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iRubric: Story Retelling Rubric (Story Grammar Marker)
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Story Retelling Rubric (Story Grammar Marker)
Story Retelling Rubric (Story Grammar Marker)
Use with story retelling for primary grades. Based on the elements from Story Grammar Marker.
Rubric Code:
M225BWB
By
sconter
Ready to use
Public Rubric
Subject:
English
Type:
Reading
Grade Levels:
K-5
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Story Retell
Area of Concern
1 pts
Making Progress
2 pts
Good Progress
3 pts
Outstanding Progress
4 pts
Characters
Area of Concern
No characters were recalled using names.
Making Progress
Some main characters were recalled using names.
Good Progress
Most of the main characters were recalled using names.
Outstanding Progress
All main characters were recalled using names.
Setting
Area of Concern
No setting or wrong setting stated.
Making Progress
General statement about the setting.
Good Progress
Some details about the setting were stated (where, when).
Outstanding Progress
All details about the setting were stated where and when).
Problem -initiating event
Area of Concern
No problem given.
Making Progress
Problem stated was not the main problem in the story.
Good Progress
Problem stated correctly but no (or very few) details.
Outstanding Progress
Problem stated correctly with important details.
Internal state
Area of Concern
No feelings or internal states idenified.
Making Progress
One internal state/feeling used in middle or end.
Good Progress
Two internal states/feelings used.
Outstanding Progress
More than two internal states/feelings used.
Actions in Order
Area of Concern
No actions are given in order.
Making Progress
Planned actions are listed without transition words and/or without proper sequencing.
Good Progress
Planned actions are properly sequenced using appropriate transition words with prompts.
Outstanding Progress
Planned actions are independently sequenced using appropriate transition words.
Solution
Area of Concern
No solution was given.
Making Progress
Solution given but did not match the problem.
The student can answer the question "Did the Character's plan work?"
Good Progress
Solution given with few or no details; solution matched the problem.
The student identifies the direct consequences of the plan and determines whether or if the plan was effective with prompts.
Outstanding Progress
Solution given with important details and solution matched the problem.
The student independently identifies the direct consequences of the plan and determines whether or if the plan was effective.
Resolution
Area of Concern
No feeling is identified as the result of the consequences.
Making Progress
A feeling is identified as the result of the consequences.
Good Progress
The feeling is identified as the result of the consequences and stste the lesson of the story with prompts.
Outstanding Progress
The feeling is independently identified as the result of the conse-quences and state the lesson of the story.
Use of classtime
Area of Concern
Self-starts
- Consistently uses class time wisely
- Completes assigned required work during time
- Balances social interaction with purposeful work
- Asks for assistance, if needed
-Works in assigned seat at all times.
Making Progress
- Initiates work, but does not remain on task consistently
- Completes some assigned/required work during time
- Needs occasional reminders to remain on-task
- May ask for assistance, if needed
- Social interactions sometimes pull student off-task
-Some times causes distraction to student and classmates.
Good Progress
-Requires multiple teacher reminders to initiate work and to remain on task
- shows difficulty to complete assigned/required work during time
- Rarely asks for assistance when needed
Social interactions frequently pull the student off-task
-causes distraction to student and classmates.
Outstanding Progress
-Requires constant teacher reminders to initiate work and to remain on task
- Does not complete assigned/required work during time
- Never asks for assistance when needed
-Intentionally causes distraction to student and classmates.
Keywords:
Retell
Subjects:
English
Types:
Reading
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