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iRubric: Book Club Setting Illustration with Text Evidence rubric

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Book Club Setting Illustration with Text Evidence 
LWW Setting Illustration with Text Evidence
Students will create an illustration of any setting of their choice from their chosen book club book. The students will use text evidence from the book as justification for their drawing/art work.
Rubric Code: EAXB94
By jennaboyte
Ready to use
Public Rubric
Subject: English  
Type: Reading  
Grade Levels: K-5

Powered by iRubric LWW-Setting Illus. w/ Text Evidence
  Above

10 pts

Meeting

8 pts

Approaching

7 pts

Below

6 pts

Setting Illustration

Above

A setting has been identified and portrayed consistent with how the text describes it.
Meeting

A setting has been identified and is somewhat portrayed with how the text describes it.
Approaching

A setting was attempted to be identified, but the students were not accurate in their portrayal of how the text describes it.
Below

A setting was not identified.
Text Evidence

Above

Three sentences of text evidence are identified in the project. The text evidence is directly drawn from the text. The evidence is directly related to the setting.
Meeting

Two sentences of text evidence are identified in the project. The text evidence may be related relate to the setting.
Approaching

One piece of evidence is identified in the project. The text evidence does not necessarily relate to the theme.
Below

No text evidence was provided to support the setting identified or the evidence does not support the setting at all.
Importance of Setting

Above

The student thoroughly identified the importance of the setting to the story's meaning.
The student used several examples of text evidence to infer how time and place contributes to the meaning of a story.
Meeting

The student mostly identified the importance of the setting to the story's meaning.
The student used some text evidence to infer how time and place contributes to the meaning of a story.
Approaching

The student somewhat identified the importance of the setting to the story's meaning.
The student used some text evidence to infer how time and place contributes to the meaning of a story.
Below

The student was unable to identify the importance of the setting to the story's meaning.
The student used very little/no text evidence to infer how time and place contributes to the meaning of a story
Independence

Above

The student is always able to read independently for a sustained period of time in self-selected books on an independent level and maintain meaning.
Meeting

The student is consistently able to read independently for a sustained period of time in self-selected books on an independent level and maintain meaning.
Approaching

The student is sometimes able to read independently for a sustained period of time in self-selected books on an independent level and maintain meaning.
Below

The student is rarely able to read independently for a sustained period of time in self-selected books on an independent level and maintain meaning.



Keywords:
  • Text Evidence/Setting Illustration



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