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iRubric: Familiar Story Re-Tell rubric

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Familiar Story Re-Tell 
Student will be asked to re-tell their favorite book. Familiarity with different versions of popular stories is important If student is having difficulty (or teacher anticipates difficulty) s/he should be allowed to retell story using home language. Use rubric if teacher understands students home language. When student feels more comfortable with retell in home language, the rubric could be used immediately after in new language.
Rubric Code: UCBA68
By bdogcabrera
Ready to use
Public Rubric
Subject: Humanities  
Type: Assessment  
Grade Levels: K-5

Powered by iRubric Familiar Story Re-tell
  Dilingual/ Nonverbal

Students should be allowed to use book to guide their retell.

1 pts

Entering/ Beginning

Students should be allowed to use book to guide their retell.

2 pts

Developing

Ask child to look over book then close. Open book if stuck.

3 pts

Expanding

Do not use book, ask teacher for guidance if stuck

4 pts

Notes

(N/A)

Characters and Setting

Dilingual/ Nonverbal

Student has refused to participate in activity.
Entering/ Beginning

Student has properly identified one character and setting.
Developing

Student has properly identified a few or some of the characters and setting.
Expanding

Student has properly identified all or most characters and setting.
Notes
Event Sequence

Dilingual/ Nonverbal

Student has refused to participate in activity.
Entering/ Beginning

Student has properly sequenced one event - beginning, middle or end.
Developing

Student has properly sequenced a few or some events in the story.
Expanding

Student has properly sequenced most or all of the events in the story.
Notes
Problem & Resolution

Dilingual/ Nonverbal

Student has refused to participate in activity.
Entering/ Beginning

Student has failed to describe both a problem and a solution.
Developing

Student has properly identified the problem or solution but not both.
or
Student has created a new problem or resolution but lacks bridge to story.
Expanding

Student has properly identified the problem and the solution of the story
or
Student has created a new problem and described its resolution.
Notes
Details

Dilingual/ Nonverbal

Student has refused to participate in activity.
Entering/ Beginning

Student has identified only one or two details of story.
Developing

Student has included most major details or created new details that are incorporated into retell.
Expanding

Student has included many details of the story (or created new details which are easily accommodated into the plot).
Notes
Connections through art

Draw a picture of the story (Box A).Draw a picture of a similar story or event (Box B).
Dilingual/ Nonverbal

Student has refused to participate in activity.
Entering/ Beginning

Student draws a picture related to story retell.
Developing

Student understands that connections can be made to another story (reoccurring themes or characters). Student draws, or verbalizes or expresses some basic connection between two pictures.
Expanding

Student has made clear (elaborate) connections to own life or another story, verbal or pictorial.
Notes
Delivery

(only assess NLL in home language)
Dilingual/ Nonverbal

Student has refused to participate in activity.
Entering/ Beginning

Student retells story using flat affect.
Developing

Student retells story, but needs more development of narrative voice and in the performing arts.
Expanding

Student uses appropriate intonation and pauses (narrative voice) and gestures; story retell engages or captivates audience.
Notes



Keywords:
  • retell, new language learners, esl, ell, literacy, oral language, early childhood

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