing and real life situations independently
Receptive/Expressive Complex Intent Can respond when asked to change his actions/state	Poor Cannot respond in changing his actions in role playing and real life situations	Fair Can appropriately respond in changing his actions when role playing with multiple prompts	Good Can appropriately change their actions in role playing and real life situations with minimal prompts	Excellent Can independently and appropriately change his actions in role playing and real life situations when asked and required
Receptive/Expressive Complex Intent Can appropriately respond to teasing, anger, failure, or disappointment	Poor Cannot respond to teasing, anger, failure, or disappointment in role play and real life situations	Fair Can appropriately respond to teasing, anger, failure, or disappointment in role play with multiple prompts	Good Can appropriately respond to teasing, anger, failure, or disappointment in role play and real life situations with minimal prompts	Excellent Can independently and appropriately respond to teasing, anger, failure, or disappointment in role play and real life situations

Keywords:

pragmatic, social skills, kindergarten

Subjects:

Communication

Types:

Assessment

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