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iRubric: Narrative Rubric

iRubric: Narrative Rubric

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Narrative Rubric 
Story Grammar Marker Rubric
This rubric is intended to be used in correlation with the Story Grammar Marker Concept Assessment sheet.
Rubric Code: VX8577A
By JerodM
Ready to use
Public Rubric
Subject: Education  
Type: Assessment  
Grade Levels: K-5, 6-8, 9-12

Powered by iRubric Narrative Elements
  Basic

0 pts

Emerging

1 pts

Simple

2 pts

Complex

3 pts

Character

Who is the story about?
Basic

Student uses only pronouns or simple nouns (e.g., boy/girl) for the characters of the story.
Emerging

Student is able to name the character.
Simple

Student is able to name the character and provide one descriptive idea about the character with prompts.
Complex

Student independently names the character and provides at least two details about the character.
Setting

When and where does the story take place?
Basic

Student is vague or incorrect naming the setting.
Emerging

Student is able to identify where the story takes place (setting).
Simple

Student is able to identify where and when the story takes place with prompts.
Complex

Student is able to identify to independently provide descriptive details about the story setting including identifying where and when the story takes place.
Initiating Event (Kick-off)

What happened to make the character do something?
Basic

Student is vague or incorrect naming the Initiating Event (Kick-off)
Emerging

Student is able to identify the initiating event.
Simple

Student is able to identify the initiating event and relate it to the character's internal response (feeling) using at least one cause-effect term with prompts.
Complex

Student is able to independently identify the initiating event and relate it to the character's internal response (feeling) and the plan using cause-effect terms such as so, because, etc.
Internal Response (Feelings)

How did the character(s) feel about what happened?
Basic

Student is vague or incorrect naming the feelings of the character (pertaining to the kickoff)
Emerging

Student is able to identify the character's feeling(s) but does not indicate a cause-effect relationship.
Simple

Student is able to identify the character's feeling(s) as related to the initiating event with prompts.
Complex

Student is able to independently identify the character's feeling(s) as related to the initiating event and how it motivates the plan.
Plan

What does the main character want to happen?
Basic

Student is vague or incorrect naming the plan of action the character(s) decide(s) upon regarding the kickoff (what the character wants)
Emerging

Student is able to simply state the plan with or without planning words.
Simple

Student is able to analyze the story and identify the plan of action the character decides upon regarding the kickoff using planning words given cues and prompts.
Complex

Student is able to independently identify the plan of action the character decides upon regarding the kickoff using planning words and identifying the cause-effect relationship between the Initiating Event-Internal Response-Plan.
Attempts/Actions

What actions did the character take to achieve the plan?
Basic

Student is vague or incorrect naming actions of the character.
Emerging

Student presents the actions without transition words and/or without proper sequencing.
Simple

Student identifies and properly sequences the planned actions using appropriate transition words with prompts. References Plan or kickoff.
Complex

Student independently identifies and properly sequences the planned actions using appropriate transition words, directly tying the attempts to the internal response, plan and/or kickoff.
Direct Consequences (Tie Up)

What happened as a result of the attempts/actions?
Basic

Student is vague or incorrect naming the Direct Consequences of the plan (Tie-up).
Emerging

Student correctly answers the question "Did the Character's Plan work?"
Simple

Student identifies the direct consequences of the plan and determines whether or not the plan was effective with prompts
Complex

Student independently identifies the direct consequences of the plan and determines whether or not the plan was effective.
Resolution

How does the character feel about the direct consequence?
Basic

Student is vague or incorrect naming the feelings of the character pertaining to the direct consequences.
Emerging

Student is able to identify the feeling of the character as it relates to the direct consequences.
Simple

Student is able to identify the feeling of the character and the lesson of the story with prompts.
Complex

Student is able to independently identify the feeling of the character, the lesson and overarching moral of the story.



Keywords:
  • story, narrative, grammar, mark, character, setting, plan, response


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